Introductory description

This module is only open to WBS undergraduate students, and some students taking joint degrees with WBS and another department. Students from other departments cannot take this module. To find detailed availability and to apply for this module, log in to my.wbs.ac.uk using your normal IT login details and apply via the my.wbs module application system. Once you’ve secured a place on my.wbs you should apply via your home department’s usual process, which usually takes place via eVision. Note that you do not require the module leader’s permission to study a WBS module, so please do not contact them to request it.

This introductory module focusses on the foundations, skills and debates of business and management education. During the module, we will explore a range of topics, dilemmas and frameworks that will better prepare students to progress and succeed at WBS whilst also developing the vital academic and professional skills of a Change Maker.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will cover and support students with:

Academic writing and research
Working and engaging with evidence
Critical thinking and argumentation
WBS assessment and marking criteria
Ethical and constructive use of AI
Team work

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate an ability for integrating multiple perspectives in the analysis of business issues.
• Demonstrate an ability to analytically examine a question, conduct research to validate and construct an argument, and apply critical thinking.

Indicative reading list

Bailey, S. (2017). Academic writing: A handbook for international students. Routledge.

Bailin, S., & Battersby, M. (2016). Reason in the balance : an inquiry approach to critical thinking (Second edition). Hackett Publishing Company, Inc.

Bean, J. C., & Melzer, D. (2021). Engaging ideas : the professor’s guide to integrating writing, critical thinking, and active learning in the classroom (Third edition). Jossey-Bass.

Brynjolfsson, E., & McAfee, A. (2015). The Digitization of Just About Everything. Rotman Management, 38–42.

HBR Guide to Critical Thinking (2023). Harvard Business Review Press, Boston: Massachusetts.

McCune, V. (2004). Development of first-year students' conceptions of essay writing. Higher Education, 47(3), 257-282.

Newell, S., & Marabelli, M. (2015). Strategic opportunities (and challenges) of algorithmic decision-making: A call for action on the long-term societal effects of ‘datification’. The Journal of Strategic Information Systems, 24(1), 3-14.

Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach?. Arts Education Policy Review, 109(4), 21-32.

Research element

Students will be conducting research as part of group and individual assessed work. Parts of content will also support student research skills development in collaboration with the Library team.

Interdisciplinary

The module and topics introduce students to all aspects of the business school and combine multiple interdisciplinary perspectives for students to appreciate the complexity of the discipline and practice that is management and business.

International

The module includes a range of cases and diverse perspectives that meets the diversity of the student cohort. Multiple tasks within the module are personalisable, allowing students to explore different international contexts in their assessed work.

Subject specific skills

Demonstrate an ability to work in teams, which involves self-reflection, ability to negotiate with others, and constructively deal with conflict.

Transferable skills

Demonstrate an ability to work with colleagues in a multi-cultural and diverse setting.

Demonstrate an ability to write effectively for academic and professional audiences.