ACCT 412 International audit standards
(3) Credit Hours
This course is considered complementary to the material of auditing and auditing as it moves the student from the knowledge of the profession of audit and the requirements of its practice and the responsibilities of the auditor and his duties, and attached this article to the law of some standards of audit with the practical applications of these standards such as internal control and evidence and procedures Audit of the processes related to revenues, expenses and related accounts, and then explain the standard of the report on the results of the audit
Course Code |
ACCT 412 |
Course Title |
International audit standards |
Pre-requisite |
مبادئ المحاسبة (2) – ACCT202 |
Credit Hours |
3 |
Course Description |
This course is considered complementary to the material of auditing and auditing as it moves the student from the knowledge of the profession of audit and the requirements of its practice and the responsibilities of the auditor and his duties, and attached this article to the law of some standards of audit with the practical applications of these standards such as internal control and evidence and procedures Audit of the processes related to revenues, expenses and related accounts, and then explain the standard of the report on the results of the audit |
Course Objectives |
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Course Outcomes |
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ACCT 440 Graduate Research in Accounting
(3) Credit Hours
A course on graduation research deals with: introducing the basic scientific research methods (descriptive, experimental, historical). To provide the student with the basic skills of scientific research in his field of specialization, how to choose the research problem, organize the research plan, the ability to understand and design it, and how to register the study references.
Course Code |
ACCT 440 |
Course Title |
Graduate Research in Accounting |
Pre-requisite |
اكمال 96 ساعة معتمدة بنجاح |
Credit Hours |
3 |
Course Description |
A course on graduation research deals with: introducing the basic scientific research methods (descriptive, experimental, historical). To provide the student with the basic skills of scientific research in his field of specialization, how to choose the research problem, organize the research plan, the ability to understand and design it, and how to register the study references. |
Course Objectives |
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Course Outcomes |
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ACCT350 Accounting for banks and financial institutions
(3) Credit Hours
This course aims to develop concepts and skills about the field of banking, banking operations, methods and accounting processes related to them.
Course Code |
ACCT350 |
Course Title |
Accounting for banks and financial institutions |
Pre-requisite |
ACCT202 |
Credit Hours |
3 |
Course Description |
This course aims to develop concepts and skills about the field of banking, banking operations, methods and accounting processes related to them. |
Course Objectives |
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Course Outcomes |
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ACC300 Accounting Information Systems
(4) Credit Hours
This course is the first module to introduce the domain of information systems in accounting. This is a Level 6 course and students need to have a good knowledge of financial accounting, obtained through Levels 4 and 5 accounting modules. Thus, it is strongly recommended that students study this course after studying Financial/Management accounting (B291 and B292).
Course Code |
ACC300 |
Course Title |
Accounting Information Systems |
Pre-requisite |
B291 and B292 |
Credit Hours |
4 |
Course Description |
This course is the first module to introduce the domain of information systems in accounting. This is a Level 6 course and students need to have a good knowledge of financial accounting, obtained through Levels 4 and 5 accounting modules. Thus, it is strongly recommended that students study this course after studying Financial/Management accounting (B291 and B292). |
Course Objectives |
Module specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | ACC300: Accounting Information Systems | Level | 6 | Module tutor | Dr. Hany AlZahar | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour
lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | This course is the first module to introduce the domain of information systems in accounting. This is a Level 6 course and students need to have a good knowledge of financial accounting, obtained through Levels 4 and 5 accounting modules. Thus, it is strongly recommended that students study this course after studying Financial/Management accounting (B291 and B292). |
3. Aims of the module | This course is designed to present an understanding of accounting information systems and their role in the accounting environment. Particular attention is paid to transaction cycles and internal control structure. The three broad aims of the course are to provide students with: - an understanding of the purpose and role of accounting information systems within contemporary organisations;
- an awareness of the way in which internal controls and technology interrelate with accounting information systems; and
- an understanding of the real-life problems of designing, implementing and using accounting information systems and its sub-cycles.
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4. Pre-requisite modules or specified entry requirements | B291 and B292 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to:
A1: Explain what an accounting information system is and describe the basic function it performs. A2: Demonstrate understanding of the role and importance of accounting information systems in the various types of business and other organisations. A3. Identify information system documentation techniques and their use to understand, evaluate, and document an accounting information systems. A4. Explain the difference between database and file-based systems. A5: Discuss the relational database systems and informatively analyse and interpret accountant’s role of database systems development. A6: Describe the basic business activities and related data processing operations performed in the accounting cycles. A7: Identify and explain control procedures. | Knowledge and understanding will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to:
B1: Review and illustrate the purpose, context and functions of accounting information systems in business practices. B2: Critically assess the impact and effective use of information systems in organisations for competitive advantage. B3: Explain, analyse and apply the mechanism of system documentation techniques in the accounting cycle. B4. Compare approaches to AIS including Enterprise Information, Enterprise Resource Planning, etc. B5- Formulate a vision of the future and explain the evolving importance of AIS and Internal Controls due to the guidance and direction of Public Company Accounting Oversight Board (PCAOB) pronouncements. | Cognitive skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1: Prepare system documentation, and use data flow diagrams and flowcharts to understand, evaluate, and document information systems. C2: Design, implement, and effectively use relational database systems using MS-Access | Practical and professional skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1: Crucial participating in systems analysis and design. D2: Accounting systems are studied from an accounting cycles perspective, emphasizing the nature and relevance of accounting internal controls and the relationship of accounting systems to the functional areas of accounting. D3. Using contemporary information technology, students analyse, design, and implement accounting systems along with relevant internal control structures. | Key transferable skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
6. Indicative content. | The text book’s website with resources to support student learning is a major supportive resource. In addition, an educational version of accounting software on CD (QuickBooks)– students may encounter when they progress to AIS cycles’ training, is also utilities. Discussion boards and the website of Association for Information Systems are another collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each forum. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking: One 90-Min. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | A7 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | D1 | D2 | D3 | | MTA | x | x | x | x | | x | x | | | | x | | x | | | | | | TMA | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | | Final Exam | x | x | x | x | | x | x | | x | | x | | x | | | | x | |
9. Teaching staff associated with the module | Name and contact details | Dr. Hany AlZahar, hzahar@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Romney and Steinbart | 2015 | Accounting Information Systems | Pearson Higher Education, 13th Edition, ISBN-13: 9780133428674 | USA | James A. Hall, Lehigh University | 2016 | Accounting Information Systems | Cengage learning, 9th Edition, ISBN-10: 1133934404, ISBN-13: 9781133934400 | USA |
11. Other indicative text (e.g. websites) | Open University UK: http://www.open.ac.uk/
Arab Open University: http://www.arabou.edu.kw/
Association of Information Systems : http://www.aisnet.org |
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Course Outcomes |
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ACC302 Auditing theory and Practice
(4) Credit Hours
The course describes the role of the public accountant, professional standards, professional ethics, legal liability, audit evidence and documentation, audit planning internal control, audit sampling & procedures to audit the financial statements. This course thus aims to provide an introduction to the principles and practices of auditing.
It provides students with a sound understanding of fundamental auditing concepts and procedures, and the application of auditing standards. Accordingly, the course provides a foundation for students, who intend pursuing a specialised pathway in the auditing profession, as well as those who will pursue careers in accounting and other disciplines where principles of risk assessment, systems control and evaluation, and transaction testing are important. While the course focuses mainly on the practical application of an external financial audit.
Course Code |
ACC302 |
Course Title |
Auditing theory and Practice |
Pre-requisite |
B291 and B292 |
Credit Hours |
4 |
Course Description |
The course describes the role of the public accountant, professional standards, professional ethics, legal liability, audit evidence and documentation, audit planning internal control, audit sampling & procedures to audit the financial statements. This course thus aims to provide an introduction to the principles and practices of auditing.
It provides students with a sound understanding of fundamental auditing concepts and procedures, and the application of auditing standards. Accordingly, the course provides a foundation for students, who intend pursuing a specialised pathway in the auditing profession, as well as those who will pursue careers in accounting and other disciplines where principles of risk assessment, systems control and evaluation, and transaction testing are important. While the course focuses mainly on the practical application of an external financial audit. |
Course Objectives |
Module specification
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | ACC302: Auditing theory and Practice | Level | 6 | Module tutor | Dr. Sherif Ismail | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour
lecture and 1 office hour weekly | 2. Rationale for the module and its links with other modules | The course describes the role of the public accountant, professional standards, professional ethics, legal liability, audit evidence and documentation, audit planning internal control, audit sampling & procedures to audit the financial statements. This course thus aims to provide an introduction to the principles and practices of auditing.
It provides students with a sound understanding of fundamental auditing concepts and procedures, and the application of auditing standards. Accordingly, the course provides a foundation for students, who intend pursuing a specialised pathway in the auditing profession, as well as those who will pursue careers in accounting and other disciplines where principles of risk assessment, systems control and evaluation, and transaction testing are important. While the course focuses mainly on the practical application of an external financial audit. |
3. Aims of the module | This is an AOU based course. The goals of the providers of information may run somewhat counter to those of the users of information. Accordingly, there is recognition of the social need for independent public accountants-individuals of professional competence and integrity who can tell us whether the information that we use constitutes a fair picture of what is really going on.
On successful completion of ACC302 course, students should be able to:
1) Determine an understanding of Certified Public Accountants, Professional standards, and Fundamental audit concepts.
2) Apply a range of audit procedures.
3) Apply auditing standards.
4) Demonstrate an understanding of the legal context within which auditing occurs.
5) Demonstrate an understanding of professional ethics and be able to apply the profession's code of ethics.
6) Apply critical thinking skills and solve auditing problems through the use of case studies.
8) Understand how to stay up-to-date of developments in auditing theory and practice.
9) Demonstrate an understanding of the role of auditing in society.
10) Understand the required documents for audit process and planning. |
4. Pre-requisite modules or specified entry requirements | B291 and B292 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to:
A1: Awareness and understanding of the role of the public accountant , audit standards, ethics , liability , audit evidence , documentation , audit planning, internal control , audit sampling.
A2: Demonstrate the ability to audit financial statements based on the standards and procedures
A3: Audit of The Sales and Collection Cycle.
A4: Audit of The Acquisition and Payment Cycle | There are 1-hour tutorial sessions per week during semester. Teaching Strategy - Classroom tutorials
- Use of Course Text book
- PPTs
- Audit reports
- Supplementary material
Knowledge & understanding will be tested across several assessment methods including MTA, TMA & Final exam. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to:
B1: Understand the purpose of auditing and be able to investigate and identify procedures Plan the audit, Investigate evidence & identify procedures.
B2: Acquire understanding of the audit standards and how to apply them in the audit process
B3: Be able to distinguish between the different types of audit reports and which report is mostly applicable for each situation.
B4: Be able to identify the environmental influences that might impact the auditor’s plan and opinion. | There are 1-hour tutorial sessions per week during semester Teaching Strategy - Classroom tutorials (Face to Face)
- LMS
- Use of Course Text book
- Short Exercises
- PPTs
- Supplementary material (websites, GAAS standards)
Knowledge & understanding will be tested across several assessment methods including MTA and TMA. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1: Perform basic audit based on auditing standards & GAAP.
C2: Perform audit procedures
C3: Establish a relationship between the audit process and environmental influences | There are 1-hour tutorial sessions per week during semester Teaching Strategy - Classroom tutorials
- Use of Course Text book
- PPTs
- Utilizing LMS
- Audit reports of Local and Multinational companies
- Supplementary material (websites, reports)
Knowledge & understanding will be tested across several assessment methods including MTA, TMA & Final exam. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1 : Select appropriate procedures for auditing financial statement accounts
D2: Prepare an audit program of a typical firm
D3: Ability to dig out evidence from a variety of sources in order to achieve the specific audit objectives of financial statement accounts. | There are 1-hour tutorial sessions per week during semester. Teaching Strategy - Classroom tutorials
- Use of Course Text book
- Case discussion
- Audit reports of businesses
- Discussion of completed assignment
Knowledge & understanding will be tested across several assessment methods including MTA, TMA & Final exam. |
6. Indicative content. | Chapter 1: Role of the public accountant in American Economy
Chapter 2: Professional standards
Chapter 3: Professional ethics
Chapter 5: Audit evidence & documentation
Chapter 6: Audit planning
Chapter 7: Internal control
Chapter 11: Accounts receivable, Notes receivable and revenue
Chapter 14; Accounts payable and other liabilities
Chapter 17: Auditor’s Report |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking: One 90-Min. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to Intended learning outcomes (ILOs) | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | D1 | D2 | D3 | | | | MTA | x | x | | | x | x | x | x | | | x | | | | | | | TMA | x | x | | | x | x | x | x | x | x | x | | | | | | | Final Exam | x | x | x | x | x | x | x | x | x | x | x | x | x | x | | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Sherif Isamil, sismail@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Whittington/Pany | 19th Edition | Principles Of Auditing & Other Assurance Services | McGraw-Hill | |
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Course Outcomes |
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ACCT 201 Principles of Accounting (1)
(3) Credit Hours
This is a foundational course aimed at developing concepts related to accounting principles; Financial statements
Course Code |
ACCT 201 |
Course Title |
Principles of Accounting (1) |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
This is a foundational course aimed at developing concepts related to accounting principles; Financial statements |
Course Objectives |
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Course Outcomes |
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ACCT 202 Accounting Principles (2)
(3) Credit Hours
This is a complementary course to the Accounting Principles 1 course (ACCT201) which is designed to enable students to develop their understanding of several accounting matters and through their dealings with financial processes in accounting. The course focuses on key topics such as: accounting adjustments; receivables; inventory; fixed assets; closing accounts.
Course Code |
ACCT 202 |
Course Title |
Accounting Principles (2) |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
This is a complementary course to the Accounting Principles 1 course (ACCT201) which is designed to enable students to develop their understanding of several accounting matters and through their dealings with financial processes in accounting. The course focuses on key topics such as: accounting adjustments; receivables; inventory; fixed assets; closing accounts. |
Course Objectives |
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Course Outcomes |
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ACCT 402 Audit
(3) Credit Hours
This program is considered to introduce the student to new concepts after obtaining a set of knowledge in financial accounting, management and costs, and aims to develop other new concepts for the student related to the concept of auditing financial statements prepared on scientific basis in financial accounting, This course is considered a prelude to the student about the profession of auditing if he learns through it the concept of audit and the requirements of practicing the profession and the rules of the behaviors of this profession and the duties and responsibilities of these professions in addition to the first stage of the audit stages which is acceptance of the task of auditing and planning
Course Code |
ACCT 402 |
Course Title |
Audit |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
This program is considered to introduce the student to new concepts after obtaining a set of knowledge in financial accounting, management and costs, and aims to develop other new concepts for the student related to the concept of auditing financial statements prepared on scientific basis in financial accounting, This course is considered a prelude to the student about the profession of auditing if he learns through it the concept of audit and the requirements of practicing the profession and the rules of the behaviors of this profession and the duties and responsibilities of these professions in addition to the first stage of the audit stages which is acceptance of the task of auditing and planning |
Course Objectives |
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Course Outcomes |
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ACCT 420 Topics specializing in international accounting
(3) Credit Hours
1. To discuss the arguments of causes of international differences
2. To discuss the arguments for and against international harmonization of financial reporting, and the main efforts on this issue
3. To discuss the major differences between IFRS and U.S.GAAP.
Course Code |
ACCT 420 |
Course Title |
Topics specializing in international accounting |
Pre-requisite |
ACCT 413 |
Credit Hours |
3 |
Course Description |
1. To discuss the arguments of causes of international differences
2. To discuss the arguments for and against international harmonization of financial reporting, and the main efforts on this issue
3. To discuss the major differences between IFRS and U.S.GAAP. |
Course Objectives |
The main aims of this
subject are to discuss the arguments for and against international harmonization
of financial reporting, and the main efforts on this issue and to discuss the major differences between IFRS
and U.S.GAAP.
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Course Outcomes |
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ACCT 430 Field training
(3) Credit Hours
Training the student in one of the financial institutions or in the accounting and financial departments, which gave the student the ability to link academic achievements with the practical reality.
Course Code |
ACCT 430 |
Course Title |
Field training |
Pre-requisite |
موافقة المرشد الاكاديمي واكمال 81 ساعة |
Credit Hours |
3 |
Course Description |
Training the student in one of the financial institutions or in the accounting and financial departments, which gave the student the ability to link academic achievements with the practical reality. |
Course Objectives |
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Course Outcomes |
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ACCT250 Computer Accounting Applications
(3) Credit Hours
This course is an introductory course of computer accounting with QuickBooks Pro Software. In this course students learn how to apply fundamental accounting concepts and principles and analyze business events with the use of a computer accounting program for commercial business enterprise, including setting up a new company and chart of accounts; recording transactions with customers, vendors and employees; managing lists; running reports and customizing them; changing forms and generating letters.
Course Code |
ACCT250 |
Course Title |
Computer Accounting Applications |
Pre-requisite |
ACCT 201 |
Credit Hours |
3 |
Course Description |
This course is an introductory course of computer accounting with QuickBooks Pro Software. In this course students learn how to apply fundamental accounting concepts and principles and analyze business events with the use of a computer accounting program for commercial business enterprise, including setting up a new company and chart of accounts; recording transactions with customers, vendors and employees; managing lists; running reports and customizing them; changing forms and generating letters. |
Course Objectives |
The main aims and objectives of this course are : • Recognize different types of business industries • Interpret the accounting workflow within QuickBooks 2014 • Analyze and record business transactions • Produce and interpret financial reports • Process and analyze Accounts Receivable and Account Payable • Prepare and record Payroll for a business • Use General Journal Entries for adjusting entries • Create a new company file, using various methods
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Course Outcomes |
A Knowledge and Understanding A1: Demonstrate understanding of the role and
importance of computer based accounting in the various types of business and
other organisations A2: Demonstrate understanding of the accounting for Accounts Receivable, inventories, Account Payable and other accounts using
accounting software A3: Demonstrate understanding of the computer based accounting transactional
process cycle.
A4: Demonstrate the ability to prepare financial statements based on
application of accounting concepts using QuickBooks
Pro Accounting
B Cognitive Skills B1: Review and illustrate the purpose, context of computer
accounting for business practices B2: Explain, analyse and apply the mechanism of double-entry bookkeeping
and the accounting cycle in a computer based invironment. B3. Explain and interpret
the purpose, form and content of the computer-based customre and vendors transactions . B4. Explain and review the relations between financial statements and other reports in a computer based invironment
C Practical and professional skills C1.
Design a computerized accounting system for merchandising and service
organizations. C2. Record information and Prepare related reports regarding inventory,
accounts payable, accounts receivable, and payroll. C3.
Input data to record business transactions. C4.
Prepare financial statements and other
related reports for the business.
D Key/transferable skills D1: Use computer skills for the
purpose of bookkeeping, accounting and preparing/analysing financial
statements, including basic financial analysis.
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ACCT301 Accounting information systems
(3) Credit Hours
This course aims to develop concepts and skills about the components of accounting information systems; Human, funding cycle as well as control elements and models in the accounting information systems environment.
Course Code |
ACCT301 |
Course Title |
Accounting information systems |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
This course aims to develop concepts and skills about the components of accounting information systems; Human, funding cycle as well as control elements and models in the accounting information systems environment. |
Course Objectives |
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Course Outcomes |
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ACCT305 Cost accounting
(3) Credit Hours
This is a subsequent course based on the principles of accounting principles (1) (ACCT201) and accounting principles (ACCT202) where this course is one of the basic courses for accounting specialization. The course discusses the basic concepts and different types of costs. The course provides a clear explanation of the traditional and modern cost systems and methods of treating damaged, lost and flawed
Course Code |
ACCT305 |
Course Title |
Cost accounting |
Pre-requisite |
مبادئ المحاسبة 2 ACCT202 |
Credit Hours |
3 |
Course Description |
This is a subsequent course based on the principles of accounting principles (1) (ACCT201) and accounting principles (ACCT202) where this course is one of the basic courses for accounting specialization. The course discusses the basic concepts and different types of costs. The course provides a clear explanation of the traditional and modern cost systems and methods of treating damaged, lost and flawed |
Course Objectives |
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Course Outcomes |
A المعرفة والفهم : A1 إظهار القدرة على معرفة وفهم الانظمة المختلفة للتكاليف والفروقات بين
هذه الانظمة وعيوب ومميزات كل اسلوب من
الاساليب A2 اظهار القدرة على تصنيف التكاليف حسب الطرق المختلفة وفهم الغاية من
هذه التصنيفات والاستفادة منها في اتخاذ القرارات الملائمة A3 إظهار القدرة على تحديد اثر طريقة التكلفة الكلية والتكلفة المتغيرة
على ارباح الشركات والعلاقة بين صافي الربح حسب الطريقتين. B المهارات المعرفية B1 تحليل وتفسير المعلومات المالية . B2 شرح وتوضيح المعلومات المفصح عنها في كل قائمة
من القوائم المالية الأربعة الأساسية ،
والطريقة التي يتم فيها استخدام تلك المعلومات من قبل متخذي القرار المختلفين .
وفهم طبيعة عمل الشركة من القوائم المالية B3 تحليل انحرافات التكاليف وتحديد المسؤول عن كل انحراف B4 تسجيل العمليات المالية اللازمة لتحضير قائمة
تكلفة البضاعة تامة الصنع وكيفية تحضير القائمة وتحديد تكلفة الوحدة الواحدة. B5 شرح المعالجة المحاسبية لنظام التكاليف حسب طريقة
الاوامر الانتاجية والمراحل الانتاجية ونظام ABC C المهارات العملية والمهنية C1 تسجيل العمليات والأحداث الاقتصادية ، والاحتفاظ
بالسجلات المحاسبية . C2 استخدام الانظمة المختلفة للتكاليف لتسجيل
العمليات المالية وتحديد تكلفة الوحدة الواحدة C3 إعداد
القوائم المالية الأساسية طبقاً للمبادئ المحاسبية المتعارف عليها (GAAP). معالجة الفاقد والتالف والمعيب. C4تحضير القوائم والتقارير الخاصة بتحديد تكلفة الانتاج
التام حسب الطرق المختلفة |
ACCT306 Administrative accounting
(3) Credit Hours
Administrative accounting is a specialized branch of accounting that seeks to introduce quantitative tools and methods for processing and preparing information to serve the administrative levels in the establishment. It also seeks to deepen the concepts of students for the role of administrative accounting in the fields of planning, control, decision-making, measurement and evaluation of performance, and administrative accounting prepares the necessary information to rationalize the various administrative levels of the establishment in the areas of planning, oversight and decision-making, and is done in This course is also a study of some of the most important topics in management accounting
Course Code |
ACCT306 |
Course Title |
Administrative accounting |
Pre-requisite |
محاسبة تكاليف ACCT305 |
Credit Hours |
3 |
Course Description |
Administrative accounting is a specialized branch of accounting that seeks to introduce quantitative tools and methods for processing and preparing information to serve the administrative levels in the establishment. It also seeks to deepen the concepts of students for the role of administrative accounting in the fields of planning, control, decision-making, measurement and evaluation of performance, and administrative accounting prepares the necessary information to rationalize the various administrative levels of the establishment in the areas of planning, oversight and decision-making, and is done in This course is also a study of some of the most important topics in management accounting |
Course Objectives |
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Course Outcomes |
A المعرفة والفهم : A1 إدراك ومعرفة دور المحاسبة الادارية في الشركات والمنظمات الأخرى ، و
كذلك معرفة النظرية للفرق بين المحاسبة
الادارية والمالية. A2 اظهار القدرة على تصنيف التكاليف حسب الطرق المختلفة وفهم الغاية من
هذه التصنيفات والاستفادة منها في اتخاذ القرارات الملائمة B المهارات المعرفية B1 عمل تصنيفات مختلفة للتكاليف B2 تحديد نقطة التعادل بالوحدات والنقود ، هامش
الامان B3 تحديد معلومات التكاليف والايرادات الملائمة لاتخاذ
القرار B4 التعرف على طرق التسعير B5 تقييم المشاريع الاستثمارية B6 عمل الموازنات التشغيلية B7 تحديد التكاليف باستخدام انظمة مختلفة B8 التعرف على مراكز المسؤولية وتقييم الاداء C المهارات العملية والمهنية C1 التعرف على طرق مختلفة لتقييم المشاريع
الاستثمارية C2 تحليل العلاقة بين الربح والتكلفة والحجم
للمساعدة باتخاذ القرار C3 اعداد
الموازنات التقديرية المختلفة D مهارات رئيسية قابلة للنقل D1 استخدام الرياضيات البسيطة
لأغراض حسابية لاحتساب وتحليل بعض المعادلات
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ACCT307 Government accounting
(3) Credit Hours
This course constitutes three credit hours as a mandatory requirement for accounting students in the Business School, and includes a theoretical and practical study of the government accounting system, and the basic rules of this system in Jordan, including the main pillar which is the general budget of the state, and the course deals with the accounting fundamentals Traditional and modern government: cash base, commitment basis, and adjusted maturity basis. The course also includes the theory of allocated funds, types of funds allocated, and methods of accounting. It also includes a presentation of government financial statements and final accounts. In this course, students are introduced to international accounting standards in the public sector (IPSAS) and the importance of their application in Arab countries.
Course Code |
ACCT307 |
Course Title |
Government accounting |
Pre-requisite |
ACCT202 |
Credit Hours |
3 |
Course Description |
This course constitutes three credit hours as a mandatory requirement for accounting students in the Business School, and includes a theoretical and practical study of the government accounting system, and the basic rules of this system in Jordan, including the main pillar which is the general budget of the state, and the course deals with the accounting fundamentals Traditional and modern government: cash base, commitment basis, and adjusted maturity basis. The course also includes the theory of allocated funds, types of funds allocated, and methods of accounting. It also includes a presentation of government financial statements and final accounts. In this course, students are introduced to international accounting standards in the public sector (IPSAS) and the importance of their application in Arab countries. |
Course Objectives |
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Course Outcomes |
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ACCT311 Auditing accounting information systems
(3) Credit Hours
This course aims to develop concepts and skills about auditing accounting information systems, functions, objectives, documentation tools, and structure, as well as control elements and models in the accounting information systems environment.
Course Code |
ACCT311 |
Course Title |
Auditing accounting information systems |
Pre-requisite |
نظم المعلومات المحاسبية |
Credit Hours |
3 |
Course Description |
This course aims to develop concepts and skills about auditing accounting information systems, functions, objectives, documentation tools, and structure, as well as control elements and models in the accounting information systems environment. |
Course Objectives |
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Course Outcomes |
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ACCT320 Average accounting (1)
(3) Credit Hours
This course is a continuation of the process of determining profit and preparing financial statements by studying some of the advanced topics of accounting for investments in securities; Classified
Course Code |
ACCT320 |
Course Title |
Average accounting (1) |
Pre-requisite |
مبادئ المحاسبة (2) – ACCT202 |
Credit Hours |
3 |
Course Description |
This course is a continuation of the process of determining profit and preparing financial statements by studying some of the advanced topics of accounting for investments in securities; Classified |
Course Objectives |
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Course Outcomes |
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ACCT322 Average accounting (2)
(3) Credit Hours
This course is a continuation of the profit-making process and the preparation of financial statements by examining some of the advanced topics of preparing the cash flow list; accounting for long-term construction contracts; accounting for financing leases; accounting for premium sales; and accounting for errors Accounting changes
Course Code |
ACCT322 |
Course Title |
Average accounting (2) |
Pre-requisite |
المحاسبة المتوسطة (1) – ACCT322 |
Credit Hours |
3 |
Course Description |
This course is a continuation of the profit-making process and the preparation of financial statements by examining some of the advanced topics of preparing the cash flow list; accounting for long-term construction contracts; accounting for financing leases; accounting for premium sales; and accounting for errors Accounting changes |
Course Objectives |
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Course Outcomes |
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ACCT330 Financial Statement Analysis
(3) Credit Hours
ACCT330 is an 3-credit, Level 3 course offered through the Accounting Program at the Arab Open University- Jordan Branch as a compulsory course for all students enrolled in the program. Entry into this course is contingent upon the successful completion of ACCT322.
Course Code |
ACCT330 |
Course Title |
Financial Statement Analysis |
Pre-requisite |
ACCT322 |
Credit Hours |
3 |
Course Description |
ACCT330 is an 3-credit, Level 3 course offered through the Accounting Program at the Arab Open University- Jordan Branch as a compulsory course for all students enrolled in the program. Entry into this course is contingent upon the successful completion of ACCT322. |
Course Objectives |
The course will prepare and help students in analyzing real company financial statements as follows: In Chapter 1, students immediately learn about the basic financial statements. At once they learn four basic financial analysis ratios, common-size analysis, and trend analysis. They will use these tools throughout the course. Chapters 2 through 5 cover the basic financial statements, with full chapters dedicated to the statement of cash flows and the statement of stockholders' equity. Chapter 6 deals with topics that are traditionally covered in the first accounting course, such as inventory and property, plant and equipment. Chapter 7, students learn the accounting cycle, with the debit-credit system, adjusting, and closing journal entries.
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Course Outcomes |
A Knowledge and Understanding A1 Use
accounting and business terminology, and understand the nature and purpose of
generally accepted accounting principles (GAAP). A2 Explain
the objective of financial reporting, the elements of the financial statements,
and the related key accounting assumptions and principles. A3 Recognize the information conveyed
in each of the four basic financial statements and the way it is used by
investors, creditors, regulators, and managers B Cognitive skills B1 Research into accounting issues
relating to financial statement analysis, expertise and knowledge B2 Synthesise material from a variety
of sources in constructing arguments or describing financial analysis processes
B3 Evaluation and comparison of
competing companies. B4 Critical thinking, analysis, and
synthesis. C Practical and professional skills C1 The
ability to evaluate the nature of current assets including the measuring and
reporting of items such as short-term investments, receivables and bad debts,
inventory and costs of goods sold, and prepaid expenses. C4 The
application of course ideas to students’ own interactions with organisations
and life experiences. D
Key/transferable skills D1 Effective
communication, both orally and in writing, of information, arguments and ideas,
using language and styles appropriate for a business context and audience. D2 Effective performance in a team
environment both in face-to-face and/or virtual contexts. D3 Effective use of information and
communication technologies for business purposes.
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ACCT340 Tax accounting
(3) Credit Hours
This course includes topics in tax legislation in the field of income tax, sales tax and the applicable accounting aspects of that legislation, in terms of the general rules in the imposition of the tax and how to calculate and declare it and the following procedures, and the resulting vat, fines and penalties. Under the provisions of the laws in force.
Course Code |
ACCT340 |
Course Title |
Tax accounting |
Pre-requisite |
ACCT 322 |
Credit Hours |
3 |
Course Description |
This course includes topics in tax legislation in the field of income tax, sales tax and the applicable accounting aspects of that legislation, in terms of the general rules in the imposition of the tax and how to calculate and declare it and the following procedures, and the resulting vat, fines and penalties. Under the provisions of the laws in force. |
Course Objectives |
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Course Outcomes |
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ACCT345 Corporate Accounting
(3) Credit Hours
This course aims to introduce the student to the nature and characteristics of the companies and their accounting procedures. The first two main parts relate to identifying people's companies and the accounting processing of their activities and operations. The second part relates to the identification of the money companies and the accounting treatment of related activities: from the beginning of the establishment, the formation of capital, the measurement and distribution of the results of the works in addition to the accounting treatment of the liquidation problems of these companies and their expiration.
Course Code |
ACCT345 |
Course Title |
Corporate Accounting |
Pre-requisite |
ACCT322 |
Credit Hours |
3 |
Course Description |
This course aims to introduce the student to the nature and characteristics of the companies and their accounting procedures. The first two main parts relate to identifying people's companies and the accounting processing of their activities and operations. The second part relates to the identification of the money companies and the accounting treatment of related activities: from the beginning of the establishment, the formation of capital, the measurement and distribution of the results of the works in addition to the accounting treatment of the liquidation problems of these companies and their expiration. |
Course Objectives |
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Course Outcomes |
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ACCT401 Accounting theory
(3) Credit Hours
This course is designed to enable students to develop their theoretical concepts that are based on the nature and purposes of accounting, with a presentation of its origins and historical development over time. This course also explains the pillars and foundations on which accounting theory is built, as well as the entrances or approaches used. The course is also exposed to accounting theories and their applications in professional practice, as will be addressed accounting measurement, the different aspects of the function of accounting measurement, and the problems and effects that result in the accounting data.
This course is subject to accounting as an information system and the concept and basis of disclosure of accounting information with a presentation of the disclosure rules set out in international accounting standards and international standards for the preparation of financial reports.
Course Code |
ACCT401 |
Course Title |
Accounting theory |
Pre-requisite |
تدقيق نظم المعلومات المحاسبية ACCT301 |
Credit Hours |
3 |
Course Description |
This course is designed to enable students to develop their theoretical concepts that are based on the nature and purposes of accounting, with a presentation of its origins and historical development over time. This course also explains the pillars and foundations on which accounting theory is built, as well as the entrances or approaches used. The course is also exposed to accounting theories and their applications in professional practice, as will be addressed accounting measurement, the different aspects of the function of accounting measurement, and the problems and effects that result in the accounting data.
This course is subject to accounting as an information system and the concept and basis of disclosure of accounting information with a presentation of the disclosure rules set out in international accounting standards and international standards for the preparation of financial reports.
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Course Objectives |
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Course Outcomes |
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ACCT403 Advanced Accounting
(3) Credit Hours
Accounting processing for mergers and unions of companies, preparation of consolidated financial statements. Forms of legal mergers, procurement methods and common interests, financial statement preparation procedures, exchange operations between the holding company and the subsidiary.
Course Code |
ACCT403 |
Course Title |
Advanced Accounting |
Pre-requisite |
محاسبة متوسطة (2) – ACCT322 |
Credit Hours |
3 |
Course Description |
Accounting processing for mergers and unions of companies, preparation of consolidated financial statements. Forms of legal mergers, procurement methods and common interests, financial statement preparation procedures, exchange operations between the holding company and the subsidiary. |
Course Objectives |
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Course Outcomes |
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ACCT413 International accounting standards
(3) Credit Hours
After completing the course, the student is expected to be familiar with:
"Basic concepts of conceptual framework for preparing and displaying financial statements"
"International standards and international financial reporting standards and their latest modifications""
"Dealing with study situations and putting forward and discussing ideas (analysis)
Course Code |
ACCT413 |
Course Title |
International accounting standards |
Pre-requisite |
محاسبة مالية متقدمة ACCT 403 |
Credit Hours |
3 |
Course Description |
After completing the course, the student is expected to be familiar with:
"Basic concepts of conceptual framework for preparing and displaying financial statements"
"International standards and international financial reporting standards and their latest modifications""
"Dealing with study situations and putting forward and discussing ideas (analysis) |
Course Objectives |
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Course Outcomes |
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AFL113 توصيف مقرر اللغة العربية للناطقين بغيرها
() Credit Hours
إعداد
المنسق العام للمقرر
أ. د. محمد حسان الطيان
Course Code |
AFL113 |
Course Title |
توصيف مقرر اللغة العربية للناطقين بغيرها |
Pre-requisite |
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Credit Hours |
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Course Description |
إعداد
المنسق العام للمقرر
أ. د. محمد حسان الطيان
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Course Objectives |
اسم المقرر: اللغة العربية للناطقين بغيرها (1) | رمز المقرر | AFL113 | عدد الساعات المعتمدة: 3 ساعات | نوع المقرر | متطلب عام إجباري للناطقين بغير العربية |
"منهج اللغة العربية" كتاب في تعليم اللغة العربية للناطقين بغيرها – الكتاب الأول.
هذا الكتاب هو الكتاب الأول من سلسلة (مناهج اللغة العربية- لغة التواصل) لتعليم الناطقين بغيرها الذي قام به المركز الثقافي لتعليم اللغة العربية للناطقين بغيرها التابع لإدارة الدراسات الإسلامية بوزارة الأوقاف بدولة الكويت.
وهو منهج واف مترابط يلبي احتياجات الدارسين في الجامعة العربية المفتوحة، ويشتمل على وسائل تربوية مناسبة كالصور الملونة، والخرائط، وكذلك وجود فراغات مناسبة لحل التدريبات، بحيث يغدو الكتاب كتاباً دراسياً ودفتراً خاصاً للطالب في الوقت نفسه.
ويرمي الكتاب إلى تعريف المتعلم بأساسيات اللغة العربية وامتدادها التاريخي والجغرافي، والوصول به في مدة زمنية محددة إلى مستوى لا بأس به من الإلمام بمهاراتها الأربع، من استماع وقراءة وكتابة وتحدث، ليمتلك القدرة على استكمال التعلُّم والتزود من معين اللغة الواسع.
ويتناول الكتاب الأول لغة التواصل، وهي لغة الحياة اليومية حيث التعامل التلقائي مع أبناء اللغة في محيط البيئة التي يتعايش معها الدارس في المرافق العامة لمجتمعاتنا العربية كالطائرات، والمستشفيات، والأسواق.... إلخ.
وذلك من خلال الإلمام يما يأتي:
- تعلم الأبجدية العربية.
- المفردات والجمل.
- موضوعات منوعة عن البلد الذي يعيش فيه الدارسون.
- الأسس النحوية التي تبنى عليها قواعد اللغة العربية.
- المحادثة وطرق التواصل بين الدارسين فيما بينهم من جهة، وفيما بينهم وبين العرب من جهة أخرى.
- الكتابة والاستيعاب. 2 ـ أهداف المقرر:
إلمام الدارس بالكفايات الآتية: الكفاية اللغوية، والكفاية الاتصالية، والكفاية الثقافية، وفيما يأتي بيان موجز بهذه الجوانب: وتضم ما يلي: - الاستماع (فهم المسموع)
- الكلام (الحديث).
- القراءة (فهم المقروء).
- الكتابة.
- الكفاية الاتصالية: وترمي إلى إكساب الدارس القدرة على الاتصال بأهل اللغة بصورة ملائمة من خلال السياق الاجتماعي المقبول.
- الكفاية الثقافية: إذ يتم تزويد الدارس بجوانب متنوعة من ثقافة اللغة، وهي هنا الثقافة العربية خصوصاً.
3 ـ طريقة التعلم:
يدرس هذا المقرر وفق منهجية تجمع بين التعليم المفتوح والتعلم عن بعد، بما تسمح به آليات الدراسة الذاتية، مع الحرص على دوام الاتصال والتواصل المباشر بين الطالب والمشرف الأكاديمي, ويكون ذلك من خلال عقد لقاءين في كل أسبوع دراسي، كما يمكن التواصل في الساعات المكتبية وعن طريق الموقع التعليمي، ويبقى الجهد الأوفى متمثلا ًفي استيعاب الطالب لنمط التعلم الذاتي، وتكوين مجتمع طلابي قائم على الشغف بالمعرفة. AFL113.pdf
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Course Outcomes |
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AR113 توصيف مقرر مهارات التواصل في اللغة العربية
() Credit Hours
Course Code |
AR113 |
Course Title |
توصيف مقرر مهارات التواصل في اللغة العربية |
Pre-requisite |
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Credit Hours |
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Course Description |
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Course Objectives |
إعداد
د. إيهاب النجدي
منسق عام المقرر اسم المقرر | مهارات التواصل في اللغة العربية | رقم المقرر | AR 113 | عدد الساعات المعتمدة | 3 وحدات دراسية | نوع المقرر | متطلب عام إلزامي | المتطلبات المسبقة | لا يوجد | أهداف المقرر | - تنمية مهارات التواصل اللغوي لدى الطالب، من خلال إكسابه بعض المعارف اللغوية المناسبة لمستوى الجامعة.
- الإلمام بفنون البلاغة العربية، والتدريب على نماذجها.
- التعرف على طبيعة الشعر، مفهوماً، ومكانة، والوقوف على مفاتيح تذوقه، وضرورة قراءته.
- التدريب على كتابة بعض النشاطات الكتابية مع الاستعمال الصحيح لعلامات الترقيم واجتناب الأخطاء الإملائية
- تبين عناصر الكتابة في كل فن من فنونها.
- التعرّف على الفنون النثرية، وسماتها.
- الاطلاع على نماذج من النصوص, وصلا للطالب بتراث أمته وحضارتها.
| مخرجات التعلم | بعد دراسة هذا المقرر يتوقع من الطالب: - أن تزداد لديه مهارات التواصل اللغوي السليم والأداء الجيد.
- أن تنمو ملكة التفكير والتحليل الناقد لديه، وهي من سبل التفوق والتميز.
- أن تتكون لديه حصيلة لغوية وافرة, مفردات وتعابير وأساليب.
- أن يميز بين الفنون البلاغية، ويقف على مواطن الجمال فيها.
- أن يمتلك القدرة على تحليل النصوص الأدبية وتذوقها.
- أن تنهض وتستقيم قدراته القرائية والكتابية.
- أن يدرك أهمية الحفاظ على اللغة والحرص على صحتها.
- أن يحلل الجمل والفقرات تحليلا قائما على الأسس اللغوية والفنية التي يشملها المقرر.
- أن يتمكن من الناحية الوظيفية من بعض المهارات الكتابية التي يحتاجها في الحياة مثل: المقالة – الخاطرة – الخطبة – القصة القصيرة_ التقرير_ الرسالة_ كلمات المناسبات.
| محتوى المقرر
(المادة التعليمية) | - تتألف مادة هذا المقرر من كتاب مقرر، ودليل:
- الكتاب المقرر (اللغة العربية مهارات وفنون)
ويضم خمس وحدات هي: - قطوف من البلاغة
- في طبيعة الشعر
- الكتابة الوظيفية
- الكتابة الأدبية
- نصوص مختارة ومهارات لغوية.
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ج_ دليل المقرر: - ويحتوي على توصيف موجز للمقرر, وأهدافه, ومكوناته, وتقويمه الجامعي, وطريقة تقييم الطالب فيه, ومراجع للمساعدة.
| الأنشطة التدريسية المستخدمة | - أسلوب اللقاءات الصفية والعروض وحلقات النقاش.
- التدريبات والأنشطة الملحقة بالفصول/ الوحدات الدراسية.
- 25% لقاءات صفية مباشرة.
- 75% تعلم ذاتي.
| أساليب القياس والتقييم | الدرجة الكلية لهذا المقرر ( 100 درجة) موزعة على النحو الآتي: - الأعمال الفصلية (50 درجة) موزعة كما يلي:
- 20 درجة للنشاط الفصلي
- 30 الاختبار الفصلي
- الامتحان النهائي (50 درجة)
| المادة التعليمية الأساسية | - د محمد حسان الطيان، د. إيهاب النجدي: اللغة العربية مهارات وفنون، الجامعة العربية المفتوحة، الكويت 2020.
| المادة التعليمية المساندة | - عز الدين إسماعيل: الأدب وفنونه, بيروت, دار الفكر العربي.
- التدريب اللغــوي : د. عبد اللطيف الخطيب ود. سعد عبد العزيز مصلوح, مكتبة دار الترجمة, الكويت ط1- 1996.
- أحمد مطلوب: معجم المصطلحات البلاغية, مكتبة لبنان.
- الكتابة العربية مهاراتها وفنونها. د. محمد رجب النجار وآخرون , دار العروبة – الكويت2001.
- علي الجارم ومصطفى أمين: البلاغة الواضحة, دار المعارف بمصر.
- المحتويات التعليمية (Online ) الموجودة على المنبر التعليمي Arab Campus .
http://lexicons.sakhr.com/default.HTM المعاجم العربية. |
AR113.pdf
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Course Outcomes |
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B 324 Marketing and Society
(8) Credit Hours
This course explores the theory and practice of responsible marketing, addressing the interrelated areas of corporate social responsibility and marketing ethics and the emergent area of social marketing. It examines the impact of established marketing techniques and practices on the promotion of social well-being and behavioural change. You will identify key ethical issues involved in marketing decision-making and the responsibilities of organisations to their stakeholders, including the wider community. Elements of marketing management (such as communications, research and planning) are examined within this wider framework at both a domestic and international level.
Course Code |
B 324 |
Course Title |
Marketing and Society |
Pre-requisite |
B205B |
Credit Hours |
8 |
Course Description |
This course explores the theory and practice of responsible marketing, addressing the interrelated areas of corporate social responsibility and marketing ethics and the emergent area of social marketing. It examines the impact of established marketing techniques and practices on the promotion of social well-being and behavioural change. You will identify key ethical issues involved in marketing decision-making and the responsibilities of organisations to their stakeholders, including the wider community. Elements of marketing management (such as communications, research and planning) are examined within this wider framework at both a domestic and international level. |
Course Objectives |
Marketing
and Sociology. It is a level three course of the B.A. (Hons) in Business
Studies with marketing degree.
This course will develop student's ability to synthesise arguments and assumptions from a variety of sources and perspectives, critically evaluate them and apply relevant concepts in a range of contexts. In particular, student will learn concepts, theories and debates about the roles and responsibilities of marketing in society:
- Identification and critical analysis of relevant issues involved in responsible marketing
- Application of marketing thinking to health and social behaviour
- Application of responsible marketing to own professional context
- Sensitivity to the problems and challenges in both commercial and social marketing.
- Explore how marketing concepts and techniques can be applied to the marketing of social issues as opposed to the more traditional area of commercial marketing;
- Examine how social marketing approaches can change behaviour in order to achieve socially desirable goals;
- Illustrate, through case study examples, the application of concepts and techniques to 'real world' social marketing problems.
The course is a new development in the optional courses of the BA Business Studies Programme. Marketing in Society will build upon the students understanding of aspects of marketing gleaned from earlier courses within the programme but will focus on the importance of responsible marketing.
Students will learn to integrate and use information and/or data appropriately in complex contexts. They will also learn to recognise the limitations of knowledge in the area. The course will provide you with opportunities to develop skills in effective communication of ideas and arguments to relevant audiences. You'll be encouraged to manage your learning and reflect on your development as an independent learner.
The principal learning method used in the course will be problem-based. Usually, students will encounter a short or long case study. They will be expected to make sense of, discuss, analyse, synthesise and evaluate issues and possibilities in the case study. You'll do this by applying your existing knowledge and any new knowledge you can gather from the supplied textbooks, journal articles, electronic sources and course participants. You'll gain knowledge and understanding in the areas of ethics, corporate social responsibility, social marketing, and ethical issues in commercial marketing. The way you are assessed and what you will be assessed on will mirror how you learn and what you learn; the assessment will constitute part of the learning.
|
Course Outcomes |
A. Knowledge
and understanding A1: To
understand and apply concepts, theories and debates about the roles and
responsibilities of marketing in society to real life situations A2: Apply
marketing thinking to the field of health and social behaviour A3:
Demonstrate an understanding about ethics and marketing A4: Green and
environmental marketing, sustainability, fair trade and ethical consumption B. Cognitive
skills B1: Evaluate the relevance of course concepts to a variety of
other contexts B2 Synthesise and critical evaluate arguments and assumptions from
a variety of sources and competing perspectives B3. Recognise the limitations of knowledge in the area C. Practical and professional skills C1: Apply responsible marketing to their own professional context
or one they are familiar with C2:Demonstrate a sensitivity to the problems and
challenges in both commercial and social marketing D. Key transferable skills. D1: Identify and critically analyse relevant issues involved in responsible
social and commercial
marketing D2: Effectively communicate ideas and arguments to relevant
audiences D3: Integrate and use information and/or data in complex contexts
D4: Manage own learning
and reflect on their development as an independent learner
|
B122 An Introduction to Retail management and Marketing
(8) Credit Hours
Module Specification:
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes may vary between modules according to content and number of credits.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010.
Course Code |
B122 |
Course Title |
An Introduction to Retail management and Marketing |
Pre-requisite |
BUS110 |
Credit Hours |
8 |
Course Description |
Module Specification:
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes may vary between modules according to content and number of credits.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010. |
Course Objectives |
1. 1. Factual information |
Module title |
B122:
An Introduction to Retail management and Marketing |
Level | 4 |
Module tutor | Dr. Faisal AL-Qaoud |
Credit value | 30 Pts |
Module type | Taught |
Notional learning hours | 2 hours lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30).
2. Rationale for the module and its links with other modules | B122: An introduction to retail management and marketing. The retail industry is highly dynamic and innovative. This course looks at how retailing has developed within a business context, and how retail outlets work and apply retail marketing. It offers a balance between theory and practice that is innovative and engaging. During your studies you will consider contemporary factors that affect retailing: globalisation; the impact of ever-changing technology; and social and ethical issues. This course is designed for retail industry employees wishing to develop a career in management, and anyone interested in working in the retail sector, or simply wanting to know more about the world of retailing. |
3. Aims of the module | The academic aims of this module is to introduce you to the main functions and management of a retail business and the key issues associated with understanding retail trading and retail environments. After studying the course, you should be able to: - explain relevant theories and concepts of retailing
- describe the key elements of a retail business and the retail trading environment
- discuss issues associated with operating a business in a retail environment/context
- outline the key course topics and explain why each topic is important to understanding the principles of retail management
- explain linkages between components of the course
- organise your studies, including paper-based and computer-based services
- continue to develop your awareness of how you learn and how different elements of the course applied to your individual learning style.
|
4. Pre-requisite modules or specified entry requirements | BUS110 |
5. Intended learning outcomes |
|
A. Knowledge and understanding |
Learning and teaching strategy |
At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding :
A1 : retail technology, which focuses on the virtual world of e-retailing;
A2: the diversity of retail products and sectors;
A3: retail ethics and the environmental impact;
A4: the implications of globalisation | This module may use two kinds of assignment – tutor-marked assignments (TMAs and eTMAs) and computer-marked assignments (CMAs and iCMAs).
Occasionally you may be asked to complete an iTMA which consists of a series of questions that you have to answer online.
(TMAs) ask you to produce an essay, a project or an experimental report, or to tackle a structured problem. TMAs in language modules also include some assessment of your ability to hear and speak the language. A TMA that is submitted electronically is called an eTMA.
(CMAs and iCMAs) ask you to read a question and choose from a list of possible answers. CMAs are completed by marking your answers on a form which is designed to be read by a computer, and iCMAs are completed online using your computer.
Knowledge, understanding and the relationship between retail technology and e-retailing and practice are assessed in all six assignments. Each requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. SAQs will test understanding in each session of the course. The exam will also test knowledge and understanding as well as some scope for application to short case study scenarios. |
B. Cognitive skills |
Learning and teaching strategy |
At the end of the module learners will be expected to:
B1: Reflection and critical engagement into both domestic retail technology and e-retailing
B2: Critical thinking, analysis, and synthesis
B3: Valuation and comparison of retail management. . | Studying a module that has an examination or end-of-module assessment you will be sent the third guide in this series
Meeting your assessment needs. This guide has full information. The examination arrangements and how to request the facilities you may need. It contains the form FRF3 which you should use to ask for the examination support you will need. You will also need to provide documentary evidence to support your request.
The complete range of cognitive skills is tested formatively through SAQs and online activities. Research skills will be assessed in particular through TMA 02 where there will be an on-line individual and group research project. Critical thinking, analysis and synthesis will be key criteria in assessing all TMAs. Evaluation and comparison will be combatively assessed through the examination questions.. Critical appraisal and the ability to select salient issues will be assessed. |
C. Practical and professional skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to:
C1: Time management, skills appropriate to business, such as creativity, persuasion and attractiveness.
C2: Study skills, learning to learn and reflecting on students’ own development as learners.
C3: The ability to analyse work-related cases and situations to identify challenges for organisations in developing responses in relation to their environments.
C4: The application of course ideas to students’ own interactions with organisations and life experiences. | Students are asked to develop ideas of how retail outlets work and being applied to retail marketing. Each of these skills is assessed as follows: TMA 01 will require the student to identify and assess their own stage of development at the start of the course. TMA will demand some reflection on practice and awareness of the diversity and their own practices of contexts. |
D Key transferable skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to:
D1: Decision making and problem solving making a viable approach to students to engage with data analysis, interpretation and extrapolation.
D2: Immerse in related information, arguments and ideas.
D3: Identify some of the key strengths and needs of their own learning and identify opportunities to address these. | Tutor who will help his/her students with the study material and mark and comment on your written work, and whom you can ask for advice and guidance to compel his/herself with decision making taking each course. This range of key skills is tested in TMA 01 which requires the setting of personal objectives and the development of an e-retailing business concept. TMA is submitted electronically and the course includes a substantial element of e-learning, including computer conferencing and collaborative group work including writing on the web. It also involves communication skills particularly require adapt to the new business environment. Moreover, This is an eight credits hour with single semester course. AT AOU the formative assessment of students will form a part of the development of students skills in this course in order to satisfy and comply with local accreditation and to overcome plagiarism issues) The importance use of online forms as introduced in the UK version of B122 will be maintained in the course. These skills will be developed in tutorials, on-line activities and assignment. TMA will involve communication skills. TMA and exams. Particular attention is paid to the practice-based learning elements. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their collective work on the ongoing course case study. The importance use of online forms as introduced in the UK version of B 122 is maintained in the course. |
6. Indicative content. | The course content has been developed through discussions with a range of retail employers. As a result it has practical relevance and is responsive to the employment needs of retailers and the skills and characteristics required for developing a knowledgeable, ambitious and motivated workforce. It presents the principles of retail management and marketing, for students aiming for a higher qualification in retail management and for anyone wishing to develop their knowledge of retailing and the retail industry. You will receive a number of core texts, each including a mix of discussion, readings and activities. These texts will be supported by a website and multimedia learning materials such as audio podcasts, video materials and web-based activities all presented online. Each book plus the associated online session makes up a single block as follows: Block 1: What is retailing? This block establishes the historical and business context of retailing and sets out the competitive retail landscape. It considers the range and scope of types of retail formats and operations; and identifies the key issues affecting the development of retail brands. This block also examines retail law, including consumer protection, product liability, displaying prices, consumer credit and employee-related legislation. Finally, it introduces the remaining blocks and considers the linkages between them. Block 2:
Managing Retail Stores. This block explores the key elements of day-to-day store operations and focuses on issues associated with managing people and process. Key topics include: managing a retail store; store design; visual merchandising and stock management; retail store information systems; and managing and developing people in retail organisations. Block 3: Retail marketing management. This block explores retailing from a marketing perspective. It examines how each of the elements of the marketing mix applies in a retail context: product; price; place; promotion and branding; and service delivery. Block 4: Retail planning and supply. This block builds on associated issues raised in blocks 1, 2 and 3. Key topics covered are: retail location; retail logistics and demand-driven supply; alternative distribution channels; delivering customer value; and managing supply relationships, including the use of information systems. Block 5: Contemporary issues in retailing. This block refers to issues raised in the other blocks and examines the major forces currently influencing and shaping retailing. It considers in some detail the influences of retail expansion, internationalisation, the changing retail environment, and the impact of technology including online retailing. Please note that this block does not have a printed book and is delivered online only. In summary, each block examines issues, topics and theories that will enable you to build a solid understanding of the foundations of retail management and retail marketing. The identified themes focus on areas posing major challenges to retailers. Completing this course will give you a good grounding in retail business, enabling you to progress to further levels of retail and business studies. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table:
Components |
Form of Assessment & Marks |
% | CONTINUOUS ASSESSMENT | TMA |
20 |
50% | MTA |
30 | FINAL ASSESSMENT | FINAL EXAM |
50 |
50% | GRAND TOTAL |
100 |
100% |
|
8. Mapping of assessment tasks to learning outcomes |
Assessment tasks |
Learning outcomes |
A1 |
A2 |
A3 |
A4 |
B1 |
B2 |
B3 |
C1 |
C2 |
C3 |
C4 |
D1 |
D2 |
D3 | TMA |
X |
|
X |
X |
X |
X |
X |
X |
X |
|
|
X |
|
| MTA |
X |
X |
|
|
|
X |
|
X |
X |
X |
X |
X |
|
| Final Exam |
X |
X |
|
|
|
|
|
X |
X |
X |
X |
X |
X |
X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Faisal Al-Qaoud,
falqaoud@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Fiona Ellis-Chadwick | | An Introduction to Retail management and Marketing | | U.K |
11. Other indicative text (e.g. websites) |
Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodule, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK:
http://www.open.ac.uk/ , Arab Open University:
http://www.arabou.edu.kw |
|
Course Outcomes |
|
B123 Management Practice
(8) Credit Hours
Module Specification :
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section5 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 5 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes may vary between modules according to content and number of credits.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at
http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required.
Course Code |
B123 |
Course Title |
Management Practice |
Pre-requisite |
BUS110 |
Credit Hours |
8 |
Course Description |
Module Specification :
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section5 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 5 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes may vary between modules according to content and number of credits.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at
http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
Course Objectives |
Module Specification : IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section5 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 5 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at
http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required.
1. 1. Factual information | Module title | B123: Management Practice | Level | 4 | Module tutor | Mr. Mohammad Alajmi | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | This course introduces management ideas and uses activities to build on existing knowledge and skills through the application of management theory. It’s suitable if you’ve studied any introductory course and want to complete the Certificate in Business Studies or gain 30 credits towards our BA (Hons). This introductory Level 1 course introduces management ideas and uses activities to build on your existing knowledge and skills. You’ll also use your own workplace experiences to develop an academic understanding of management and valuable study skills, which you’ll demonstrate by writing about management and reflecting on your own skills as a learner. |
3. Aims of the module | By the end of this course you’ll have developed a new, more theoretical understanding of how and why managers do what they do in organisations. You’ll build a toolkit of management concepts, theories and models that you can use to tackle workplace issues. You’ll also feel more confident in embarking on further undergraduate study. |
4. Pre-requisite modules or specified entry requirements | BUS110 |
3A. Knowledge and understanding | Learning outcomes: | Learning and teaching strategy/assessment methods | On completion of this module, students will have knowledge and understanding of: A1. Demonstrated how learning they have undertaken previously in the workplace can be utilised to inform the development of their management practice A2. Selected and used a range of management theories, concepts and ideas to help identify, analyse and address issues and situations in their current practice setting. A3. Worked in collaboration with others in assessing the applicability of selected management theories, etc. to their own and others’ identified practice problems A4. Reflected on the impact of their learning on their practice of management, and their future development as a management practitioner. | Knowledge and understanding are acquired at all levels through UK OU published distance-learning materials, including specially written course materials, study guides, assignments and project guides; in addition to a range of multimedia material; work on original texts; and through feedback on assignments. The key teaching vehicles include supported open and traditional learning materials which comprise a range of compulsory reader texts and study guides directing student’s reading and illustrating key teaching points. Student learning will be supported by a tutor, who is the students’ first and main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. Students receive face to face tuition for each course (receiving 2 hours per week for a 60 point course). Assessment of the knowledge and understanding components of the programme will be achieved through a combination of continuous assessment and exams. These assessments will be central to the teaching of each course, and will enable tutors to identify and comment on student knowledge and understanding. Every major course will comprise one TMA assignment, one midterm assessment and one final examination. |
3B. Cognitive skills | Learning outcomes: | Learning and teaching strategy/ assessment methods | On completion of the module, students will be able to: B1. Identify and draw upon appropriate forms of prior learning relating to the development of their management practice. B2. Apply relevant theoretical knowledge of management to a practical problem. B3. Collaborate with peers’ practitioners to, and begin to, critically evaluate the applicability of selected management theories etc. B4. Reflect productively on the development of their practice of management. | Cognitive skills and processes are introduced at a very simple level primarily via material specifically designed to develop business related social science, and technological skills in a progressive way.
Discipline-specific skills will be developed and assessed in the main HR functions, staffing organizations, training and development, employment compensation and benefits, HR metrics and measurement, workplace health and safety, and strategic HR management courses through the use of course materials, tutorial delivery and course assessments and tutor feedback.
Assessment of the cognitive skills of the programme will be achieved through a combination of continuous assessment and exams. In some courses the examinations will include case studies to encourage synthesis of material. In other courses case studies with application questions in compensation and metrics will be used in assignments. These assignments will be central to the teaching of each course, and will enable tutors to identify and comment on student knowledge and understanding. Every major course comprises an assignment, a midterm examination and final examination. The AOU model does not support end of course assessments and in this manner it varies from the UK OU model. |
3C. Practical and professional skills | Learning outcomes: | Learning and teaching strategy/ assessment methods | On completion of the module, students will be able to: C1. Communicate their understanding of management theory and its application to practice in writing C2. Work independently on identifying issues and situations in the workplace and apply academic theories and concepts to these to gain a deeper understanding of them. | To support the development of their group-working and ICT skills, students will be required to use the Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system). Most assignments will require students to undertake internet based research. The AOU has developed its e-library through the addition of relevant databases which include academic refereed journals, publications, conference proceedings, to name just a few, on topics relevant for the different faculties.
Students will discuss case studies and current business issues in tutorials and will use these to practise their application of course concepts in tutorials.
Branches will also organize students’ visits to local large corporations to increase their understanding of key business issues in the region, and to participate in training sessions. |
3D. Key/transferable skills | Learning outcomes: | Learning and teaching strategy/ assessment methods | On completion of the module, students will have developed their: D1. Use of a range of tools and websites for finding and recording information online: internet browsers, search engines, copy/ paste, e-portfolios and download functions D2. Communicate with peer learners via synchronous and asynchronous online media D3. Management and organisation of their own time to meet module assessment deadlines | Interpersonal skills of effective listening, negotiating, persuasion and presentation are taught through the undertaking of small group activities in face to face tutorials.. Diversity will be introduced to students through a truly internationalised selection of cases provided by UK OU materials, and other non UK materials, in addition to cases used in tutorials. Case studies may be used in when appropriate. Because most AOU students are having full time jobs, there should be strong emphasis on helping them to develop as independent learners.
This will be demonstrated by an increasing ability to study autonomously. Students are expected to develop the skills of learning, through a combination of skills based assessment and tutor feedback in tutorial and feedback to assignments.
The provision of guest speakers and encouragement to visit organizations in the region will also assist in developing this appetite as links are formed between the course and local organizations. |
6. Indicative content. | B123 course consists of:
1. Your learning and B123. Using academic theory in the workplace
2. The role of the manager
3. Making sense of your organisation (Strategy)
4. Leadership and Management
5. Managing Resources: People
6. Managing Resources: Finance
7. Managing Processes
8. Planning (incl. Projects)
9. Connecting with your customers (Marketing)
10. Workplace Practice |
7. Assessment strategy, assessment methods and their relative weightings | TMA, In-class activities and quizzes will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking. One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENTS | In-Class Presentation/Paper
Quiz
MTA | 10
10
30 | 50% | FINAL ASSESSMENT | Final Exam | 50 | 50% | | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | | Assessment tasks | | | Learning Outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | D1 | D2 | D3 | In-class Presentation/paper | | X | X | | | X | X | | | X | X | X | X | Quiz | | X | | X | | X | | X | X | X | | | X | MTA | X | X | | X | X | X | | X | X | X | X | X | X | Final Exam | X | X | | X | X | X | | X | X | X | | | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Mr. Mohammad Alajmi, mohammad@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | | 2007 | The Manager’s Good Study Guide | The Open University | International |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
|
Course Outcomes |
|
B124 Fundamentals of Accounting
(8) Credit Hours
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes may vary between modules according to content and number of credits.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010
Course Code |
B124 |
Course Title |
Fundamentals of Accounting |
Pre-requisite |
BUS110 |
Credit Hours |
8 |
Course Description |
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes may vary between modules according to content and number of credits.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | B124: Fundamentals of Accounting | Level | 4 | Module tutor | Dr. Hosam Abdelrasheed | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | This module provides a broad introduction to accounting study at the university level. It covers the fundamentals of financial and management accounting as well as the essential skills, knowledge and ethics required to be a professional accountant. Fundamentals of Accounting module is required for all business with accounting track. It is strongly recommended that students study this module before Financial accounting (B291) and Management accounting (B292). |
3. Aims of the module | It aims to equip students with the essential principles of measuring management performance and improving financial planning, control and decision-making. Students can gain an understanding of financial reports through their preparation, based on the double-entry bookkeeping system which is essential for the management of any organisation. | 4. Pre-requisite modules or specified entry requirements | BUS110 |
5. Intended learning outcomes | | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Awareness and understanding of the role of accounting in business and other organisations and of its theory, principles, concepts, practices, techniques, ethics, limitations, and techniques central to bookkeeping and accounting. A2: Demonstrate the ability to prepare financial statements based on application of accounting concepts, regulations and principles. A3: Demonstrate understanding of the types of costs and how they behave in order to calculate cost-volume-profit relationships, A4: Demonstrate understanding of management’s decision-making process as it relates to product pricing, production, adding and dropping, etc. A5: Demonstrate understanding of the types of budgets and be able to prepare operating budgets, financial budgets and capital budgets.
A6: Demonstrate understanding of the responsibility centers and balanced scorecard. | Knowledge and understanding will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Review and illustrate the purpose, context and environmental influences and constraints on financial accounting and business practices. B2: Explain the balance sheet equation, the basic financial statements and the information conveyed in each of the statements. B3: Explain the steps in the accounting cycle for service and merchandising companies. B4: Explain the relevant factors in making different decisions. B5: Explain methods that don’t use present value versus those that do use present value B6: Explain the features of responsibility reports and differentiate between cost centres, profit centres and investment centres. | Cognitive skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Record transactions and events, and maintain accounting records as required for bookkeeping and accounting. C2: Prepare basic financial statements based upon Generally Accepted Accounting Principles. C3: Develop the general practical and professional skills of management accounting that can be used for personal and career goals. | Practical and professional skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Use simple mathematics for the purpose of calculations in bookkeeping, accounting and preparing/analysing financial statements, including basic ratio analysis. D2: Compare critically and use different approaches to issues and problems within management accounting. D3: Communicate management accounting information effectively and appropriately. D4: Use fundamental business mathematics and other quantitative methods effectively and appropriately. | Key transferable skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
6. Indicative content. | Text book and a website with resources to support student learning (My Accounting Lab). |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking. One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | B4 | B5 | B6 | C1 | C2 | C3 | D1 | D2 | D3 | D4 | Essay | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | | X | X | | Written report | | | | | | X | | X | | | | | | | X | X | | | X | Presentation | | | | | | X | | | | | | | | | X | | | | | Case studies | | X | | | X | X | X | X | X | X | X | | X | X | X | X | X | X | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Hosam Abdelrasheed, habdelrasheed@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | | | | | | Jerry J. Weygandt, Paul D. Kimmel, Donald E. Kieso Horngren, C. T., Harrison, W. T. and Oliver, M. S. | September 2015, ©2016 2009 | Financial Accounting: IFRS, 3rd Edition Financial and Managerial Accounting | John Wiley & Sons Pearson Prentice Hall, Pearson Education Ltd. | USA London |
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Course Outcomes |
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B205A Exploring innovation and entrepreneurship
(8) Credit Hours
This module provides students with a broad foundation in innovation and entrepreneurship. The course is composed of two parts A and B. Part A of it comprises 14 study weeks (one semester). And is structured into 2 (out of the five) linked blocks. It also forms part of the new undergraduate qualification BA Business Management and BA Business Marketing. Students will be introduced to core concepts of entrepreneurship and innovation. They will also examine the theoretical and practical connections between these distinct yet closely-interrelated fields of study.
Block 1: Core concepts
Introduces core concepts of innovation and entrepreneurship and gives the student an opportunity to examine ‘what it all means for me’. It also introduces students to each other, creates confidence, and promotes teambuilding in preparation for Block 2.
Block 2: Teams and networks
Block 2 focuses on the skills required to create teams, build networks and to secure the necessary resources in the context of an innovative, entrepreneurial venture. It also introduces and develops the underpinning knowledge and understanding on key areas, including teams, networks, resource acquisition and legitimacy-building, in preparation for the new venture creation activity (Block 4 of B205B).
Course Code |
B205A |
Course Title |
Exploring innovation and entrepreneurship |
Pre-requisite |
B207B |
Credit Hours |
8 |
Course Description |
This module provides students with a broad foundation in innovation and entrepreneurship. The course is composed of two parts A and B. Part A of it comprises 14 study weeks (one semester). And is structured into 2 (out of the five) linked blocks. It also forms part of the new undergraduate qualification BA Business Management and BA Business Marketing. Students will be introduced to core concepts of entrepreneurship and innovation. They will also examine the theoretical and practical connections between these distinct yet closely-interrelated fields of study.
Block 1: Core concepts
Introduces core concepts of innovation and entrepreneurship and gives the student an opportunity to examine ‘what it all means for me’. It also introduces students to each other, creates confidence, and promotes teambuilding in preparation for Block 2.
Block 2: Teams and networks
Block 2 focuses on the skills required to create teams, build networks and to secure the necessary resources in the context of an innovative, entrepreneurial venture. It also introduces and develops the underpinning knowledge and understanding on key areas, including teams, networks, resource acquisition and legitimacy-building, in preparation for the new venture creation activity (Block 4 of B205B). |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | B205A: Exploring innovation and entrepreneurship | Level | 5 | Module tutor | Ms. Nada Almuzaini | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | This module provides students with a broad foundation in innovation and entrepreneurship. The course is composed of two parts A and B. Part A of it comprises 14 study weeks (one semester). And is structured into 2 (out of the five) linked blocks. It also forms part of the new undergraduate qualification BA Business Management and BA Business Marketing. Students will be introduced to core concepts of entrepreneurship and innovation. They will also examine the theoretical and practical connections between these distinct yet closely-interrelated fields of study.
Block 1: Core concepts
Introduces core concepts of innovation and entrepreneurship and gives the student an opportunity to examine ‘what it all means for me’. It also introduces students to each other, creates confidence, and promotes teambuilding in preparation for Block 2.
Block 2: Teams and networks
Block 2 focuses on the skills required to create teams, build networks and to secure the necessary resources in the context of an innovative, entrepreneurial venture. It also introduces and develops the underpinning knowledge and understanding on key areas, including teams, networks, resource acquisition and legitimacy-building, in preparation for the new venture creation activity (Block 4 of B205B). |
3. Aims of the module | B205A academic aim is to introduce students to number of fundamental concepts and theories of entrepreneurial innovation. It also re-apply some generic business and management concepts in an entrepreneurial and innovation-related concept (e.g. entrepreneurial marketing and entrepreneurial finance. The coverage of innovation and entrepreneurship subjects will be wide-ranging and integrative, with the aim of providing the necessary foundations for interested students to progress to a more in-depth study of specialist topics within this subject area during their level 3 studies.
Progression is also addressed within B205A - with a gradual development of knowledge and skills from Block 1 and Block 2 (covered in Part A of the course) through Block 3, Block 4 and Block 5 (covered in Part B of the course, B207B). There will be a logical progression of subject matter, from an introduction to core concepts in innovation and entrepreneurship (Block 1), followed by a more skills-oriented examination of teams, networks and associated concepts (Block 2), a comparative study of innovation and entrepreneurship in different contexts (Block 3), a simulated experience of entrepreneurial team-working and innovation (Block 4) and an opportunity for reflection and integration (Block 5). Study and employment skills will be integrated into the learning activities, with a particular focus on digital literacy, creative thinking and problem solving, team-working, persuasive communication and more general personal development and enterprise-related skills. |
4. Pre-requisite modules or specified entry requirements | B207B |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to develop and demonstrate the following Knowledge and understanding : A1: knowledge of different forms of innovative and entrepreneurial practice around the world and at different scales, including: technological and social innovation; commercial and social enterprise; independent and corporate entrepreneurship.
A2: understand different research perspectives on innovation and entrepreneurship, recognising that these subjects can be studied at multiple levels of analysis.
A3: familiarize with core theories, concepts and frameworks that have been applied to innovation and entrepreneurship, with a particular focus on their implications for practice.
A4: Know the relationship between innovation and entrepreneurship, both at a conceptual and a practical level. | For both parts of the course, assessment of the knowledge and understanding components is achieved through a combination of continuous assessments (tutor-marked assignments and midterm assessments) and end-of-course examination. Central to the studying of this course, these assessments enable tutors to comment on a student’s knowledge and understanding, identifying the level of student’s learning.
Each assessment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. Students will be required to answer essay questions along with application based case studies. This will help in testing acquired knowledge related to the main economic concepts. The exam will test knowledge and understanding of different concepts. To achieve the required knowledge and understanding, students are provided with the following resources: - UK OU published supported open learning material, including textbooks, study guides, project guide, audio notes, computing supplement and assignments, when available.
