APPENDIX 1: MODULE SPECIFICATION

Module Specification
Module Title: Module Code: HR7004 Module Leader:
Mental Wealth 4: Mental
Wealth and Applied Level: 7
Research
Credit: 30

Pre-requisite: None Pre-cursor: None

Co-requisite: None Excluded combinations: Suitable for incoming study

None abroad? NO
Location of delivery: Online Delivery by Unicaf

Summary of module for applicants:

This module provides the opportunity for you to demonstrate the ability to diagnose and
investigate a live, complex business issue from a variety of perspectives, to locate the work
within the body of contemporary knowledge, to collect and analyse data, to derive
supportable conclusions and to make practical and actionable recommendations for change,
improvement or enhancement of current practice.

Main topics of study:

• Identify a suitable topic for applied research project. Potential sources might include
critical incidents, significant external or internal influence, change management
initiatives, risk assessment, internal or external diagnostic, and a chronic or acute
problem.
• Plan and design a project that has strategic relevance and the potential to add value
to the organisation.
• Knowledge of literature and contemporary professional practice; information search
and retrieval; analysing sources of data; writing a critical literature review; academic
referencing.
• Research methods: understanding different methods of primary and secondary data
collection (for example interviews, questionnaires, focus groups, participant
observation), the strengths and weaknesses of each and the circumstances in which
they might be used; ethical considerations.
• Data analysis & Digital Proficiency: the use and value of different analytical tools and
online platforms for interpreting data and information; systematic data analysis;
identification and explanation of emerging patterns and how to deal with conflicting
evidence; effective interpretation and presentation of data/information.
• Developing and presenting a report: the importance of clear aims, objectives and
appropriate terms of reference; awareness of time management and project
development; potential barriers and how they might be overcome; the structure and
content of a management report; principal techniques of communication and
persuasion appropriate to a business report; presentation skills.
• Develop the skills of critical and professional reflection that considers individual
emotional and social intelligence for career development, employability, and
effective and adaptive leadership.

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 • Enhance cultural intelligence to develop more effective decision making, intercultural
negotiation, global and cross-cultural leadership.
• On successful completion of this module you will have demonstrated your ability to
locate your research within a body of contemporary professional knowledge, and
propose how you will collect and analyse data, to derive supportable conclusions and
to make practical recommendations for change or improvements to current practice.

This module will be able to demonstrate at least one of the following examples/ exposures

Live, applied project ☒

Company/engagement visits ☐
Company/industry sector endorsement/badging/sponsorship/award ☐

Learning Outcomes for the module

Where a LO meets one of the UEL core competencies, please put a code next to the LO that
links to the competence.

• Digital Proficiency - Code = (DP)

• Industry Connections - Code = (IC)
• Emotional Intelligence Development - Code = (EID)
• Social Intelligence Development - Code = (SID)
• Physical Intelligence Development - Code = (PID)
• Cultural Intelligence Development - Code = (CID)
• Community Connections - Code = (CC)
• UEL Give-Back - Code = (UGB)
• Cognitive Intelligence – Code = (COI)

At the end of this module, students will be able to:

Knowledge
1. identify and justify a business issue that is of strategic relevance to the organization
and to pose and solve organizational problems (IC) (CC)
2. effectively understand connected digital social and economic space relevant to your
professional discipline (IC) (DP) (SID) (CC)

Thinking skills
3. compare and contrast the relative merits of different research methods and their
relevance to different situations. (IC)
4. complete Expertise route to Digital Skills Planner (DP) (SID)
5. develop the ability to identify, assess, and regulate one’s own emotions and moods;
to discriminate among them and to use this information to guide one’s thinking and
actions and where one has to make consequential decisions for oneself. (EID) (SID)

Subject-based practical skills

6. critically analyse and discuss existing literature, contemporary professional policy and
practice relevant to your subject discipline (IC)
7. use ICT effectively; to understand the implications of the proliferation of technology
and access to information; and to develop competencies to realise opportunities in
the connected digital, social and economic space within your subject discipline (DP)

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Skills for life and work (general skills)
8. develop the interpersonal ability to identify & understand the underlying emotions of
individuals and groups, enhancing communication efficacy, empathy, resilience and
influence. (EID) (SID)
9. develop the ability to perceive and optimize physiological activity and responses to
influence emotion and solve problems that could otherwise affect behaviour. (EID)
(SID)
10. develop capacity for self-discipline, managing stress and physical resilience (EID) (SID)
(UGB)
Teaching/ learning methods/strategies used to enable the achievement of learning
outcomes:
For distance learning students: Materials prepared by your tutors are provided through our
Virtual Learning Environment, this includes:
• Discussion forums
• Directed reading and reflection
• Collaborative and research activities
• Formative written assessment tasks
Self-directed activities include:
• Assignment preparation
• Background reading
• On-line activities
• Group work on formative assessments
• Portfolio
• Diary preparation
• Directed reading
• Self-formed study groups
• Discussion with other students online
Some examples of types of activities are those which require you to:
• Apply concepts or frameworks to your own situations
• Apply concepts in solving problems or evaluating scenarios
• Reflect on or analyse topics
• Carry out further research related to topics of study
Feedback will be provided for all activities. This may take the form of:
• Identifying a right or wrong answer
• Enabling you to compare your responses with the responses from other students
• Giving examples, alerting you to key points
Self-assessment questions enable you to check your progress – by comparing your answers
with sample answers; you can assess for yourself how well you met the learning outcomes
for a particular section of the study material.

Assessment methods which enable students to Weighting: Learning

demonstrate the learning outcomes for the module; Outcomes
please define as necessary: demonstrated:

Individual Applied Report (6000 words) 100% 1-10

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Reading and resources for the module:

Core
Bell, E., Bryman, M. and Harley, B. (2018) Business research methods. UK: Oxford University
Press.
Serrat, O. (2017) Understanding and developing emotional intelligence. Singapore: Springer,

Recommended

Birkinshaw, J. and Manketow, J. (2018) Mind tools for managers. 100 ways to be a better
boss,.USA: Wiley.

Browne, M.N. and Keely, S.M. (2003, 7e) Asking the right questions: a guide to critical
thinking. Harlow: Prentice Hall.

Bryman, A. and Bell, E. (2011) Business research methods. UK: Oxford University Press.

Buber, R., Gadner, J. and Richards, L. (2003) Applying qualitative methods to marketing
management. Basingstoke: Palgrave Macmillan.

Creswell J.W. and Creswell J.D. (2018) Research design: qualitative, quantitative and mixed
methods approaches. London: Sage Publications

Creswell, J.W. (2008). Research design: Qualitative, quantitative, and mixed methods
approaches. London, Sage Publications Ltd.

Easterby-Smith, M., Thorpe, R. and Jackson, P. (2008). Management research: Theory and
practice. London, Sage Publications Ltd.

Epstein, C.R., Pawar, A. and Simon, S.C. (2015) Emergency management and social
intelligence. USA: CRC Press.

Field, A. (2005) Discovering statistics using SPSS. 2nd edn. London: Sage Publications.

Golman, D. (1998) Working with emotional intelligence, USA: Bloomsbury.

Golman, D. (2002) Social intelligence: the new science of human relationships, USA: Arrow
Book, Random House.
Hammersley, M. and Atkinson P. (1995) Ethnography: Principles in practice. 2nd edn. London:
Routledge.

Inglehart, R. (2018) Cultural evolution: people’s motivations are changing, and reshaping the
world. UK: Cambridge University Press

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Karlsson, C. (2008) Researching operations management. London: Routledge.

Mason, J. (2002) Qualitative researching 2nd edn. London: Sage Publications Ltd.

Oppenheim, A.N. (2000) Questionnaire design. London: Continuum International Publishing

Group Ltd.

Ridley, D. (2012) The literature review: A step-by-step guide for students. London: Sage

Ryan, B., Scapens, R.W. and Theobald, M. (2002, 2e). Research Methods and Methodology in
Finance and Accounting. London: Thompson.

Saunders, M.N.K., Lewis, P. and Thornhill, A. (2015). Research methods for business students,
Harlow: FT Prentice Hall.

Silverman, D. (2000) Doing qualitative research: A practical handbook. London: Sage

Publications.

Silverman, D. (2001). Interpreting qualitative data: Methods for analysing talk,text and
interaction. London: Sage Publications.

Thompson, D. (2019), The human factor in project management, USA: Taylor & Francis.

Yin, R.K. (2013). Case study research: design and methods. London: Sage Publications Ltd.

Provide evidence of how this module will be able to demonstrate at least one of the
following examples/ exposures

In this module students undertake an applied project and demonstrate behaviours for
business consultancy.

Indicative Activity
learning
1. Student/tutor Activity and hours (Online tutorials, project supervision, work based
interaction: learning (not placements), formative assessment).

2. Student Activity (e.g. assignment preparation/ background reading/ on-line

learning time: activities/group work/portfolio/diary preparation, etc):

For distance learning students, the module will be taught through the
use of study materials developed specifically for distance learning.
Students will have access to dedicated support staff and academic tutors
as well as an Online Student Community throughout their studies.

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 Preparation for and undertaking assessments are included in the
teaching and learning time. Because of the direction and support in the
study guide, student/ tutor interaction time should be minimal.
However, dedicated support staff and academic tutors will be available
through the Online Student Community and will address all queries in
line with our student charter for distance learning.
Formative assessment may take place in a variety of ways such as
practice quizzes, group discussions, presentations, group work, and
practical exercises. The inclusion of formative assessment activities in
modules aims at providing students with opportunities to practise skills
they acquired in a specific period of time in the course of a module,
reflect upon their own progress and work, share knowledge, ideas and
thoughts with their peers and tutors, as well as test new knowledge,
without focusing on or worrying about grades.
What is equally important is that this type of activities also provide
tutors with comprehensive evidence of student engagement,
participation and learning. This is crucial in tutors’ endeavour to render
each module an environment that fosters meaningful learning and
personal development rather than one in which students focus solely on
their performance with summative assessment.
Students are thus strongly encouraged to log in to the Virtual Learning
Environment (VLE) at least two separate days each week and take
advantage of every opportunity to participate in all formative activities,
which simultaneously enhance their learning experience and help them
achieve learning outcomes. They are expected to contribute to the
building of an online learning community that will enable all to create
an active learning environment. In this joint endeavour, it is important
that learning is recognised as a social act. In this light, students are
expected to participate in all discussion forums, posting their own
comments as well as responding to those made by their peers and
tutors. As communication is online, it is essential to bear in mind that
netiquette is required to avoid misinterpretations and ensure that
online rapport is maintained. Finally, students must complete formative
tasks in a timely manner and submit them within the designated period
of time.

For office use only. (Not required for Programme Handbook)

Assessment Pattern for Unistats KIS (Key Information Sets) Weighting:

Coursework (written assignment, dissertation, portfolio, project output)
Practical Exam (oral assessment, presentation, practical skills assessment)
Written Exam

HECoS Code:
UEL Department: