Golf Management

Module Code : SL0979A
Module Title  : Contemporary Issues in Golf

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ()

Brief Description
The purpose of this module is to allow students to contextualise their knowledge of coaching and sport sciences with the underpinning framework inherent in modern golf. This will be achieved by expanding students current knowledge of contemporary golf issues, moving beyond acceptance to a more in- depth critical analysis of these issues and their independence with a variety of professional, political, and economic factors. Content will complement students own knowledge of this area and will focus on students indentifying and evaluating important iss

Aim
The aim of this Module is to provide the student with a broad and critical knowledge of contemporary issues affecting the professional and leisure golf industry.

Learning Outcomes
By the end of this module the student should be able to :
1. Undertake discussion and critical reflection to evaluate current research in golf
2. Reach informed conclusions about contemporary discourses in golf
3. Critically examine the way in which contemporary policies and practices influence golf coaching and professional golf
4. Appraise the differences between the various contexts of both professional and leisure golf

Indicative Content

1. Political
Global governance(R&A, USGA, SGU, PGA); golf and the Olympics; local club structure and governance; commercial power (manufacturers, media; the elite professional game), new and exiting developments within golf facilities, (planning, taxation), new forms of golf. The macro-economics associated to the political policy and strategy development, and specifically in relation to sports development.
2. Physiological
Exercise and health; the healthful recreation of the golf. Impact of national health policies on growth of golf; and golf as a major employer. The American diaspora for St Andrews, the role of training science in inducing adoption in the psycho-physio mechanisms that control performance.
3. Psychological
To which psychological characteristics is modern golf development and marketing appeal. Mental health benefits of exercise and social aspects of golf, the effect of status, class and membership within the golf club hierarchy, pace of play, Media perception and presentation of golf, the role of training science in inducing adoption in the psycho-physio mechanisms that control performance
4. Environmental
Impact of golf courses on local landscapes, biodiversity, water use, chemical use, the emerging theoretical perspectives of ecological psychology and dynamical systems theory as an alternative to information processing models of coaching, the factors affecting planning for new and existing golf developments and facilities.
5. Technical
Golf technology and the implications for golf as an affordable and enjoyable sport, the impact on existing courses and those under development, and the media appeal of professional golf, the interaction between technology and player development from a training/coaching perspective, for relationship marketing strategies and online booking systems.
6. Socio-economical
Impacts of developments. Social and corporate responsibilities, constraints on the development of golf and the implications therefore on the design and delivery of talent identification models, the future of corporate hospitality; sponsorship; advertising and marketing; global exposure of golf; global expansion of golf developments; economic and financial viability of golf clubs and courses; career opportunities; time constraints versus lifestyle versus pace of play.

Statement on Teaching, Learning and Assessment
The aim of this module it to provide the student with a broad and critical knowledge of contemporary issues affecting the professional and leisure golf context and industry. This will be achieved through participating in the self- directed learning and self-appraisal activities that students will require in their professional graduate roles. Active participation in small group settings will be crucial for successful engagement with the material. Students will be required to identify and evaluate, as groups and individuals, key issues in contemporary golf, and be encouraged to discuss and evaluate each others opinions are arguments. These sessions will be developed by the students via self-accessed knowledge and self-directed planning. Additionally, a significant proportion of lecturer contact time will be provided in the form of small group discussions where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their own awareness of contemporary golf. This focus on self-directed learning and students own experiences will encourage the development of confident, enquiring, and independent thinking in these developing golf professionals and coaches, allowing them to apply their knowledge to real life situations and understand and evaluate the links between the two. The portfolio of directed activities will be used to allow students to draw their own links between their experiences in golf and the material being taught, and to allow them to provide their own examples relevant to their own experiences and knowledge. This will promote stronger links between students’ experiences and taught material and so encourage greater engagement in class time as well as ownership and identification with taught material. Additionally, the case study will also link directly to students own experiences of golf and the evaluation of these experiences, encouraging the development of self-aware and self-analytical individuals. Finally, the essay based assessment will create links between students’ practical knowledge and academic theory and empirical work. It will assess their ability to digest, summarise, and appraise knowledge and information and evaluate its use and application to real world settings.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Assessment : 24 hours
Independent : 78 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 31
Return Week        : 34
Associated Learning Outcomes :
Assessment Tutor : ( )

2 Case Study 2 Project
Weighting             : 50%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes :
Assessment Tutor : ( )

Presentation 3 Poster
Weighting             : 50%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : ( )
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible

Additional Tutors :

Supportive Reading




Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Problem Solving,Research,Self Evaluation,Planning,Professionalism

Module Code : FN0901A
Module Title  : Corporate Finance

Principal Domain : Dundee Business School
Principal Division : Accounting, Finance and Economics      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Draft
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 10/12/12 By

Pre-requisites :  
Co-requisites : None 
Replaced Modules : None 
Prohibited Combinations : must not be taken after completion of FN0905A 


Module Tutor : (G515416)

Brief Description
An introductory module in corporate finance.