- AOU Assigned textbook and supplemental extra reading material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering course-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system).
To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Distinguish the key components of innovative and entrepreneurial processes and practices kinds (i.e. in comparison with more routinised approaches) B2: Select innovative and entrepreneurial approaches that are likely to be appropriate in particular organisational contexts. | The course expects students to show an ability to apply acquired knowledge. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the course resources, conduct small independent research using a variety of databases and websites, and to develop group-working skills.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignment and midterm assessments) and exams.
All assessment instruments are prepared in light of the course objectives. The case study approach is pivotal to student learning in this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development. Thus, students’ performance and understanding evaluation and comparison will be assessed through MTAs, TMAs, class discussions and participation as well as final exams. . Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Identify, search for and pursue entrepreneurial opportunities, with the aim of creating sustainable business models. C2: Negotiate, influence, and gain legitimacy in an entrepreneurial setting. C3: Engage in creative problem-solving. C4: Apply design thinking approaches in order to develop practical solutions. C5: Deploy effective networking and persuasive communication skills. | In addition to the above mentioned learning and teaching strategies this course also develops a variety of the students' practical and professional skills. Students are expected to apply their learning to real situations. They are also supposed to teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems.
In tutorials, students participate in a selection of small group activities and discussions which are based on case studies presented in the textbook and designed to fit with the major economic topics. TMAs, MTAs and Final exams will require some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Work constructively and ethically in entrepreneurial settings, which may be characterised by ambiguity, complexity and open-ended challenges. D2: Display resilience and an on-going capacity to learn from direct personal experiences, and those of others. | B205A is an 8 credit hours course with 1 (one) TMA (weighting 20% of total grade), one MTA (weighting 30% of total grade) and one final exam (weighting 50% of total grade). There is an emphasis on face to face tuition; the formative assessment of students forms a part of the development of students’ skills in this course. Skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their individual work on the ongoing course case study. |
6. Indicative content. | The course provides knowledge of basic concepts in entrepreneurship and innovation. The related textbook content is mainly composed of five blocks, among which 2 are covered in Part A: Block 1: Core concepts
Block 2: Teams and networks |
7. Assessment strategy, assessment methods and their relative weightings for part A | The TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of each part of the course. The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | | A1 | A2 | A3 | A4 | B1 | B2 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | TMA | x | x | x | | x | x | x | x | x | | | x | x | MTA | x | x | | | x | x | x | x | x | | | x | x | Final exam | | | x | x | | x | | | x | x | x | x | x |
9. Teaching staff associated with the module | Name and contact details | Ms. Nada Almuzaini, nalmuzaini@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | To be provided by the OU | | | | |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will facilitate tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File and online interactive exercises, and PDFs of the course texts and set book and exercises sheets. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. All of the above will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors. | |
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Course Outcomes |
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B205B Exploring innovation and entrepreneurship
(8) Credit Hours
This module provides students with a broad foundation in innovation and entrepreneurship. The course is composed of two parts A and B. Part A of it comprises 14 study weeks (one semester). And is structured into 2 (out of the five) linked blocks. It also forms part of the new undergraduate qualification BA Business Management and BA Business Marketing. Students will be introduced to core concepts of entrepreneurship and innovation. They will also examine the theoretical and practical connections between these distinct yet closely-interrelated fields of study.
Block 1: Core concepts
Introduces core concepts of innovation and entrepreneurship and gives the student an opportunity to examine ‘what it all means for me’. It also introduces students to each other, creates confidence, and promotes teambuilding in preparation for Block 2.
Block 2: Teams and networks
Block 2 focuses on the skills required to create teams, build networks and to secure the necessary resources in the context of an innovative, entrepreneurial venture. It also introduces and develops the underpinning knowledge and understanding on key areas, including teams, networks, resource acquisition and legitimacy-building, in preparation for the new venture creation activity (Block 4 of B205B).
Course Code |
B205B |
Course Title |
Exploring innovation and entrepreneurship |
Pre-requisite |
B207B |
Credit Hours |
8 |
Course Description |
This module provides students with a broad foundation in innovation and entrepreneurship. The course is composed of two parts A and B. Part A of it comprises 14 study weeks (one semester). And is structured into 2 (out of the five) linked blocks. It also forms part of the new undergraduate qualification BA Business Management and BA Business Marketing. Students will be introduced to core concepts of entrepreneurship and innovation. They will also examine the theoretical and practical connections between these distinct yet closely-interrelated fields of study.
Block 1: Core concepts
Introduces core concepts of innovation and entrepreneurship and gives the student an opportunity to examine ‘what it all means for me’. It also introduces students to each other, creates confidence, and promotes teambuilding in preparation for Block 2.
Block 2: Teams and networks
Block 2 focuses on the skills required to create teams, build networks and to secure the necessary resources in the context of an innovative, entrepreneurial venture. It also introduces and develops the underpinning knowledge and understanding on key areas, including teams, networks, resource acquisition and legitimacy-building, in preparation for the new venture creation activity (Block 4 of B205B).
|
Course Objectives |
Module specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | B205B: Exploring innovation and entrepreneurship | Level | 5 | Module tutor | Mr. Khider Hamed | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | This module provides students with a broad foundation in innovation and entrepreneurship. The course is composed of two parts A and B. Part B of it comprises 14 study weeks (one semester). And is structured into 3 (out of the five) linked blocks. It also forms part of the new undergraduate qualification BA Business Management and BA Business Marketing. Students will be introduced to core concepts of entrepreneurship and innovation. They will also examine the theoretical and practical connections between these distinct yet closely-interrelated fields of study.
Block 3: Context and variety
Block 3 explores core concepts of innovation and entrepreneurship, some of which were introduced in Block 1 of Part A of the course, in greater depth. Students examine different contexts in which entrepreneurship and innovation takes place, how these contexts may influence the approaches adopted by entrepreneurs and innovators, and the implications for students’ own practice.
Block 4: New venture challenge
Block 4 is a practice-oriented section of the module, where students will have an opportunity to develop their own innovative entrepreneurial venture from scratch. It provides students with a simulated experience of the early stage venturing process (e.g. idea generation, opportunity recognition, assembling resources and developing a basic business model that is used to articulate the proposal to third parties)
Block 5: Reflection and integration
Block 5 draws together diverse themes from the four preceding blocks and encourages students to reflect on what they have learned about innovation and entrepreneurship during this module. In particular, it makes connections between the skills, knowledge and understanding that have been developed in different parts of the module. |
3. Aims of the module | B205B academic aim is to review number of fundamental concepts and theories of entrepreneurial innovation introduced in Part I of the course. It also re-apply some generic business and management concepts in an entrepreneurial and innovation-related concept (e.g. entrepreneurial marketing and entrepreneurial finance. The coverage of innovation and entrepreneurship subjects will be wide-ranging and integrative, with the aim of providing the necessary foundations for interested students to progress to a more in-depth study of specialist topics within this subject area during their level 3 studies.
Progression is also addressed within B205 – B - with a gradual development of knowledge and skills from Block 1 and Block 2 (covered in Part I of the course) through Block 3, Block 4 and Block 5 (covered in Part B of the course). There will be a logical progression of subject matter, from an introduction to core concepts in innovation and entrepreneurship (Block 1), followed by a more skills-oriented examination of teams, networks and associated concepts (Block 2), a comparative study of innovation and entrepreneurship in different contexts (Block 3), a simulated experience of entrepreneurial team-working and innovation (Block 4) and an opportunity for reflection and integration (Block 5). Study and employment skills will be integrated into the learning activities, with a particular focus on digital literacy, creative thinking and problem solving, team-working, persuasive communication and more general personal development and enterprise-related skills. | 4. Pre-requisite modules or specified entry requirements | B205A |
5. Intended learning outcomes of B205B (B205- Part II) | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to develop and demonstrate the following Knowledge and understanding : A1: knowledge of different forms of innovative and entrepreneurial practice around the world and at different scales, including: technological and social innovation; commercial and social enterprise; independent and corporate entrepreneurship. A2: understand different research perspectives on innovation and entrepreneurship, recognising that these subjects can be studied at multiple levels of analysis. A3: familiarize with core theories, concepts and frameworks that have been applied to innovation and entrepreneurship, with a particular focus on their implications for practice. A4: Know the relationship between innovation and entrepreneurship, both at a conceptual and a practical level. | For both parts of the course, assessment of the knowledge and understanding components is achieved through a combination of continuous assessments (tutor-marked assignments and midterm assessments) and end-of-course examination. Central to the studying of this course, these assessments enable tutors to comment on a student’s knowledge and understanding, identifying the level of student’s learning.
Each assessment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. Students will be required to answer essay questions along with application based case studies. This will help in testing acquired knowledge related to the main economic concepts. The exam will test knowledge and understanding of different concepts. To achieve the required knowledge and understanding, students are provided with the following resources: - UK OU published supported open learning material, including textbooks, study guides, project guide, audio notes, computing supplement and assignments, when available.
- AOU Assigned textbook and supplemental extra reading material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering course-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system).
To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Distinguish the key components of innovative and entrepreneurial processes and practices kinds (i.e. in comparison with more routinised approaches) B2: Select innovative and entrepreneurial approaches that are likely to be appropriate in particular organisational contexts. | The course expects students to show an ability to apply acquired knowledge. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the course resources, conduct small independent research using a variety of databases and websites, and to develop group-working skills.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignment and midterm assessments) and exams.
All assessment instruments are prepared in light of the course objectives. The case study approach is pivotal to student learning in this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development. Thus, students’ performance and understanding evaluation and comparison will be assessed through MTAs, TMAs, class discussions and participation as well as final exams. . Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Identify, search for and pursue entrepreneurial opportunities, with the aim of creating sustainable business models. C2: Negotiate, influence, and gain legitimacy in an entrepreneurial setting. C3: Engage in creative problem-solving. C4: Apply design thinking approaches in order to develop practical solutions. C5: Deploy effective networking and persuasive communication skills. | In addition to the above mentioned learning and teaching strategies this course also develops a variety of the students' practical and professional skills. Students are expected to apply their learning to real situations. They are also supposed to teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems.
In tutorials, students participate in a selection of small group activities and discussions which are based on case studies presented in the textbook and designed to fit with the major economic topics. TMAs, MTAs and Final exams will require some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Work constructively and ethically in entrepreneurial settings, which may be characterised by ambiguity, complexity and open-ended challenges. D2: Display resilience and an on-going capacity to learn from direct personal experiences, and those of others. | B205 is a 8 credit hours course with 1 (one) TMA (weighting 20% of total grade), one MTA (weighting 30% of total grade) and one final exam (weighting 50% of total grade). There is an emphasis on face to face tuition; the formative assessment of students forms a part of the development of students’ skills in this course. Skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their individual work on the ongoing course case study. |
6. Indicative content. | The course provides knowledge of basic concepts in entrepreneurship and innovation. The related textbook content is mainly composed of five blocks, among which 3 are covered in Part B of the course. Block 3: Content and variety
Block 4: New venture challenge
Block 5: Reflection and integration |
7. Assessment strategy, assessment methods and their relative weightings for part B | The TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking. One 2- hour Mid-Term Assessment (MTA)
One 3- hour FINAL EXAM at the end of each part of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | | A1 | A2 | A3 | A4 | B1 | B2 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | TMA | x | x | x | | x | x | x | x | x | | | x | x | MTA | x | x | | | x | x | x | x | x | | | x | x | Final exam | | | x | x | | x | | | x | x | x | x | x |
9. Teaching staff associated with the module | Name and contact details | Mr. Khider Hamed, kkhedir@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | To be provided by the OU | | | | |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will facilitate tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File and online interactive exercises, and PDFs of the course texts and set book and exercises sheets. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor.
All of the above will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors. |
|
Course Outcomes |
|
B207A Shaping Business Opportunities I
(8) Credit Hours
B207A is an 8-credit (30 points), Level 5 UK-OU based course offered through the Business Program at the Arab Open University as a compulsory course for all students enrolled in all tracks in the program. Entry into this course is contingent upon the successful completion of BS110. The B207 module in this new study plan is equivalent to B203 module in the old study plan (which is itself previously equivalent to B202)
Course Code |
B207A |
Course Title |
Shaping Business Opportunities I |
Pre-requisite |
BS110 |
Credit Hours |
8 |
Course Description |
B207A is an 8-credit (30 points), Level 5 UK-OU based course offered through the Business Program at the Arab Open University as a compulsory course for all students enrolled in all tracks in the program. Entry into this course is contingent upon the successful completion of BS110. The B207 module in this new study plan is equivalent to B203 module in the old study plan (which is itself previously equivalent to B202) |
Course Objectives |
Module specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | B207A: Shaping Business Opportunities | Level | 5 | Module tutor | Dr. Azzam Alroomi | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | B207A is an 8-credit (30 points), Level 5 UK-OU based course offered through the Business Program at the Arab Open University as a compulsory course for all students enrolled in all tracks in the program. Entry into this course is contingent upon the successful completion of BUS110. The B207 module in this new study plan is an OU updated version of its equivalent B203A module. |
3. Aims of the module | This module is designed to provide intermediate conceptual and practical learning to students in operations management, marketing and human resource management. The module comprises 16 study weeks (including final assessment). |
4. Pre-requisite modules or specified entry requirements | BUS110 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop a critical appreciation of the interactions between various business functions (operations management, marketing and human resource management) and the integrative complexity that shapes business innovation. A2: Develop a critical understanding of why new products and services are imperative to contemporary business practice. Also to develop knowledge and understanding of external issues affecting the successful running of organizations, including how they compete in a global context. A3: Develop knowledge and understanding of the elements required to build long-term success in organizations, and how students can contribute to the fostering of long-term value creation. A4: develop knowledge and critical understanding of the theories, concepts and models of different business functions (operations management, marketing and human resource management). | Knowledge and understanding are acquired by the use of textbooks and through specially written module materials, study guides and assignments. Student learning is supported by a tutor, who is the student’s first and main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. Students receive face to face tuition for 2 hours weekly for this module. Assessment of the knowledge and understanding components of the module is achieved through a combination of continuous assessment and exam. These assessments are central to the teaching of each module, enabling tutors to identify and comment on student knowledge and understanding. This module comprises of one TMA assignment, one MTA assignment and one final examination. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Select and critically analyse information relevant to a particular problem or issue related to business and management. B2: Evaluate and compare competing perspectives, theoretical models and concepts in the context of practical situations B3: Gather and synthesise material from a variety of sources in constructing arguments applied to business and management | Besides class teaching methods, this module encourages independent learning through the usage of the skills earned earlier in level 4 courses. The assessment of the cognitive skills of the module is achieved through a combination of continuous assessment and exam. Case studies are used to enable tutors to identify and comment on student knowledge and understanding. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Communicate in a professional manner in written work, face to face and online. Plan, monitor and review progress as independent learner, including a focus on personal skills development. C2: Develop an awareness of ethical issues and professional standards relevant to business and management | To support the development of their group-working and ICT skills, students are required to use the Learning Management System (LMS). This provides students with an additional environment in which to share learning and resolve module-related problems with other students and their tutor. The TMA will require students to undertake internet based research. Some of the TMA marks are allocated on the use of E-library sources that includes relevant databases with journals, publications, conference proceedings, etc..
Students discuss case studies and current business issues in tutorials and use these to practise their application of the module concepts in the tutorials. Tutors invite guest speakers from regionally important businesses to come and address students on marketing topics from a practical/market point of view. Branches organise students to visit local businesses to increase their understanding of key business issues in the region, and to participate in training sessions. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Search for and use relevant digital and non-digital information from sources other than the module materials. D2: Compare critically and use different approaches to issues and problems within business management. Engage in critical reflection. D3: Consolidate an understanding of academic language and literacy practices in order to effectively engage with the academic knowledge and skills of Level 5 study. | This module’s assessments focus on the skills of self-reflection and criticality. Diversity is introduced to students through a truly internationalised selection of cases provided by UK OU materials, additional cases used in tutorials and this is also assessed through the use of such case studies in assignments for this module. |
6. Indicative content. | Operations Management:
The following subjects will be covered: - Introduction to operations management
- Operations strategy
- Product, service and process design
- International location of operations
- Global supply chain
- Operations: changing market conditions
- Operations: risk and resilience
Marketing:
The following subjects will be covered: - Marketing: purpose and mission
- Marketing (external environment, brand formulation, segmentation and targeting, market research)
- Analysing market growth potential
- International marketing and global branding
- Consumer behaviour
- Business-to-business marketing
- Marketing (integrated marketing; lifecycle maturity, product portfolio, brand refreshing, monitoring and measuring success, crisis management)
Human Resource Management: - What does it mean to move from employee relations to HRM in a global context?
- Employment relations
- Change management
|
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking. One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | | | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | D2 | D3 | D4 | | TMA | x | x | x | x | x | x | x | x | x | x | x | x | x | | MTA | x | x | x | x | x | x | x | x | | | | | | | Final Exam | x | x | x | x | x | x | x | x | | | | | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Azzam Alroomi, aalroomi@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | To be provided by the OU on Jan 2017 | | | | |
11. Other indicative text (e.g. websites) | |
|
Course Outcomes |
|
B207B Shaping Business Opportunities
(8) Credit Hours
B207B is an 8-credit (30 points), Level 5 UK-OU based course offered through the Business Program at the Arab Open University as a compulsory course for all students enrolled in all tracks in the program. Entry into this course is contingent upon the successful completion of B207A.
Course Code |
B207B |
Course Title |
Shaping Business Opportunities |
Pre-requisite |
B207A |
Credit Hours |
8 |
Course Description |
B207B is an 8-credit (30 points), Level 5 UK-OU based course offered through the Business Program at the Arab Open University as a compulsory course for all students enrolled in all tracks in the program. Entry into this course is contingent upon the successful completion of B207A. |
Course Objectives |
Module specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | B207B: Shaping Business Opportunities | Level | 5 | Module tutor | Dr. Azzam Alroomi | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other module | B207B is an 8-credit (30 points), Level 5 UK-OU based course offered through the Business Program at the Arab Open University as a compulsory course for all students enrolled in all tracks in the program. Entry into this course is contingent upon the successful completion of B207A. |
3. Aims of the module | This module is designed to provide intermediate conceptual and practical learning to students in management and accounting. The module comprises 16 study weeks (including final assessment). | 4. Pre-requisite modules or specified entry requirements | B207A |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop a critical appreciation of the interactions between various business functions (management and accounting) and the integrative complexity that shapes business innovation. A3: Develop knowledge and understanding of the elements required to build long-term success in organizations, and how students can contribute to the fostering of long-term value creation. A4: develop knowledge and critical understanding of the theories, concepts and models of different business functions. | Knowledge and understanding are acquired by the use of textbooks and through specially written module materials, study guides and assignments.
Student learning is supported by a tutor, who is the student’s first and main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. Students receive face to face tuition for 2 hours weekly for this module. Assessment of the knowledge and understanding components of the module is achieved through a combination of continuous assessment and exam. These assessments are central to the teaching of each module, enabling tutors to identify and comment on student knowledge and understanding. This module comprises of one TMA assignment, one MTA assignment and one final examination. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to:
B1: Select and critically analyse information relevant to a particular problem or issue related to business and management. B2: Evaluate and compare competing perspectives, theoretical models and concepts in the context of practical situations B3: Gather and synthesise material from a variety of sources in constructing arguments applied to business and management | Besides class teaching methods, this module encourages independent learning through the usage of the skills earned earlier in level 4 courses. The assessment of the cognitive skills of the module is achieved through a combination of continuous assessment and exam. Case studies are used to enable tutors to identify and comment on student knowledge and understanding. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Communicate in a professional manner in written work, face to face and online. Plan, monitor and review progress as independent learner, including a focus on personal skills development. C2: Develop an awareness of ethical issues and professional standards relevant to business and management | To support the development of their group-working and ICT skills, students are required to use the Learning Management System (LMS). This provides students with an additional environment in which to share learning and resolve module-related problems with other students and their tutor. The TMA will require students to undertake internet based research. Some of the TMA marks are allocated on the use of E-library sources that includes relevant databases with journals, publications, conference proceedings, etc..
Students discuss case studies and current business issues in tutorials and use these to practise their application of the module concepts in the tutorials.
Tutors invite guest speakers from regionally important businesses to come and address students on marketing topics from a practical/market point of view. Branches organise students to visit local businesses to increase their understanding of key business issues in the region, and to participate in training sessions. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Search for and use relevant digital and non-digital information from sources other than the module materials. D2: Compare critically and use different approaches to issues and problems within business management. Engage in critical reflection. D3: Consolidate an understanding of academic language and literacy practices in order to effectively engage with the academic knowledge and skills of Level 5 study. | This module’s assessments focus on the skills of self-reflection and criticality. Diversity is introduced to students through a truly internationalised selection of cases provided by UK OU materials, additional cases used in tutorials and this is also assessed through the use of such case studies in assignments for this module. |
6. Indicative content. | Management: (7 weeks) - Discovering innovation in organisations: Ideas and challenges
- Big ideas in the public sector [Role of government]
- Big ideas in the non-profit sector [The social economy]
- Giving context to organisational innovation (global context, locally implemented)
- The global trading environment
- Globalization and urbanization: the role of cities
- Does globalisation allow for convergence and divergence?
- Putting innovative ideas in time: short term and long term success
- Corporate social responsibility
- Concept of ‘shared value’
- What is a ‘value player’ and how do you become one?
- New challenges (Hybridity; co-production of services; digital government; etc.)
- Managing relationships
- Managing networks
- Leadership
Accounting & finance ( 5 weeks) - Forms of finance to fund the product
- Examining economic stability
- The global financial environment
- Tax considerations and exchange rates
- International financial reporting standards
- Fair value accounting
- Strengths and limitations of ‘economic value added’ and challenges
|
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking. One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | | | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | D2 | D3 | D4 | TMA | x | x | x | x | x | x | x | x | x | x | x | x | x | MTA | x | x | x | x | x | x | x | x | | | | | | Final Exam | x | x | x | x | x | x | x | x | | | | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Azzam Alroomi, aalroomi@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | To be provided by the OU on Jan 2017 | | | | | | | | | | | | | | |
11. Other indicative text (e.g. websites) | |
|
Course Outcomes |
|
B240 Microfinance theory and Practice
(8) Credit Hours
This course will use information economics to understand microfinance as an alternate source of financing for the poor. The rise of informal credit markets and cooperative savings and credit cooperatives organizations amidst difficulties of accessing financial services from banks shall be explored. The problems of adverse selection and moral hazards in commercial banking and how microfinance institutions use local information and group lending to circumvent these problems shall be considered. Competition, profitability versus poverty reduction as objectives of microfinance institutions. Management and self sustainability of MFI and crosscutting issues on microfinance gender and education among others shall be covered.
Course Code |
B240 |
Course Title |
Microfinance theory and Practice |
Pre-requisite |
B124 |
Credit Hours |
8 |
Course Description |
This course will use information economics to understand microfinance as an alternate source of financing for the poor. The rise of informal credit markets and cooperative savings and credit cooperatives organizations amidst difficulties of accessing financial services from banks shall be explored. The problems of adverse selection and moral hazards in commercial banking and how microfinance institutions use local information and group lending to circumvent these problems shall be considered. Competition, profitability versus poverty reduction as objectives of microfinance institutions. Management and self sustainability of MFI and crosscutting issues on microfinance gender and education among others shall be covered. |
Course Objectives |
Microfinance
theory and Practice is to make students understand the economic theory behind
the rise of microfinance and how microfinance institutions contribute to
economic development. It also aims to make students understand current trends
in microfinance and challenges of managing microfinance institutions. This
shall help in integrating theoretical knowledge and practice as a way of
preparing students to be future professionals in microfinance institutions.
Students are expected to gain in-depth knowledge about micro-finance and how
they contribute to the economic development. Analytical skills in credits
appraisals, monitoring and evaluation of loan performance are expected to be
gained. Field studies in microfinance institutions shall make students gain
experience of practical microfinance operations. Students will be introduced to
mix of lectures, seminars, case studies and student presentations. The seminar
case method encourages collaborative learning by working in groups to expand
insights and cover more perspectives. It helps articulate arguments based on
facts through presentation of investment conviction. It enhances analytical
capabilities through expressing opinions based on multiple resources.
|
Course Outcomes |
A. Knowledge
and understanding A1: Appraise
contemporary issues and trends in sustainable finance. A2: Appraise
the implications of sustainability for financial tools and techniques And investment
opportunities. A3: Understand Financial services, Financial
service providers and Delivery Channels A4: Identify the challenges of implementing new
financial initiatives. A5: Apply financial tools and techniques
explicitly in a green, clean Tech and
ethical context. B. Cognitive
skills B1 : The ability to identify assumptions, evaluate statements in
terms of evidence, to detect false logic or reasoning, to identify implicit
values, and to define terms adequately and to generalize appropriately; B2: The ability to create, evaluate and access a range of options,
together with the capacity to apply ideas and knowledge to a range of business
and other situations; B3: Generic intellectual skills such as literacy and
informationprocessing skills, interpersonal and presentational skills; B4: The ability to apply business modules to business problems and
phenomena; B5: Facility with key concepts used in decision making, including
opportunity cost, incentives, equilibrium, strategic thinking, expectations and
marginal analysis; B6: Effective self-management in terms of time, planning and
behavior, motivation, self-starting, individual initiative and enterprise; C. Practical and professional skills C1: Analyze and appraise alternatives and make decisions based on evidence. C2: Demonstrate effective
written communication skills, particularly
in explaining and justifying choices.
C3: Demonstrate effective debating and presentation skills. C4: Demonstrate effective skills in independent private study. C5: Ability to assess the feasibility of business propositions. D. Key transferable skills. D1: Negotiated or ad hoc budgets whereby a specific amount of
public money is allocated to an institution (with or without prior negotiation)
D2: Present the argument clearly and in an appropriate academic
style and format D3: Identify and evaluate the relevance of information from a
variety of sources
D4: categorical or
earmarked funds whereby governments specifically target one or various
institution(s) based on predetermined criteria;
|
B291 Financial Accounting
(8) Credit Hours
This course is the first of two modules leading to the Professional Certificate in Accounting (K01). We strongly recommend that you study this course before Management accounting (B292), but both courses can be studied independently. This is a Level 2 course and students need to have a good knowledge of financial accounting, obtained either through Level 1 study with the AOU or by doing equivalent work at another university. Ideal preparation for this course would be our Level 1 course Fundamentals of Accounting (B124).
Course Code |
B291 |
Course Title |
Financial Accounting |
Pre-requisite |
B124 |
Credit Hours |
8 |
Course Description |
This course is the first of two modules leading to the Professional Certificate in Accounting (K01). We strongly recommend that you study this course before Management accounting (B292), but both courses can be studied independently. This is a Level 2 course and students need to have a good knowledge of financial accounting, obtained either through Level 1 study with the AOU or by doing equivalent work at another university. Ideal preparation for this course would be our Level 1 course Fundamentals of Accounting (B124). |
Course Objectives |
This
is the course for students if they want a route into the accountancy profession
or need to gain fundamental accounting skills for a management or other role.
Students will gain an understanding of how financial statements are prepared
and develop the skills to prepare financial statements. Students will explore
differences in financial accounting for different businesses, building an
understanding of the frameworks underpinning accounting and audit practice.
|
Course Outcomes |
A. Knowledge
and understanding A1:
Demonstrate understanding of the role and importance of accounting in the
various types of business and other organisations. A2:
Demonstrate understanding of the accounting regulatory framework in the UK and
EU as well as within the context of international financial and capital
markets. A3:
Demonstrate understanding of the qualitative characteristics of financial
accounting information, accounting concepts and principles. A4:
Demonstrate the ability to prepare financial statements based on application of
accounting concepts, regulations and principles. B. Cognitive
skills B1: Review and illustrate the purpose, context and environmental
influences and constraints on financial accounting and business practices (Unit
1). B2: Explain, analyse and apply the mechanism of double-entry bookkeeping
and the accounting cycle (Unit 2). B3: Identify, classify, measure and
summarise the elements of financial statements applying accounting principles
and concepts (Units 3 and 4). B4: Explain and interpret the purpose, form and
content of the three main financial statements; income statement, balance sheet
and cash flow statement (Unit 5). B5: Explain and evaluate the need for ethics
in the behaviour of accountants and the need for independent auditing in the
reporting process of public and large enterprises (Unit 6). B6: Explain and
review the relations between corporate governance, auditing and
financing (Unit 7). C. Practical and professional skills C1: Record transactions and events, and maintain accounting
records manually and gain some familiarity with computerised accounting
software (Units 3 and 4). C2: Prepare periodic financial statements for sole traders,
partnerships, non-profit organisations and single-entity private and public
limited companies (Unit 5) D. Key transferable skills.
D1: Use simple
mathematics for the purpose of calculations in bookkeeping, accounting and
preparing/analysing financial statements, including basic ratio analysis.
|
B292 Management Accounting
(8) Credit Hours
This is a level 2 course and students need to have a good knowledge of financial accounting obtained either through level 1 study with the AOU or completing equivalent work at another university. This is the course for students if they want a route into the accounting profession or need to gain fundamental accounting skills for a management or other role. The overall aim of this module is to help students learn and interpret management accounting information. You may be undertaking this module to prepare for a career as an accountant working in or with organizations, as part of a degree or as a stand- alone module.
Course Code |
B292 |
Course Title |
Management Accounting |
Pre-requisite |
B124 |
Credit Hours |
8 |
Course Description |
This is a level 2 course and students need to have a good knowledge of financial accounting obtained either through level 1 study with the AOU or completing equivalent work at another university. This is the course for students if they want a route into the accounting profession or need to gain fundamental accounting skills for a management or other role. The overall aim of this module is to help students learn and interpret management accounting information. You may be undertaking this module to prepare for a career as an accountant working in or with organizations, as part of a degree or as a stand- alone module. |
Course Objectives |
Module specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | B292: Management Accounting | Level | 5 | Module tutor | Dr. Aziz Yusuf | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | This is a level 2 course and students need to have a good knowledge of financial accounting obtained either through level 1 study with the AOU or completing equivalent work at another university. This is the course for students if they want a route into the accounting profession or need to gain fundamental accounting skills for a management or other role. The overall aim of this module is to help students learn and interpret management accounting information. You may be undertaking this module to prepare for a career as an accountant working in or with organizations, as part of a degree or as a stand- alone module. |
3. Aims of the module | B292 academic aim is to introduce students to number of fundamental concepts and theories of Management Accounting in order to guide managerial decision making by individuals and business units. It also develops the students’ knowledge of Management Accounting as well as skills in problem-solving, decision making relating to aspects of planning, costing, budgeting, evaluating. B292 also prepares students for advanced Management Accounting concepts. After studying the course, the students should be able to: - Demonstrate understanding of the nature of management and the role of management accounting in the management process.
- Demonstrate understanding of the different types of costs and the role of costs in decision making.
- Demonstrate understanding of how inventory is accounted for and managed within the organization, and the methods for calculating the cost of different types of products, processes and services.
- Demonstrate the ability to prepare budgets.
- Demonstrate understanding of the management and the influence of economic factors and economic analysis on management decision making.
|
4. Pre-requisite modules or specified entry requirements | B124 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to develop and demonstrate the following Knowledge and understanding : A1 : Demonstrate Understanding of the nature of management and the role of management accounting in the management process. A2: Demonstrate the understanding of the different types of costs and the role of costs in decision making. A3: Demonstrate understanding of how inventory is accounted for and managed within the organization and the methods for calculating the costs of different types of products , processes and services.. A4: Demonstrate the ability to prepare budgets. | Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessments (tutor-marked assignments and midterm assessments) and end-of-course examination. Central to the studying of this course, these assessments enable tutors to comment on a student’s knowledge and understanding, identifying the level of student’s learning.
Each assessment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. Students will be required to answer essay questions along with application based case studies. This will help in testing acquired knowledge related to the main economic concepts. The exam will test knowledge and understanding of different concepts. To achieve the required knowledge and understanding, students are provided with the following resources: - UK OU published supported open learning material, including textbooks, study guides, project guide, audio notes, computing supplement and assignments, when available.
- Supplemental extra reading material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering course-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system). To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information. | B .Cognitive skills At the end of the module learners will be expected to: B1. Understand the nature of organizations, the process of management and the role of information (including accounting information) in managing organizations. (Unit 1). B2. Understand the nature of cost analysis for planning and decision making and be able to apply and explain the techniques covered. (Unit 2). B3. Understand and explain the costing and accounting methods and systems which provide the management of an organization with relevant and reliable information on which to base decisions. (Unit 3). B4. Explain the budgetary process and illustrate in detail a method of preparing budgets for planning and control purposes. (Unit 4). | Learning and teaching strategy The course expects students to show an ability to apply acquired knowledge. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the course resources, conduct small independent research using a variety of databases and websites, and to develop group-working skills.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignment and midterm assessments) and exams.
All assessment instruments are prepared in light of the course objectives. The case study approach is pivotal to student learning in this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development. Thus, students’ performance and understanding evaluation and comparison will be assessed through MTAs, TMAs, class discussions and participation as well as final exams. . Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy | The course provides opportunities for students to develop and exhibit the following learning outcomes: At the end of the module, learners will be expected to: C1: Understand the use of marginal costs , cost volume –profit
Analysis and contribution analysis in costing and price decisions. C2:Calculate costs using the job , process and contract costing
Methods , calculate the cost of a product or service from basic
Information using batch and process costing. C3:Prepare budgets and calculate the main variances used in
Variance analysis. C4:Be able to prepare accounting statements for planning and
Control. C5: Be able to prepare periodic reports | In addition to the above mentioned learning and teaching strategies this course also develops a variety of the students' practical and professional skills. Students are expected to apply their learning to real situations. They are also supposed to adopt teamwork and ICT skills; they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems.
In tutorials, students participate in a selection of small group activities and discussions which are based on case studies presented in the textbook and designed to fit with the major economic topics. TMAs, MTAs and Final exams will require some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D. Key transferable skills | Learning and teaching strategy | The course provides opportunities for students to develop and exhibit the following learning outcomes: At the end of the module, learners will be expected to: D1:Demonstrate understanding of the nature & types of costs D2: Calculate Break-even points in units and in turnover. D3: The use of Activity based costing as a more exact method
In indirect cost allocation. D4:Demonstrate ability to prepare different types of budgets D5: Work with qualitative & quantitative data drawing appropriate conclusions based on findings. | B292 is an 8 (eight) credit hours course with 1 (one) TMA (weighting 20% of total grade), one MTA (weighting 30% of total grade) and one final exam (weighting 50% of total grade). There is an emphasis on face to face tutorial; the formative assessment of students forms a part of the development of students’ skills in this course. Skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their individual work on the ongoing course case study. |
6. Indicative content. | The course provides knowledge of basic management accounting concepts and analysis that can be a useful technique for businesses and their managers.
The units content mainly concerns the following axes: - The nature of organizations , specifically their objectives and structure
- Management process of planning and control and decision making
- Role of information and information systems in organizations.
- The opportunities provided by information technology for the functioning of management accounting systems.
- The different types of costs, the role of costs in decision making & applications of the cost concepts like marginal costs, cost –volume –profit analysis and contribution analysis .
- Absorption Costing as an alternative to marginal costing in addition to looking at two key concepts within management accounting : relevant costing and opportunity cost..
- The importance of accounting for inventory & inventory management.
- Calculate costs using job, process, batch and contract methods of costing & be able to explain the difference between activity based costing and the more traditional approaches to costing units of production , service or market segments.
- The role of budgeting in decision making & how to construct the different types of budgets
- The key elements involved in managing people within an organization.
- Introduction to fundamental economic concepts that are relevant to management decision making like the basic terminology , microeconomics , macroeconomics , international trade and trade policy and the role of financial institutionsand markets in providing short and long term finance to individuals , businesses and governments.
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7. Assessment strategy, assessment methods and their relative weightings | The TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking. One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | D3 | D4 | D5 | TMA | x | x | x | | x | x | x | | x | x | x | | | x | x | x | x | x | MTA | x | x | | | x | x | x | | x | x | x | | | x | x | x | x | x | Final exam | | | x | x | | | x | x | | | x | x | x | x | x | x | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Aziz Yusuf, ayusuf@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | The Open University Nobles , T., Mattison , B., & Matsumura , E. Horngren,C., Datar , S., & Rajan, M Atkinson , A., Kaplan , R., Matsmura , E., & Young, S. | 2011 2016 2012 2007 | Management Accounting Horngren’s Financial and Managerial Accounting Cost Accounting –A managerial emphasis Management Accounting | Open University Business School Pearson Pearson Pearson Prentice Hall | UK London London London |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will facilitate tutorial teaching through PPT which is prepared for the use of all candidates via Moodle. where students will access important materials, an on-line version of the Course File and online interactive exercises, and PDFs of the course texts and set book and exercises sheets. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor.
All of the above will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors.
Web links relevant to study:
Open University UK: http://www.open.ac.uk/
Arab Open University: http://www.arabou.edu.kw/ |
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Course Outcomes |
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B324 Marketing and Society
(8) Credit Hours
This course explores the theory and practice of responsible marketing, addressing the interrelated areas of corporate social responsibility and marketing ethics and the emergent area of social marketing. It examines the impact of established marketing techniques and practices on the promotion of social well-being and behavioural change. You will identify key ethical issues involved in marketing decision-making and the responsibilities of organisations to their stakeholders, including the wider community. Elements of marketing management (such as communications, research and planning) are examined within this wider framework at both a domestic and international level.
Course Code |
B324 |
Course Title |
Marketing and Society |
Pre-requisite |
- |
Credit Hours |
8 |
Course Description |
This course explores the theory and practice of responsible marketing, addressing the interrelated areas of corporate social responsibility and marketing ethics and the emergent area of social marketing. It examines the impact of established marketing techniques and practices on the promotion of social well-being and behavioural change. You will identify key ethical issues involved in marketing decision-making and the responsibilities of organisations to their stakeholders, including the wider community. Elements of marketing management (such as communications, research and planning) are examined within this wider framework at both a domestic and international level. |
Course Objectives |
Marketing and Sociology. It is a level three course of the B.A. (Hons) in Business Studies with marketing degree. This course will develop student's ability to synthesise arguments and assumptions from a variety of sources and perspectives, critically evaluate them and apply relevant concepts in a range of contexts. In particular, student will learn concepts, theories and debates about the roles and responsibilities of marketing in society: - identification and critical analysis of relevant issues involved in responsible marketing
- application of marketing thinking to health and social behaviour
- application of responsible marketing to own professional context
- sensitivity to the problems and challenges in both commercial and social marketing.
- explore how marketing concepts and techniques can be applied to the marketing of social issues as opposed to the more traditional area of commercial marketing;
- examine how social marketing approaches can change behaviour in order to achieve socially desirable goals;
- illustrate, through case study examples, the application of concepts and techniques to 'real world' social marketing problems.
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Course Outcomes |
A. Knowledge and understanding | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: To understand and apply concepts, theories and debates about the roles and responsibilities of marketing in society to real life situations A2: Apply marketing thinking to the field of health and social behaviour A3: Demonstrate an understanding about ethics and marketing A4: Green and environmental marketing, sustainability, fair trade and ethical consumption
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B325 Managing across organisational and cultural boundaries
(8) Credit Hours
B325 is offered as an option at level 3 in the awards: BA (Hons) Business Studies; BA (Hons) Leadership and management. The course aligns well within the educational aims of these programs by developing “the student’s interest in and knowledge of the world of business”. By providing students with the opportunity to draw on their own experience and critically engage with theory with theory relevant to managing across organisational and cultural boundaries, it supports the program’s aim of developing “graduates who bring to their employment in business or organisations of any sort, a range of critically important and highly valued skills”. B325 will complement other courses within the existing suite of courses offered within management and business studies. It will embrace all learners irrespective of their level of attained experience and position within their own organisation.
Course Code |
B325 |
Course Title |
Managing across organisational and cultural boundaries |
Pre-requisite |
BUS310 |
Credit Hours |
8 |
Course Description |
B325 is offered as an option at level 3 in the awards: BA (Hons) Business Studies; BA (Hons) Leadership and management. The course aligns well within the educational aims of these programs by developing “the student’s interest in and knowledge of the world of business”. By providing students with the opportunity to draw on their own experience and critically engage with theory with theory relevant to managing across organisational and cultural boundaries, it supports the program’s aim of developing “graduates who bring to their employment in business or organisations of any sort, a range of critically important and highly valued skills”. B325 will complement other courses within the existing suite of courses offered within management and business studies. It will embrace all learners irrespective of their level of attained experience and position within their own organisation. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 1. 1. Factual information | Module title | B325: Managing across organisational and cultural boundaries | Level | 6 | Module tutor | Dr. Salah Al-Hammadi | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hour
lecture and 1 office-hour |
2. Rationale for the module and its links with other modules | B325 is offered as an option at level 6 in the awards: BA (Hons) Business Studies; BA (Hons) Leadership and management. The course aligns well within the educational aims of these programs by developing “the student’s interest in and knowledge of the world of business”. By providing students with the opportunity to draw on their own experience and critically engage with theory with theory relevant to managing across organisational and cultural boundaries, it supports the program’s aim of developing “graduates who bring to their employment in business or organisations of any sort, a range of critically important and highly valued skills”. B325 will complement other courses within the existing suite of courses offered within management and business studies. It will embrace all learners irrespective of their level of attained experience and position within their own organisation. |
3. Aims of the module | The aim of the course is fairly to provide students with ways if understanding and analysing different organisational, inter- organisational and international context and the ways in which such different contexts influence individuals’ experience of work. Secondly, the course aims to provide students with knowledge and understanding of themes and challenges pertaining to organising and managing across this different context; managing aims, power, politics, trust, cultural diversity and the darker side of organising. The course embassies the relationships between theory and practice; putting emphasis on the theoretical underpinnings and debates surrounding the themes whilst at the same time requiring students to draw on their own experience. Achieving the intended learning outcomes (covering both knowledge and skills) fully supports this dual aim. |
4. Pre-requisite modules or specified entry requirements | BUS310 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Inter-organisational collaboration, organisational behaviour, and international management theories and concepts relevant to managing across organisational and cultural boundaries. A2: Themes and challenges pertaining to organizing and managing across intra, inter-organisational and international contexts including the management of aims, power, politics, trust, cultural diversity and the darker side of organising. | Students’ learning is supported by a tutor, who is the students’ main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. Students receive face to face tutorial. Students might be divided into groups for discussion and presentations allowing to reflect on different theories and concepts to demonstrate knowledge and understanding of the key concepts discussed in the course. Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessment and exams. These assessments are central to the teaching of the course, enabling tutor(s) to identify and comment on student knowledge and understanding. The knowledge, understanding and the relationship between theory and practice are assessed in the tutor marked assignment. The tutor marked assignment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. Students have as well to research relevant topics through internet, specific relevant forum, the e-library to stay connected and up to date with the latest changes in organizational context.
Knowledge and understanding will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. | B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Use conceptual frameworks to describe functions of organising and managing in and across organisational and international contexts. B2: Identify and critically assess different perspectives on managing and organising. B3: Synthesise, critically evaluate and challenge course relevant theories of inter-organisational collaboration, organisational behaviour, and international management. B4: Critically evaluate theories in relation to personal experiences, organisational, inter-organisational and international setting with which you are familiar and the relative standpoints of others within different contexts. | Assessment of the cognitive skills of the course is achieved through a combination of continuous assessment and exams that include case studies reading to encourage synthesis of the material. Cognitive skills are mainly assessed in the tutor marked assignment in addition to the continuous interaction with the students and teamwork activities undertaken all along the semester where students are divided into groups to share their experiences and do presentations. The assessment strategy and the tutor feedback are mostly used to assess these skills. Students are hence encouraged to develop specified skills. Students are offered an opportunity to practice these skills in association with their work on the course material. The use of case studies will provide students with the opportunity to implement these skills and assess their understanding. Students are asked to analyse their progress with skills associated with their current work, submitting this assessment as part of their assignments. This allows students to develop a systematic and self-conscious approach to their skill development, assisted and supported by their tutor. These activities culminate in an assessment solely concerned with skills development where students are asked to reflect on their skills progression and achievement. Cognitive skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Use and adopt relevant concepts and theories to practically engage with a range of problems and issues in the work place. C2: Use specific inter-organisational collaboration, organisational behaviour, and international management knowledge, cognitive and key skills developed during the course to enhance individual work / practice. | In addition to the above mentioned learning and teaching strategies, this course also develops a variety of the students' practical and professional skills. For example, to develop the students' teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems. In tutorials, students participate in a selection of small group activities and discussions which is based on case studies and covers current business issues of local and international nature related to their course topic. These activities encourage students to apply course concepts. Tutors are encouraged to invite guest speakers from regionally important businesses to come and address students. Students’ visit to local businesses is also a possible opportunity to increase their understanding of key business issues in the region and allow them to better understand theoretical issues, their implementation and implications. Practical and professional skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Read and interpret information presented in a variety of forms including academic journals, books and on-line text. D2: Articulate ideas and communicate effectively using appropriate inter-organisational collaboration, organisational behaviour, and international management theories and concepts. D3: Identify and ask questions appropriate to the exploration and complex concepts. D4: Engage in reflective, experiential and collaborative learning in face to face and virtual context. | Interpersonal skills of effective listening, negotiating, persuasion and presentation are taught through the undertaking of small group activities. Diversity is introduced to students through a truly internationalised selection of cases.
Skills are developed as a consequence of module work throughout the programme and implicitly built into the various assessments and activities permitting to develop skills in these areas.
Key transferable skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
6. Indicative content. | There are five parts in the course. Each part tackle certain topics related to organizational and inter-organizational collaboration while providing empirical and real case studies about collaboration to better assimilate the concepts. PART I: MANAGING INTERORGANIZATIONAL RELATIONS
1. Introduction
PART II: STRATEGIC ALLIANCES AND NETWORKS
2. Institutionalizing the Management of Interorganizational: The Case of Star Alliance; Jörg Sydow
3. Developing a Network as Response to Technological Uncertainty? The Case of SAP's Entry into Cloud Technology; Timo Braun and Thomas I. Schmidt
4. Shaping Collaborative Ties in Competitive Industries: The Case of a Contractor in the US Construction Industry and its Supplier Relationships; Timo Braun and Randy Richards
5. Human Resource Management in an Industrial Service Network; Markus Helfen
6. Managing Health Networks; Benjamin Behar
PART III: REGIONAL NETWORKS AND CLUSTERS
7. Selecting Partners, Evaluating Practices; Jörg Sydow
8. Developing Networks within the Berlin Optics Cluster; Jörg Sydow, Frank Lerch, Markus Burger and Robert Wagner
9. Public Sector Reform, Outsourcing and Interorganizational Relationships; Carsten Wirth
10. Interorganizational Assemblage in the Face of Uncertainty; Olivier Berthod and Gordon Müller-Seitz
11. The Network Manager's' Challenges in a Norwegian Regional Health Network; Anne H. Gausdal, Guido Möllering and Etty R. Nilsen
PART IV: GLOBAL PRODUCTION AND SUPPLY NETWORKS
12. Managing Coopetition through Horizontal Supply Chain Relations: The Case of Toyota; Miriam Wilhelm
13. The Development of a Global Fashion Firm by Managing an International Production and Sales Network; Elke Schüßler
14. Implementing Labor Standards in an International Supply Chain; Markus Helfen and Dimitris Stevis
PART V: INNOVATION AND PROJECT NETWORKS
15. Forming Horizontal Networks to Shape Collective Strategies: The Case of the SEMATECH Consortium; Uli Meyer and Cornelius Schubert
16. Wikimedia: Managing the Transnational Network Organization behind Wikipedia; Leonhard Dobusch
17. Knowledge Sharing Routines in an Automotive Supplier Network; Alexander Bode and Rafael Raschke
18. New Developments in the Study and Management of Interorganizational Relations |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | B1 | B2 | B3 | B4 | C1 | C2 | D1 | D2 | D3 | D4 | Midterm Exam | x | x | x | x | x | x | | | | x | | | TMA | x | x | x | x | x | x | x | x | x | x | x | x | Final | x | x | x | x | x | x | | | | x | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Salah Al-Hammadi, salhammadi@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Sydow,J., Schüßler, E. and Müller-Seitz, G. | 2015 | Managing Inter-Organizational Relations.
Debates and Cases | Palgrave | | | | | | |
11. Other indicative text (e.g. websites) | |
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Course Outcomes |
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B326 Advanced Financial Accounting
(8) Credit Hours
Advanced Accounting is a continuation of the study of financial accounting. This course is the last of three modules leading to the Professional Certificate in Accounting. This is a Level 3 course and students need to have a good knowledge of financial accounting, obtained either through Levels 1 and 2 studies. Ideal preparation for this course would be our Level 1 course Financial accounting (BE210) and level 2 course Intermediate financial accounting (B291).
Course Code |
B326 |
Course Title |
Advanced Financial Accounting |
Pre-requisite |
B291 |
Credit Hours |
8 |
Course Description |
Advanced Accounting is a continuation of the study of financial accounting. This course is the last of three modules leading to the Professional Certificate in Accounting. This is a Level 3 course and students need to have a good knowledge of financial accounting, obtained either through Levels 1 and 2 studies. Ideal preparation for this course would be our Level 1 course Financial accounting (BE210) and level 2 course Intermediate financial accounting (B291). |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | B326: Advanced Financial Accounting | Level | 6 | Module tutor | Dr. Hosam Abdelrasheed | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio 2. Rationale for the module and its links with other modules | Advanced Accounting is a continuation of the study of financial accounting. This course is the last of three modules leading to the Professional Certificate in Accounting. This is a Level 6 course and students need to have a good knowledge of financial accounting, obtained either through Levels 4 and 5 studies. Ideal preparation for this course would be the B291: financial accounting. |
3. Aims of the module | The areas of coverage in this course include issues concerning the operation of business combinations and consolidated financial statements, and international accounting issues. Students are expected to develop both an understanding of the concepts underlying these topics and the technical and analytical skills needed to apply the concepts in practice. The case method will be used to supplement problems. |
4. Pre-requisite modules or specified entry requirements | B291 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Demonstrate an understanding of current GAAP related to business combinations and its relationship to present reporting practices.
A2: Demonstrate an understanding of contemporary accounting theory and practice pertaining to business combinations and corporate consolidations.
A3: Demonstrate an understanding of the various methods of accounting for an investment in equity shares of another company.
A4: Understand concepts related to foreign currency, exchange rates, and foreign exchange risk.
A5: Understand how foreign currency forward contracts and foreign currency options can be used to hedge foreign exchange risk.
A6: Describe guidelines as to when foreign currency financial statements are to be translated using the current rate method and when they are to be translated using the temporal method. | Knowledge and understanding will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Explain how acquisition expenses are reported. B2: Explain the complexities of revenue recognition. B3: the valuation of assets, including goodwill, and liabilities acquired in a business combination accounted for by the acquisition method. B4: Analyse and interpret the relevant International Financial Reporting Standard (IFRS). B5: Prepare and analyse accounts for importing and exporting transactions denominated in foreign currencies, as well as accounting for forward exchange contracts. | Cognitive skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Properly prepare consolidated financial statements as of the date of acquisition and for periods subsequent to the date of acquisition. C2: Prepare a worksheet to consolidate the accounts of two companies that form a business combination. C3: Adjust for foreign currency transactions and financial statements. | Practical and professional skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Use simple mathematics for the purpose of calculations in bookkeeping, accounting and preparing/analysing financial statements. | Key transferable skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
6. Indicative content. | Seven printed texts and a website with resources to support student learning. An introductory version of Sage accounting software on CD – a software programme students may encounter when they progress to professional accountancy training. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test their reflection and critical thinking: One 2- hour Mid-Term Assessment (MTA).
One 3-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | D1 | Essay | X | X | X | X | X | X | X | X | X | X | | | | | | Written report | | | | | | | | | | X | | | | | X | Presentation | | | | | | | | | | X | | | | | | Case studies | | X | X | X | X | X | | | | | X | X | X | X | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Hosam Abdelrasheed, habdelrasheed@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Hole, J. B., T. F. Schaefer and T. S. Doupenik | 2011 | Advanced Financial Accounting | McGraw Hill, Irwin | Boston |
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Course Outcomes |
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B327 Sustainable enterprise and innovation
(8) Credit Hours
This module is designed to provide intermediate/advanced conceptual and practical learning to students interested in the theory and practice of entrepreneurship and innovation in different contexts. B327 is a new level three course in the B.A. (Hons) in Business Studies with Marketing track. This module is a direct replacement for B322 (Investigating entrepreneurial opportunities). Structured around 4 study blocks, B327 addresses the societal impacts of entrepreneurship and innovation, researching entrepreneurship and innovation, and sustainable enterprise challenge.
Course Code |
B327 |
Course Title |
Sustainable enterprise and innovation |
Pre-requisite |
BUS310 |
Credit Hours |
8 |
Course Description |
This module is designed to provide intermediate/advanced conceptual and practical learning to students interested in the theory and practice of entrepreneurship and innovation in different contexts. B327 is a new level three course in the B.A. (Hons) in Business Studies with Marketing track. This module is a direct replacement for B322 (Investigating entrepreneurial opportunities). Structured around 4 study blocks, B327 addresses the societal impacts of entrepreneurship and innovation, researching entrepreneurship and innovation, and sustainable enterprise challenge. |
Course Objectives |
Module Specification : IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | B327: Sustainable enterprise and innovation | Level | 6 | Module tutor | Dr. Ahmad AbdelKader | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio
2. Rationale for the module and its links with other modules | This module is designed to provide intermediate/advanced conceptual and practical learning to students interested in the theory and practice of entrepreneurship and innovation in different contexts. B327 is level six module in the B.A. (Hons) in Business Studies with Marketing and system tracks. This module is a direct OU replacement for B322 (Investigating entrepreneurial opportunities). Structured around four study blocks, B327 addresses the societal impacts of entrepreneurship and innovation, researching entrepreneurship and innovation, and sustainable enterprise challenge. |
3. Aims of the module |
The academic purpose of this module is:
- To enable learners to develop independent research and online collaborative skills necessary to engage in enterprise and innovation practices in new and existing organisations.
- To encourage students to do so by articulating how entrepreneurship and innovation can be used to satisfy individual goals/objectives while contributing to solving societal problems in an ethical and sustainable manner.
- To also explore the theoretical and practical connections between the distinct yet closely-interrelated fields of study.
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4. Pre-requisite modules or specified entry requirements | BUS310 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Create and manage sustainable forms of innovative and entrepreneurial ventures within a range of specialist areas, such as Engineering, science and information technology; Creative, leisure and cultural industries; Health and social care. A2: Research entrepreneurship and innovations within a specialist real world setting, recognising that specialist areas have to be explored at multiple levels of analysis. A3: Apply core theories, concepts and frameworks of innovation and entrepreneurship to understand the strategy, process and operations of enterprises at different stages of their life cycle. A4: Discuss the impact of innovation and entrepreneurship on society, both at a conceptual and a practical level, including ethics and sustainability, economic and social benefits to you, the economy and local communities. | Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessments (tutor-marked assignment and midterm assessment) and end-of-course examination. Central to the studying of this course, these assessments enable tutors to comment on a student’s knowledge and understanding, identifying the level of student’s learning.
Each assessment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. Students will be required to answer essay questions along with application based case studies. This will help in testing acquired knowledge related to the main entrepreneurship and innovation concepts. The exam will test knowledge and understanding of different concepts. To achieve the required knowledge and understanding, students are provided with the following resources: - UK OU published supported open learning material, including textbooks, study guides, project guide, audio notes, computing supplement and assignments, when available.
- AOU Assigned textbook/study blocks, and supplemental extra reading material.
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA.
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering course-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor forum and Learning Management System (LMS–the AOU equivalent of the UKOU Electronic TMA system). To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Differentiate the distinctive roles played by start-ups and established enterprises in the process of developing and commercializing various forms of innovations.
B2: Distinguish the responsibilities of founders, managers, employees and directors within particular types of sustainable enterprises and innovations, including roles and rewards.
B3: Use concepts from enterprise and innovation to critically analyse and evaluate solutions to a variety of societal challenges. | The course expects students to show an ability to apply acquired knowledge. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the course resources, conduct small independent research using a variety of databases and websites, and to develop group-working skills.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignment and midterm assessments) and exams.
All assessment instruments are prepared in light of the course objectives. The case study approach is pivotal to student learning in this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development. Thus, students’ performance and understanding evaluation and comparison will be assessed through MTAs, TMAs, class discussions and participation as well as final exams. . Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Work independently and as part of a collaborative virtual team to develop attributes and capabilities for entrepreneurial success in a complex and changing environment. C2: Undertake independent research to inform practice within your area of specialism. C3: Critically evaluate and reflect on your own career development objectives. | In addition to the above mentioned learning and teaching strategies this course also develops a variety of the students' practical and professional skills. Students are expected to apply their learning to real situations. To develop the students' teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems.
In tutorials, students participate in a selection of small group activities and discussions which are based on case studies presented in the textbook/blocks and designed to fit with the major entrepreneurship and innovation topics.
TMAs, MTAs and Final exams will require some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. | D Key transferable skills | Learning and teaching strategy |
6. Indicative content. | The module is structured around four study blocks: Block 1 Societal Impacts of Entrepreneurship and Innovation
Block 1 provides an introduction to the societal impacts of enterprise and innovation and the tools and techniques that students will need to identify, analyse and manage them throughout the module. It recaps selected topics on entrepreneurship and innovation to ensure continuity/progression to the next level for innovation and enterprise pathway students and introduce novice to key themes and concepts on ethics and sustainability as applied in entrepreneurship and innovation. It will also articulate the underlying principle of the module, which is about using entrepreneurship and innovation to solve societal problems in an ethical and sustainable manner, considering this at different states of an enterprise life cycle. Written and interactive cases and examples are used throughout to bring the theoretical concepts to live. Block 2 Researching Entrepreneurship and Innovation
Block 2 examines how entrepreneurship and innovation can be used to solve societal problem/challenges (e.g. social inclusion, environmental protection, economic and community development) through an experiential learning experience – My Experiential Learning Project (MELP). It starts by introducing students to significance of specialist sectors in society and the three specialist areas selected for study in B327. To ensure coverage of a range of relevant societal problems while meeting the learning needs of students three ideal categories specialist areas have been selected for in-depth study: - Block 2a: Engineering, science and information technology: This includes entrepreneurship/innovation in relation to choice of production, operational and marketing technologies, such as ‘green’ and low carbon technology, medical technology, bio solutions, electric cars, IT services for managing patient feedback
- Block 2b: Creative, leisure and cultural industries: This includes entrepreneurship/innovation in the visual and performance arts, poetry, languages, heritage and sports
- Block 2c: Health and social care: This includes entrepreneurship/innovation in relationship to the challenges of increasing access to healthcare (health care costs vs. health and social care needs of citizens)
Block 3 Sustainable Enterprise Challenge
Block 3 provides students the opportunity to practice how to create and manage an enterprise as part of a team through a computer-assisted Sustainable Enterprise Challenge (SEC), using a version of either ‘Serious Games’ or ‘sim venture’. A scenario will be provided to students based on an enterprise that has just been launched and that is expected to provide an innovative and sustainable solution to a defined societal problem. Student teams will then be created and tasked with completing a series of weekly challenges: setting strategic goals/objectives (e.g. triple bottom-line), defining organisational values and recruitment strategies, sourcing financial and non-financial resources, making choices about production technology and marketing, making enterprise growth/expansion decisions (including second round of funding), all of these geared towards generating student-led pre-defined impacts. The outcome includes weekly template of team analysis and decisions and end-of-project impact measures. Block 4 Module summary and revision
In this Block students will integrate their learning from Blocks 1-3 to produce their End of Module Assessment. They return to the societal challenge they identified in Block 2 and the learning from Block 3 (inter-relationship among function areas of entrepreneurship and innovation) to develop a solution to the problem. This includes decision as to whether the solution is best offered through a start-up enterprise or existing enterprise (intrapreneurship), ethical and sustainability considerations and clear success criteria for measuring the impact of the proposed solution. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test their reflection and critical thinking:
One 2-hour Mid-Term Assessment (MTA).
One 3-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | C1 | C2 | C3 | D1 | D2 | D3 | D4 | D5 | TMA | | X | X | X | X | X | X | X | X | X | X | | | X | X | MTA | | X | | | X | X | | | X | | X | | | | | Final Exam | X | | X | X | X | X | X | | | X | X | X | X | X | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Ahmad AbdelKader, a.abdelkader@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | OU production team for B327 | 2017 | Block 1 Societal Impacts of Entrepreneurship and Innovation | Open University Business School | U.K. | OU production team for B327 | 2017 | Block 2 Researching Entrepreneurship and Innovation | Open University Business School | U.K. | OU production team for B327 | 2017 | Block 3 Sustainable Enterprise Challenge | Open University Business School | U.K. | OU production team for B327 | 2017 | Block 4 Module summary and revision | Open University Business School | U.K. |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will facilitate tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File and online interactive exercises, and PDFs of the course texts and set book and exercises sheets. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. All will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors |
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Course Outcomes |
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B340 Asset Pricing and Corporate Finance
(4) Credit Hours
This course is aimed at students who are interested in understanding asset pricing and corporate finance. It provides a theoretical framework used to address issues in project appraisal and financing, the pricing of risk, securities valuation, market efficiency, capital structure, and mergers and acquisitions. It provides students with the tools required for further studies in financial intermediation and investments.
Course Code |
B340 |
Course Title |
Asset Pricing and Corporate Finance |
Pre-requisite |
B291 Financial Accounting |
Credit Hours |
4 |
Course Description |
This course is aimed at students who are interested in understanding asset pricing and corporate finance. It provides a theoretical framework used to address issues in project appraisal and financing, the pricing of risk, securities valuation, market efficiency, capital structure, and mergers and acquisitions. It provides students with the tools required for further studies in financial intermediation and investments. |
Course Objectives |
This
course provides a theoretical framework used to address issues in project
appraisal and financing, the pricing of risk, securities valuation, market
efficiency, capital structure, and mergers and acquisitions. It provides
students with the tools required for further studies in financial
intermediation and investments.
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Course Outcomes |
A. Knowledge
and understanding A1:
understand the mathematics of portfolios and how risk affects the value of the
asset in equilibrium under the fundaments asset pricing paradigms A2:
Understand how Managerial Incentives Affect Financial Decisions A3: explain
the characteristics of derivative assets (forwards, futures and options), and
how to use the main pricing techniques. A4:
understand and explain the capital structure theory, and how information
asymmetries affect it A5:
understand how corporate governance can contribute to firm value A6: discuss
why merger and acquisition activities exist B. Cognitive
skills B1: analytical skills based on using the key capital budgeting
techniques B2: Critical thinking, analysis and synthesis: ability to
understand and use financial information and to critically analyze corporate
performance based on financial information. B3: valuating risk effects on assets using asset pricing. C. Practical and professional skills C1 : evaluating projects through capital budgeting techniques C2: enabling students to do
problem-solving and risk valuation using appropriate quantitative and
qualitative skills including data analysis, interpretation and extrapolation. C3: explaining the
characteristics of derivative assets (forwards, Futures and options). D. Key transferable skills. D1: Effective communication, both orally and in writing, of
information, arguments and ideas. D2: Problem-solving and
decision-making using appropriate quantitative and qualitative skills including
data analysis, interpretation and extrapolation.
D3: Effective performance in a team environment
both in face-to-face and/or virtual contexts. D4: Develop an appropriate understanding of the student’s
needs to develop as a learner and devise strategies to address these.
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B392 Advanced Management Accounting
(8) Credit Hours
The module offers students the opportunity to continue their studies in the BA Business Studies after they have completed the B291 & B292 modules. It builds on the knowledge and skills students have learned in B292 by focusing on theories, concepts and techniques at a more advanced level. The learning outcomes also include a critical evaluation of the theories and techniques and their application in ambiguous settings using case study approach. Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. The module can be used to understand strategy and to situate the role of strategic management accounting within the broader content of organizational and industry differences using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency is required in order to understand pricing decisions techniques, financial measures of performance, investments , EVA , Variance analysis , budgeting costing etc. This module provides students with a solid base of Advanced management Accounting study and practice.
Course Code |
B392 |
Course Title |
Advanced Management Accounting |
Pre-requisite |
B292 |
Credit Hours |
8 |
Course Description |
The module offers students the opportunity to continue their studies in the BA Business Studies after they have completed the B291 & B292 modules. It builds on the knowledge and skills students have learned in B292 by focusing on theories, concepts and techniques at a more advanced level. The learning outcomes also include a critical evaluation of the theories and techniques and their application in ambiguous settings using case study approach. Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. The module can be used to understand strategy and to situate the role of strategic management accounting within the broader content of organizational and industry differences using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency is required in order to understand pricing decisions techniques, financial measures of performance, investments , EVA , Variance analysis , budgeting costing etc. This module provides students with a solid base of Advanced management Accounting study and practice. |
Course Objectives |
Module specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | B392: Advanced Management Accounting | Level | 3 | Module tutor | Dr. Aziz Yusuf | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | The module offers students the opportunity to continue their studies in the BA Business Studies after they have completed the B291 & B292 modules. It builds on the knowledge and skills students have learned in B292 by focusing on theories, concepts and techniques at a more advanced level. The learning outcomes also include a critical evaluation of the theories and techniques and their application in ambiguous settings using case study approach. Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. The module can be used to understand strategy and to situate the role of strategic management accounting within the broader content of organizational and industry differences using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency are required in order to understand pricing decisions techniques, financial measures of performance investments, EVA, Variance analysis, budgeting costing etc. This module provides students with a solid base of Advanced Management Accounting study and practice. |
3. Aims of the module | The aim of the module is to give students insight in management accounting on a more advanced level and have deeper knowledge and understanding about management accounting issues including its problems and difficulties. Students will be updated concerning the more recent development in management accounting and the emergence of new methods and their effects in organizations. The module will enable students to take part in the design and use of management accounting systems in organizations and be able to relate management accounting to issues discussed in other tracks like marketing, incentive systems (management as well as international business. After studying the course, the students should be able to: - To situate the role of strategic management accounting within the broader content of organizational and industry differences.
- Understand management accounting techniques that play an important role in the formulation and implementation of business strategy.
- Understand what strategies organizations use to finance their activities.
- Students will be introduced to financial risk management and the strategic implications of financing the organization.
- Be familiar with a range of contemporary cost management techniques.
- Able to evaluate strengths and weaknesses, discuss issues regarding implementation and effectiveness and assess various strategic options.
Identify the main characteristics of different market types (perfect competition, monopoly and oligopoly) and predict price and output outcomes. |
4. Pre-requisite modules or specified entry requirements | B292 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to develop andemonstrate the following Knowledge and understanding : A1 : Understand the role of strategic management accounting and apply a strategic analysis framework in simple complex settings. A2 :Critically select , apply and evaluate management accounting techniques in strategic costing and pricing including value chain analysis , activity based costing and business process optimization approaches. A3: Understand, describe and evaluate the sources , costs and risks associated with the financing of investments. A4: Apply and critically evaluate advanced techniques for investment appraisal. A5: Explain, apply and evaluate methods of accounting control and performance evaluation for the purpose of improving strategic and operational performance of organizations. | B392 will be built around the online spine of the study planner. Each week student will be directed to key readings and activities.B392 will be supported by a module website where students will have access to a tutor –group forum ( TGF) and will access online resources particular to B392 such as articles for further readings. Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessments (tutor-marked assignment and midterm assessment) and end-of-course examination. Central to the studying of this course, these assessments enable tutors to comment on a student’s knowledge and understanding, identifying the level of student’s learning.
Each assessment requires students to have learned and understood models and theories and to demonstrate their appropriate application. The exam will test knowledge and understanding of different concepts. To achieve the required knowledge and understanding, students are provided with the following resources: - UK OU published supported open learning material, including 6 printed units a module guide, a practice book and one assessment booklet.
- AOU supplemental extra reading material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering module-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system).
To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the module Chair provides tutorial slides which cover core concepts, activities to be performed and additional case study information. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Develop the ability to integrate information and use reasoned approaches to select relevant information and analytical techniques in simple and complex settings. B2: Compare critically and use different approaches to issues and problems within management accounting. B3: Communicate management accounting information effectively and appropriately. B4: Use information and communication technologies appropriately and effectively. B5: Use fundamental business mathematics and other quantitative methods effectively and appropriately. | Key skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include TMA’s and the exam, and formative assessment will include activities within the texts. Each of the printed units will include activities within the texts and self-assessment questions within their text. There may also be one online spread sheet activity that will be used to demonstrate and/or engage the students in applying knowledge from the relevant units using a spread sheet.
The course expects students to show an ability to apply acquired knowledge. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the module resources, conduct small independent research using a variety of databases and websites. Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignment and midterm assessments) and exams.
All assessment instruments are prepared in light of the course objectives. The case study approach is pivotal to student learning in this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development. Thus, students’ performance and understanding evaluation and comparison will be assessed through MTAs, TMAs, and discussions with tutor as well as final exams. Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Apply digital technologies to analyse data using strategic management techniques, e.g spread sheets. C2: Frame problems in ambiguous settings independently .Identify and critically select appropriate information both from digital and print sources to address these. C3: Use a combination of electronic applications to communicate analysis and findings. C4: Use tools and techniques of management accounting to improve managerial decision making | In addition to the above mentioned learning and teaching strategies this course also develops a variety of the students' practical and professional skills. Students are expected to apply their learning to real situations. They are also supposed to teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems. TMA, MTA and Final exam will require some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Provide students with knowledge and understanding of management accounting techniques that play an important role in in the formulation and implementation of business strategy. D2: Examine two key areas of financial management of organizations and link them to the management accounting and strategic activities of organizations. D3: Build on the material already studied by students on investment appraisal, adding theoretical depth and a critical evaluation of the techniques. D4: Evaluate performance using benchmarks and appropriate measures of return on investment. | B392 is a 30 Pts module with one TMA (weighting 20% of total grade), one MTA (weighting 30% of total grade) and one final exam (weighting 50% of total grade). The summative and formative assessment of students forms a part of the development of students’ skills in this course. Skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills. |
6. Indicative content. | The module provides knowledge of advanced management accounting concepts and techniques that can be useful for businesses and their managers and how management accounting techniques are adapted and modified to support different industries from various sectors and covering topical issues.
The book content mainly concerns the following: - Role of strategic management accounting within the broader content of organizational and industry differences.
- Value chain analysis, customer profitability analysis, pricing & product decision, the optimization of business process and lean business processes.
- Strategies organizations use to finance their activities including consideration of liquidity and capital.
- Understand the strategic implication of financing the organization and financial risk management.
- Theoretical depth and critical evaluation of the investment appraisal techniques.
- Basic techniques regarding complex situations including risk and uncertainty, inflation , tax implications and the choice between mutually exclusive investments.
- Improvement of strategic and operational performance in organizations within an uncertain an d competitive environment.
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7. Assessment strategy, assessment methods and their relative weightings | The TMA will assess the students’ ability and understanding of the module concepts as well as to test his/her reflection and critical thinking.
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | D3 | D4 | TMA | x | x | x | | x | x | x | x | | | x | x | x | | | x | x | x | x | MTA | x | x | | | x | x | x | x | | | x | x | x | | | x | x | x | x | Final exam | | | x | x | x | | | x | x | x | | | x | x | x | x | x | x | X |
9. Teaching staff associated with the module | Name and contact details | Dr. Aziz Yusuf, ayusuf@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Robert S.Kaplan
Anthony A. Atkinson. | Third Edition. | Advanced Management Accounting. | Pearson | |
11. Other indicative text (e.g. websites) | Online Support Materials: The B 392 module website will contain e-books of all the units and agreed OU format version of the units for the students and links to relevant websites and journals. Three 1 hour on line tutorials will be used to support and interact with students. Appropriate audio visual assets will be developed to support the student’s understanding of how to apply complex concepts and techniques. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials.. |
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Course Outcomes |
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B628 Managing 1: Organizations and People
(8) Credit Hours
This module is designed for managers, aspiring managers, team leaders and supervisors; it uses activities and problem-solving to take you through core topics in organizational behavior and human resource management. Topics include organizational context and culture, stakeholders, management roles, recruitment and induction, performance management, motivation, team work, managing operations and change. These are focused primarily on your own work situations and practices, whether these are in the commercial, public or voluntary sectors.
