1) Demonstrate competence in the use of written and oral communication skills, both as an individual and in group settings, employing a range of techniques and technologies.

Communication, Learning


2) Create a Personal Development Plan. Learning,

Reflection


3) Understand the process of Critical thinking and employ that process to support the Personal Development Plan and personal development as a life-long learner.

Analysis


4) Demonstrate competence in the use of cognitive skills in the process of accessing organizing analyzing and critically evaluating information useful for the management of organizations.

Application, Learning

Assessment will be by reflective portfolio (produced in electronic format).
It will include:
- A Personal development statement/review
- Reflection on skills development and review areas for further development
The student will be expected to attend several events attended as directed by the tutor. These events may vary according to student need and timing of occurrence but will be considered as being suitable and beneficial learning opportunities. Each Portfolio entry will involve a description of the event, what was learnt from it and how it impacts on a student’s aspirations/thoughts on the development of career skills.
Students should also draw on personal learning from across their programme. Tutors will determine the number of events to be included in the Portfolio, which will be communicated to the student at the outset of the module.

Specific references should be made in the reflective portfolio to describe international/global aspects relating to either their study programme and/or to events attended and their relevance in the global context.

Within the reflective portfolio, there should also be evidence of your:
1. Employability skills
Evidence demonstrating individual student competence in the various techniques delivered on the module. CV and cover letter (40%)
2. Information Literacy skills
- Individually produced one of the following: spreadsheet, word-processed document, presentation materials, or poster (15%)
3. Reasoning skills
- a 1000-word individual assignment (30%). Analytically discussing the various workshops and other events attended. Consideration of what information was most useful, how the information was presented, what “takeaways” and why for the student to improve and succeed in the workforce, etc.
4. An action plan for future review (15%)

(1) Attend a series of events (the precise number will need to be agreed with the module leader/programme leader/personal tutor as appropriate reflecting the subject context).
These may include:
- University-wide events and lectures, programme specific and/or industry related to any area of the University curriculum.
- Events external to the University which are either relevant to the core BA/BSc programme and/or of interest to the student (e.g. plays/films/concerts, public lectures, exhibitions)
- Create a personal development statement as part of a reflective portfolio

(2) Attend a series of interactive student-centred Skills Workshops, which will include the appreciation and development of CV writing, study skills, employability skills, presentation, and communication skills. Students will review the skills and qualities they already possess, with reference to how these skills relate to those skills and attributes regarded as critical by employers.
- Introduction to module Self-audit techniques Building a PDP and CV Team Building
Effective Verbal Communication Effective Written Communication Research techniques
- Business Calculations Time management

(3) IT skills In their own time students will produce a professionally formatted:
- Word-processed document spreadsheet using formulas presentation.
- Poster (using Publisher, or equivalent)

(4) Reasoning skills
- Understanding the component parts of a reasoned argument. Assembling said parts into a sound argument.
- Identifying poor arguments e.g. propaganda, unsupported claims, simple opinions etc. Critically assessing the quality of arguments.
- Critically assessing the quality of evidence used in the construction of arguments. Using web databases for research purposes
- Identifying high quality academic sources for use as evidence in academic work/arguments. Using web sources in a professional manner.

The learning strategy for the module requires students to commit 200 learning hours (including assessment) of which there will be 36 hours of tutor-led learning and 164 hours of independent and self-directed study. During the tutor-led learning hours, students will receive robust support through interactive tutorials where they can ask questions, clarify doubts, and receive personalized guidance on challenging concepts. These tutorials are designed to foster a deeper understanding of the material, with opportunities for collaborative learning and discussions that enhance comprehension and retention.


Module Learning Strategies
The emphasis is upon `learning by doing', where learning takes place through personal experience, social interaction and reflection. The learning programme is reflecting the view that learning can take place outside as well as inside the classroom. Contact will be in the form of interactive, student-centred workshops supported by role-playing, lectures and tutorials. Supporting learning materials will be available via use of a VLE or website where available.

Development of subject, skills knowledge and understanding will be supported through lectures, study materials and students’ self-directed study. Cognitive abilities will be developed through seminars and workshops that will include active learning processes, activities and discussions that are applied to the management context.

You will undertake ‘formative’ assessments during the module to help you monitor your learning and provide you and us with ongoing feedback on your progress, that helps you prepare for the ‘summative assessment(s) during or at the end of the module. The formative assessments may include quizzes, short essays, or problem-solving exercises, with feedback given to help students identify areas for improvement.

The use of AI tools such as ChatGPT can be beneficial in learning, however, students must adhere to the following guidelines: (i) all submitted work must be original and written by the student; (ii) if a student utilizes AI tools to generate ideas or receive guidance, this must be clearly cited in the submitted work, just as any other source would be; (iii) students should be mindful of the ethical implications of using AI in their studies, ensuring that their use of such tools does not constitute academic dishonesty.

Unit feedback:
During semester, students’ feedback on the module will be collated and distributed through University's online platform, ensuring consistency with other units and focusing on both improvement and future success. This process includes both individual feedback and cohort-wide summaries, aligning with the university's standardized approach to learning and assessment.

MAIN TEXT:
Cottrell, S., (2023), Critical Thinking Skills: Effective Analysis, Argument and Reflection (Bloomsbury Study Skills) 4th Edition. Bloomsbury Academic

Trought, F. (2017). Brilliant Employability Skills: How to stand out from the crowd in the graduate job market, 2nd Edition. Prentice Hall

Van Emden, J. and Becker, L.,(2016) Presentation skills for students, 3rd Edition. Palgrave, Basingstoke

Module Study Guide and Handbook
BUV Learning Resources Centre and website
BUV Canvas; Learning Management System
SU VLE
SU Library