Applied Business projects (IM)
Run by Bangor Business School
60.000 Credits or 30.000 ECTS Credits
Organiser: Mrs Sue Peet
Overall aims and purpose
The aims of the two parts are:
A. To familiarise students with a reasonably broad range of current management topics. Students choose 2 of the BBS Applied Business Projects that are offered on ASB-4904
B: The software hut from School of Computing element teaches project planning, design and software development through the group implementation of a software product for a real world company
Summary of Course Content: This should be a summary paragraph of list of the topics to be covered by the module.
A. Students will choose 2 Applied Business Projects for Information Management from the list below. It is likely that a small number of additional projects will be made available depending on the research interests of new staff and it is possible that the menu of projects might vary slightly from year to year within an equivalent structure.
• Business Planning • Operations Management • International Business • Behavioural Finance • Management thinking in a rapidly changing world
B. Software Hut - this elements enables students to understand the principles of software engineering through project planning, design and software development through the group implementation of a software product for a real world company
No major omissions or inaccuracies in the deployment of information/skills. Some grasp of theoretical/conceptual/practical elements. Integration of theory/practice/information present intermittently in pursuit of the assessed work's objectives.
Much of the relevant information and skills mostly accurately deployed. Adequate grasp of theoretical/conceptual/practical elements. Fair integration of theory/practice/information in the pursuit of the assessed work's objectives. Some evidence of the use of creative and reflective skills.
High Standard: Very good performance Most of the relevant information accurately deployed. Good grasp of theoretical/conceptual/practical elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Evidence of the use of creative and reflective skills.
An outstanding performance, exceptionally able. The relevant information accurately deployed. Excellent grasp of theoretical/conceptual/practice elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Strong evidence of the use of creative and reflective skills.
Demonstrate awareness and understanding of the process of establishing a venture from idea generation to the completion of a business plan.
To follow the process of developing a business plan through its various stages, including business description and the market, development and production, sales and marketing, management team and the financial plan
Behavioural finance learning outcomes
Demonstrate the ability to analyse the conditions in the international environment that drive trade between nations and the issues facing companies and governments.
Provide insights into the behaviour of consumers, workers and managers in multinational enterprises (MNEs), small and medium-sized enterprises (SMEs) as well as the public/governmental sector.
Explore the wide range of design processes associated with operations management, including service and product design, process design, location layout design and human resource design;
Assess the suitability of operations management tools and techniques
Show overall understanding of the stages of the Software Engineering process
Convey knowledge of requirements documents
Actively work in a software development team.
Creation of accurate and detailed design documents.
Demonstrate understanding of problems associated with fixed term projects.
Demonstrate a clear understanding of software created in a professional manner to a customer.
|Applied Business Projects (dissertation reports)||100.00|
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- knowledge of contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example, accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence age
- Quantification and design. Data, and their effective organisation, presentation and analysis, are important in economics. The typical student will have some familiarity with the principal sources of economic information and data relevant to industry, commerce, society and government, and have had practice in organising it and presenting it informatively. This skill is important at all stages in the decision-making process.
- An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (e.g. the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector).
- An understanding of the relationship between financial theory and empirical testing, and application of this knowledge to the appraisal of the empirical evidence in at least one major theoretical area. The appraisal should involve some recognition of the limitation and evolution of empirical tests and theory (eg the efficient markets hypothesis; anomalies; pricing of derivatives and other securities; bond portfolio management; exchange rates; raising capital and capital structure).
- An understanding of the factors influencing the investment behaviour and opportunities of private individuals (bonds, equities, and derivatives; risk aversion; risk/return trade-offs; portfolio management and performance measurement; pensions and long term savings; the tax treatment of savings and investments; international diversification; forex risk; objectives of and constraints on institutional investors and advisors).
- People management: to include communications, team building, leadership and motivating others.
- Problem solving and critical analysis: analysing facts and circumstances to determine the cause of a problem and identifying and selecting appropriate solutions.
- Research: the ability to analyse and evaluate a range of business data, sources of information and appropriate methodologies, which includes the need for strong digital literacy, and to use that research for evidence-based decision-making.
- Commercial acumen: based on an awareness of the key drivers for business success, causes of failure and the importance of providing customer satisfaction and building customer loyalty.
- Numeracy: the use of quantitative skills to manipulate data, evaluate, estimate and model business problems, functions and phenomena.
- Ability to work with people from a range of cultures.
- Articulating and effectively explaining information.
- Communication and listening including the ability to produce clear, structured business communications in a variety of media.
- Conceptual and critical thinking, analysis, synthesis and evaluation.
- Self-management: a readiness to accept responsibility and flexibility, to be resilient, self-starting and appropriately assertive, to plan, organise and manage time.
- Self reflection: self-analysis and an awareness/sensitivity to diversity in terms of people and cultures. This includes a continuing appetite for development.
Courses including this module
Compulsory in courses:
- N2BC: MBA Information Management (with Incorporated Pre-Masters) year 1 (MBA/INFM1)
- N2AS: MBA Information Management year 1 (MBA/INFOMAN)