Course Code |
B628 |
Course Title |
Managing 1: Organizations and People |
Pre-requisite |
B207B |
Credit Hours |
8 |
Course Description |
This module is designed for managers, aspiring managers, team leaders and supervisors; it uses activities and problem-solving to take you through core topics in organizational behavior and human resource management. Topics include organizational context and culture, stakeholders, management roles, recruitment and induction, performance management, motivation, team work, managing operations and change. These are focused primarily on your own work situations and practices, whether these are in the commercial, public or voluntary sectors. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | B628: Managing 1: Organizations and People | Level | 6 | Module tutor | Dr. Basil Al Zougool | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | This module is designed for managers, aspiring managers, team leaders and supervisors; it uses activities and problem-solving to take you through core topics in organizational behavior and human resource management. Topics include organizational context and culture, stakeholders, management roles, recruitment and induction, performance management, motivation, team work, managing operations and change. These are focused primarily on your own work situations and practices, whether these are in the commercial, public or voluntary sectors. | 3. Aims of the module | - Critically reflect on and analyze workplace situations.
- To construct ‘solution oriented’
- To understand work situations from a manager’s perspective, and also to be in charge of the organization.
- To understand the constraints, choices and demands that operate and learn when to work within them.
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4. Pre-requisite modules or specified entry requirements | B207B |
5. Intended learning outcomes | | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: the role and context of managerial work with particular reference to the development of own practice. A2: managerial skills (including problem solving, decision making, information gathering treatment and presentation) A3: Key processes of people management, incorporating the recruitment and development of staff and the management and leadership of individuals, teams and change. A4: Behavioural aspects of the management of leadership of individuals, teams and change. | Knowledge and understanding will be tested across the entire range of summative and formative assessment methods. Summative assessment will include TMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1apply management concepts to work context. B2: analyse and critically reflect on work practice and professional self knowledge. B3: solve management problems through the use of the analytical skills including problem identification ,analysis, logic, thinking and judgement to the advantage of one's own organization. | Cognitive skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include TMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. | C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Setting objectives for developing and implementing
Operational plans for the area of responsibility. C2: Reviewing and evaluating performance and practice. C3: reflecting and questioning. C4: presenting and reporting information. C5: problem solving, innovation and decision-making. C6: Managing business processes. | Practical and professional skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include TMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Use interpersonal skills including those involved in team working and collaborating.
D2: communicate effectively, using management vocabulary, both orally and in writing and listen actively .
D3: Gather, handle, present and use information effectively; analyse and evaluate numerical data and information for specific purposes; use information technologies.
D4: Demonstrate numeracy and literacy
D5: Learn how to learn with an emphasis on self-monitoring and progress towards independent learning. | Key transferable skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. |
6. Indicative content. | Being a manager today is a demanding job that requires skill and distinctive attitudes and behaviors. B628 course introduces students to the most important of these. It identifies the main elements and realities of a manager’s job and explains how one can develop and organize himself to be effective and successful in his/her role. These are included in this book where appropriate. This is the art of management: doing what’s possible in the best way possible in the circumstances to achieve, through others, the goals for which an organization is striving. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
| 8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | D4 | D5 | Essay | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | Written report | X | X | x | X | | | | | X | X | | | | X | | | | | Presentation | | X | | X | | | X | | | | | | X | | | X | X | X | Case studies | | X | | X | | | X | | | | | X | | X | | | | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Basil Al Zougool, balzougool@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | The Open University | 2011 | Module 1: Managing and managing people | The Open University, Walton Hall, Milton Keynes, MK7 6AA. | U.K | The Open University | 2011 | Module2: Module Activities | The Open University, Walton Hall, Milton Keynes, MK7 6AA. | U.K | The Open University | 2011 | Module 3: Manager’s Good Study Guide | The Open University, Walton Hall, Milton Keynes, MK7 6AA. | U.K |
11. Other indicative text (e.g. websites) | • Open University UK: http://www.open.ac.uk/
• Arab Open University: http://www.arabou.edu.kw/ |
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Course Outcomes |
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B629 Managing 2: Marketing and Finance
(8) Credit Hours
Main elements and realities of a manager’s job and explains how one can develop and organize himself to be effective and successful in his role. Managing in modern organizations is not easy: no context is the same; the ‘right’ decision in one organization may be the ‘wrong’ one in another, or at another time. There is no ‘one best way’. However, there is also ‘received wisdom’ – tried and tested practices and behaviours that are usually effective in bringing about the result a manager wants. These are included in this module where appropriate. But even ‘good practice’ needs adaptation: time or resources may be in short supply and a manager may have to do the best he or she can with what’s available. This is the art of management: doing what’s possible in the best way possible in the circumstances to achieve, through others, the goals for which an organization is striving.
Course Code |
B629 |
Course Title |
Managing 2: Marketing and Finance |
Pre-requisite |
- |
Credit Hours |
8 |
Course Description |
Main elements and realities of a manager’s job and explains how one can develop and organize himself to be effective and successful in his role. Managing in modern organizations is not easy: no context is the same; the ‘right’ decision in one organization may be the ‘wrong’ one in another, or at another time. There is no ‘one best way’. However, there is also ‘received wisdom’ – tried and tested practices and behaviours that are usually effective in bringing about the result a manager wants. These are included in this module where appropriate. But even ‘good practice’ needs adaptation: time or resources may be in short supply and a manager may have to do the best he or she can with what’s available. This is the art of management: doing what’s possible in the best way possible in the circumstances to achieve, through others, the goals for which an organization is striving. |
Course Objectives |
Module specification :
MPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | B629: Managing 2: marketing and finance | Level | 6 | Module tutor | Dr. Sumayya Banna | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | B629 Managing 2: Marketing and Finance is a level 6 course in the AOU Business Studies program. A highly practical module designed for managers, aspiring managers, team leaders and supervisors. It covers core topics in Marketing and Finance via activities and problems solving. Being a manager today is a demanding job that requires skill and distinctive attitudes and behaviours and module 1 introduces students to the most important of these. It identifies the main elements and realities of a manager’s job and explains how one can develop and organize himself to be effective and successful in his role. Managing in modern organizations is not easy: no context is the same; the ‘right’ decision in one organization may be the ‘wrong’ one in another, or at another time. There is no ‘one best way’. However, there is also ‘received wisdom’ – tried and tested practices and behaviours that are usually effective in bringing about the result a manager wants. These are included in this module where appropriate. But even ‘good practice’ needs adaptation: time or resources may be in short supply and a manager may have to do the best he or she can with what’s available. This is the art of management: doing what’s possible in the best way possible in the circumstances to achieve, through others, the goals for which an organization is striving |
3. Aims of the module | Managing 2: Marketing and Finance will cover core topics in Marketing and Finance. The course is a management development vehicle that aims to help student perform more effectively as managers. It does so by:
Increasing student’s foundation management knowledge and competencies - Providing a repertoire of theories, concepts, and techniques to apply in different management setting
- Helping students understand their individual management role, its context and nature of their interventions in their organizations
- Encouraging student to be reflective practitioners, applying independent and inquisitive learning in the workplace
- Enabling students to understand the discourse of specialist and senior managers better, so that they can hold more confident and informed conversations with them, work more effectively with and where appropriate challenge them.
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4. Pre-requisite modules or specified entry requirements | B628 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to develop and demonstrate the following Knowledge and understanding : A1: Client communications, relationships, the role of marketing information and the development of value. A2: Marketing planning, service quality with particular reference to own practice. A3: Understand how financial information can be used to support managerial decision making (i.e. the relevance of the generation and reporting of financial information) A4: Understand the importance of costs costing and budgeting processes in managerial decisions A5: Have a good understanding of how business concepts relate to real life businesses , organizations A6: Importance of performance management for organisations | Students will be assessed on their understanding and application of these topics via outputs of practical activities. These activities build directly towards assessments. Assessments of the knowledge and understanding components of the course are achieved through a combination of continuous assessments (tutor-marked assignments and midterm assessments) and end-of-course examination. Central to the studying of this course, these assessments enable tutors to comment on a student’s knowledge and understanding, identifying the level of student’s learning. Each assessment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question.
Students will be required to answer essay questions along with application based case studies. This will help in testing acquired knowledge related to the main economic concepts.
-TMA and MTA: Client communications, relationships; the role of marketing information, and marketing planning.
-Final exam: Costing and budgeting processes.
quality and how financial information can be used to support managerial decision making
Exams will test knowledge and understanding of different concepts.
To achieve the required knowledge and understanding, students are provided with the following resources: - UK OU published supported open learning materials.
- AOU Assigned textbook, and supplemental extra reading material
- Detailed comment and feedback on assignments.
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering course-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system).
To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1. Apply management concepts to work contexts B2. Analyse and critically reflect on work practice and professional self-knowledge B3. Solve management problems through the use of analytical skills including problem-identification, analysis, logic, critical thinking and judgment to the advantage of one’s own organization B4. Communicate effectively, using management vocabulary, both orally and in writing and listen actively. Use interpersonal skills including those involved in team working and collaborating B5. Gather, handle, present and use information effectively; analyse and evaluate numerical data and information for specific purposes; use information technologies B6. Demonstrate numeracy and literacy and Learn how to learn with an emphasis on self-monitoring and progress towards independent learning B7. Critical thinking, analysis and synthesis. | The course expects students to show an ability to apply acquired knowledge. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the course resources, conduct small independent research using a variety of databases and websites, and to develop group-working skills.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignment and midterm assessments) and exams. All assessment instruments are prepared in light of the course objectives. The case study approach is pivotal to student learning in this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development. Students will be assessed on their understanding and application of key management skills via outputs of practical activities, which feed directly into the TMAs. Students will be required to provide evidence of having carried out activities such as peer work/discussions. All key skill elements will be specifically present in each TMA, MTA and final. Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1.Use interpersonal skills including those involved in team working and collaborating
D2. Communicate effectively, using management vocabulary, both orally and in writing and listen actively
D3. Gather, handle, present and use information effectively; analyse and evaluate numerical data and information for specific purposes; use information technologies
D4. Demonstrate numeracy and literacy
D5. Learn how to learn with an emphasis on self-monitoring and progress towards independent learning | Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their individual work on the ongoing course case study. Students will be assessed on their understanding and application of key management skills via outputs of practical activities, which feed directly into the TMAs. Students will be required to provide evidence of having carried out activities such as peer work/discussions. All key skill elements will be specifically present in each TMA, MTA and final. |
6. Indicative content. | B629 is composed of three main blocks: Block 1: The text module contains the readings that students need to do to understand the necessary marketing and finance concepts, ideas, models and processes The module (as described to students) poses such questions as: What is marketing exactly? How is it done in different contexts, including the public sector? What’s internal marketing? Who are customers and stakeholders? How can one avoid marketing mistakes? Precisely how an organization is exchanging with consumers and clients? How does an organization deliver goods and services and how does it add value? How prices are set, promote and deliver organization’s goods or services? How does an organization keep consumers and clients
happy? Why is finance important? What are budgets for and how can they be used? What are costs and how can one break them down to understand them better? What is cash flow and why is it important? What’s a profit and loss account and is it relevant to non-commercial sectors? Costing products and services, Analysis and interpretation of financial statements and what is performance management? At appropriate points throughout the module, questions of business ethics and sustainability are addressed and how an organization is encouraged to consider these aspects carefully in the module activities students undertake. Block 2: Module Activities. This book guide students on what they need to read and the activities they need to undertake week by week as home works. Module Activities aim to guide students’ learning journey by: providing guidance on the key issues they should consider when reading the module textbooks and so help students to make sense of them, relating the different textbook readings to each other and to the activities they will undertake explaining what they need to do for each activity, providing demonstration if necessary and structuring their activity outputs. Through activities related to students own work and practices and related reading they will critically reflect on and analyse workplace situations and their own ways of managing clients and finance. The module is ‘solution oriented’ to help them to understand work situations from a manager’s perspective, and to work out what to do, given that they are not likely to be in charge of the organization they work for. As students work through activities, problems and solutions, they will question the idea that there are single solutions to problems or that there is ‘one best way’. They will come to understand the constraints, choices and demands that managers need to take into account when making decisions. Block 3: The Manager’s Good Study contains information on learning and management skills (as well as a compact summary of key management ideas). The book contains chapters, arranged in the same chapter format with self-contained sub-topics, on:
(1) Becoming a more effective learner
(2) Reading with concentration and understanding
(3) Developing a flexible note-taking strategy handling numbers with confidence
(4) Seeking and using information
(5) Preparing and using graphs and diagrams effectively
(6) Constructing logical and persuasive arguments
(7) Writing fluent and forceful reports
(8) Working with others face to face and online
(9) Developing career |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | C5 | C6 | C7 | D1 | D2 | D3 | D4 | TMA | x | | x | | x | x | x | x | x | | x | x | x | x | x | x | x | x | x | x | MTA | x | | x | | x | x | x | | | x | x | | | | x | x | x | x | x | x | Final exam | | x | x | | x | x | x | | | x | x | | | | x | x | x | x | x | x |
9. Teaching staff associated with the module | Name and contact details | Dr. Sumayya Banna, sumayya@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | The Open University | 2009 | Managing 2: marketing and Finance | The Open University | Walton Hall, Milton Keynes, MK7 6AA. | The Open University | | Module Activities | The Open University | Walton Hall, Milton Keynes, MK7 6AA. | The Open University | | Manager’s Good Study Guide | The Open University | Walton Hall, Milton Keynes, MK7 6AA. |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will facilitate tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is presented as text book (Part1), as well as the activities book (Part2) which contains activities for students as home work. There will also be use of PPT prepared for the use of all candidates via Moodle /LMS. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. All will be shared with students via Moodle which will allow flexibility of access and above all an easy way for online discussions between students and tutors. Moreover, AOU e-library provides a wide spectrum of online articles, books, reports, case studies…. that can be accessed online by tutors/students to enrich their knowledge. Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ http://www.arabou.edu.kw |
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Course Outcomes |
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B716 I Management: Perspectives and Practice
(8) Credit Hours
B716 I Management: perspectives and practice is about both the theoretical and practical sides of management and managing. It is an important first stage in your MBA education that will build up the fundamental skills and knowledge you need to carry on into the next level. It is also intended to motivate you to learn about different aspects of managing and management and to help you identify areas you want to work on for your own professional development.
Through learning about different management functions within organizations you will develop a better understanding of the context in which your own practice takes place. You will gain confidence in understanding how different parts of organizations operate and in having successful conversations across these areas, including:
• organizational structure, power and politics, and change management
• managing people and organizations
• managing financial resources
• marketing management
• operations management
Over the course of a semester’s study, students will learn, develop and consolidate their understanding of the principal management functions and how each area is interrelated with each other these areas are interrelated. This will provide them with a foundation that will enable you to move successfully to strategic and specialist areas in your MBA studies.
Course Code |
B716 I |
Course Title |
Management: Perspectives and Practice |
Pre-requisite |
- |
Credit Hours |
8 |
Course Description |
B716 I Management: perspectives and practice is about both the theoretical and practical sides of management and managing. It is an important first stage in your MBA education that will build up the fundamental skills and knowledge you need to carry on into the next level. It is also intended to motivate you to learn about different aspects of managing and management and to help you identify areas you want to work on for your own professional development.
Through learning about different management functions within organizations you will develop a better understanding of the context in which your own practice takes place. You will gain confidence in understanding how different parts of organizations operate and in having successful conversations across these areas, including:
• organizational structure, power and politics, and change management
• managing people and organizations
• managing financial resources
• marketing management
• operations management
Over the course of a semester’s study, students will learn, develop and consolidate their understanding of the principal management functions and how each area is interrelated with each other these areas are interrelated. This will provide them with a foundation that will enable you to move successfully to strategic and specialist areas in your MBA studies.
|
Course Objectives |
The primary aims of this
course are associated with key business
functional areas of managing people and organizations; finance; marketing; and
operations management to - Develop
your understanding of the core and current frameworks, theories and tools
and to assess their relevance to the issues of twenty-first century
leading and managing
- Increase
your awareness of different perspectives on, and approaches to, managing
and leading in different organizational and cultural contexts
- Develop
your ability to engage critically with management frameworks, theories and
tools helping you to select and adapt techniques and approaches
appropriate to own management context, in order to shape your own
management practice
Develop your awareness of the wider global
context in which business and management takes place, and increase your ability
to work confidently across sectorial and national boundaries
|
Course Outcomes |
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B716 II Management: Perspectives and Practice
(8) Credit Hours
B716 II Management: perspectives and practice is about both the theoretical and practical sides of management and managing. It is an important first stage in your MBA education that will build up the fundamental skills and knowledge you need to carry on into the next level. It is also intended to motivate you to learn about different aspects of managing and management and to help you identify areas you want to work on for your own professional development.
The B716 II, Managing: Perspectives and Practice is the first stage of the new restructured Global MBA programme which providing students with a comprehensive grounding in key management and business disciplines. The significant changes will be the introduction of elements of creative thinking and problem solving, and a change in ethos of the current learning formula as active engagement and critical reflection will become central to the design and embedded in the way students will learn. This approach will enable the student to develop right from the start of the Masters programme habits of practical management based on rigorous analysis, but which will automatically proceed to synthesis, decision making and implemented activity.
Through learning about different management functions within organizations you will develop a better understanding of the context in which your own practice takes place. You will gain confidence in understanding how different parts of organizations operate and in having successful conversations across these areas, including:
• organizational structure, power and politics, and change management
• managing people and organizations
• managing financial resources
• marketing management
• operations management
Over the course of a semester’s study, students will learn, develop and consolidate their understanding of the principal management functions and how each area is interrelated with each other these areas are interrelated. This will provide them with a foundation that will enable you to move successfully to strategic and specialist areas in your MBA studies.
Course Code |
B716 II |
Course Title |
Management: Perspectives and Practice |
Pre-requisite |
B716A |
Credit Hours |
8 |
Course Description |
B716 II Management: perspectives and practice is about both the theoretical and practical sides of management and managing. It is an important first stage in your MBA education that will build up the fundamental skills and knowledge you need to carry on into the next level. It is also intended to motivate you to learn about different aspects of managing and management and to help you identify areas you want to work on for your own professional development.
The B716 II, Managing: Perspectives and Practice is the first stage of the new restructured Global MBA programme which providing students with a comprehensive grounding in key management and business disciplines. The significant changes will be the introduction of elements of creative thinking and problem solving, and a change in ethos of the current learning formula as active engagement and critical reflection will become central to the design and embedded in the way students will learn. This approach will enable the student to develop right from the start of the Masters programme habits of practical management based on rigorous analysis, but which will automatically proceed to synthesis, decision making and implemented activity.
Through learning about different management functions within organizations you will develop a better understanding of the context in which your own practice takes place. You will gain confidence in understanding how different parts of organizations operate and in having successful conversations across these areas, including:
• organizational structure, power and politics, and change management
• managing people and organizations
• managing financial resources
• marketing management
• operations management
Over the course of a semester’s study, students will learn, develop and consolidate their understanding of the principal management functions and how each area is interrelated with each other these areas are interrelated. This will provide them with a foundation that will enable you to move successfully to strategic and specialist areas in your MBA studies.
|
Course Objectives |
The primary
aims of this course are associated with key
business functional areas of managing people and organizations; finance;
marketing; and operations management to - Develop your understanding of
the core and current frameworks, theories and tools and to assess their
relevance to the issues of twenty-first century leading and managing
- Increase your awareness of
different perspectives on, and approaches to, managing and leading in
different organizational and cultural contexts
- Develop your ability to engage
critically with management frameworks, theories and tools helping you to
select and adapt techniques and approaches appropriate to own management
context, in order to shape your own management practice
- Develop your awareness of the
wider global context in which business and management takes place, and
increase your ability to work confidently across sectorial and national
boundaries
- Develop interpersonal and
conceptual skills that will help you to use ideas and frameworks to make
sense of, and to work with, organizational complexity
- Challenge your own thinking and
practice by reflecting upon it critically in the light of the ideas you
encounter, and through debates with others
Enhance your ability
to plan and implement change which will have real impact within your own
organizational context.
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Course Outcomes |
A. Knowledge and understanding A1. To acquire knowledge and understanding of the major theories and approaches of organizations. A2. To know the main managerial issues associated with key business functional areas of Managing People and Organisations; Finance; Marketing; Operations Management; Change and Project Management; and the leading and alternative theories, concepts and models in business and management. A3. To understand the complex and interrelated nature of organisations and management practice; the critiques of and key debates within the study of business and management; and the global context in which business and management is practised A4. To Know the key managerial issues associated with human resources, marketing, organisational behaviour, accounting and finance, operations, quality and information, estimate and cost the human and physical resources required, and make plans to obtain the necessary resources. A5. To understand the common drivers for change and approaches to change management and implementation.
B. Cognitive skills B1. Analysing and synthesising key concepts and frameworks with
clarity and critical reflection B2. Drawing appropriately as a manager on both academic and practitioner
knowledge B3. Evaluate and compare possible courses of action and make appropriate
decisions in the light of the context in which you are managing
B4. Appraise and
accommodate constraints, opportunities and threats present in your management
contexts
C. Practical and professional skills C1. Identifying learning needs and design development plans to address them. C2. The ability to communicate effectively as a manager with staff and
colleagues at all levels and areas of an organisation C3. Work effectively with others with openness and sensitivity to diversity C4. Plan and manage your work and study time
C5. Develop an
awareness of the impact of your own thinking and behaviour and a use this as
the basis for developing your professional and personal competences during
B716.
D Key transferable skills
D1. Confidence in applying business and management numeracy skills and
quantitative analysis D2. Skills of finding, recording and using information, data and
evidence effectively – drawing competently on relevant professional and
academic literatures D3. Skills of independent inquiry, investigation and on-going
reflection on your own learning in context D4. Using a variety of communication media effectively
the ability to work both independently and as a member of a team D5. Work independently, reflecting on own actions and thoughts, and making
effective use of constructive feedback, and the usage of key skills for the use of information
technology
D6 Perform effectively
within a team environment, and recognize and utilize other people’s
contributions in group processes; perform team selection, delegation,
development and management.
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B839 MAKING A DIFFERENCE: THE MANAGEMENT INITIATIVE
(8) Credit Hours
B839 is a postgraduate course and is compulsory for all students who progress to Stage II of the AOU MBA program where a Thesis is not required by the local accreditation body. This 8 credit module is the final compulsory, personal and professional development component of student MBA. The course is offered over a period of one semester and included in the MBA program to develop students’ skills in conducting a structured appraisal of their own experience, practice and context and in integrating theory, practice and learning to make a difference in their organizations. It provides students with a framework for some sustained and critical work on the relationship between their course-based learning and their current and future professional practice.
For this purpose, students are required to undertake a largely self-directed and independently-managed program of work and study based on a specific initiative in their own organizations (evidence-based initiative). To meet this requirement, students will be provided with guidance on how to choose, plan, undertake and report on their evidence-based initiatives. Acquiring such skills is important for maters-level students, providing justification for the inclusion of this course in the AOU MBA program. Moreover, students can apply these skills in other courses, positively contributing to their performance in these courses. Students will also have an opportunity to reflect how their MBA study has changed them as managers/practitioners.
This module enables you to utilize and apply the learning gained on your MBA journey, to ‘make a difference’ in your workplace. Through this you will explore the extent to which theory can be applied in practice by applying academic ideas to your work-based issue. You will also have an opportunity to reflect how your MBA study has changed you as a manager/practitioner.
Course Code |
B839 |
Course Title |
MAKING A DIFFERENCE: THE MANAGEMENT INITIATIVE |
Pre-requisite |
BB831 |
Credit Hours |
8 |
Course Description |
B839 is a postgraduate course and is compulsory for all students who progress to Stage II of the AOU MBA program where a Thesis is not required by the local accreditation body. This 8 credit module is the final compulsory, personal and professional development component of student MBA. The course is offered over a period of one semester and included in the MBA program to develop students’ skills in conducting a structured appraisal of their own experience, practice and context and in integrating theory, practice and learning to make a difference in their organizations. It provides students with a framework for some sustained and critical work on the relationship between their course-based learning and their current and future professional practice.
For this purpose, students are required to undertake a largely self-directed and independently-managed program of work and study based on a specific initiative in their own organizations (evidence-based initiative). To meet this requirement, students will be provided with guidance on how to choose, plan, undertake and report on their evidence-based initiatives. Acquiring such skills is important for maters-level students, providing justification for the inclusion of this course in the AOU MBA program. Moreover, students can apply these skills in other courses, positively contributing to their performance in these courses. Students will also have an opportunity to reflect how their MBA study has changed them as managers/practitioners.
This module enables you to utilize and apply the learning gained on your MBA journey, to ‘make a difference’ in your workplace. Through this you will explore the extent to which theory can be applied in practice by applying academic ideas to your work-based issue. You will also have an opportunity to reflect how your MBA study has changed you as a manager/practitioner.
|
Course Objectives |
The primary aims of this course are:
- To develop the capability to make a real difference to organisation performance as a manager / leader
- To develop and demonstrate a capability for critical and independent learning
- To develop and demonstrate the capability to apply other masters-level theoretical and practical learning integratively to the problems and opportunities in your own management practice.
- To continue to build on and demonstrate a capability for critical and self-directed learning
It therefore has no units. After studying the course students should be able to:
- Reflect critically on their practice as a manager / leader, evaluate their strengths and weaknesses and identify strategies for developing their personal and professional effectiveness in their role as a manager / leader.
- Develop, from all they have studied, a practical ability to read complex managerial/leadership situations, showing independence and originality.
- Build, from all they have studied, a repertoire of knowledge, skills, techniques (practical and theoretical) which they can draw on to frame appropriate interventions (short-term) and managerial / leadership strategies (long-term) to be effective in the management situations in which they find themselves.
- Identify ways in which they will independently continue their own professional development as a manager / leader.
- Demonstrate the ability to engage effectively with a practical management problem of strategic significance, through critically utilising and assessing management theory, integrating multiple perspectives.
- Design and implementation process, taking into account multiple interests, uncertainties and potential barriers.
Apply knowledge, experience and theory to understanding complexity, and evaluate the implications for their own and others' roles.
|
Course Outcomes |
A. Knowledge and understanding A1. Enhanced knowledge and understanding of the relationship between theory and practice, the process of making a difference in organisational contexts, leadership, power, uncertainty, risk, decision making, ethical management and corporate responsibility, managing across boundaries, the management of innovation, evaluation and measurement and communication. B. Cognitive skills B1. Make sense of new knowledge and information. B2. Think analytically and synthetically. B3. Evaluate critically B4. Use logical and coherent argument. B5. Integrate MBA study with practical issues encountered in their working life. B6. Link theory and practice.
B7. Be a reflective practitioner
C. Practical and professional skills C1. B839 is designed to fulfil QAA and
accrediting bodies’ requirements for MBA students to reflect upon their own
professional development. They will make an evaluation of their own
learning and development as a manager, as a result of their work on B839 in
particular and their MBA studies as a whole. The module will enhance students’
ability to evaluate their own professional development and skills requirements,
in relation to their current work context, as well as their post-MBA
development D. Key transferable skills D1. independent learning, sense making,
consultation, evidence selection and data collection, application and use of
theory in relation to practice, formulation of implementation plans,
decision-making, communication, and the capacity to reflect upon their own
learning and professional development.
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B859 Financial Strategy: Valuation, Governance, and Ethics
(8) Credit Hours
This course, compulsory for direct entrants to the MBA program/Finance track, is concerned with the relationship between an employer and one of its key stakeholder groups; the providers of funds. This relationship is vital to the strategic decision making process of any employer. The overall aim of this course is to give the participants the skills to tackle: 1) how can the financial management of an organization best reflect its internal reporting and governance regime, 2) understand the different sources of finance in the capital structure, 3) evaluate projects with different levels of risk and returns, 4) how can we value an organization, 5) the module also provides learners with the knowledge to explore ethical issues encountered in finance profession. Therefore, Finance is one of the most important functional areas of business. It relates to other business functions (such as operations, marketing, human resource management, and accounting) through its role. For example, finance enables the purchase of equipment, the buying of raw materials, enables production to estimate demand, enables promotion, and it plays a key role in the growth of the company.
Course Code |
B859 |
Course Title |
Financial Strategy: Valuation, Governance, and Ethics |
Pre-requisite |
B831 |
Credit Hours |
8 |
Course Description |
This course, compulsory for direct entrants to the MBA program/Finance track, is concerned with the relationship between an employer and one of its key stakeholder groups; the providers of funds. This relationship is vital to the strategic decision making process of any employer. The overall aim of this course is to give the participants the skills to tackle: 1) how can the financial management of an organization best reflect its internal reporting and governance regime, 2) understand the different sources of finance in the capital structure, 3) evaluate projects with different levels of risk and returns, 4) how can we value an organization, 5) the module also provides learners with the knowledge to explore ethical issues encountered in finance profession. Therefore, Finance is one of the most important functional areas of business. It relates to other business functions (such as operations, marketing, human resource management, and accounting) through its role. For example, finance enables the purchase of equipment, the buying of raw materials, enables production to estimate demand, enables promotion, and it plays a key role in the growth of the company.
|
Course Objectives |
This module enables students to: - Gain knowledge and understanding of the fundamentals of financial analysis and corporate finance theory
- Critically assess alternative methods for valuing companies, prepare and evaluate financial projections of projects and carry out sensitivity analysis
- Analyse and interpret financial statements and carry out valuation of companies
- Understand the implications of corporate governance, agency theory and the related role of stakeholders.
- Understand quantitative finance and its practical applications to project appraisal, company valuation, methods and risk management
- Understand the core features of Islamic finance
- Appreciate ethical issues encountered in the finance profession. Thus, learners demonstrate how managers might ensure that ethical issues are considered in business decision making.
|
Course Outcomes |
A. Knowledge and understanding A1 : Understand the scope of financial knowledge and its application within a wide range of national and multinational organisations A2 Gain knowledge and understanding of the fundamentals of corporate finance theory A3 Understand the implications of corporate governance, agency theory and the related role of stakeholders. Understand the core features of Islamic finance A4 Understand organisational performance in terms of return on investment, investment risk and capital structure management. A5 Understand quantitative finance and its practical applications to project appraisal, company valuation methods and risk management
B. Cognitive skills B1: Carry out research in finance area drawing on the published empirical finance research B2: Be able to forecast key accounts appropriately. B3: Evaluate implications of capital structures for company valuation B4: Demonstrate how to evaluate results and take decisions. C. Practical and professional skills
C1: Be able to monitor the efficiency of a company over time. C2 : Show how corporate performance is measured C3: Appreciate how organizations implement their capital appraisal procedures; appreciate the governance and ethical issues encountered in the finance profession. C4: Be familiar with the main methods of company valuation. C5: Take decisions efficiently by using appropriate quantitative and qualitative techniques. C6: Make use of the organization's resources in highly efficient and effective way
D Key transferable skills D1: Demonstrate effective research skills and carry out financial calculations for use in corporate finance decisions, including the use of computer spreadsheets. D2: Draw lessons from investigations and analyses of financial statements. D3: work independently, reflecting on own actions and thoughts, and make effective use of constructive feedback. D4: Acquire the skills for use of information technology. D5: Demonstrate effective oral and writing skills.
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B863 The Human Resource Professional
(8) Credit Hours
B863 is a postgraduate course and is one of a series of optional courses offered to all students who progress to Stage II of the AOU MBA program/ mandatory for those who are to specialize This module will consider the role and contribution of the HR professional and the skills needed to be effective in this role.
Students will consider the implications of recent research findings in the field of human resource management for their own practice, for example in increasing levels of engagement and improving performance, in acting ethically and in managing change.
They will compare this with the practice of HR professionals in other contexts, drawing on case studies and the experience of their fellow students working in different geographical areas and sectors; and they will also look at the development over time of thinking about the role of HR professionals in order to understand how this may influence current thinking. The emphasis throughout will be on considering what HRM practices are associated with positive organizational outcomes.
Students will develop and practice the skills they will need to be effective as an HR professional, including as a leader and a senior manager. These include self-management, leading and working in teams, making decisions, managing and communicating information, including financial information, consultancy skills and helping others to learn. They will also develop postgraduate study skills and digital literacy skills.
Perhaps most importantly this module will develop students’’ skills as a reflective practitioner, committed to continuously learning from reflection on their practice and on the critical application of new theories and ideas to inform this practice. Collaboration skills of the students with all functional areas of an organization (accounting, human resources, operations, production, marketing, information technology, etc.) will be improved.
Course Code |
B863 |
Course Title |
The Human Resource Professional |
Pre-requisite |
B835 |
Credit Hours |
8 |
Course Description |
B863 is a postgraduate course and is one of a series of optional courses offered to all students who progress to Stage II of the AOU MBA program/ mandatory for those who are to specialize This module will consider the role and contribution of the HR professional and the skills needed to be effective in this role.
Students will consider the implications of recent research findings in the field of human resource management for their own practice, for example in increasing levels of engagement and improving performance, in acting ethically and in managing change.
They will compare this with the practice of HR professionals in other contexts, drawing on case studies and the experience of their fellow students working in different geographical areas and sectors; and they will also look at the development over time of thinking about the role of HR professionals in order to understand how this may influence current thinking. The emphasis throughout will be on considering what HRM practices are associated with positive organizational outcomes.
Students will develop and practice the skills they will need to be effective as an HR professional, including as a leader and a senior manager. These include self-management, leading and working in teams, making decisions, managing and communicating information, including financial information, consultancy skills and helping others to learn. They will also develop postgraduate study skills and digital literacy skills.
Perhaps most importantly this module will develop students’’ skills as a reflective practitioner, committed to continuously learning from reflection on their practice and on the critical application of new theories and ideas to inform this practice. Collaboration skills of the students with all functional areas of an organization (accounting, human resources, operations, production, marketing, information technology, etc.) will be improved.
|
Course Objectives |
The
primary aims of this course are: - To understand the role of the HR professional,
the nature of professionalism and approaches to addressing ethical dilemmas
- To review recent research and to assess its
relevance for practice in a range of contexts
- To assess the relevance of theory for practice
and apply it where appropriate to improve practice
- To review theoretical approaches to leadership
and team-working and to develop the skills needed to be effective as a leader
and as a team member
- To critically assess the range of concepts and
issues that are associated with managing performance in the workplace, and
the interrelationships between these factors
- To develop the skills and understanding needed
to address change management issues and to work at a strategic level in
the organization
To develop skills essential for HR work such as:
leading and working in teams, making decisions, managing financial information,
communicating effectively and helping others to learn
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Course Outcomes |
A. Knowledge and understanding A1. Gain an understanding the theoretical and practical aspects of human resource management to formulate strategies that will enable organizations to achieve both operational and strategic goals related to the organization's human capital. A2. Define, explain, illustrate and reason with the key role of the HR professional and approaches to addressing ethical dilemmas. A3. Identify the linkages between HRM functions and operations and performances in the workplace and leadership
B. Cognitive skills B1. Skills to manage communication initiatives to create and implement human resources initiatives and programs that achieve organizational goals B2. Critical thinking and problem-solving skills by assessing and interpreting source materials, evaluating arguments, examining and applying both case-based and real-world business, as consulting teams in the development of business and human resource management solutions
B3. Collaboration skills with all functional areas
of an organization (accounting, human resources, operations, production,
marketing, information technology, etc.) C. Practical and professional skills C1. Appraise and apply techniques in talent management that human resource professionals may use to facilitate effective position planning, talent selection, placement, compensation and rewards, as well as retention. C2. Reflect and comment in a way that demonstrates awareness of the different contexts that impact on the operation of HRM C3. Practice behaviour and performance that demonstrates enhanced competence in HR Skills, leadership, oral and written communication, critical thinking, problem-solving. C4. Recognise the significance of ethical issues in HR practices and the management of people in the workplace.
D Key transferable skills D1.
Gain skills necessary to work effectively in teams,
assuming roles of leader and follower D2. Learn through
reflection on practice and experience. D3. Demonstrate people management skills
essential for HR work such as: selection interviewing; appraisal interviewing;
disciplinary interviewing; delivering training; making presentations; project
management; managing performance D4.
Gain proficiency in communication skills,
independent action and team working. D5. Manage and
communicate information using IT applications and software packages in
accordance with the requirements of the Digital Information Literacy Levels
Framework.
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BB831 Corporate finance
(4) Credit Hours
The aim of this module is to equip students with the necessary theoretical, applied and critical skills to be prepared to take financial management responsibilities within an organisation. Further, the course will enable students to understand problems which face organizations at different levels.
Thus, finance plays key role with other business functions such as marketing, operations, human resource management, and accounting. Finance enables managers to forecast demand, prepare budget for promotion, attract and keep key employees by offering attractive packages, and overall, finance will provide a means to analyze strengths and weaknesses in all business functions.
Course Code |
BB831 |
Course Title |
Corporate finance |
Pre-requisite |
B716B |
Credit Hours |
4 |
Course Description |
The aim of this module is to equip students with the necessary theoretical, applied and critical skills to be prepared to take financial management responsibilities within an organisation. Further, the course will enable students to understand problems which face organizations at different levels.
Thus, finance plays key role with other business functions such as marketing, operations, human resource management, and accounting. Finance enables managers to forecast demand, prepare budget for promotion, attract and keep key employees by offering attractive packages, and overall, finance will provide a means to analyze strengths and weaknesses in all business functions.
|
Course Objectives |
The aim of this course is to introduce students to finance problems
which face organisations at different levels and to enable them to feel at ease
working with finance and accounting experts as and when necessary. By the
end of this course, students will have a grasp of the fundamentals of financial
analysis and corporate financial theory and will know how to tackle the main
financial problems they are likely to encounter in the work environment.
The financial issues discussed will be those relevant in the private and public
sectors and will also be relevant in a global context.
|
Course Outcomes |
A. Knowledge and understanding A1 : Knowledge and understanding of the fundamentals of financial analysis and corporate finance theory. Specifically: Corporate governance, agency theory and the related role of stakeholders A2: Organisational performance in terms of return on investment, investment risk and capital structure management A3: Corporate finance theories underpinning the cost of capital, dividend policy and efficient markets A4: The techniques and practical application of project appraisal and company valuation methods B. Cognitive skills
B1: Critically assess alternative methods for valuing companies B2 Apply corporate finance techniques for example, the cost of capital calculation in a business profit and not for profit context B3 Select and analyse information for financial business decision-making B4 Evaluate capital structures that may be applied by companies and the implications of these structures B5 Prepare and evaluate finance appraisals of
projects and understand how to assess the performance of an organisation
C. Practical and professional skills C1: The preparation of capital investment proposals C2: The ability to complete reports on the valuation of companies and other organisations C3: The selection and justification of corporate finance techniques to support business decisions D Key transferable skills
D1: The completion of financial calculations for use in corporate finance decisions (for example, investment analysis), including the use of computer spreadsheets. D2: Sourcing key financial data to support calculations and analysis. D3: Solving complex business finance problems using appropriate corporate finance techniques. D4: Acquire the skills for use of information technology. D5: Demonstrate effective oral and writing skills.
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BB835 The Dynamics of Strategy
(8) Credit Hours
The module will support the role of both the general manager and of the senior manager by being more directly involved in strategic choices, decision-making and implementation.
The Dynamics of Strategy (BB835) will remain a core compulsory module in the MBA.
For managers, strategy involves a great many activities, and understanding those that make a difference to the success of an organisation is a key skill. Generally, managers should pursue a chosen strategy with consistency and commitment. They need to understand the challenge posed by their organisation’s environment, and to see how they can best identify and exploit their organisation’s potential sources of advantage. In turn, this means that they need to understand their organisation: its resources and capabilities and the way it competes for scarce resources and customers for its products or services. Managers must be able to act on incomplete information and uncertain predictions of an unknown future, and they must be able to seek out sources of innovation in the way their business operates and competes. Managers must also be able to implement effective change and to align collective objectives in their organisation to allow the development of new capabilities and skills. BB835 also asks students to apply that knowledge to real-life examples and case study situations, and to reflect on and challenge their understanding of strategy.
BB835 views strategy as an iterative process involving cycles of continuous review and evaluation. It argues that all forms of strategic thinking and decision making (from analysis all the way through to implementation and management practice) are influenced by a combination of internal and external factors, and take place in dynamic contexts, and facing an uncertain future. The implicit assumption is that a manager of a given organisation, or a student of strategy, will be able to carry out three continuous and interrelated parts of a cyclical process: first, to objectively assess the organisation or firm and its environment (analysing); second, to formulate and select a pattern of activities that maximises the chances for success (choosing); and third, to implement the selected activities within the constraints of dynamic internal and external contexts (implementing). In addition BB835 places greater emphasis on understanding and building effective implementation of strategies and the processes and practice of managing organisations.
BB835 goes beyond merely presenting frameworks for strategy analysis and planning. What is important is the way these techniques are used, the rigour and realism of the thinking behind them, the innovation and insight brought to the process, and the quality of the resulting arguments and conclusions. The prime purpose of this module is, therefore, to improve the quality of managers’ strategic thinking. 'Strategic thinking’ involves approaching a problem both logically (using the frameworks of strategic management) and also creatively (using the imagination, expertise, industry knowledge, and professional judgement of the individual) to arrive at relevant solutions for the individual manager and for the organisation as a whole.'
Course Code |
BB835 |
Course Title |
The Dynamics of Strategy |
Pre-requisite |
B716B |
Credit Hours |
8 |
Course Description |
The module will support the role of both the general manager and of the senior manager by being more directly involved in strategic choices, decision-making and implementation.
The Dynamics of Strategy (BB835) will remain a core compulsory module in the MBA.
For managers, strategy involves a great many activities, and understanding those that make a difference to the success of an organisation is a key skill. Generally, managers should pursue a chosen strategy with consistency and commitment. They need to understand the challenge posed by their organisation’s environment, and to see how they can best identify and exploit their organisation’s potential sources of advantage. In turn, this means that they need to understand their organisation: its resources and capabilities and the way it competes for scarce resources and customers for its products or services. Managers must be able to act on incomplete information and uncertain predictions of an unknown future, and they must be able to seek out sources of innovation in the way their business operates and competes. Managers must also be able to implement effective change and to align collective objectives in their organisation to allow the development of new capabilities and skills. BB835 also asks students to apply that knowledge to real-life examples and case study situations, and to reflect on and challenge their understanding of strategy.
BB835 views strategy as an iterative process involving cycles of continuous review and evaluation. It argues that all forms of strategic thinking and decision making (from analysis all the way through to implementation and management practice) are influenced by a combination of internal and external factors, and take place in dynamic contexts, and facing an uncertain future. The implicit assumption is that a manager of a given organisation, or a student of strategy, will be able to carry out three continuous and interrelated parts of a cyclical process: first, to objectively assess the organisation or firm and its environment (analysing); second, to formulate and select a pattern of activities that maximises the chances for success (choosing); and third, to implement the selected activities within the constraints of dynamic internal and external contexts (implementing). In addition BB835 places greater emphasis on understanding and building effective implementation of strategies and the processes and practice of managing organisations.
BB835 goes beyond merely presenting frameworks for strategy analysis and planning. What is important is the way these techniques are used, the rigour and realism of the thinking behind them, the innovation and insight brought to the process, and the quality of the resulting arguments and conclusions. The prime purpose of this module is, therefore, to improve the quality of managers’ strategic thinking. 'Strategic thinking’ involves approaching a problem both logically (using the frameworks of strategic management) and also creatively (using the imagination, expertise, industry knowledge, and professional judgement of the individual) to arrive at relevant solutions for the individual manager and for the organisation as a whole.'
|
Course Objectives |
The
primary aims of this course are: - To develop students’
understanding of how to manage the process of strategic decision-making
and strategy implementation in business organizations.
- To help students
understand and analyze the structure of the external environment within
which business organizations operate.
- To help students
understand the importance of stakeholders and other key players in the
external environment, such as suppliers, customers, competitors and
collaborators.
- To enable students to
understand the importance of developing potential sources of strategic
advantage over competitors.
- To enable student to
identify and evaluate a business organization’s resources and
capabilities, including financial resources, human resources, physical
resources and intangible resources.
- To enhance students’
understanding of how strategies are affected by organizational politics
and organizational culture and reasons behind strategy failure.
- To promote students’
skills of strategic thinking by supplementing their practical experience
with appropriate theories and concepts.
- To provide students with
frameworks for analyzing the situations and problems that face business
organizations as they grow and change over time.
- To
provide students with frameworks for developing international and cross-cultural
strategies.
To
provide understanding and building effective implementation of strategies and
the processes and practice of managing organisations.
|
Course Outcomes |
A. Knowledge and understanding At the end of the course, students are expected to know and understand: A1. Strategic concepts and issues relating to the nature of strategy and its implementation A2. The different levels at which strategies are made and implemented in organisations. A3.The strategy process and of the interconnections between its various stages A4. How organisations respond to the impact of the macro environment on organisations and the challenges of environmental change A5. How organisations analyse their resources and capabilities in terms of meeting their evolving strategic objectives A6. How organisations choose between potential strategic options, especially through an awareness of their stakeholders, culture, structure and systems.
A7. How organisations overcome the challenges of implementing their strategies
A8.How
management practice affects organisations and both their choices of, and their
ability to implement, strategic decisions A9.How
organisations are affected by international and cross-border developments in
the evaluation and realisation of their strategies A10.
Decision making processes, including the consideration of rationality in
decision making, and the risks and ethical considerations involved in
organisational decision making
B. Cognitive skills B1. Develop
skills in the processes of thinking strategically through applied work on case
material, including effective problem solving and decision making. B2. Think
critically and creatively, initiate and manage creative processes in themselves
and others, and demonstrate analysis, synthesis and critical appraisal. This
includes the capability to identify relevant factors in a situation, identify
assumptions in themselves and others, evaluate statements in terms of evidence,
detect false logic or reasoning, identify implicit values, define terms
adequately and generalise appropriately. B3. Build
capabilities in the critical appraisal of a range of materials drawn from a
variety of sources and creation of salient arguments and perspectives.
B4. Diagnose problem situations and propose appropriate
ways forward, using appropriate information and decision criteria; implement
and evaluate actions
C. Practical and professional skills C1. Contribute to the development and implementation of strategic management within their organisation.
C2. Show leadership in a professional context, selecting appropriate style for the situation and contributing relevant expertise, liaising with professional colleagues, and managing a supporting team. C3. Effective communication of information, concepts, arguments and ideas using language and styles appropriate for a business context and audience. C4. Conduct internal research on strategic issues at work, and communicate results effectively to colleagues. C5. Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation
D Key transferable skills D1. Effective communication of information, arguments and ideas using language and styles appropriate for a business context and audience. D2. In terms of information and knowledge, scan, store and organise data, abstracting meaning from information, and sharing and developing knowledge through group work on problems. D3. Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation. D4. Communicate effectively: listen, negotiate, persuade and influence, orally, in writing and electronically. D5. Develop personal effectiveness continuously, improving self-awareness and self-management, becoming more aware of diversity in people and situations, and reflecting on practice to develop work skills on an ongoing basis.
D6. Perform effectively as a team member and leader, encouraging and utilising others' contributions, and build teams through appropriate selection, development and management; this includes effective performance in a virtual team environment.
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BB841 Managing Financial Risk
(4) Credit Hours
The aim of this course is to equip students with the awareness and tools to manage risk effectively. It designed for those who want to have high level competence in understanding financial and non-financial risks, and the methodology of risk management.
Course Code |
BB841 |
Course Title |
Managing Financial Risk |
Pre-requisite |
BB831 |
Credit Hours |
4 |
Course Description |
The aim of this course is to equip students with the awareness and tools to manage risk effectively. It designed for those who want to have high level competence in understanding financial and non-financial risks, and the methodology of risk management. |
Course Objectives |
The module is designed
for those who want their MBA to have a major finance element within it and who
want to have high level competence in understanding financial and non-financial
risks, and the methodology of risk management.
As such, BB841 will not only provide an end in itself in terms of meeting
student demand for such rigorous financial and non-financial knowledge but will
also provide a high level tool kit for those employing detailed financial and
organizational analysis. Furthermore, BB841 will provide students with the key
skills in terms of identifying the relationship between risk and human
behaviour and understand the behavioural finance at the individual and group
levels.
|
Course Outcomes |
A. Knowledge and understanding A1 : Risk management and financial crisis A2: A helicopter overview of risk
A3: Operational risk A4: Behavioural finance and risk
management
B. Cognitive skills B1 Critically understand and evaluate how companies and organizations manage risk B2 Defining risk and the risk management process B3: Identify the implications of operational risk and how can be managed B4: Identify the relationship between risk and human behaviour and understand the behavioural finance at the individual and group levels
C. Practical and professional skills C1: Awareness and understanding of types of risk and how much
risk is an organization is exposed to C2 Ability
to identify risk exposure, measure it and form a risk mitigation strategy C3 Ability
to identify non-financial risk and ability of organizations to manage those
core risks. C4 Understanding the aspects of
behaviour by decision makers D Key transferable skills D1: Ability to define risk D2: Ability to assess the types and degrees of
risk to which the business is exposed D3: Ability to measure risks using mathematical
and other techniques D4: Ability
to apply risk management techniques and use mathematical skills to determine
their effectiveness
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BB844 MARKETING IN THE 21ST CENTURY
(4) Credit Hours
BB844 - Marketing in the 21st Century is a postgraduate course and is one of the elective courses offered to students who progress to Stage II of the AOU - MBA program. This module is designed to appeal to both marketing professionals and those managers in other professions who are working on their organization’s marketing strategic implementation.
BB884 module develops a broader understanding of how marketing impacts upon the manager and how, when successfully used, can lead to increased job and organisational performance.
The approach encourages you to view your learning in incremental stages, recognizing how marketing can better inform you and ultimately allows you to resolve a real life work problem. BB884 also demands the students to apply that knowledge to real-life examples and case study situations, and to reflect on and challenge their understanding of marketing strategy.
This course also has a fit with such integrative courses as Dynamics of Strategy, Finance and Human Resource.
Course Code |
BB844 |
Course Title |
MARKETING IN THE 21ST CENTURY |
Pre-requisite |
B716A |
Credit Hours |
4 |
Course Description |
BB844 - Marketing in the 21st Century is a postgraduate course and is one of the elective courses offered to students who progress to Stage II of the AOU - MBA program. This module is designed to appeal to both marketing professionals and those managers in other professions who are working on their organization’s marketing strategic implementation.
BB884 module develops a broader understanding of how marketing impacts upon the manager and how, when successfully used, can lead to increased job and organisational performance.
The approach encourages you to view your learning in incremental stages, recognizing how marketing can better inform you and ultimately allows you to resolve a real life work problem. BB884 also demands the students to apply that knowledge to real-life examples and case study situations, and to reflect on and challenge their understanding of marketing strategy.
This course also has a fit with such integrative courses as Dynamics of Strategy, Finance and Human Resource.
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Course Objectives |
The
aim of this module is encourages you to appreciate and understand how marketing
forms a central aspect of an organisation’s performance within the market
place. You will study a combination of theory and see how this is applied by
organisations. However, as marketing raises a number of ethical issues, these
issues are raised with the specific intention of encouraging you to assess what
you would have done in that situation. This aims to ensure you have a
motivating and challenging learning experience that delivers real and practical
outcomes to improve your own job performance.
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Course Outcomes |
A. Knowledge and understanding A1 : Describe key marketing concepts, theories and techniques for analysing a variety of marketing situations. A2 : Identify and demonstrate the dynamic nature of the environment in which marketing decisions are taken and appreciate the implications for marketing strategy determination and implementation A3 : Understand the function of marketing in a competitive, dynamic global business A4: The uses of marketing research techniques both qualitative and quantitative and understand the application of research methodology
B. Cognitive skills
B1: Think critically and creatively: manage creative processes in yourself and others; organise thought, analysis, synthesis and critical appraisal; including identifying assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately. B2: Solve problems and make decisions: establish criteria, using appropriate decision techniques including identifying, formulating and solving business problems; create, identify and evaluate options; implement and review decisions. B3: Demonstrate the ability to justify marketing strategies and advocate a strategically informed position when considering marketing plan implementation. B4: Analyse marketing problems and provide solutions based on a critical examination of marketing information.
C. Practical and professional skills C1: Knowledge of social, legal, ethical and technological forces on marketing decision-making C2: Ability to develop marketing strategies based on product,price, place and promotion objectives. C3: Ability to create an integrated marketing communications plan which includes promotional strategies and measures of effectiveness. C4: Ability to collect, process, and analyse consumer data to make informed marketing decisions
D Key transferable skills D1 : Demonstrate effective writing and oral communications skills. D2: Draw lessons from investigations and analyses of problems associated with marketing development and implementation and opportunities for improvement. D3: Work independently, reflecting on own actions and thoughts, and making effective use of constructive feedback. D4: Acquire the skills for use of information technology
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BB845 Strategic Human Resource Management
(4) Credit Hours
BB845 is a postgraduate course and is one of a series of optional courses offered to all students who progress to Stage II of the AOU MBA program.
This course explores the different aspects of human resource management and helps you understand and influence decisions regarding the management of human resources within organisations.
This course is designed to meet the needs of managers who wish to understand and be able to influence decisions regarding the management of human resources within organisations. BB845 considers the different aspects of human resource management at a strategic level in the organisation and how this differs from the more operationally-focused personnel management. Students will work collaboratively with others on strategic human resource management (SHRM) issues and problems and find, review and evaluate information relevant to key aspects of SHRM in your own professional context.
The nature and function of the human resource management (HRM) department and how it is implemented all depend on the culture and structure of the organisation and the priority given to ‘people’ issues. In this module the different factors, local and international that can influence SHRM decisions are considered.
The Students will explore the premise that the astute management of people can improve competitive performance. BB845 is designed – through media such as learning activities, online collaboration and readings - to encourage you to engage critically with both theory and practice. Our aim is to promote reflection and, through practice-based and online learning, enable you to both understand and influence SHRM.
Course Code |
BB845 |
Course Title |
Strategic Human Resource Management |
Pre-requisite |
B716B |
Credit Hours |
4 |
Course Description |
BB845 is a postgraduate course and is one of a series of optional courses offered to all students who progress to Stage II of the AOU MBA program.
This course explores the different aspects of human resource management and helps you understand and influence decisions regarding the management of human resources within organisations.
This course is designed to meet the needs of managers who wish to understand and be able to influence decisions regarding the management of human resources within organisations. BB845 considers the different aspects of human resource management at a strategic level in the organisation and how this differs from the more operationally-focused personnel management. Students will work collaboratively with others on strategic human resource management (SHRM) issues and problems and find, review and evaluate information relevant to key aspects of SHRM in your own professional context.
The nature and function of the human resource management (HRM) department and how it is implemented all depend on the culture and structure of the organisation and the priority given to ‘people’ issues. In this module the different factors, local and international that can influence SHRM decisions are considered.
The Students will explore the premise that the astute management of people can improve competitive performance. BB845 is designed – through media such as learning activities, online collaboration and readings - to encourage you to engage critically with both theory and practice. Our aim is to promote reflection and, through practice-based and online learning, enable you to both understand and influence SHRM.
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Course Objectives |
The primary aims of this course are:
- Articulate and evaluate the ideas, principles and issues that are central to SHRM
- Draw appropriately on theories, models and case studies in the area of SHRM and compare and contrast their use in organizational practice
- Critically appraise examples and 'solutions' for the management of people
- Think creatively about the different dimensions of SHRM and how they impact upon each other and upon the business
- Appreciate the internal and external factors which can affect people management strategies
- Anticipate some of the changes in work and organizations that will impact upon the HRM function into the future
- Work collaboratively with others and engage in debates and discussions about SHRM
- Find, review and evaluate a variety of information relevant to topics in SHRM
- Compile reports that are robust in both intellect and practice-relevant terms
Make appropriate use of ICT.
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Course Outcomes |
A. Knowledge and understanding A1. Gain an understanding of key terms, theories/concepts and practices within the field of strategic human resource management. A2. Evaluate the impact of human resource management strategies, concepts and values upon the organisation's success
A3. Developing strategic thinking about HRM policies and issues
A4. Be able to identify and appreciate the significance of ethical issues in HR practices and the management of people in the workplace.
A5. Assess the global human resources environment in which the organization operates.
B. Cognitive skills B1. Demonstrate critical thinking skills in analysing theoretical and applied perspectives of strategic HRM B2. Analyse problems and develop managerial solutions to employment relations problems at both national and workplace level.
B3. Obtain the practical skills required by managers actively engaged in the strategic management of people within organisations.
C. Practical and professional skills
C1. To be able to develop personal effectiveness: improve self-awareness and self-management; time management; develop sensitivity to diversity in people and different situations; and the ability to continue learning. C2. To be able to reflect and comment in a way that demonstrates awareness of the different contexts that impact on the operation of HRM. C3. To learn through reflection on practice a range of human resource management activities and experience.
C4. Exhibit behaviour and performance that demonstrates enhanced competence in decision-making, group leadership, oral and written communication, critical thinking, problem-solving, planning and team work.
C5. Apply theories and concepts
relevant to strategic human resource management in contemporary organisations
D Key transferable skills D1.
In
terms of information and knowledge, scan and organize data, abstracting meaning
from information and sharing knowledge. D2. To be able to use effectively Information and
Communication Technology (ICT), including word-processing and spread sheet
software, messaging and conferencing, and the internet. D3.
To be able to communicate effectively: listen, negotiate and persuade or
influence others; develop oral and written communication skills using a range
of media, including the preparation of business reports. And working
collaboratively with others and in accessing and managing information, in
accordance with the Digital Information Literacy Levels Framework.
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BS330 Managerial Economics
(4) Credit Hours
Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. BS330 module is a compulsory course for Level 3 business students. This module highlights the role of economics in business decision-making and how economics is relevant in other areas of management such as marketing and operations management. The module can be used to understand economic aspects of business problems and business environment using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency are required in order to understand pricing decisions techniques, variation of supply and demand, risk analysis, investment and the growth of the firm. This module provides students with a solid base of managerial economics study and practice
Course Code |
BS330 |
Course Title |
Managerial Economics |
Pre-requisite |
TBA |
Credit Hours |
4 |
Course Description |
Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. BS330 module is a compulsory course for Level 3 business students. This module highlights the role of economics in business decision-making and how economics is relevant in other areas of management such as marketing and operations management. The module can be used to understand economic aspects of business problems and business environment using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency are required in order to understand pricing decisions techniques, variation of supply and demand, risk analysis, investment and the growth of the firm. This module provides students with a solid base of managerial economics study and practice |
Course Objectives |
BS330 academic aim is to introduce students to number of fundamental concepts and theories of economics in order to understand and explain the behavior decision and decision-making of business firms and aspects of the market economy. It also develops the students' knowledge of economics as well as skills in problem-solving, decision making, and written and oral communication. BS330 also prepares students for advanced economics concepts and making sense of the world as an observer of economic and business events taught in MBA programs. After studying the course, the students should be able to:
- Understand and apply a toolbox of fundamental concepts and theories of economics to guide managerial decision-making by individuals and business units.
- Explain the nature and role of models and theories in economic analysis.
- Explain the concepts of supply/demand/market equilibrium and their determinants.
- Identify the main characteristics of different market types (perfect competition, monopoly and oligopoly) and predict price and output outcomes.
Apply economic models to for production and cost estimation. 6. Identify and explain the challenges and opportunities for today's managers.
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Course Outcomes |
A. Knowledge
and understanding A1: Understand the economic environment that affect business
strategies, business behaviour and managerial decisions in order to realize
firms’ goals and objectives. A2: Identify the determinants and variation of supply and demand
and their impact in the context of local economy. A3: Understand the importance of production functions in
managerial decisions. A4: Understand the importance of cost in managerial decisions B. Cognitive skills B1: Identify economic factors determining the firms’ decisions. B2: Evaluate and interpret economic ideas, views and evidence. B3: Analyse demand estimation and forecasting B4: Identify the
relation between production and cost B5: Identify and explain issues related to pricing and output
decisions C. Practical and professional skills C1: apply the economic way of thinking in order to identify
microeconomic problems (market resources allocation, prices rise and fall,
budgets allocation, production decisions...) C2: Implement managerial decisions in high-risks environment and
turbulent economies C3: Apply key concepts and theories of economics to managerial
decision making C4: Implement appropriate pricing strategies and output decisions
in different market types C5: Use tools and techniques of economics to improve managerial
decision making D. Key transferable skills. D1: Develop a broad and inclusive understanding of how the
economic environment affects business strategies and decision making in
domestic and global economy. D2: Develop effective communication, both in speaking and writing
to convey solid arguments while adapting the language approach to the relevant
business situation and audience. D3: Identify some of the key strengths and needs of their own
learning and recognize opportunities to address these. D4: Effectively use
information and communication technologies when analysing economic situations
and using appropriate tools for managers’ decision-making.
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BUS101 Introduction to Math for Business
(4) Credit Hours
The world is a small place these days with business becoming more and more of a global endeavour. This course, Introduction to Math for Business aim to equip students with technical skills and business knowledge needed for further advanced courses in finance. Students need to have effective financial skills for both their personal and professional lives.
Course Code |
BUS101 |
Course Title |
Introduction to Math for Business |
Pre-requisite |
EL099 |
Credit Hours |
4 |
Course Description |
The world is a small place these days with business becoming more and more of a global endeavour. This course, Introduction to Math for Business aim to equip students with technical skills and business knowledge needed for further advanced courses in finance. Students need to have effective financial skills for both their personal and professional lives. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | BUS101: Introduction to Math for Business | Level | 4 | Module tutor | Mr. Ahmad Khalaf | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | The world is a small place these days with business becoming more and more of a global endeavour. This course, Introduction to Math for Business aim to equip students with technical skills and business knowledge needed for further advanced courses in finance. Students need to have effective financial skills for both their personal and professional lives. |
3. Aims of the module | The overall aims of this course are to introduce entry knowledge of finance and to provide the computational skills needed for evaluating financial decisions. Thus providing learners a footstep into the world of Business Mathematics. This introductory module introduces learners to the mathematical concepts, vocabulary, and terminology employed nowadays in the business world in Finance, Banking, and Accounting to name a few.
More specifically, the students will gain practical experience into aspects such as percentages, discounts, markups and markdowns, payroll, interest calculations, installment buying, and annuities. |
4. Pre-requisite modules or specified entry requirements | EL099 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to learn and acquire: A1: Knowledge and understanding of the depth of relation between math and business (particularly finance) A2: Knowledge and understanding of a range of ideas concerning basic business mathematics and its applications. A3: Knowledge and understanding of relevant ideas, tools, and techniques that are widely used in everyday business practice.
| The course content will be delivered through a blended learning environment of face-to-face teaching and e-learning.
As a matter of fact, most of the skills, whether it is a knowledge, understanding, cognitive, practical, professional or a key transferable will be integrated together upon delivering each unit of the course and assessed with various types of assessments: - Quiz
- MTA: Mid Term Assessment
- HA: Home Assignment
- Final Exam
The above assessment tools aim to measure previous knowledge (a student may already know) as well as student’s understanding of new concepts explained during the course delivery.
In each unit of the course students will acquire new concepts and grow up knowledge of novel techniques in mathematics applied in business fields, in particular finance. It is very usual in mathematics/finance to build on previous knowledge to grasp new concepts and transform those into layers forming the student’s knowledge pyramid.
The learning process involves was always about integrating new knowledge with existing one. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to demonstrate: B1: the ability to develop skills in interpreting and explaining mathematics. B2: the ability to integrate mathematical ideas into everyday thinking. B3: the ability to develop mathematical modeling skills. B4: the ability to develop basic mathematical financial skills. B5: the ability to use techniques from the course to analyse and solve problems in a range of contexts. B6: the ability to recognize, interpret and criticize the use of mathematics in different contexts. B7: the ability to reason logically using mathematical ideas and principles of the course. | Cognitive skills are developed when students make sense of new information and master new skills of different types, logic, analysis, synthesis, computation, etc...
Students will be subjected to situations where they have to identify the problem and choose appropriate financial solution and an adequate mathematical approach to find the answer. Students will analyse, evaluate, and apply formula to different financial situations using various methods and computational techniques. In order to achieve that, the course chair will provide supporting material in addition to the textbook and the slides posted on LMS. The supplementary material will include interactive exercises, summary sheets and hand-outs. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1: practically deal with numbers and manipulate them confidently. C2: easily use a calculator and its functions. C3: master the techniques of discounts, mark-ups/markdowns, payroll, credit consumer, simple & compounded interests, and annuities. | Students will gain practical and professional skills when being exposed to problems that strengthen their repertoire and gain them vocational competencies like solving financial exercises using basic algebra but above all using appropriate judgment. In different occasions the course tutor will create a role play allowing students to construct appropriate business framework and coordinate classroom discussions to draw justifiable inferences, and that is definitely a practical skill a business graduate will need. In general a business mathematics course is an essential course to student’s career life in so many business disciplines like finance, accounting, and auditing. |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Work with others effectively, participate as a member of a team and thus contribute to group effort. D2: Work hard to satisfy others expectations. D3: Exercise Leadership and communicate ideas clearly to convince others and responsibly challenge his classmates having other ideas, opinions, or methods of solving. D4: Collaborate with classmates to solve a problem and teach others new skills. D5: Apply technologies to task (exercises, problems, situations) and work with a variety of technologies and solve problems using calculators, and computers. | Transferable skills are the accomplishments and understandings students have developed in various situations that can be used in many other situations. Transferable skills go beyond a finance course or to what a student may learn in a formal context. Everything a student does have the potential to help him/her gain and develop transferable skills. - Literacy / Writing / Verbal/ Presentation
Clear communication to others and passing knowledge over to others clearly during class discussions. - Evaluation / Critical Thinking / Problem solving
Provide solutions, take a broad perspective, and confidently engage with concepts when exposed to different types of situations. - Computer Literacy/ IT Skills/Social Networking
Easily adept with technology and a friendly user of a calculator or a computer. - Administration / Organisation
Prioritisation, maintaining control, and strong time management when meeting deadlines and cut off dates. - Information Gathering / Research
Quickly uncover what’s important; know where to go and how to find a solution for a particular business situation. - Numeracy / Computations/ Mathematical solutions
Business type problems: analyse, solve, interpret and explain outputs. - People / Groups / Teamwork
Communication, understanding, dealing with others, open both to debate and collaborate during class discussions. |
6. Indicative Content | - Review of Numbers
- Equations
- Percent
- Trade and Cash Discounts
- Mark-up and Markdown
- Payroll
- Simple interest and simple discounts
- Consumer Credit
- Compound interest
- Annuities
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7. Assessment strategy, assessment methods and their relative weightings | TMA, In-class activities and quizzes will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking. One 90-mins. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | Quiz | 10% | 50% | MTA | 30% | HA | 10% | FINAL ASSESSMENT | FINAL EXAM | 50% | 50% | GRAND TOTAL | 100% | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | B1 | B2 | B3 | B4 | B5 | B6 | B7 | C1 | C2 | C3 | D1 | D2 | D3 | D4 | D5 | Quiz | X | X | X | X | X | X | X | X | X | X | X | X | X | | X | | | X | MTA | X | X | X | X | X | X | X | X | X | X | X | X | X | | X | | | X | Home Assignment | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | Final Exam | X | X | X | X | X | X | X | X | X | X | X | X | X | | X | | | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Mr. Ahmad Khalaf, akhalaf@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Cheryl Cleaves
Margie Hobbs
Jeffrey Noble | 2014 | Business Math Brief: Pearson New International Edition, 10/E | Pearson | 80 Strand
London WC2R 0RL
UK |
11. Other indicative text (e.g. websites) | Although there will be a text book for the course, however a variety of supplementary teaching material will be used to support the course delivery. - PPT slides for each unit.
- Online Interactive Exercises (Web links)
- Exercises and Problems in pdf or docx format
All of the above will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors. |
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Course Outcomes |
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BUS102 Introduction to Statistics
(4) Credit Hours
The course helps students understand the relationship between statistics and the world, bringing life to the theory and methods. It incorporates an unprecedented amount of real and interesting data that will help students to connect statistics to their daily lives.
BUS102 is considered an introductory course for BUS202 (data analysis). At the undergraduate level, both modules (BUS102 and BUS202) are considered as part of common modules for all tracks in Business Programme.
It is well-known that Statistics is a science that deals with collection, description, analysis, interpretation, and presentation of data. Statistics can be used to describe a particular data set, termed descriptive statistics (BUS102) as well as to draw conclusions about the population from a particular data set, termed inferential statistics (BUS102 and BUS202). The course applies statistical methods in a business context in order to address business related questions and help make evidence based decisions. The course will provide students with the knowledge they need to become stronger analysts and better decision makers.
Course Code |
BUS102 |
Course Title |
Introduction to Statistics |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
The course helps students understand the relationship between statistics and the world, bringing life to the theory and methods. It incorporates an unprecedented amount of real and interesting data that will help students to connect statistics to their daily lives.
BUS102 is considered an introductory course for BUS202 (data analysis). At the undergraduate level, both modules (BUS102 and BUS202) are considered as part of common modules for all tracks in Business Programme.
It is well-known that Statistics is a science that deals with collection, description, analysis, interpretation, and presentation of data. Statistics can be used to describe a particular data set, termed descriptive statistics (BUS102) as well as to draw conclusions about the population from a particular data set, termed inferential statistics (BUS102 and BUS202). The course applies statistical methods in a business context in order to address business related questions and help make evidence based decisions. The course will provide students with the knowledge they need to become stronger analysts and better decision makers.
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Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | BUS102: Introduction to Statistics | Level | 4 | Module tutor | Dr. Moneef Jazzar | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | The course helps students understand the relationship between statistics and the world, bringing life to the theory and methods. It incorporates an unprecedented amount of real and interesting data that will help students to connect statistics to their daily lives. BUS102 is considered an introductory course for BUS202 (data analysis). At the undergraduate level, both modules (BUS102 and BUS202) are considered as part of common modules for all tracks in Business Programme. It is well-known that Statistics is a science that deals with collection, description, analysis, interpretation, and presentation of data. Statistics can be used to describe a particular data set, termed descriptive statistics (BUS102) as well as to draw conclusions about the population from a particular data set, termed inferential statistics (BUS102 and BUS202). The course applies statistical methods in a business context in order to address business related questions and help make evidence based decisions. The course will provide students with the knowledge they need to become stronger analysts and better decision makers. |
3. Aims of the module | The course covers basic statistical concepts and introduces some advanced topics and tools that are very useful for decision-makers in different business disciplines. The topics include descriptive statistics, probability distributions, sampling, and estimations for small and large samples of data (statistical inference). An emphasis will be given to the understanding, applicability of statistical analysis and interpretation of output using MS Excel spreadsheets and/ or any available open source analytical tools. Attitudinal aims
In addition to specific learning outcomes, the course aims to shape the attitudes of learners regarding the field of Statistics. Specifically, the course aims to 1. Motivate in students an intrinsic interest in statistical thinking.
2. Instil the belief that Statistics is important for scientific research.
3. Provide a foundation and motivation for exposure to statistical ideas subsequent to the course |
4. Pre-requisite modules or specified entry requirements | EL111 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to learn and acquire: A1: knowledge of how to formulate data analysis problems in a statistical framework. A2: knowledge of how to assemble relevant information and construct appropriate arguments. A3: knowledge of how to exercise judgment in selection and application of a wide range of statistical tools and techniques.
| The course content will be delivered through a blended learning environment of face-to-face teaching and e-learning.
As a matter of fact most of the skills, whether it is a knowledge, understanding, cognitive, practical, professional or a key transferable will be integrated together upon delivering each unit of the course and assessed with various types of assessments: - Quiz
- MTA: Mid Term Assessment
- HA: Home Assignment
- Final Exam
The above assessment tools aim to measure previous knowledge (a student may already know) as well as student’s understanding of new concepts explained during the course delivery.
In each unit of the course students will acquire new concepts and grow up knowledge of novel techniques in data management. It is very usual in mathematics/statistics to build on previous knowledge to grasp new concepts and transform those into layers forming the student’s knowledge pyramid.
The learning process involves integrating new knowledge with existing one. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to demonstrate: B1: the ability to approach statistical problems and tasks in a flexible way. B2: the ability to choose appropriate models for situations involving uncertainty, and understand their key elements and properties. B3: the ability to comment critically on choices of model and analyses resulting from them. B4: the ability to evaluate statistical evidence and to interpret the results of a statistical analysis B5: the ability to create statistical models and draw justifiable inferences | Cognitive skills are developed when students make sense of new information and master new skills of different types, logic, analysis, synthesis, computation, etc...
Students will be subjected to situations where they have to identify the problem and choose appropriate statistical tool to solve it. Students will describe, compare, evaluate, apply and validate statistical cases by using quantitative approaches and statistical techniques. In order to achieve that, the course chair will provide supportive material in addition to the textbook and the slides posted on LMS. The supplementary material will include interactive exercises (Online Lab), short tutorial videos, summary sheets and hand-outs. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: confidently use a variety of methods for exploring, summarising, presenting, analysing and interpreting data. C2: easily apply quantitative problem-solving skills to concepts like rules of probability, probability distributions their types and parameters, and the elements of statistical inference. | Students will gain practical and professional skills when being exposed to problems that strengthen their repertoire and gain them vocational competencies like writing comments, feedback, conclusions and recommendations. Adding to that, students will be able to professionally use software to analyse data. Ms Excel and/ or any available resource is a support for the course and in almost every unit there are plenty of applications that help students to achieve relevant IT skills. In different occasions the course tutor will create a role play allowing students to construct statistical framework and coordinate classroom discussions to draw justifiable inferences, and that is definitely a practical skill a business graduate will need. In general a statistics course is an essential course to student’s career life in so many business disciplines like economics, and marketing. |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: work with others effectively, to participate as a member of a team and thus contribute to group effort. D2: collaborate with classmates to solve a problem and teach others new skills. D3: work hard to satisfy others expectations. D4: exercise Leadership and communicate ideas clearly to convince others and responsibly challenge his classmates having other ideas, opinions, or methods of solving. D5: communicate in writing relevant information accurately and effectively, using a form, structure and style that suits the purpose. D6: apply technologies to task (exercises, problems, situations) and use information technology with confidence to develop statistical insight, acquire statistical knowledge, present data to model, and solve problems. | Transferable skills are the accomplishments and understandings students have developed in various situations that can be used in many other situations. Transferable skills go beyond a statistics course or to what a student may learn in a formal context. Everything a student does have the potential to help him/her gain and develop transferable skills. - Literacy / Writing / Verbal/ Presentation
Clear communication to others and passing knowledge over to others clearly during class discussions. - Evaluation / Critical Thinking / Problem solving
Provide solutions, take a broad perspective, and confidently engage with concepts when exposed to different types of situations. - Computer Literacy/ IT Skills/Social Networking
Easily adept with technology and a friendly user of a calculator or a computer. - Administration / Organisation
Prioritisation, maintaining control, and strong time management when meeting deadlines and cut off dates. - Information Gathering / Research
Quickly uncover what’s important; know where to go and how to find a solution for a particular business situation. - Numeracy / Computations/ Mathematical solutions
Business type problems: analyse, solve, interpret and explain outputs. - People / Groups / Teamwork
Communication, understanding, dealing with others, open both to debate and collaborate during class discussion. |
6. Indicative Content | Topic | Lesson Topic | Objectives |
-
| Describing Data: Graphical | - Differentiate between the word “statistics” and the science of statistics.
- Describe the importance of statistics and situations where statistics are used in business and everyday life; identify business situations in which statistics can be used appropriately and inappropriately.
- Identify qualitative versus quantitative and discrete versus continuos variables.
- Discuss the levels of measurement and choose the most appropriate level of measurement for a specified situation.
- Construct charts to display data.
- Create and interpret different types of plots and graphs.
- Understand how MS Excel can be used to graph different types of data.
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| Describing Data: Numerical | - Construct data tables.
- Calculate the arithmetic mean for a given set of data.
- Calculate the median and mode for a given set of data.
- Compute and interpret the range, mean deviation, variance, and standard deviation for data observations.
- Define and compute quartiles.
- Understand how MS Excel can be used in computing various measures of location and dispersion.
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| Probability | - Discuss the objective and subjective approaches to probability analysis.
- Calculate probability using the rules of addition and multiplication.
- Use and interpret contingency tables, Venn diagrams, and tree diagrams.
- Compute the number of possible outcomes for combinations and permutations using formulae and Excel functions.
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| Discrete Random Variables and Probability Distributions | - Explain the difference between discrete and continuous distribution.
- Calculate the mean, variance, and standard deviation of a probability distribution.
- Compute probabilities using the binomial probability distribution.
- Understand how MS Excel can be used in computing probabilities.
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| Continuous Random Variables and Probability Distributions | - Calculate areas under a normal curve using the Empirical Rule.
- Compute probabilities using the normal probability distribution.
- Understand how MS Excel can be used in computing probabilities.
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| Sampling and Sampling Distributions | - Select a sample and construct a sampling distribution of the mean.
- Explain the importance of the central limit theorem and how it applies to sample distributions.
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| Estimation: Single Population | - Define the terms confidence interval, point estimate, and degrees of freedom, and explain how they are involved in the sampling process.
- Determine an appropriate sample size for small and large experiments.
- Demonstrate the ability to compute a confidence interval for a large sample experiment.
- Demonstrate the ability to compute a confidence interval for a small sample experiment.
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| Estimation: Additional topics | - Demonstrate the ability to compute a confidence interval for the difference of two parameters
(Large samples experiment.) - Demonstrate the ability to compute a confidence interval for the difference of two parameters
(Small samples experiment.) |
7. Assessment strategy, assessment methods and their relative weightings | Home assignment (HA) assessing students’ ability and understanding of the course materials provided in class as well as testing his/her reflection and critical thinking… One Quiz.
One 90-mins. Mid-Term Assessment (MTA)
One 2-hour Final Exam done at the end of the course. The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | Quiz | 10% | 50% | MTA | 30% | HA | 10% | FINAL ASSESSMENT | FINAL EXAM | 50% | 50% | GRAND TOTAL | 100% | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | D1 | D2 | D3 | D4 | D5 | D6 | Quiz | X | X | X | X | X | X | X | X | X | X | | | X | | | X | MTA | X | X | X | X | X | X | X | X | X | X | | | X | | | X | Home Assignment | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | Final Exam | X | X | X | X | X | X | X | X | X | X | | | X | | | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Moneef Jazzar, mjazzer@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Paul Newbold
William Carlson
Betty Thorns | 2013 | Statistics for Business and Economics, Global Edition, 8th edition | Pearson | 80 Strand
London WC2R 0RL
UK |
11. Other indicative text (e.g. websites) | Although there will be a text book for the course, however a variety of supplementary teaching material will be used to support the course delivery. - PPT slides for each unit.
- Online Interactive Exercises (Web links)
- Exercises and Problems in pdf or docx format
- Excel Spread sheets
- Tutorial Videos
All of the above will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors. |
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Course Outcomes |
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BUS109 Business Law – Country Specific
(4) Credit Hours
Rules of law govern many aspects of business. An understanding of legal rules and ethical constraints provides a framework for making sound business decisions, facilitates commercial transactions, and promotes order in the marketplace.
This module introduces the students to the fundamental concepts of commercial laws. It entails the survey of the country-specific judicial system, business ethics, contract laws, antitrust law and commercial agencies; contracts; property sales and secured transactions; insurance; commercial papers; agency; bailment; bankruptcy; banking operations, all in a comparative approach.
Course Code |
BUS109 |
Course Title |
Business Law – Country Specific |
Pre-requisite |
EL 111: Freshman English |
Credit Hours |
4 |
Course Description |
Rules of law govern many aspects of business. An understanding of legal rules and ethical constraints provides a framework for making sound business decisions, facilitates commercial transactions, and promotes order in the marketplace.
This module introduces the students to the fundamental concepts of commercial laws. It entails the survey of the country-specific judicial system, business ethics, contract laws, antitrust law and commercial agencies; contracts; property sales and secured transactions; insurance; commercial papers; agency; bailment; bankruptcy; banking operations, all in a comparative approach. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | BUS109: Business Law – Country Specific | Level | 4 | Module tutor | TBA | Credit value | 15 Pts | Module type | Taught | National learning hours | 1 hour lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | Rules of law govern many aspects of business. An understanding of legal rules and ethical constraints provides a framework for making sound business decisions, facilitates commercial transactions, and promotes order in the marketplace.
This module introduces the students to the fundamental concepts of commercial laws. It entails the survey of the country-specific judicial system, business ethics, contract laws, antitrust law and commercial agencies; contracts; property sales and secured transactions; insurance; commercial papers; agency; bailment; bankruptcy; banking operations, all in a comparative approach. |
3. Aims of the module | The main objective of the module is to help business students understand the legal aspect of common business activities and the formation and functioning of commercial companies along with the related ethical principles.
This engaging module teaches students about the workings of business law by examining real case studies and examples. The material explores core issues in both national and international business law in depth while remaining brief and concise.
Topics covered include: The basic elements of contract laws, negligence and product liability, property laws such as mortgages, landlord and tenant and personal property, Intellectual Property, Labour law, Environmental Law.
After studying the module students should be able to: - Recognize legal and ethical issues when making business decisions.
- Gain an enhanced understanding of legal rules and ethical constraints.
- Improve analytical problem solving and ethical decision-making skills.
- Apply knowledge and skills to address and manage potential problems before they become actual, expensive problems.
- Evaluate expert advice and determine the extent to which it should be incorporated into business decisions.
- Total understanding of the The Law of Contracts and Sales.
- Understanding and respect of the intellectual property rights and environmental laws.
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4. Pre-requisite modules or specified entry requirements | Pre-Requisite Modules are:
EL 111: Freshman English |
5. Intended learning outcomes
A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding :
After studying the module the student will know and understand
A1: The Legal Environment of Business.
A2: Constitutional Principles.
A3: Ethics, Social Responsibility, and the Business Manager.
A4: The International Legal Environment of Business. | This level 1 module will be taught individually, using selected relevant published references on the subject supported by a student-focused e-desktop, moderated learning management system, and face-to-face tuition.
Assessment is via one TMA, one Mid Term, and a final Exam which will test most of the Learning Outcomes for the module. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to:
B1: Recognize, compare and contrast different ways of analyzing business case studies and other material about contemporary business law practice.
B2: Apply their knowledge in the analysis of practical business law problems and issues.
B3: Recognize, compare and contrast different interpretations of and
approaches to practical business law problems and issues. | TMA an essay on an aspect of Law - Read and precise written text materials for key salient points.
- Communicate effectively in writing, showing recognition of audience and purpose.
- Select data, information and ideas from different sources and present in an appropriate fashion to support an argument.
- Identify some of the key strengths and needs of their own
Learning and identify opportunities to address these. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1: Analyze work-related cases and situations to identify problems with an exploration of ethics that takes business law education a step further by teaching students how to practice justly
C2: Identify and communicate potential solutions based on knowledge of theory and applying it to their own work situation as Business Law uses tangible examples that students will be able to reference in their future careers to introduce students to this important topic. | TMAs and contemporary Case Studies |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1: Read and précis written text materials for key salient points.
D2: Communicate effectively in writing, showing recognition of audience and purpose.
D3: Select data, information and ideas from different sources and present in an appropriate fashion to support an argument.
D4: Identify some of the key strengths and needs of their own learning and identify opportunities to address these. | TMA, MTA, and Final exam
All assignments but particularly the TMA.
This module does not assume work experience but all formative learning activities throughout the books require students to reflect upon and apply their own life or work experiences.
Assessment is via 1 TMA and one MTA and a Final which will test most of the Learning Outcomes for the module.
Business law Module will be introduced into AOU next semester Fall 2016-2017 and will constitute a true start of the business law mentality within the business programs. This is a 4 (four) credits hours semester module. Moreover, the number of assignments will be reduced to 1(one) TMA and the midterm and Final examination. -
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6. Indicative content. | This module introduces students to the legal side of business using a clear, well-developed, critical thinking model. This module uses some of the most significant real-life legal cases to help students develop their knowledge about the relationship between business and the legal system. Distinguishing itself by emphasizing the critical thinking skills necessary to survive in today’s competitive global business environment, the module also incorporates ethical analysis and considers the impact of values on legal outcomes. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the module materials provided in the class room as well as to test his/her reflection and critical thinking..
One 90-mins. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | C1 | C2 | D1 | D2 | D3 | D4 | TMA | X | X | X | X | X | X | X | X | | X | X | | | MTA | X | X | | | X | X | | X | X | X | | | | Final Exam | X | X | | | X | | | X | X | | X | X | X | | | | | | | | | | | | | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | TBA | |
10. Key reading list | Author | Year | Title | Publisher | Location | TBA | | | | |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the module is paper-based, presented as text, as well as the Module File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via LMS, where students will access important materials, an on-line version of the Module File, and PDFs of the module texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. |
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Course Outcomes |
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BUS110 Introduction to Business
(8) Credit Hours
“Introduction to Business” is an introductory course, which surveys the role of business in society. At its simplest level, business is the exchange of goods and services for mutual benefit or profit. Students will be exposed to a wide variety of topics including the terms, trends, organizational structure and opportunities inherent in this exchange, the course introduces the student to the contemporary business world, the business of managing, people in organizations, the principles of marketing, managing information, and financial issues.
Course Code |
BUS110 |
Course Title |
Introduction to Business |
Pre-requisite |
EL111 |
Credit Hours |
8 |
Course Description |
“Introduction to Business” is an introductory course, which surveys the role of business in society. At its simplest level, business is the exchange of goods and services for mutual benefit or profit. Students will be exposed to a wide variety of topics including the terms, trends, organizational structure and opportunities inherent in this exchange, the course introduces the student to the contemporary business world, the business of managing, people in organizations, the principles of marketing, managing information, and financial issues. |
Course Objectives |
Module Specification
(This template should be completed electronically; boxes will expand as you type) MPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | BUS110: Introduction to Business | Level | 4 | Module tutor | Dr. Mohammad Alloughani | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office-hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio. 2. Rationale for the module and its links with other modules | “Introduction to Business” is an introductory course, which surveys the role of business in society. At its simplest level, business is the exchange of goods and services for mutual benefit or profit. Students will be exposed to a wide variety of topics including the terms, trends, organizational structure and opportunities inherent in this exchange, the course introduces the student to the contemporary business world, the business of managing, people in organizations, the principles of marketing, managing information, and financial issues. |
3. Aims of the module | The primary objective is to give the student an understanding of basic business principles. Global business, entrepreneurship, management, marketing, information technology, and financial management will be discussed. Another purpose of this course is to build a foundation of knowledge on the different theoretical approaches to management and decision making • develop analytical skills to identify the links between the functional areas in management, organisations, management practices and the business environment.
Learning Objectives: Upon completion of the course students will have a firm understanding of the following business topics: | - The relationship between business and society in a free market economy
| | - Common forms of business ownership
| | - Business ethics and social responsibility
| | - International business and the global economy
- Fundamentals of business management
- Business organization and structure
- Human resources, motivation and productivity
- Marketing, accounting, finance, operations management and other business specialties
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4. Pre-requisite modules or specified entry requirements | EL111 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Identify business functions A2: Recognize different business models and forms A3: Acquire knowledge of business ethics and social responsibility A4: Be aquatinted with the fundamentals of management. | TMAs and other assessments will be used to provide the opportunities for acquiring the knowledge and understanding of concepts and theories in-use by the module. In-class activities and quizzes will also offer other means for recognizing and identifying as well as testing the knowledge and understanding of concepts. All assessment methods will aid students in both building and demonstrating their understanding and knowledge of the business topics focused on. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Differentiate between business structures and business forms. B2: Examine different models and theories and its effect in business life. B3: analysing and evaluating different perspectives, identifying biases and hidden assumptions in different models and forms of businesses. | In-class activities and tutoring will assist in giving the chance for students to acquire the cognitive skills needed to examine the effect and use of different concept, models, and business tools on businesses. In-class presentation will build communication skills in presenting ideas and demonstrate abilities and capacities that students encompass. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Analyse different business-related situations and forms. C2: Deduce problems and solutions and its pathways | TMAs and other activities will entail reflection on business concepts to help students to demonstrate their analytical abilities and practical skills that will be essential in real life business situations in their future. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Read financial and business related reports D2: Communicate knowledge and understanding of business issues to different stakeholders. D3: Analyse situations in an academic manner. | Different assessments will demonstrate level of skill achieved.
TMAs, in-class activities, presentations, quizzes and mid-term and final exams. |
6. Indicative content. | | As the Brief Table of Contents shows, we offer a consensus of the 17 core coverage chapters most instructors assign as the foundation of the course. These are the chapters that typically comprise the foundation of the course. Part 1: Today’s Business Environment
Chapter 1: Starting Out
Chapter 2: Ethics & Social Responsibility
Chapter 3: Economics
Chapter 4: Globalization
Part 2: Starting & Growing a Successful Business
Chapter 5: Forms of Ownership
Chapter 6: The Entrepreneurial Spirit
Part 3: Management: Achieving Superior Results in the Workplace
Chapter 7: Management & Leadership
Chapter 8: The Effective Organization
Chapter 9: Operations Management
Chapter 10: Motivating Employees
Chapter 11: Human Resource Management
Part 4: Marketing
Chapter 12: Marketing
Chapter 13: Product & Pricing Strategies
Chapter 14: Distribution & Promotion Strategies
Part 5: Financial Resources
Chapter 15: Accounting & Finance
Chapter 16: Financial Management
Chapter 17: Securities Markets
| | 7. Assessment strategy, assessment methods and their relative weightings | TMA, In-class activities and quizzes will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking. One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENTS | In-Class Presentation/Paper
Quiz
MTA | 10
10
30 | 50% | FINAL ASSESSMENT | Final Exam | 50 | 50% | Grand Total
| 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | C1 | C2 | D1 | D2 | D3 | In-class Presentation/paper | | X | | X | X | X | | X | | | X | | Quiz | X | X | | X | X | | X | X | | | | X | MTA | X | X | X | | X | X | X | X | X | X | | X | Final Exam | X | X | X | | X | X | X | X | X | X | | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Mohammad Alloughani, m.alloughani@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | - Brian K. Williams, Stacey C. Sawyer, Susan Berston
| 2013 | Business: A Practical Introduction | Pearson | International |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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BUS115 Small Business Management
(4) Credit Hours
BUS115 is an introductory four credit undergraduate course. It assumes no deep knowledge of business. Indeed, it provides students with an overview of business in an-increasingly global society. This is not a course of theory; it is more an application or "how-to" course. It is designed to increase awareness of the opportunities and challenges in today's business environment. The success of any business depends upon several factors: marketing, management and leadership, human resources, financing, logistics, planning, and knowledge of the business environment. An overview of business topics will be discussed including the entrepreneur's success factors, developing business plans, forms of business ownership, management and leadership styles, marketing and market research, technology and e-commerce, understanding financial statements and testing the feasibility and viability of a new venture.
Course Code |
BUS115 |
Course Title |
Small Business Management |
Pre-requisite |
BUS110 |
Credit Hours |
4 |
Course Description |
BUS115 is an introductory four credit undergraduate course. It assumes no deep knowledge of business. Indeed, it provides students with an overview of business in an-increasingly global society. This is not a course of theory; it is more an application or "how-to" course. It is designed to increase awareness of the opportunities and challenges in today's business environment. The success of any business depends upon several factors: marketing, management and leadership, human resources, financing, logistics, planning, and knowledge of the business environment. An overview of business topics will be discussed including the entrepreneur's success factors, developing business plans, forms of business ownership, management and leadership styles, marketing and market research, technology and e-commerce, understanding financial statements and testing the feasibility and viability of a new venture. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | BUS115: Small Business Management | Level | 4 | Module tutor | Dr. Mohammad Alloughani | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30).
2. Rationale for the module and its links with other modules | BUS115 is an introductory four credit undergraduate course. It assumes no deep knowledge of business. Indeed, it provides students with an overview of business in an-increasingly global society. This is not a course of theory; it is more an application or "how-to" course. It is designed to increase awareness of the opportunities and challenges in today's business environment. The success of any business depends upon several factors: marketing, management and leadership, human resources, financing, logistics, planning, and knowledge of the business environment.
An overview of business topics will be discussed including the entrepreneur's success factors, developing business plans, forms of business ownership, management and leadership styles, marketing and market research, technology and e-commerce, understanding financial statements and testing the feasibility and viability of a new venture. |
3. Aims of the module | The course develops the student’s understanding of entrepreneurship and the needed competencies of the entrepreneur. The following topics will be emphasized: entrepreneur’s success factors, developing business plans, understanding financial statements, completing market assessment, marketing and market research, and how to obtain financing for the new business venture. After studying the course, you should be able to: - To possess a well grounded understanding of essential entrepreneurial business principals.
- To develop an understanding of important business issues as they relate to new ventures.
- To identify, appreciate, and assess the knowledge, attitudes, and skills of an entrepreneur.
- To study and observe entrepreneurial settings and entrepreneurial role models through exposure to actual business settings and experiences.
- To have an expanded awareness of the resources available for creating a business plan.
- To establish a level of confidence in creating a business plan as a tool to assess, create and communicate a business concept.
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4. Pre-requisite modules or specified entry requirements | BUS110 |
5. Intended learning outcomes | | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: Entrepreneurship and the role of the entrepreneur in the economic development of nations;
A2: Entrepreneurial competencies;
A3: Understanding and writing the business plan;
A4: Understanding financial statements and completing sales forecasts and projections | This module may use two kinds of assignment – tutor-marked assignments (TMAs and eTMAs) and computer-marked assignments (CMAs and iCMAs).
Occasionally you may be asked to complete an iTMA which consists of a series of questions that you have to answer online.
(TMAs) ask you to produce an essay, a project or an experimental report, or to tackle a structured problem. TMAs in language modules also include some assessment of your ability to hear and speak the language. A TMA that is submitted electronically is called an eTMA.
(CMAs and iCMAs) ask you to read a question and choose from a list of possible answers. CMAs are completed by marking your answers on a form which is designed to be read by a computer, and iCMAs are completed online using your computer.
Knowledge, understanding and the relationship between retail technology and e-retailing and practice are assessed in all six assignments. Each requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. SAQs will test understanding in each session of the course. The exam will also test knowledge and understanding as well as some scope for application to short case study scenarios. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Reflection and critical engagement into the differences between franchising versus building your own business concept B2: Critical thinking, analysis, and synthesis B3: Valuation and comparison of small business management. . | Studying a module that has an examination or end-of-module assessment you will be sent the third guide in this series Meeting your assessment needs. This guide has full information. The examination arrangements and how to request the facilities you may need. It contains the form FRF3 which you should use to ask for the examination support you will need. You will also need to provide documentary evidence to support your request.
The complete range of cognitive skills is tested formatively through SAQs and online activities. Research skills will be assessed in particular through TMA 02 where there will be an on-line individual and group research project. Critical thinking, analysis and synthesis will be key criteria in assessing all TMAs. Evaluation and comparison will be combatively assessed through the examination questions.. Critical appraisal and the ability to select salient issues will be assessed. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Time management, skills appropriate to business, such as creativity, persuasion and attractiveness. C2: Study skills, learning to learn and reflecting on students’ own development as learners. C3: The ability to analyse work-related cases and situations to identify challenges for organisations in developing responses in relation to their environments. C4: The application of course ideas to students’ own interactions with organisations and life experiences. | Students are asked to develop ideas of how retail outlets work and being applied to retail marketing. Each of these skills is assessed as follows: TMA 01 will require the student to identify and assess their own stage of development at the start of the course. TMA will demand some reflection on practice and awareness of the diversity and their own practices of contexts. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Decision making and problem solving making a viable approach to students to engage with data analysis, interpretation and extrapolation. D2: Market assessment: consumers, competitors, etc…. D3: Identify some of the key strengths and needs of their own learning and identify opportunities to address these. | Tutor who will help his/her students with the study material and mark and comment on your written work, and whom you can ask for advice and guidance to compel his/herself with decision making taking each course. This range of key skills is tested in TMA 01 which requires the setting of personal objectives and the development of an e-retailing business concept. TMA is submitted electronically and the course includes a substantial element of e-learning, including computer conferencing and collaborative group work including writing on the web. It also involves communication skills particularly require adapt to the new business environment. Moreover, This is an eight credits hour with single semester course. AT AOU the formative assessment of students will form a part of the development of students skills in this course in order to satisfy and comply with local accreditation and to overcome plagiarism issues) The importance use of online forms as introduced in the UK version of B122 will be maintained in the course. These skills will be developed in tutorials, on-line activities and assignment. TMA will involve communication skills. TMA and exams. Particular attention is paid to the practice-based learning elements. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their collective work on the ongoing course case study. The importance use of online forms as introduced in the UK version of B 122 is maintained in the course. |
6. Indicative content. | | The course develops the student’s understanding of entrepreneurship and the needed competencies of the entrepreneur. The following topics will be emphasized: entrepreneur’s success factors, developing business plans, understanding financial statements, completing market assessment, marketing and market research, and how to obtain financing for the new business venture. Course introduction and outlines
CHAPTER 1
Starting your small Business
CHAPTER 2
Family-Owned business
CHAPTER 4
Maintaining Good Government Relations and Business Ethics CHAPTER 5
Becoming the Owner of a Small Business
CHAPTER 6
Planning, organizing and Managing a Small Business
CHAPTER 7
How to obtain the Right Financing for your business
CHAPTER 8
Developing Marketing Strategies
CHAPTER 10
How to obtain and manage human resources and Diversity in Small companies
CHAPTER 11
How to maintain Relationships with your employees and their representatives
CHAPTER 14
Basic Financial Planning
CHAPTER 16
Using computer Technology in Small Businesses | | Basic Financial Planning | CHAPTER 16
Using computer Technology in Small Businesses | |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | TMA | X | | X | X | X | X | X | X | X | | | X | | | MTA | X | X | | | | X | | X | X | X | X | X | | | Final Exam | X | X | | | | | | X | X | X | X | X | X | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Mohammad Alloughani, m.alloughani@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Byrd and Megginson | 2009 | Small Business Management: An Entrepreneur’s Guidebook, | McGraw-Hill International Edition- ISBN: 978-007-126368-9 | |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodule, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
|
Course Outcomes |
|
BUS202 Data Analysis
(4) Credit Hours
The module helps students understand the relationship between statistics and the world, bringing life to the theory and methods. It incorporates an unprecedented amount of real and interesting data that will help students to connect statistics to their daily lives. BUS202 Data Analysis is an extension of the module BUS102 Introduction to Statistics. At the undergraduate level, both modules (BUS102 and BUS202) are common modules for FBS, as a part of the faculty requirements.
It is well-known that Statistics is a science that deals with collection, description, analysis, interpretation, and presentation of data. Statistics can be used to describe a particular data set, termed descriptive statistics as well as to draw conclusions about the population from a particular data set, termed inferential statistics. This module applies statistical methods in a business context in order to address business related questions and help make evidence based decisions. The module would provide students with the knowledge they need to become stronger analysts and better decision makers.
Course Code |
BUS202 |
Course Title |
Data Analysis |
Pre-requisite |
BUS101 & BUS102 |
Credit Hours |
4 |
Course Description |
The module helps students understand the relationship between statistics and the world, bringing life to the theory and methods. It incorporates an unprecedented amount of real and interesting data that will help students to connect statistics to their daily lives. BUS202 Data Analysis is an extension of the module BUS102 Introduction to Statistics. At the undergraduate level, both modules (BUS102 and BUS202) are common modules for FBS, as a part of the faculty requirements.
It is well-known that Statistics is a science that deals with collection, description, analysis, interpretation, and presentation of data. Statistics can be used to describe a particular data set, termed descriptive statistics as well as to draw conclusions about the population from a particular data set, termed inferential statistics. This module applies statistical methods in a business context in order to address business related questions and help make evidence based decisions. The module would provide students with the knowledge they need to become stronger analysts and better decision makers.
|
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | BUS202: Data Analysis | Level | 4 | Module tutor | TBA | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | The module helps students understand the relationship between statistics and the world, bringing life to the theory and methods. It incorporates an unprecedented amount of real and interesting data that will help students to connect statistics to their daily lives. BUS202 Data Analysis is an extension of the module BUS102 Introduction to Statistics.
At the undergraduate level, both modules (BUS102 and BUS202) are common modules for FBS, as a part of the faculty requirements. It is well-known that Statistics is a science that deals with collection, description, analysis, interpretation, and presentation of data. Statistics can be used to describe a particular data set, termed descriptive statistics as well as to draw conclusions about the population from a particular data set, termed inferential statistics. This module applies statistical methods in a business context in order to address business related questions and help make evidence based decisions. The module would provide students with the knowledge they need to become stronger analysts and better decision makers. |
3. Aims of the module | As mentioned before this module is an extension of BUS102. The module covers a higher level of statistical concepts and introduces advanced topics and tools that are very useful for decision-makers in different business disciplines. The topics include hypothesis testing, regression analysis, analysis of categorical data and time series.
An emphasis will be given to the understanding, applicability of statistical analysis and interpretation of output using MS Excel spreadsheets and/ or any available open source statistical software.
Attitudinal aims
In addition to specific learning outcomes, the module aims to shape the attitudes of learners regarding the field of Statistics. Specifically, the module aims to 1. Motivate in students an intrinsic interest in statistical thinking.
2. Instil the belief that Statistics is important for scientific research.
3. Provide a foundation and motivation for exposure to statistical ideas subsequent to the module |
4. Pre-requisite modules or specified entry requirements | BUS101 & BUS102 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to learn and acquire: A1: Knowledge of how to formulate data analysis problems in a statistical framework. A2: Knowledge of how to assemble relevant information and construct appropriate arguments. A3: Knowledge of how to exercise judgment in selection and application of a wide range of statistical tools and techniques.
| The module content will be delivered through a blended learning environment of face-to-face teaching and e-learning.
As a matter of fact most of the skills, whether it is a knowledge, understanding, cognitive, practical, professional or a key transferable will be integrated together upon delivering each unit of the module and assessed with various types of assessments: - MTA: Mid Term Assessment
- TMA: Tutor Marked Assignment
- Final Exam
The above assessment tools aim to measure previous knowledge (a student may already know) as well as student’s understanding of new concepts explained during the module delivery.
In each unit of the module students will acquire new concepts and grow up knowledge of novel techniques in data management. It is very usual in mathematics/statistics to build on previous knowledge to grasp new concepts and transform those into layers forming the student’s knowledge pyramid.
The learning process involves integrating new knowledge with existing one. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to demonstrate: B1: the ability to approach statistical problems and tasks in a flexible way.
B2: the ability to choose appropriate models for situations involving uncertainty, and understand their key elements and properties B3: the ability to comment critically on choices of model and analyses resulting from them. B4: the ability to evaluate statistical evidence and to interpret the results of a statistical analysis B5: the ability to create statistical models and draw justifiable inferences | Cognitive skills are developed when students make sense of new information and master new skills of different types, logic, analysis, synthesis, computation, etc...
Students will be subjected to situations where they have to identify the problem and choose appropriate statistical tool to solve it. Students will describe, compare, evaluate, apply and validate statistical cases by using quantitative approaches and statistical techniques. In order to achieve that, the module chair will provide supportive material in addition to the textbook and the slides posted on LMS. The supplementary material will include interactive exercises (Online Lab), short tutorial videos, summary sheets and hand-outs. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: confidently use a variety of hypothesis testing techniques to test for different types of parameters. C2: easily find/use different types of models including simple regression, multiple regression, time series generated models (Moving Average “MA”, Auto-Regressive “AR”) | Students will gain practical and professional skills when being exposed to problems that strengthen their repertoire and gain them vocational competencies like writing comments, feedback, conclusions and recommendations. Adding to that, students will be able to professionally use software to analyse data. Ms Excel and/ or any available resource is a support for the module and in almost every unit there are plenty of applications that help students to achieve relevant IT skills. In different occasions the module tutor will create a role play allowing students to construct statistical framework and coordinate classroom discussions to draw justifiable inferences, and that is definitely a practical skill a business graduate will need. In general a statistics module is an essential module to student’s career life in so many business disciplines like economics, marketing, etc… |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: work with others effectively and to participate as a member of a team and thus contribute to group effort. D2: collaborate with classmates to solve a problem and teach others new skills. D3: work hard to satisfy others expectations. D4: exercise Leadership and communicate ideas clearly to convince others and responsibly challenge his classmates having other ideas, opinions, or methods of solving. D5: communicate in writing relevant information accurately and effectively, using a form, structure and style that suits the purpose. D6: apply technologies to task (exercises, problems, situations) and use information technology with confidence to develop statistical insight, acquire statistical knowledge, present data to model, and solve problems. | Transferable skills are the accomplishments and understandings students have developed in various situations that can be used in many other situations. Transferable skills go beyond a statistics module or to what a student may learn in a formal context. Everything a student does have the potential to help him/her gain and develop transferable skills. - Literacy / Writing / Verbal/ Presentation
Clear communication to others and passing knowledge over to others clearly during class discussions. - Evaluation / Critical Thinking / Problem solving
Provide solutions, take a broad perspective, and confidently engage with concepts when exposed to different types of situations. - Computer Literacy/ IT Skills/Social Networking
Easily adept with technology and a friendly user of a calculator or a computer. - Administration / Organisation
Prioritisation, maintaining control, and strong time management when meeting deadlines and cut off dates. - Information Gathering / Research
Quickly uncover what’s important; know where to go and how to find a solution for a particular business situation. - Numeracy / Computations/ Mathematical solutions
Business type problems: analyse, solve, interpret and explain outputs. - People / Groups / Teamwork
Communication, understanding, dealing with others, open both to debate and collaborate during class discussion. |
6. Indicative Content | Topic | Lesson Topic | Objectives |
-
| Hypothesis Testing: Single Population | - Formulate null and alternate hypotheses, and test the hypothesis using the five steps of the hypothesis testing procedure.
- Discuss Type I and Type II errors on a test of hypothesis.
- Perform a one-tailed and a two-tailed test of hypothesis.
- Perform a test of hypothesis on one population using the z and t statistics.
- Use websites to perform hypothesis testing.
|
-
| Hypothesis Testing: Additional Topics | - Formulate null and alternate hypotheses, and test the hypothesis using the five steps of the hypothesis testing procedure.
- Discuss Type I and Type II errors on a test of hypothesis.
- Perform a one-tailed and a two-tailed test of hypothesis.
- Perform a test of hypothesis on two populations using the z and t statistics.
- Use websites to perform hypothesis testing.
|
-
| Simple Regression | - Determine the correlation coefficient between two numerical variables.
- Finding the least square line.
- Use Excel to draw a regression line and finding correlation coefficient.
|
-
| Multiple Regression | - Apply multiple regression analysis to business decision-making situations
- Analyze and interpret the computer output for a multiple regression model
- Use regression line for prediction.
|
-
| Analysis of Categorical Data | - Analyze relationships in statistical data using a contingency table
- Identify the limitation of the chi-square test in a specified situation.
- Test a hypothesis comparing an observed set of frequencies to an expected set of frequencies using the chi-square test.
|
-
| Time-Series Analysis and Forecasting | - Identify the trend, seasonality, cyclical, and irregular components in a time series
- Use smoothing-based forecasting models, including moving average and exponential smoothing
- Apply autoregressive models and autoregressive integrated moving average models
|
7. Assessment strategy, assessment methods and their relative weightings | TMA, In-class activities and quizzes will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking. One 90-mins. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | D1 | D2 | D3 | D4 | D5 | D6 | MTA | x | x | x | x | x | x | x | x | x | x | | | x | | x | x | TMA | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | Final Exam | x | x | x | x | x | x | x | x | x | x | | | x | | x | x |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | TBA | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Paul Newbold
William Carlson
Betty Thorns | 2013 | Statistics for Business and Economics, Global Edition, 8th edition | Pearson (28 Feb, 2012) | 80 Strand
London WC2R 0RL
UK |
11. Other indicative text (e.g. websites) | Although there will be a text book for the module, however a variety of supplementary teaching material will be used to support the module delivery. - PPT slides for each unit.
- Online Interactive Exercises (Web links)
- Exercises and Problems in pdf or docx format
- Excel Spreadsheets
- Tutorial Videos
All of the above will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors. |
|
Course Outcomes |
|
BUS310 Strategic Management
(8) Credit Hours
Strategic Management: This module examines concepts and the different approaches to - and techniques of - strategic management including analysis of the external and internal environments, the nature of competitive advantage, development of the organization and how they make strategic choices as to where and how to position themselves in relation to their customers and competitors.
The module has been designed to encourage and develop greater critical analytical skills especially at level 3. Significant amount of ‘case study’ work have been embedded to develop the students’ analytical and problem solving skills.
Course Code |
BUS310 |
Course Title |
Strategic Management |
Pre-requisite |
B207B |
Credit Hours |
8 |
Course Description |
Strategic Management: This module examines concepts and the different approaches to - and techniques of - strategic management including analysis of the external and internal environments, the nature of competitive advantage, development of the organization and how they make strategic choices as to where and how to position themselves in relation to their customers and competitors.
The module has been designed to encourage and develop greater critical analytical skills especially at level 3. Significant amount of ‘case study’ work have been embedded to develop the students’ analytical and problem solving skills.
|
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | BUS310: Strategic Management | Level | 6 | Module tutor | Dr. Jarrah Al Mansour | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hour
lecture and 1 office-hour |
2. Rationale for the module and its links with other modules | Strategic Management: This module examines concepts and the different approaches to - and techniques of - strategic management including analysis of the external and internal environments, the nature of competitive advantage, development of the organization and how they make strategic choices as to where and how to position themselves in relation to their customers and competitors.
The module has been designed to encourage and develop greater critical analytical skills especially at level 3. Significant amount of ‘case study’ work have been embedded to develop the students’ analytical and problem solving skills. |
3. Aims of the module | The aims of this course are to:
Provide students with concepts and tangible strategic skills that can readily be put into practice in often changing business environments.
-Present the 21st century competitive/business landscape from a strategic management perspective and to assess how global and technological influences shape it
-Provide students with a critical overview of the main tools of contemporary strategic practice in organizations in a way which is relevant to their professional needs
Achieving the intended learning outcomes (covering both knowledge and skills) fully supports this aim. |
4. Pre-requisite modules or specified entry requirements | B207B |
5. Intended Learning Outcomes- (ILOs) | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding: A1. The structure and dynamics of business environments; how businesses seek to track and analyse their environments; A2. Markets, market economies and how they function; how consumers, firms and governments behave as economic agents; why and how markets fail and how this failure is managed; A3. Business processes and how they operate; the nature, structure and functioning of organisations; how and why organisations are changing; A4. Key business functions such as Marketing, Human Resources, Information Management, Accounting & Finance, Operations – their nature and contribution to organisational success, their historic origins and their interactions; A5. How businesses develop strategies; the different forms and theories of strategy; A6. How organisations make decisions and organise decision-making processes; the various sources of decision-making irrationality; the nature, role and implications of governmental, regional and supranational business policy on businesses; A7. How to apply key ideas in mathematics, including some statistics, and algebra. | This will be addressed in all TMAs and in the exams: These will be designed following the standard OU structure of TMA, MTA and Exam being more creative through the use of case studies and group assignments such as presentations. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1. Read material questioningly, identifying and recording key ideas and concepts in business studies;
B2. Synthesise material from a variety of sources, analysing and evaluating different perspectives, identifying biases and hidden assumptions;
B3. Classify, recognise and organise material in distinct and relevant categories;
B4. Construct, defend and evaluate an argument, using relevant evidence, giving reasons for conclusions. | This will be addressed in all TMAs and in the exams: These will be designed following the standard OU structure of TMA, MTA and Exam being more creative through the use of case studies and group assignments such as presentations. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. Transfer and use relevant key skills in the workplace context;
C2. Use the more specific knowledge, analytic skills and methods, rooted in the different disciplines as a strong basis for work in many professions;
Students will have become better informed, more active and questioning members of an organisation by:
C3. The ability to engage critically with the underlying challenges and problems facing a business;
C4. The ability to identify and evaluate conflicting arguments, including recognising the significance of different value positions in these arguments. | This will be addressed in all TMAs and in the exams. These will be designed following the standard OU structure of TMA, MTA and Exam being more creative through the use of case studies and group assignments such as presentations. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1. Interpersonal skills of effective listening, negotiating, persuasion and presentation; D2. Ability to conduct research into business and management issues, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process; including the development of personal and team attributes and capabilities for entrepreneurial success; D3. Self reflection and criticality including self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues; D4. Skills of learning to learn and developing a continuing appetite for learning; reflective, adaptive and collaborative learning. | TMA and MTA will address these issues as well as, Final Exam Nonetheless; This is a 16 (sixteen) credits hours semester course with
6 (four) TMAs and an ECA in the U.K. As to AOU version: This is 8(eight) credits hours semester course. The ECA will be replaced with an examination (in order to satisfy and comply with local accreditation and to overcome plagiarism issues). Moreover, the number of assignments will be reduced to 1(one) TMA and the midterm examination (as there is a significantly greater emphasis on face to face tuition than the UK OU version, the formative assessment of students will form a part of the development of students’ skills in this course)
The importance use of online forms as introduced in the UK version of B 301 will be maintained in the course. These skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills.
TMA and exams. Particular attention is paid to the practice-based learning elements.
Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their collective work on the ongoing course case study. |
6. Indicative content. | Strategic management: concepts and cases (Arab world editions). the course is structured into six parts.
part 1: overview of strategic management: chapter 1the nature of strategic management, what is strategic management?
part 2: strategy formulation: chapter 2 the business vision and mission, what do we want to become? what is our business?
part 3: strategy implementation: chapter 8 implementing strategies: management and operations issues, the nature of strategy implementation.
part 4: strategy evaluation: chapter 11 strategy review, evaluation, and control
part 5: strategic-management case analysis: chapter 12 how to prepare and present a case analysis
part 6: cases: manufacturing firms: consumer goods, food and beverages, healthcare, small business, automotive.
service firms: technology, retailing, food service, financial, travel and entertainment, non-profit. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | A7 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | TMA | | | X | | X | | | X | X | X | X | X | X | X | | X | X | X | X | MTA | X | X | | X | X | | | X | X | | X | X | X | X | | X | | X | X | Final Exam | X | X | | | | X | X | X | X | | X | X | X | X | X | | | X | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Jarrah Al Mansour, jarrah@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Fred R. David
Abbas Abdulrahman Al-Ali | 2011 | Strategic Management: Concepts and Cases, Arab World Edition | Pearson Education Limited | US |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodule, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: Strategic Management: Concepts and Cases (Arab World Editions) with My management Lab Access Code Card, 1/E. |
|
Course Outcomes |
|
CH101 Chinese for Beginners (I)
(3) Credit Hours
The course introduces the student to the basics of Chinese (Mandarin). These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized.
Course Code |
CH101 |
Course Title |
Chinese for Beginners (I) |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
The course introduces the student to the basics of Chinese (Mandarin). These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized. |
Course Objectives |
|
Course Outcomes |
|
CH102 Chinese for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
Course Code |
CH102 |
Course Title |
Chinese for Beginners (II) |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
|
Course Objectives |
|
Course Outcomes |
|
DD209A Economics and Economic Change
(8) Credit Hours
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes may vary between modules according to content and number of credits.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010
Course Code |
DD209A |
Course Title |
Economics and Economic Change |
Pre-requisite |
DD209A |
Credit Hours |
8 |
Course Description |
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes may vary between modules according to content and number of credits.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010
|
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | DD209A: Economics and Economic Change | Level | 5 | Module tutor | TBA | Credit value | 8 (30Pts) | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour |
Notional learning hours are proportional to previous credit weight (8cr = 30 and 4cr = 15) – unless we find another ratio 2. Rationale for the module and its links with other modules | This key introductory Level 5 course is the second in our degree in business studies and forms the core of the certificate in business studies- economic track. This module teaches Macroeconomics (DD209A) – the focus of most public debate – the student is engaged in policy debates and the problems of managing the national and global economy after a major economic crisis. Through this module, students will be enabled to place themselves as an economic analyst tackling problems in the national macro economy. The student will emerge with a good grasp of some fundamentals of economic theory including the application of basic game theory; an understanding of some key theoretical and policy debates in economics; and confidence in applying these theories and concepts to major economic policy challenges. |
3. Aims of the module | The academic purpose of this course is designed to introduce learners to the internal and external elements of Macroeconomics. The module will have a student-cantered approach in developing and applying economic theories and debates to serious worldwide economic problems, and the critical assessment of proposed solutions. Transferable and vocational skills students will acquire include: - The interpretation, manipulation and critique of economic evidence, including numerical data and basic statistical skills
- Compare and contrast the most prominent economic traditions and theories of the last two centuries, widely used in public debate
- Ability to build and support an argument in a discussion
- Use and present modelling and simulation as methods of analysis of economic problems; simulate the macro economy under different policy scenarios
- Ability to engage in debates with other students, substantiating views with economic theory and evidence (coming from data, simulator or case studies)
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4. Pre-requisite modules or specified entry requirements | ECO101 and ECO102 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy/assessment methods | On completion of this degree, students will have knowledge and understanding of:
A1. Modelling and its importance in economic thinking; Be able to engage in the economic debate on the role of demand stimulus vs. fiscal constraint in recovery; monetary policy; and the scope for supply side restructuring and growth; A2. The use of abstraction in developing economic theories and models; Recognise the implications of global imbalances in balance of payments (deficits and surpluses), credit and debt, rising inequality, and the need for ‘rebalancing’ economies. A3. How specific economic models are constructed; A4. Competing theoretical perspectives and the assumptions underlying economic theories; Understand how macroeconomics feeds into economic arguments for policy in areas such as privatisation/nationalisation; trade restriction and promotion; welfare state policies including health and education. A5. How to apply appropriate theories, models and concepts to economic problems, events and processes. | The teaching of this module will adopt a student-centred approach where economic concepts and skills are taught through problems which the student is invited to reflect on and to provide a solution to. The key teaching vehicles are supported open learning materials which comprise a range of compulsory reader texts and specially prepared study guides directing student reading and illustrating key teaching points. These are especially adapted for use in Arab countries by removing certain references that would not be appropriate in the Islamic world. Student learning is supported by a tutor, who is the student’s first and main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. Students receive face to face tuition for each module (receiving 2 hours per week for a 30 points module).
We also use a varied set of assessment types to teach and assess different types of skills at different assessment points. This allows each assessment point to focus on a set of skills and have its media targeted at those skills more effectively. In general, more technical skills will be taught using face-to face tutorials activities and one formative TMA, assessment will then use MTA and Final summative assessments. These assessments are central to the teaching of each module, enabling tutors to identify and comment on student knowledge and understanding. Data analysis, as in Block 1 TMA, will require report-writing skills. More argumentative skills, which involve comparing different economic points of view, which is a key learning outcome of this module, and pulls together analysis of evidence, theory and reflection; these will be assessed using essays and tutorial activities from Block 2 onwards have been developed thinking about how best to help students developing these skills (the textbox tool which accumulates notes across different VLE pages will be used extensively). |
B. Cognitive skills | Learning and teaching strategy/assessment methods | On completion of the degree, students will be able to: B1. Construct and combine economic arguments and recognise the differences between economic and other forms of argument; B2. Manipulate economic models to analyse the impact of changes in variables; Interpret, manipulate and criticise different types of data. B3. Evaluate economic theories and use them to explain and analyse policy questions; B4. Integrate diagrammatic and verbal analysis of economic issues; B5. Interpret economic data presented in a variety of forms including
basic regression results and undertake data analysis using economic data and appropriate analytical tools; B6. Search library catalogues and bibliographic databases and select a range of academic literature focusing on a particular theoretical proposition or economic issue and conduct fieldwork research. | Cognitive skills and processes are introduced at a very simple level at Level 5, primarily via material specifically designed to develop business related social science, technological and mathematical skills in a progressive way. Although modules at Levels 5 and 6 continue this work, there is significant variation between modules in the degree to which skills are taught explicitly in the module materials. Significant teaching is, however, maintained through the assessment strategy and tutor feedback. In the four core modules (DD209a, b; and DD309a, b) students are encouraged to develop specified skills. In each module the specific components of the skills are identified, mapping out where each skill will be developed and practiced. As the module progresses, these skills are sign-posted and students are offered an opportunity to practice them in association with their work on the module materials. Initially, the module study guides offer students advice and guidance with these activities, but as they progress through each module, the extent of this guidance decreases so as to encourage independent learning
In the Level 5 modules, students are asked to analyse their progress with skills associated with their current work, submitting this assessment as part of their assignments. This allows students to develop a systematic and self-conscious approach to their skill development, assisted and supported by their tutor. These activities culminate in an assessment solely concerned with skills development where students are asked to reflect on their skills progression and achievement.
Other more discipline-specific skills will be developed and assessed in the economics related modules through use of module materials, tutorial delivery and module assessments and tutor feedback.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment and exams. In DD209A case studies are used in assignments. These assignments are central to the teaching of each module, enabling tutors to identify and comment on student knowledge and understanding. DD209A module, in every single semester, comprises assignments, a midterm assessment examination and final examination. |
C. Key skills | Learning and teaching strategy | On completion of the degree, students will be able to: C1. Demonstrate an awareness of skills and abilities in relation to the requirements of own work role; C2. Identify and evaluate the range of resources related to working effectively; C3. Choosing appropriate methods and apply a model of a national economy as constructed and used to analyse the roles of consumer spending, investment, government taxes and spending and imports and exports; C4. Analyse the macroeconomic problems rather than a matter for national governments; gain familiarity with a computer-based statistical package and search and manipulate and present different sources of data. C5. Seek for convenient policy to stabilise the economy and keep unemployment and inflation low; C6. Communication of complex information, arguments and ideas in ways appropriate to a business context and audience; | To support the development of their group-working and ICT skills, students are required to use the Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system) and also for some modules to participate in computer conferencing. This provides students with an additional environment in which to share learning and resolve module-related problems with other students and their tutor. Some assignments require students to undertake internet based research.
Students discuss case studies and current business issues in tutorials and use these to practise their application of module concepts in tutorials. This also follows through with case study based assignments.
Tutors are encouraged to invite guest speakers from regionally important businesses to come and address students. Branches are encouraged to organise students to visit local businesses to increase their understanding of key business issues in the region. |
D PRACTICAL AND/OR PROFESSIONAL SKILLS: | Learning and teaching strategy | On completion of the degree, students will have developed their: D1. Read and synthesise information from a variety of sources for a specified purpose and apply economic theory to real-life situations. D2. Read and construct scale drawings, graphs, charts and diagrams from numerical data; read and interpret large and complex numerical data sets; D3. Carry out multistage calculations with numbers of any size incorporating the use of powers and roots; D4. Calculate measures of average distribution; apply standard formulae, equations and expressions in calculating economic measures and indicators; D5. Select and use appropriate methods to illustrate findings, show trends and make comparisons; numerical and verbal analysis of economic issues. D6. Work with qualitative and quantitative data, drawing appropriate conclusions based on findings, including how possible sources of error may affect the results. | Interpersonal skills of effective listening, negotiating, persuasion and presentation are taught through the undertaking of small group activities in face to face tutorials. The DD209A module expects students to show application of skills developed earlier. In requiring students to work with fellow students in a small research group, it also aims to develop their ability to conduct independent research using a variety of databases and websites, and to develop group-working skills. Diversity is introduced to students through a truly internationalised selection of cases provided by UK OU materials, additional cases used in tutorials and this is also assessed through the use of such case studies in assignments. Students will develop better Interpersonal skills and be able to regonize different resources for an alternative viewpoints. Because most of AOU students are part-time and studying at a distance, there is strong emphasis on helping students to develop as independent learners. At DD209A module, this means helping students to develop basic skills (e.g. time planning, using feedback and support), but also laying the foundations for the increasing emphasis on reflection at Levels 5 and 6. This is not assessed directly but will be demonstrated by an increasing ability to study autonomously. We expect students to naturally develop the skills of learning to learn as they develop through the suite of modules, and this is drawn to their attention through a combination of skills based assessment and tutor feedback in tutorial and feedback to assignments. The provision of guest speakers and encouragement to visit organisations in the region also assists in developing this appetite as links are formed between the module and local organisations.
Skills are developed as a consequence of module work throughout the programme and implicitly built into assessment. The nature of entry to the AOU means there is considerable emphasis on reading and writing skills at Level 4.
Students are taught basic application of number skills at Level 4 and at least one of the assessment items will use these as a focus, with more opportunity for learning by tutor feedback. Students will continue to develop these skills, with modules from the economics discipline, and business modules taking them considerably further.
Skills are developed as a consequence of course work throughout the module and implicitly built into assessment. |
6. Indicative content. | The module is structured to run the theme of economic policy in ‘running the economy’ throughout.
Block 1 is about ‘diagnosis’ of the state of the economy : we get students to think about what evidence and data can say about the state of economies, and an introduction to the link between theory and selection of evidence. Students examine economic and social performance, comparing over time and across countries, using indicators to identify the different extent and nature of the crisis of 2008 across the world. The role of economic imbalances in generating the crisis is a core theme of this short block.
Block 2 introduces our macroeconomic debates. It teaches a Keynesian model of macroeconomic equilibrium and imbalance, and uses this to introduce both basic concepts of economic modelling, and the reasons why policy is required. Students will be introduced to both fiscal and monetary policy, the way they can boost an economy, and some problems.
Block 3 takes the student into the heart of current macroeconomic policy debates. It explores in more detail the central economic policy problems such as of inflation and unemployment. Using a simplified model that draws on the Treasury approach to macro-modelling, this block pulls together students’ learning into a model of a macro economy that students can manipulate. Students can actually ‘run an economy’ by using the simulator to compare how different policies would impact on their simulated economy. By the end of this block, students will be able to engage in debates about the relative merits of different policies, and to understand how economic theories suggest (or block) particular policy pathways. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.. One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcome | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | B4 | B5 | B6 | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | D4 | D5 | D6 | TMA | X | X | X | | | X | X | X | | X | X | X | | X | X | | | X | X | | X | X | X | MTA | X | X | | X | | | X | | X | | | X | X | X | | | | X | X | X | | | | Final Exam | X | X | | x | x | | | X | X | | | X | X | X | | X | X | | X | X | X | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Hassan Sharafuddin, sharafha@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Open University Team | 2014 | Economics and Economic Change | Open University | U.K | 11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via LMS, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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DD209B Economics and Economic Change
(8) Credit Hours
This key introductory Level 5 course is the second in our degree in business studies and forms the core of the certificate in business studies- economic track. This module teaches Microeconomics (DD209B) – the focus of most public debate – the student is engaged in policy debates and the problems of managing the national and global economy after a major economic crisis. The D209B module addresses the recurrent themes of inequalities and imbalances. It takes a global perspective on the challenges faced by national economies and the debates on the roles for government. It focuses particular on the interacting roles of trade policy and government welfare policies in addressing and mitigating inequality within and between countries.
Course Code |
DD209B |
Course Title |
Economics and Economic Change |
Pre-requisite |
DD209A |
Credit Hours |
8 |
Course Description |
This key introductory Level 5 course is the second in our degree in business studies and forms the core of the certificate in business studies- economic track. This module teaches Microeconomics (DD209B) – the focus of most public debate – the student is engaged in policy debates and the problems of managing the national and global economy after a major economic crisis. The D209B module addresses the recurrent themes of inequalities and imbalances. It takes a global perspective on the challenges faced by national economies and the debates on the roles for government. It focuses particular on the interacting roles of trade policy and government welfare policies in addressing and mitigating inequality within and between countries. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | DD209B: Economics and Economic Change | Level | 5 | Module tutor | TBA | Credit value | 8 (30Pts) | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour |
Notional learning hours are proportional to previous credit weight (8cr = 30 and 4cr = 15) – unless we find another ratio 2. Rationale for the module and its links with other modules | This key introductory Level 5 course is the second in our degree in business studies and forms the core of the certificate in business studies- economic track. This module teaches Microeconomics (DD209B) – the focus of most public debate – the student is engaged in policy debates and the problems of managing the national and global economy after a major economic crisis. The D209B module addresses the recurrent themes of inequalities and imbalances. It takes a global perspective on the challenges faced by national economies and the debates on the roles for government. It focuses particular on the interacting roles of trade policy and government welfare policies in addressing and mitigating inequality within and between countries. |
3. Aims of the module | The academic purpose of this course is designed to introduce learners to the most important elements of Microeconomics. The module will have a student-centered approach in developing and applying economic theories and debates to serious worldwide economic problems, and the critical assessment of proposed solutions. Transferable and vocational skills students will acquire include: - Exploring the decision-making processes within firms that drive the growth of an economy.
- Compare and contrast the most prominent economic traditions and theories of the last two centuries, widely used in public debate
- Developing an understanding of the theory of the firm and the working of markets. Ability to build and support an argument in a discussion
- Analysing how global trade and the pursuit of growth creates imbalances that may have caused a macroeconomic crisis.
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4. Pre-requisite modules or specified entry requirements | DD209A |
5. Intended learning outcomes | | A. Knowledge and understanding | Learning and teaching strategy/assessment methods | On completion of this degree, students will have knowledge and understanding of:
A1. Modelling and its importance in economic thinking; Be able to engage in the economic debate on the role of demand stimulus vs. fiscal constraint in recovery; and the scope for supply side restructuring and growth; A2. The use of abstraction in developing economic theories and models; Recognise the implications of global imbalances in balance of payments (deficits and surpluses), credit and debt, rising inequality, and the need for ‘rebalancing’ economies.
A3. How specific economic models are constructed; A4. Competing theoretical perspectives and the assumptions underlying economic theories; Understand how microeconomics feeds into economic arguments for policy in areas such as trade restriction and promotion; welfare state policies including health and education. A5. How to apply appropriate theories, models and concepts to economic problems, events and processes. | The teaching of this module will adopt a student-centered approach where economic concepts and skills are taught through problems which the student is invited to reflect on and to provide a solution to. The key teaching vehicles are supported open learning materials which comprise a range of compulsory reader texts and specially prepared study guides directing student reading and illustrating key teaching points. These are especially adapted for use in Arab countries by removing certain references that would not be appropriate in the Islamic world. Student learning is supported by a tutor, who is the student’s first and main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. Students receive face to face tuition for each module (receiving 2 hours per week for a 30 points module).
We also use a varied set of assessment types to teach and assess different types of skills at different assessment points. This allows each assessment point to focus on a set of skills and have its media targeted at those skills more effectively. In general, more technical skills will be taught using face-to face tutorials activities and one formative TMA, assessment will then use MTA and Final summative assessments. These assessments are central to the teaching of each module, enabling tutors to identify and comment on student knowledge and understanding. Data analysis, as in Block 1 TMA, will require report-writing skills. More argumentative skills, which involve comparing and contrasting different economic points of view, which is a key learning outcome of this module, and pulls together analysis of evidence, theory and reflection; these will be assessed using essays and tutorial activities from Block 2 onwards have been developed thinking about how best to help students developing these skills (the textbox tool which accumulates notes across different VLE pages will be used extensively). |
B. Cognitive skills | Learning and teaching strategy/assessment methods | On completion of the degree, students will be able to: B1. Construct and combine economic arguments and recognise the differences between economic and other forms of argument; B2. Manipulate economic models to analyse the impact of changes in variables; Interpret, manipulate and criticise different types of data. B3. Evaluate economic theories and use them to explain and analyse policy questions; B4. Integrate diagrammatic and verbal analysis of economic issues; B5. Interpret economic data presented in a variety of forms including basic regression results and undertake data analysis using economic data and appropriate analytical tools; B6. Search library catalogues and bibliographic databases and select a range of academic literature focusing on a particular theoretical proposition or economic issue and conduct fieldwork research. | Cognitive skills and processes are introduced at a very simple level at Level 5, primarily via material specifically designed to develop business related social science, technological and mathematical skills in a progressive way. Although modules at Levels 5 and 6 continue this work, there is significant variation between modules in the degree to which skills are taught explicitly in the module materials. Significant teaching is, however, maintained through the assessment strategy and tutor feedback.
In the four core modules (DD209a, b; and DD309a, b) students are encouraged to develop specified skills. In each module the specific components of the skills are identified, mapping out where each skill will be developed and practiced. As the module progresses, these skills are sign-posted and students are offered an opportunity to practice them in association with their work on the module materials. Initially, the module study guides offer students advice and guidance with these activities, but as they progress through each module, the extent of this guidance decreases so as to encourage independent learning
In the Level 5 modules, students are asked to analyse their progress with skills associated with their current work, submitting this assessment as part of their assignments. This allows students to develop a systematic and self-conscious approach to their skill development, assisted and supported by their tutor. These activities culminate in an assessment solely concerned with skills development where students are asked to reflect on their skills progression and achievement.
Other more discipline-specific skills will be developed and assessed in the economics related modules through use of module materials, tutorial delivery and module assessments and tutor feedback.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment and exams. In DD209A case studies are used in assignments. These assignments are central to the teaching of each module, enabling tutors to identify and comment on student knowledge and understanding. DD209A module, in every single semester, comprises assignments, a midterm assessment examination and final examination. |
C. Key skills | Learning and teaching strategy | On completion of the degree, students will be able to: C1. Demonstrate an awareness of skills and abilities in relation to the requirements of own work role; C2. Identify and evaluate the range of resources related to working effectively; C3. Choosing appropriate methods and apply a model of a national economy as constructed and used to analyse the roles of consumer spending, investment, government taxes and spending and imports and exports; C4. Analyse the microeconomic problems, gain familiarity with a computer-based statistical package and search and manipulate and present different sources of data. C5. Communication of complex information, arguments and ideas in ways appropriate to a business context and audience; C6. Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation | To support the development of their group-working and ICT skills, students are required to use the Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system) and also for some modules to participate in computer conferencing. This provides students with an additional environment in which to share learning and resolve module-related problems with other students and their tutor. Some assignments require students to undertake internet based research.
Students discuss case studies and current business issues in tutorials and use these to practise their application of module concepts in tutorials. This also follows through with case study based assignments.
Tutors are encouraged to invite guest speakers from regionally important businesses to come and address students. Branches are encouraged to organise students to visit local businesses to increase their understanding of key business issues in the region. |
D PRACTICAL AND/OR PROFESSIONAL SKILLS: | Learning and teaching strategy | On completion of the degree, students will have developed their: D1. Read and synthesise information from a variety of sources for a specified purpose and apply economic theory to real-life situations. D2. Read and construct scale drawings, graphs, charts and diagrams from numerical data; read and interpret large and complex numerical data sets; D3. Carry out multistage calculations with numbers of any size incorporating the use of powers and roots; D4. Calculate measures of average distribution; apply standard formulae, equations and expressions in calculating economic measures and indicators; D5. Select and use appropriate methods to illustrate findings, show trends and make comparisons; numerical and verbal analysis of economic issues. D6. Work with qualitative and quantitative data, drawing appropriate conclusions based on findings, including how possible sources of error may affect the results. | Interpersonal skills of effective listening, negotiating, persuasion and presentation are taught through the undertaking of small group activities in face to face tutorials.
The DD209A module expects students to show application of skills developed earlier. In requiring students to work with fellow students in a small research group, it also aims to develop their ability to conduct independent research using a variety of databases and websites, and to develop group-working skills. Diversity is introduced to students through a truly internationalised selection of cases provided by UK OU materials, additional cases used in tutorials and this is also assessed through the use of such case studies in assignments. Students will develop better Interpersonal skills and be able to regonize different resources for an alternative viewpoints. Because most of AOU students are part-time and studying at a distance, there is strong emphasis on helping students to develop as independent learners. At DD209A module, this means helping students to develop basic skills (e.g. time planning, using feedback and support), but also laying the foundations for the increasing emphasis on reflection at Levels 5 and 6. This is not assessed directly but will be demonstrated by an increasing ability to study autonomously. We expect students to naturally develop the skills of learning to learn as they develop through the suite of modules, and this is drawn to their attention through a combination of skills based assessment and tutor feedback in tutorial and feedback to assignments. The provision of guest speakers and encouragement to visit organisations in the region also assists in developing this appetite as links are formed between the module and local organisations.
Skills are developed as a consequence of module work throughout the programme and implicitly built into assessment. The nature of entry to the AOU means there is considerable emphasis on reading and writing skills at Level 4. Students are taught basic application of number skills at Level 4 and at least one of the assessment items will use these as a focus, with more opportunity for learning by tutor feedback. Students will continue to develop these skills, with modules from the economics discipline, and business modules taking them considerably further.
Skills are developed as a consequence of course work throughout the module and implicitly built into assessment. |
6. Indicative content. | The module is structured to run the theme of economic policy in ‘running the economy’ throughout.
Block 4 it delves into the much-discussed policy problem of promoting the supply side of the economy, in the face of global imbalances in competitiveness across industries in a global world. The key themes are understanding productivity and its relation to investment decisions and innovation. The block explores market structure, and the challenges of regulating for public benefit both highly competitive markets and those such as energy markets always characterised by high levels of market power.
Block 5 addresses centrally the recurrent themes of inequalities and imbalances. It takes a global perspective on the challenges faced by national economies and the debates on the roles for government. It focuses on the interacting roles of trade policy and government welfare policies in addressing and mitigating inequality within and between countries. The final unit in the Block explores the challenges of international collaboration in terms of incentives and benefits in setting common policies: this draws the whole module together, linking back to competing notions of economic success and whether economic theories point to the right indicators of success.
The last unit of study will prepare revision materials. We are planning to have checklists and summaries throughout the module so that this week can pick them up and take students to the relevant module materials. We are also planning to develop activities in this week which can support a specimen paper more directly and get students prepared for their exam. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.. One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | | | | | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | | Assessment tasks | Learning outcome | | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | B4 | B5 | B6 | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | D4 | D5 | D6 | TMA | X | X | X | | | X | X | X | | X | X | X | | X | X | | | X | X | | X | X | X | MTA | X | X | | X | | | X | | X | | | X | X | X | | | | X | X | X | | | | Final Exam | X | X | | x | x | | | X | X | | | X | X | X | | X | X | | X | X | X | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Hassan Sharafuddin, sharafha@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Open University Team | 2014 | Running the Economy, book 2 | Open University | U.K |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via LMS, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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DD309A Doing economics: people, markets and policy
(8) Credit Hours
Doing economics: people, markets and policy is a sixty-point third level course which teaches
economic theories that explain the behaviour of people in households, firms, markets and
governments. This course is split into two parts, D309A and D309B with 30 points each. It presents alternative economic explanations that will enable students to make their own critical
judgments of which theory serves which purpose best. The course also equips students with the
research skills that they’ll need to conduct their own project on a topic they want to know more
about. At the end of the course, students should have developed a more critical view of the socioeconomic world in which they live. The course will equip them with the theoretical tools
necessary to investigate recent developments in the global economy. A pluralist view of
economic theory is adopted, enabling students to appreciate the debates between different
approaches. The first part of the course teaches intermediate microeconomics with an emphasis
on both economic theory and its applications. The second part of the course is project-based;
students will be able to specialize in an area of their choice and carry out their own research
project.
D309a (first part of the course) is divided into three blocks 1, 2 and 3 plus two weeks of work
that introduce methods used by economists to test the relevance of their models using data. Block 1, People and Households; Block 2, Firms and Industries; and Block 3, Markets and Governments
Course Code |
DD309A |
Course Title |
Doing economics: people, markets and policy |
Pre-requisite |
DD209B |
Credit Hours |
8 |
Course Description |
Doing economics: people, markets and policy is a sixty-point third level course which teaches
economic theories that explain the behaviour of people in households, firms, markets and
governments. This course is split into two parts, D309A and D309B with 30 points each. It presents alternative economic explanations that will enable students to make their own critical
judgments of which theory serves which purpose best. The course also equips students with the
research skills that they’ll need to conduct their own project on a topic they want to know more
about. At the end of the course, students should have developed a more critical view of the socioeconomic world in which they live. The course will equip them with the theoretical tools
necessary to investigate recent developments in the global economy. A pluralist view of
economic theory is adopted, enabling students to appreciate the debates between different
approaches. The first part of the course teaches intermediate microeconomics with an emphasis
on both economic theory and its applications. The second part of the course is project-based;
students will be able to specialize in an area of their choice and carry out their own research
project.
D309a (first part of the course) is divided into three blocks 1, 2 and 3 plus two weeks of work
that introduce methods used by economists to test the relevance of their models using data. Block 1, People and Households; Block 2, Firms and Industries; and Block 3, Markets and Governments
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Course Objectives |
Module Specification Module specification
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | DD309A: Doing economics: people, markets and policy | Level | 6 | Module tutor | TBA | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio 2. Rationale for the module and its links with other modules | This is a Level 6 course. Level 6 courses build on study skills and subject knowledge acquired from studies at Levels 4 and 5. The students should take Economics and economic change (DD209) course before studying DD309. Doing economics: people, markets and policy Part I which covers economic theories that explain the behaviour of people in households, firms, markets and governments. It presents alternative economic explanations that will enable students to make their own critical judgements of which theory serves which purpose best. At the end of the course, students should have developed a more critical view of the socio-economic world in which they live. A pluralist view of economic theory is adopted, enabling students to appreciate the debates between different approaches. The DD309A teaches intermediate microeconomics with an emphasis on both economic theory and its applications. |
3. Aims of the module | The aim of the course is to provide students with - a critical overview of the main tools of doing economies focusing on people, markets and policy.
- High emphasis on the theoretical underpinnings of the economic theories, and the debates which surround it,
- developing practical skills relevant to work in a range of organisations.
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4. Pre-requisite modules or specified entry requirements | DD209B |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1 : How decisions taken in various contexts, such as consumption, labour market participation, savings, investment in education and training. And how households, as well as individuals, can make decisions.
A2: Key theories underpinning the efficiency and productivity in the production of goods and services. Although the issues about choice of technology, entrepreneurship, innovation, employment relations, outsourcing and competition policy
A3: The overall organisation of the economy. The strengths and weaknesses of markets and governments in the organisation of economic activities, explores issues concerning the environment and ethics, and looks at economic theory that underpins government behaviour. | This will be addressed in assignment (TMA) or online through the eTMA system, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit. These will present different theoretical views of consumption, labour market participation, savings, investment in education environmental economics, business and finance or economics and society. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Thinking strategically in the context of a case study
B2: Critical thinking, analysis and synthesis: including identifying and questioning assumptions, weighing evidence appropriately, identifying and challenging false logic or reasoning, and generalising in a way which recognises the limits of knowledge in firm | TMA based on the analysis of a case study and project work.
This will be addressed TMA as well as in the MTA and final exams and formative assessment will include activities within the text and SAQs at the end of each unit. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1 : Communication of complex information, arguments and ideas in ways appropriate to a business context and audience.
C2: Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation.
C3: Effective performance in a team environment in a virtual context. | TMA based on the analysis of a case study and project work.
This will be addressed in all TMAs as well as in the MTA and final exams and formative assessment will include activities within the text and SAQs at the end of each unit. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1 : Engagement, as appropriate, with practical and professional business strategy skills and ethical issues.. | - TMAs will address these issues as well as, periodically, the exam.
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The formative assessment of students will form a part of the development of students skills in this course) The importance use of online forms as introduced in the UK version of DD309 will be maintained in the course. These skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills.
TMA and exams. Particular attention is paid to the practice-based learning elements.
Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their collective work on the ongoing course case study. Moreover; the number of assignments will be reduced to 1(one) TMA and the midterm examination (as there is a significantly greater emphasis on face to face tuition than the UK OU version, the formative assessment of students will form a part of the development of students skills in this course) The importance use of online forms as introduced in the UK version of DD309 is maintained in the course. |
6. Indicative content. | DD309A is divided into three blocks 1, 2 and 3 plus two weeks of work that introduce methods used by economists to test the relevance of their models using data:
Block 1, People and Households;
Block 2, Firms and Industries; and
Block 3, Markets and Governments. Outline description showing the course’s proposed use of the different media
(Within each of the two headings below, give estimates, where possible, of the percentage student study time for each media type. Include use of standard tools, use of bespoke interactive components, use of content resources such as text, graphics, video assets, audio assets, links to other resources etc.)
