SG7003 BUSINESS SIMULATION WITH PROFESSIONAL DEVELOPMENT

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ROYAL DOCKS SCHOOL OF BUSINESS AND LAW
BUSINESS SIMULATION WITH PROFESSIONAL DEVELOPMENT
SG7003
Level 7
Term 2
Academic Year 2019/20
Module Leader: Dr Slawomir Raszewski
Email: s.raszewski@uel.ac.uk
Tel: 020 8223 6623
Room Number: DL 4.01a
SG7003: BUSINESS SIMULATION WITH PROFESSIONAL DEVELOPMENT
MODULE GUIDE
Term 2, 2019/20
Lecturer (weeks 1-6)Dr Ali Naghieh (weeks 1-6) a.naghieh@uel.ac.uk DL 4.01a Student Hours: tbc
Lecturer (weeks 7-12)Dr Slawomir (Sam) Raszewski s.raszewski@uel.ac.uk DL 4.01a Student Hours: Mondays 2-4pm (Docklands) Thursdays 12-1pm (USS)
Seminar TutorsDr Nor H Abd Hamid n.abd.hamid@uel.ac.uk Dr June Terry j.terry@uel.ac.uk Dr Harinder Dhesi h.dhesi@uel.ac.uk Dr Mario Cuevas Heriquez m.cuevasheriquez@uel.ac.uk Dr Akinseye Aluko a.aluko@uel.ac.uk
The Module Leader/Other Tutors and Contact Details were correct at point of publication. You will be notified of any changes.Please note teaching staff is often away from office. The most reliable method of contact is by email.
Please note that any academic questions should be addressed to your seminar tutor/lecturer in the first place. Administrative questions should be addressed to the module leader.
Timetabled Teaching
Please note that the below listed timetable is for all lecture and seminar groups and are accurate at the time of release. Students should only attend those lecture and seminars as scheduled in their timetables. Individual timetables can be found on CELCAT at https://ueltt.uel.ac.uk/ Please login using your UEL credentials to download the timetabled lecture/seminar that applies to you.
Days
Activity
Time
Room
Activity Leader
Tuesdays
Lecture
9-11am
EB.2.43
Ali Naghieh/Sam Raszewski
Tuesdays
Seminar 1
1-4pm
EB.3.11
Nor H Abd Hamid
Tuesdays
Seminar 2
1-4pm
EB.1.41
Harinder Dhesi
Tuesdays
Seminar 3
4-7pm
WB.3.02
Nor H Abd Hamid
Tuesdays
Seminar 4
4-7pm
WB.3.01
Harinder Dhesi
Wednesdays
Lecture
9-11am
MLT
Ali Naghieh/Sam Raszewski
Wednesdays
Seminar 5
11-2pm
SD.1.08
Mario Cuevas Heriquez
Wednesdays
Seminar 6
11-2pm
EB.2.43
June Terry
Wednesdays
Seminar 7
2.30-5.30pm
EB.1.07
Akinseye Aluko
Wednesdays
Seminar 8
2.30-5.30pm
WB.2.05
June Terry
How to access your timetable
To access your personal timetable log into the intranet and click on the timetable box and save to your favourite browser, or use the intranet link (UEL ID required to login)
https://uelac.sharepoint.com/students/Pages/Timetable-and-Attendance.aspx
All room numbers on our campuses follow the same pattern – the initial of the building, followed by the floor number and finally the room number e.g. DL.4.01 is room 1 on the 4th floor of the Docklands Library building. Campus maps can be found on https://www.uel.ac.uk/About/Finding-us
Initials
Building name
Campus
EB
East Building
Docklands
MLT
Mail Lecture Theatre
Docklands
SD
Sports Dock
Docklands
WB
West Building
Docklands
TABLE OF CONTENTS
Introduction to the Module
Welcome to Business Simulation and Professional Development module!
This module guide provides you, as a student, with the information that you need in order to successfully complete this module and lay a solid foundation for further studies and/or enhancing your employability after graduation. It is important that you engage with this handbook and complete all the requirements of the module to ensure that you receive the necessary credit.
The aim of this module is for students to develop, maintain and evaluate a successful organisation through advanced analysis and synthesis of data in a simulated ‘live’ business context. As part of the module students will focus on the process of business and professional development. They will demonstrate the ability to critically evaluate business success, make recommendations for improvement and manage their own career development.
The module is designed to embed theoretical perspectives through participation in a business simulation over several financial years. Students will manage the business in a virtual environment – by Edumundo, a management simulation developer and provider – by analysing their process whilst using, and reflecting on, theories and frameworks they have studied.
Teaching methods
Teaching on this module is comprised of weekly lectures and seminars in which foundations of business and professional development theory will be covered. Yet, it is the ‘live’ context of the module that will provide you and your peers – working in groups – to apply the theoretical contexts through the participation in the business simulation. Provided by our educational partner, Edumundo, the business simulation. The teaching runs over 12 weeks and is comprised of face to face lectures & seminars and the groupwork-based business simulation running alongside.
Your classes
Attending your face to face classes is critical as it is your opportunity to ensure you understand the materials that were delivered by alternative modes. Apart from needing to meet our attendance requirement of 75% of your classes, each week the content relates to a different stage you are going to need to undertake yourself. You will benefit the most if have completed the preparatory activities so that your understanding of the techniques you are learning can be checked. That way you will have the confidence of knowing you are on the right track for your assessment.
Moodle
Moodle is our primary way of delivering your teaching materials, the material is organised in a way that facilitates easy access to relevant materials. Please follow the module updates on Moodle regularly and, if in doubt, please contact your seminar tutor.
Module Aims
The aim of this module is for students to develop, maintain and evaluate a successful organisation through advanced analysis and synthesis of data in a simulated ‘live’ context. Students will focus on the process of business and professional development. They will demonstrate the ability to critically evaluate business success, make recommendations for improvement and manage their own career development.
The module is designed to embed theoretical perspectives through participation in a business simulation over several financial years. Students will manage the business in a virtual environment analysing their process whilst using, and reflecting on, theories and frameworks they have studied.
Edumundo Business Simulation
The business simulation provided by Edumundo is the integral part of the module. Completion of the simulation will allow you to prepare and submit your final assessment. It is not possible to pass the module’s assessment without active engagement in groupwork (team) activities which start in week 2 (please note: in week 1 the business simulation will be introduced by Edumundo and groups will be formed to start weekly business simulation rounds from week 2 onwards. It is, therefore, critical to attend both your lectures and seminars from week 1 onwards to ensure you have not missed anything).
Details:
Teams (consisting of 5 students) run a business competing against other companies (max 12 companies in one cohort)
Each weekly round covers one business year. There are up to 10 rounds (= 10 weeks)
Each business simulation starts in Europe
Options exist to expand internationally at each weekly round
Background information to industry/markets provided in simulation and students will be briefed in the first week of teaching by an Edumundo representative
For a brief online introduction please see: https://www.youtube.com/watch?v=lzmwEhJVAfI
Topics covered
International business including Marketing, Strategy, HR, Accounting, Operations, Corporate Social Responsibilities, Culture, New product development
Specific theories
Countries culture dynamics based on Hofstede cultural dimensions
Ansoff’s strategy growth choices
Competitive strategy – Porter’s Five Forces
Long-term goals – finance (highest annual profit, overall reserve, annual sales, global annual turnover, turnover in/outside Europe).
Performance
Points based on achieving:
Strategic goal
Annual targets (KPIs etc). NB Most targets require investments
Making a loss and negative equity is a penalty (75% pts)
Please note that Module Tutor can see score each year (round). The score needs to be recorded as it is lost each round.
Module Learning Outcomes
Knowledge
1. Explain the theory and practice of businesses
2. Describe a range of current problems and changes that organizations face in being successful
Thinking skills
3. Critically evaluate research and theory to support decision-making and explain progress
4. Analyse complex issues, make reasoned judgments with incomplete data, and communicate conclusions clearly to specialist and non-specialist audiences
Subject-based practical skills
5. Students will discuss good practice for organization success
6. Undertake a critical audit of skills and capabilities for a professional career and identify areas required for improvement
Skills for life and work (general skills)
7. Developing and communicating critical evaluations of organization progress
8. Working effectively in teams
Reading and Resources’ List
Recommended
Accounting and Finance
Atrill, P. and McLaney, E. (2014) Accounting and finance for non-specialists, 9th Edition, Harlow: Prentice Hall.
Brealey, R.A., Myers, S.C. and Allen, F. (2014). Principles of Corporate Finance. Global Edition, 11th edn. New York: McGraw-Hill/Irwin.
Corporate Social Responsibility
Carroll, A.B., 2009, A History of Corporate Social Responsibility, in Cran et al. (eds), The Oxford Handbook of Corporate Social Responsibility, Oxford University Press.
Human Resources
Adams, J. (2007) Managing People in Organizations: Contemporary Theory and Practice, Basingstoke: Palgrave
Rees, G. & French, R. (eds.) (2012) Leading, Managing and Developing People, London: CIPD
Operations and Supply
Slack, N., Brandon-Jones, A., Johnston, R. and Betts, A., 2015, Operations and Process Management, 4th edn. Harlow: Pearson.
Marketing
Kotler, P. and Armstrong, G. (2015) Principles of Marketing. Pearson, 16th ed.
Strategy
Grant, R. M. & Jordan, J. J., 2015. Foundations of strategy, 2nd Ed, Chichester, John Wiley & Sons
Research and business methods
Crowther, D. and Lancaster, G., 2008, Research Methods: A Concise Introduction to Research in Management and Business Consultancy. Routledge, 2nd ed.
Sahlman, W. A., 2008, How to Write a Great Business Plan. Harvard Business School Press

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Indicative Teaching Schedule
Week
Topic
Delivered by
1
Introduction to the Business Simulation
Edumundo
2
Strategy in a Global Context
UEL staff
3
Leadership and Human Resource Management
UEL staff
4
Negotiation and Conflict Management
UEL staff
5
Consultancy Skills, Reflective Practice and Professional Development
UEL staff
6
Culture and Corporate Social Responsibility
UEL staff
7
Operations and Supply Chain
UEL staff
8
Marketing
UEL staff
9
Assessment Clinic
UEL staff
10
Finance and Accounting
UEL staff
11
Innovation and New Product Development
UEL staff
12
Revision Lecture
UEL staff
Please note the above teaching schedule is correct at the time of release.
Assessment
The individual reflective essay is based on both the theory and the practice of the ‘live’ groupwork business simulation. Therefore, students must be actively engaged in the weekly groupwork business simulation prior to submitting his/her individual report. Each week the group you are part of will take position in the business simulation actively shaping the strategy, vision, targets, growth as well as long-term goals of the simulation business.
There are two key milestones of the groupwork business simulation: (1) Group Business Plan; (2) Group presentation of the Business Plan
Guidelines for the Milestone 1 – the Group Business Plan
A business plan is a clear summary of your intended strategy covering targets, long-term goals and practices to achieve them. This should be short – use bullet points, diagrams and tables. Your plan should inform how you act in the business simulation and provide points for reflection in developing your company and for your assessments. You need to publish your plan on your group Moodle site by EOB 7 February 2020 (end of week 3), updating it when you make changes. The aim is to organise your plan under the following aspects.  
Competitive strategy 
Describe your general strategy for your company. This sets out how you plan to accomplish your vision over the business simulation.  
Reading: 
Mintzberg, H. 1987. The strategy concept 1: Five p’s for strategy. California Management Review, 30. 
Porter, M.E. (1985). Competitive advantage: Creating and sustaining superior performance, Free Press. 
SWOT 
Include your analysis of your own company. This may change over time as you progress or change your targets. Take care to consider both internal environment (strengths/weaknesses) and external environment (opportunities/ threats) and whether something can contribute to both e.g. a strength and a weakeness. 
Reading: 
Hill, T. and R. Westbrook, (1997) SWOT Analysis: It’s Time for a Product Recall, Long Range Planning, 30,  46–52; 
Venzin, M., (2015). SWOT Analysis: Such a Waste of Time?, http://ideas.sdabocconi.it/strategy/archives/3405 
Vision 
Your vision covers what your company is about and how it plans to achieve it. Objectives should align to the overall company direction. Your responses to your performance and change in the game should uphold the values and vision of your company. 
Reading: 
Campbell, A. & Yeung, S. (1991). Creating a sense of mission. Long Range Panning, 24, 4, 10-20. 
Collins, J. C., & Porras, J. I. (1996). Building your company’s vision. Harvard Business Review. 74(5): 65-77.  
Targets 
Set out the targets you aim to achieve each round and include a summary of your expected overall performance. Targets should link to your balanced scorecard. You can use all the data from the simulation that are useful to the success of your organisation (e.g. employee performance, R&D, social responsibility etc.). This will depend on what your organisation is trying to achieve and how each is important for its success. 
It is important that your targets are aligned to your overall business strategy and that they are suitable to measure your steps towards your goals. 
Reading: 
Kaplan, R.S., & Norton, D. R. (2005). The balanced scorecard: measures that drive performance. Harvard Business Review, 83(7/8), 172-180. 
Long-term goals 
Record your long-term goals to set out what success is for your company. This should set the overall direction for your company and give you clear ideas about how to align decisions to your strategy and fit your strategy to the external environment. 
Reading 
Mintzberg, H. & Waters, J. A. 1985. Of strategies, deliberate and emergent. Strategic Management Journal, 6, 257-272. 
Porter, M. E. (1996). What is strategy? Harvard Business Review, 74(6): 61-78) 
Growth 
Record your approach to growth by using a corporate planning approach covering product development and market choice (Ansoff Matrix). This should be developed from understanding which aspects of your business you want to grow? Why? How? 
Reading 
Ansoff, H. I., 1957, Strategies for Diversification, Harvard Business Review, 113–124. 
Supporting analysis 
Record all the information that you collect from the simulation and any real life phone companies to support your decisions each week. This should cover: 
Market choice and customer segment 
Competition strategy – how you will compete, with who (and on what) 
HR strategy 
Marketing direction 
Logistics choices (capacity, suppliers etc) 
Key trends in the industry and how attractive it is 
Your internal capabilities that help you to achieve your strategy 
Your financial plan 
Reading 
Barney, J. (1991). Firm resources and sustained competitive advantage. Journal of Management, 17(1): 99-120 
Porter, M.E. (2008). The five competitive forces that shape strategy. Harvard Business Review, 86 (1): 78-93 
See Reading list for further subject specific topics 
NOTE 
A strategy should reflect your intended course of action at a point in time. If results, decisions or performance raise questions about your strategy it is important to reflect on what needs to change and making changes based on your understanding. This is important to record as you will discuss your progress and development in your assessment. 
Individual Essay (100%)
Summary
Word count: 6000 words
Weighting: 100%
Due date (term 2): 4 May 2020 by 3pm (1500hrs)
For details please refer to the Assessment Guide available under the ‘Assessment Guide’ on the module’s Moodle page.
APPENDIX A: Module Specification
Knowledge
1. Explain the theory and practice of businesses
2. Describe a range of current problems and changes that organizations face in being successful
Thinking skills
3. Critically evaluate research and theory to support decision-making and explain progress
4. Analyse complex issues, make reasoned judgments with incomplete data, and communicate conclusions clearly to specialist and non-specialist audiences
Subject-based practical skills
5. Students will discuss good practice for organization success
6. Undertake a critical audit of skills and capabilities for a professional career and identify areas required for improvement
Skills for life and work (general skills)
7. Developing and communicating critical evaluations of organization progress
8. Working effectively in teams
The module specification for SG7003 is:
Module Specification
Module Title: Business simulation with professional development
Module Code: SG7003 Level: 7 Credit: 30 ECTS credit: 15
Module Leader:
Pre-requisite: None
Pre-cursor: None
Co-requisite: None
Excluded combinations: None
Location of delivery: UEL On-campus
Summary of module for applicants: The aim of this module is for students to develop, maintain and evaluate a successful organisation through advanced analysis and synthesis of data in a simulated ‘live’ context. Students will focus on the process of business and professional development. They will demonstrate the ability to critically evaluate business success, make recommendations for improvement and manage their own career development.
The module is designed to embed theoretical perspectives through participation in a business simulation over a number of financial years. Students will manage the business in a virtual environment analysing their process whilst using, and reflecting on, theories and frameworks they have studied.
Main topics of study: In this module, students will apply their understanding of business theory and practice to participate in a simulation as part of the senior management team of a virtual organisation.
Topics include International business Strategy Human Resources Marketing Finance Operations and logistics Career management and skills for success Consultancy skills The nature of business reports and plans. Reflective practice and career development Negotiation & conflict management skills Presenting with impact & personal Branding
This module will be able to demonstrate at least one of the following examples/ exposures (please tick one or more of the appropriate boxes, evidence will need to be provided later in this document)Live, applied project☒ Company/engagement visits ☐ Company/industry sector endorsement/badging/sponsorship/award ☐
Learning Outcomes for the module Please use the appropriate headings to group the Learning Outcomes. While it is expected that a module will have LOs covering a range of knowledge and skills, it is not necessary that all four headings are covered in every module. ease delete any headings that are not relevant. You should number the LOs sequentially to enable mapping of assessment tasks.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 Explain the theory and practice of businesses (COI, CID, SID) Describe a range of current problems and changes that organizations face in being successful (COI, CID, IC, SID).Thinking skills Critically evaluate research and theory to support decision-making and explain progress (COI, CID, SID). Analyse complex issues, make reasoned judgments with incomplete data, and communicate conclusions clearly to specialist and non-specialist audiences (COI).Subject-based practical skills Students will discuss good practice for organization success (COI, CID, SID). Undertake a critical audit of skills and capabilities for a professional career and identify areas required for improvement (COI, CID, EID).Skills for life and work (general skills) Developing and communicating critical evaluations of organization progress (CID, EID, SID) Working effectively in teams (COI, CID, EID, SID)
Teaching/ learning methods/strategies used to enable the achievement of learning outcomes: For on campus students: Lectures and seminars Group work and shared learning Self-directed study/continuous development Use of VLE, including quizzes, self-tests
Assessment methods which enable students to demonstrate the learning outcomes for the module; please define as necessary:
Coursework (up to 6,000 words)
Weighting:100%
Learning Outcomes demonstrated:All
Reading and resources for the module: These must be up to date and presented in correct Harvard format unless a Professional Body specifically requires a different formatRecommended Accounting and Finance Atrill, P. and McLaney, E. (2014) Accounting and finance for non-specialists, 9th Edition, Harlow: Prentice Hall. Brealey, R.A., Myers, S.C. and Allen, F. (2014). Principles of Corporate Finance. Global Edition, 11th edn. New York: McGraw-Hill/Irwin.Corporate Social Responsibility Carroll, A.B., 2009, A History of Corporate Social Responsibility, in Cran et al. (eds), The Oxford Handbook of Corporate Social Responsibility, Oxford University Press.Human Resources Adams, J. (2007) Managing People in Organizations: Contemporary Theory and Practice, Basingstoke: Palgrave Rees, G. & French, R. (eds.) (2012) Leading, Managing and Developing People, London: CIPDOperations and Supply Slack, N., Brandon-Jones, A., Johnston, R. and Betts, A., 2015, Operations and Process Management, 4th edn. Harlow: Pearson.Marketing Kotler, P. and Armstrong, G. (2015) Principles of Marketing. Pearson, 16th ed.Strategy Grant, R. M. & Jordan, J. J., 2015. Foundations of strategy, 2nd Ed, Chichester, John Wiley & SonsResearch and business methods Crowther, D. and Lancaster, G., 2008, Research Methods: A Concise Introduction to Research in Management and Business Consultancy. Routledge, 2nd ed. Sahlman, W. A., 2008, How to Write a Great Business Plan. Harvard Business School Press.
Provide evidence of how this module will be able to demonstrate at least one of the following examples/ exposuresLive, applied project As part of one of the assessments students will work on a simulated live project. They will develop their understanding of the simulated live project through lectures, case material and guest lectures where possible and present their analysis and recommendations in their assessed work.Company/engagement visitsCompany/industry sector endorsement/badging/sponsorship/award
Indicative learning and teaching time (10 hrs per credit):
Activity
1. Student/tutor interaction:54
Activity and hours (Defined as lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in studio/workshop, fieldwork, external visits, formative assessment, work based learning (not placements)).
2. Student learning time:
246
Activity (e.g. seminar reading and preparation/assignment preparation/ background reading/ on-line activities/group work/portfolio/diary preparation, unsupervised studio work etc):
Total hours (1 and 2): 300

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APPENDIX B: assessment Feedback
FEEDBACK – This aims to answer a few questions you may have about feedback.
What is FEEDBACK?
Why is FEEDBACK important to students?
What forms does FEEDBACK come in?
The FEEDBACK Loop
1. What is FEEDBACK?
Feedback is crucial for your learning and it is an important part of the academic cycle. It tells you what the strengths are of your work, what its weaknesses are and how it can be improved.
2. Why is FEEDBACK important to students?
Its purpose is to help you: understand how questions, essays or problems should be answered. This will help you produce better work for the future.
It might suggest alternative sources of assistance such as support available from the Centre for Student Success in order to help you produce work which is better expressed or structured. It may also signpost you to online resources which provide assistance in this area.
It might tell you that you need to change the content of your work e.g. in law you do not provide sufficient cases or analysis. In all disciplines within the School you might be told that you need to reference correctly, use more source materials or ensure that you answer the question set.
If you pay attention to feedback, particularly where the same comment is made in several modules you can use the information to improve.
4. THE FEEDBACK LOOP
Feedback Feed forward
Instead of thinking about FEEDBACK as the end of a process, think of it as the start of another one.
3. What forms does FEEDBACK come in?
When a tutor comments on your answers in seminars/lectures/workshops
General comment on assesment performance in lectures and seminars
General comment on questions prepared for seminars
When another student makes comments on your presentation
When you produce practice questions for a tutor who gives comments
When you receive written comments on your work submitted either as coursework or exam
When you look at general feedback on module performance on UEL Direct.
When you see your Academic Adviser with all your assessment feedback for general advice. You should always do this after each assessment period.

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