business in action module

1. CARDIFF SCHOOL OF MANAGEMENT
Business In Action
BSP5071
Level 5
MODULE HANDBOOK
Academic Session 2020

2. 2
Business In Action
Module Title
Module
Number
JACS Subject Code
and % of each subject
ASC Category
Business In Action BSP5071 N200 7
Level (3 - 8) Credits ECTS Credit Module Value % Taught in Welsh Module Type
5 20 10 2.0 0% Taught
Teaching Period Pre-requisites
Terms 1, 2 and 3 None
Assessment Methods
Assessment Type Duration/Length of
Assessment Type
Weighting of
Assessment
Approximate Date of
Submission
WRIT1 – Coursework 1200 words equivalent 20% N/A
PRES1 – Presentation 1800 words equivalent 30% N/A
WRIT2 – Coursework 3000 words equivalent 50% N/A
Aim(s)
Welcome to Business In Action. This module will provide students with the opportunity to develop a
more over view of business and the impact of, and relationship between, a range of business
disciplines on business decision making and performance.
The aims of this module is to integrate content from across the year, and provide a vehicle for
students to develop critical business skills in decision making and team working.
Learning Outcomes
At the end of this module students should be able to:
 evaluate the relationship between a range of business and management disciplines.
 demonstrate the ability to integrate business disciplines to provide effective problem solving.
 identify and apply a range of tools and techniques to solve problems or resolve issues
 work effectively as a team member
 exhibit greater self-awareness of their actions and the impact these have on others.
Learning and Teaching DeliveryMethods
Lecture 24 hours
Seminar 24 hours
Independent Study 152 hours
Total 200 hours
Indicative Content
The content for this module involves drawing upon the discipline foundations established during Level 4,
and the new material produced at Level 5. This will include marketing, finance, law, human resource,
information systems, management theory, business operations and business creativity and innovation.
Students will be encouraged to consider this material in new and combined ways, emphasising the

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integrative nature of business problem solving. This will be achieved through the use of a case study
developed by the teaching team, requiring the input of all discipline teams.
Recommended Reading and Required Reading
All students MUST have access to a copy of the course text
There is no recommended reading for this module.
Students will be expected to draw on the following key texts:
*BUSINESS IN ACTION
3rd Edition
COURTLAND L. BOVEE - JOHN V. THILL-& BARBARA E. SCHATZMAN
Needle, D. (2010) Business in Context, 5th Ed. Harlow: Cengage Learning
Blythe J (2012), Essentials of Marketing, Pearson
Marson J (2011) Business Law, 2nd Ed, OUP
Geoff Black (2009) Introduction to Accounting and Finance, 2nd Ed, FT Prentice Hall
Robbins, S.P. & Judge, T.A (2007) Organisational Behaviour, 12th Ed, Prentice-Hall.
Whitely, D. (2004), Introduction to Information Systems organizations, applications, technology, and design.
Palgrave Macmillan
Balaam, D.N. and Dillman, B., (2011), Introduction to International Political Economy, London: Pearson
Johnson, R and Clark, G. (2012) Service Operations Management: improving service
delivery. FT Prentice Hall. London.
Access to Specialist Requirements
None

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TEACHING STRATEGY
A student-centred approach will be taken throughout this module, which will
give you the maximum opportunity to reflect upon your learning. There will be
a combination of lectures and seminar activities where you will take part in
group discussions, problem-solving, and case-study analysis. A participative
approach will be taken, with the lecturer taking the role of facilitator. Lecture
notes and seminar worksheets will be made available via UMS.
Lecture and Seminar Schedule
Week: 1
Course Overview; course objectives, learning expectations & tools
Week: 2
Lecture: Developing a Business Mindset
Introduction, Nature of a business, other functions of Business
Seminar: none
Week 3
Lecture: Understanding Basic Economies
Week 4
Lecture: The Global Marketplace
Seminar: External & Internal Influences on business
Week 5
Lecture: Business Ethics and Corporate Social Responsibility
Week 6
Lecture: Forms of Ownership
1st Assessment
Week 7
Lecture: Entrepreneurship and Small-Business Ownership
Week 8
Seminar: Management Roles, Functions, and Skills
Week 9
Lecture: Organization and Teamwork
Seminar: Ethical & Social responsible Business Behaviour
Week 10

5. 5
Lecture: Production Systems Management Process in action
Lecture: Management & Change
Week 11
Lecture: Employee Motivation + H.R.
Course review
Writ 1- Coursework (Task to do for students)
Pres 1- Presentation of coursework 1
Writ 2- Coursework (Could be a case study with 2 or 3 questions)
Marking Scheme for Writ 1, Pres 1 & Writ 2
This is an example
Marking Criteria Mark
Critical discussion of the statement “Entrepreneurs are born, not
made” with reference to available literature about entrepreneurs.
20
Critical Analysis based on international business examples. 20
Considered theories related to the entrepreneur as a person, and the
underlying characteristics and skills thereof.
20
Critically provided a conclusion or answers to the statement,
along with justification thereof.
20
Structure and presentation of the Essay. 10
In text-references showing evidence of wider reading. Appropriate
range of academic references including correct use of the Harvard
referencing system.
10
Total Mark 100
MARKING CRITERIA
MARK DESCRIPTION
(%)
____________________________________________________
90 - 100 A quite exceptional and outstanding answer,
providing insights, which would not be available
publicly, and would, with some editing, be
publishable. In addition to the features of the next
section, this range is distinguished by superior
organisation economic use of language and totally
comprehensive, given the conditions of the
exercise.

6. 6
80 - 89 An answer, which demonstrates an excellent
understanding of the question and of the complexity
of the key theme involved. There is a sound basis
of relevant factual knowledge and the theoretical
perspectives involved. Most of the important issues
are dealt with and written in a detailed, specific and
systematic way. There is either some measure of
original thinking in the answer or an accurate and
comprehensive account is given in a way which
demonstrates understanding, for example by
structuring the material such that it could not have
been based just on reproduction of lecture notes
and programme material. Evidence of a critical
approach and wide reading beyond the core subject
matter.
70 - 79 As above but a slightly less consistently excellent
level. Alternatively, this range of mark may be given
for an answer, which, while not having original
insights, gives comprehensive and accurate
coverage of the theme and issues at a high level
throughout the answer, without significant
omissions or errors.
60 - 69 The answer shows evidence of ability to maintain a
personal position in original terms and shows a
command of the accepted critical positions. It is well
articulated, giving evidence of knowledge,
theoretical and practical perspectives. There is
demonstration of a clear understanding of the
question and a grasp of the complexity of the theme
involved, and there is a sound basis of relevant
factual knowledge with few significant errors.
50 - 59 The answer shows evidence of an ability to analyse,
evaluate and discuss on the basis of evidence in
relation to the assignment requirements, and an
ability to synthesise generalisations from it. There
is clear evidence of a logical structure and clear
argument. The answer demonstrates an
understanding of the theme, and there is a basis of
factual knowledge.
Failing Marks
40 - 49 The answer demonstrates an understanding of the
theme in the question, but without the
characteristics of the above section. There is some
evidence of a satisfactory level of analysis and
judgement. And, evidence of selection of
appropriate material, logical structure and clear

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arguments. The overall framework is sensible and
mostly accurate.
30 - 39 Significant errors may be present. The answer is
less well planned compared to above, or poorly
planned, with little clear train of thought or
development of argument. There is some evidence
of ability to collate information and construct
generalisations, but with limited comment on the
weighting of evidence or opinion.
<30 The answer may meander around the general area of the
question, but with very little comprehension or structure.
There is no evidence of assessment, discussion or
evaluation.