1. On-line delivery (i.e. learning delivered via the internet) 20%
2. Off-line delivery (i.e. learning delivered by computer and other media, e.g. print) 80% mainly print based although material will also be available as downloadable pdfs. The course has been produced using the structured authoring tool so that it can be used in a variety of ways. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking..
One 2-hour Mid-Term Assessment (MTA)
One 3 hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | B1 | B2 | C1 | C2 | C3 | D1 | | TMA | | | X | X | X | X | X | X | | | MTA | X | X | | X | X | X | X | X | | | Final Exam | X | X | | | | X | X | X | X | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Hassan Sharafuddin, sharafha@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | OU | 2011 | Doing Economics | The Open University | UK |
11. Other indicative text (e.g. websites) | Online Support Materials: Doing economics: people, markets and policy will equip students with the theoretical tools necessary to investigate recent developments in the global economy. A pluralist view of economic theory is adopted, enabling you to appreciate the debates between different approaches. |
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Course Outcomes |
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DD309B Doing economics: people, markets and policy
(8) Credit Hours
Doing economics: people, markets and policy (Part B) is a thirty point third level course which teaches economic theories that explain the behaviour of people in households, firms, markets and governments. The course equips students with the research skills that they’ll need to conduct their own project on a topic they want to know more about. At the end of the course, students should have developed a more critical view of the socio-economic world in which they live. DD309b (second part of the course is divided into Blocks 4, 5 and 6.
Block 4, Optional strands, teaches further economic theory and its applications to various areas. Students should choose one of three available theoretical strands: environmental economics, business and finance or economics and society. In Block 5, Research Methods, students will learn how to carry out a literature review and then choose which research methods they plan to use for their project. They can choose between qualitative methods – which include interviewing and case studies – and quantitative methods, which involve analysis of economic data. In Block 6, Project Work, students will work towards their end-of-module assessment, completing a project of their choice.
Course Code |
DD309B |
Course Title |
Doing economics: people, markets and policy |
Pre-requisite |
DD309A |
Credit Hours |
8 |
Course Description |
Doing economics: people, markets and policy (Part B) is a thirty point third level course which teaches economic theories that explain the behaviour of people in households, firms, markets and governments. The course equips students with the research skills that they’ll need to conduct their own project on a topic they want to know more about. At the end of the course, students should have developed a more critical view of the socio-economic world in which they live. DD309b (second part of the course is divided into Blocks 4, 5 and 6.
Block 4, Optional strands, teaches further economic theory and its applications to various areas. Students should choose one of three available theoretical strands: environmental economics, business and finance or economics and society. In Block 5, Research Methods, students will learn how to carry out a literature review and then choose which research methods they plan to use for their project. They can choose between qualitative methods – which include interviewing and case studies – and quantitative methods, which involve analysis of economic data. In Block 6, Project Work, students will work towards their end-of-module assessment, completing a project of their choice. |
Course Objectives |
Module specification
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | DD309B: Doing economics: people, markets and policy | Level | 6 | Module tutor | TBA | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio 2. Rationale for the module and its links with other modules | This is a Level 6 course. Level 6 courses build on study skills and subject knowledge acquired from studies at Levels 4 and 5. The students should have studied DD309A: Doing economics: people, markets and policy.
Doing economics: people, markets and policy (Part II) is a 30 Pts module which teaches economic theories that explain the behaviour of people in households, firms, markets and governments. The course equips students with the research skills that they’ll need to conduct their own project on a topic they want to know more about. At the end of the course, students should have developed a more critical view of the socio-economic world in which they live. DD309B is divided into Blocks 4, 5 and 6. Block 4, Optional strands, teaches further economic theory and its applications to various areas. Students should choose one of three available theoretical strands: environmental economics, business and finance or economics and society. In Block 5, Research Methods, students will learn how to carry out a literature review and then choose which research methods they plan to use for their project. Students may choose between qualitative methods – which include interviewing and case studies – and quantitative methods, which involve analysis of economic data. In Block 6, Project Work, students will work towards their end-of-module assessment, completing a project of their choice. |
3. Aims of the module | The aim of the course is to provide students with a critical overview of the main tools of doing economies focusing on people, markets and policy. It aims with an emphasis on the following: - a critical overview of the main tools of doing economies focusing on people, markets and policy.
- importance on the theoretical underpinnings of the economic theories, and the debates which surround it,
- developing practical skills relevant to work in a range of organisations.
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4. Pre-requisite modules or specified entry requirements | DD309A |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1 : Modeling and its importance in economic thinking A2 : The use of abstraction in developing economic theories and models; A3 : How specific economic models are constructed; A4: Competing theoretical perspectives and the assumptions underlying economic theories; | Knowledge and understanding are acquired at all levels through UK OU published distance-learning materials, including specially written course materials, assignments and project guides; through a range of multimedia material; through work on original texts; and through feedback on assignments. The key teaching vehicles are supported open learning materials, which comprise a range of compulsory reader texts directing student reading and illustrating key teaching points. Student learning is supported by a tutor, who is the students’ first and main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. In addition to this, students receive 2 hours per week for face to face tuition for this course. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1 : Construct economic arguments and recognise the differences between economic and other forms of argument; B2: Manipulate economic models to analyse the impact of changes in variables;
B3 : Evaluate economic theories and use them to explain and analyse social issues and policy questions;
B4 : Integrate diagrammatic and verbal analysis of economic issues; | TMA based on the analysis of a case study and project work.
This will be addressed in the TMA as well as in the MTA and final exams and formative assessment will include activities within the text and SAQs at the end of each unit. Cognitive skills and processes are introduced primarily via material specifically designed to develop business related social science, technological and mathematical skills in a progressive way. In the DD309B module, students are encouraged to develop specified skills. In this course the specific components of the skills are identified, mapping out where each skill will be developed and practiced. As the course progresses, these skills are sign-posted and students are offered an opportunity to practice them in association with their work on the course materials. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Transfer and use relevant key skills in the workplace context;
C2: Use the more specific knowledge, analytic skills and methods, rooted in the different disciplines as a strong basis for work in many professions.
Students will have become better informed, more active and … questioning members of an organisation by:
C3 :The ability to engage critically with the underlying challenges and problems facing a business;
C4: The ability to identify and evaluate conflicting arguments, including recognising the significance of different value positions in these arguments. | To support the development of their group-working and ICT skills, students are required to use the LMS and also for some courses to participate in computer conferencing. This provides students with an additional environment in which to share learning and resolve course-related problems with other students and their tutor. Some assignments require students to undertake internet based research.
Students discuss case studies and current business issues in tutorials and use these to practise their application of course concepts in tutorials. This also follows through with case study based assignments in DD309 course.
Tutors are encouraged to invite guest speakers from regionally important businesses to come and address students. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Read and synthesise information from a variety of sources for a specified purpose.
D2: Read and construct scale drawings, graphs, charts and diagrams from numerical data; read and interpret large and complex numerical data sets;
D3 : Calculate measures of average and distribution; apply standard formulae, equations and expressions in calculating economic measures and indicators;
D4: Select and use appropriate methods to illustrate findings, show trends and make comparisons. | - There is strong emphasis on helping students to develop as independent learners. Students are expected to naturally develop the skills of learning to learn as they develop through the suite of courses, and this is drawn to their attention through a combination of skills based assessment and tutor feedback in tutorial and feedback to assignments. The provision of guest speakers and encouragement to visit organisations in the region also assists in developing this appetite as links are formed between the course and local organisations.
- Diversity is introduced to students through a truly internationalised selection of cases provided by UK OU materials, additional cases used in tutorials and this is also assessed through the use of such case studies in assignments in D309 course.
There is increasing emphasis at Level 3 on the selection and use of material from a range of sources, including original texts. |
6. Indicative content. | There are three printed Blocks. The course involves a considerable amount of reading and it is believed that print is the most user-friendly medium in this respect.
Outline description showing the course’s proposed use of the different media
(Within each of the two headings below, give estimates, where possible, of the percentage student study time for each media type. Include use of standard tools, use of bespoke interactive components, use of content resources such as text, graphics, video assets, audio assets, links to other resources etc.)
1. On-line delivery (i.e. learning delivered via the internet) 20% 2. Off-line delivery (i.e. learning delivered by computer and other media, e.g. print) 80% mainly print based although material will also be available as downloadable pdfs. The course has been produced using the structured authoring tool so that it can be used in a variety of ways. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking..
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | learning outcomes | Assessment tasks | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | TMA-Project | X | X | X | | X | X | | X | X | X | X | X | X | X | X | X | MTA | X | X | X | X | | | | | X | X | X | | | X | | X | Final Exam | | | | | X | | X | X | | | X | X | X | | X | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Hassan Sharafuddin, sharafha@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | OU team | 2011 | Doing Economics | The Open University | UK |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via LMS, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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ECO101 Principle of Microeconomics
(4) Credit Hours
This key introductory Level 1 course is the first economics module in our degree in business studies and forms the core of business studies- economics track. Students should first understand the economic problem before they move to learn its economic implications and economic changes. Every day people make decisions, what to buy and what to sell? All people are participating in consumption or production. These activities are the basic units of an economy and are concerned with the economic problem: how best to satisfy unlimited wants using the limited available resources. This module develops skills such as logical and analytical thinking and problem-solving skills. It is designed to explain the theoretical ideas and applies them to real life examples and case studies from the Arab region, without ignoring the international aspects. Therefore, this module directly addresses the Arab countries’ characteristics, problems, and economic policies. For some of students, economics is not the main area of study. However, understanding of basic economic concepts will still prove useful to all students whatever direction their studies and subsequent career may take.
Course Code |
ECO101 |
Course Title |
Principle of Microeconomics |
Pre-requisite |
BUS110 |
Credit Hours |
4 |
Course Description |
This key introductory Level 1 course is the first economics module in our degree in business studies and forms the core of business studies- economics track. Students should first understand the economic problem before they move to learn its economic implications and economic changes. Every day people make decisions, what to buy and what to sell? All people are participating in consumption or production. These activities are the basic units of an economy and are concerned with the economic problem: how best to satisfy unlimited wants using the limited available resources. This module develops skills such as logical and analytical thinking and problem-solving skills. It is designed to explain the theoretical ideas and applies them to real life examples and case studies from the Arab region, without ignoring the international aspects. Therefore, this module directly addresses the Arab countries’ characteristics, problems, and economic policies. For some of students, economics is not the main area of study. However, understanding of basic economic concepts will still prove useful to all students whatever direction their studies and subsequent career may take.
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Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | ECO101: Principle of Microeconomics | Level | 4 | Module tutor | Dr. Salah Al-Hammadi | Credit value | 15 Pts | Module type | taught | Notional learning hours | 1 hour lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (8cr = 30 and 4cr = 15) – unless we find another ratio 2. Rationale for the module and its links with other modules | This key introductory Level 1 course is the first economics module in our degree in business studies and forms the core of business studies- economics track. Students should first understand the economic problem before they move to learn its economic implications and economic changes. Every day people make decisions, what to buy and what to sell? All people are participating in consumption or production. These activities are the basic units of an economy and are concerned with the economic problem: how best to satisfy unlimited wants using the limited available resources. This module develops skills such as logical and analytical thinking and problem-solving skills. It is designed to explain the theoretical ideas and applies them to real life examples and case studies from the Arab region, without ignoring the international aspects. Therefore, this module directly addresses the Arab countries’ characteristics, problems, and economic policies. For some of students, economics is not the main area of study. However, understanding of basic economic concepts will still prove useful to all students whatever direction their studies and subsequent career may take. |
3. Aims of the module | The academic purpose of this course is designed to introduce learners to the internal and external elements of Microeconomics. Students are not expected to have taken any courses in economics, or to have any knowledge or experience of ICT. Nevertheless, this is a Level 2 course and students need the general study techniques appropriate to Level 2 study in the social sciences. After studying the module students should be able to:
• understand the domain of economics as a social theory
• understand the main analytical tools which are used in economic analysis
• learn the main conclusions derived from economic analysis and to develop their understanding of the organisational and policy implications
• to participate in debates on economic matters. |
4. Pre-requisite modules or specified entry requirements | BUS110 |
5. Intended learning outcomes | | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding:
A1: A strong set of introductory chapters.
A2: Early coverage of policy issues.
A3: Complete coverage of monopolistic competition. | This module promotes analytical and technical skills of economics that have wide application in many fields where reasoned argument, clarity of thought and use of quantitative evidence are important. Knowledge of economic theory and economic processes is also advantageous for many jobs in both the private and public sectors. Economics is valuable in any job that requires understanding of how markets operate. Economic analysis is also essential for policy-related activities in environmental, social or industrial policy, in national or local government and in campaigning organisations. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Recognise, compare, and contrast different ways of analysing business case studies within the Arabian region and other material about contemporary business practice. B2: Apply their knowledge in the analysis of practical business problems and issues. B3: Recognise, compare and contrast different interpretations of and approaches to practical business problems and issues | The complete range of cognitive skills is tested formatively through TMAs, and online activities such as, the monopoly and its effect on the market and showing how changes and fluctuations in the global economy today became more relevant for the Arab world, particularly businesses in the Gulf, as a direct result of the Arab economies greater integration in the world economy. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to understand: C1: The ability to understand the labour market and other factors of production. C2: Pricing strategy | Each of these skills is assessed as follows: The TMA will require the student to identify and assess their own stage of development at the start of the course. All TMAs will demand some reflection on practice and awareness of the diversity of contexts, organisations and individuals. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Students develop many transferable skills that are highly valued by employers such as time management, self-reliance, problem-solving, the ability to understand and evaluate new concepts, and prioritising effectively. Skills required include: i) effective communication skills – both written and oral (These are extremely important, as is the ability to work well as part of a team.)
ii)taking the initiative in the classroom but also allowing the students enough freedom to further develop their own personality and abilities
iii) working closely with other teachers, parents and other education professionals
iv) creativity in presenting ideas
v) time management both inside and outside the classroom
vi) enthusiasm, patience | The complete range of key skills is tested in the TMA which requires the setting of personal objectives and the development of Micro- economics. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA. Nonetheless; the TMA and the midterm examination (as there is a significantly greater emphasis on face to face tuition than the UK OU version, the formative assessment of students will form a part of the development of students skills in this course in order to satisfy and comply with local accreditation and to overcome plagiarism issues). These skills will be developed in tutorials, on-line activities and assignments. |
6. Indicative content. | The course is divided into ten chapters listed below. These chapters provide students with a solid foundation in the basics of Microeconomics. It emphasizes the key ideas of marginal analysis and economic efficiency. Chapters 11 will examine the effect of market power on economic efficiency. Chapter 12 will examine the effect of firm pricing policy on economic efficiency.
This course will expose students to policy issues, it will discuss outsourcing in Chapter 1, “Economics: Foundations and Models,” rent control and the minimum wage in Chapter 4, “Economic Efficiency, government price setting”, Chapter 5, “Elasticity: The responsiveness of Demand and Supply”. Full chapter will be devoted to monopolistic competition (Chapter 9, “Monopolistic Competition: The Competitive Model in a More Realistic Setting”) prior to covering oligopoly and monopoly in Chapter 10, “Oligopoly: Firms in Less Competitive Markets,” and Chapter 11, “Monopoly and antitrust Policy.” Covering Monopolistic competition directly after perfect competition allows for the early discussion of topics such as brand management and the sources of competitive success. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking..
One 90-mins. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | learning outcomes | A1 | A2 | A3 | B1 | B2 | B3 | C1 | C2 | D1 | TMA | X | X | X | X | X | X | X | | X | MTA | X | X | | X | X | | X | X | X | Final Exam | X | X | | X | | | X | X | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Salah Al-Hammadi, salhammadi@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | R. Glenn Hubbard, Anthony Patrick O’Brien, Ashraf Galal Eid and Amany El Anshasy | 2014 | Economics | Pearson Education Limited | U.K |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via LMS, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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ECO102 Principle of Macroeconomics
(4) Credit Hours
This key introductory Level 1 course is the first economics module in our degree in business studies and forms the core of business studies- economics track. Students should first understand the economic problem before they move to learn its economic implications and economic changes. Every day people make decisions, what to buy and what to sell? All people are participating in consumption or production. These activities are the basic units of an economy and are concerned with the economic problem: how best to satisfy unlimited wants using the limited available resources. This module develops skills such as logical and analytical thinking and problem-solving skills. It is designed to explain the theoretical ideas and applies them to real life examples and case studies from the Arab region, without ignoring the international aspects. Therefore, this module directly addresses the Arab countries’ characteristics, problems, and economic policies. For some of students, economics is not the main area of study. However, understanding of basic economic concepts will still prove useful to all students whatever direction their studies and subsequent career may take.
Course Code |
ECO102 |
Course Title |
Principle of Macroeconomics |
Pre-requisite |
BUS110 |
Credit Hours |
4 |
Course Description |
This key introductory Level 1 course is the first economics module in our degree in business studies and forms the core of business studies- economics track. Students should first understand the economic problem before they move to learn its economic implications and economic changes. Every day people make decisions, what to buy and what to sell? All people are participating in consumption or production. These activities are the basic units of an economy and are concerned with the economic problem: how best to satisfy unlimited wants using the limited available resources. This module develops skills such as logical and analytical thinking and problem-solving skills. It is designed to explain the theoretical ideas and applies them to real life examples and case studies from the Arab region, without ignoring the international aspects. Therefore, this module directly addresses the Arab countries’ characteristics, problems, and economic policies. For some of students, economics is not the main area of study. However, understanding of basic economic concepts will still prove useful to all students whatever direction their studies and subsequent career may take.
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Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | ECO102: Principle of Macroeconomics | Level | 4 | Module tutor | Dr. Salah Al-Hammadi | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (8cr = 30 and 4cr = 15) – unless we find another ratio 2. Rationale for the module and its links with other modules | This key introductory Level 1 Macroeconomic course is the first in our degree in business studies and forms the core of the certificate in business studies- economic track. Students come to study macroeconomics with a strong interest in understanding events and developments in the economy. This introductory module presents macroeconomics in a way that is modern and based in the real world of business and economic policy. The module tries to avoid recent trends of using simplified versions of intermediate models, which are often more detailed and more complex than what students need to understand the basic microeconomic issues. Instead, the module uses a more realistic version of the familiar aggregate demand and aggregate supply model to analyse short-run fluctuations and monetary and fiscal policy. This module emphasize the many areas of macroeconomics where most economists agree. |
3. Aims of the module | This is a Level 1 course and students need the general study techniques appropriate to Level 1 study in the social sciences: - reading actively
- engaging with the argument of the text and taking notes
- the ability to extract information from different sources, including numerical tables and graphs
- handling evidence in support of arguments
- making critical analyses of topics and of different views of them.
The course does not assume that students have mathematics beyond elementary arithmetic, introducing additional techniques including graphs, economics diagrams, elementary algebraic equations to express economic relationships, and basic data analysis. Students should be interested in developing skills in basic analytical skills as part of the toolkit of economics, in learning the techniques and in handling abstract forms of argument. |
4. Pre-requisite modules or specified entry requirements | BUS110 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding:
A1: Many students pay at least some attention to the financial news and know that the release of statistics by government agencies can cause movements in stock and bond prices. A background in macroeconomic statistics helps clarify some of the policy issues encountered in later chapters. In Chapter 15, “GDP: measuring Total Production and Income”, and Chapter 16, “Unemployment and Inflation”, students will learn and understand of the uses and potential shortcomings of the key macroeconomic statistics, without getting bogged down in the minutiae of how the statistics are constructed. A2: Key macroeconomic issues in their long-run were placed in within “Economic Growth, the Financial System, and Business Cycles”. Thus, the business cycles were put in the context of underlying long-run growth and discuss what actually happens during the phases of the business cycle. We believe this material is important if students are to have the understanding of business cycles they will need to interpret economic events. A3: A fresh approach to the standard aggregate demand and aggregate supply model were taken in this module. The approach retains the basics of the AD-AS model but makes it more accurate and useful by making it more dynamic. Two points were emphasised: First, changes in the position of the short-run (upward-sloping) aggregate supply curve depend mainly on the state of expectations of the inflation rate. Second, the existence of growth in the economy means that the long-run aggregate supply curve shifts to the right every year. | This module promotes analytical and technical skills of economics that have wide application in many fields where reasoned argument, clarity of thought and use of quantitative evidence are important. Knowledge of economic theory and economic processes is also advantageous for many jobs in both the private and public sectors. Economics is valuable in any job that requires understanding of how markets operate. Economic analysis is also essential for policy-related activities in environmental, social or industrial policy, in national or local government and in campaigning organisations. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Recognise, compare, and contrast different ways of analysing business case studies within the Arabian region and other material about contemporary business practice. B2: Apply their knowledge in the analysis of practical business problems and issues. B3: Recognise, compare and contrast different interpretations of and approaches to practical business problems and issues. | The complete range of cognitive skills is tested formatively through TMAs, and online activities such as, the monopoly and its effect on the market and showing how changes and fluctuations in the global economy today became more relevant for the Arab world, particularly businesses in the Gulf, as a direct result of the Arab economies greater integration in the world economy. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to understand: C1: The Keynesian income-expenditure approach is useful for introducing students to the short-run relationship between spending and production. Many instructors, however, prefer to omit this material. Therefore, we use the 45-line diagram only in Chapter 19, Output and Expenditure in the short Run”. C2: Several case studies were devoted to discuss how Arab countries are integrated in the world economy. Having a good understanding of the international trading and financial systems is essential to understanding the macroeconomics and to satisfying students’ curiosity about the economic world around them. | Each of these skills is assessed as follows: The TMA will require the student to identify and assess their own stage of development at the start of the course. All TMAs will demand some reflection on practice and awareness of the diversity of contexts, organisations and individuals. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Students develop many transferable skills that are highly valued by employers such as time management, self-reliance, problem-solving, the ability to understand and evaluate new concepts, and prioritising effectively. Skills required include: i) effective communication skills – both written and oral (These are extremely important, as is the ability to work well as part of a team.)
ii) taking the initiative in the classroom but also allowing the students enough freedom to further develop their own personality and abilities iii) working closely with other teachers, parents and other education professionals
iv) creativity in presenting ideas
v) time management both inside and outside the classroom
vi) enthusiasm, patience | The complete range of key skills is tested in the TMA which requires the setting of personal objectives and the development of Micro- economics. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA. Nonetheless; the TMA and the midterm examination (as there is a significantly greater emphasis on face to face tuition than the UK OU version, the formative assessment of students will form a part of the development of students skills in this course in order to satisfy and comply with local accreditation and to overcome plagiarism issues). These skills will be developed in tutorials, on-line activities and assignments. |
6. Indicative content. | The course is divided into six chapters listed below. Face-to-face tutorial will be provided biweekly. These chapters provide students with a solid foundation in the basics of Macroeconomics. Because there are a variety of approaches to teaching priciples of macroeconomics, six chapters were structured for maximum flexibility. For example, our discussion of the Keynesian 45-line diagram is confined to Chapter 19 so that instrutors who do not use this approach can proceed directly to aggregate demand and aggregate supply analysis in Chapter 20, “Aggregate demand and Aggregate Supply Analysis”.
This course will expose students to policy issues, it will discuss outsourcing in Chapter 15, “GDP Measuring Total Production and Income”; Chapter 16, “Unemployment and Inflation”; Chapter 17, “Economic Growth, the Financial System, and Business Cycles”; Chapter 19, “Output and Expenditure in the Short Run”; Chapter 20, “Aggregate Demand and Aggregate Supply Analysis”; Chapter 21, “Money, Banks, and the central Bank”. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.. One 90-mins. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | | Assessment tasks | learning outcomes | A1 | A2 | A3 | B1 | B2 | B3 | C1 | C2 | D1 | TMA | X | X | X | X | X | X | X | | X | MTA | X | X | | X | X | | X | X | X | Final Exam | X | X | | X | | | X | X | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Salah Al-Hammadi, salhammadi@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | R. Glenn Hubbard, Anthony Patrick O’Brien, Ashraf Galal Eid and Amany El Anshasy | 2014 | Economics | Pearson Education Limited | U.K |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via LMS, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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ECO340 Managerial Economics
(4) Credit Hours
Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. This module highlights the role of economics in business decision-making and how economics is relevant in other areas of management such as marketing and operations management. The module can be used to understand economic aspects of business problems and business environment using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency is required in order to understand pricing decisions techniques, variation of supply and demand, risk analysis, investment and the growth of the firm. This module provides students with a solid base of managerial economics study and practice.
Course Code |
ECO340 |
Course Title |
Managerial Economics |
Pre-requisite |
DD209B |
Credit Hours |
4 |
Course Description |
Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. This module highlights the role of economics in business decision-making and how economics is relevant in other areas of management such as marketing and operations management. The module can be used to understand economic aspects of business problems and business environment using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency is required in order to understand pricing decisions techniques, variation of supply and demand, risk analysis, investment and the growth of the firm. This module provides students with a solid base of managerial economics study and practice. |
Course Objectives |
Module specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required |
1. 1. Factual information | Module title | ECO340: Managerial Economics | Level | 6 | Module tutor | TBA | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. This module highlights the role of economics in business decision-making and how economics is relevant in other areas of management such as marketing and operations management. The module can be used to understand economic aspects of business problems and business environment using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency is required in order to understand pricing decisions techniques, variation of supply and demand, risk analysis, investment and the growth of the firm. This module provides students with a solid base of managerial economics study and practice. |
3. Aims of the module | ECO340’s academic aim is to introduce students to number of managerial concepts and theories of economics in order to understand and explain the behavior decision and decision-making of business firms and aspects of the market economy. It also develops the students’ knowledge of economics as well as skills in problem-solving, decision making, and written and oral communication. ECO340 also aims to prepares students for business-economics concepts and making sense of the business-world. Thus, after studying the course, the students should be able to: - Understand and apply a toolbox of fundamental concepts and theories of economics to guide managerial decision-making by individuals and business units.
- Explain the nature and role of models and theories in economic analysis.
- Explain the concepts of supply/demand/market equilibrium and their determinants.
- Identify the main characteristics of different market types (perfect competition, monopoly and oligopoly) and predict price and output outcomes.
- Apply economic models to for production and cost estimation.
- Identify and explain the challenges and opportunities for today’s managers.
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4. Pre-requisite modules or specified entry requirements | DD209B |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to develop and demonstrate the following Knowledge and understanding : A1 : Understand the economic environment that affect business strategies, business behaviour and managerial decisions in order to realize firms’ goals and objectives. A2 : Identify the determinants and variation of supply and demand and their impact in the context of local economy. A3: Understand the importance of production functions in managerial decisions. A4: Understand the importance of cost in managerial decisions | Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessments (tutor-marked assignments and midterm assessments) and end-of-course examination. Central to the studying of this course, these assessments enable tutors to comment on a student’s knowledge and understanding, identifying the level of student’s learning.
Each assessment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. Students will be required to answer essay questions along with application based case studies. This will help in testing acquired knowledge related to the main economic concepts. The exam will test knowledge and understanding of different concepts. To achieve the required knowledge and understanding, students are provided with the following resources: - UK OU published supported open learning material, including textbooks, study guides, project guide, audio notes, computing supplement and assignments, when available.
- AOU Assigned textbook Managerial Economics, and supplemental extra reading material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering course-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system).
To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Identify economic factors determining the firms’ decisions. B2: Evaluate and interpret economic ideas, views and evidence. B3: Analyse demand estimation and forecasting B4: Identify the relation between production and cost B5: Identify and explain issues related to pricing and output decisions | The course expects students to show an ability to apply acquired knowledge. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the course resources, conduct small independent research using a variety of databases and websites, and to develop group-working skills.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignment and midterm assessments) and exams.
All assessment instruments are prepared in light of the course objectives. The case study approach is pivotal to student learning in this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development. Thus, students’ performance and understanding evaluation and comparison will be assessed through MTAs, TMAs, class discussions and participation as well as final exams. Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: apply the economic way of thinking in order to identify microeconomic problems (market resources allocation, prices rise and fall, budgets allocation, production decisions...)
C2: Implement managerial decisions in high-risks environment and turbulent economies
C3: Apply key concepts and theories of economics to managerial decision making
C4: Implement appropriate pricing strategies and output decisions in different market types
C5: Use tools and techniques of economics to improve managerial decision making | In addition to the above mentioned learning and teaching strategies this course also develops a variety of the students' practical and professional skills. Students are expected to apply theur learning to real situations. They are also supposed to teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems.
In tutorials, students participate in a selection of small group activities and discussions which are based on case studies presented in the textbook and designed to fit with the major economic topics. TMAs, MTAs and Final exams will require some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Develop a broad and inclusive understanding of how the economic environment affects business strategies and decision making in domestic and global economy. D2: Develop effective communication, both in speaking and writing to convey solid arguments while adapting the language approach to the relevant business situation and audience. D3: Identify some of the key strengths and needs of their own learning and recognize opportunities to address these. D4: Effectively use information and communication technologies when analysing economic situations and using appropriate tools for managers’ decision-making. | ECO340 is a 15 Pts course with 1 (one) TMA (weighting 20% of total grade), one MTA (weighting 30% of total grade) and one final exam (weighting 50% of total grade). There is an emphasis on face to face tuition; the formative assessment of students forms a part of the development of students’ skills in this course. Skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their individual work on the ongoing course case study. |
6. Indicative content. | The course provides knowledge of basic managerial economics concepts and analysis that can be a useful technique for businesses and their managers. The module contents mainly concern the following topics: - Firms, economic goals and optimal decision making
- Supply and demand; market equilibrium; price; demand elasticity; demand estimation and forecasting.
- Theory and estimation of production; production function.
- Theory and estimation of cost; cost functions; learning curve; economies of scope; economies of scale.
- Pricing and output decisions in different market types; competition and monopoly; oligopolies.
- Special pricing practices.
- Capital budgeting decisions and measures of risk.
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7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking...
One 90-mins Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | D3 | D4 | TMA | x | x | x | | x | x | x | | | x | x | x | | | x | x | x | x | MTA | x | x | | | x | x | x | | | x | x | x | | | x | x | x | x | Final exam | | | x | x | | | x | x | x | | | x | x | x | x | x | x | x |
9. Teaching staff associated with the module | Name and contact details | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Paul G. Keat
Philip K.Y. Young | 2013 | Managerial Economics, Global Edition | Pearson | |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will facilitate tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File and online interactive exercises, and PDFs of the course texts and set book and exercises sheets. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. All of the above will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors. |
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Course Outcomes |
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ECO341 Economic Development
(8) Credit Hours
Economic development is the process of gradual improvement in the material well-being of individuals. At the macro level, development economics studies why some countries have high standards of living, while others do not. At the micro level, development studies the functioning of markets in low income countries, with the ultimate goal of addressing market failures and lifting individuals out of poverty. Almost all topics in economics have a counterpart in development economics. The context of developing countries proves to be challenging for conventional economic models due to the prevalence of market failures. The situation often requires a careful investigation of the plausibility of assumptions in a developing context. Based on that, the course will cover mainly, among other topics, analytical approaches to the economic problems of developing nations. Topics include deep-rooted and new directions in development economics thinking, the welfare economics of poverty and inequality, empirical evidence on who benefits from economic development, labour market models, and public policy evaluation.
Course Code |
ECO341 |
Course Title |
Economic Development |
Pre-requisite |
DD209B |
Credit Hours |
8 |
Course Description |
Economic development is the process of gradual improvement in the material well-being of individuals. At the macro level, development economics studies why some countries have high standards of living, while others do not. At the micro level, development studies the functioning of markets in low income countries, with the ultimate goal of addressing market failures and lifting individuals out of poverty. Almost all topics in economics have a counterpart in development economics. The context of developing countries proves to be challenging for conventional economic models due to the prevalence of market failures. The situation often requires a careful investigation of the plausibility of assumptions in a developing context. Based on that, the course will cover mainly, among other topics, analytical approaches to the economic problems of developing nations. Topics include deep-rooted and new directions in development economics thinking, the welfare economics of poverty and inequality, empirical evidence on who benefits from economic development, labour market models, and public policy evaluation. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | ECO341: Economic Development | Level | 6 | Module tutor | TBA | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and 1 office hour weekly |
2. Rationale for the module and its links with other modules | Economic development is the process of gradual improvement in the material well-being of individuals. At the macro level, development economics studies why some countries have high standards of living, while others do not. At the micro level, development studies the functioning of markets in low income countries, with the ultimate goal of addressing market failures and lifting individuals out of poverty. Almost all topics in economics have a counterpart in development economics. The context of developing countries proves to be challenging for conventional economic models due to the prevalence of market failures. The situation often requires a careful investigation of the plausibility of assumptions in a developing context. Based on that, the course will cover mainly, among other topics, analytical approaches to the economic problems of developing nations. Topics include deep-rooted and new directions in development economics thinking, the welfare economics of poverty and inequality, empirical evidence on who benefits from economic development, labour market models, and public policy evaluation. |
3. Aims of the module | The aim of this course is to introduce students to
1. the theoretical foundations of development economics and also to recent advances in the use of empirical methods in the study of developing countries.
2. apply the tools of economic analysis to problems of growth, poverty, and environmental sustainability in developing countries.
3. analyze the economic, social, and environmental impacts of specific initiatives and promote development through policies and investment projects
4. use economic data to conduct development analyses such as growth diagnostics, poverty assessments, impact analysis of development projects, and environmental impact assessments
5. prepare the corresponding reports for international development agencies and policy makers. |
4. Pre-requisite modules or specified entry requirements | DD209B |
5. Intended learning outcomes | - Knowledge and Understanding
| -
| - Learning outcomes:
| - Learning and teaching strategy/assessment methods
| On completion of this degree, students will have knowledge and understanding of: A1. Gain knowledge and understanding of the theories,
principles, historical trends, current issues and practices
relevant to economic development.
A2. Understand measurement of economic growth, poverty
and inequality, agriculture and industrialization,
population, education and human capital, health and
nutrition, savings and credits; and trade and
development.
A3. Understand what affects economic growth, inequality and
poverty.
A4. Understand why do some countries achieve high levels of economic development and others do not.
A5. Understand the policies that government can implement to change the growth path of their countries. | Students’ learning is supported by a tutor, who is the students’ main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. Students receive face to face tutorial (2 hours per week). Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessment and exams. These assessments are central to the teaching of the course, enabling tutor(s) to identify and comment on student knowledge and understanding. The course comprises of one tutor marked assignment (20% of the total grade), a midterm assessment examination (30% of the total grade) and final examination (50% of the total grade). The knowledge, understanding and the relationship between theory and practice are assessed in the tutor marked assignment. The tutor marked assignment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. |
- B. Cognitive skills
| - Learning outcomes:
| - Learning and teaching strategy/ assessment methods
| On completion of the degree, students will be able to: B1. Learn how to think systematically and strategically about aspects of economic development. B2. Reflect on and begin to critically evaluate the aspects that affect economic development. B3. Use conceptual frameworks to describe economic development and economic development policies and what needs to be done to implement these policies and to achieve development; particularly for developing countries. B4. Critically evaluate theories in relation to economic development and international setting with which they are familiar and the relative standpoints of others within different contexts; -
| Assessment of the cognitive skills of the course is achieved through a combination of continuous assessment and exams that include case studies to encourage synthesis of material. Cognitive skills are mainly assessed in the tutor marked assignment in addition to the continuous interaction with the students and teamwork activities undertaken all along the semester. The assessment strategy and the tutor feedback are mostly used to assess these skills. Students are hence encouraged to develop specified skills. Students are offered an opportunity to practice these skills in association with their work on the course material. The use of case studies will provide students with the opportunity to implement these skills and assess their understanding. Students are asked to analyse their progress with skills associated with their current work, submitting this assessment as part of their assignments. This allows students to develop a systematic and self-conscious approach to their skill development, assisted and supported by their tutor. These activities culminate in an assessment solely concerned with skills development where students are asked to reflect on their skills progression and achievement |
- C. Practical and professional skills
| - Learning outcomes:
| - Learning and teaching strategy/ assessment methods
| On completion of the degree, students will be able to: C1. Evaluate the impact of economic development on the
country prosperity and international stand.
C2. Demonstrate advanced professional and educational
capabilities using appropriate interpersonal, written
communication and critical thinking skills that are required
for economic development policies
.C3. Apply theories and concepts relevant to economic
development in all its dimension within local, regional and
international contexts.
C4. Develop knowledge, skills, attitudes and values
necessary for economic development policies
implementation particularly in developing struggling
countries. | In addition to the above mentioned learning and teaching strategies this course also develops a variety of the students' practical and professional skills. For example, to develop the students' teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems.
In tutorials, students participate in a selection of small group activities and discussions which is based on case studies and covers current business issues of local and international nature related to their course topic. These activities encourage students to apply course concepts.
Tutors are encouraged to invite guest speakers from ministries, public administrations, and international organizations to come and address students about relevant issues related to economic development and how to deal with them. Visit of students to local agencies is also a possible opportunity to increase their understanding of key issues about the topic particularly in their national context and the region. |
- 3D. Key/transferable skills
| - Learning outcomes:
| - Learning and teaching strategy/ assessment methods
| On completion of the degree, students will be able to: D1.Be creative and assertive in presenting ideas related to economic development and economic development policies.
D2.Articulate ideas and communicate effectively using appropriate theories pertinent to the concept of economic development in general and in particular economic development in developing countries. D3.Communicate effectively, using economic vocabulary, both orally and in writing and listen actively;
D4.Conduct research into economic development issues related to the course topics, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of economic data, sources of information and appropriate methodologies, and for such to inform the overall learning process.
D5.Self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of various aspects related to and affecting economic development; particularly in developing countries. | -
- Interpersonal skills of effective listening, negotiating, persuasion and presentation are taught through the undertaking of small group activities in face to face tutorials.
-
- Diversity is introduced to students through a truly internationalised selection of cases and cases from developing coutnries particularly national and regional contexts.
-
-
-
Skills are developed as a consequence of module work throughout the programme and implicitly built into assessment. |
6. Indicative content. | Topics will be approached from both a macroeconomic and microeconomic perspectives. Economic development course comprises academic literature in the following areas: measurement of economic development; development economic growth and growth theories (linear stages theory, structural change, international dependence, neoclassical growth, endogenous growth, contemporary growth models); features of developing economies; inequality and growth; population; agriculture/rural development; urbanization/rural-urban migration; human capital/education; human capital/health; environment; gender, child poverty, income support; economic governance; trade theory; balance of payments/macroeconomic stability; foreing investment; financial systems; international aid; and fiscal policy. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking...
One 90-mins. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | Assessment Tasks | learning outcomes | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | D5 | MTA | x | x | x | x | x | x | x | x | | | | | | | x | x | | | TMA | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | Final Examination | x | x | x | x | x | | x | x | x | x | x | x | x | | x | x | | x |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | TBA | |
10. Suggested Key reading list (indicative) - | Author | Year | Title | Publisher | Location | Todaro, M.P. and Smith, S.C. | 2015 (12th edition)
| Economic Development | Addison-Wesley | |
11. Other indicative text (e.g. websites) | Other recommended readings - Acemoglou, Daron and Robincon, James A. (2012), Why Nations Fail. The Origins of Power, Prosperity and Poverty, Profile Books, London.
- Cameron, Rondo and Neal, Larry (2002), A Concise Economic History of the World. From Paleolithic Times to the Present, 4th ed., Oxford University Press.
- Reinert, Erik S. (2007). How Rich Countries Got Rich and Why Poor Countries Stay Poor, New York.
- Stiglitz, Joseph E. et al. (2009), Report of the Commission on the Measurement of Economic Performance and Social Progres,Paris. United Nations Development Programme, Human Development Report, latest issue, New York.
- United Nations, Millennium Development Goals Report, latest issue, New York.
- World Bank, World Development Report, latest issue, Washington, D.C.
As well as major relevant journal articles and working papers will be supplied during class. |
|
Course Outcomes |
|
ECO370 Managerial Economics
(4) Credit Hours
Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. BS330 module is a compulsory course for Level 3 business students. This module highlights the role of economics in business decision-making and how economics is relevant in
other areas of management such as marketing and operations management. The module can be used to understand economic aspects of business problems and business environment using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency is required in order to understand pricing decisions techniques, variation of supply and demand, risk analysis, investment and the growth of the firm. This module provides students with a solid base of managerial economics study and practice.
Course Code |
ECO370 |
Course Title |
Managerial Economics |
Pre-requisite |
TBA |
Credit Hours |
4 |
Course Description |
Business entities operate in economic turbulent environments. Under these constraints, decisions taken by managers of business units can vary and differ depending on the manager’s and the company’s pursuit of goals and objectives. Proper economic analysis and use of appropriate techniques and tools are therefore mandatory for managers and decision makers. BS330 module is a compulsory course for Level 3 business students. This module highlights the role of economics in business decision-making and how economics is relevant in
other areas of management such as marketing and operations management. The module can be used to understand economic aspects of business problems and business environment using theories, tools, techniques and relevant case studies and examples. Basic skills of quantitative proficiency is required in order to understand pricing decisions techniques, variation of supply and demand, risk analysis, investment and the growth of the firm. This module provides students with a solid base of managerial economics study and practice.
|
Course Objectives |
BS330 academic aim is to introduce students to number of fundamental concepts and theories of economics in order to understand and explain the behavior decision and decision-making of business firms and aspects of the market economy. It also develops the students’ knowledge of economics as well as skills in problem-solving, decision making, and written and oral communication. BS330 also prepares students for advanced economics concepts and making sense of the world as an observer of economic and business events taught in MBA programs. After studying the course, the students should be able to: 1. Understand and apply a toolbox of fundamental concepts and theories of economics to guide managerial decision-making by individuals and business units. 2. Explain the nature and role of models and theories in economic analysis. 3. Explain the concepts of supply/demand/market equilibrium and their determinants. 4. Identify the main characteristics of different market types (perfect competition, monopoly and oligopoly) and predict price and output outcomes. 5. Apply economic models to for production and cost estimation. 6. Identify and explain the challenges and opportunities for today’s managers.
|
Course Outcomes |
A. Knowledge and understanding A1 : Understand the economic environment that affect business strategies, business behaviour and managerial decisions in order to realize firms' goals and objectives.
A2 : Identify the determinants and variation of supply and demand and their impact in the context of local economy.
A3: Understand the importance of production functions in managerial decisions. A4: Understand the importance of cost in managerial decisions
B. Cognitive skills
B1: Identify economic factors determining the firms' decisions.
B2: Evaluate and interpret economic ideas, views and evidence.
B3: Analyse demand estimation and forecasting
B4: Identify the relation between production and cost
B5: Identify and explain issues related to pricing and output decisions
C. Practical and professional skills
C1: apply the economic way of thinking in order to identify microeconomic problems (market resources allocation, prices rise and fall, budgets allocation, production decisions...)
C2: Implement managerial decisions in high-risks environment and turbulent economies
C3: Apply key concepts and theories of economics to managerial decision making
C4: Implement appropriate pricing strategies and output decisions in different market types
C5: Use tools and techniques of economics to improve managerial decision making
D. Key transferable skills.
D1: Develop a broad and inclusive understanding of how the economic environment affects business strategies and decision making in domestic and global economy.
D2: Develop effective communication, both in speaking and writing to convey solid arguments while adapting the language approach to the relevant business situation and audience.
D3: Identify some of the key strengths and needs of their own learning and recognize opportunities to address these.
D4: Effectively use information and communication technologies when analysing economic situations and using appropriate tools for managers' decision-making.
|
ECO371 Economic Development
(4) Credit Hours
Economic development is the process of gradual improvement in the material wellbeing of individuals. At the macro level, development economics studies why some countries have high standards of living, while others do not. At the micro level, development studies the functioning of markets in low income countries, with the ultimate goal of addressing market failures and lifting individuals out of poverty. Almost all topics in economics have a counterpart in development economics. The context of developing countries proves to be challenging for conventional economic models due to the prevalence of market failures. The situation often requires a careful investigation of the plausibility of assumptions in a developing context. Based on that, the course will cover mainly, among other topics, analytical approaches to the economic problems of developing nations. Topics include old and new directions in development economics thinking, the welfare economics of poverty and inequality, empirical evidence on who benefits from economic development, labour market models, and public policy evaluation.
Course Code |
ECO371 |
Course Title |
Economic Development |
Pre-requisite |
Macro-economics and micro-economics |
Credit Hours |
4 |
Course Description |
Economic development is the process of gradual improvement in the material wellbeing of individuals. At the macro level, development economics studies why some countries have high standards of living, while others do not. At the micro level, development studies the functioning of markets in low income countries, with the ultimate goal of addressing market failures and lifting individuals out of poverty. Almost all topics in economics have a counterpart in development economics. The context of developing countries proves to be challenging for conventional economic models due to the prevalence of market failures. The situation often requires a careful investigation of the plausibility of assumptions in a developing context. Based on that, the course will cover mainly, among other topics, analytical approaches to the economic problems of developing nations. Topics include old and new directions in development economics thinking, the welfare economics of poverty and inequality, empirical evidence on who benefits from economic development, labour market models, and public policy evaluation. |
Course Objectives |
The aim of this course
is to introduce students to the theoretical foundations of development
economics and also to recent advances in the use of empirical methods in the
study of developing countries. Students will also be introduced to several
selected topics of contemporary research in development economics in order to
acquaint them with the art of designing and carrying out their own research. It
will help students learn how to apply the tools of economic analysis to
problems of growth, poverty, and environmental sustainability in developing
countries. It will help them as well to understand why some poor countries have
been successful in catching up with the industrialized countries in per capita
income, while others are increasingly lagging behind; why half of humanity
remains poor; and why environmental degradation and resource exhaustion are
commonly associated with income growth, and what are the implications of
degradation and exhaustion on growth and poverty. The course will also help
students to understand what can be done to promote development through policies
and investment projects, and learn to analyze the economic, social, and
environmental impacts of specific initiatives. It will teach the students to
use data to conduct development analyses such as growth diagnostics, poverty
assessments, impact analysis of development projects, and environmental impact
assessments; and learn to prepare the corresponding reports for international
development agencies and policy makers. Topics will be approached from both a
macroeconomic and microeconomic perspectives.
|
Course Outcomes |
A. Knowledge
and understanding A1. Gain
knowledge and understanding of the theories, principles, historical trends,
current issues and practices relevant to economic development. A2. Understand measurement of economic growth,
poverty and inequality, agriculture and industrialization, population,
education and human capital, health and nutrition, savings and credits; and
trade and development. A3.
Understand what affects economic growth, inequality and poverty. A4.
Understand why some countries achieve high levels of economic development and
others do not. A5.
Understand the policies that government can implement to change the growth path
of their countries. B. Cognitive
skills B1. Learn how to think systematically and strategically about
aspects of economic development. B2.
Reflect on and begin to critically evaluate the aspects that affect economic
development. B3. Use conceptual frameworks to describe economic development and
economic development policies and what needs to be done to implement these
policies and to achieve development; particularly for developing countries. B4. Critically evaluate theories in relation to economic
development and international setting with which they are familiar and the
relative standpoints of others within different contexts; C. Practical and professional skills C1. Evaluate the impact of economic development on the country prosperity and international
stand. C2. Demonstrate advanced professional and educational capabilities
using appropriate interpersonal, written communication and critical thinking
skills that are required for economic development policies. C3. Apply theories and
concepts relevant to economic development in all its dimension within local,
regional and international contexts. C4. Develop knowledge, skills, attitudes and values necessary for
economic development policies implementation particularly in developing
struggling countries. D. Key transferable skills. D1. Be creative and assertive in presenting ideas related to
economic development and economic development policies. D2. Articulate ideas and communicate effectively using appropriate
theories pertinent to the concept of economic development in general and in particular
economic development in developing countries.
D3. Communicate effectively, using economic vocabulary, both
orally and in writing and listen
actively; D4. Conduct research into economic development issues related to
the course topics, either individually or as part of a team for
projects/dissertations/presentations. This requires familiarity with and an
evaluative approach to a range of economic data, sources of information and
appropriate methodologies, and for such to inform the overall learning
process.
|
EL111 Communication Skills in English 1
(3) Credit Hours
Course Code |
EL111 |
Course Title |
Communication Skills in English 1 |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
|
Course Objectives |
1. 1. Factual information | | EL111: Communication Skills in English 1 | Level | One | Module Tutor | Mr. Khaldun Said
| Credit Value | 3 credit hours | Module Type | Taught | | |
2. Rationale for the module and its links with other modules | As an integrated skills syllabus, EL111 continues to develop the communication skills – listening, speaking reading and writing- together with functions, vocabulary and grammar. However, special emphasis is placed on the two major skills of READING and WRITING through which structure, vocabulary, etc. can be integrated and developed. The course is learner-centered and seeks to introduce thematic topics which aim at developing critical thinking skills. It emphasizes the skill of reading through the application of learning strategies such as prior knowledge, scanning for specific information, skimming for main idea, and getting meaning from context. The course helps students to become more independent learners through extensive reading and writing practice. |
3. Aims of the module | - Acquaint students with the four basic language skills of listening, speaking, reading and writing.
- Have students practice all four skills through drilling, in-class work, home assignments, and online practice.
- Placing extra emphasis on the two language skills of reading and writing.
- Involve students in oral practice and allow them to take part in class activities to develop the skill of speaking.
- Enable students to write reports, and well organized 3-paragraph essays.
By the end of the first course (i.e. EL111) students should be able to: - listen to and comprehend varieties of English discourse spoken at normal speed.
- speak correctly and fluently with reasonable pronunciation.
- communicate with ease and confidence on a variety of daily topics as well as on topics related to university education, using appropriate structures and vocabulary.
- read and understand a variety of English texts of varying length, complexity, and genres.
- write different types of paragraphs (descriptive, narrative, argumentative, persuasive, cause and effect, comparison and contrast, definition, process) and different letter types (personal letters, letters of inquiry, letters of application, etc.) using appropriate punctuation marks, mechanics of writing, as well as cohesive devices. Eventually, students should be able to write a three-paragraph essay.
- summarize different types of texts correctly and efficiently.
|
4. Pre-requisite:
Passing EL099 or earning a qualifying Placement Test (OOPT) score 5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop good understanding the four language skills.
A2: Develop student’s knowledge and familiarize them with some basic concepts for improving language skills | In-class presentation of material with emphasis on skill using.
Class discussion and home assignments.
Online tasks and practice. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to: B1: Develop awareness of the relevant strategies
for improving each language skill B2: Develop awareness of the relationship between all four language skills | Practicing the various language skills through in-class exercises.
Doing some short assignments to assess students’ understanding.
Giving short presentations and explanation followed by interactive in-class discussion. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Produce well-written reports and well- organized 3-paragraph essays on different writing functions and purposes C2: Read short 1-2 page texts with understanding and reasonable comprehension | Continuous practice through in-class writing and home assignments.
Exposure to online samples of reading and writing to enhance students’ reading and writing ability |
D Key transferable skills | Learning and teaching strategy | D1: Demonstrate ability to read texts with understanding, while using some key reading strategies and techniques like scanning and skimming. D2: Write 3-paragraph essay with cohesion, coherence, | Extensive practice on how to apply acquired knowledge in real-life practical situations
Engaging students in real reading and writing tasks in different topics by applying relevant reading strategies: skimming, scanning, summary and paraphrase |
6. Indicative content. | The course material covers all five themes of the textbook:
1) Culture and civilization
2) Technology
3) News and media
4) Sports and leisure
5) Nutrition and health It also covers all 12 units of the textbooks: Course Book & Workbook, together with supporting online and e-learning materials. |
6. Assessment strategy, assessment methods and their relative weightings |
EL111 has:
- ONE TMA (Two in-class writing tasks) = 20%
- One 90-minute Mid-Term Assessment [MTA] = 30%
- One 2-Hour FINAL Exam = 50%
________________________________________________________________________ Total = 100% | EL111.pdf
|
|
Course Outcomes |
|
EL112 Communication Skills in English 2
(3) Credit Hours
EL112 is an advanced integrated skills course which builds on experience gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing, while stressing aspects of vocabulary and grammatical structure through the two major skills of READING and WRITING. Special emphasis is placed on the skill of WRITING where students will be prepared to write longer essays and be introduced to research paper writing.
Course Code |
EL112 |
Course Title |
Communication Skills in English 2 |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
EL112 is an advanced integrated skills course which builds on experience gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing, while stressing aspects of vocabulary and grammatical structure through the two major skills of READING and WRITING. Special emphasis is placed on the skill of WRITING where students will be prepared to write longer essays and be introduced to research paper writing. |
Course Objectives |
1. 1. Factual information | | EL112: Communication Skills in English 2 | Level | One | Module Tutor | Mr. Khaldun Said ksaid@aou.edu.kw
| Credit Value | 3 credit hours | Module Type | Taught | | |
2. Rationale for the module and its links with other modules | EL112: Communication Skills II EL112 is an advanced integrated skills course which builds on experience gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing, while stressing aspects of vocabulary and grammatical structure through the two major skills of READING and WRITING. Special emphasis is placed on the skill of WRITING where students will be prepared to write longer essays and be introduced to research paper writing. |
3. Aims of the module | - Shedding more light, with more intensive training in the four basic language skills of listening, speaking, reading and writing.
- Engaging students in more advanced practice of all four skills through drilling, in-class work, home assignments, and online oral and written practice.
- Involve students in real discussions, debates to develop the speaking skill and critical thinking.
- Highlighting, enhancing, and boosting the two language skills of reading and writing.
- Enable students to read lengthy texts on different topics with good understanding, and also write reports, summarize, paraphrase, and produce well organized 5-paragraph essays.
By the end of the second course (i.e. EL112) students should be able to: - listen to, comprehend and identify or match relevant information from lectures and tutorials. Students need to be able to decide quickly which texts, or parts of texts are relevant to a task or an extract of information,
- speak fluently and accurately about academic topics using vocabulary learnt,
- read and understand a variety of academic lectures, reports and tutorials of varying length, complexity, styles and genres,
- write different types of essays (argumentative, persuasive and descriptive) using appropriate punctuation marks, mechanics of writing, as well as cohesive ties, and
- analyze and evaluate academic information from a particular text.
|
4. Pre-requisite:
EL111 5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop more sophisticated knowledge and understanding of the four language skills.
A2: Develop student’s knowledge and familiarize them with more specialized concepts for improving language skills especially those of reading and writing. | In-class presentation of material with emphasis on skill using where students take lead in such activities
Class discussion and home assignments.
Intensive online practice, with students reporting on their experience and findings. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to: B1: Develop well-informed and more sophisticated awareness of the relevant strategies for improving each language skill B2: Develop high-level awareness of the relationship between all four language skills, with special emphasis on reading and writing | Applying the most relevant strategies to develop the various language skills, especially reading and writing, through intensive in-class practice
Engaging students in different activities and s assignments to assess their awareness and understanding of skill using
Encouraging students and enabling them to give presentations and explanations followed by interactive in-class discussions targeting mainly the two skills of reading and writing |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Produce well-written reports and well- organized 5-paragraph essays on different writing functions and purposes C2: Read lengthy page texts with understanding and reasonable comprehension | Extensive and intensive practice through in-class writing and home assignments
Exposure to online samples of reading and writing to enhance students’ reading and writing ability |
D Key transferable skills | Learning and teaching strategy | D1: Demonstrate an advanced ability to read texts with ease and understanding, while using key reading strategies and techniques like scanning and skimming. D2: Write 5-paragraph essay with cohesion, coherence, with the ability to summarize, and paraphrase. | Extensive practice on how to apply acquired knowledge in real-life practical situations
Engaging students in real reading and writing tasks in different topics by applying relevant reading and strategies: skimming, scanning, summary and paraphrase, with cohesion and coherence |
6. Indicative content. | The course material covers all five themes of the textbook:
1) Remembering and forgetting
2) Friends and family
3) Managing to be successful
4) The media
5) Customs: origins and effects It also covers all 12 units of the textbooks: Course Book & Workbook, together with supporting online and e-learning materials. |
7. Assessment strategy, assessment methods and their relative weightings |
EL112 has:
- ONE TMA (Two in-class writing tasks) = 20%
- One 90-minute Mid-Term Assessment [MTA] = 30%
- One 2-Hour FINAL Exam = 50%
________________________________________________________________________
Total = 100% |
EL112.pdf
|
Course Outcomes |
|
EL118 Reading Comprehension
(4) Credit Hours
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including
Course Code |
EL118 |
Course Title |
Reading Comprehension |
Pre-requisite |
|
Credit Hours |
4 |
Course Description |
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including |
Course Objectives |
Module Specification: EL118 (Reading) 1. 1. Factual information | Module title | EL118: Reading Comprehension | Level | 4 | Module tutor | Dr. Marine Milad | Credit Value | 4 | Module type | Taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including - previewing
- outlining
- skimming and scanning
- using context clues to clarify meaning
- finding the main idea
- isolating causes and effects
- annotating and highlighting
- categorizing
- interpreting visuals
- describing trends
- making inferences.
- understanding analogies
- analysing criteria
- analysing advantages and disadvantages
- identifying ethics and values
- synthesizing information from several sources
- summarizing
- evaluating generalizations
The course optimizes the reciprocal relationship between reading and vocabulary. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. The course also provides some resources to help students read with comprehension and use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency, especially reading skills. The module prepares the students to write academic essays reflecting on a topic under discussion that will help them pursue their academic study throughout different core modules. |
3. Aims of the module | The module aims to provide the learners with necessary skills trough: - Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.
- Improving the students’ language proficiency and the students’ ability to decode and process meaning.
- Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire
- Guiding the students to notice and effectively practice new vocabulary items as they encounter them.
- Enhancing students’ academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing.
|
4. Pre-requisite modules or specified entry requirements | The pre-requisite for EL118: Reading Comprehension course is EL111: General English Communication Skills (I). |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups.
A2. show knowledge and understanding of the learned reading strategies.
A3. show recognition of the various “meanings” of words to reach a better understanding of the context and the written word.
A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations. | - Exposing students to a variety of reading passages on various topics.
- Training students on the use of relevant reading strategies.
- Analysing sample reading passages through class discussions.
- Having students identify key vocabulary items and how to use them in context.
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B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
B1. search for and collect specific data related to the topics under discussion.
B2. draw conclusions for the discussed topics based on the collected data and analyzed information.
B3. incorporate in writing the words learned in real life scenarios.
B4. improve the analytical and critical thinking skills through the identification of possible “meanings”.
B5. analyze language functions used and identify useful language expressions. | - Conducting brainstorming sessions to generate ideas
- Explaining different sub-reading skills followed by interactive in-class discussion.
- Practicing in-class reading and vocabulary exercises.
- Training students on the use of relevant reading strategies.
- Analysing sample reading passages through class discussions.
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C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. communicate in English orally and in writing on diverse occasions. C2. identify problems in the given topics and provide creative solutions. C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally. C4. assess the work done using self/peer-assessment. | - Exposing students to a variety of reading passages on various topics.
- Performing pre-class reading preparation of assigned topics to conduct in-class discussions.
- Doing some assignments (graded in difficulty) to assess students’ reading comprehension level.
- Encouraging cooperative interaction whereby learners express their viewpoints on the texts under discussion.
- Assigning post–class activities to encourage students to expand their understanding by researching some relevant reading topics through the Internet and reflecting on what they have read through oral class presentation.
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D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics
D2. develop communicative confidence (as reader and writer)
D3. discuss all posed topics, problems, provided solutions and drawn conclusions.
D4. develop effective presentation skills that would enhance self-confidence. | - Exposing students to a variety of reading passages on various topics.
- Assigning pre-class preparation followed by in class discussions to practice close reading and text–analysis of sample reading passages.
- Researching some relevant material through the Internet.
- Giving class presentations that reflect learners’ acquired theoretical and practical reading skills in relation to the relevant concepts discussed in the module.
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6. Indicative content. | Week 1 & 2 1. Course Introduction (a walk through the course book and the assessment)
2. Unit 1: The Strength to Survive - Building vocabulary
- Skimming
- Scanning
- Outlining
Weeks 3 Unit 2: Your Attention, Please - Checking homework
- Building Vocabulary
- Eliciting main idea
- Identifying cause and effect
Weeks 4 Unit 3: Movie Magic - Checking homework
- Building vocabulary
- Annotating
- Highlighting
Week 5
Unit 4: The Power of Music - Checking homework
- Building vocabulary
- Identifying /stating point of view
Week 6
Unit 5: Sensory Perception - Checking homework
- Building vocabulary
- Categorizing
- Interpreting charts
Week 7
1. Check for integration of vocabulary into writing of Topics of Units1, 2, 3&4.
2. Revision of learned skills Week 8
The MTA sittings are unified across branches. It consists of two sections: (1) Reading Comprehension: Students read unseen reading passages and answer a variety of questions.
(2) Building Vocabulary: Students answer some vocabulary questions in the form of multiple choice, matching, fill in.
Weeks 9
Unit 6: The Boom and Bust - Checking homework
- Building vocabulary
- Describing trends
- Summarizing
Weeks 10
Unit 7: Decisions, Decisions - Checking homework
- Building vocabulary
- Evaluating generalizations
- Understanding analogies
Week 11
Unit 8: Searching for Success - Checking homework
- Building vocabulary
- Analysing Criteria
- Determining degree
Week 12
Unit 9: Modelling Nature - Checking homework
- Building vocabulary
- Analysing advantages and disadvantages
- Identifying ethics and values
Week 13
Unit 10: The Mystery of Easter Island - Checking homework
- Building vocabulary
- Identifying factors/causes
- Synthesizing information
Week 14
Revision of learned skills
Check for the integration of vocabulary into the writing Topics of Units 6,7,8, 9 and 10 Week 15
The final exam sitting is unified across branches. It consists of three sections:
(1) Reading Comprehension: Students read unseen reading passages and answer a variety of questions.
(2) Building Vocabulary: Students answer some vocabulary questions in the form of multiple choice, matching, fill in.
(3) Writing Reflection: Students write a four-paragraph essay reflecting on one of the topics that have been discussed throughout the semester. |
7. Assessment strategy, assessment methods and their relative weightings | EL118 as a module that examines reading and vocabulary in context is tested in a written format for reading comprehension and proper vocabulary usage. The assessment structure comprises two major components: Continuous Assessment: - 2 in-class activities where students have to apply the learned reading strategies and vocabulary acquisition within a structured assignment (writing analysis, summaries, synthesis; in addition to skimming, scanning, outlining, annotating, stating point of view, interpreting charts and visuals)
- 1 in-class presentation: Guidelines and marking criteria will follow
- 1 Mid-term Assessment (MTA) where the student is tested under invigilated conditions on the reading skills and vocabulary acquisition covered up to the MTA week.
Final Assessment:
Similar to the MTA, the Final Exam is conducted under invigilated conditions and examines the student’s grasp of the course content.
The breakdown of the components of assessment is shown in the following table: Components | Form of Assessment | Marks | % | | CONTINUOUS ASSESSMENT | In-class activity (1) | 5 | 5% | In-class activity (2) | 5 | 5% | Class presentation for one of the assigned reading topics | 10 | 10% | MTA | 30 | 30% | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | | B1 | B2 | B3 | B4 | B5 | | C1 | C2 | C3 | C4 | | D1 | D2 | D3 | D4 | | In-class activity 1 | X | X | X | X | | | | X | X | X | | X | | | X | | X | X | X | | | In-class activity 2 | X | X | X | X | | | | X | X | X | | X | | | X | | X | X | X | | | Class Presentation | | | X | X | | X | X | | X | | | X | X | X | X | | X | X | X | X | | MTA | X | X | X | X | | | | X | X | X | | X | X | | | | X | X | X | | | Final | X | X | X | X | | | X | X | X | X | | X | X | | | | X | X | X | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Marine Miled | marine@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Kent Richmond | 2009 | Inside Reading: The Academic Word List in Context | Oxford | New York |
EL118.pdf
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Course Outcomes |
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FIN240 Microfinance Theory and Practice
(8) Credit Hours
This course will use information economics to understand microfinance as an alternate source of financing for the poor. The rise of informal credit markets and cooperative savings and credit cooperatives organizations amidst difficulties of accessing financial services from banks shall be explored. The problems of adverse selection and moral hazards in commercial banking and how microfinance institutions use local information and group lending to circumvent these problems shall be considered. Competition, profitability versus poverty reduction as objectives of microfinance institutions. Management and self sustainability of MFI and crosscutting issues on microfinance gender and education among others shall be covered.
Course Code |
FIN240 |
Course Title |
Microfinance Theory and Practice |
Pre-requisite |
B124 |
Credit Hours |
8 |
Course Description |
This course will use information economics to understand microfinance as an alternate source of financing for the poor. The rise of informal credit markets and cooperative savings and credit cooperatives organizations amidst difficulties of accessing financial services from banks shall be explored. The problems of adverse selection and moral hazards in commercial banking and how microfinance institutions use local information and group lending to circumvent these problems shall be considered. Competition, profitability versus poverty reduction as objectives of microfinance institutions. Management and self sustainability of MFI and crosscutting issues on microfinance gender and education among others shall be covered. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes may vary between modules according to content and number of credits.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 1. 1. Factual information | Module title | FIN240: Microfinance Theory and Practice | Level | 5 | Module tutor | TBA | Credit value | 30Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour |
2. Rationale for the module and its links with other modules | This course will use information economics to understand microfinance as an alternate source of financing for the poor. The rise of informal credit markets and cooperative savings and credit cooperatives organizations amidst difficulties of accessing financial services from banks shall be explored. The problems of adverse selection and moral hazards in commercial banking and how microfinance institutions use local information and group lending to circumvent these problems shall be considered. Competition, profitability versus poverty reduction as objectives of microfinance institutions. Management and self sustainability of MFI and crosscutting issues on microfinance gender and education among others shall be covered. |
3. Aims of the module | Microfinance theory and Practice is to make students understand the economic theory behind the rise of microfinance and how microfinance institutions contribute to economic development. It also aims to make students understand current trends in microfinance and challenges of managing microfinance institutions. This shall help in integrating theoretical knowledge and practice as a way of preparing students to be future professionals in microfinance institutions.
Students are expected to gain in-depth knowledge about micro-finance and how they contribute to the economic development. Analytical skills in credits appraisals, monitoring and evaluation of loan performance are expected to be gained. Field studies in microfinance institutions shall make students gain experience of practical microfinance operations. Students will be introduced to mix of lectures, seminars, case studies and student presentations. The seminar case method encourages collaborative learning by working in groups to expand insights and cover more perspectives. It helps articulate arguments based on facts through presentation of investment conviction. It enhances analytical capabilities through expressing opinions based on multiple resources. |
4. Pre-requisite modules or specified entry requirements | B124 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: Appraise contemporary issues and trends in sustainable finance. A2: Appraise the implications of sustainability for financial tools
and techniques And investment opportunities. A3: Understand Financial services, Financial service providers and
Delivery Channels A4: Identify the challenges of implementing new financial initiatives. A5: Apply financial tools and techniques explicitly in a green, clean
Tech and ethical context. |
| - TMA and examinable component
- Practical approach to microfinance integrating theory and case
Studies. - Researching relevant topics through the e-library, the internet, etc
- Dividing students into groups discussions and presentations
- Reflecting on different theories and concepts to demonstrate knowledge and understanding of the key concepts discussed in the course.
- Reading cases for class discussion
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B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to:
the cognitive skills of critical thinking, analysis and synthesis, including:
B1 : The ability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, and to define terms adequately and to generalize appropriately; B2: The ability to create, evaluate and access a range of options, together with the capacity to apply ideas and knowledge to a range of business and other situations; B3: Generic intellectual skills such as literacy and information-processing skills, interpersonal and presentational skills; B4: The ability to apply business modules to business problems and phenomena; B5: Facility with key concepts used in decision making, including opportunity cost, incentives, equilibrium, strategic thinking, expectations and marginal analysis; B6: Effective self-management in terms of time, planning and behavior, motivation, self-starting, individual initiative and enterprise; | Cognitive skills may determine the degree to which that person is able to properly analyze costs and benefits and make sound business decisions. It is to be introduced primarily via material specifically designed to develop skills or knowledge.
Students are asked break down information or material in to components parts to understand the relationship between them. Students are asked to analyse their progress with skills associated with their current work, submitting this assessment as part of their assignments. This allows students to develop a systematic and self-conscious approach to their skill development, assisted and supported by their tutor. These activities culminate in an assessment solely concerned with skills as well as effort to solve conflicts. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1: Analyze and appraise alternatives and make decisions
based on evidence. C2: Demonstrate effective written communication skills, particularly
in explaining and justifying choices. C3: Demonstrate effective debating and presentation skills. C4: Demonstrate effective skills in independent private study.
C5: Ability to assess the feasibility of business propositions. | Teaching (operations, and investments to allow instruction and operations).
To develop an understanding of credit and Economic growth; Adverse Selection and Moral Hazards in Credit Market; Emergence of Informal credit Sources and Interventions; Roots of Microfinance. To enhance students’ capacity to adapt to new microfinance regulations and to acquire new learning tools. The activities feed into the TMA. Indeed, students are encouraged to attach activity-driven analysis as appendices to their TMA. In order to encourage reflection, certain activities return to previous analysis but with a tighter focus. - As a consequence, learning and analysis accrete as the course progresses. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Negotiated or ad hoc budgets whereby a specific amount of public money is allocated to an institution (with or without prior negotiation) D2: Present the argument clearly and in an appropriate academic style and format D3: Identify and evaluate the relevance of information from a variety of sources D4: categorical or earmarked funds whereby governments specifically target one or various institution(s) based on predetermined criteria; | - Students will develop better Interpersonal skills and be able to regonize different resources for an alternative viewpoints.
- Skills are developed as a consequence of course work throughout the module and implicitly built into assessment.
-
Moreover; The structure of the course is iterative in concept with succeeding activities drawing on previous activities and in-text questions. The activities feed into the TMA and, at the end, into the EMA. In order to encourage reflection, certain activities return to previous analysis but with a tighter focus. As a consequence, learning and analysis accrete as the course progresses but without undue increase in workload. The purpose of B240 Microfinance theory and Practice is to make students understand the economic theory behind the rise of microfinance and how microfinance institutions contribute to economic development. It also makes students understand current trends in microfinance and challenges of managing microfinance institutions. The integrating theoretical knowledge and practice as a way of preparing students to be future professionals in microfinance institutions. Students will be introduced to mix of lectures, seminars, case studies and student presentations. It enhances analytical capabilities through expressing opinions based on multiple. Above all, the understanding and flexibility for you to decide what is fit for your purpose and the right course of action for yourself. The number of assignments is one TMA and the midterm examination (as there is a significantly greater emphasis on face to face tuition than the UK OU version, the formative assessment of students will form a part of the development of students skills in this course) in order to satisfy and comply with local accreditation and to overcome plagiarism issues. The importance use of online forms as introduced in the UK version of B240 will be maintained in the course. These skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills.
TMA and exams. Particular attention is paid to the practice-based learning elements. |
6. Indicative content. | The indicative content is arranged as a text book and cases, as well as e-library. FIN240 Microfinance theory and Practice course consists of five parts 14 chapters.
Part 1: Understanding Demand and the Financial Ecosystem
Part 2: Understanding Financial Service Providers
Part 3: Financial Services and Delivery Channels
Part 4: Microcredit Interest Rates, Arrears and Defaults
Part 5: Institutional Management for Scale and Sustainability |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking..
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | | | | Learning outcomes | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | B4 | B5 | B6 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | D3 | D4 | TMA | | | X | X | | X | X | X | X | X | X | X | X | X | | X | X | | | | MTA | X | X | | | X | | | | X | | | X | X | X | X | X | | | | | Final Exam | X | X | | | | | | | X | X | X | X | X | X | X | X | X | X | X | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | TBA | | | |
10. Key reading list | Author | Year | Title | Publisher | Location | Ledgerwood, Joanna, with Julie Earne and Candace Nelson | eds. 2013 | The New Microfinance Handbook: A Financial Market System Perspective | World Bank. doi: 10.1596/978-0-8213-8927-0. License: Creative Commons Attribution CC BY 3.0 | Washington, DC:
(Main Book) | Edited By: Marco Elias | 2006 | MICROFINANCE:
TEXT and CASES | University of Torino and EU | E.U.