Aim
The aim of this Module is to provide the student with: knowledge of the main sources of corporate finance and the ability to apply key techniques for using and managing finance in large and small organisations.

Learning Outcomes
By the end of this module the student should be able to :
1. demonstrate a knowledge of the financial context in which business operates, and the impact on decision making;
2. be able to apply appraisal techniques to support decisions in key areas of financial management.

Indicative Content

1. The Financial Environment
The objectives of the firm. Agency theory and corporate governance. The influence of government. The capital market and the flow of funds. The role of financial institutions.
2. Sources and Cost of Funds
Issuing of equity share capital and the rights of the owners of equity. Rights issues and bonus issues. Preference shares. Loan stocks and debentures. The cost of capital.
3. Capital Investment Appraisal
Impact of risk on investment decisions. Sensitivity analysis. Capital rationing. Advanced investment appraisal using a range of techniques. The required return and the Capital Asset Pricing Model.
4. Working Capital Management
Management of working capital as a whole; management of cash, debtors, creditors and inventory.

Statement on Teaching, Learning and Assessment
Class contact will alternate between lecture, tuorial and practical work, with lectures providing key input on concepts and contexts, and tutorial and prctical work involving students in individual, group and pair work activities and discussion. Assessments are designed to develop students analytical skills, give opportunity for the application of tools and concepts, and address learning outcomes as specified. Students will undertake enquiry based learning for a minimum of 60% of their class time.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 40 hours
Independent : 86 hours

Assessment

Case Study 1 3000 words
Weighting             : 100%
Workload              : 40 hrs
Issue Week          : 8
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,2
Assessment Tutor : (G515416)


 
 
 


Additional Assessment Information


Additional Tutors :
OLIVE GARDINER (O514373)

Supportive Reading
Arnold, G. 2009 Corporate Financial Management, 4th edition Welwyn Garden City: FT Prentice Hall
McLaney, E. J. 2009 Business Finance, Theory & Practice, 8th edition Welwyn Garden City: FT Prentice Hall


Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Quantitative

Module Code : MK0905A
Module Title  : Customer profiling and relationship building

Principal Domain : Dundee Business School
Principal Division : International Business and Management      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Draft
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 06/12/12 By

Pre-requisites : MK0901A/F/G 
Co-requisites : None 
Replaced Modules : None 
Prohibited Combinations : None 


Module Tutor : Jason Turner (J511121)

Brief Description
An critical insight into customer profiling and relationship building.

Aim
The aim of this Module is to provide the student with: the ability to analyse the contribution of customer profiling and basket analysis to business performance and to determine the strategies and approaches appropriate in specific situations.

Learning Outcomes
By the end of this module the student should be able to :
1. identify and assess the significance of key features of customer profiling and relationship building.
2. plan and evaluate a Direct Marketing campaign and critically discuss its implication for customer retention.

Indicative Content

1. Customer Profiling
Segmenting and targeting existing customers, the impact of retention and development on profitability. Segmenting by profile and behavioural data. FRAC and LTV.
2. Maintaining the customer base
The importance of customer loyalty. Maintaining loyalty through interaction. The role of pricing strategies and incentives. Developing customers through cross-selling and up-selling. The role of loyalty schemes.
3. Extending the customer base
Identifying new prospects: profiling existing customers, list building communications. Direct Marketing offers and customer acquisition contact programmes for customer recruitment.
4. Developing and delivering a campaign
Developing Direct Marketing strategies for recruitment and retention. Delivering Direct Marketing strategies.
5. Managing and controlling relationships
Relationship building, use of technology, evaluating relationships and loyalty with stakeholders.

Statement on Teaching, Learning and Assessment
Students will be engaged in enquiry and project-based work, individually and in groups, for at least 60% of their contact time, and that enquiry process will increasingly drive their independent access to the information they work with.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 38 hours
Independent : 86 hours

Assessment

Report 1 Group Report (LC)
Weighting             : 60%
Workload              : 23 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2
Assessment Tutor : Jason Turner (J511121)

2 Presentation 2 Group - 10 minutes
Weighting             : 40%
Workload              : 15 hrs
Issue Week          : 19
Submission Week : 28
Return Week        : 30
Associated Learning Outcomes : 1,2
Assessment Tutor : Jason Turner (J511121)

 
 
 


Additional Assessment Information
The group presentation will be a 10 minute elevator pitch

Additional Tutors :

Supportive Reading
Tapp, A. 2008 Principles of Direct and Database Marketing 3rd edition Prentice Hall, London
Humby, C., et al 2003 Scoring Points: How Tesco is Winning Customer Loyalty Kogan Page: London
Turner, J. 2011 Do we have Tesco loyalty? Critical evaluation of customer loyalty to Tesco and Tesco Clubcard VDM Publishing, Mauritius

Specialist Resources
IT Labs equipped with software relevant to DM

Teachability Issues for this module are :
Oral,Visual,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning

Module Code : SL0930A
Module Title  : Golf Facilities Management

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ( )

Brief Description
The overall purpose of this module is to allow students to continue to contextualise their growing knowledge of the management of golf facilities and includes the diverse activities thereof, e.g. golf management processes and finance, administration and facilities infrastructure, marketing of facilities, food and beverage, as well as legal and green keeping aspects of managing golf facilities and courses.

