FOUD01X8: Concepts Methods and Theories in Business & Economics

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• Programme Aims:
• Foundation students have 3 or 4 core components to their programme, depending on route. The CMT modules are designed to introduce students to concepts, methods and theories within the students chosen discipline, and provide a lens through which students engage with knowledge and knowledge creation in their chosen discipline. Meanwhile the Scholarship in Higher Education (SHE) modules provide the toolkit for their engagement and communication of knowledge; whereas the Advanced Scholarship in Higher Education (ASHE) modules provide an iterative experience of bringing toolkit and lens together to provide students with the opportunity to actively engage in the process of knowledge generation and communication by completing a research project within the students chosen discipline. All students, apart from Arts & Humanities, also have a maths component.
• This module contributes to the overall aims of the Foundation Programme, which are aligned to FHEQ level four descriptors. By the end of the programme, students will have demonstrated
• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study
• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments
• undertake further training and develop new skills within a structured and managed environment.
• the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
• Module Aims:
• To introduce, extend and develop a range of concepts, methods and theories relevant to a range of business and economics degree progression routes
• To introduce, extend and develop primary and secondary source materials alongside relevant critical work, which locates these sources in their discipline contexts, as well as within the wider body of academic scholarship
• To develop critical thinking by describing, analysing and evaluating relevant primary and secondary source materials
• To develop academic communication of concepts, methods and theories
• To enhance the ability to learn from their experiences, actions, and subject knowledge by developing reflective skills
• To encourage interdisciplinary and collaborative studentship
• To prepare students for the teaching and learning environment at Durham

• the introduction of a range of concepts, methods, and theories from Business and Economics
• themes through which core concepts, methods and theories are explored, which are: the wider context of business (including basic economics); setting up a business; guiding the business; supporting the workforce; satisfying the customer; and financial information and management.
• a range of qualitative and quantitative methods typically used in business and economics, literature-based and empirical, together with critical consideration of how these are applied in the context of relevant studies from business and economics disciplines.

Subject-specific Knowledge:

• By the end of the module students will have demonstrated they have knowledge of:
• 1. a range of foundational subject concepts in business and economics relevant to the wider context of a global economy, and to more specific functions and activities related to running a business
• 2. key research methods used in the study of business and economics.
• 3. a range of relevant vocabulary used in business and economics.

Subject-specific Skills:

• By the end of the module students will have demonstrated that they can:
• 1. use and effectively apply a range of foundational business and economics concepts and theories relevant to the wider context of the global economy, and to more specific functions and activities related to running a business
• 2. effectively use relevant literature-based research methods commonly found in business and economics
• 3. use a range of relevant topic-related and business and economics vocabulary with accuracy and precision.
• 4. use knowledge of quantitative and qualitative research methods in business and economics to consider and evaluate their reliability, validity, and practicality in the context(s) in which they are or may be used.

Key Skills:

• By the end of the module students will have demonstrated that they can:
• 1. communicate effectively, using appropriate academic styles, making use of language that conveys meaning and creates understanding.
• 2. cite sources of evidence and arguments used, ensuring the precise application of in-text citation, and referencing.
• 3. demonstrate emergent critical thinking.
• 4. use number accurately to evaluate the reliability and validity of methods used and/or evidence provided, where relevant.
• 5. apply reflective thinking to their experiences, actions and knowledge

• This module will be delivered using a combination of lectures and seminars on a weekly basis. Students will be taught concepts and skills then challenged to apply them in a variety of contextual tasks that are designed to lead to achieving the module outcomes.
• Lectures and Seminars: Lectures and seminars are used to provide guided access to Concepts, methods and theories. Most teaching is carried out in groups ranging between 10 30 students to allow for an interactive teaching/learning style which will encompass some lecture-style presentations by the teacher, teacher-led discussions and discussion in groups. These are supported by reference materials, such as introductory videos, module handbooks, handouts or notes posted on the VLE and are delivered by expert staff from within the DCAD team.
• Lectures and Seminars focus on developing Subject Specific Knowledge and Key Skills
• Workshops/Tutorials: Workshops and Tutorials are used to orient learning, support individual student needs, and to consolidate learning. Tutorials focus on problem-based exercises in small groups or individually.
• Workshops and Tutorials enable students to consolidate their Subject Specific Knowledge and understanding by applying Subject Specific and Key Skills to problems.
• Individual Tutorials: Individual tutorials focus on discussion and feedback between students and tutors on a one-to-one basis in a more informal environment.
• Individual Tutorials support all learning outcomes, enabling students to discuss, question and receive feedback on their progress, to enhance their own self-reflection, and to encourage them to take responsibility for their own study.
• Orientation Tasks and Self-Regulated learning: Orientation tasks support students toward Self-Regulated learning and support students to develop Subject Specific Knowledge and Skills, and Key Skills. Self-regulated learning encourages students to reflect on their own learning; identify strengths and weaknesses; and structure some of their own future learning through self-diagnostic exercises and completion of an extended project.
• Orientation tasks and Self-guided learning support all learning outcomes, enabling students to consolidate and expand on Subject Specific Knowledge gained through other learning methods, and to develop Key Skills, which are applied in the production of formative and summative assignments.
• Summative Assessment: The CMT assessments are designed to ascertain whether students have successfully engaged with foundational concepts, methods, and theories in their chosen discipline, and are able to apply these in response to assessment tasks.
• The first assessment primarily allows students to demonstrate the range and sophistication of their engagement with the modules Reference, Conceptual, and Procedural knowledge and how they apply these within the context of their discipline, with the secondary focus on effective academic communication through the medium of writing (as they are likely to experience in their subsequent years of study). The second assessment requires and encourages engagement with the real-life business environment. This assessment also includes a reflective account via a short presentation about engagement with activities and sources related to students chosen business/es throughout the year, and how they selected the topic areas included in their submitted report.
• In this module, the primary function of the General Test is to allow students to demonstrate the range and sophistication of their engagement with the modules Reference/Factual knowledge, contextually and selectively applying this knowledge in response to specific test questions, with the secondary focus on the key skills involved in academic communication under timed conditions (as they are likely to experience in their subsequent years of study). Students answer four equally weighted questions related to different topics covered in the module.
• The Assignment is an extended response to a question related to one of the topics, which demonstrates understanding of class materials, supported by relevant literature and authentic business examples. This is structured as a short essay.
• The Portfolio comprises of two elements: a report and a presentation. The report draws on critical observations made throughout the year about the students chosen business/es and relevant business activities, supported by relevant literature and reported evidence related to the business. This is structured as a report. The Presentation is an opportunity to provide a reflective account about engagement with activities and sources related to the students chosen business/es, and how they selected areas for focused analysis in their report.

A range of formative tasks are used to help students work towards module outcomes and to iteratively build competency towards each respective summative assessment; some formative assessment opportunities are specifically linked to the summative assignments: As a practice opportunity for the Assignment (a short essay), the following formative tasks are provided: extended response short essay that is submitted via Ultra, with feedback also provided via Ultra. This also provides practice for the General Test as the question format is very similar, requiring short essay responses. As skills and knowledge development for the Portfolio (report and reflective presentation), the following formative tasks are provided:a module-based written journal whose entries are monitored throughout the year (with feedback provided by the tutors), and an interim report via formative presentation. Students also have an opportunity to answer formative mock Test questions to prepare for the General Test.

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