(To be used for additional material, students are not required to buy the book) |
11. Other indicative text (e.g. websites) | Online Support Materials: there is a constant update on the moodle to alert students and check on their status. There are also some sample TMA followed by tutors comments, which constitute a learning experience with regard to text organization and the developments of arguments, and hence improve critical analysis. The course contains all the case studies (including, where appropriate, examples of SWOT, STEEP, SMART and other analyses) and all the activities. The website also provides links to other useful websites, external sources of case studies and enterprise advice, additional appropriate Readings and, interactive diagnostic questionnaires. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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FIN340 Corporate Finance
(4) Credit Hours
This course is aimed at students who are interested in understanding asset pricing and corporate finance. It provides a theoretical framework used to address issues in project appraisal and financing, the pricing of risk, securities valuation, market efficiency, capital structure, and mergers and acquisitions. It provides students with the tools required for further studies in financial intermediation and investments.
Course Code |
FIN340 |
Course Title |
Corporate Finance |
Pre-requisite |
FIN240 |
Credit Hours |
4 |
Course Description |
This course is aimed at students who are interested in understanding asset pricing and corporate finance. It provides a theoretical framework used to address issues in project appraisal and financing, the pricing of risk, securities valuation, market efficiency, capital structure, and mergers and acquisitions. It provides students with the tools required for further studies in financial intermediation and investments. |
Course Objectives |
Module Specification
(This template should be completed electronically; boxes will expand as you type) IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | FIN340: Corporate Finance | Level | 6 | Module tutor | TBA | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and one office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio 2. Rationale for the module and its links with other modules | This course is aimed at students who are interested in understanding asset pricing and corporate finance. It provides a theoretical framework used to address issues in project appraisal and financing, the pricing of risk, securities valuation, market efficiency, capital structure, and mergers and acquisitions. It provides students with the tools required for further studies in financial intermediation and investments. |
3. Aims of the module | 1.Providing the theoretical framework that used to address issues in project appraisal and financing,
2. Advancing the concepts of Pricing of risk, securities valuation, market efficiency, capital structure, and mergers and acquisitions
3.Provides students with the tools required for further studies in financial intermediation and investments. |
4. Pre-requisite modules or specified entry requirements | FIN240 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: understand the mathematics of portfolios and how risk affects the value of the asset in equilibrium under the fundaments asset pricing paradigms A2 Understand how Managerial Incentives Affect Financial Decisions A3: explain the characteristics of derivative assets (forwards, futures and options), and how to use the main pricing techniques. A4: understand and explain the capital structure theory, and how information asymmetries affect it A5: understand how corporate governance can contribute to firm value A6: discuss why merger and acquisition activities exist | This module will include a Tutor Marked assignment (TMA), a Mid-term exam (MTA) and a Final exam. The TMA will be based on a case study were students will be asked to use concepts and methods from the course to evaluate the financial performance of a company to suggest future financial strategy. The MTA and final will include both a case study and conceptual questions. - The structure of the course is iterative in concept with
succeeding activities drawing on previous activities and in-text
Questions. - Researching relevant topics through the e-library, the internet, etc
- Dividing students into groups discussions and presentations
- Reflecting on different theories and concepts to demonstrate knowledge and understanding of the key concepts discussed in the course.
- Reading cases for class discussion
|
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: analytical skills based on using the key capital budgeting techniques B2: Critical thinking, analysis and synthesis: ability to understand and use financial information and to critically analyze corporate performance based on financial information. B3: valuating risk effects on assets using asset pricing. | The TMA will target the students’ cognitive understanding and knowledge of the course concepts and their ability to apply this knowledge to real world situations through application based case studies. TMA based on theoretical and analytical questions and exercises.
This will be addressed in all TMA’s settings as well as in the MTA and final exams and formative assessment will include activities within the text | C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1 : evaluating projects through capital budgeting techniques
C2: enabling students to do problem-solving and risk valuation using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation.
C3: explaining the characteristics of derivative assets (forwards, Futures and options). | Each of these skills is assessed as follows: TMA will require the student to identify and assess their own stage of development at the start of the course. The TMA will demand some reflection on practice and awareness of the diversity of contexts, organisations and individuals. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Effective communication, both orally and in writing, of information, arguments and ideas.
D2: Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation.
D3: Effective performance in a team environment both in face-to-face and/or virtual contexts.
D4: Develop an appropriate understanding of the student’s needs to develop as a learner and devise strategies to address these. | The complete range of key skills is tested in the TMA which requires the setting of personal objectives and the development of Corporate finance. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in the TMA. TMA and the midterm examination (as there is a significantly greater emphasis on face to face tuition than the UK OU version, the formative assessment of students will form a part of the development of students skills in this course in order to satisfy and comply with local accreditation and to overcome plagiarism issues). |
6. Indicative content. | This course is divided into 6 parts, as follows: Part 1: Capital Structure in a Perfect Market
Covers the following concepts: Equity Versus Debt Financing, financing a Firm with Debt and Equity, The Effect of Leverage on Risk and Return, Modigliani-Miller I: Leverage, Arbitrage, and Firm Value, MM and the Law of One Price, The Market Value Balance Sheet, Modigliani-Miller II: Leverage, Risk, and the Cost of Capital, Capital Budgeting and the Weighted Average Cost of Capital, Computing the WACC with Multiple Securities Part 2: Debt and Taxes
Covers the following concepts: The Interest Tax Deduction, Valuing the Interest Tax Shield, The Interest Tax Shield with Permanent Debt, The Weighted Average Cost of Capital with Taxes, Personal Taxes. Part 3: The Mathematics of Portfolios
Covers the following concepts: Portfolio weights, the many security portfolio, portfolio returns, Variances, Standard Deviations, Covariance and Coefficient of Correlations Part 4: Derivatives
Covers the following concepts: Forwards and Futures, Swaps, Options Part 5: How Managerial Incentives Affect Financial Decisions
Covers the following concepts: Corporate Governance, The Separation of Ownership and Control, What Factors Influence Managerial Incentives, The Effect of Management Shareholdings on Share Prices, How Management Control Distorts Investment Decisions, The Investment Choices Managers Prefer, Capital Structure and Managerial Control, Executive Compensation Part 6: Mergers and Acquisitions
Covers the following concepts: Types of Merger and Acquisition, Sources of Takeover Gains, Management Incentive Issues and Takeovers, The Disadvantages of Mergers and Acquisitions |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking...
One 90-mins Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | C1 | C2 | C3 | D1 | D2 | D3 | D4 | TMA | | | | x | x | x | x | x | x | x | x | | x | | x | | MTA | x | x | x | x | x | | | x | x | x | x | | | | | | Final Exam | x | x | x | x | x | x | | | | x | x | x | x | x | x | x |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | TBA | |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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FIN341 Islamic Finance
(4) Credit Hours
This course is aimed to introduce students to the Principles of Islamic Finance, Islamic banks; Risk management of Islamic institutions, globalization and challenges for Islamic finance.
Course Code |
FIN341 |
Course Title |
Islamic Finance |
Pre-requisite |
FIN340 |
Credit Hours |
4 |
Course Description |
This course is aimed to introduce students to the Principles of Islamic Finance, Islamic banks; Risk management of Islamic institutions, globalization and challenges for Islamic finance. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | FIN341: Islamic Finance | Level | 6 | Module tutor | TBA | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and one office hour weekly |
2. Rationale for the module and its links with other modules | This course is aimed to introduce students to the Principles of Islamic Finance, Islamic banks; Risk management of Islamic institutions, globalization and challenges for Islamic finance. |
3. Aims of the module | This course provides an overview and understanding to the main concepts and theories of Islamic Finance. |
4. Pre-requisite modules or specified entry requirements | FIN340 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: The Economic System, Financial Contracting and Riba (interest).
The Islamic Financial System. Islamic Financial Services Industry. A2: Risk Management of Islamic Financial Institutions, A3: Regulation of Islamic Financial Institutions. A4: Globalization and Challenges for Islamic Finance | TMA and examinable component - The structure of the course is iterative in concept with
succeeding activities drawing on previous activities and in-text
Questions. - Researching relevant topics through the e-library, the internet, etc
- Dividing students into groups discussions and presentations
- Reflecting on different theories and concepts to demonstrate knowledge and understanding of the key concepts discussed in the course.
- Reading cases for class discussion
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B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Understanding the Islamic Financial System | TMA based on theoretical and analytical questions and exercises.
This will be addressed in all TMA as well as in the MTA and final exams and formative assessment will include activities within the text |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: The ability to work in any financial institution following the Islamic Finance rules and regulations. | Each of these skills is assessed as follows: TMA will require the student to identify and assess their own stage of development at the start of the course. The TMA will demand some reflection on practice and awareness of the diversity of contexts, organisations and individuals. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Students develop many transferable skills that are highly valued by employers such as time management, self-reliance, problem-solving, the ability to understand and evaluate new concepts, and prioritising effectively. Skills required include: - Engagement, as appropriate, with corporate finance tools and techniques. Understand and explain the relevance, facts and role of dividend policy
- Effective communication skills – both written and oral (These are extremely important, as is the ability to work well as part of a team.)
- creativity in presenting ideas
- time management both inside and outside the classroom
| The complete range of key skills is tested in the TMA which requires the setting of personal objectives and the development of Islamic finance. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in the TMA. TMA and the midterm examination (as there is a significantly greater emphasis on face to face tuition than the UK OU version, the formative assessment of students will form a part of the development of students skills in this course in order to satisfy and comply with local accreditation and to overcome plagiarism issues). |
6. Indicative content. | - The Economic System
- Riba vs. Rate of Return
- Risk Sharing as an Alternative to Debt
- The Islamic Financial System
- The Stability of the Islamic Financial System
- Islamic Financial Intermediation and Banking
- Performance of Islamic Financial Services
- Risk Management
- Regulation of Islamic Financial Institutions
- Globalization and its Challenges
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7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking...
One 90-mins Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | learning outcomes | A1 | A2 | A3 | A4 | B1 | C1 | D1 | TMA | X | X | | | X | | | MTA | | | | | X | | | Final Exam | X | X | X | X | | X | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | TBA | |
10. Key reading list | Author | Year | Title | Publisher | Location | Zamir Iqbal, Abbas Mirakhor | 2011 | An Introduction to Islamic Finance: Theory and Practice 2nd edition | Wildy & Sons Ltd | UK |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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FIN342 Financial & Securities Markets
(8) Credit Hours
Acquire knowledge in financial markets and instruments, and in financial engineering together with the quantitative tools essential for understanding modern finance. The module provides thorough understanding of the reason financial markets are crucial to promoting greater economic efficiency. It shows that well-functioning financial markets are a key factor in producing high economic growth & poorly performing financial markets are one reason that many parts of the world remain desperately poor. The module further shows how activities in the financial and securities markets have direct effects on personal wealth, behaviour of businesses and consumers and the cyclical performance of the economy. The module develops an advanced understanding of the financial and securities markets, how it works, the debt and equity markets and intermediaries.
It aims to promote the student understanding of derivative markets, options ,Bonds , warrants and convertibles, Yield curves & the term structure of interest rates , currency exchange rate and the international exchange rate parity, portfolio risk and diversification, risk and return. The module further enhances student’s knowledge & practices of how the stock and commodities markets function.
Course Code |
FIN342 |
Course Title |
Financial & Securities Markets |
Pre-requisite |
FIN340: Corporate Finance |
Credit Hours |
8 |
Course Description |
Acquire knowledge in financial markets and instruments, and in financial engineering together with the quantitative tools essential for understanding modern finance. The module provides thorough understanding of the reason financial markets are crucial to promoting greater economic efficiency. It shows that well-functioning financial markets are a key factor in producing high economic growth & poorly performing financial markets are one reason that many parts of the world remain desperately poor. The module further shows how activities in the financial and securities markets have direct effects on personal wealth, behaviour of businesses and consumers and the cyclical performance of the economy. The module develops an advanced understanding of the financial and securities markets, how it works, the debt and equity markets and intermediaries.
It aims to promote the student understanding of derivative markets, options ,Bonds , warrants and convertibles, Yield curves & the term structure of interest rates , currency exchange rate and the international exchange rate parity, portfolio risk and diversification, risk and return. The module further enhances student’s knowledge & practices of how the stock and commodities markets function.
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Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | FIN342: Financial and Securities Markets | Level | 6 | Module tutor | TBA | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and one office hour weekly |
2. Rationale for the module and its links with other modules | Acquire knowledge in financial markets and instruments, and in financial engineering together with the quantitative tools essential for understanding modern finance. The module provides thorough understanding of the reason financial markets are crucial to promoting greater economic efficiency. It shows that well-functioning financial markets are a key factor in producing high economic growth & poorly performing financial markets are one reason that many parts of the world remain desperately poor.
The module further shows how activities in the financial and securities markets have direct effects on personal wealth, behaviour of businesses and consumers and the cyclical performance of the economy. The module develops an advanced understanding of the financial and securities markets, how it works, the debt and equity markets and intermediaries. The module further enhances student’s knowledge & practices of how the stock and commodities markets function. |
3. Aims of the module | 1. To promote the student understanding of derivative markets, options, bonds, warrants and convertibles, yield curves & the term structure of interest rates, currency exchange rate and the international exchange rate parity, portfolio risk and diversification, risk and return.
2. To develop a thorough understanding of international portfolio diversification and the principles behind financial derivative markets. |
4. Pre-requisite modules or specified entry requirements | FIN340 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: An overview of the financial system, function and structure, money and capital market instruments, function and types of financial intermediaries. A2: An overview of the commodities Market: physical Trading, derivative trading & world exchanges. A3: Bonds, Bond Yields, Prices and Bond Swaps, Bond Price Sensitivity A4: Yield Curves and the Term Structure of Interest Rates A5: Currency Exchange Rates, International Exchange Rate Parity Theories A6: International Portfolio Diversification, Measuring Portfolio Risk, Return and Performance A7: Introduction, Definitions, and the Economic Logic of Derivative Markets, Forward Contracts and Markets, Futures Markets A8: Introduction to Options, The Binomial Model and the Factors Affecting Option Prices, Black-Scholes Model, Using Options A9: Warrants and Convertibles | This module promotes analytical and technical skills of finance, have wide application in many fields where reasoned argument, clarity of thought and use of quantitative evidence are important. Knowledge of financial theories and application is also advantageous for many jobs in both the private and public sectors. Finance is valuable in any job that requires understanding of how markets operate.
Financial analysis is also essential for policy-related activities in environmental, social or industrial policy, in national or local government and in campaigning organisations.
We use the following type of assignment – tutor-marked assignment (TMA), that consists of a series of questions that you have to answer online. (TMA) ask you to produce to tackle a structured problem. TMA that is submitted electronically is called an eTMA. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: understand how financial & securities markets work and what functions they fulfil in market economy & how they promote economic efficiency.
B2: How to assess risk & return & liquidity of different investment instruments in addition to acquiring the ability to valuate stocks & bonds by applying procedures and models of fundamental analysis.
B3: Understand & analyse interest rates & their behaviour, currency exchange rates & analysis of international exchange parity.
B4: Describe & compare selected world exchanges.
B5: Understand & compare how markets function & the instruments traded.
B6: Students will be enabled to apply instruments & principles of technical psychological analysis on the capital markets.
B7: Students will be expected to develop & demonstrate knowledge in derivative markets, forward contracts, future markets, options, warrants and convertibles.
B8:.Students will be able to review and assess key trends in the financial and securities markets. | Cognitive skills and processes are introduced primarily via material specifically designed to develop analytical skills. Students are asked to analyse their progress with skills associated with their current work, submitting this assessment as part of their assignments. This allows students to develop a systematic and self-conscious approach to their skill development, assisted and supported by their tutor. These activities culminate in an assessment solely concerned with skills. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. undertake empirical analysis employing statistical and financial tools, and report on the empirical findings;
C2. set up and manage a project; C3. deal appropriately with the range of (inter-related) theoretical concepts as they relate to the subject area; C4. Produce a well-structured and well-argued report on a specialist topic in the area of Financial Markets and Derivatives. | TMA will demand some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout.
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D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1. Students develop many transferable skills that are highly valued by employers such as time management, self-reliance, problem-solving, the ability to understand, evaluate and use the various financial concepts | Students will develop better Interpersonal skills and be able to recognize different resources for alternative viewpoints.
Skills are developed as a consequence of course work throughout the module and implicitly built into assessment. The complete range of key skills is tested in TMA which requires the understanding and usage of the financial methods. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA and the midterm examination as there is a significantly greater emphasis on face to face tuition than the UK OU version. The formative assessment of students will form a part of the development of students’ skills in this course in order to satisfy and comply with local accreditation and to overcome plagiarism issues). The importance use of online forms as introduced in the UK will be maintained in the course. These skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills.
TMA and exams. Particular attention is paid to the practice-based learning elements. |
6. Indicative content. | The indicative content is divided into the following topics. - An overview of the financial system
- What Do Interest Rates Mean and What Is Their Role in Valuation?
- Why Do Interest Rates Change?
- How Do Risk and Term Structure Affect Interest Rates?
- The Money Markets
- The Bond Market
- The Stock Market
- The Mortgage Markets
- The Foreign Exchange Market
- Risk Management in Financial Institutions
- Hedging with Financial Derivatives
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7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking...
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
The balance between components of assessment is shown in the following table: |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | A9 | B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | C1 | C2 | C3 | C4 | D1 | TMA | x | | x | x | x | | | | | | | | | x | | | | | x | | x | | MTA | x | x | x | x | x | x | x | x | x | x | x | x | | x | | | | x | | x | | | Final Exam | | x | x | x | x | x | x | x | x | | | x | x | x | x | x | x | | x | x | x | x |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | TBA | |
10. Key reading list | Author | Year | Title | Publisher | Location | Mishkin, F. and Eakins, S. | 2014 | Financial Markets and Institutions | Pearson (8th Edition) | |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.lb |
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Course Outcomes |
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FR101 French Communication Skills I
() Credit Hours
FR101 introduces you to the world of work that is built around practical action of professional life and of everyday life: getting in touch, meeting people, communicating online, going on a business trip and organizing your day. The course aims at developing the students’ general skills (knowledge and attitude) and communicative skills (pragmatic and linguistic) to enable them to communicate in the world of work and in the social life.
Course Code |
FR101 |
Course Title |
French Communication Skills I |
Pre-requisite |
|
Credit Hours |
|
Course Description |
FR101 introduces you to the world of work that is built around practical action of professional life and of everyday life: getting in touch, meeting people, communicating online, going on a business trip and organizing your day. The course aims at developing the students’ general skills (knowledge and attitude) and communicative skills (pragmatic and linguistic) to enable them to communicate in the world of work and in the social life. |
Course Objectives |
FR101: French Communication Skills I Course Guide 2014/2015 Prepared by Dr. Chekra Allani
Course Chair
callani@aou.edu.kw September 2014 Parts of this guide draw on material from the Guide Pédagogique of Objectif Express A1/A2 - Nouvelle Edition Copyright © 2014 Arab Open University Preface Dear Student, Before you start your French language course, you are strongly recommended to go through your course guide. It gives you an inclusive view of the course material, of the content, the assessment and the study calendar.
FR101 French Language and Communication Skills is a three-credit-hour university elective course. French is the second most widely learned foreign language after English. Speaking French opens up educational opportunities at prominent French universities and business schools which are classified among the top higher education institutions in Europe and around the world. Students with a good level of French are entitled to French government scholarships to enroll in postgraduate courses in France and qualify for internationally acknowledged French degrees. Speaking a foreign language provides a competitive edge to your academic achievement and to your career enhancement. It also allows you to develop a positive attitude towards cultural diversity.
The course material Objectif Express New edition is designed for adults who are either beginners or who have little French. It helps learners acquire the French language needed in professional situations, in preparation for working life and in everyday life. The course has been designed to be user friendly in the context of the blended learning system of course delivery whereby students can learn in the classroom and can learn independently off-campus using the audio-visual aids. It is aimed at all those interested in quickly acquiring a linguistic autonomy in written and oral French to be able to use it in their social and professional relationships.
Objectif Express New Edition focuses on the acquisition of common transferable skills across the professional world to equip the learners with the competencies which enable them to act, interact and to respond in a francophone environment or with francophone partners in various situations of work and social life. The method is therefore built around the most common tasks of everyday life and work and is presented as a general course that can also pave the way for specialty courses.
The targeted competencies are those enunciated in the CEFR (Common European Framework of Reference) for levels A1➞ A2
Objectif Express 1 New edition prepares the learner for: - The Diploma of Professional French A2" (DFPA2) Chamber of Commerce and Industry of Paris Ile-de-France (Paris CCI Île-de-France)
- The "Education Studies in French professional option A1 and A2" (DELF pro A1 and A2) of the International Centre for Pedagogical Studies (CIEP)
- The "Business Language Testing Service" (BULATS) test. "University of Cambridge ESOL Examinations (multilingual test to assess language skills in work situations).
FR101 COURSE KIT The FR101 teaching material comprises two books and an integrated DVD-ROM along with a few online resources stated below in this Course Guide
Printed Material: - Student Book (Livre de l’élève)
- Workbook (Cahier d’activités)
- Course Guide (this booklet)
• E-Resources: - An Integrated DVD-ROM
- Online resources provided by your tutor
Table of Contents | Preface Table of Contents | 1. Introduction | 2. Course Aims AND DESCRIPTION | 3. Course teaching material | 4. COURSE STRCTURE | 5. UNIT STRUCTURE | 5. Online Resources | 6. ASSESSMENT: AssignmentS And Exams | 7. Course Calendar |
FR101introduces you to the world of work that is built around practical action of professional life and of everyday life: getting in touch, meeting people, communicating online, going on a business trip and organizing your day. The course aims at developing the students’ general skills (knowledge and attitude) and communicative skills (pragmatic and linguistic) to enable them to communicate in the world of work and in the social life. 2. Course Aims and Description |
FR101 course aims at: - Developing an efficient and economical learning of the language focusing on achieving tasks in specific actions that the learner performs as part of his social and professional life.
- Responding to the learner’s motivation to quickly acquire the skills that enable him to act and interact in a francophone environment or with French speakers in varied circumstances.
- Providing a rigorous methodological approach for greater efficiency and action with structured rubrics, current documents taking into account the evolution of the professional world, concrete business scenarios, cultural cues and professional benchmarks to understand some codes of French corporate culture and business records and a DVD-ROM with authentic video footage.
3. Course Teaching Material: The course comprises the following teaching material: - Student Book (Livre de l’élève)
- Workbook (Cahier d’activités)
- DVD-ROM
- Course Guide (this booklet)
Your student Book comprises 10 units with a DVD_ROM at the back page. The book contains: - A list of objectives and teaching/learning content
- 10 units anchored in the world of work and built around concrete actions of professional life: Get in touch! ; Meet! ; Communicate online! ; Go to a business trip! ; Organize your day! ; Make the right choice! ; Present a business! ; Find a job! ; Make plans! ; Fix problems!
- 3 business scenarios after units 3, 6 and 10 to mobilize the skills gained through projects like organizing a conference, preparing a business trip in France and creating a fair trade company on the Internet.
The end of the book comprises annexed pages of:
- The corrected assessment tasks proposed in the Test Yourself section;
- Transcription of documents that are not transcribed in the units;
- A specific conjugation;
- A reminder of speech acts grouped by communication situations;
- A map of the administrative France. The DVD-ROM contains:
- Full audio recordings; (Mes audios)
- Authentic video footage exclusively on professional issues; (Mes videos) - Documents resources e.g.: calendar, weights and measures, a sample résumé and several lexicons ... (Mon Portfolio)
- Cards portfolio; (Mes documents)
- An interactive multilingual lexicon; (Mon Lexicon)
- An interactive map of France. (Ma carte de France)
- The activity book constitutes an effective addition to the blended learning methodology enabling the student to practice independently or in class.
- It offers a varied training systematically incorporating the language points covered in the student book, developing them through a spiral progression and exercises.
- It helps strengthen and validate the knowledge gained through a variety of
exercises and comprehension activities and contextualized expressions.
At the end of the activity book, you will find:
- The corrected activities including preparations for the DELF;
- The phonetic alphabet;
- A lexicon that lists new words each sequence with the phonetic transcription. - A space after each word allows learners to add translation in the language of their choice.
To ensure a fast, efficient and economical learning of the language, Objectif Express 1 New Edition's approach focuses on achieving tasks in specific actions as part of the learner’s socio-professional life. They offer him the opportunity to act and interact in purposeful and meaningful situations because of his family life and his immediate concerns. Below is the course structure which is further developed for each unit in this guide.
FR101 runs through the five first units (1-5) = (A1) of your course book Objectif Express. Whereas FR102 covers the last five units (6-10) = (A2). The block consists of: - Tasks of acquisition: Listen / Read / React:
During this first phase, the focus of the learner should be on the theme and language objectives he will find in the teaching / learning sequence to facilitate understanding. - Development of functional and linguistic skills:
The method emphasizes an inductive approach to the conceptualization of grammar rules. It is to discover the rule from observing grammar points treated in the support documents. The aim is to attract the attention of the learners to particular forms of interaction that are linked in a sense to a centering on speech acts. - Move to the Action: Transfer of the acquired skills
Each task in a context has an upstream and a downstream and is like a mini-scenario. It goes beyond the simple instruction given (e.g. write email) and employs more skills. This is not to produce just for the sake of producing; the production must be shared and may be performed in several ways. Upstream, there may be for example, a search for information before performing the task and downstream sharing information when the task is performed. Each of these steps is detailed for each sequence in this guide. Each unit is built around a central action. In the opening page of each unit, a learning strategy indicates what the learner will be able to do at the end of the unit (tasks set) and sets the functional and linguistic objectives. The teaching learning path is thus clearly identified.
Each unit consists of four teaching learning sequences (A / B / C / D), each on a double page.
Each sequence revolves around actions of professional life in a clear and structured way. Sequence of teaching / learning Listen / Read - React
A supporting task mobilizing two or more language activities (reading / listening / speaking or interacting continuously / writing) gives the practice to act and to develop comprehension skills. At this stage, the learner uses prior learning and different strategies of his own to carry out the task. It really is learning by doing. Manipulation of statements within the context will allow a first step towards the acquisition. Grasp
Boxes comprising classified statements of the supporting documents to acquire the essential of the usual formulations of communication and to serve as a basis for the acquisition of
language tools (grammar and vocabulary).
At this stage, the learner observes statements in context and appropriates them. Take Action
One or more target tasks reinvest and assess the acquired skills. In this last step, the learner is required to act again mobilizing not only his past achievements but also what he has learned. He faces similar situations to those supporting tasks, but with different data and different context. - A double page of linguistic tools comes under the form of clear and summary tables to visualize and conceptualize language points. It is easy for the learner to refer to it at any time. Language structures are introduced gradually in each unit as a solid progression. The discovery of the rules of grammar can be inferred from statements in context from the supporting documents.
- Pronunciation activities (Say it): Pronunciation work is proposed in each unit. The learners' attention should focus on the rhythm of the language, on the intonations, the chains, the links and sound discrimination. The tasks are varied: listening, reproduction, discrimination. The audio on these activities can be found on the DVD-ROM (Mes audios). In addition, complementary activities of sound and script are available for each unit in the activity book. (Cahier d’activités)
- Practice: a page containing exercises of systematization and of reuse in context to develop language automatism. The exercises can be done in class or independently as required and as time allows.
- Test yourself: a self-assessment page is present at the end of each unit. Here you will find evaluation tasks on the receptive activities. The answer key at the end of the book enables the learner to self-correct and to take stock of his learning. After tests and assessments, students may follow up their progress in the portfolios located in the DVD-ROM. (Mon Portfolio)
- Professional and cultural landmarks: to enable a successful intercultural communication, effective teaching of French to the professional world cannot be understood without reference to the intercultural dimension. Speaking the language of the speaker is not enough. It is also necessary to know its customs and know how to decode his behavior to communicate and avoid any misunderstanding or blunder that could be harmful. It is for this reason that these pages have been designed. They are closely related to the teaching / learning path. The questions raise intercultural awareness reflection for the learner of their own culture in relation to the French culture. This acculturation allows the learner to leverage interpersonal skills in social interactions and adopt the way of being appropriate.
- For further practice, and to keep your language skills well-honed, it is important that you surround yourself with the language, be it the DVD-ROM, radio, TV, Internet or any form of media. It is recommended that you listen to French media like France24, TF1 and TV5 Monde on the following link (debutant).
http://french.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=french&cdn=education&tm=22&f=00&tt=14&bt=4&bts=4&zu=http%3A//www.apprendre.tv/ - You can follow the Scoop.it page of your tutor which aggregates selected content (websites, articles, tools...) for French beginner students.
http://www.scoop.it/t/fle-by-isabelle-guillot-brossard With Scoop.it, you can easily discover, select and sort content on specific topics, then share and publish it for your audience. You can also follow other users of Scoop.it, rescoop the resources they have shared and add your comments. - You can also have a look at your tutor's Pinterest board dedicated to French as foreign language for beginners.
http://fr.pinterest.com/brossard0794/fle/ Pinterest is a social network which allows you to share and comment on visual material such as images and videos. FR 101 has two equally weighted assessment components: a continuous assessment components and examinable component. Continuous assessment: | 2 (in-class) writing tasks | 20 % | | 1 MTA(listening and Writing) | 25 % | | Participation | 5% | Examinable component FE: | Speaking (20 marks) listening (10 marks)
Writing & reading (20 marks) | 50% |
If you do not score a minimum of 20/50 on your final exam, you will fail the course regardless of the marks you have obtained in the continuous assessment. Final examination
Your Final Examination which carries 50 points (i.e. 50% of the overall grade) will consist of the following sections/components: Speaking (20 points) Listening (10 points) Writing and reading (20 points)
Speaking examination
This section consists of one role play. Two students ask and answer questions about her/himself and her/his family. Each student can talk about her/himself in her daily life or in the workplace, about a trip or culinary habits and preferred food types, etc... Listening examination
You listen to some short audios, and answer: choosing from alternatives, fill in blanks or check. Writing & Reading examination - Know the meaning of important vocabulary covered in the FR 101.
- Transform sentences (e.g. number and gender).
- Noun and adjective concordance
- Write questions or answers.
- Fill in gaps (verbs, articles) in a sentence or a text.
- Identifying (circle) the correct answer (choosing from alternatives).
- Write a short e-mail, etc…
Academic Year 2013/2014
Textbook: Objectif Express new edition Week 1 | A.- Introducing the course - Objectives
- Assessment methods
- Learning support resources
B.- Unit 1 - Entrez en contact!
- Enter in contact with someone
- Fill out a form
- Introduce yourself
- Salute and respond to salutations
| My audios
Supporting task 01 - Listen to presentations.
- Respond to questions
| Week 2 | Unit 1 - Entrez en contact!
- Ask and give information about one’s status, profession, workplace and address
- Nationalities, names of professions
- Spell out new words
- Give your consent in a simple manner
- Conjugation of verb être/ s’appeler
- Indefinite articles ‘un/ une/ des’
- Masculine and feminine nouns with concordance of adjectives
| My audios
Supporting task 02
Nice meeting you
Respond to questions | Week 3 | Unit 1 - Entrez en Contact!
- Asking for training
- Conjugation of the verb ‘aller’
- Salutations using ‘tu’ or ‘vous’
- Interrogative pronouns ‘quel/ quelle’
- Possessive pronouns ‘mon/ ma/ mes/ votre/ vos’
- Prepositions ‘a/ dans/ chez
- Self-test
| My audios 10-12 - Fill out a portfolio for unit 1
- Watch video and respond to questions
| Week 4 | Unit 2 - Faites connaissance !
- I beg your pardon
- Where do you work?
- Ask for a steward/stewardess for a service on a flight
- Ask and thank someone politely
- Get to know someone
- Use of the verb ‘avoir’
- Use of prepositions ‘dans/ chez/ pour’
| My audios 19 | Week 5 | Unit 2 - Faites connaissance !
- In the airplane
- Welcome to Paris
- Defining articles ‘le/ la/ les’
- Negative statements
- Use of the verb ‘faire’
| First graded (in class) writing task 10 %=10 marks | Week 6 | Unit 3 - Communiquez en ligne !
- Answer phone calls at work professionally and politely
- Use of verbs ‘pouvoir/ devoir’
- Use of verbs ‘attendre/ repondre’
- Counting till 99
- Polite expressions ‘s’il vous plait/ je suis désolée…’
| My audios 20-22 - Listen and respond to questions
| Week 7 | Unit 3 - Communiquez en ligne !
- Formal and informal texting
- Forms of giving instructions
- Inviting someone
- Use of verb ‘finir’
| Revision of units 1-3 | Week 8 | Listening and writing midterm exam | MTA (25 %) | Week 9 | Unit 4 - Partez en déplacement !
- Booking and confirming a train ticket online (RER/ TER/ TGV)
- Interrogative pronouns ‘ou/ quand/ qui/ comment’
- The use of the verb ‘partir’
- The imperative
- Describe a hotel, a destination
| My documents | Week 10 | Unit 4 - Partez en déplacement !
- Give information and orientation in an airport
- Address a receptionist in a hotel
- Practice pronouncing vowels
- Use of verbs ‘prendre/ sortir’
- Counting numbers up to 1000
| My audios 27-32 | Week 11 | Unit 4 - Partez en déplacement !
- Organize a trip
- Tell the timing
- Practice booking tickets to travel by plane or by train
- Choosing the preferred residence (hotel room/ suite)
| Second graded (in class) writing task 10 %=10 marks | Week 12 | Unit 5 - Organisez votre journée !
- Ask someone about one’s daily activities
- Respond to an interviewer’s questions about a typical day at work
- The use of verbs ‘aller/ partir’
- The use of verbs a la form pronominale ‘se reveiller/ s’habiller…’
| My audios 33 | Week 13 | Unit 5 - Organisez votre journée !
- Organize an event
- Give instructions in the workplace through an email to a colleague or to an assistant
- The use of prepositions ‘à/ de’
- The use of the near future
| | Week 14 | Unit 5 - Organisez votre journée !
- Culinary habits (your preferred type of food)
- Meals and dishes
- An appointment with the webmaster
| My audios 34 Revision units 1-5 | Week 15 | Speaking exam: role play | | | | Final exam
(listening & writing) |
A few tips on how to fare well in your course: |
This is a blended learning course whereby 25% of the learning is conducted in a face-to-face tutorial and 75% of the learning is an independent self-study. Your course material has been compiled for this purpose. The integrated DVD-ROM offers you an inclusive interaction with your course material. In order to fare well in your course, we advise you to: - Attend your tutorials regularly
- Follow your course calendar and come prepared to class
- Do your assignments on time
- Make use of your DVD-ROM
Bon courage!
FR101.pdf
|
Course Outcomes |
|
FR102 French for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
Course Code |
FR102 |
Course Title |
French for Beginners (II) |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
Course Objectives |
FR102: French for Beginners (II) [3 credits] The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. Tutor’s name: Dr. Chekra Allani
Contact details: callani@aou.edu.kw
|
Course Outcomes |
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GB102 اسم ورمز المقرر الدراسي: مبادئ ريادة الأعمال لغير المتخصصين – ريادة GB102
() Credit Hours
تزويد الطلبة بمفاهيم وأدوات تساعدهم في التعرّف على مبادئ ريادة الأعمال وأهميتها وخطوات إنشاء المشروعات الصغيرة وإدارتها، بالاضافة الى تعريف الطلاب بالخطوات اللازمة لانشاء المشروع الخاص صغير الحجم من خلال الطرق الرئيسية التالية:
- تطوير قدره الطلاب علي تطبيق المفاهيم الضرورية للبدء بمشروع في واقع الاعمال
- تحسين قدره الطلاب علي استخدام أدوات إنشاء الاعمال التجارية مثل خطه العمل ونموذج الاعمال
- تطبيق الادوات التكنولوجية في ريادة الاعمال من خلال مشاريع يتم مناقشتها ضمن مجموعات تفاعلية.
Course Code |
GB102 |
Course Title |
اسم ورمز المقرر الدراسي: مبادئ ريادة الأعمال لغير المتخصصين – ريادة GB102 |
Pre-requisite |
|
Credit Hours |
|
Course Description |
تزويد الطلبة بمفاهيم وأدوات تساعدهم في التعرّف على مبادئ ريادة الأعمال وأهميتها وخطوات إنشاء المشروعات الصغيرة وإدارتها، بالاضافة الى تعريف الطلاب بالخطوات اللازمة لانشاء المشروع الخاص صغير الحجم من خلال الطرق الرئيسية التالية:
- تطوير قدره الطلاب علي تطبيق المفاهيم الضرورية للبدء بمشروع في واقع الاعمال
- تحسين قدره الطلاب علي استخدام أدوات إنشاء الاعمال التجارية مثل خطه العمل ونموذج الاعمال
- تطبيق الادوات التكنولوجية في ريادة الاعمال من خلال مشاريع يتم مناقشتها ضمن مجموعات تفاعلية. |
Course Objectives |
المعلومات الأساسية
اسم ورمز المقرر الدراسي: مبادئ ريادة الأعمال لغير المتخصصين – ريادة
GB102 |
عدد الساعات المعتمدة: ثلاث ساعات |
البرامج التي يقدم ضمنها المقرر الدراسي: برنامج البكالوريوس لجميع التخصصات |
المستوى الأكاديمي الذي يعطى فيه المقرر الدراسي: المستوى الأول |
المتطلبات السابقة لهذا المقرر: لا يوجد |
اسم مدرس المادة: أ/ بتال المطيري،
batal@aou.edu.kw |
توصيف المقرر:
تزويد الطلبة بمفاهيم وأدوات تساعدهم في التعرّف على مبادئ ريادة الأعمال وأهميتها وخطوات إنشاء المشروعات الصغيرة وإدارتها، بالاضافة الى تعريف الطلاب بالخطوات اللازمة لانشاء المشروع الخاص صغير الحجم من خلال الطرق الرئيسية التالية: -
تطوير قدره الطلاب علي تطبيق المفاهيم الضرورية للبدء بمشروع في واقع الاعمال
-
تحسين قدره الطلاب علي استخدام أدوات إنشاء الاعمال التجارية مثل خطه العمل ونموذج الاعمال
-
تطبيق الادوات التكنولوجية في ريادة الاعمال من خلال مشاريع يتم مناقشتها ضمن مجموعات تفاعلية.
|
أهداف المقرر: -
معرفة أساسيات ومبادىء ريادة الأعمال وتطبيقاتها العملية
-
تنمية مفهوم ثقافة العمل الحر
-
تحديد المسار المناسب للمشروع والاستفادة من الفرص المتاحة
-
التعرف على اهم سمات رائد الاعمال وكيفية تطويرها
-
التعرف على اهم الجهات الداعمة لرواد الاعمال
-
إيجاد فرص للمشاريع الناجحة والمفاضلة بينها باستخدام الطرق العلمية الحديثة
-
التعرف على الاجراءات والتشريعات الناظمة لمنشأت الاعمال
-
اكتساب مهارات إدارة المشروعات الريادية وتطويرها
|
أولاً: الخطة الدراسية لمقرر ريادة أعمال:
المفاهيم الأساسية لريادة الأعمال -
مفهوم الريادة وتطوره
-
فوائد ريادة الأعمال
-
سمات وخصائص رائد الأعمال
-
نشاط عملي عن الصفات اللازم توفرها في رائد الاعمال
|
الأسبوع الأول |
1 |
كيف تكون رائداً للأعمال -
من هو رائد الأعمال؟
-
الصفات الشخصية لرائد الأعمال وكيف يفكر
-
العوامل التي تحقق النجاح لرائد الاعمال
|
الأسبوع الثاني |
2 |
المشروع التجاري -
الفرق بين المشروع الصغير والمشروع الكبير
-
أهمية ريادة الأعمال
-
خطوات انشاء المشروع
-
عوامل نجاح المشروع
-
العوامل البيئية للمشروع
-
كيف يمكن تجنب الفشل في ريادة الاعمال
|
الأسبوع الثالث |
3 |
صياغة الأفكار الريادية وتحويلها الى فرص حقيقية -
كيفية تصفية الأفكار الإبداعية وإختيار ما يتناسب منها مع الواقع العملي
-
تحديد طبيعة المعلومات الضرورية بهدف تحويل الفكرة الريادية الى واقع ملموس
-
التحليل الرباعي (SWOT
) للمشاريع واختيار البديل الافضل
|
الأسبوع الرابع |
4 |
خطة الاعمال -
تعريف خطة الاعمال
-
مكونات خطة الاعمال
-
نموذج عملي لتصميم خطة الاعمال
-
مصادر المعلومات لانشاء المشروع
|
الأسبوع الخامس |
5 |
إدارة المشاريع الريادية -
ماهية إدارة المشاريع الريادية الصغيرة وكيف نشأت
-
أساسيات إدارة المشاريع الريادية الصغيرة
-
التطبيقات العملية لإدارة المشاريع الريادية الصغيرة
|
الأسبوع السادس |
6 |
التمويل والتسويق -
مصادر تمويل المشروعات التجارية
-
تقييم أنسب المصادر المالية الملائمة للمشروع
|
الأسبوع السابع |
7 |
التمويل والتسويق -
حساب تكاليف المشروع
-
عناصر التسويق الأربعة المتوافقة مع المشروع (المنتج، التسعير، التوزيع، الترويج)
-
تطبيق عملي: بناء خطة تسويقية مصغرة
|
الأسبوع الثامن |
8 |
خيارات انشاء المشروع -
البدء بانشاء مشروع جديد
-
شراء مشروع قائم
-
الامتياز التجاري
|
الأسبوع التاسع |
9 |
الشكل القانوني لمنشأت الاعمال -
المؤسسة الفردية
-
الشركة
-
العمل من المنزل
-
حالة عملية: نحو اختيار شكل المشروع التجاري المتناسب وقدراتك
|
الأسبوع العاشر |
10 |
أمثلة لمشروعات عملية -
المشروعات صغيرة والتجهيزات المطلوبه لانجاحها
-
مشروعات المنزل القائمة على استخدام الانترنت
|
الأسبوع الحادي عشر |
11 |
جهات داعمة لرواد الأعمال -
المشروعات الصغيرة والتنمية الاقتصادية
-
أهم الجهات المانحة للمشروعات الريادية
|
الأسبوع الثاني عشر |
12 |
أخلاقيات رائد الأعمال -
عدم تغليب المصلحة الخاصة على المصلحة العامة
-
مراعاة الجوانب البيئية الخاصة بالمشروع
-
الابتعاد عن الممارسات غير الأخلاقية في التعامل مع جميع الأطراف
|
الأسبوع الثالث عشر |
13 |
مراجعة عامة
|
الأسبوع الرابع عشر |
14 |
ثانياً: تقييم الطلاب:
آلية التقييم المعتمدة وتوزيع الدرجات:
30% |
اختبارات نصف فصلية عدد 2 (15% لكل واحد) |
50% |
الاختبار النهائي |
20% |
المشروع |
100% |
المجموع |
|
Course Outcomes |
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GB102E Entrepreneurship
(4) Credit Hours
GB102 is an introductory four credit undergraduate course. Business students, as well as those from other disciplines, can benefit from Entrepreneurship. Entrepreneurship is a balanced mix of the academic and applied components of entrepreneurship education. Students are introduced to the theories, methods, and requisite knowledge and skills required of entrepreneurs, and are then immediately given practical examples and discussion opportunities.
Course Code |
GB102E |
Course Title |
Entrepreneurship |
Pre-requisite |
|
Credit Hours |
4 |
Course Description |
GB102 is an introductory four credit undergraduate course. Business students, as well as those from other disciplines, can benefit from Entrepreneurship. Entrepreneurship is a balanced mix of the academic and applied components of entrepreneurship education. Students are introduced to the theories, methods, and requisite knowledge and skills required of entrepreneurs, and are then immediately given practical examples and discussion opportunities. |
Course Objectives |
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Course Outcomes |
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GR111 الحضارة العربية الإسلامية
(3) Credit Hours
تمكين الطالب من اكتساب ثقافة عامة تسمح أن يكون لاختصاصه التقني والمهني أبعاد معرفية إنسانية تؤدي إلى مستويات متقدمة من الوعي بكل من:
Course Code |
GR111 |
Course Title |
الحضارة العربية الإسلامية |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
تمكين الطالب من اكتساب ثقافة عامة تسمح أن يكون لاختصاصه التقني والمهني أبعاد معرفية إنسانية تؤدي إلى مستويات متقدمة من الوعي بكل من: |
Course Objectives |
GR111 الحضارة العربية الاسلامية اسم المقرر | الحضارة العربية الإسلامية | رقم المقرر | GR111 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | مدرس المقرر | د/ علاء عبدالغني، alaa@aou.edu.kw | أهداف المقرر | تمكين الطالب من اكتساب ثقافة عامة تسمح أن يكون لاختصاصه التقني والمهني أبعاد معرفية إنسانية تؤدي إلى مستويات متقدمة من الوعي بكل من: - التاريخ كحركة نسبية تتفاعل فيها ذاكرة الماضي ومعيش الحاضر وأمل المستقبل في مشروع حضاري يؤمن بإمكانية التغيير نحو الأفضل .
- أهمية النقد ( وبصورة خاصة النقد التاريخي ) ، وبهدف معرفة الماضي معرفة موضوعية ، فلا نغرق بأمجاده تعويضاً عن بؤس الحاضر ، ولا نهرب إلى الأمام بالانقطاع عنه . فمنهج النقد التاريخي هدفه الأساسي وعي أسباب الازدهار كما وعي أسباب التأخر في مسار الحضارة العربية الإسلامية .
- أهمية التاريخ الحضاري العالمي والتاريخ المقارن، وتفاعل الحضارات ، إذ ليس من منطقة معزولة أو حضارة فريدة أو منفردة . هكذا هو تاريخ الحضارات وفي كل الأزمنة، حتى القديمة منها ، فكيف إذن في عصر الثورة المعلوماتية .
| مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding) :
من المتوقع أن يتمكن الطالب بعد الانتهاء من دراسة هذا المقرر من: - الإلمام بالتطور التاريخي للحضارة العربية الإسلامية.
- التعرف على العلاقة بين الحضارة العربية والحضارات الأخرى وتأثر كل منها بالآخر.
- التعرف على الجوانب الاجتماعية والاقتصادية والسياسية في ظل نظام الحكم الإسلامي.
- الدراية بالتاريخ الحضاري العالمي.
- المهارات (Skills) :
من المتوقع بعد أن ينتهي الطالب من دراسة هذا المقرر أن يكون قد اكتسب بعض المهارات ذات العلاقة من أهمها: - النقد الموضوعي.
- تحليل أسباب الازدهار والتأخر في مسار الحضارات.
|
الوصف والمحتوى | الحضارة والحضارة العربية الإسلامية. لمحات من تاريخ الحضارة العربية الإسلامية. مفاهيم ومسائل اجتماعية.
أثر الحضارة الإسلامية في النهضة الأوربية. مسارات نحو الركود في الحضارة الإسلامية. النهضة العربية الحديثة : الإصلاح ومعالم من الفكر التنويري العربي. الفنون والعمارة الإسلامية. | أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة.
| المادة التعليمية الأساسية | - وجية كوثراني وآخرون ( 2004 )، الحضارة العربية الإسلامية، ط3 2018 ،الكويت ، الجامعة العربية المفتوحة.
| المراجع والمواد التعليمية | - حسنين محمد ربيـع: دراسات في تاريخ الدولة البيزنطية، الطبعة السابعة، القاهرة، 2010م.
- حضارة الإسلام، القاهرة، 2014م.
- الحضارة العربية الإسلامية في العصور الوسطى ودورها في بناء الحضارة العالمية، حصاد ندوة عقدها اتحاد المؤرخين العرب بالقاهرة، عام 1423هـ/2002م
- محمد كـرد علي: بين المدنية العربيـة والأوربيـة، الطبعة الثانية، القاهرة، 2012م.
- محمـود عرفـة محمود: دراسات وبحوث في الحضارة الإسلامية، القاهرة، 2012م.
- وجيه كوثراني، الفقيه والسلطان، جدلية الدين والسياسة في إيران الصفوية والدولة العثمانية، بيروت، دار الطليعة، ط1 1990م، ط2 2001م.
- خليل إينالجك، تاريخ الدولة العثمانية من النشوء إلى الانحدار، ترجمة محمد الأرناؤوط، بيروت، المدار الإسلامي، 2002م، ص 67.
|
GR111.pdf
|
Course Outcomes |
|
GR112 قضايا ومشكلات التنمية في الوطن العربي
(3) Credit Hours
يسعى هذا المقرر إلى وصف الوضع الراهن للتنمية في الوطن العربي من منظورها الاجتماعي والثقافي والسياسي ، كما يلقى الضوء على القضايا الاستراتيجية التي يمر بها المجتمع العربي والمشكلات التي أفرزتها تلك القضايا فشكلت حدوداً وقيوداً على حرية التنمية ، كما يتعرض هذا المقرر للفرص والموارد المتاحة للوطن العربي ليحقق معدلات أفضل من التنمية الشاملة في عصر العولمة والاقتصاد الكوني . ويؤكد المقرر على ضرورة ، بل حتمية، تنمية المورد البشري العربي باعتباره المكون الأهم في معادلة التنمية وباعتبار الإنسان العربي يمثل وسيلة التنمية وغايتها معاً.
Course Code |
GR112 |
Course Title |
قضايا ومشكلات التنمية في الوطن العربي |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
يسعى هذا المقرر إلى وصف الوضع الراهن للتنمية في الوطن العربي من منظورها الاجتماعي والثقافي والسياسي ، كما يلقى الضوء على القضايا الاستراتيجية التي يمر بها المجتمع العربي والمشكلات التي أفرزتها تلك القضايا فشكلت حدوداً وقيوداً على حرية التنمية ، كما يتعرض هذا المقرر للفرص والموارد المتاحة للوطن العربي ليحقق معدلات أفضل من التنمية الشاملة في عصر العولمة والاقتصاد الكوني . ويؤكد المقرر على ضرورة ، بل حتمية، تنمية المورد البشري العربي باعتباره المكون الأهم في معادلة التنمية وباعتبار الإنسان العربي يمثل وسيلة التنمية وغايتها معاً. |
Course Objectives |
GR112
قضايا ومشكلات التنمية في الوطن العربي
اسم المقرر
|
قضايا ومشكلات التنمية في الوطن العربي | رقم المقرر |
GR112 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | مدرس المقرر | د/ بتال المطيري،
batal@aou.edu.kw | أهداف المقرر | يسعى هذا المقرر إلى وصف الوضع الراهن للتنمية في الوطن العربي من منظورها الاجتماعي والثقافي والسياسي ، كما يلقى الضوء على القضايا الاستراتيجية التي يمر بها المجتمع العربي والمشكلات التي أفرزتها تلك القضايا فشكلت حدوداً وقيوداً على حرية التنمية ، كما يتعرض هذا المقرر للفرص والموارد المتاحة للوطن العربي ليحقق معدلات أفضل من التنمية الشاملة في عصر العولمة والاقتصاد الكوني . ويؤكد المقرر على ضرورة ، بل حتمية، تنمية المورد البشري العربي باعتباره المكون الأهم في معادلة التنمية وباعتبار الإنسان العربي يمثل وسيلة التنمية وغايتها معاً. | مخرجات التعلم المقصودة |
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المعرفة والفهم
(Knowledge & Understanding)
بعد دراسة هذا المقرر يتوقع من الطالب أن يتمكن من معرفة وفهم: -
أسس المشاكل الإنمائية في العالم العربي.
-
التعرف على تأثير القوى الاجتماعية والثقافية والاقتصادية والسياسية على التنمية في العالم العربي.
-
الإلمام بأهم الأوضاع البيئية والصحية ذات التأثير المباشر على التنمية.
-
فهم العائد الاقتصادي والاجتماعي للتعليم.
-
المهارات
(Skills)
بعد دراسة هذا المقرر يتوقع من الطالب أن يكتسب بعض المهارات، مثل:
-
مهارة استخدام مؤشرات التنمية للحكم على مدى التنمية في بلدٍ ما.
-
مهارة قياس مستوى المعيشة باستخدام أدوات مختلفة.
-
مهارة تحليل بعض الأمراض الثقافية التي حدت من فاعلية الثقافة العربية.
|
الوصف والمحتوى | مدخل لدراسة التنمية : المعنى والمحتوى
حالة التنمية البشرية في الوطن العربي المؤشرات الاجتماعية للتنمية البشرية في الوطن العربي أوضاع الثقافة العربية أوضاع التعليم في الوطن العربي الإعلام والتنمية البشرية
الصحة .. والتغذية وشئون البيئة في الوطن العربي المرأة والتنمية تحديات التنمية الثقافية والاجتماعية.. القضايا والمشكلات والآفاق المستقبلية نظريات النمو والتنمية: أسباب التخلف وآليات النمو الموارد الطبيعية والسكان والتنمية في الوطن العربي التصنيع وعملية التنمية الاقتصادية في الوطن العربي التجارة العربية والتنمية الاقتصادية : الواقع و التحديات تحديات التنمية الاقتصادية وتجارب وبرامج الإصلاح الاقتصادي في الوطن العربي التنمية السياسية : تعريفها ومداخل دراستها الإطار الدستوري في الوطن العربي |
أساليب التدريس
|
-
التفاعل عبر المنتديات في نظام
LMS
-
العروض التوضيحية.
-
المناقشة والحوار خلال اللقاءات الصفية.
-
حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم |
-
الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
-
الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
-
الاختبار النهائي (50) درجة.
| المادة التعليمية الأساسية |
-
محمد عبد الموجود وآخرون، (2015)، قضايا ومشكلات التنمية في الوطن العربي،ط 2 ،الكويت الجامعة العربية المفتوحة، الكويت.
|
المراجع والمواد التعليمية
| - د. محمد الليثي و د. محمد عجميه، (2011). " التنمية الاقتصادية، مفهومها، نظرياتها، سياستها"، الإسكندرية: الدار الجامعية. - د. منى الطحاوي، (2002)، " التنمية الاقتصادية"، مذكرات دراسية، القاهرة: كلية الاقتصاد والعلوم السياسية.
- د. محمود عبدالفضيل، (2010). "أساليب التخطيط الاقتصادي"، القاهرة: دار النهضة العربية.
- د. محمد الليثي و د. محمد عجميه، (2001). " التنمية الاقتصادية، مفهومها، نظرياتها، سياستها"، الإسكندرية: الدار الجامعية.
- التقرير الاقتصادي العربي الموحد، 2004. | | GR112.pdf |
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Course Outcomes |
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GR115 قضايا ومشكلات عالمية معاصرة
(3) Credit Hours
يهدف هذا المقرر إلى رصد القضايا والمشكلات التي تشكل موضع اهتمام العالم اليوم، والسعي لتحليلها بهدف تعريف الطلاب بطبيعتها ، وعواملها والنتائج المترتبة عليها سواء على بنية النظام العالمي أو النظم الإقليمية أو الدول القومية. وذلك لتوعيتهم بالتفاعل الحاد على الصعيد العالمي ،والقضايا المتضمنة فيه والمشكلات الناتجة عنه، حتى يصبحون قادرين على متابعة ما يحدث في بيئتهم العالمية المحيطة، ومن ثم قادرين على المشاركة بفاعلية في أحداثه .
Course Code |
GR115 |
Course Title |
قضايا ومشكلات عالمية معاصرة |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
يهدف هذا المقرر إلى رصد القضايا والمشكلات التي تشكل موضع اهتمام العالم اليوم، والسعي لتحليلها بهدف تعريف الطلاب بطبيعتها ، وعواملها والنتائج المترتبة عليها سواء على بنية النظام العالمي أو النظم الإقليمية أو الدول القومية. وذلك لتوعيتهم بالتفاعل الحاد على الصعيد العالمي ،والقضايا المتضمنة فيه والمشكلات الناتجة عنه، حتى يصبحون قادرين على متابعة ما يحدث في بيئتهم العالمية المحيطة، ومن ثم قادرين على المشاركة بفاعلية في أحداثه . |
Course Objectives |
GR115 قضايا ومشكلات عالمية معاصرة اسم المقرر | قضايا ومشكلات عالمية معاصرة | رقم المقرر | GR115 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | أهداف المقرر | يهدف هذا المقرر إلى رصد القضايا والمشكلات التي تشكل موضع اهتمام العالم اليوم، والسعي لتحليلها بهدف تعريف الطلاب بطبيعتها ، وعواملها والنتائج المترتبة عليها سواء على بنية النظام العالمي أو النظم الإقليمية أو الدول القومية. وذلك لتوعيتهم بالتفاعل الحاد على الصعيد العالمي ،والقضايا المتضمنة فيه والمشكلات الناتجة عنه، حتى يصبحون قادرين على متابعة ما يحدث في بيئتهم العالمية المحيطة، ومن ثم قادرين على المشاركة بفاعلية في أحداثه . | مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding)
بعد دراسة هذا المقرر من المتوقع أن يتمكن الطالب من معرفة وفهم: - العوامل المسببة للقضايا والمشاكل ذات الصبغة العالمية.
- تأثير هذه المشكلات على الهيكل التنظيمي العالمي والإقليمي والوطني.
- التحليل العلمي لهذه القضايا.
- التعرف على التبادل غير المتكافئ في علاقات دول الشمال بدول الجنوب.
بعد دراسة هذا المقرر يتوقع من الطالب أن يكتسب بعض المهارات مثل: - مهارة تحليل المشكلات ذات الصبغة العالمية للوقوف على أهم مسبباتها.
- مهارة تحليل الايدلوجيا السياسية للقوى المسيطرة وعملية العولمة.
|
الوصف والمحتوى | العولمة كمدخل لفهم النظام العالمي المعاصر طبيعتها ومتغيراتها تفاعل الحضارات – بين إمكانيات الالتقاء واحتمالات الصراع علاقات الشمال والجنوب – والتبادل غير المتكافئ المجتمع المدني القومي والعالمي – تطوره وحدود فاعليته حقوق الإنسان والتحول الديمقراطي - متضمنات التحول ومشكلاته قضايا الأمن العالمي الفقر والتهميش على الصعيد العالمي الهجرة غير المشروعة على الصعيد العالمي المنظمات الاقتصادية الفاعلة – على ساحة الاقتصاد العالمي الإطار المؤسسي للعلاقات الدولية – مشكلات السعي إلى تكريس الهيمنة | أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة.
|
المادة التعليمية الأساسية | - علي ليلة، (2011)، قضايا ومشكلات عالمية معاصرة، ط 2، الكويت، الجامعة العربية المفتوحة.
| المراجع والمواد التعليمية | - Grant R . J &R . Short : Globalization ، An Introduction in Globalization and the Margins eds ) By : Grant ، R &J . R . Short ، Macmillan ، Now York 2010،.
- http : // www . Nawaat . Org / Portail / article . Php 3 ? id artice 342.
- http : www . Shabakatvoltaire ,net / article 129. htmel ترجمة ياسمينة صالح 2004. محفوظة (2).
- J . Stiglitz , Globalization and its Discontents (2002).
| نصر حامد أبو زيد : تنوع الحضارات وصرخة من أجل عالم عادل، القاهرة 2005 ، دار النهضة العربية | | الدكتور محمود عبد الفضيل، العرب والتجربة الآسيوية: الدروس المستفادة (بيروت: مركز دراسات الوحدة العربية، 2009. | | برهان غليون : المجتمع المدني من المفهوم المجرد إلى المنظومة الاجتماعية الدولية، فعاليات ندوة المجتمع المدني وإشكالية التحول الديموقراطي، مركز الوثائق والدراسات الإنسانية، جامعة قطر، 14 – 16 يناير 2001، ص 2. | | علي ليلة : دور المنظمات الأهلية في مواجهة الفقر، الشبكة العربية للمنظمات الأهلية، 2002، ص ص 21-22. |
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GR115.pdf |
Course Outcomes |
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GR116 تمكين الشباب
(3) Credit Hours
- التعريف بمفهوم التمكين وأبعاده.
- تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم آفاق التطوير أمام الشباب.
- تمكين الشباب من الانخراط في الحياة الاجتماعية والاقتصادية والسياسية..
Course Code |
GR116 |
Course Title |
تمكين الشباب |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
- التعريف بمفهوم التمكين وأبعاده.
- تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم آفاق التطوير أمام الشباب.
- تمكين الشباب من الانخراط في الحياة الاجتماعية والاقتصادية والسياسية..
|
Course Objectives |
GR116 تمكين الشباب
اسم المقرر | تمكين الشباب | رقم المقرر | GR116 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | أهداف المقرر | - التعريف بمفهوم التمكين وأبعاده.
- تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم آفاق التطوير أمام الشباب.
- تمكين الشباب من الانخراط في الحياة الاجتماعية والاقتصادية والسياسية..
| مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding)
من المتوقع بعد دراسة هذا المقرر أن يتمكن الطالب من معرفة وفهم: - مفهوم التمكين وأبعاده.
- الدور الذي تلعبه المشاركة المدنية في تمكين الشباب وتعزيز مشاركتهم السياسية.
- المهارات (Skills) :
من المتوقع أن يكتسب الطالب بعد دراسة هذا المقرر بعض المهارات، من بينها: - لمهارات القيادية الخاصة بالأعمال التنموية التي تلائم واحتياجاته.
- مواجهة المشكلات وصياغة الخطط التنفيذية لمبادرة حلها.
| الوصف والمحتوى | - أولاً: المشاركة المدنية والسياسية.
- ثانياً: المشاركة الاقتصادية.
- ثالثاً: أساسيات تمكين الشباب.
- رابعاً: مبادرة لخدمة المجتمع.
|
أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة. | المادة التعليمية الأساسية | - جميل أبو العباس الريان، أحمد محمود الجزار، 2017، تمكين الشباب العربي بين الواقع والمأمول، القاهرة، دار يسطرون.
| المراجع والمواد التعليمية | - المنجي الزيدي، الشباب والتنشئة على قيم المواطنة، ورقة مقدمة إلى مؤتمر قضايا الشباب في العالم الإسلامي: رهانات الحاضر وتحديات المستقبل، منظمة المؤتمر الإسلامي، تونس 24-26 نوفمبر 2008.
- السيد عليوة ومنى محمود، المشاركة السياسية، موسوعة الشباب السياسية (سلسلة خاصة يصدرها مركز الأهرام للدراسات السياسية والاستراتيجية)، القاهرة 2008.
- محمد نبيل الشيمي، أنماط المشاركة السياسية وأهميتها، الحوار المتمدن، العدد 2554، 11 فبراير 2009.
- محمد نبيل الشيمي، محددات المشاركة السياسية، الحوار المتمدن، العدد 2551، 8 فبراير 2009.
- علي الصاوي، الشباب والحكم الجيد والحريات، ورقة مقدمة إلى ورشة العمل الإقليمية الثانية – صنعاء (اليمن)، 21-23/6/2005.
- مكتب اليونسكو الإقليمي للتربية في الدول العربية – بينر حسن – تونس 2011.
- Assaad R & Roudi-Fahimi F. (2007) Youth in the Middle East and North Africa:
demographic opportunity or challenge?, Washington, DC: Population Reference Bureau. - El-Tawila,S. (2002). Youth in the Population Agenda: Concepts and Methodologies. MEA wards Regional Papers, West Asia and North Africa, No. 44. Cairo: Population Council.
- Checkoway B, Richards-Schuster K R, Abdullah S, Aragon M, Facio E, Figueroa L, et al. (2003) Young people as competent citizens, Press and Community Development Journal, 38(4): 298-309.
- Hughes DM, Curnan SP.,(2009) Community youth development: a framework for action.
- McBride AM, Johnson E, Olate R, O#Hara K. Youth Volunteer Service as Positive Youth Development in Latin America and the Caribbean. Children and Youth Services Review. 2010. doi:10.101016/j.childyouth.2010.09.009.
- Afifi Soweid R & Nehlawi M. (2007) Youth and health issues in the Arab region:
The Millennium Development Goals in the Arab region 2007: A Youth lens, Report written for ESCWA, March 2007. | | GR116.pdf |
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Course Outcomes |
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GR117 تمكين المرأة
(3) Credit Hours
1) التعريف بمفهوم التمكين، وخطواته الإجرائية.
2) تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم المحتويات وأفاق التطور أمام المرأة.
3) التعريف باستراتيجيات ومداخل تمكين المرأة من دورها في تنمية الحياة الاجتماعية، والاقتصادية، والسياسية.
Course Code |
GR117 |
Course Title |
تمكين المرأة |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
1) التعريف بمفهوم التمكين، وخطواته الإجرائية.
2) تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم المحتويات وأفاق التطور أمام المرأة.
3) التعريف باستراتيجيات ومداخل تمكين المرأة من دورها في تنمية الحياة الاجتماعية، والاقتصادية، والسياسية.
|
Course Objectives |
GR117
تمكين المرأة
اسم المقرر |
تمكين المرأة
| رقم المقرر |
GR117 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | إلزامي | المتطلبات السابقة | لا يوجد | أهداف المقرر | -
التعريف بمفهوم التمكين، وخطواته الإجرائية.
-
تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم المحتويات وأفاق التطور أمام المرأة.
-
التعريف باستراتيجيات ومداخل تمكين المرأة من دورها في تنمية الحياة الاجتماعية، والاقتصادية، والسياسية.
| مخرجات التعلم
المقصودة |
-
المعرفة والفهم
(Knowledge & Understanding)
من المتوقع أن يكون الطالب بعد الانتهاء من دراسة هذا المقرر قادراً على: -
الإلمام بمفهوم التمكين وأبعاده.
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إدراك أهمية دور المرأة وأنشطتها في قيادة العمل التنموي.
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العمل على توفير بيئة تمكينيه فاعلة.
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البعد عن نمط الثقافة المقيدة التي تحد من تطلعات المرأة لدورها في المجتمع.
من المتوقع أن يكتسب الطالب بعد دراسة لهذا المقرر بعض المهارات منها: -
مهارة اتخاذ القرار.
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مهارات الاندماج الاجتماعي.
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مواجهة المشكلات وصياغة الخطط التنفيذية لحلها.
| الوصف والمحتوى | -
أولًا: مفهوم التمكين:
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ثانياً: التمكين والمشاركة المدنية والاقتصادية:
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ثالثاً: التمكين الاجتماعي والسياسي:
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رابعاً: مبادرة لخدمة المجتمع:
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أساليب التدريس |
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التفاعل عبر المنتديات في نظام
LMS
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العروض التوضيحية.
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المناقشة والحوار خلال اللقاءات الصفية.
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حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم |
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الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
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الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
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الاختبار النهائي (50) درجة.
| المادة التعليمية الأساسية | -
إبتسام الكتبي وآخرون، تحرير رويدا المعايطة، 2010، التنوع الإجتماعي وأبعاد تمكين المرأة في الوطن العربي، القاهرة
، منظمة المرأة العربية.
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المراجع والمواد التعليمية |
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برنامج الأمم المتحدة الإنمائي، والصندوق العربي للإنماء الاقتصادي والاجتماعي، وبرنامج الخليج العربي لدعم منظمات الأمم المتحدة الإنمائية، (2006)، تقرير التنمية الإنسانية العربية لعام 2005، نحو نهوض المرأة في الوطن العربي.
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الخاروف، أمل، (2006)، تقرير إقليمي حول موقف الدول العربية من تنفيذ التوصيات الصادرة عن منتدى المرأة العربية في بلاد المهجر المنعقد في إطار قمتي المرأة العربية الأولى والثانية، المؤتمر الأول لمنظمة المرأة العربية، ست سنوات بعد القمة الأولى للمرأة العربية: الإنجازات والتحديات، مملكة البحرين 13-15 نوفمبر 2006، من منشورات منظمة المرأة العربية، القاهرة.
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حسن، فرخندة، (2006)، تقرير إقليمي حول موقف الدول العربية من تنفيذ التوصيات الصادرة عن منتدى المرأة العربية والعلوم والتكنولوجيا المنعقد في إطار قمتي المرأة العربية الأولى والثانية، المؤتمر الأول لمنظمة المرأة العربية، ست سنوات بعد القمة الأولى للمرأة العربية: الإنجازات والتحديات، مملكة البحرين 13-15 نوفمبر 2006، من منشورات منظمة المرأة العربية، القاهرة.
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كوثر، وآخرون، (2001)، العولمة والنوع الاجتماعي: المشاركة الاقتصادية للمرأة العربية، تقرير تنمية المرأة العربية 2001، مركز المرأة العربية للتدريب والبحوث، تونس.
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حمدان، كمال (2008)، أمن المرأة وأمن المجتمع: السياسات الاجتماعية، المؤتمر الثاني لمنظمة المرأة العربية بعنوان: المرأة في مفهوم وقضايا أمن الإنسان: المنظور العربي والدولي، دولة الإمارات العربية، أبو ظبي، 11-13 نوفمبر 2008.
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المصري، منذر (2008)، التعليم: المدخل لأمن المرأة، المؤتمر الثاني لمنظمة المرأة العربية بعنوان: المرأة في مفهوم وقضايا أمن الإنسان: المنظور العربي والدولي، دولة الإمارات العربية، أبو ظبي، 11-13 نوفمبر 2008.
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قرني، بهجت (2008)، الرؤى العالمية للأمن والأمان: هل تم أخذ المرأة في الاعتبار؟ ربي، المؤتمر الثاني لمنظمة المرأة العربية بعنوان: المرأة في مفهوم وقضايا أمن الإنسان: المنظور العربي والدولي، دولة الإمارات العربية، أبو ظبي،11-13 نوفمبر 2008.
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الهرماسي، محمد عبد الباقي (2008)، أمن المرأة العربية: المنظور الثقافي، المؤتمر الثاني لمنظمة المرأة العربية بعنوان: المرأة في مفهوم وقضايا أمن الإنسان: المنظور العربي والدولي، دولة الإمارات العربية، أبو ظبي،11-13 نوفمبر 2008.
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اليونيفيم، (2004)، تقدم المرأة العربية، صندوق الأمم المتحدة الإنمائي للمرأة، المكتب الإقليمي، الأردن.
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البنك الدولي، (2005)، التقدم الاقتصادي للمرأة في الأردن: تقييم النوع الاجتماعي، مجموعة التنمية الاجتماعية والاقتصادية لمنطقة الشرق الأوسط وشمال إفريقيا، البنك الدولي للإنشاء والتعمير.
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جبر، بشرى؛ أندروود، كارول؛ سميث، لورن غود، (1998)، المرأة العربية تتكلم: نماذج من التمكين الذاتي، مركز المرأة العربية للتدريب والبحوث، تونس.
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الإسكوا، (2006)، المرأة ومجتمع المعلومات، استخدام تكنولوجيا المعلومات والاتصالات لتمكين المرأة في دول الإسكوا، الأمم المتحدة، اللجنة الاقتصادية والاجتماعية لغربي آسيا- الإسكوا.
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El Kharouf, Amal, (2000), Factors Influencing The Employment of Women, From The View of Employed And Non-Employed Women And Managers In Amman City, Jordan, UNIFEMN & UNESCO.
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United Nations, & League of Arab Status, (2010), The Third Arab Report on the Millennium Development Goals 2010, and the Impact of the Global Economic Crises. GR117.pdf
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Course Outcomes |
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GR118 المهارات الحياتية
(3) Credit Hours
يهدف هذا المقرر إلى تنمية قدرة المتعلم على ما يلي
أ) التعامل بنجاح مع المتغيرات المختلفة للحياة.
ب) حل المشكلات الحياتية التي تواجهه.
ج) التفاعل الاجتماعي والتواصل مع الأخر.
د) الاستدلال المنطقي والتفكير العلمي.
Course Code |
GR118 |
Course Title |
المهارات الحياتية |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
يهدف هذا المقرر إلى تنمية قدرة المتعلم على ما يلي
أ) التعامل بنجاح مع المتغيرات المختلفة للحياة.