Aim
The aim of this Module is to provide the student with :The aim of this module is to provide the student with an understanding of roles and responsibilities for managers working within the golf industry with direct responsibility for the facility environment. It will allow an overview of performance management, operational planning and the day to day running of a golf facility.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand, investigate, analyse and evaluate areas of operational activity within a golf facility with reference to management objectives and operational plans.
2. Critically understand the key challenges facing golf club managers – traditional versus resort management.
3. Examine how the relevant facilities departments link together within the operational objectives of the business.

Indicative Content

1. Golfer management
Pricing, bookings, reception, lessons, membership/customer development, provision of caddies and buggies, external liaison, quality service and customer care
2. Administration
Memberships, information management, policy formation, committee and management structures
3. Financial management
Accounting, budgeting and financial analysis, taxation, salaries and benefit administration, long range financial planning, funding capital projects
4. Corporate social responsibility
Corporate planning, organisational objectives, social and local community responsibility, ethics and philosophy, sustainability
5. Human and Professional resources
Interpersonal and communication dynamics, employee relations, organisational development, contact and negotiation skills
6. Building and facilities management
Security, preventative maintenance, insurance and risk management; project management, energy and resource management
7. Marketing
Web-site, in-house publications, media relations, market strategy and planning
8. Retailing, merchandising and branding
Purchasing , selling, company identity, royalties, copyright
9. Food and beverage
Service standards; menu development; nutrition and food science; managing resources, food safety standards; F&B trends etc.

Statement on Teaching, Learning and Assessment
To provide the student with a broad and critical knowledge of management issues affecting the day to day running of a golf facility. This will be achieved through participating in the self-directed learning and self-appraisal activities that students will require in their professional graduate roles. Active participation in small group settings will be crucial for successful engagement with the material. Students will be required to identify and evaluate, as groups and individuals, key issues in golf management, and be encouraged to discuss and evaluate each others opinions. These sessions will be developed by the students via self-accessed knowledge and self-directed planning. Additionally, a significant proportion of lecturer contact time will be provided in the form of small group discussions where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their own awareness of facility management.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Assessment : 20 hours
Independent : 82 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 18
Associated Learning Outcomes :
Assessment Tutor : ( )

2 Essay 2
Weighting             : 40%
Workload              : 9 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes :
Assessment Tutor : ( )

Case Study 3
Weighting             : 60%
Workload              : 11 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes :
Assessment Tutor : ( )
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligi

Additional Tutors :

Supportive Reading




Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Physical,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Self Evaluation,Planning,Leadership,Professionalism

Module Code : SL0996A
Module Title  : Applied Sports Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Luis Calmeiro (L514078)

Brief Description
This module builds upon the theoretical and knowledge of sports psychology and introduces aspects of applied sports psychology in the sport and performance context.

Aim
The aim of this Module is to provide the student with : an understanding and critical analysis of the role of psychological principles in sport from an applied perspective within the sport and performance context.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe and critically appraise sports psychological literature related to performance enhancement.
2. Apply psychological principles in the sports context through analysis of relevan case-studies.
3. Describe and reflect contemporary professional and ethical issues related to applied sports psychology.
4. Integrate and apply psychological interventions to particular sport performance-related scenarios.

Indicative Content

1. Sports psychology context and practice
Role/s of the sports psychologists; contexts and different perspectives on the work of a sports psychologist.
2. Making contact and working with athletes
Estabishing professional networks, referrals, working and building relationships with athletes. The importance of the professional working alliance.
3. The needs analysis process
Empowerment; ownwership and motiovation
4. Planning and developing interventions

5. Models of intervention

6. Psychological skills training
Goal setting, visualisation, relaxation, imagery positive self talk.
7. Reflecting on professional practice
Monitoring, evaluation, relection on profession practice.
8. Ethical and legal issues.


Statement on Teaching, Learning and Assessment
This module aims at providing students with the ability to critically analyse of the role of psychological principles in sport from an applied perspective within the sport and performance context. The ultimate outcome will consist on students’ ability to construct a detailed psychological skills intervention programme to help a particular athlete or team deal with performance difficulties. The module will be organised in lectures, tutorials and practical sessions. Lectures will provide the background knowledge of proposed contents. Contents will be further explored in the tutorials, which will encourage problem- solving, collaborative learning, and reflection. Practical activities will be used so students can learn by manipulating concepts in an active process. Finally, independent study will encourage self-determination and the development of independent learning, in which students will actively construct their own knowledge. Sessions will be conducted under a strong enquiry-based learning environment. Practical experience of common psychological skills techniques will be emphasised. Also, observation of videos will be used to demonstrate the role of the sport psychologist, and analysis of case studies will develop students’ ability to critically identify, evaluate and integrate knowledge in context. Teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. Students build on researching and application skills. Knowledge and application of contents is formally tested. Assessment will test both depth and width of knowledge. Class test will cover a wide range of topics and assess level of understanding commensurate with level of study. A case-study will assess depth of knowledge by requesting students to develop a psychological skills training programme for a given scenario. This assessment strategy requires students to identify problem and a suitable methodology. This activity also challenges the students to manage their understanding of the contents and time constraints to match the evolution of their investigatory work. A portfolio of directed activities allows students to search for and construct own knowledge, solve problems, and reflect upon module contents. In addition, it will allow students to be fully prepared and engage confidently in tutorials and practical activities, by sharing knowledge and experiences and reflecting on them in a collaborative environment.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 10 hours
Supervised Practical Activity : 10 hours
Assessment : 24 hours
Independent : 95 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 19
Submission Week : 31
Return Week        : 34
Associated Learning Outcomes :
Assessment Tutor : Luis Calmeiro (L514078)

2 Examination 2 Exam
Weighting             : 50%
Workload              : 2 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Luis Calmeiro (L514078)

Case Study 3 Case study
Weighting             : 50%
Workload              : 22 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Luis Calmeiro (L514078)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities which should be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio

Additional Tutors :

Supportive Reading
Andersen, M.B. 2000 Doing Sports Psychology Champaign, IL, Hunam Kinetics
Williams, J 1996 Applied Sport Psychology: Personal Growth to Peak Performance. Mayflower.
Hardy, L., Jones, G. and Gould,D. 1996 Understanding Psychological Preparation for Sport London, Wiley

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal,Professionalism

Module Code : MT0911A
Module Title  : Business And Management Research

Principal Domain : Dundee Business School
Principal Division : Business and Management      Weighting : 50%
Additional Divisions : Accounting, Finance and Economics     Weighting : 50%

Level : 9
SCQF Credits : 15
Status : Draft
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 06/12/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Cathy Di Domenico (C510636)

Brief Description
An introduction to Business Research Methods for academic and practical purposes.

Aim
The aim of this Module is to provide the student with: an understanding of the nature and purpose of, and approaches to, academic and practical business and management research, and to develop relevant research knowledge, understanding and skills.

Learning Outcomes
By the end of this module the student should be able to :
1. Identify a business or management research problem or question and explain its relevance to practice and its significance as a potential contribution to existing knowledge;
2. Select and justify a research methodology to meet specified research aims and objectives;
3. Recommend, justify and account for the limitations of research methods to meet specific purposes of academic or practical business research.
4. Analyse and interpret primary research data, testing for validity and reliability and accounting for the influence of method on results.

Indicative Content

1. The purpose of research
The differences between research, journalism and consultancy. The different contexts of research. Reearch in business and management practice. Data, information, knowledge and new knowledge. Generating knowledge from different standpoints and paradigms. The ethics of research.
2. Reviewing current knowledge
The purposes of a literature review in defining the shape and limits of current knowledge. Defining information needs and search strategies within the available source base. Managing bibliographic records. Conducting a literature review: scoping, evaluating, organising and synthesising the relevant literature; reporting the relevant literature.
3. Defining a research question
Identifying research issues, generating and refining research questions.
4. Designing a research strategy
Research methodologies, their role and limitations. Crieteria for the selection of methodologies and the implications of selection for practice.
5. Primary research methods
Approaches to primary research. Qualitative and quantitative research methods. Accounting for generalisability, validity and reliability in method selection. Dealing with reliability and validity in qualitative research. Practical issues in implementation.
6. Analysing quantitative and qualitative data
Statistical tests for validity and reliability. Key statistical analyses. Strategies of qualitative data analysis: inductive approaches; grounded theory; using theoretical frameworks; categorising and unitising qualitative data. Managing data. The use of qualitative data analysis software. Commenting on and interpreting data. Discussing the outcomes of primary research. Discussing findings based on analysis of reseach data. Formulating conclusions and recommendations.
7. Producing final reports
Report types, their roles and functions. Reports for practice: format and function. The structure and content of an academic report.

Statement on Teaching, Learning and Assessment
Students will undertake a minimum of 60% of enquiry based learning during class time.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 6 hours
Supervised Practical Activity : 6 hours
Assessment : 40 hours
Independent : 86 hours

Assessment

Coursework 1 BusRes Skills 2500 wrd(LC
Weighting             : 50%
Workload              : 20 hrs
Issue Week          : 25
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : Cathy Di Domenico (C510636)

2 Examination 2 Practical
Weighting             : 50%
Workload              : 20 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Nat Jack (N510688)

 
 
 


Additional Assessment Information
Assessment Unit 1 presents students with a real business problem for which they will be required to design an appropriate, fully justified research methodology based on an evaluation of different research approaches and relevant literature. Guidance on the literature will be provided by the tutor. Assessment Unit 2 is a practical exam which must be scheduled for a lab with access to SPSS software.