ب) حل المشكلات الحياتية التي تواجهه.
ج) التفاعل الاجتماعي والتواصل مع الأخر.
د) الاستدلال المنطقي والتفكير العلمي.
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Course Objectives |
GR118 المهارات الحياتية
اسم المقرر | المهارات الحياتية | رقم المقرر | GR118 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | مدرس المقرر | أ/ وفاء الحذيفي، whuthaifi@aou.edu.kw | أهداف المقرر | - يهدف هذا المقرر إلى تنمية قدرة المتعلم على ما يلي:
- التعامل بنجاح مع المتغيرات المختلفة للحياة.
- حل المشكلات الحياتية التي تواجهه.
- التفاعل الاجتماعي والتواصل مع الأخر.
- الاستدلال المنطقي والتفكير العلمي.
| مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding) :
من المتوقع أن يتمكن الطالب بعد الانتهاء من دراسة هذا المقرر قادراً على: - التعرف على القدرات التي تمكنه من القيام بسلوك تكيفي وإيجابي.
- التعامل الفعال مع متطلبات الحياة وتحدياتها.
- مواجهة المشاكل الحياتية.
من المتوقع أن يكتسب الطالب بعد دراسته المقرر بعض المهارات الحياتية ومنها: - مهارات التواصل.
- مهارات التفاوض.
- مهارات التعاون.
- مهارات التفكير الناقد.
- مهارات إدارة التعامل مع الضغوط.
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الوصف والمحتوى | - أولاً: التعريف بالمهارات:
- ثانياً: مهارات التواصل الخاصة بالعلاقات الإنسانية:
- ثالثاً: مهارات التفاوض:
- رابعاً: مهارات التعاون وعمل الفريق:
- خامساً: مهارات صنع القرار وحل المشكلات
- سادساً: مهارات التفكير الناقد:
- سابعاً: مهارات التعامل وإدارة الذات:
- ثامناً: مهارات إدارة المشاعر:
- تاسعاً: مهارات إدارة التعامل مع الضغوط:
- عاشراً: مهارات السلوكيات الصحية السليمة:
- الحادي عشر: مهارات التطوع لأجل التنمية:
| أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة.
| المادة التعليمة الأساسية | - أحمد أبو أسعد وعبدالله الجراح، 2015، المهارات الحياتية، الكويت، مكتبة الفلاح.
| المراجع والمواد التعليمية | - الحايك، صادق والبطاينة أحمد ( 2007 ) "مدى توظيف المهارات الحياتية في مناهج كلية التربية الرياضية في الجامعة الأردنية". المؤتمـــر العلمي الدولي الثـــاني، المستجدات العلمية في التربية البدنية والرياضــة. م 51.1 - 64 . كلية التربية الرياضية، جامعة اليرموك.
- السوطري، حسن وباتيس، أحمد والعنزي، حمود والدوسري، نواف. ( 2009 ) (ب). "تدريس مهارات تطوير الذات من وجهة نظر طلاب السنة التحضيرية في جامعة الملك سعود". المؤتمر العلمي السادس، الرياضة والتنمية. م 2 . 444-436 . كلية التربية الرياضية، الجامعة الأردنية.
- السوطري، حسن والواصل، أكرم والمقرن، عبد العزيز والغامدي، فهد. ( 2009 ) (أ). "مدى توظيف المهارات الحياتية في مناهج السنة التحضيرية في جامعة الملك سعود". المؤتمر العلمي السادس، الرياضة والتنمية. م 1 . 283-273 . كلية التربية الرياضية، الجامعة الأردنية.
- حسين، أسامة ( 2006 ) المهارات الحياتية، 2009/2/25, www.hs.gov.sa .
- صبحي، شيماء ( 2006 ) تنمية بعض المهارات الحياتية والاتجاه نحو مادة العلوم لدى تلاميذ المرحلة الإعدادية باستخدام مصادر التعلم المجتمعية، 2006/2/12, Http//www.scieceednetor.jeeran
- عبد الله، معتز محمد ( 2004 ): برنامج إرشادي لتنمية مهارات الحياة لدى المراهق الكفيف، رسالة ماجستير غير منشورة، جامعة عين شمس، القاهرة
- عبد الموجود، محمد، وأسكاروس، فيليب ( 2005 ) تنمية المهارات الحياتية لدى طلاب التعليم الثانوي في إطار منهاج المستقبل، القاهرة: المركز القومي لبحوث التربية والتنمية.
- عليوة، السيد ( 2005 ) تنمية المهارات القيادية والإدارية والسلوكية، دار الأمين مصر.
- عمارة، محمد ( 2006 ): المهارات الحياتية، 2006/11/1, www.amrkaled.net .
- غازي، إبراهيم توفيق ( 2002 ): العصف الذهني الجماعي في تدريس المهارات الحياتية والبيئية لتنمية مهارات طرح الأسئلة، المؤتمر العلمي السادس، الجمعية المصرية للتربية العلمية.
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| - اللولو، فتحية صبحي؛ قشطه، عوض سليمان ( 2006 ): مستوى المهارات الحياتية لدى الطلبة خريجي كلية التربية بالجامعة الإسلامية بغزة، مجلة المناهج وطرق التدريس، الجمعية المصرية للمناهج وطرق التدريس.
- مازن، حسام محمد 1 ( 2002 ): نموذج مقترح لتضمين بعض المهارات الحياتية في منظومة المنهج التعليمي في إطار مفاهيم الأداء والجودة الشاملة، المؤتمر العلمي الرابع عشر "مناهج التعليم في ضوء الأداء" ( 25-24 يوليو) دار الضيافة، الجمعية المصرية للمناهج وطرق التدريس، جامعة عين شمس، القاهرة، المجلد الأول.
- مازن، حسام محمد 2 ( 2002 ): التربيـــة العلميـــة وأبعاد التنمية التكنولوجية والمهــارات الحياتيــة والثقافة العلمية اللازمة للمواطن العربي، المؤتمر العلمـــي السادس "التربية العلمية وثقافـــة المجتمع" ( 25-24 يوليو)، فندق بالما، جامعة عين شمس، القاهرة، المجلد الأول.
- محمود، عبد الرزاق ( 2006 ): أهمية المهارات الحياتية، 2006/1/18, www.almuale.net .
- يونيسيف ( 2006 ): المهارات الحياتية، 25-1-1427, www.unicef.org/Arabic/life skills .
- يونيسيف ( 2006 ): مشروع اليونيسيف للمهارات الحياتية في أرمينيا،.
8/7/2006, www.unicef.org/Arabic/life skills . |
GR118.pdf
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Course Outcomes |
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GR121 التربية البيئية والصحية
(3) Credit Hours
- التعرف على مفهوم البيئة واهم مكوناتها والعوامل المؤثرة فيها . ودور الإنسان في تكامل أو هدر عناصرها.
- الوعي بالمخاطر البيئية المحيطة . ودور الإنسان في الحد منها.
- نشر الوعي لدى المواطنين حول أهم المشاكل البيئة وما يترتب عليها من مشاكل صحية واجتماعية واقتصادية.
- تحديد دور كل فرد في المجتمع في حماية البيئة.
Course Code |
GR121 |
Course Title |
التربية البيئية والصحية |
Pre-requisite |
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Credit Hours |
3 |
Course Description |
- التعرف على مفهوم البيئة واهم مكوناتها والعوامل المؤثرة فيها . ودور الإنسان في تكامل أو هدر عناصرها.
- الوعي بالمخاطر البيئية المحيطة . ودور الإنسان في الحد منها.
- نشر الوعي لدى المواطنين حول أهم المشاكل البيئة وما يترتب عليها من مشاكل صحية واجتماعية واقتصادية.
- تحديد دور كل فرد في المجتمع في حماية البيئة.
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Course Objectives |
GR121 التربية البيئية والصحية اسم المقرر | التربية البيئية والصحية | رقم المقرر | GR121 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | إلزامي | المستوى | الأول | المتطلبات السابقة | - | مدرس المقرر | أ/ وفاء الحذيفي، whuthaifi@aou.edu.kw | أهداف المقرر | - التعرف على مفهوم البيئة واهم مكوناتها والعوامل المؤثرة فيها . ودور الإنسان في تكامل أو هدر عناصرها.
- الوعي بالمخاطر البيئية المحيطة . ودور الإنسان في الحد منها.
- نشر الوعي لدى المواطنين حول أهم المشاكل البيئة وما يترتب عليها من مشاكل صحية واجتماعية واقتصادية.
- تحديد دور كل فرد في المجتمع في حماية البيئة.
| الوصف والمحتوى | يشمل المقرر أهم المواضيع التالية:-
- مفهوم البيئة.
- مفهوم الصحة العامة.
- التنمية وعلاقتها بالتطور.
- أهم معوقات التنمية البيئية.
- المشاكل البيئية واهمية معالجتها.
- اهمية المحافظة على البيئة
- مفهوم الصحة العامة و خدمات الصحة المدرسية و برنامج الصحة المدرسية |
مخرجات التعلم المقصودة | - المعرفة والفهمKnowledge & Understanding ) )
بعد دراسة هذا المقرر يتوقع من الطالب أن يتمكن من معرفة وفهم:
أ1- المفاهيم المتعلقة بالبيئة والصحة العامة.
أ2- أهم المشاكل البيئية وأساليب الوقاية منها ومواجهتها.
أ3 - أهمية المحافظة على البيئة ودور المعلم والمدرسة في ذلك. ب- المهارات العقلية ( Cognitive skills )
بعد دراسة هذا المقرر يتوقع من الطالب أن يكون قادرا على:
ب1- جمع البيانات الخاصة بالمشكلات البيئية وتحليلها وتفسيرها.
ب2 - إدراك أهمية المحافظة على البيئة. ج- المهارات المهنية التطبيقية( Practical Professional Skills )
بعد دراسة هذا المقرر يتوقع من الطالب أن يكون قادرا على:
ج1- عمل بحوث ميدانيا عن مشكلات البيئية المحلية.
ج2- اتخاذ القرار حول أهم المشكلات البيئية المحلية والتأكيد على القيم المتضمنة بالقرار. د- المهارات الأساسية / المفتاحية (Key or transferable Skills )
بعد دراسة هذا المقرر يتوقع من الطالب أن يكون قادرا على:
د1- المساهمة في خدمة البيئة.
د2- العمل ضمن الفريق والتحلي بالروح التعاونية. | أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS .
- العروض التوضيحية باستخدام Power-Point
- المناقشة والحوار خلال اللقاءات الصفية ( الحلقات النقاشية ).
- زيارة المواقع للتعرف على أهم المشاكل البيئية المحلية ..
- حلقات نقاشية (لمناقشة وتحليل ثم نقد أهم الموضوعات البيئية ذات الصلة).
- استخدام أسلوب المحاكاة باستخدام لحاسوب .
| أساليب القياس والتقويم | - الواجبات الدراسية – TMA والاختبارات الفصلية وتقديم التغذية الراجعة.
- مشاريع . بحوث ميدانية.
- كتابة مقالة –مطوية- لقاء صحفي – موقع الكتروني
الاختبارات النهائية . | المادة التعليمية الأساسية | مهدي السيد إبراهيم وآخرون .(2004): العلوم البيئية والصحية ط2 2018، الكويت، الجامعة العربية المفتوحة. | المادة التعليمية المساندة | - Course books, other printed materials, CD-ROMs, DVD, audio
- CDs, website, online forums .
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GR121.pdf
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Course Outcomes |
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GR131 تاريخ وحضارة الكويت
(3) Credit Hours
معرفة تاريخ الكويت منذ النشأة الى التاريخ المعاصر.
Course Code |
GR131 |
Course Title |
تاريخ وحضارة الكويت |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
معرفة تاريخ الكويت منذ النشأة الى التاريخ المعاصر. |
Course Objectives |
GR131 تاريخ وحضارة الكويت
اسم المقرر | تاريخ وحضارة الكويت | رقم المقرر | GR131 | عدد الساعات المعتمدة | 3 ساعات | طبيعة المقرر | اختياري | المتطلبات السابقة | لا يوجد | مدرس المقرر | أ/ بتال المطيري، batal@aou.edu.kw | أهداف المقرر | - معرفة تاريخ الكويت منذ النشأة الى التاريخ المعاصر.
- ان يتفهم النظام السياسي في الكويت.
- معرفة السلطات المختلفة في الكويت ( التنفيذية والتشريعية والقضائية ) والعلاقة فيما بينهم.
- الاطلاع على مسيرة الديمقراطية في الكويت ومراحل تطورها .
- معرفة نبذة عن الساحة السياسية في الكويت بما فيها من التنظيمات والتيارات السياسية.
- معرفة النظام الاقتصادي الكويتي في الماضي والحاضر .
- معرفة الجانب الاجتماعي في الكويت والعلاقة مع العمالة الوافدة.
- الاطلاع على مراحل تطور المسيرة التعليمية والثقافية في الكويت.
| الوصف والمحتوى | - يتناول هذا المقرر ثمان وحدات تعليمية وهي كالاتي:
- نشأة الكويت .
- السلطة التنفيذية في الكويت.
- السلطة التشريعية في الكويت.
- المشاركة السياسية في الكويت.
- التنظيمات والتيارات السياسية في الكويت.
- السلطة القضائية في الكويت.
- التحديات الاقتصادية والاجتماعية في الكويت.
- التطورات التعليمية والثقافية والعلمية في الكويت .
| مخرجات التعلم المقصودة | - من المتوقع أن يتمكن الدارس بعد إتمام دراسة هذا المقرر بأن يكون قادراً على:
- الإلمام بأدوار السلطات التشريعية والتنفيذية المختلفة بدولة الكويت.
- الإلمام بالتحديات الاقتصادية والاجتماعية التي تواجه الكويت.
| أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS .
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
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Course Outcomes |
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GT101 Learning and Information Technology
(3) Credit Hours
Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles.
Course Code |
GT101 |
Course Title |
Learning and Information Technology |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles. |
Course Objectives |
GT101 Module Specification
1. Factual information | Module title | GT101: Learning and Information Technology التعلم وتقنية المعلومات | Level | 1 | Module tutor | Ms. Intisar Othman | Credit Hours | 3 | Module type | Taught | Notional learning hours | |
2. Rationale for the module and its links with other modules | Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles. |
3. Aims of the module | The module aims to: - Introduce e-Learning concepts such as meaning, accessibility, skills, and resources.
- Help students to develop their understanding about flexible learning.
- Prepare the student for further academic studies by helping them develop their study skills.
- Enhance student’s knowledge about basic computer system applications, big data, IoT and AI.
- Familiarize with the basic concepts of Information Technology: Internet, Web, and Systems.
- Introduce students to the concepts of security and ethics.
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4. Pre-requisite modules or specified entry requirements | No previous knowledge is required. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Students will be able to: Define the different learning styles.
Describe the differences between conventional and blended-learning education systems.
Understand how to create learning opportunities that are adapted to learners.
Understand the development of learning strategies to promote effective learning.
Explain the Web and Internet inventions.
Explain different parts in computer system.
Explain different terms in digital communication such as network, connectivity, wireless, server, client and IoT.
Describe the e-commerce and big data.
Understand clearly the difference between privacy and security.
Describe what are computer ethics and computer crime. | - Knowledge and understanding are acquired at all levels through specially prepared course manuals, resource books, videos and CD-ROMs, self-assessment exercises, group tutorials, individual tutor support, specially prepared research exercises, library study days and internet-based educational research activities. A selection of these media is used in each course that makes up the degree.
- Knowledge and understanding are assessed by means of tutor-marked assignments (TMAs), written examinations (MTAs and Finals). In addition, students are encouraged to assess themselves informally by means of activities and exercises contained in the course manuals, and through reflection on the comments received on TMAs and examinations.
- 25% face-to-face tutorial sessions.
- Office hours.
- Forums on the LMS.
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B. Cognitive skills | Learning and teaching strategy | Students will be able to: - Learn by themselves and describe the difference between learning styles.
- Apply problem-solving techniques.
- Compare different learning strategies.
- Apply skills needed for effective learning.
- Use an understanding of individual and group behavior to create an active learning environment.
- Deal with computer problems.
- Describe the Web and search engines.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Office hours.
- Case studies.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
- Cognitive skills are developed and practiced through the learning and teaching methods and the courses’ resources, through a range of activities including self-assessment and practical exercises and observations. Students will also have the opportunity to learn and practice these through group or individual tutorial work supported by tutor feedback. Each of the programme courses provides students with the opportunity to identify their strengths and weaknesses in respect of each of the cognitive skills, to reflect on their progress in addressing their weaknesses and improving and consolidating their strengths.
- These skills are assessed by the formal and informal means identified above. Particular emphasis is placed in the courses on enabling the student to assess his own progress by means of structured activities and exercises, and through self-assessment of progress at the end-of-course units.
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C. Practical and professional skills | Learning and teaching strategy | Students will be able to: - Read analytically and critically for learning and avoid plagiarisms.
- Connect and surf the internet, search using the search engines and send and receive email, and share files in a secure way, and avoid computer crime and use computer ethically.
- Organize and manage a plan for optimal learning.
- Enhance the learning environment by incorporating the use of technological equipment.
- Operate the computer system properly and interact with applications and programs confidently.
- Communicate with others electronically (Email, instant messaging, blogs, micro-blogs and wikis) and Initiate a transaction electronically (e-commerce) in a secure way and use the social media in the process of learning and communication with others.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
- Practical and professional skills refer to the professional and vocational relevance of the degree. They are developed through the learning method and resources identified in relation to knowledge and understanding. Throughout each course emphasis is placed on developing a reflective and coherent approach to central professional issues, through the use of both ’problem-type’ and ’essay-type’ questions.
- Students are assessed on these skills through a range of activities and exercises, projects.
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D. Key transferable skills | Learning and teaching strategy | Students will be able to: - Interact effectively within a group using social media and electronic conferencing techniques.
- Working in groups using the LMS system and course forum online and contribute to discussions on a conference using instant messaging.
- Improve own learning and performance.
- Work independently, scheduling (schedule) tasks and mange time effectively.
- Utilize effective environments for learning.
- Take responsibility for personal and professional learning.
- Manage learning time effectively.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
- Key skills are taught and developed throughout the program by a combination of published teaching materials, textbooks, detailed tutor feedback on written work, participation in tutorials and practical activities and exercises, projects.
- Students are assessed throughout their period of study and are supported by tutor feedback and assignments as well as assessment of peers, of tutors.
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6. Indicative content | - Open Education and e-learning
- Communication and Thinking Skills
- Examinations in Flexible Learning
- System Software and Hardware
- Information Technology, Internet, Web and Basic Application Software
- Communications and Networks
- Privacy, Security, and Ethics
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7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20% (Face-2-Face and Online Activities)
MTA: 30% (Online)
Final Exam: 50% (Online) |
8. Mapping of assessment tasks to learning outcomes | Assessment Tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | A9 | A10 | B1 | B2 | B3 | B4 | B5 | B6 | B7 | TMA | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | P | P | P | P | P | P | P | P | | | P | | | P | P | Final Exam | P | P | P | P | P | P | P | P | P | P | | | P | | | P | P | Assessment Tasks | Learning outcomes | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | D4 | D5 | D6 | D7 | TMA | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | | | | | | | | | | | | | | Final Exam | | | | | | | | | | | | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Ms. Intisar Othman, iothman@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Customized version supported by McGraw Hill connect facilities | 2019 | Information Technology and learning at a distance | McGraw-Hill | USA | Daniel Mittleman and Douglas Druckenmille | 2018 | Annual Editions: Technologies, Social Media, and Society, 23rd edition | McGraw-Hill | USA | Timothy O'Leary and Linda O'Leary and Daniel O'Leary | 2019 | Computing Essentials, 27th edition | McGraw-Hill | USA | Michael W. Allen | 2016 | Michael Allen's Guide to e-Learning | Wiley; 2 edition | | Gary Miller | 2013 | Leading the e-Learning Transformation of Higher Education | Stylus Publishing | | Michael Simonson | 2014 | Teaching and Learning at a Distance: Foundations of Distance Education, 6th Edition 6th edition | Information Age Publishing | | Michael G. Moore | 2011 | Distance Education: A Systems View of Online Learning (What’s New in Education) 3rd edition | Cengage Learning | | Ryan Watkins | 2013 | E-Learning Companion: Student's Guide to Online Success 4th edition | Cengage Learning | | Caroline Haythornthwaite | 2011 | E-learning Theory and Practice 1st edition | SAGE Publications Ltd | | Peter Hollins | 2018 | The Science of Self-Learning: How to Teach Yourself Anything, Learn More in Less Time, and Direct Your Own Education | Independently published | | Todd Stanley | 2018 | Authentic Learning: Real-World Experiences That Build 21st-Century Skills | Prufrock Press | | Kaye Shelton | 2005 | An Administrator's Guide to Online Education (PB) (USDLA Book Series on Distance | Information Age Publishing | | Gary Miller | 2013 | Leading the e-Learning Transformation of Higher Education: Meeting the Challenges of Technology and Distance Education | Stylus Publishing | | Timothy J. Cleary | 2018 | The Self-Regulated Learning Guide 1st Edition | Routledge | | Linda B. Nilson | 2013 | Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills | Stylus Publishing | | Michael Kallet | 2014 | Critical Thinking to Improve Problem –Solving and Decision – Making Skills | Wiley | |
11. Other indicative text (e.g. websites) | |
13. Academic Honesty | All AOU students should be committed to uphold the AOU's Honour Code which states that AOU students should - accept responsibility for learning
- conduct themselves with honour and integrity at all times
- not deceive
- not plagiarize
- not fabricate
- not commit professional misconduct
- not lie
- not cheat
- not steal
- not personate
- not accept the actions of those who plagiarize, cheat, lie, or steel
- report violations of the Honour Code
Students should know that ignorance of the university rules and regulations will not be accepted as an excuse for violation of the AOU's Honour Code
For additional information please visit: |
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Course Outcomes |
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HRM205 Employment and Labor Law
(4) Credit Hours
HR205 is to be taken by students of human resources (HR) track after HR100 Introduction to Human Resources Management(pre-requisite). In this course students are introduced to the principles of employment and labor laws, so that they are better prepared for the challenges in the contemporary workplace. It will examine the key field of employment/labor law. This course encompasses two key areas for study: the first is employment law and the second, namely focused on the national/local context, is labor and social security laws. In the former, the student will learn the basics of employment laws and how employment laws work in practice. The latter will explain the principles and rules governing the labor/employment relationships in the national context.
Course Code |
HRM205 |
Course Title |
Employment and Labor Law |
Pre-requisite |
B123 |
Credit Hours |
4 |
Course Description |
HR205 is to be taken by students of human resources (HR) track after HR100 Introduction to Human Resources Management(pre-requisite). In this course students are introduced to the principles of employment and labor laws, so that they are better prepared for the challenges in the contemporary workplace. It will examine the key field of employment/labor law. This course encompasses two key areas for study: the first is employment law and the second, namely focused on the national/local context, is labor and social security laws. In the former, the student will learn the basics of employment laws and how employment laws work in practice. The latter will explain the principles and rules governing the labor/employment relationships in the national context. |
Course Objectives |
The course introduces students to the
relevant information on the nature and legal terminology of employment law. It
will cover the most common laws and how they affect organizations. It will
familiarize students with the legal principles applicable to a wide range of
work-related concerns. Topics covered include employment contracts,
discrimination, termination of employment, unfair dismissal, family
(maternity/paternity/parental) rights, employer unfair labor practices. As for
the part of the course on labor and social security law, this area of law
addresses many problems/concerns which will influence most people throughout
their working lives. Essentially, labor law must balance the rights of
employees with those of employers. Topics covered include the concept of
enterprise and its legal nature, the scope and historical evolution of labor
law, the individual and collective labor relationships, characteristics and
sources of labor law, the fundamentals and systems of social security law.
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Course Outcomes |
A. Knowledge
and understanding A1: Understand and articulate the basic legal
terminology/principles of employment and labor law and social security law A2: exhibit good understanding of key concepts, regulations and
framework sustaining labor and equality rules and regulations A3: Identify different kinds of legal problems when encountering
them at work A4: Recognize forms of legal remedies available under employment
and labor laws B. Cognitive
skills B1: Assess situations that frequently present legal issues
affecting the employment relationship B2: Appreciate the nature, form and content of the employment
contracts B3: Discuss the diverse statutory entitlements available to
employees, including maternity and paternity leave B4: Recognize the individual legal obligations of managers in
confronting legal problems at work. C. Practical and professional skills C1: Demonstrate and use the legal principles of employment/labor
for a more successful employment relationship at work C2: Apply principles and regulations governing the
employer-employee relationship to workplace issues and formulate solutions C3: Examine and distinguish the individual and collective labour
relationships C4: Establish and promote the right principles, practices and
environment in the workplace as per employment, labor and social security laws D. Key transferable skills. D1: Effective communication, both orally and in writing, of
information, arguments and ideas using language and styles appropriate for a
business context and audience. D2: Problem-solving and
decision-making using appropriate quantitative and qualitative skills including
data analysis, interpretation and extrapolation. D3: Effective performance
in a team environment both in face-to-face and/or virtual contexts. D4: Develop
critical thinking, self-appraisal and reflective thinking ability in the areas
of Employment, social security and Labor Laws
D5: Synthesize and
organise information from a range of sources. Manage own learning and reflect
on their development as an independent learner.
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HRM206 Strategic Staffing
(4) Credit Hours
This module explores both strategic and operational issues involved in staffing organisations. It focuses particularly on the essentials of human resources functions related to staffing. It examines the design and management of successful staffing practices used to build and retain a quality workforce in order to achieve both organizational effectiveness and individual job satisfaction. Students will study key topics in staffing and strategic planning including: business and staffing strategies, the legal context, strategic job analysis and competency modeling, forecasting and planning, sourcing: identifying recruits, recruiting, measurement, assessing external and internal candidates, choosing and hiring candidates, managing workforce flow, and staffing system evaluation and technology. And this module will provide students with an understanding of the links between staffing activities and the organisation’s strategic objectives. Furthermore, students will be developing their skills in critical thinking, problem solving and written and oral communication, since this module will engage them in business activities in a disciplined and ethical manner. This will help them pursue personal development of knowledge and skills related to a management career.
Course Code |
HRM206 |
Course Title |
Strategic Staffing |
Pre-requisite |
HRM205 |
Credit Hours |
4 |
Course Description |
This module explores both strategic and operational issues involved in staffing organisations. It focuses particularly on the essentials of human resources functions related to staffing. It examines the design and management of successful staffing practices used to build and retain a quality workforce in order to achieve both organizational effectiveness and individual job satisfaction. Students will study key topics in staffing and strategic planning including: business and staffing strategies, the legal context, strategic job analysis and competency modeling, forecasting and planning, sourcing: identifying recruits, recruiting, measurement, assessing external and internal candidates, choosing and hiring candidates, managing workforce flow, and staffing system evaluation and technology. And this module will provide students with an understanding of the links between staffing activities and the organisation’s strategic objectives. Furthermore, students will be developing their skills in critical thinking, problem solving and written and oral communication, since this module will engage them in business activities in a disciplined and ethical manner. This will help them pursue personal development of knowledge and skills related to a management career. |
Course Objectives |
The module will prepare students with practical skills in HR that are in line with the Quality Assurance Agency's benchmark statement expectations for business studies. It provides students with an understanding of main concepts of organizations' strategic staffing, enabling them to apply ideas, perspectives and concepts to help firms better manage their human resources. In this module, staffing is treated as an integrated process that begins with an understanding of a company's business strategy and continues through planning, sourcing, recruiting, selecting, negotiating, socializing, career planning, retaining, and transitioning the workforce. These stages enable organizations to meet hiring objectives and ensure that talent is in the right place at the right time.
The focus will be on specific areas in order to take an in-depth look at different concepts and theories of staffing systems. Upon the completion of this module, students are expected to develop: - An understanding of different staffing models and staffing strategies
- A conceptualization of staffing activities that exit in firms and their impact on strategic human resources management
- A capability of dealing with issues of equal opportunities and staffing of human resources in organizations
- An overview of processes like job analysis in line with competency analysis, HR planning, sources of recruitment and selection, staffing decision-making reliability as well as validity of employee-assessment methods.
- A self-appraisal and reflective thinking in creativity, teamwork, career selection and learning to learn .
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Course Outcomes |
A. Knowledge
and understanding A1: The importance for an organization to view
all components of staffing functions including recruitment, selection, managing
workforce flow A2: The
difference between the internal selection decisions and external selection
decisions and identification of different recruitment methods and sources for
both internal and external recruitment A3: The
different approaches to decision making in the context of staffing policies and
staffing practices A4: The
concept and principles of performance management and the importance of
communicating them to employees A5: The
dimensions of employee relations and cultural differences A6: The
perspective of career development and succession management as a retention tool
B. Cognitive
skills B1: Distinguish external and environmental influences on staffing B2: Contrast job analysis, job description and job specification
and relate between the three of them B3: Analyse a position requirements in order to establish
appropriate selection criteria B4: Identify ethical issues pertaining to recruitment, selection
and staffing decisions and their impact on firm performance B5: Relate employee performance assessment to rewards and benefits
B6: Evaluate and handle situations of disputes and complaints C. Practical and professional skills C1: Find sources for qualified candidates and demonstrate ability
to interview and select applicants C2: Design a job description and relate it to a job specifications
based on job analysis C3: Use HR information systems for tracking applicants and other
functionalities C4: Design appropriate assessment methods to evaluate employee
performance and take corrective actions D. Key transferable skills. D1: Effective communication, both orally and in writing, of
information, arguments and ideas using language and styles appropriate for a
business context and audience. D2: Problem-solving and
decision-making using appropriate quantitative and qualitative skills including
data analysis, interpretation and extrapolation.
D3: Effective performance in a team environment
both in face-to-face and/or virtual contexts D4: self-appraisal and reflective
thinking in the areas of creativity, teamwork, leadership, career selection
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HRM210 Training & Development
(4) Credit Hours
This course is an intermediate level 5 course. It is compulsory for students enrolled in the Human Resource track. HR 210 follows HR 100, the introductory course. This module builds on knowledge gained in HR 100, to introduce related topics and tackle them at a more advanced level. The module is designed around the needs of students already familiar with the basic concepts but requiring a more advanced tuition to develop and complement their knowledge. Developments in work requirements and practices gave the HR function prominence. Developing HR skills should not be underestimated on the contrary it should be regularly improved and developed. Thus, the importance of an effective training and development program.
Having a well-organized human capital management is the primary source of competitiveness and sustainability for organizations. Furthermore, the ever-changing global, political, social, economic, technological, and organizational forces require a regular strategic evolution of the competencies of employees in an organization. Therefore, result-oriented trainings are critical to achieve the main goals of HRM, i.e., acquire, amplify, support and maintain human capital high performance.
Course Code |
HRM210 |
Course Title |
Training & Development |
Pre-requisite |
HRM205 |
Credit Hours |
4 |
Course Description |
This course is an intermediate level 5 course. It is compulsory for students enrolled in the Human Resource track. HR 210 follows HR 100, the introductory course. This module builds on knowledge gained in HR 100, to introduce related topics and tackle them at a more advanced level. The module is designed around the needs of students already familiar with the basic concepts but requiring a more advanced tuition to develop and complement their knowledge. Developments in work requirements and practices gave the HR function prominence. Developing HR skills should not be underestimated on the contrary it should be regularly improved and developed. Thus, the importance of an effective training and development program.
Having a well-organized human capital management is the primary source of competitiveness and sustainability for organizations. Furthermore, the ever-changing global, political, social, economic, technological, and organizational forces require a regular strategic evolution of the competencies of employees in an organization. Therefore, result-oriented trainings are critical to achieve the main goals of HRM, i.e., acquire, amplify, support and maintain human capital high performance.
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Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | HRM210: Training & Development | Level | 5 | Module tutor | Dr. Sawsan Malik | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour
lecture and 1 office-hour |
2. Rationale for the module and its links with other modules | This course is an intermediate level 5 course. It is compulsory for students enrolled in the Human Resource track. The module is designed around the needs of students already familiar with the basic concepts but requiring a more advanced tuition to develop and complement their knowledge. Developments in work requirements and practices gave the HR function prominence. Developing HR skills should not be underestimated on the contrary it should be regularly improved and developed. Thus, the importance of an effective training and development program. Having a well-organized human capital management is the primary source of competitiveness and sustainability for organizations. Furthermore, the ever-changing global, political, social, economic, technological, and organizational forces require a regular strategic evolution of the competencies of employees in an organization. Therefore, result-oriented trainings are critical to achieve the main goals of HRM, i.e., acquire, amplify, support and maintain human capital high performance. |
3. Aims of the module | The aims of the HRM 210 module include the development of students’ knowledge of the skills, competencies, and practical elements for employee development and performance enhancement in organizations. The module begins by introducing the training and development concepts reflecting on their importance for organizational growth and success. It focuses on how those concepts are integrated in organizational strategy and how these are considered among the main sources of competitive advantage for companies.
Furthermore, it highlights the necessity of conducting employees’ needs assessments (including job analysis, person analysis, and organization analysis) and SWOT analysis in order to choose the appropriate training program that will fill employees’ weaknesses. It aims also to provide students with the skills to develop training programs starting from assessing needs, setting objectives, establishing the principles of learning, making proper selection and using effective training methods which includes methods of management development, techniques of career development, ways to transfer training to the job. It emphasizes as well on training evaluation and training programs cost. This module helps the students in addressing the main components of training evaluation, including the estimation of training costs and benefits, the ability to develop training assessment guidelines and to capitalize on results to further improve the quality and outcomes of training programs. It also helps decisions making process concerning the training and development function. |
4. Pre-requisite modules or specified entry requirements | HRM205 |
5. Intended learning outcomes | | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to develop and demonstrate the following Knowledge and understanding : A1: Theoretical framework, models, concepts, and debates about employees training and development in organizations which lead to organizational success and performance improvement. A2: Learning Theories and principles and their implications for the effectiveness of training programs. A3: The key processes, practices and stages for involved in designing, developing and implementing a training program A4: The interrelationships between theory and practice. A5: Ways to evaluate the effectiveness of training programs in terms of training criteria and evaluation designs. A6: Various approaches to training, different kinds of training programs, and topical issues concerning the training function A7: Approaches used in training management and development while linking its function to organizational objectives and bottom-line. A8: Identifying training programs usefulness, including determination of training costs and resources and quantifying benefits of training in order to give pertinent feedback/data to corporate management and contribute to decision-making process. | Knowledge, understanding and the relationship between theory and practice are assessed through Midterm and Tutor Marked Assignments.
Each requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. The exam will test knowledge and understanding.
Students will be required to answer essay questions along with application based case studies and questions. This will help in testing acquired knowledge related to the main topics of training and development within HRM. In addition it will also help in testing recent functions of staffing management in terms of theory and application. The exam will test knowledge and understanding. To achieve the required knowledge and understanding, students are provided with the following resources: - UK OU published supported open learning material, including textbooks, study guides, project guide, audio notes, computing supplement and assignments;
- AOU adopted textbooks on organizational training and development
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering course-related queries, grading submitted assignments, and facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system).
To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information.
Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessments (one tutor-marked assignment and one midterm assessments) and one end-of-course examination. Central to the studying of this course, these assessments enable tutors to comment on a student’s knowledge and understanding, identifying the level of learning of the student. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Describe the field of Training and Development and its role in optimizing performance. B2: Identify training needs and objectives before training programs development and assess to what extent the training fulfils its performance objectives. B3: Evaluate learning theories and principles and their implications for the effectiveness of training programs. B4: Assess training programs usefulness, including determination of training costs and resources and quantifying benefits of training in order to give pertinent feedback/data to corporate management and contribute to decision-making process. B5: Explain the link between organizational strategy and training and development strategies B6: Link employees performance and career development needs to training B7: Select appropriate training methods based on training objectives, trainee characteristics, and organizational constraints. | The course expects students to show application of skills developed earlier. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the course resources, conduct small independent research using a variety of databases and websites, and to develop group-working skills.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignments and midterm assessments) and exams.
All assessment instruments are prepared in light of the course objectives. Case study approach is pivotal to student learning in this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development. Thus, students’ performance and understanding evaluation and comparison will be assessed through MTA, TMA, class discussions and participation as well as final exams. Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Utilize a working knowledge of Human Resource Training and Development theory and practices. C2: Formulate measurable training objectives taking into consideration expected learning outcome
C3: Apply theoretical concepts and models to training design C4: Conduct training needs assessments and SWOT analysis in order to find and implement the training program that suits the most with varied organizational situations C5: Develop a detailed performance-based training filling employees gaps and deficiencies extracted from training needs assessments. C6: Assess; implement; evaluate and design training interventions using a variety of methodologies. C7: Calculate training return on investment C8: The application of course ideas to students’ own interactions with organisations and life experiences. C9: Provide pragmatic guidelines and develop relevant competences for analyzing and addressing problems/opportunities situations. | In addition to the abovementioned learning and teaching strategies this course also develops a variety of students' practical and professional skills. For example, to develop the students' teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems.
In tutorials, students participate in a selection of small group activities and discussions which is based on case studies and covers current business issues of local and international nature. TMAs, MTAs and Final exams will demand some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to develop: D1: A comprehensive background in the functions of Human Resources training and development from both theoretical and practical perspectives, including training as an organization’s main competitive advantage, ways to conduct training needs assessments and SWOT analysis, importance of learning styles and training assessment, design, development, implementation and evaluation. D2: Examine and analyze the concepts and training techniques involved in filling human resource deficiencies through different performance-based training methods and approaches. D3: Discuss the purposes and importance of employees training needs assessments in order to design and implement the appropriate training sessions. D4: An understanding of appropriate ways to evaluate training outcomes while linking it to employee performance and career development.
D5: Effective communication, both orally and in writing, of information, arguments and ideas using language and styles appropriate for a business context and audience. D6: Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation. D7: Effective performance in a team environment both in face-to-face and/or virtual contexts. D8: Efficient ways to conduct training evaluate its linkage to organizational objectives achievement and calculate its return on investment (ROI). | HRM210 as we have mentioned previously is an intermediate level 5 course compulsory to all student majoring in Human Resource track. It is a 4 credits hours (15 points) semester course with 1 (one) TMA (weighting 20% of total grade), one MTA (weighting 30% of total grade) and one final exam (weighting 50% of total grade). There is an emphasis on face to face tuition; the formative assessment of students forms a part of the development of students’ skills in this course. Skills will be developed in tutorials, on-line activities and assignments. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be during case-based in-class exercises where students will reflect on their work as part of a community of practice. Students’ contribution to discussion forums as part of their individual work on the on-going course will also help in assessing their skills and learning. |
6. Indicative content. | The course is structured into seven chapters; Introduction to training and development; Understanding the organization (linking organizational strategy with training and development strategies, training as competitive advantage, conducting needs assessments and SWOT analysis), Training design and the Learner (The ADDIE model, assessment, design, development, implementation, evaluation, Learning styles); Linking performance and career development needs to training; conducting training; Evaluating training; Calculating training return on investment (ROI). I- Introduction to training and Development - What is Training and Development?
- The Training and Development Process
- Training Objectives
- The Role of the Trainer
- Organizing Opportunities & Challenges through Training and Development
II- Understanding the organization - Linking organizational strategy with training and development strategies
- Training as competitive advantage
- Conducting needs assessments
- SWOT analysis
- Level of needs analysis and solutions to Performance Problems
III- Training design and the Learner - The ADDIE model
- Training assessment; design; development; implementation; evaluation
- Creating learning environment
- Learning styles and transfer of Training
- Cognitive Theories of Learning
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IV- Linking performance and career development needs to training - Career Planning/Development
- Employees future and careers in Training
- Develop a training strategy to improve organizational performance and talent development
- Skill development contributing to learning opportunities
V- Conducting training
VI- Evaluating training
VII- Calculating training return on investment (ROI) |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 90-min. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Learning outcomes | Assessment tasks | A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | B1 | B2 | B3 | B4 | B5 | B6 | B7 | C1 | C2 | C3 | C4 | C5 | C6 | C7 | C8 | C9 | D1 | D2 | D3 | D4 | D5 | D6 | D7 | D8 | TMA | × | × | × | × | | × | × | | × | × | × | | × | × | × | × | × | × | × | | × | | × | × | × | | × | | × | × | × | | MTA | × | × | | | | × | × | | × | × | × | | | | × | × | | | × | × | | | × | | × | × | × | | × | | | | Final Exam | × | | × | | × | | × | × | | | | × | | | | × | × | × | | × | × | × | × | × | × | | | × | × | × | | × |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Sawsan Malik, smalik@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Kenneth N. Wexley, Wexley Consulting
Gary P. Latham, University of Toronto | 2002 | Developing and Training Human Resources in Organizations-3rd Edition | Pearson Higher Education - Prentice Hall Series in Human Resources | | Nick P. Blanchard and James Thacker | 2013 | Effective Training, 5th Edition | Pearson Higher Education - Prentice Hall | |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will moderate the interaction among tutor whether by direct or electronic collaboration. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. |
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Course Outcomes |
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HRM215 Employment Compensation and Benefits
(4) Credit Hours
HRM215 is the next course to be taken by students of HR track, after they completed Level 5 courses. Employee compensation is a major factor to consider for a candidate decision-making on whether to accept a job position or not. It is also a deciding factor in whether a company can afford to hire additional employees. Compensation and benefits specialists are in charge of ensuring fair and equitable pay rates to employees, based on job evaluation, wage surveys, incentives, pay equity and compensation strategy. This module focuses on the essential of financial reward systems in the organization. Students will examine key topics in compensation and benefits. They will also develop skills in critical thinking, problem solving and written and oral communication.
Course Code |
HRM215 |
Course Title |
Employment Compensation and Benefits |
Pre-requisite |
HRM206 |
Credit Hours |
4 |
Course Description |
HRM215 is the next course to be taken by students of HR track, after they completed Level 5 courses. Employee compensation is a major factor to consider for a candidate decision-making on whether to accept a job position or not. It is also a deciding factor in whether a company can afford to hire additional employees. Compensation and benefits specialists are in charge of ensuring fair and equitable pay rates to employees, based on job evaluation, wage surveys, incentives, pay equity and compensation strategy. This module focuses on the essential of financial reward systems in the organization. Students will examine key topics in compensation and benefits. They will also develop skills in critical thinking, problem solving and written and oral communication. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | HRM215: Employment Compensation and benefits | Level | 5 | Module tutor | Dr. Ahmad Alqattan | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour
lecture and 1 office-hour |
2. Rationale for the module and its links with other modules | HRM215 is the next course to be taken by students of HRM track. Employee compensation is a major factor to consider for a candidate decision-making on whether to accept a job position or not. It is also a deciding factor in whether a company can afford to hire additional employees. Compensation and benefits specialists are in charge of ensuring fair and equitable pay rates to employees, based on job evaluation, wage surveys, incentives, pay equity and compensation strategy. This module focuses on the essential of financial reward systems in the organization. Students will examine key topics in compensation and benefits. They will also develop skills in critical thinking, problem solving and written and oral communication. |
3. Aims of the module | The course will prepare students with practical skills in examining the financial reward systems of organizations. These skills are in line with the Quality Assurance Agency’s benchmark statement expectations for business studies. It provides students with an understanding of basic compensation concepts and the context of compensation practices, research techniques and the necessity of statistics in human resources and the role of job analysis/job design in compensation decisions. Specific areas in managing employee benefits are also included in the course i.e. paid time off, retirement plans, health and wellness benefits. |
4. Pre-requisite modules or specified entry requirements | HRM206 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: Different compensation philosophies A2: Legal aspects that influence compensation and benefit systems A3: Basis for calculating pay increases related to merit pay, pay-for-performance, incentives and bonuses, group incentives A4: Market-based strategies in order for the company to match market pay rates A5: The difference between statutory and voluntary benefits A6: Basis for retirement plans and different types of health-care plans and other benefits A7: How different incentive plans contribute to differentiation and lower cost corporate competitive strategies | Knowledge, understanding and the relationship between theory and practice are assessed through midterm, final and Tutor Marked Assignments.
Each requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. Students will be required to answer essay questions along with application based case studies. This will help in testing acquired knowledge related to the main HR compensation and benefits principles and concepts. In addition it will also help in testing recent pay models in terms of theory and application. To achieve the required knowledge and understanding, students are provided with the following resources: - UK OU published supported open learning material,
- AOU Assigned textbooks on principles of HR, and supplemental extra reading material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering module-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU
Electronic TMA system).
To assist tutors in all Branches with the module delivery and accomplishing the module's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information.
Assessment of the knowledge and understanding components of the module is achieved through a combination of continuous assessments (tutor-marked assignments and midterm assessments) and end-of-course examination. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Differentiate between different pay systems and levels B2: Analyse job requirements and design in order to take appropriate decisions in pay and compensations B3: Identify market factors and labour unions that have direct influence on a company’s compensation practices B4: compare between statutory and voluntary benefits B5: design systems for paid time off, retirement plans and health and wellness benefits B6: link between employee performance aspects and employee compensations B7: identify situations where outsourcing benefits administration and management is necessary | Cognitive skills are assessed through TMA, mid-term and final assessment. Since the TMA is a business case-study based assessment, it will involve a multiple perspective looking at the subject to be tested. TMA will nurture more critical thinking in students’ ability to generate more fresh perspectives for problem-solving.
TMA will also enable students to analyse concepts presented theoretically in classes and relate them to real-life situations. Evaluation and comparison will be assessed summatively through TMA and exam questions as well. Critical thinking, analysis and synthesis will be key criteria in all assessments, but more specifically in TMA as well. TMA requires students to have learned and understood models and theories and to demonstrate appropriate critical thinking, evaluation, analysis, comparison and exploration in the context of a case to study. Students will be required to answer essay questions along with application based case study. This will help in testing acquired knowledge related to the main HR compensation and benefits topics and concepts. In addition it will also help in testing recent pay models in terms of theory and application. To achieve the required cognitive skills, students are provided with the following resources: - UK OU published supported open learning material, including textbooks, study guides, project guide, audio notes, computing supplement and assignments.
- AOU Assigned textbooks on principles of HR, and supplemental extra reading material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
- Electronic databases of AOU e-library, providing students with access to electronic academic journals and books
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering module-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system) |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Create and communicate a compensation philosophy of a company C2: Design a base for pay systems and increase calculations: : merit pay, pay-for-performance, incentives/bonuses, profit sharing, group incentives C3: Set market-based strategies in order to match market pay rates C4: Apply federal insurance programs regulations C5: Evaluate employee performance and apply compensations accordingly C6: Manage employee benefits in terms of cost control, action planning and strategic planning | Practical and professional skills are mainly assessed through TMA. These skills can also be evaluated as well on a smaller scale in any exam (mid-term or final) if the exam structure contains a case to study. Since the TMA is a business case-study based assessment, it will involve a multiple perspective looking at the subject to be tested, in particular a practical aspect. TMA will offer an opportunity to apply theoretical concepts to practical and real-life business cases. TMA requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of the case to study. Students will be required to answer essay questions along with application based case study. This will help in testing acquired knowledge related to the main HR staffing topics and concepts. In addition it will also help in testing recent functions of staffing management in terms of theory and application. To achieve the required practical and professional skills, students are provided with the following resources: - UK OU published supported open learning material, including textbooks, study guides, project guide, audio notes, computing supplement and assignments.
- AOU Assigned textbooks on principles of HR, and supplemental extra reading material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
- Electronic databases of AOU e-library, providing students with access to electronic academic journals and books
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering module-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system).
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D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Effective communication, both orally and in writing, of information, arguments and ideas, using language and styles appropriate for a business context and audience.
D2: Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation.
D3: Effective performance in a team environment both in face-to-face and/or virtual contexts.
D4: Effective use of information and communication technologies for business purposes
D5: Self-appraisal and reflective thinking in the areas of creativity, teamwork, leadership, career selection. | These skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills.
Although team-working skills will be developed throughout the module, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their collective work on the ongoing module case study. | 6. Indicative content. | The course is structured around two main modules: Managing compensation and Managing benefits
Managing compensation - Creating and communicating a compensation philosophy: domestic vs. global
- Base pay system and levels
- Role of job analysis/job design in compensation decisions
- Calculating pay increases
- Market-based strategies
- Compliance and regulatory issues that affect pay
Managing employee benefits - Statutory vs. voluntary benefits: Federal insurance programs (Old-Age, Survivor, and Medical insurance)
- Paid time off: vacation, sick leave, personal leave
- Retirement plans: defined benefit and defined contribution
- Health and wellness benefits
- Family-friendly benefits: educational benefits - life insurance - employee assistance programs - domestic partner benefits
- Outsourcing benefits administration
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7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 90-min. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Learning outcomes | Assessment tasks | A1 | A2 | A3 | A4 | A5 | A6 | A7 | B1 | B2 | B3 | B4 | B5 | B6 | B7 | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | D4 | D5 | TMA | X | X | X | X | | | | X | X | | | | | | X | X | X | | | | X | X | | | | MTA | | | | X | X | X | | | | X | X | X | | | | | | X | | | X | | | | | Final Exam | | | | | X | X | X | | | | | X | X | X | | | | | X | X | | X | X | X | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Ahmad Alqattan, aalqatan@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Joseph J. Martocchio | 2012 | Strategic Compensation: A Human Resource Management Approach | Pearson | |
11. Other indicative text (e.g. websites) | |
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Course Outcomes |
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HRM320 Workplace Health and Safety
(4) Credit Hours
HR320 is to be taken by students of human resources (HR) track after B203B [Business Functions in Context–II] and HR205 (Employment and Labor Law) (pre-requisites). In numerous organizations health and safety is the responsibility of the Human Resources (HR) function. This module sheds light on the association with workplace/occupational health and safety and human resources management (HRM). It covers major elements of occupational safety and health in the contemporary global workplace. HR professionals need to be knowledgeable about existing workplace health and safety issues/concerns including regulations, equipment/process safety, behavioural aspects of safety, and ways to avert and reduce hazards in the workplace. This course will provide students with an understanding of the legal regulations of occupational safety, especially the employer's duties to uphold a safe workplace and the employer's obligations under occupational health and safety laws.
Course Code |
HRM320 |
Course Title |
Workplace Health and Safety |
Pre-requisite |
HRM215 |
Credit Hours |
4 |
Course Description |
HR320 is to be taken by students of human resources (HR) track after B203B [Business Functions in Context–II] and HR205 (Employment and Labor Law) (pre-requisites). In numerous organizations health and safety is the responsibility of the Human Resources (HR) function. This module sheds light on the association with workplace/occupational health and safety and human resources management (HRM). It covers major elements of occupational safety and health in the contemporary global workplace. HR professionals need to be knowledgeable about existing workplace health and safety issues/concerns including regulations, equipment/process safety, behavioural aspects of safety, and ways to avert and reduce hazards in the workplace. This course will provide students with an understanding of the legal regulations of occupational safety, especially the employer's duties to uphold a safe workplace and the employer's obligations under occupational health and safety laws. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | HRM320: Work Place Health & Safety | Level | 6 | Module tutor | Mr. Khider Hamed | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and one office hour weekly |
2. Rationale for the module and its links with other modules | HRM320 is to be taken by students of human resources management (HRM) track after HRM215. In numerous organizations health and safety is the responsibility of the HRM function. This module sheds light on the association with workplace/occupational health and safety and human resources management (HRM). It covers major elements of occupational safety and health in the contemporary global workplace. HRM professionals need to be knowledgeable about existing workplace health and safety issues/concerns including regulations, equipment/process safety, behavioural aspects of safety, and ways to avert and reduce hazards in the workplace. This course will provide students with an understanding of the legal regulations of occupational safety, especially the employer's duties to uphold a safe workplace and the employer's obligations under occupational health and safety laws. |
3. Aims of the module | The module introduces students to the Occupational Health and Safety Act (OHSA) and its regulations. It provides student with adequate understanding of how to prevent/reduce problems or hazards associated with the workplace. The module explains the nature of occupational safety, why it is important and how it affects an organization. It explains precautionary measures to facilitate generating a safer work environment. Common issues in occupational health and safety areas are considered in this course, including laws and regulations, employee health, safety management, security concerns at work, ergonomics, data protection/security, monitoring, surveillance, privacy and inspection. |
4. Pre-requisite modules or specified entry requirements | HRM215 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: Understand the nature and importance of occupational health and safety and its impact on workplace safety nowadays A2: Describe the Occupational Health and Safety Act (OHSA) and its rules/regulations A3: Explain occupational safety, health and inspection and describe routine inspection practices A4: Discuss occupational health matters, including mental health in the workplace A5: Articulate the harmful effects of certain significant environmental and occupational hazards on human health | Students’ learning is supported by a tutor, who is the students’ main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessment and exams. These assessments are central to the teaching of the course, enabling tutor(s) to identify and comment on student knowledge and understanding. The course comprises of one tutor marked assignment (20% of the total grade), a midterm assessment examination (30% of the total grade) and final examination (50% of the total grade). The knowledge, understanding and the relationship between theory and practice are assessed in the tutor marked assignment. The tutor marked assignment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Recognize and assess occupational hazards, accidents and risks and evaluate their causes B2: Analyse information and data to identify trends and issues in the workplace B3: Use conceptual frameworks to describe methods for risk reduction & control for workplace hazards B4: Design and evaluate health and safety programs and procedures B5: Differentiate between health and safety in the workplace | Evaluation and comparison will be assessed through the exam questions and in TMA. Critical thinking, analysis and synthesis will be key criteria in all assessments. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Recognize the human element problems in the workplace (e.g. violence and harassment) and use conflict resolution approaches to resolve them as OHSA
C2: Apply industry standards, and best practices in work settings
C3: Use realistic evaluation tools, interpret their findings and develop sensible solutions for the organization
C4: Apply principles of ergonomic workplace design and demonstrate the use of exposure assessment tools for ergonomic hazards
C5: Devise preventive action methods and apply them at work, as well as carry out hazard analysis and risk appraisals to guarantee occupational health and safety best practices | TMA will demand some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Effective communication, both orally and in writing, of information, arguments and ideas using language and styles appropriate for a business context and audience.
D2: Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation. D3: Effective performance in a team environment both in face-to-face and/or virtual contexts.
D4: Develop critical thinking, self-appraisal and reflective thinking ability in the areas of Workplace Health and Safety.
D5: Synthesize and organise information from a range of sources. Manage own learning and reflect on development as an independent learner | These skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills.
Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their collective work on the ongoing course case study. |
6. Indicative content. | The course is structured around the following topics: - OSHA
- Laws and regulations
- Disaster preparation, continuity and recovery planning
- Safety vs. health
- Employee health
- Inspection
- Protection from retaliation
- Safety and health management
- Security concerns at work
- Communicable diseases
- Data security
- Testing for substance abuse
- Ergonomics
- Violence in the Workplace
- Monitoring, surveillance, privacy
- Hazard assessment, prevention and control
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7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking...
One 90-min. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | learning outcomes | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | D3 | D4 | D5 | MTA | x | x | x | x | x | x | | x | | x | | | | | | x | | | | | TMA | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | Final Exam | x | x | x | x | x | x | | x | | x | | | x | x | | x | | | | x |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Mr. Khider Hamed, kkhedir@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | David L. Goetsch | 2015 | Occupational Safety and Health for Technologists, Engineers, and Managers, 8/E | PearsonPrentice Hall (8th Edition). 720 pp. ISBN-10: 0133484173 • ISBN-13: 9780133484175 | |
11. Other indicative text (e.g. websites) | https://www.pearsonhighered.com/program/Goetsch-Occupational-Safety-and-Health-for-Technologists-Engineers-and-Managers-8th-Edition/PGM321630.html
Goetsch, D.L. (2013). Basics of Occupational Safety, The, 2/E. Prentice Hall (2nd Edition). 528 pp. ISBN-10: 0133496074 • ISBN-13: 9780133496079.
Reese, C. D. (2015). Occupational Health and Safety Management: A practical Approach, 3rd Edition. 608 pages. ISBN-13: 978-1482231335 • ISBN-10: 1482231336. |
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Course Outcomes |
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HRM330 Strategic Human Resource Management
(4) Credit Hours
The HR 330 is a compulsory level 6 module on Strategic Human Resource Management within the HR track. It provides students with a critical understanding of the theories, principles, historical trends, current issues and practices relevant to human resource management strategy in organisations. This module will support the development of students’ subject specific knowledge and key transferable skills necessary for employment in roles which require the effective management of both human and knowledge capital within the organisation. By exploring the shifting of roles from process manager or administrator to strategic business advisor and partner, students will understand the unique strategic positioning of contemporary human resource management and the subsequent demands placed on professionals working in this area. The module will serve as an intellectual platform to proceed to further modules of study.
Course Code |
HRM330 |
Course Title |
Strategic Human Resource Management |
Pre-requisite |
B301B (Making Sense of Strategy) ; HR310 (Leadership and Organizational Management) |
Credit Hours |
4 |
Course Description |
The HR 330 is a compulsory level 6 module on Strategic Human Resource Management within the HR track. It provides students with a critical understanding of the theories, principles, historical trends, current issues and practices relevant to human resource management strategy in organisations. This module will support the development of students’ subject specific knowledge and key transferable skills necessary for employment in roles which require the effective management of both human and knowledge capital within the organisation. By exploring the shifting of roles from process manager or administrator to strategic business advisor and partner, students will understand the unique strategic positioning of contemporary human resource management and the subsequent demands placed on professionals working in this area. The module will serve as an intellectual platform to proceed to further modules of study. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | HRM330: Strategic Human Resources Management | Level | 6 | Module tutor | Dr. Sawsan Malik | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 1 hour lecture and one office hour weekly |
2. Rationale for the module and its links with other modules | The HRM330 is a compulsory level 6 module on Strategic Human Resource Management within the HR track. It provides students with a critical understanding of the theories, principles, historical trends, current issues and practices relevant to human resource management strategy in organisations. This module will support the development of students’ subject specific knowledge and key transferable skills necessary for employment in roles which require the effective management of both human and knowledge capital within the organisation. By exploring the shifting of roles from process manager or administrator to strategic business advisor and partner, students will understand the unique strategic positioning of contemporary human resource management and the subsequent demands placed on professionals working in this area. The module will serve as an intellectual platform to proceed to further modules of study. |
3. Aims of the module | The primary objective of this course is to provide students with a critical understanding of the theories, principles, historical trends, current issues and practices relevant to human resource management strategy in organisations; enable students to recognise the opportunities and challenges facing contemporary human resource management; encourage an approach which views human resource management as a core element of the overall organisational strategy rather than a purely procedural or reactive activity; and develop knowledge of the skills required by organisational leaders for successfully managing human and knowledge capital. |
4. Pre-requisite modules or specified entry requirements | B628 and BUS310 |
5. Intended learning outcomes | - Learning outcomes:
| - Learning and teaching strategy/assessment methods
| On completion of this module, students will have knowledge and understanding of: A1. The theories, principles, historical trends, current issues and practices relevant to human resource management strategy in organisations.
A2. How human resource management strategy is
Developed in response to internal and external environmental factors. A3.The key issues and challenges relating to HRM processes and practices (e.g. recruitment and selection, learning and development, performance management, and reward management).
A4. Understand various functions of the HR (including reward systems, performance management, high-performance human resource systems, training and development, recruitment, retention, equal employment opportunity laws, work-force diversity, and union-management relationships) from a strategic perspective.
A5. Understand the relationship between human resource
management strategy and organisational performance | Students’ learning is supported by a tutor, who is the students’ main point of contact, answering their queries, grading and commenting on their work and facilitating group learning. Students receive face to face tutorial. Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessment and exams. These assessments are central to the teaching of the course, enabling tutor(s) to identify and comment on student knowledge and understanding. The course comprises of one tutor marked assignment (20% of the total grade), a midterm assessment examination (30% of the total grade) and final examination (50% of the total grade). The knowledge, understanding and the relationship between theory and practice are assessed in the tutor marked assignment. The tutor marked assignment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. |
- B. Cognitive skills
| - Learning outcomes:
| - Learning and teaching strategy/ assessment methods
| On completion of this module, students will be able to: B1.Think systematically and strategically about aspects of managing the organization’s human assets. B2. Reflect on and begin to critically evaluate the evidence of own and organization’s practice in light of the theoretical knowledge. B3. Use conceptual frameworks to describe functions of the strategic management of human resource and what needs to be done to implement these policies and to achieve competitive advantage. B4.Critically evaluate theories in relation to personal experiences, organizational, inter-organizational and international setting with which they are familiar and the relative standpoints of others within different contexts. -
| Assessment of the cognitive skills of the course is achieved through a combination of continuous assessment and exams that include case studies to encourage synthesis of material. Cognitive skills are mainly assessed in the tutor marked assignment in addition to the continuous interaction with the students and teamwork activities undertaken all along the semester. The assessment strategy and the tutor feedback are mostly used to assess these skills. Students are hence encouraged to develop specified skills. Students are offered an opportunity to practice these skills in association with their work on the course material. The use of case studies will provide students with the opportunity to implement these skills and assess their understanding. Students are asked to analyse their progress with skills associated with their current work, submitting this assessment as part of their assignments. This allows students to develop a systematic and self-conscious approach to their skill development, assisted and supported by their tutor. These activities culminate in an assessment solely concerned with skills development where students are asked to reflect on their skills progression and achievement. |
- C. Practical and professional skills
| - Learning outcomes:
| - Learning and teaching strategy/ assessment methods
| On completion of this module, students will be able to: C1. Evaluate the impact of human resource management
strategies, concepts and values upon organisation’s success. C2. Demonstrate advanced professional and educational capabilities using appropriate interpersonal, written communication and critical thinking skills that are required for successful performance and progress in an organization. C3. Develop skills in communicating, influencing and negotiating with peers, subordinates and senior managers. C4. Apply theories and concepts relevant to strategic Human
Resource management in contemporary organisations. . C5. Develop knowledge, skills, attitudes and values necessary for success in human resource management positions in a variety of business, governmental education and non-profit settings. | In addition to the above mentioned learning and teaching strategies this course also develops a variety of the students' practical and professional skills. For example, to develop the students' teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems.
In tutorials, students participate in a selection of small group activities and discussions which is based on case studies and covers current business issues of local and international nature related to their course topic. These activities encourage students to apply course concepts.
Tutors are encouraged to invite guest speakers from regionally important businesses to come and address students. Internships of students in local businesses are also a possible opportunity to increase their first hand knowledge and experience leadership and management in practice. |
- 3D. Key/transferable skills
| - Learning outcomes:
| - Learning and teaching strategy/ assessment methods
| On completion of this module, students will be able to: D1. Be creative and assertive in presenting ideas and leading teams. D2. Articulate ideas and communicate effectively using appropriate theories pertinent to the concept of human resource management in general and in particular strategic human resource management. D3. Communicate effectively, using management vocabulary, both orally and in writing and listen actively; D4. Conduct research into business and management issues related to the course topics, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process; including the development of personal and team attributes and capabilities for entrepreneurial success; D5. Use Self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. | - I
- nterpersonal skills of effective listening, negotiating, persuasion and presentation are taught through the undertaking of small group activities in face to face tutorials.
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- Diversity is introduced to students through a truly internationalised selection of cases.
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Skills are developed as a consequence of module work throughout the programme and implicitly built into assessment. |
6. Indicative content. | HRM330 comprises academic literature in the following areas:
- The changing nature of work (collaboration, the changing nature of work and working environments)
- HRM’s new strategic role
- HR strategy and business strategy
- HR systems and organizations
- HR metrics and business performance
- Organizational culture, values and ethics
- HR’s role in organizational change;
- The future of HR. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking... One 90-min. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course. The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment Tasks | learning outcomes | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | D3 | D4 | D5 | MTA | x | x | x | x | x | x | x | x | | | | | | x | | x | x | | | TMA | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | Final Examination | x | x | x | x | x | | | | | | | | | x | | x | x | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Sawsan Malik, smalik@aou.edu.kw | |
10. Key reading list (indicative) | Author | Year | Title | Publisher | Location | Harzing, A.W. and Pinnington, A.H. | 2011 | International Human Resource Management | Sage Publications Ltd.
Third edition | London |
11. Other indicative text (e.g. websites) | Salaman, G., Storey, J. and Billsberry, J. (2006). Strategic Human Resource Management. Theory and Practice. Sage Publications Ltd. Second Edition. |
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Course Outcomes |
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IN300 Internship
(3) Credit Hours
Students will engage in a work-based situation of their choice which must be guided by the university’s Training Centre and supported by the course chair. The internship should bear relevance to students’ programme of study in order to obtain as much entrepreneurial skills needed for advanced academic studies or a career that students expect to pursue upon graduation. The course will enable the students to present themselves and represent the university in a wide set of professional relationships which they should develop in their internship duties.
Course Code |
IN300 |
Course Title |
Internship |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
Students will engage in a work-based situation of their choice which must be guided by the university’s Training Centre and supported by the course chair. The internship should bear relevance to students’ programme of study in order to obtain as much entrepreneurial skills needed for advanced academic studies or a career that students expect to pursue upon graduation. The course will enable the students to present themselves and represent the university in a wide set of professional relationships which they should develop in their internship duties. |
Course Objectives |
IN300 Module Specification
1. Factual information | Module title | IN300
Internship - تدريب ميداني | Level | 3 | Module tutor | | Credit Hours | 10 points (3 Crd.) | Module type | Tutorial/Applied | Notional learning hours | |
2. Rationale for the module | Students will engage in a work-based situation of their choice which must be guided by the university’s Training Centre and supported by the course chair. The internship should bear relevance to students’ programme of study in order to obtain as much entrepreneurial skills needed for advanced academic studies or a career that students expect to pursue upon graduation. The course will enable the students to present themselves and represent the university in a wide set of professional relationships which they should develop in their internship duties. |
3. Aims of the module | The module aims to: - Enhance students’ capacities for planning, taking initiative, for identifying opportunities of professional development.
- Allow students to develop interpersonal skills including teamwork, effectively handling the workplace pressure, understanding group dynamics and individual interests.
- Enable students to demonstrate certain level of competencies in compiling of reports, risk management, time-management, quality delivery, chain of command and in information and budget organization.
- Give students the chance to work to a professional standard in a coherent and productive communication style making coherent arguments and propositions using variety of media, verbally and in writing.
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4. Pre-requisite modules or specified entry requirements | Completed 56 credit hours (finished level 2) Pass course pre-registration interview |
5. Intended learning outcomes | | Practical and professional skills | Learning and teaching strategy | When students have completed their studies, they will be notable alumni in: - Creative expression
- Culture and society
- Language and communication
- Leadership and competency
- Science, health and technology
- Leadership and teamwork
- Global awareness
| The total of 60 hours will be divided as required for purposes of preparation, attendance of work placement and reflection/completion of required assessments. This module will give students skills and experience for individual contribution. Students will be assigned advisors who will guide the students and be responsible for 50% of the assessments. The other 50% will be according to the attendance of work placement and the skills students have learnt throughout their professional environment. |
6. Module Hours | Tutorial contact hours: 12
Professional environment hours: 40
Private study hours: 8
Total study hours: 60 |
7. Assessment strategy, assessment methods and their relative weightings | Three Seminar Presentation (each 10 Minutes) (30%) [MTA]
Report/Essay (2500 words) (20%) [TMA]
Internship (40 hours) (50%) [Final] |
8. Mapping of assessment tasks to learning outcomes | Assessment Tasks | | | Learning outcomes | | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | TMA | P | | P | | | | P | MTA | P | P | P | P | | | P | Final | P | P | P | P | P | P | P |
9. Teaching staff associated with the module | | Tutor’s name and contact details | Contact hours | IN300.pdf |
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Course Outcomes |
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LB170 Communication Skills for Business and Management
(8) Credit Hours
Personal and corporate success in business relies on effective communication. Communication Skills for Business and Management will help you acquire skills to distinguish you from your peers. This key introductory Level 1 course is practical and will empower you to undertake more insightful case-study analysis, write successful essays, and produce powerful reports. From proposals to emails, you’ll work with a wide range of texts from business studies courses and the wider business world, deepening your knowledge and developing your written communication skills - helping you to succeed in both business studies and business generally.
Course Code |
LB170 |
Course Title |
Communication Skills for Business and Management |
Pre-requisite |
EL 122: Intermediate English |
Credit Hours |
8 |
Course Description |
Personal and corporate success in business relies on effective communication. Communication Skills for Business and Management will help you acquire skills to distinguish you from your peers. This key introductory Level 1 course is practical and will empower you to undertake more insightful case-study analysis, write successful essays, and produce powerful reports. From proposals to emails, you’ll work with a wide range of texts from business studies courses and the wider business world, deepening your knowledge and developing your written communication skills - helping you to succeed in both business studies and business generally. |
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | LB170: Communication Skills for Business and Management | Level | 4 | Module tutor | Ms. Shaikha Al Dosary | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio 2. Rationale for the module and its links with other modules | Personal and corporate success in business relies on effective communication. Communication Skills for Business and Management will help you acquire skills to distinguish you from your peers. This key introductory Level 1 course is practical and will empower you to undertake more insightful case-study analysis, write successful essays, and produce powerful reports. From proposals to emails, you’ll work with a wide range of texts from business studies courses and the wider business world, deepening your knowledge and developing your written communication skills - helping you to succeed in both business studies and business generally. |
3. Aims of the module |
LB170’s design will be relevant for students from OUBS Openings to Level 2 courses. Students’ confidence, performance and progression potentials will be enhanced and ultimately academic standards will be positively influenced as well as widening participation, retention and completion rates. The emphasis in the course is on processes and practices (the ‘skills’) of communication rather than on content in a ‘traditional’ academic sense. As such the course reverses the balance present in other OUBS courses where communication skills are fore grounded but are always at the service of the course content and consequently occupy a less significant position in the learning outcomes. The model of communication skill development outlined above is a positive rather than a deficit model. It draws on current thinking about literacy development in which a more traditional skills development model which treats communication as an all-purpose set of skills with universal application is overlain, firstly, with a model that places literacy in context and sees literacy practices as situated within particular spheres of activity (in this case, business, broadly, and business studies more specifically). Secondly it draws on a model that highlights the ideological and personal investment that come into play when individuals and organisations engage in communicative acts. |
4. Pre-requisite modules or specified entry requirements | EL112 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: Can understand and use familiar everyday expressions and
Phrases aimed at the satisfaction of needs of a concrete type.The internal and external factors affecting business organisations and their stakeholders. A2: understand sentences and frequently used expressions related to areas of most immediate relevance in one’s major such as the operation and management of the HR function of a business organisation. A3: Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. A4: Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Such as the operation and management of the marketing function of a business organisation. | TMAs are replaced by two tasks as follows:
Task One: In-Class Task/ Case Study (Essay writing).
Task Two: Project Research / In-Class Presentation.
These two tasks will provide opportunities for learners to both build and demonstrate their understanding and knowledge of the business topics focused on. Particular focus will be placed on how concept-terms and conceptual frameworks are presented and analytical procedures are performed, and on the coherence of the texts which are created for the two tasks. Successful implementation of the two tasks will demonstrate explicit awareness of the significance of structure, organisation and language in both their own construction and the construction of source texts used. Preparatory activities will lead towards such achievement of successful text.
Each task will focus on salient features of the text genres being examined. In-Class Task/ Case Study (Essay writing) will be a case study analysis; and will be an essay; which also entails management of other business documents. The ECA will draw on aspects of all genres. Project Research / In-Class Presentation will be delivered individually in class, any time in the semester, on a topic related to the course agreed upon with the tutor for no longer than five minutes. This task entails Relevance of materials used, Delivery Evaluation of issues/results, Discussion of analysis /comparison, Referencing and bibliography, Supporting data /examples and overall presentation.
As the important knowledge here is practical, knowledge of language and literacy terms will be less important in assessment than evidence that the concepts named by these terms are actually employed and applied in practical communication – assessed by the performance in the two tasks.
Learners’ grasp of business models and theories introduced in LB170 will be expected to underlie and inform the reading and writing tasks they perform. In both tasks and in a personal skills audit log learners will demonstrate a growing confidence with these.
Learners’ logs will be used to accumulate insights towards an ECA that summarises the main features of the students’ self-development. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1 After studying the course, the student will have developed the language they need to exercise the following thinking and communication skills and have developed a critical perspective on this language in the light of a range of alternative, available language and communication practices.
B2: recognize, compare and contrast different ways of analysing business case studies and other material about contemporary business practice.
B3: apply their knowledge in the analysis of practical business problems and issues.
B4: recognize, compare and contrast different interpretations of and approaches to practical business problems and issues. | The two tasks replacing TMAs will be based on analysis and interpretation activities performed on a range of business texts leading to the two tasks assignments texts that explicitly demonstrate awareness of genre, register, audience and topic.
Learners’ two tasks replacing TMAs and logs will demonstrate awareness of the relationship between text and context and also a critical perspective which investigates the ideological bases of text-context relationships. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: analyse work-related cases and situations to identify problems in the organization and management of a functional area. C2: identify and communicate potential solutions based on knowledge of theory and apply it to their own work situation. C3: related the communication skills needed for academic study to those needed in the workplace. | Activities, the two tasks replacing TMAs and Logs will entail some reflection on applicability of skills to the workplace.
Students will keep a learner skills log.
The ECA will refer to this.- All communication skills practised in the course will be related to the wider world of business – firstly as a means of enhancing students’ communication skills generally, secondly , as a means of adopting a critical perspective on those skills and the texts and language students engage with; thirdly in order to foster transfer of skills from one environment to another.
- Students will also be encouraged to adopt a skills audit/development approach to their own learning through reflective activities and by keeping a log of their own development which they will use to inform their responses to assignments and to monitor their own development.
- Because the course adopts a language in context approach, it will focus on language difference and this may entail cross cultural language contrast allowing students to consider the value and challenge of diversity in the global workplace. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Read and précis written text materials for key salient points. D2: communicate effectively in writing, showing recognition of audience and purpose. D3: select data, information and ideas from different sources and present in an appropriate fashion to support an argument. D4: identify some of the key strengths and needs of their own communication skills development and identify opportunities to address these in the light of their critique of the language and literacy practices they have encountered. | Activities in course books will focus on the two tasks and logs will demonstrate development of skills. Progression through the course is from task one: In-Class Task/ Case Study (Essay writing) where there is greater explicit assessment of reading that in later task two; Project Research / In-Class Presentation not only where construction of argument is the main focus, but also where the emphasis in on the production of clarity, persuasion and recommendation in texts for study and workplace purposes.
Assessment will be by means of the two tasks which result from these interactions. Learners will include evidence of adaptations and developments in texts as a result of the collaboration. Participation in web conference will be a required part of the course.
The two tasks will consist of both finished text products and also drafts and notes in order to foreground the processes entailed in creating the product. Note: This is an 30 Pts course with an ECA in the U.K. As to AOU version, the ECA will be replaced with an examination (in order to satisfy and comply with local accreditation and to overcome plagiarism issues). The importance use of online forms as introduced in the UK version of LB 170 will be maintained in the course. These skills will be developed in tutorials, on-line activities and assignments. Two tasks; In-Class Task/ Case Study (Essay writing) and Project Research / In-Class Presentation will involve communication skills. |
6. Indicative content. | Communication Skills for Business and Management, LB170, will be made up of three course books; one reader; one assessment book, one course guide. The genres reflected in the titles of the three books are derived from the TMAs of BUS110.
Course book 1 Analysing business cases
Course book 3 Writing successful essays
Course book 2 Producing influential documents Resource book containing case studies, company and sector analyses, essays, reports, and other business texts. Each of the three course books is made up of six sessions, each session corresponding to a week of study. Sessions will broadly be based on the topics and activities that are presented in BUS110. These topics and activities will ensure that the business ‘content’ of the course is authentic in that it reflects the content of a business course. In part, texts will be derived directly from BUS110 or other OU Business modules. In part, new texts will be presented which mirror the concepts, models, and conceptual frameworks making up BUS110 and other OU Level 4 business modules. To this extent, learners will both deepen their previous understanding of familiar texts and concepts and also engage with new texts in which familiar models and concepts are applied to new situations. However, the focus of each session will actually be on the language that is employed in communicating about the business topics and performing the business study activities. In this respect, the sessions have to both reflect a business studies course approach but also focus attention on the business studies material and discourse in new ways. This will be achieved by the course books’ guidance to students as they engage in activities designed to uncover the characteristics of business texts which make them efficient and effective and then turn the insights gained back onto their own communicative performances. In these ways materials will be motivational for students coming from previous business studies courses and for whom engagement with ‘familiar’ business studies concepts and texts must be perceived as a progressive rather than retrogressive activity.
Course books will contain input, activities and shorter text extracts. The Resource book will provide longer examples of case studies, company and sector analyses, essays, reports, and other business texts. Students will be directed to the Resource book in order to carry out more extended reading and writing activities. The Resource book will provide the source materials which will provide the basis for the academic research tasks which students are required to carry out as part of the writing process
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Some reading material will also be obtained from the worldwide web. This is to ensure that learners are engaging in authentic research activities which reflect the activities carried out in BABS courses and in the workplace. Again, the topics and models for these activities will be derived from BA in Business Studies and other OUBS programmes. Written course materials will be designed to include guidance to students towards using the conferencing facility as a means of collaborating, peer reviewing and in general treating document production as a process, and to participate in the structured eLearning which will constitute a significant part of the tutoring on the course. In this way students will bring their reading and writing out of their own individual sphere and present it in a public sphere in ways that more typically reflect the business world. |
7. Assessment strategy, assessment methods and their relative weightings | The two tasks replacing TMAs (In-Class Task/ Case Study (Essay writing), Project Research / In-Class Presentation) will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking:
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | Task One: In-Class Task/ Case Study (Essay writing)
Task Two: Project Research / In-Class Presentation | 10 10 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | D1 | D2 | D3 | D4 | | The Two Tasks - TMAs | | | X | X | X | X | X | X | X | X | X | X | | | | | MTA | X | X | | | X | | X | X | X | X | X | | | | | | Final Exam | X | X | | | | | | X | X | | X | X | X | X | X | |
9. Teaching staff associated with the module | Tutor’s name | Contact details | Contact hours | Ms. Shaikha Al Dosary | sheikha@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | 1-Jim Donohue, Lina Adinolfi and Prithvi Shrestha 2- Jim Donohue, Lina Adinolfi, Derek Davies and Prithvi Shrestha 3- Jim Donohue, Lina Adinolfi, David Lewis, Helen Peters and Prithvi Shrestha | 2009 2009 2009 | Analysing Business Cases Writing Successful Essays Producing Influential Documents | The Open University The Open University The Open University | U.K. U.K. U.K. |
11. Other indicative text (e.g. websites) | Online Support Materials: Your tutor will facilitate your tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. The main body of the course is paper-based, presented as text, as well as the Course File which contains the supplementary material and a set book. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File, and PDFs of the course texts and set book. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. Moreover; Students may also seek the following websites. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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MKT331 Digital Marketing
(4) Credit Hours
The proliferation of the internet across the globe has increased the use of mobile internet devices, tablets, smart phones etc., and improved customer reach, therefore increasing the importance and relevancy of E-marketing for marketing managers. The internet produced many interesting and innovative methods to offer better customer value. This includes Web sites for marketing communication and customer support; one-to-one communication to many different receiving devices; and consumer behavior insights based on offline and online data combination and inventory optimization through CRM-SCM integration. More recently the development of different social media outlets provided perfect platforms for connecting with today’s consumer: High readership blogs, social networks (such as Facebook and LinkedIn), and online communities (such as YouTube, Twitter and Second Life). Such mediums offer consumers in groups a platform to voice their needs, concerns, and feedback. Intelligent marketers have learned how to take advantage of the great access enabled through social media to improve their products and marketing communication. Today, a balanced and effective marketing strategy must rely greatly upon- online marketing and social media.
Electronic Marketing (E- Marketing) involves the use of electronic means to reach marketing objectives. Since the 1980s, this has included database marketing, Customer Relationship Management, and loyalty programs. In addition, the increased reliance of consumers on the internet for their purchases and for information gathering has transformed the direction towards online marketing and social media strategy.
In this course, students get an introduction to the fundamental principles of online marketing (e marketing and social-media) both with theory and with practical trainings. Students will build upon pre-acquired knowledge from other marketing courses.
Course Code |
MKT331 |
Course Title |
Digital Marketing |
Pre-requisite |
B 120: An Introduction to Business Study |
Credit Hours |
4 |
Course Description |
The proliferation of the internet across the globe has increased the use of mobile internet devices, tablets, smart phones etc., and improved customer reach, therefore increasing the importance and relevancy of E-marketing for marketing managers. The internet produced many interesting and innovative methods to offer better customer value. This includes Web sites for marketing communication and customer support; one-to-one communication to many different receiving devices; and consumer behavior insights based on offline and online data combination and inventory optimization through CRM-SCM integration. More recently the development of different social media outlets provided perfect platforms for connecting with today’s consumer: High readership blogs, social networks (such as Facebook and LinkedIn), and online communities (such as YouTube, Twitter and Second Life). Such mediums offer consumers in groups a platform to voice their needs, concerns, and feedback. Intelligent marketers have learned how to take advantage of the great access enabled through social media to improve their products and marketing communication. Today, a balanced and effective marketing strategy must rely greatly upon- online marketing and social media.
Electronic Marketing (E- Marketing) involves the use of electronic means to reach marketing objectives. Since the 1980s, this has included database marketing, Customer Relationship Management, and loyalty programs. In addition, the increased reliance of consumers on the internet for their purchases and for information gathering has transformed the direction towards online marketing and social media strategy.
In this course, students get an introduction to the fundamental principles of online marketing (e marketing and social-media) both with theory and with practical trainings. Students will build upon pre-acquired knowledge from other marketing courses.
|
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | MKT331: Digital Marketing | Level | 6 | Module tutor | Dr. Rashed AlHaimar | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 2 hour lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio 2. Rationale for the module and its links with other modules | The proliferation of the internet across the globe has increased the use of mobile internet devices, tablets, smart phones etc., and improved customer reach, therefore increasing the importance and relevancy of E-marketing for marketing managers. The internet produced many interesting and innovative methods to offer better customer value. This includes Web sites for marketing communication and customer support; one-to-one communication to many different receiving devices; and consumer behavior insights based on offline and online data combination and inventory optimization through CRM-SCM integration. More recently the development of different social media outlets provided perfect platforms for connecting with today’s consumer: High readership blogs, social networks (such as Facebook and LinkedIn), and online communities (such as YouTube, Twitter and Second Life). Such mediums offer consumers in groups a platform to voice their needs, concerns, and feedback. Intelligent marketers have learned how to take advantage of the great access enabled through social media to improve their products and marketing communication. Today, a balanced and effective marketing strategy must rely greatly upon- online marketing and social media.
Electronic Marketing (E- Marketing) involves the use of electronic means to reach marketing objectives. Since the 1980s, this has included database marketing, Customer Relationship Management, and loyalty programs. In addition, the increased reliance of consumers on the internet for their purchases and for information gathering has transformed the direction towards online marketing and social media strategy.
In this course, students get an introduction to the fundamental principles of online marketing (e marketing and social-media) both with theory and with practical trainings. Students will build upon pre-acquired knowledge from other marketing courses. |
3. Aims of the module | This is a compulsory module in the Marketing track. This course provides students with a comprehensive introduction into the field of online marketing. It is designed in a way, which builds on students’ pre-existing knowledge in general marketing management to elaborate the concepts of digital marketing; - Understand the nature and concepts of online marketing and apply online marketing tools, instruments and principles through theory and case studies.
- Understand the importance of online marketing and social media to a company’s’ overall marketing plan in contemporary marketing.
- Understand internet users and identify profitable E-Marketing strategies.
- Review current practices in electronic marketing.
- Understand the marketing effectiveness of web based marketing approaches.
- Learn how to use the internet as a research method and learn and practice how to publish information on the internet.
- Be able to develop effective strategies for generating traffic, optimizing conversion, achieving customer satisfaction, optimizing profitability, generating social media strategies and continuous innovation within online marketing environment.
- Understand the E-Marketing context: e-business models, performance metrics, and role of strategic planning.
- Describe E-marketing strategies of segmenting, targeting, positioning, and differentiation.
- Know how to use marketing functions of product, pricing, distribution, and marketing communication for a firm's E-Marketing strategy.
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4. Pre-requisite modules or specified entry requirements | B324 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to develop and demonstrate the following knowledge and understanding: A1: Evaluate the role and implications of digital methods within marketing. A2: Evaluate examples of contemporary electronic marketing methods such as microsites and banner ads and compare them to conventional approaches. A3: Appreciate the marketing implications of the design and application of multimedia/Web based products and evaluate them from an e- marketing perspective. A5: Evaluate the advantages and limitations of different approaches to Web based marketing including text and information based pages, virtual worlds, interactive graphics and animation A6: Evaluate the impact of web based innovations on marketing and consumer behavior. A7: Consider the impact that modern technology has (Internet, social media, etc.) on marketing innovation. A8: Consider what new ways of thinking are needed in E-marketing.
| Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessment, which includes (tutor-marked assignments (TMA) and midterm assessments (MTA), and an end-of-course examination (FE). Central to the studying of this course, these assessments enable tutors to assess a student’s knowledge and understanding, identify the level of student’s learning and provide developmental feedback to the student to assist in improving performance and learning.
Each assessment requires students to have learned and understood models and theories of E-marketing and to demonstrate their appropriate application in the context of each question. Students will be required to answer essay questions along with application-based case studies. The use of cases studies is adopted to foster students’ engagement and critical thinking. In class, tutorials will focus on real-life business examples to develop student’s learning. This will be tested in the continuous assessment and end of module examination. The exam will test knowledge and understanding of different
E-marketing concepts. To achieve the required knowledge and understanding, students are provided with the following resources: - AOU Assigned textbook on E-marketing, and supplemental extra reading material
- UK OU published open access supported open learning material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering course-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system).
To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information |
B. Cognitive skills | Learning and teaching strategy | On successful completion of the module the student should be able: B1: Use critical analysis to evaluate e-marketing tactics within a business perspective B2: Provide a theoretical and practical basis for critically assessing the range of e-marketing tools as well as their advantages and disadvantages
B3: Explore the impact of online communities and evaluate their uses in E-marketing.
B4: Evaluate the utility of concepts, tools and frameworks to solve e-business problems.
B5: Evaluate the advantages and limitations of virtual worlds, interactive graphics, animations and social media.
B6: Evaluate the impact of digital marketing strategies on consumer decision making. | The course expects students to show an ability to apply acquired knowledge. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the course resources, conduct small independent research using a variety of databases and websites, and to develop group-working skills.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignment and midterm assessments) and exams.
All assessment instruments are prepared in light of the course objectives. The case study approach is pivotal to student learning in
this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development.
Thus, students’ performance and understanding evaluation and comparison will be assessed through MTAs, TMAs, class discussions and participation as well as final exams. Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Have developed market awareness of E-marketing issues
C2: Analyse e-marketing cases and identify organizational challenges in developing responses relevant to the environment.
C3: Apply course concepts to students’ own interactions with organisations and life experiences. C4: Build upon important workplace skills (e.g. cooperative, teamwork, meeting deadlines, report writing) through cooperative learning activities C5: Appreciate multicultural influences on the e-marketplace, on e-business ethics, and on socially responsible E-marketing. | In addition to the above-mentioned learning and teaching strategies, this course also develops a variety of the students' practical and professional skills. Students are expected to apply their learning to real situations. They are also supposed to teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems.
In tutorials, students participate in a selection of small group activities and discussions, which are based on case studies, presented in the textbook and designed to fit with the major service marketing topics. TMAs, MTAs and Final exams will require some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Make Decisions and solve problems in a viable approach engaging with data analysis, interpretation and extrapolation. D2: Work independently, communicate effectively, planning, monitoring, reflecting on and improving their own learning. D3: Find, assess and apply information from a variety of sources, using information technology where necessary Immerse in related information, arguments and ideas. D4: Identify some of the key strengths and needs of their own learning and identify opportunities to address these | MKT331 is a level-6, 15 Pts module with 1 TMA (weighting 20% of total grade), one MTA (weighting 30% of total grade) and a final exam (weighting 50% of total grade). There is an emphasis on face-to-face tuition; the formative assessment of students forms a part of the development of students’ skills in this course. Skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their individual work on the ongoing course case study. |
6. Indicative content. | The course covers the relevant concepts of E-marketing with their analysis and application in a way, which can be useful to businesses and their managers. The content mainly concerns the following themes and topics: - Theories of E-Marketing
- E-Marketing Plan
- Strategic E-Marketing and Performance Metrics
- Practices in E-Marketing
- Web site design and Domain Name Branding
- Segmentation and Position
- Targeting Market Segments and Communities
- Differentiation and Positioning Strategies
- E-Marketing Mix (Product, Pricing, Place
- The Internet for Distribution
- Search Engine Marketing
- Viral Marketing and Social Networking Marketing
- Customer Relationship Management
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7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking.
One 90-mins. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Learning outcomes | Assessment tasks | A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | B1 | B2 | B3 | B4 | B5 | B6 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | D3 | D4 | TMA | x | x | x | x | | x | | x | | | x | x | | | x | x | x | x | x | x | x | x | x | MTA | | | | | x | x | x | x | x | | x | | | x | x | x | | | | | x | | | Final exam | | | | | | x | | x | | x | | | x | x | | x | x | x | | x | x | x | x |
9. Teaching staff associated with the module | Name and contact details | Dr. Rashed AlHaimar, ralmarri@aou.edu.kw |
10. Suggested Key reading list | Author | Year | Title | Publisher | Location | Judy Strauss and Raymond Frost | 2009 | E-Marketing | Upper Saddle NJ: Prentice Hall | |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will facilitate tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File and online interactive exercises, and PDFs of the course texts and set book and exercises sheets. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. All will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors. |
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Course Outcomes |
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MKT332 Service Marketing
(4) Credit Hours
The services sector is gaining increased importance as a contributor to GDP and employment growth in both developed and developing countries. Developments in information technology and innovation are leading to the creation of new services and opportunities continuously, to offer better value to clients and at affordable prices. In addition, organizations from all sectors
including technological and industrial are realizing the importance of providing distinguished quality services to gain competitive advantage. Consequently, learning about services marketing has become essential despite the sector of employment one chooses to follow, since services have infiltrated the world around us. The majority of business activity today relates to services. This has changed the marketing worldview. This module builds on the concepts covered in the basic marketing courses. It addresses the distinctive challenges integral to the marketing of services in a variety of modern business
Settings emphasis on distinctive features of service management and marketing, in addition to the theories, instruments, and strategies required to tackle them. Aspects of relationship marketing and the new service‐dominant logic of marketing will also be covered.
Course Code |
MKT332 |
Course Title |
Service Marketing |
Pre-requisite |
B324 |
Credit Hours |
4 |
Course Description |
The services sector is gaining increased importance as a contributor to GDP and employment growth in both developed and developing countries. Developments in information technology and innovation are leading to the creation of new services and opportunities continuously, to offer better value to clients and at affordable prices. In addition, organizations from all sectors
including technological and industrial are realizing the importance of providing distinguished quality services to gain competitive advantage. Consequently, learning about services marketing has become essential despite the sector of employment one chooses to follow, since services have infiltrated the world around us. The majority of business activity today relates to services. This has changed the marketing worldview. This module builds on the concepts covered in the basic marketing courses. It addresses the distinctive challenges integral to the marketing of services in a variety of modern business
Settings emphasis on distinctive features of service management and marketing, in addition to the theories, instruments, and strategies required to tackle them. Aspects of relationship marketing and the new service‐dominant logic of marketing will also be covered.
|
Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | MKT332: Service Marketing | Level | 6 | Module tutor | Dr. Rashed AlHaimar | Credit value | 15 Pts | Module type | Taught | Notional learning hours | 2 hour lecture and 1 office hour weekly |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio 2. Rationale for the module and its links with other modules | The services sector is gaining increased importance as a contributor to GDP and employment growth in both developed and developing countries. Developments in information technology and innovation are leading to the creation of new services and opportunities continuously, to offer better value to clients and at affordable prices. In addition, organizations from all sectors including technological and industrial are realizing the importance of providing distinguished quality services to gain competitive advantage. Consequently, learning about services marketing has become essential despite the sector of employment one chooses to follow, since services have infiltrated the world around us.
The majority of business activity today relates to services. This has changed the marketing worldview.
This module builds on the concepts covered in the basic marketing courses. It addresses the distinctive challenges integral to the marketing of services in a variety of modern business Settings emphasis on distinctive features of service management and marketing, in addition to the theories, instruments, and strategies required to tackle them. Aspects of relationship marketing and the new service‐dominant logic of marketing will also be covered. |
3. Aims of the module | This is a compulsory module in the marketing track. The module is designed to give learners a broad understanding of the key concepts and business practices in service marketing. The module provides an overview of the nature and scope of services marketing and its role in achieving business objectives. The module aims to: - Provide learners with a clear understanding of the concepts and business functions of services marketing
- Give learners an overview of the environmental factors which influence services marketing decisions
- Introduce learners to the need to develop an appropriate services marketing mix and identify and analyze the various components of the services marketing mix
- Familiarize learners with the role of marketing to service providers.
- Appreciate the challenges embedded in marketing and managing services and study the tools and processes to respond to these challenges.
- Evaluate the key issues required in managing customer satisfaction and service quality
- Appreciate the role of employees and customers in service delivery, customer satisfaction and service quality.
- Understand the critical aspects of service businesses such as managing supply and demand, relationship management, and the overlap in marketing/operations/human resource systems.
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4. Pre-requisite modules or specified entry requirements | B324 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1. Differentiate between product and service characteristics, and know how this can be used to establish competitive advantage for a firm. A2. Understand why the application of the marketing mix in a service environment is built up from the interaction between customers and their suppliers. A3. Develop an understanding of the links between the service providers (people), the procedures (processes), and the physical evidence of the service offering. A4. Understand service quality management as the basis for developing customer satisfaction and develop skills in service quality problem diagnosis and service improvement. A5. Understand the importance of customer retention, service recovery, relationship development, and the role of internal marketing. A6. Consider the impact that modern technology has (Internet, social media, etc.) on service(s) marketing innovation. A7. Consider what new ways of marketing thinking are needed in service dominant modern economies.
| Assessment of the knowledge and understanding components of the course is achieved through a combination of continuous assessment, which includes (tutor-marked assignments (TMA) and midterm assessments (MTA), and an end-of-course examination (FE). Central to the studying of this course, these assessments enable tutors to assess a student’s knowledge and understanding, identify the level of student’s learning and provide developmental feedback to the student to assist in improving performance and learning.
Each assessment requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. Students will be required to answer essay questions along with application-based case studies. The use of cases studies is adopted to foster students’ engagement and critical thinking. In class, tutorials will focus on real life business examples to develop student’s learning. This will be tested in the continuous assessment and end of module examination. The exam will test knowledge and understanding of different service marketing concepts. To achieve the required knowledge and understanding, students are provided with the following resources: - AOU Assigned textbook on service marketing, and supplemental extra reading material
- UK OU published open access supported open learning material
- Detailed comment and feedback on assignments; on PT3 and inside the script in case of TMA
Student learning is supported by a tutor, who is the student’s first and main point of contact for answering course-related queries, for grading submitted assignments, and for facilitating learning. Moreover, students are allowed to interact with their tutors through weekly scheduled office hours, student-tutor form and Learning Management System (LMS – the AOU equivalent of the UKOU Electronic TMA system).
To assist tutors in all Branches with the course delivery and accomplishing the course's objectives effectively, the Course Chair provides weekly tutorial slides which cover core concepts, activities to be performed and additional case study information |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1. Use critical analysis to perceive service shortcomings in reference to create service excellence;
B2. Provide a theoretical and practical basis for assessing service performance using company examples;
B3.Identify and discuss characteristics and challenges of managing service firms in the modern world using cultural implications;
B4. Discuss key linkages between marketing and other business functions in the context of designing and operating an effective service system. B5.Explain the unique challenges of services marketing, including the elements of product, price, place, promotion, processes, physical evidence, and people. | The course expects students to show an ability to apply acquired knowledge. Its activities and assignments aim to develop students’ abilities to think analytically, seek information outside the course resources, conduct small independent research using a variety of databases and websites, and to develop group-working skills.
Assessment of the cognitive skills of the programme is achieved through a combination of continuous assessment (assignment and midterm assessments) and exams.
All assessment instruments are prepared in light of the course objectives. The case study approach is pivotal to student learning in this course. The case study assignments enable tutors to identify and comment on student knowledge and skills and guide them to further development.
Thus, students’ performance and understanding evaluation and comparison will be assessed through MTAs, TMAs, class discussions and participation as well as final exams. Critical thinking, analysis and synthesis will be key criteria in assessing different assignments. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Integrate course concepts into individual performance to become better customer service representatives in the service environment. C2: Analyse work-related cases and situations and identify organizational challenges in developing responses related to the environment. C3: Apply course concepts to students’ own interactions with organisations and life experiences. C4: Build upon important workplace skills (e.g. cooperative, teamwork, meeting deadlines, report writing) through cooperative learning activities
C5: Discuss the influences of the multicultural marketplace, business ethics, and socially responsible marketing on services marketing
C6: Describe how customer relationship marketing (CRM), including retention strategies, creates an environment that achieves excellence in customer service. | In addition to the above-mentioned learning and teaching strategies, this course also develops a variety of the students' practical and professional skills. Students are expected to apply their learning to real situations. They are also supposed to teamwork and ICT skills, they are required to use LMS & online library and research. This provides students with an additional environment in which to share learning and collaborate with their colleagues and tutors in solving course-related problems. In tutorials, students participate in a selection of small group activities and discussions, which are based on case studies, presented in the textbook and designed to fit with the major service marketing topics. TMAs, MTAs and Final exams will require some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Make Decisions and solve problems in a viable approach engaging with data analysis, interpretation and extrapolation. D2: Work independently, communicate effectively, planning, monitoring, reflecting on and improving their own learning D3: Find, assess and apply information from a variety of sources, using information technology where necessary Immerse in related information, arguments and ideas. D4: Identify some of the key strengths and needs of their own learning and identify opportunities to address these | MKT332 is a level 3, 4 (four) credit hours course with 1 (one) TMA (weighting 20% of total grade), one MTA (weighting 30% of total grade) and one final exam (weighting 50% of total grade). There is an emphasis on face-to-face tuition; the formative assessment of students forms a part of the development of students’ skills in this course. Skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills. Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their individual work on the ongoing course case study. |
6. Indicative content | The course covers the relevant concepts of service marketing with their analysis and application in a way, which can be useful to businesses and their managers. The content mainly concerns the following themes and topics:
Section I: Introduction to Principles of Services Marketing - Topic 1: The Scope of Services Marketing
- Topic 2: Services in success in competitive markets
- Topic 3: Focus on the Customer-What Do Customers Expect?
- Topic 4: Focus on the Customer-Customer Perceptions in Services
Section 2: Services Marketing: Understanding the Customer - Topic 1: Listening to Customers Through Research
- Topic 2: Building Customer Relationships
- Topic 3: Service Recovery
Section 3: Standardizing and Aligning the Delivery of Services - Topic 1: Service Innovation and Design (branding, Branding /packaging of services
- Topic 2: Customer-Defined Service Standards
- Topic 3: Physical Evidence and the Servicescape
Section 4: The People Who Deliver and Perform Services - Topic 1: Employees' Roles in Service Delivery
- Topic 2: Customers' Roles in Service Delivery
- Topic 3: Managing Demand and Capacity
Section 5: Promotions and Pricing Strategies in Services Marketing - Topic 1: Integrated Services Marketing Communications
- Topic 2: Pricing of Services
- Topic 3: The Financial and Economic Impact of Service
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7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking...
One 90 mins. Mid-Term Assessment (MTA)
One 2-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table: Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
| | 8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | | A1 | A2 | A3 | A4 | A5 | A6 | A7 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | D4 | TMA | x | x | x | x | | | | | | x | x | | x | x | x | x | x | | x | x | x | x | MTA | | | | | x | x | x | x | | x | | | x | x | | | | | | x | | | Final exam | | | | | | x | | | x | | | x | | | | | | x | x | x | x | x |
9. Teaching staff associated with the module | Name and contact details | Dr. Rashed AlHaimar, ralmarri@aou.edu.kw |
10. Suggested Key reading list | Author | Year | Title | Publisher | Location | Valerie A. Zeithaml, Mary Jo Bitner & Dwayne D. Gremler (ZBG) | 2013 | Service Marketing: Integrating Customer Focus Across the Firm | McGraw-Hill 6th edition | | Hoffman, K.D. and
Bateson, J.E.G | 4th Editions | Services Marketing: Concepts, Strategies, and Cases, | Cengage/Thomson Publishers | | Christopher H. Lovelock and Jochen Wirtz | 2011 | Services Marketing, | Upper Saddle River, New Jersey: Prentice Hall. | |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will facilitate tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File and online interactive exercises, and PDFs of the course texts and set book and exercises sheets. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor. All will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors. |
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Course Outcomes |
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SL101 SPANISH 101
() Credit Hours
Welcome to SP 101 Spanish. This course guide provides you with an overall view of what you are required to do in order to complete the course smoothly and successfully. It also has a weekly Study Calendar that offers a step-by step breakdown of your tasks for each unit.
SP 101 is a three-credit-hour course that runs for one semester (or term) of 15 weeks. It is a University elective course, for all AOU disciplines.
Speaking Spanish will allow you to communicate with more than 500 million people worldwide. Knowing Spanish will also greatly increase your employment options with many of the world's leading economies demanding Spanish speakers. Knowing Spanish will make traveling to any of the 21 countries where Spanish is an official language easier, not to mention the many countries where Spanish is widely spoken: The United States, Canada, Brazil...
The importance of speaking and understanding Spanish is becoming increasingly crucial in terms of the global economy, it can also play a major role in your own personal development.
This course guide is a basic component of your course. We advise you to use it regularly in conjunction with the main course books, namely the Student Book and Workbook.
You should read this part carefully before you begin with your course books.
Course Code |
SL101 |
Course Title |
SPANISH 101 |
Pre-requisite |
|
Credit Hours |
|
Course Description |
Welcome to SP 101 Spanish. This course guide provides you with an overall view of what you are required to do in order to complete the course smoothly and successfully. It also has a weekly Study Calendar that offers a step-by step breakdown of your tasks for each unit.
SP 101 is a three-credit-hour course that runs for one semester (or term) of 15 weeks. It is a University elective course, for all AOU disciplines.
Speaking Spanish will allow you to communicate with more than 500 million people worldwide. Knowing Spanish will also greatly increase your employment options with many of the world's leading economies demanding Spanish speakers. Knowing Spanish will make traveling to any of the 21 countries where Spanish is an official language easier, not to mention the many countries where Spanish is widely spoken: The United States, Canada, Brazil...
The importance of speaking and understanding Spanish is becoming increasingly crucial in terms of the global economy, it can also play a major role in your own personal development.
This course guide is a basic component of your course. We advise you to use it regularly in conjunction with the main course books, namely the Student Book and Workbook.
You should read this part carefully before you begin with your course books. |
Course Objectives |
SP101 SPANISH 101 Course Guide September 2014 Academic Year 2014-2015 Prepared by Professor Teresa Quesada Course Chair: Dr. Chekra Allani
callani@aou.edu.kw Welcome to SP 101 Spanish. This course guide provides you with an overall view of what you are required to do in order to complete the course smoothly and successfully. It also has a weekly Study Calendar that offers a step-by step breakdown of your tasks for each unit.
SP 101 is a three-credit-hour course that runs for one semester (or term) of 15 weeks. It is a University elective course, for all AOU disciplines.
Speaking Spanish will allow you to communicate with more than 500 million people worldwide. Knowing Spanish will also greatly increase your employment options with many of the world's leading economies demanding Spanish speakers. Knowing Spanish will make traveling to any of the 21 countries where Spanish is an official language easier, not to mention the many countries where Spanish is widely spoken: The United States, Canada, Brazil...
The importance of speaking and understanding Spanish is becoming increasingly crucial in terms of the global economy, it can also play a major role in your own personal development.
This course guide is a basic component of your course. We advise you to use it regularly in conjunction with the main course books, namely the Student Book and Workbook.
You should read this part carefully before you begin with your course books.
The guide also contains: - Study calendar in which course units are evenly distributed over the semester weeks and if you follow it, you will have no problems in covering the course material in good time and in a comfortable manner.
- Tips on how to revise the teaching materials, and
- Information on the structure of the continuous assessment and the Final Examination.
Textbook: Nuevo ELE inicial 1, Virgilio Borobio, Beginners. Week 1 | A.- Introducing the course - Objectives
- Assessment methods
- Learning support resources
B.- Unit 1 - Greetings
- Introductions
- Farewells
- The alphabet:
- Spanish pronunciation, and
- South American peculiarities
| Video:
Me llamo Sergio Song:
¡Viva España! | Week 2 | Unit 1 - First names and surnames
- Ask for and give names
- Class expressions in Spanish
- Spell words
- Cognates and loan words
- Subject pronouns: yo/tú
- Verbs: llamarse/ser
- Days of the week
- Months
| Song:
Marta, Sebas , Guille y los demás.Amaral Audio:
Alphabet with names | Week 3 | Unit 2 - Countries and nationalities
- Gender of adjectives
- Languages
- Ask for places you are from
- More class expressions in Spanish
| Spanish traditional song:
Uno de enero… | Week 4 | Unit 2 - Subject pronouns: él/ella
- Verbs: hablar/vivir/aprender
- Numbers 0-20
- Reading comprehension:
- Descubre España y América Latina
- Latinoamerican map
| Song:
Muévete
Ruben Blades | Week 5 | Unit 3 - Professions and occupations
- The workplace
| Spanish and Latin-American celebrities First graded (in class) writing task 10 %=10 marks | Week 6 | Unit 3 - Numbers 20-100
- Address
- Gender of nouns
- Indefinite articles: un/una
- Questions words: qué/dónde/cuál/en qué
| Song:
Quiero ser bombero
Alberto Cortés | Week 7 | Unit 3 - Agreement of adjectives
- Ask and answer personal information
- Verbs: tener/trabajar/ estudiar/
- The preposition /in/ to indicate location
- Culture topics:
| Revision units 1-3 | Week 8 | Listening and writing midterm exam | MTA (25 %) | Week 9 | Unit 4 - Formal and informal of address /tú/usted
- Formal and informal introductions
- Verbs with Usted
- Definite articles: el/la
- The contraction /al/
- Demonstrative adjectives, singular /este/esta
| | Week10 | Unit 5 - Vocabulary: the family
- The verb /tener/ to express relationship, possession and ownership
- Interrogative expressions quién/cuantos(as)/cómo
| Video:
Dime como es tu familia. | Week11 | Unit 5 - Verb tener: to express age
- Marital status and verb /estar/
- Negative statements
- Plural forms for the verbs ser/tener
| Second graded (in class) writing task 10 %=10 marks | Week12 | Unit 5 - Plural for regular verbs /ar/ present tense
- Plural nouns and adjectives
- Agreement adjectives and nouns
- Colors
| Extra material for colors | Week13 | Unit 5 - Possessive adjectives mi(s)/tu(s)/su(s)
- Physical characteristics
- Agreement of adjectives and nouns, numbers and gender
- Personality traits
- Some parts of the body
- The use of the definite article (parts of the body)
| Picture description:
La familia.
Fernando Botero (Colombian artist). | Week14 | Unit 5 - Write an e-mail
- Reading comprehension:
- La población de América latina
| Revision units 1-5 | Week15 | Speaking exam: role play | Final exam
(listening & writing) |
For academic assistance, please meet your tutor Ms. Teresa Quesada on Saturday 2 to 3 par times Room or by appointment through LMS. SP 101 has two equally weighted assessment components: a continuous assessment components and examinable component.
Continuous assessment: 2 (in class) writing tasks 20 %
1 MTA (listening and Writing) 25 %
Participation 5% Examinable component FE: Speaking (20 marks) listening (10 marks)
Writing & reading (20 marks) 50 % If you do not score a minimum of 20/50 on your final exam, you will fail the course regardless of the marks you have obtained in the continuous assessment. Final examination
Your Final Examination which carries 50 points (i.e. 50% of the overall grade) will consist of the following sections/components: Speaking (20 points) Listening (10 points) Writing and reading (20 points) Speaking examination
This section consists of one role play. Two students ask and answer questions about her/himself and her/his family. Each student can talk about her/himself or a Spanish famous person, artist, sport player, singer… Listening examination
You listen to some short audios, and answer: choosing from alternatives, fill in blanks or check. Writing & Reading examination - Know the meaning of important vocabulary covered in the SP 101.
- Transform sentences (e.g. number and gender).
- Write questions or answers.
- Fill in gaps (verbs, articles) in a sentence or a text.
- Identifying (circle) the correct answer (choosing from alternatives).
- Write a short e-mail.
Nuevo Ele inicial 1,
Virgilio Borobio, SMEle
Student’s Book & Workbook, With 2 CDs
Additional Teacher’s material, in LMS (Learning Management System)
This course guide - For further practice, and to keep your language skills well-honed, it is important that you surround yourself with the language, be it the DVD, radio, TV, Internet or any form of media. It is recommended that you listen to Spanish media like TVE International, BBC in Spanish and the following link (debutant)
http://spanish.about.com/ - Arrive on time.
- You should have all your material with you: textbook, workbook, pencil, pen and notebook.
- Participate in class with enthusiasm and positive attitude. Come prepared to class with all your homework answers, so you may get your bonus!
- Try to speak only Spanish in class, say greetings and take leave in Spanish.
- The class is almost entirely conducted in Spanish.
- If you don’t understand every word, don’t panic, is normal. Listen carefully to the new expressions in class. Simply keep listening for words that you recognize or that are similar in your language. Most of the time, these words will provide you with the clues you need to understand.
- Keep your mobiles switched off in your bag at the beginning of the class, if you are seen using your mobile in class it will affect your participation grade. You are also not allowed to go out of the class to receive any phone calls.
- Your participation grade will be affected if you arrive late or if you are absent.
Listen to your CD regularly and listen also Spanish songs or Spanish radio.
You are expected to spend up to 3 hours on homework outside of class for every one hour you are in class.
One of the greatest keys to acquiring a foreign language is to make an habit. Practice, practice, practice with a classmate, a friend or a relative.
Make your language review a frequent habit.
We advise you to have a vocabulary notebook or at least a list that you review on regular basis.
During week 14 and the following week we expect you to do three things: - Listen to CD unit 1 to 5 from the Student book and from the workbook
- Revise teaching material, book and workbook and LMS.
- Examine the structure of the Final Examination on page 7.
SL101.pdf
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Course Outcomes |
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SL102 Spanish for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
Course Code |
SL102 |
Course Title |
Spanish for Beginners (II) |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
Course Objectives |
SP102: Spanish for Beginners (II) [3 credits] The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. Tutor’s name: Dr. Chekra Allani
Contact details: callani@aou.edu.kw |
Course Outcomes |
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SYS210 Managing Technologies and Innovation
(8) Credit Hours
Technology plays a significant and invaluable role in the different aspects of human societies. It is a key resource of profound importance for a nation’s security and economic development. In addition, it is viewed as an important strategic factor and fundamental element for economic growth and as an instrumental means of controlling nature and resources. It also exerts a powerful influence on standards of living and quality of life. New knowledge, innovations and professional skills are an intrinsic part of new technology. Because technology is continuously changing, with new processes and products being developed or improved regularly, the need to manage technology is also continuous, and one that grows with the expansion of economic activities. Management of technology is a difficult and complex process, but it is an issue that faces all firms today. It involves the handling of technical and social issues in a broad spectrum of functional areas including manufacturing, design, development, information, processing, construction, pollution, violence, and so forth. Management of technology and innovation is concerned with developing and enhancing the capabilities of individuals and the characteristics of institutions to match the potential benefits, to contain the hazards resulting from technological change and also to find new ways to compete and survive. The role of MTI (Managing Technology and Innovation) is to ensure the proper execution of the following functions:
Selection of technology, or rather technological products
Effective negotiation and contracting for their acquisition
To integrate strategy and technology
Adaptation to local conditions (environmental, human, etc.).
Insights into MTI (Managing Technology and Innovation)
Course Code |
SYS210 |
Course Title |
Managing Technologies and Innovation |
Pre-requisite |
B123 |
Credit Hours |
8 |
Course Description |
Technology plays a significant and invaluable role in the different aspects of human societies. It is a key resource of profound importance for a nation’s security and economic development. In addition, it is viewed as an important strategic factor and fundamental element for economic growth and as an instrumental means of controlling nature and resources. It also exerts a powerful influence on standards of living and quality of life. New knowledge, innovations and professional skills are an intrinsic part of new technology. Because technology is continuously changing, with new processes and products being developed or improved regularly, the need to manage technology is also continuous, and one that grows with the expansion of economic activities. Management of technology is a difficult and complex process, but it is an issue that faces all firms today. It involves the handling of technical and social issues in a broad spectrum of functional areas including manufacturing, design, development, information, processing, construction, pollution, violence, and so forth. Management of technology and innovation is concerned with developing and enhancing the capabilities of individuals and the characteristics of institutions to match the potential benefits, to contain the hazards resulting from technological change and also to find new ways to compete and survive. The role of MTI (Managing Technology and Innovation) is to ensure the proper execution of the following functions:
Selection of technology, or rather technological products
Effective negotiation and contracting for their acquisition
To integrate strategy and technology
Adaptation to local conditions (environmental, human, etc.).
Insights into MTI (Managing Technology and Innovation)
|
Course Objectives |
Module specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.
2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.
3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module.
4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.
5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .
6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required. |
1. 1. Factual information | Module title | SYS210: Managing Technologies and Innovation | Level | 5 | Module tutor | Mr. Khider Hamed | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and 1 office hour |
2. Rationale for the module and its links with other modules | Technology plays a significant and invaluable role in the different aspects of human societies. It is a key resource of profound importance for a nation’s security and economic development. In addition, it is viewed as an important strategic factor and fundamental element for economic growth and as an instrumental means of controlling nature and resources. It also exerts a powerful influence on standards of living and quality of life. New knowledge, innovations and professional skills are an intrinsic part of new technology. Because technology is continuously changing, with new processes and products being developed or improved regularly, the need to manage technology is also continuous, and one that grows with the expansion of economic activities. Management of technology is a difficult and complex process, but it is an issue that faces all firms today. It involves the handling of technical and social issues in a broad spectrum of functional areas including manufacturing, design, development, information, processing, construction, pollution, violence, and so forth. Management of technology and innovation is concerned with developing and enhancing the capabilities of individuals and the characteristics of institutions to match the potential benefits, to contain the hazards resulting from technological change and also to find new ways to compete and survive. The role of MTI (Managing Technology and Innovation) is to ensure the proper execution of the following functions:
Selection of technology, or rather technological products
Effective negotiation and contracting for their acquisition
To integrate strategy and technology
Adaptation to local conditions (environmental, human, etc.).
Insights into MTI (Managing Technology and Innovation) |
3. Aims of the module | The aim of this module, after accomplishing both parts of it, is to familiarize students with an integrative approach to the management of technology and innovation. It introduces the concept of MTI and examines internal innovation planning, implementation and evaluation and control. It also introduces building the capabilities necessary for MTI success.
At the end of both parts of the module, students are expected to attain the following objectives:
Understand the significance of technology, innovation and their management
Identify the key MTI concerns in strategy
Understand both product and process innovation
Recognize the foundations of internal innovation and its implementation
Determine if the firm has achieved the desired outcomes and design a proper tool for evaluation and control
Identify elements for planning for acquiring, implementing and evaluating technology
Understand the core capabilities for a sustainable competitive advantage
Determine what information the firm actually has and to turn this information into knowledge
The course will prepare students with practical skills through numerous realistic settings that are in line with the Quality Assurance Agency’s benchmark statement expectations for business studies. It also aims to enhance employability as the curriculum is of benefit to students in the employment market and also relevant to many studying for their own personal development. In so doing, the course provides students with a clear understanding and appreciation of innovation dynamics both within and across firm’s boundaries. By drawing from state of the art innovation literatures as well as the extensive use of in-depth case study materials, the course analyses opportunities and challenges related to creating, sustaining , managing innovation and most of all integrating strategy and technology, with a specific focus on technology-based organizations. |
4. Pre-requisite modules or specified entry requirements | B123 |
5. Intended learning outcomes of Parts A and B of the course | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding : A1: Understand how organisations manage the internal process of innovation, including effective search and knowledge acquisition, implementation, learning and re–innovation A2: Appreciate the links between Innovation and competitive advantage, the different kinds of innovations (radical vs. incremental, continuous vs. discontinuous, etc.) A3: Understand innovation as a core business process and how it can be managed. A4: Information gathering, Analyzing the external environment using management models A5: Conducting proper evaluation and control in innovation | Knowledge, understanding and the relationship between theory and practice are assessed in Tutor marking Assignments Each requires students to have learned and understood models and theories and to demonstrate their appropriate application in the context of each question. The exam will also test knowledge and understanding. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Develop an awareness of the range, scope, and complexity of the issues and problems related to the strategic management of technology and innovation. B2: Develop an understanding of the “state of the art’ of the strategic management of technology and innovation. B3: Expose students to tools and concepts used by organisations engaged in technology intensive industries. B4: Designing Organizational structure based on the degree of innovation needed B5: Develop appropriate capabilities for a sustainable competitive advantage | Evaluation and comparison will be assessed summatively through the exam questions and in TMA. Critical thinking, analysis and synthesis will be key criteria in all assessments especially in TMA, in addition to examples and case studies discussed during classroom tutorials |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Learn the basic skills necessary to construct a technology strategy for an organisation. C2: Offer some practice in defining and working out strategic management problems related to technological innovation and corporate entrepreneurship. C3: Develop skills in leadership and engagement for a proper implementation of an innovation strategy | TMA will demand some reflection on practice and awareness of the diversity of contexts, organisations and individuals. Self-awareness, openness and sensitivity to diversity are developed through reflective activities and not taught in isolation but integrated throughout. |
D. Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Effective communication, both orally and in writing, of information, arguments and ideas, using language and styles appropriate for a business context and audience.
D2: Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation.
D3: Effective performance in a team environment both in face-to-face and/or virtual contexts.
D4: self-appraisal and reflective thinking in the areas of creativity, teamwork, leadership, career selection | These skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills.
Although team-working skills will be developed throughout the course, the main opportunity to assess these will be in TMA where students will reflect on their work as part of a community of practice, and their contribution to their discussion forum as part of their collective work on the ongoing course case study. -
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6. Indicative content. | The course is structured around four main modules: Strategic foundation, Internal Strategy, External strategy, Strategic success.
Strategic Foundation
Strategic perspective
The study of technology , innovation and its management
Key definitions of technology
Importance of managing technology
Process of managing technology and innovation
Strategic process
Centrality of MTI in Strategic Management
Strategic process in MTI
Financial analysis Internal Strategy
Planning for innovation
Types of innovation - Innovation planning process
Factors that aid innovation planning
Technology stages in planning
Implementation in innovation: Key questions for implementation- Key implementation issues
Evaluation and control process in innovation - Implementing evaluation and control External Strategy
Planning for obtaining technology
Alliances, Mergers and acquisitions
Planning the acquisition of Technology
Implementation in obtaining technology: key elements
Evaluation and control in obtaining technology, gap analysis
Strategic Success
Building capabilities: competitive and sustainable advantage
Knowledge management and organizational learning |
7. Assessment strategy, assessment methods and their relative weightings for each part A & B | TMA will assess students’ abilities and their understanding of the course material as well as testing their reflection and critical thinking skills.
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | D1 | D2 | D3 | D4 | TMA | X | X | X | X | | X | X | | | | X | X | X | X | X | X | X | MTA | | | | X | X | | | X | X | X | | | | | | | | Final Exam | | | | | X | | | | | X | | | | X | | | |
9. Teaching staff associated with the module | Name and contact details | Mr. Khider Hamed, kkhedir@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Garry Bruton
Margaret White | 2011 | Strategic Management of Technology and Innovation - International edition | CENGAGE Learning | |
11. Other indicative text (e.g. websites) | Online Support Materials: Tutors will facilitate tutorial group, through formal face-to-face or electronic collaboration, and informally in the tutorial group. There will also be use of PPT which is prepared for the use of all candidates via Moodle, where students will access important materials, an on-line version of the Course File and online interactive exercises, and PDFs of the course texts and set book and exercises sheets. This will allow flexibility of use of the material as well as give students access to web links relevant to their study, discussion with other students and their tutor.
All of the above will be shared with students via Moodle. Moodle will allow flexibility of access and above all an easy way for online discussions between students and tutors. |
|
Course Outcomes |
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SYS280 Principles and Practice of Systems’ Thinking
(8) Credit Hours
Traditionally, problems are frequently tackled by employing simple and convenient methods to achieve simple solutions. Such simple and popular approaches are not effective in solving complex, dynamic and diverse problems. Regardless of the preliminary seemingly simple and easy application, the emphasis seems to be on the elements of the problem, rather than the “bigger picture”. Thus, no attention is given to the interaction between the elements, with the belief that there is one best solution. As program failures intensify there is a growing need to develop and generate improved outcomes through systems thinking. Systems’ thinking is a discipline of seeing the “whole”, recognizing patterns and interrelationships, and learning how to innovate a more effective, efficient and creative system/holistic solution(s).
Holistic Systems Thinking considers the interdependent, inter-relational, and contextual aspects of phenomena and applies an integrated, inclusive mindset to problem solving. Holistic approaches are preoccupied with the assumptions, knowledge, methods, and implications of various disciplines and treats them as an integrated whole, or system. Systems can be ecological, social, institutional, or a combination of all three, and relationships, within and between systems are recognized as complex with cyclical interdependencies, or feedbacks. Higher-order, or emergent, properties become evident when systems are considered in this integrated fashion.
A holistic systems world-view is grounded in people taking responsibility for their own actions and being receptive to transformational change. Fundamental to this philosophy are personal beliefs that sustainability is a conscious choice by people to aspire to a purposeful and equitable integration of a systems view of life. Holism can be referred to using different terminology including ecological systems thinking, and ‘joined-up’ mindset.
This course will acquaint students with the basic concepts of systems thinking. The primary emphasis will be the introduction of basic systems thinking fundamentals, i.e. defining a systems perspective about any situation or problem, solving problems with that perspective, drawing appropriate diagrams to illustrate the problem, describing and modeling a problem, and designing and improving upon system solutions.
Course Code |
SYS280 |
Course Title |
Principles and Practice of Systems’ Thinking |
Pre-requisite |
B207B |
Credit Hours |
8 |
Course Description |
Traditionally, problems are frequently tackled by employing simple and convenient methods to achieve simple solutions. Such simple and popular approaches are not effective in solving complex, dynamic and diverse problems. Regardless of the preliminary seemingly simple and easy application, the emphasis seems to be on the elements of the problem, rather than the “bigger picture”. Thus, no attention is given to the interaction between the elements, with the belief that there is one best solution. As program failures intensify there is a growing need to develop and generate improved outcomes through systems thinking. Systems’ thinking is a discipline of seeing the “whole”, recognizing patterns and interrelationships, and learning how to innovate a more effective, efficient and creative system/holistic solution(s).
Holistic Systems Thinking considers the interdependent, inter-relational, and contextual aspects of phenomena and applies an integrated, inclusive mindset to problem solving. Holistic approaches are preoccupied with the assumptions, knowledge, methods, and implications of various disciplines and treats them as an integrated whole, or system. Systems can be ecological, social, institutional, or a combination of all three, and relationships, within and between systems are recognized as complex with cyclical interdependencies, or feedbacks. Higher-order, or emergent, properties become evident when systems are considered in this integrated fashion.
A holistic systems world-view is grounded in people taking responsibility for their own actions and being receptive to transformational change. Fundamental to this philosophy are personal beliefs that sustainability is a conscious choice by people to aspire to a purposeful and equitable integration of a systems view of life. Holism can be referred to using different terminology including ecological systems thinking, and ‘joined-up’ mindset.
This course will acquaint students with the basic concepts of systems thinking. The primary emphasis will be the introduction of basic systems thinking fundamentals, i.e. defining a systems perspective about any situation or problem, solving problems with that perspective, drawing appropriate diagrams to illustrate the problem, describing and modeling a problem, and designing and improving upon system solutions.
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Course Objectives |
Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual Information | Module title | SYS280: Principles and Practice of Systems’ Thinking | Level | 5 | Module tutor | Mr. Khider Hamed | Credit value | 30 UKOU points /
8 -AOU credit | Module type | Taught | Notional learning hours | 30+ |
Notional learning hours are proportional to previous credit weight (16cr = 60 and 8cr = 30) – unless we find another ratio 2. Rationale for the module and its links with other modules | Traditionally, problems are frequently tackled by employing simple and convenient methods to achieve simple solutions. Such simple and popular approaches are not effective in solving complex, dynamic and diverse problems. Regardless of the preliminary seemingly simple and easy application, the emphasis seems to be on the elements of the problem, rather than the “bigger picture”. Thus, no attention is given to the interaction between the elements, with the belief that there is one best solution. As program failures intensify there is a growing need to develop and generate improved outcomes through systems thinking. Systems’ thinking is a discipline of seeing the “whole”, recognizing patterns and interrelationships, and learning how to innovate a more effective, efficient and creative system/holistic solution(s). Holistic Systems Thinking considers the interdependent, inter-relational, and contextual aspects of phenomena and applies an integrated, inclusive mindset to problem solving. Holistic approaches are preoccupied with the assumptions, knowledge, methods, and implications of various disciplines and treats them as an integrated whole, or system.
Systems can be ecological, social, institutional, or a combination of all three, and relationships, within and between systems are recognized as complex with cyclical interdependencies, or
feedbacks. Higher-order, or emergent, properties become evident when systems are considered in this integrated fashion. A holistic systems world-view is grounded in people taking responsibility for their own actions and being receptive to transformational change. Fundamental to this philosophy are personal beliefs that sustainability is a conscious choice by people to aspire to a purposeful and equitable integration of a systems view of life. Holism can be referred to using different terminology including ecological systems thinking, and ‘joined-up’ mindset. This course will acquaint students with the basic concepts of systems thinking. The primary emphasis will be the introduction of basic systems thinking fundamentals, i.e. defining a systems perspective about any situation or problem, solving problems with that perspective, drawing appropriate diagrams to illustrate the problem, describing and modeling a problem, and designing and improving upon system solutions. |
3. Aims of the module | | SYS280 is a compulsory course in Business Studies/Systems’ track. Systems thinking is an inquiry-based method of learning that uses the technique of perspective-taking, fosters holistic thinking, and engages in belief-testing. Systems theory identifies and analyzes the linkages among various elements in a system. For those new to systems theory, it is important to note that “systems” is plural. Thus, systems theory does not presume that there is one grand system to be studied. One intellectual thread of systems theory is the field of systems thinking. Systems thinking is a methodology for understanding and managing complex feedback systems such as the ones at work in business and other social systems. Systems thinking uses mapping of inter-relationships as a mean to improve decision-maker understanding of how to intervene and improve system performance. Understanding the interworking of a system, or the relationships between the various actors of a system, is useful because it improves understanding of the outcomes of the system. For example, to understand why communities experience traffic congestion in a road system despite extensive road building requires an understanding of the relationships between the actors in the system. Students must understand how governments decide where to build or expand roads and how individuals select driving routes. If a government widens a congested road, it is likely to become congested again even if the destinations of current drivers, employment patterns, location of entertainment and service venues, and other determinants of driving patterns have not changed. The systems thinking approach builds theories for how the system works and uses them to develop insights about the behavior of the system over time, with the goal of improving system performance. The primary tools of systems thinking include system diagramming. After completing this course student will have opportunities to conduct inquire into, and represent their learning about holistic systems. Learning objectives might include: - Provide an overview of the history, research and perspectives into systems thinking.
- Understand and document system thinking objectives.
- Demonstrate a capacity to appreciate that all actions have consequences within, between and among systems.
- Establish a basic understanding of systems thinking terminology, theories, processes, methods, language and tools.
- Understand how tipping points, interdependencies, feedback loops, and emergent properties impact a variety of social, economic and ecological systems.
- Describe and model solutions that will enable system thinking ex. (mind maps, feedback & causal loops, behavior over time diagrams, etc.)
- Apply systems analysis to various problems (socio - technical, supply chain, value chain / lean, etc.).
- Comprehend systemic limits such as carrying capacity and the ways humans can and do impact ecological systems.
- Develop a set of diagramming techniques. This help in exploring your perceptions and understanding of a situation and in communicating this understanding to others. Specifically, you will:
- Recognize how diagrams can be used to support thinking about complex situations.
- Understand how diagrams can be used to develop and represent systems of interest within a complex situation.
- Know the main types of diagrams which are most frequently used in systems thinking and practice, the purpose they serve and the conventions they use.
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4. Pre-requisite modules or specified entry requirements | B207B |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to develop and demonstrate Knowledge and understanding of the following concepts: A1: Systemic thinking and the systems concepts and language. A2: The various ways to think about the messes they are analyzing, helping them understand one another, appreciate one another’s viewpoints and reduce conflicts and misapprehensions. A3: How they might function more effectively in a group by improving their working relationships. A4: Different diagrams that are mostly used in systems thinking and practice. | This course relies on experiential exercises and the case method. Given this class format, what students learn in this course is determined, in part, by the level of their participation and involvement and the quality of discussions. Therefore, to maximize the quality of discussions and the learning process, students need to familiarize themselves with the reading assignments for each tutorial and be prepared to participate in exercises and discussions. Students will be advised to consult the AOU e-library and websites such as scholar.google.com. They are urged not to depend on non-academic articles while working on their assignments (TMA) in order for them to better assimilate the different theories and concepts discussed at different levels of analysis: Individual, group and organizational. Students will be taught how they can have a positive contribution to improve the quality of discussion, and this involves listening actively and critically to other students, monitoring both the amount and timing of his/her participation, and building on the contributions of others. Tutors will encourage healthy and rewarding debate and risk-taking, these goals should be tempered by rigorous, systemic and systematic thinking, a spirit of learning, and an atmosphere of mutual respect. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Critically assess the differences between being a manager and a systems practitioner. B2: Better think about their relationships with others and thus better understand the dynamics of these relationships. B3. Develop a mentality to work as systems practitioners B4. Recognize the importance of building explicit and implicit models and drawing diagrams to facilitate the understanding of complex situations. | All throughout the course, we concentrate on developing not only the students’ memorization skills but also their cognitive and analytical skills. We aim to help the student develop a unique way of thinking – a systemic thinking- that many managers lack. These cognitive skills are honed through a deep coverage of the different theories combined with an update of our ongoing readings about them.
Through the provision of students with real life examples about the different theories and concepts discussed at different levels of analysis, we aim to link theory to practice and thus augment their knowledge incrementally. The students are provided with different case studies from different journals and magazines such as the Harvard Business Review, the Economist, the Executive in addition to other relevant regional publications. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Learn how to learn and reflect on their learning journey. C2: Develop techniques and practical skills that can often help to improve relationships and understandings with other people. C3: Develop teamwork and leadership skills. C4: Become a systems thinker and practitioner who is able to link theory to practice focusing on the context. | These skills shall be developed through experiential learning where students work on real case studies where they are divided into different groups to analyze them. The fish bowl technique is often used where a class is divided into two groups: One group prepares questions and asks them to students and the second answers and vice versa. We also have some role playing activities if time permits. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Better handle complex and messy situations. D2: Develop their learning abilities and reflection skills D3: Hone their critical and systemic skills and thus be able to have a helicopter view of each situation and thus better understand it and better cope with it. D4: Understand people and some aspects of organizational behaviour. | Students will develop better interpersonal and social skills and will be able to regonize different people’s perspectives widening the lens through wich they look at their relationships with others. They will learn more about themseleves, and about others. Skills are developed as a consequence of course work throughout the module and implicitly built into assessment. Moreover, the structure of the course follows an upward cycle of learning moving from one level to another and covering different relevant concepts at each level with succeeding activities drawing on previous activities and in-text questions. The activities feed into the TMA which asks for the analysis of a case or an article. In order to encourage reflection, certain activities return to previous analysis but with a tighter focus. As a consequence, learning and analysis accrete as the course progresses but without undue increase in workload. The purpose of T205A is to develop a robust and concise understanding of the systemic approach and its components. These skills will be developed in tutorials, on-line activities and assignments. TMA will involve communication skills.
Particular attention is paid to the practice-based learning elements. |
6. Indicative content. | Rather than a traditional text book, a course reader will be assembled for this course. This will expose students to a variety of resource materials including course slides. The content will cover: - Session 1: Introduction: Definitions & Concepts
- The Purpose
- What is Thinking?
- What is a System?
- What is Systems Thinking?
- Why Systems Thinking?
- System Principles & Concepts (Reductionist vs Holistic)
- Key Terminology
- Session 2: A View from the Past to Present
- General Systems Theory
- System Science
- Systems Approaches
- Cybernetics
- Exercise
- Session 3: Ways of thinking
- Logical
- Causal
- Reductionist
- Holistic
- Session 4: Types of Situations
- Difficulties
- Messes
- Hard complexities
- Soft complexities
- Session 5: Dealing with Complexity
- Hierarchy
- Evolution
- Description
- Emergence
- Adaptive Complex Systems
- Exercise
- Session 6: Learning about Complex Systems /Process & Methods I
a. Hard, Soft, Evolutionary, and Complex Adaptive Systems
b. Methods (Hard: Systems Analysis, Operations Research; Soft: Soft Systems Methodology, Rigorous Soft Method, Breakthrough Thinking)
c. Exercise 7. Session 7: System Dynamics in Action
a. System Architecting
b. System Concept & Design
c. Exercise - Session 8: The Modeling process
a. The Purpose of Modelling
b. Steps of the Modeling Process
c. Overview of the Modeling process - Session 9: Case Study: SUDA Process/Phase 1 & 2 Describing and Understanding the Problem
- Translating system objectives and the future solution description into a problem statement
b. Solving the problem
c. Creative / Brainstorming Tools: Lateral Thinking, Systems Thinking Diagrams (ex. Mind Maps)
d. Exercise (In Class). - Session 10: The Fifth Discipline and the Learning organization
- The Laws of the Fifth Discipline
- The Learning Organization
- Identifying the Patterns that Control Events
- Systems Thinking & the Learning organization
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7. Assessment strategy, assessment methods and their relative weightings | TMA will assess students’ abilities and their understanding of the course material as well as testing their reflection and critical thinking skills:
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8.Mapping of assessment tasks to learning outcomes | Assessment Tasks | Learning outcomes | | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | TMA | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | MTA | X | X | | X | | | | X | X | X | | X | | | | | Final Exam | X | X | X | X | X | X | | X | X | X | X | X | | X | X | X |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Mr. Khider Hamed, kkhedir@aou.edu.kw | TBA |
10. Suggested Reference list | Author | Year | Title | Publisher | Location | - Mella Piero (2012), Systems Thinking Intelligence in Action, Springer, Verlag Mailand, 304 page, ISBN: 978-88-470-5620-6
- Andy Lane, (2004), Systems Thinking: principles and Practice,: Linear Programming, The Open University, Milton keynes.
Additional Reading references: - Ludwig von Bertalanffy (1968) General System theory: Foundations, Development, Applications, George Braziller New York
- Peter Checkland (1981) Systems Thinking, Systems Practice. (Wiley)
- Joseph O'Connor, Ian McDermott (1997) The Art of Systems Thinking: Revolutionary Techniques to Transform Your Business and Your Life HarperCollins.
- Sherwood, D., Seeing the Forest for the Trees: A Manager’s Guide to Applying Systems Thinking, Nicholas Brealey Publishing, London, 2002
- Lars Skyttner (2006) General Systems Theory: Problems, Perspective, Practice (World Scientific Publishing Company) ISBN 9-812-56467-5
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11. Other indicative text (e.g. websites) | Online Support Materials: there is an ongoing update on the moodle to alert students and check on their status. The course website will provides links to other useful websites, external sources of case studies and enterprise advice, additional appropriate readings and, interactive diagnostic questionnaires. Moreover; Students may also seek the following websites for related references. Open University UK: http://www.open.ac.uk/ , Arab Open University: http://www.arabou.edu.kw |
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Course Outcomes |
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SYS380 Managing Systems Complexity
(8) Credit Hours
Engage students with an awareness of the issues involved in managing change, moving them beyond "one-best way" approaches and providing them with access to multiple perspectives that they can draw upon in order to enhance their success in producing organizational change. These multiple perspectives provide a theme for the text as well as a framework for the way each chapter outlines different options open to managers in helping them to identify, in a reflective way, the actions and choices open to them. Multiple perspectives ensure that change managers are not trapped by a "one-best way" of approaching change that limits their options for action. Changing organizations is as messy as it is exhilarating, as frustrating as it is satisfying, as muddling-through and creative a process as it is a rational one. The module provides the student with an exploration into the tensions for those involved in managing organizational change. Rather than pretend that they do not exist it confronts them head on, identifying why they are there, how they can be managed and the limits they create for what the manager of organizational change can achieve.
Course Code |
SYS380 |
Course Title |
Managing Systems Complexity |
Pre-requisite |
SYS280 |
Credit Hours |
8 |
Course Description |
Engage students with an awareness of the issues involved in managing change, moving them beyond "one-best way" approaches and providing them with access to multiple perspectives that they can draw upon in order to enhance their success in producing organizational change. These multiple perspectives provide a theme for the text as well as a framework for the way each chapter outlines different options open to managers in helping them to identify, in a reflective way, the actions and choices open to them. Multiple perspectives ensure that change managers are not trapped by a "one-best way" of approaching change that limits their options for action. Changing organizations is as messy as it is exhilarating, as frustrating as it is satisfying, as muddling-through and creative a process as it is a rational one. The module provides the student with an exploration into the tensions for those involved in managing organizational change. Rather than pretend that they do not exist it confronts them head on, identifying why they are there, how they can be managed and the limits they create for what the manager of organizational change can achieve.
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Course Objectives |
Module Specification
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | SYS380: Managing Systems Complexity | Level | 6 | Module tutor | Dr. Basil Al Zougool | Credit value | 30 Pts | Module type | Taught | Notional learning hours | 2 hours lecture and one office hour weekly |
2. Rationale for the module and its links with other modules | SYS380 module develops skills of thinking systemically and creatively about issues of complexity. It also appreciates and manages these issues in ways that can lead to improving a situation or case. This module adopts the most recent and innovative advances in systems thinking and applies them to topical areas of concern such as Information systems as well as other areas. This module is about systems practice and managing complexity will provide many examples from practitioners on using systems ideas and methods for engaging with and developing practices and ideas on how to manage complexity. In addition, this module draws on and extends a range of approaches to complexity management, which have been developed by internationally recognized systems practitioners. These include the soft systems, viable systems, and hard systems approaches.
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3. Aims of the module | This course aims to achieve varied, multiple, and wide range objectives, which include: - Understanding the range of views and perspectives, which constitute complexity and how these views challenge you as a system practitioner.
- Understanding how to manage complexity systemically by knowing and distinguishing between approaches, methods, methodologies, tools, and techniques.
- Enhancing thinking and practice using the metaphor of a (juggler) to focus on the four ideas of being, engaging, and contextualizing.
- Developing better understand to structure complex situations/cases by using systems diagrams.
- Practicing systems thinking in a reflective manner.
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4. Pre-requisite modules or specified entry requirements | SYS280 and Bus310 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module learners will be expected to gain knowledge and understanding of: A1. Modern trends in information systems and systems practice
A2. The key concepts of software development and maintenance, including principles of design, and the representation and meaning of data
A3. Systemic methods of analysis, based on diagramming, modelling and other tools, and how these can be used to improve computing practice and management decision making
A4. The range of situations in which information systems are used, the ways in which people interact with them and the ethical, social and legal problems that information systems can create. | TMAs and examinable component The structure of the course is iterative in concept with succeeding activities drawing on previous activities and in-text questions.
Researching relevant topics through the e-library and the internet.
Dividing students into groups discussions and presentations
Reflecting on different theories and concepts to demonstrate knowledge and understanding of the key concepts discussed in the course.
Reading cases for class discussion |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1. Apply systems thinking to academic literature and to organisations, identifying suitable areas for systemic analysis and appreciating the technical, economic and other factors at work
B2. Analyse complex systems, and design and evaluate strategies or software solutions for improving them
B3. Describe, compare and contrast a variety of methods and tools, identifying the best choices and applying them to specific problems
B4. Develop and apply suitable analytical and management techniques
B5. Explain the various roles, functions and interactions of Members of a workplace team. | Case studies’ readings: With case-based teaching, students develop skills in analytical thinking and reflective judgment by reading and discussing complex, real-life scenarios.
Case studies’ discussions, analyses and recommendations: in classrooms, students have the opportunity to apply theory to practice. They analyse several real-life scenarios (complex situations) and have to identify the most suitable approach that can be applied to solve every case (Hard Systems Method, Soft Systems Method or Viable Systems Method). Afterwards, they have to follow each approaches stages to identify feasible and desirable changes. Before graduation, they learn to be professionals, by integrating, cross-linking or sequencing the methods to solve any particular case they could encounter. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1. Design, , test and evaluate information systems
C2. Use modern approaches and tools
3. Identify and handle the ethical, social and legal issues that may arise during the design and use of information systems
C4. Use diagramming and modelling tools to analyse complex Systems. | The activities feed into the TMA. Indeed, students are encouraged to attach activity-driven analysis as appendices to their TMA. In order to encourage reflection, certain activities return to previous analysis but with a tighter focus. Consequently, learning and analysis accrete as the course progresses. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1. Work independently, planning, monitoring, reflecting on and improving their own learning D2. Work in a group, communicating effectively D3. Find, assess and apply information from a variety of sources, using information technology where necessary D4. Use numerical and analytical techniques to solve problems. | Students will develop better Interpersonal skills and be able to regonize different resources for an alternative viewpoints.
Skills are developed as a consequence of course work throughout the module and implicitly built into assessment.
Moreover, The structure of the course is iterative in concept with succeeding activities drawing on previous activities and in-text questions. |
6. Indicative content. | The course draws on and extends a range of approaches to managing complexity that have been developed by internationally recognised systems practitioners. They include the soft systems method, the viable systems model and the hard systems method. The introductory Block 1: Juggling with complexity: searching for system presents a case study that exemplifies organisational failure. Students are invited to analyse it, drawing on their own experience and a range of systemic thinking tools. These begin to equip them with some of the preliminary skills of formulating a system and becoming a reflective systems practitioner. Block 2: Managing and Learning with information systems shows how to create and review information systems in order to improve their relevance. Block 3: Respecting Autonomy to manage complexity extends the systems-development methods of Block 2 to include the viable systems approach and the systemic practitioner: being reflective, becoming aware invites students to see themselves as part of a complex situation within which they are taking as systemic action, and to explore how they might take responsibility for it. |
7. Assessment strategy, assessment methods and their relative weightings | TMA will assess the students’ ability and understanding of the course materials provided in the class room as well as to test his/her reflection and critical thinking:
One 2-hour Mid-Term Assessment (MTA)
One 3-hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | TMA | x | x | x | x | x | x | x | x | x | x | x | x | x | x | | x | x | MTA | x | x | x | x | x | x | | x | | x | x | | x | x | | x | x | Final | x | x | x | x | x | x | x | x | x | x | x | x | x | x | | x | x |
9. Teaching staff associated with the module | Name and contact details | Dr. Basil Al Zougool, balzougool@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Petr Skobelev, George Rzevski | 2014 | Managing Complexity | WIT Press, 2014 | UK | Christine Blackmore, ray Ison and jack Chapman | 2005 | Managing complexity: A systems approach | The Open University | UK | Dirk Helbing | 2007 | Managing Complexity: Insights, Concepts, Application | Springer | Berlin |
11. Other indicative text (e.g. websites) | Managing Complexity: Economic Policy Cooperation after the Crisis
https://books.google.com.kw/books/about/Managing_Complexity.html?id=SJIqCgAAQBAJ&source=kp_cover&redir_esc=y |
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Course Outcomes |
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