Additional Tutors :
Nat Jack (N510688)
Zahid Muhammad (Z515375)

Supportive Reading
Bryman, A., and Bell, E., 2007 Business Research Methods Oxford University Press
Hair, J., et al 2003 Essentials of Business Research Methods Oxford University Press
Saunders, M. et al 2003 Research Methods for Business Students Pearson Education

Specialist Resources
Computer Labs, SPSS Software, CAQDAS (possible)

Teachability Issues for this module are :
Oral,Visual,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,ICT Skills,Planning,Quantitative

Module Code : SL0990A
Module Title  : Coaching Pedagogy 1

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : STEFAN KOEHN (S515571)

Brief Description
The overall purpose of this module is to build upon students growing skills in instruction, observation, analysis and feedback to athletes and others involved in physical activity. This will be achieved by explicitly addressing students knowledge of pedagogy and their ability to apply that knowledge in a suitable context. Content will complement students¿ studies of sport by exploring the different ways in which physical and mental skills associated with sport are taught, how this transfer of knowledge and experience is conceptualised, and how this is influenced by t

Aim
The aim of this Module is to provide the student with an introduction to the concept of pedagogy through a model-based approach to teaching and learning

Learning Outcomes
By the end of this module the student should be able to :
1. Explain ways in which the concept of pedagogy applies to a range of sport-related contexts
2. Analyse different pedagogical models
3. Analyse the three dimensions of pedagogy: coaches/coaching, learners/learning, knowledge/context
4. Apply the basic principles underpinning effective teaching and coaching to practical situations

Indicative Content

1. Coaching and learning
Students will first be asked to consider the definition and purpose of pedagogy. They will be asked to consider what is the purpose and definition of coaching, what it has to do with teaching and learning. This foundation will allow students to identify what similarities coaching has to other pedagogical roles, and how this may influence the coaches role, objectives, and behaviours towards their athletes.
2. What is knowledge?
Once students have indentified the pedagogical nature of coaching they will identify and evaluate what it is coaches teach. They will explore various types of knowledge and its social construction. They will discuss what is means to learn, including constructivist approaches to learning, active learning, active learners, multi-dimensional learning strategies and situated learning.
3. Teaching as a process
Building upon students foundation knowledge of the pedagogy and the learning process they will be asked to think about a variety of pedagogy models. They will need to evaluate the different elements of these models and will be asked to consider them in relation to their own personal experience as coaches and their growing knowledge of teaching and learning.
4. Overall
At all stages of this learning arc students will be required to engage in self-directed discussion of how taught materials relate to their own experiences of sport as coaches. They will also be required to apply this learning to a variety of practical activities and thereby form links between theory and real life while developing relevant applied coaching skills.

Statement on Teaching, Learning and Assessment
The aim of this module it to develop essential knowledge and experience of pedagogical skills related to the delivery and practice of sport and physical activity. Active participation in small group settings will be crucial for successful engagement with the material. Students will be required to plan and lead, as groups and individuals, practical coaching sessions, and be encouraged to discuss and evaluate each others performance and experiences. These sessions will be developed by the students via self-accessed knowledge and self- directed planning. Additionally, a significant proportion of lecturer contact time will be provided in the form of small group discussions where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their pedagogical skills. This focus on self- directed learning and students own experiences will encourage the development of confident, enquiring, and independent thinking in these developing coaches, allowing them to apply their knowledge to real life situations and understand and evaluate the links between the two. The portfolio of directed activities will be used to allow students to draw their own links between their experiences as coaches and the material being taught, and to allow them to provide their own examples relevant to their sport/coaching domain. This will promote stronger links between students experiences and taught material and so encourage greater engagement in class time as well as ownership and identification with taught material. Additionally, practical reports will link directly to students engagement and evaluation of self-directed coaching exercises, encouraging the development of self-aware and self-analytical coaches. Inclusion of student group led practical sessions will also encourage co-operative, socially-intelligent, team players. Finally, the exam based assessment will create links between students practical knowledge and academic theory and empirical work, assessing the essential knowledge and understanding of the theories of teaching and instruction required by the students.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 20 hours
Assessment : 24 hours
Independent : 70 hours

Assessment

Portfolio 1 Weekly activities
Weighting             : 0%
Workload              : 4 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : STEFAN KOEHN (S515571)

2 Report 2 1200-words
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : STEFAN KOEHN (S515571)

Examination 3 2-hour exam
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : STEFAN KOEHN (S515571)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- assessment.

Additional Tutors :

Supportive Reading




Specialist Resources
Access to sport environments (sport halls) and a variety of suitable sports equipment.

Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL0989A
Module Title  : Managing Sports Development

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ( )

Brief Description
The aim of this module is to provide the student with the knowledge and expertise to evaluate sports development planning and development. It prepares students for employment in the growing field of sports development.

Aim
The aim of this Module is to provide the student with : a methodological framework for the analysis of sports development processes and tools to evaluate strategic and implementation issues affecting sport development.

Learning Outcomes
By the end of this module the student should be able to :
1. Plan, and implement sports development projects.
2. Monitor evaluate and review sports development projects.
3. Critically analyse and reflect upon the sports planning and development process.

Indicative Content

1. Introduction to managing sport development
Outline of the courses content and overall rationale.
2. Conceptualising and developing sports development projects
Concepualising sports development projects.The process of planning, developing and implementating projects in sport development.
3. Health safety and managing risk
Systems for risk assessment and management.
4. Managing resources
Human Resources and means of accessing resources. Funding applications and managing people in the sports development context.
5. Working with partners
Working with partners and staging sports development events. Consultation and project development. Progression, pathways and development.
6. Marketing sports development

7. Managing sustainable projects
Long term planning and development in sport development.
8. Planning, monitoring and evaluation
Appraisal of planning and policy (processes and practice).
9. Case studies of Sports Develpoment

10. Organisational Theory.


Statement on Teaching, Learning and Assessment
This module aims to develop the links between theory and practice in sports development. Students are required to engage in planning, implementing and evaluating a sport event of their choice. This will involve group work, problem solving and participation in applying theoretical concepts to a practical project. The learning will take place through: reflection and experiential processes; tutorials; lectures and group work settings. Assessment will involve producing log books, diaries and recordings of the processes involved in sports development and project management. These will be supplemented by academic theory and research which are used to illuminate and evaluate case studies.Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3; units 1, 2, 3), determined creators (outcomes 1, 3; units 1, 2, 3, ), challenging complexity, driving change (outcomes 3; unit 1). Class time is divided between 1-hour large-group lectures and 1-hour small-group tutorials. Contact time devoted to inquiry- based learning is therefore approximately 50%.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Unsupervised Practical Activities : 20 hours
Assessment : 44 hours
Independent : 62 hours

Assessment

Portfolio 1 2000 words
Weighting             : 0%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 17
Associated Learning Outcomes :
Assessment Tutor : ( )

2 Essay 2 Planning and Delivery
Weighting             : 40%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 15
Associated Learning Outcomes :
Assessment Tutor : ( )

Case Study 3 Evaluation / Reflective E
Weighting             : 60%
Workload              : 4 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes :
Assessment Tutor : ( )
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible.

Additional Tutors :

Supportive Reading
Bowdin, G, et al 2002 Events Management and Organisation Butterworth
Watt, D. 1992 Leisure, Tourism, Event Management and Organisation Longman
Shore, A. and Parry, B. 2001 Successful Event Management: A Practical Guide. Thomson

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : MT0935A
Module Title  : Recruitment, Selection and Talent Management

Principal Domain : Dundee Business School
Principal Division : Business and Management      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Draft
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 06/12/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Shona Grogan (S510968)

Brief Description
This module examines and evaluates the management issues related to the process of attracting, recruiting, selecting and employing a workforce appropriate to an organisation's strategy and requirements.

Aim
The aim of this Module is to provide detailed knowledge and skills needed by HR managers and practitioners for staffing their organisations effectively.

Learning Outcomes
By the end of this module the student should be able to :
1. Examine the different approaches to employee resourcing in contemporary organisations;
2. Evaluate the human resource planning process in contemporary organisations;
3. Evaluate recruitment, selection and induction activities for effectiveness, efficiency and legal requirements.

Indicative Content

1. The Context of Employee Resourcing
Introduction; people and work; the labour market; changes in the world of work; a contingency approach to employee resourcing; the use of competency in employee resourcing.
2. Human Resource Planning
The meaning, purpose and importance of long and short term talent planning and succession planning; building long term-organisational performance.
3. Job Analysis: Producing a job description
The meaning and importance of job analysis; conducting a job analysis; producing a role analysis, skills analysis and competency framework; job descriptions; role profiles.
4. Recruitment: Attracting the right people
The recruitment process: defining requirements; attracting applicants; sending and receiving information; making contacts. Recruitment methods: Advertising; the use of the internet; application forms, etc. Internal and external recruitment; Graduate recruitment, employer branding.
5. Selection: Choosing the right people
The selection process: sifting applications; short listing candidates; interviewing; testing; and making an offer. Validity, reliability and popularity of selection methods; the use of assessment centres.
6. Determinants of Employee Resourcing: Equality, Diversity
Subjectivity, discrimination, professionalism and ethics; Equal opportunities legislation; managing diversity; flexible working practices; work-life balance.

Statement on Teaching, Learning and Assessment
Teaching and learning during class contact will take two forms, lectorials and tutorials. Lectorials although tutor led will be participative, with students being expected to engage with the tutor to argue and seek clarification of the issues. The tutorials will be student led, working mainly in small groups with each group critiquing and defending their ideas in relation to particular scenarios. Enquiry based learning will make up a minimum of 60% of student class time.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 30 hours
Independent : 96 hours

Assessment

Coursework 1 Case Study Indiv. (LC)
Weighting             : 100%
Workload              : 30 hrs
Issue Week          : 27
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Shona Grogan (S510968)


 
 
 


Additional Assessment Information
Students will be provided with a brief case study/scenario and required to produce a report critically analysing the recruitment and selection practices being followed and making recommendations for improvement.

Additional Tutors :

Supportive Reading
Daniels, K. and MacDonald, L. 2009 Equality, Diversity and Discrimination: A Student Text. London: CIPD
Wood, R and Payne, T. 2003 Competency Based Recruitment and Selection: A Practical Guide West Sussex: Wiley
Taylor, S. 2010 Resourcing and Talent Management, 5th ed London: CIPD

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Planning,Professionalism

Module Code : SL0997A
Module Title  : The Coaching Process

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Ross Lorimer (R514505)

Brief Description
Its overall purpose is to build upon students growing skills in instruction and demonstration. This will be achieved by expanding students current knowledge, moving beyond a reductionist view of coaching simply as a systematic procedure or process and having students consider and discuss the influence of the social aspects of coaching such as leadership, relationships, and social environments. Content will complement students¿ studies of pedagogical processes by introducing the investigation of the interpersonal interaction.

Aim
The aim of this Module is to provide the student with a basis for the conceptual study of sports coaching and for the analysis of participation coaching practice

Learning Outcomes
By the end of this module the student should be able to :
1. Describe the constituent parts of the coaching process and demonstrate an awareness of the coaches role
2. Demonstrate knowledge of, and evaluate a range of models of the coaching process
3. Describe and appraise the criteria indicative of different types/levels of coaching
4. Comment critically on the impact of coaching practice on athlete development

Indicative Content

1. The role of the coach
Students will be asked to consider the role of the coach, what their purpose is, and what they are trying to achieve. They will consider the level of participation, demands placed on coaches by external bodies, and coaches own philosophies towards the instruction of athletes. This foundation will allow students to consider what the appropriate and suitable courses of action for coaches are, and how the coaches role and objectives may influence their interaction with the
2. The coaching process
Once students understand the coaches role they will be able begin to identify the key characteristics of the process of coaching and examine models defining coaching as a systematic process.
3. How coaches and athletes influence each other
Building upon students growing knowledge of the coaching process they will be asked to consider the social interaction between coaches and athletes; how coaches actually get athletes to do things, and whether athletes influence coaches just as much as coaches influence athletes. They will consider a variety of leadership and relationship models and discuss how these fit into the idea of coaching as a process.
4. The impact of coach-athlete interaction
Once students have a firm understanding of the theory of how coaches and athletes interact they will begin to explore some of the consequences of this. They will be asked to consider the impact on the social environment of training and performance; the cohesion of teams, individual and group efficacy, and the motivation of athletes to perform.
5. Managing the impact of coach-athlete interaction
Finally, once students have knowledge of how coaches and athletes interact and the consequences of these interactions they will be in a position to consider how this contact can be managed; how do coaches achieve desirable outcomes and limit undesirable ones? They will consider aspects of group dynamics, communication, and coach professionalism, as well as long-term development.
6. Overall
At all stages of this learning arc students will be required to engage in self-directed discussion of how taught materials relate to their own experiences of sport as coaches and athletes. They will be required to form links between theory and real life, and generate examples from their own experience and history as coaches and athletes.

Statement on Teaching, Learning and Assessment
The aim of this module it to develop essential coaching abilities and to promote the Division of Sport and Exercise Graduate Attributes that students will require in their professional graduate roles. Active participation in small group settings will be crucial for successful engagement. Students will be required to plan and lead, as groups and individuals, practical coaching sessions, and be encouraged to discuss and evaluate each others performance and experiences. These sessions will be developed by the students via self-accessed knowledge and self-directed planning. Additionally, a significant proportion of lecturer contact time will be provided in the form of small group discussions where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their coaching abilities. This focus on self-directed learning and students own experiences will encourage the development of confident, enquiring, and independent thinking in these developing coaches, allowing them to apply their knowledge to real life situations and understand and evaluate the links between the two. The portfolio will draw links between students experiences and the material being taught, allowing them to provide their own relevant examples. This promotes greater engagement, ownership, and identification with taught material. Practical reports will link to students engagement in self-directed coaching exercises, encouraging the development of self-aware and analytical coaches. Inclusion of student group led practical sessions will also encourage co-operative, socially-intelligent, individuals. Finally, the essay based assessment will create links between students practical knowledge and academic theory and empirical work, assessing their ability to digest, summarise, and appraise knowledge, and evaluate its use. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3, 4; units 1, 2, 3), determined creators (outcomes 2, 4; unit 1, 2), flexible collaborators (outcomes 3; unit 1, 2). Class time is divided between twelve 2-hour classes with a 1-hour large-group lecture and 1-hour small-group tutorials, and six 2- hour student-led practical activites. 66% of contact time will be active enquiry-based learning activities.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 10 hours
Assessment : 24 hours
Independent : 80 hours

Assessment

Portfolio 1 Weekly activities
Weighting             : 0%
Workload              : 4 hrs
Issue Week          : 18
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Ross Lorimer (R514505)

2 Report 2 1000-words
Weighting             : 30%
Workload              : 8 hrs
Issue Week          : 18
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes : 1,3,4
Assessment Tutor : Ross Lorimer (R514505)

Essay 3 2000-words
Weighting             : 70%
Workload              : 12 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Ross Lorimer (R514505)
 
 
 


Additional Assessment Information
Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- assessment

Additional Tutors :
Part-time Staff

Supportive Reading
Lyle, J. 1999. The Coaching Process. Routledge.
Jowett, S., & Lavallee, D. 2007. Social Psychology in Sport. Human Kinetics.


Specialist Resources
Access to sport environments (sport halls) and a variety of suitable sports equipment.

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL0998A
Module Title  : Work Based Learning 1

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ( )

Brief Description
The overall purpose of this module is to allow students to continue to enhance their employability by developing relevant skills and knowledge. This will be achieved by building on previous work experience and giving students the familiarity of working in their own chosen discipline. Content will focus on students evaluating their own strengths and weaknesses and indentifying a work placement that will allow them to continue to develop as sport and exercise practitioners.

Aim
The aim of this Module is to provide the student with with a structured and practical experience of their own particular area of the sports industry

Learning Outcomes
By the end of this module the student should be able to :
1. Identify and prioritise areas of own learning
2. Undertake a placement within a relevant and agreed organisation
3. Examine professional issues involved in the employee/employer relationship
4. Appreciate the need for sustained commitment to learning and adapting to a changing work environment through self reflection and assessment
5. Demonstrate the ability to operate effectively within the work place setting, using specific knowledge and skills

Indicative Content

1. The student, their discipline, their career
Students will first be required to reflect on their own subject area, the skills and knowledge they have acquired, and the direction and ultimate goals they have for their career. They will need to evaluate their own strengths and weaknesses, recognize their current level of development, and identify opportunities for potential development through an actual placement experience.
2. Work experience
Students will identify a range of placement issues such as confidentiality, health and safety, and realistic expectations. They will discuss the relevant UAD paperwork and procedures (risk assessment, disclosure etc). They will identify, plan, and organise a work placement relevant to their discipline and developmental. Students will manage their own time and plan around the individual demands of their selected courses.
3. Career development
Students will be required to effectively reflect upon their placement in regards to evaluating their expectations and actual experiences, discuss and act on how this can be incorporated into changes in their planning and action, and identify links with their future aspirations and career direction.

Statement on Teaching, Learning and Assessment
A period of work experience can significantly improve the employability of graduates, allowing students to develop additional skills and qualities that will impress recruiters. As well as allowing students to put the knowledge and skills they have gained at University into practice, a work placement allows students to continue to develop transferable skills such as teamwork, cultural awareness, leadership and communication. This allows students to continue to develop and display the Division of Sport and Exercise Graduate Attributes. Additionally discipline specific work placements provide students with the opportunity to meet potential employers or contacts and to find out what employment opportunities exist and what such work would actually involve. Through establishing a list of their own strengths and weaknesses, and developing their own learning outcomes, students can take more control of their own career, more firmly establishing the actions and directions they will need to take in their career path. Through actually application of their knowledge coupled with self-reflection through a regular logbook students will be able to draw their own links between their experiences of sport and exercise and the material they have previously been taught. Additionally, the essay based assessment will allow provide students with a suitable forum to evaluate how they have development through their work experience, the suitability of that pathway for them, and what changes in direction and actions they will need to take in future in regard to their own career. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 3, 4; unit 1), determined creators (outcomes 1, 2, 4, 5; units 1), flexible collaborators (outcomes 2, 3, 4, 5; unit 1), challenging complexity, driving change (outcome 1, 2, 4, 5; unit 1). As the majority of this module takes place outwith class time (i.e. on work placement) contact time is through placement and work-based tutors. Inquiry-based learning is approximately 80% of class based activities. Also it should be noted that the central focus of this module is 100% inquiry-based learning through a 60-hour work placement.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Assessment : 24 hours
Independent : 114 hours

Assessment

Essay 1 Reflective essay and log
Weighting             : 100%
Workload              : 24 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : ( )


 
 
 


Additional Assessment Information
Unit 1: This essay should be a reflective discussion concerning the students experience during their work placement and their personal development. It should consider students previous experience, and be based on an informal log that should be completed on a session by session basis. It should provide detailed reflective accounts that outline the process of critical reflection and the development of practice in the students chosen field.

Additional Tutors :
Part-time Staff

Supportive Reading
Eraut, M. 2002. Developing Professional Knowledge and Competence. Routledge.
Schon, D. 1987. Educating the Reflective Practitioner. Jossey-Bass.


Specialist Resources
None

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Enterprise,Team Work,Problem Solving,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism