MQM3RAS: Research and Analytical Skills for Boards

Module code: MQM3RAS

Module provider: Marketing and Reputation; Henley Business School

Credits: 0

Level: Postgraduate Masters

When you'll be taught: Full year

Module convenor: Professor Nada Kakabadse, email: n.kakabadse@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students:

Talis reading list:

Last updated: 28 May 2024

Overview

Module aims and purpose

Students will learn to critically consider and refine their board level governance challenge question. An overview of philosophical bases, methodology and methods typically found in the social sciences is shared - including qualitative and quantitative approaches to inquiry/research.  This supports awareness of the linkages between guiding theory, data, analysis, findings and interpretation along with role and impact of researcher within the research process.  Relevant practical and ethical research challenges at the board level will be considered. Students will develop core research/analytical skills and techniques to facilitate self-directed rigorous inquiry/research of a board level governance issue, dilemma and challenge.  

The module aims to develop director/board research and analytical skills for board level research. Whilst this module has zero university credits, it has significant relevance and weighting towards the qualification. 

Module learning outcomes

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

• Identify a range of different research methods and analytical skills relevant to conducting science research at board level.  
• Demonstrate a critical understanding of methodological principles  
• Evaluate the relative strengths and weaknesses of different research methods.  
• Justify how different research methods can be used to address research.  
• To clarify and apply research and analytical skills for constructing and defending a research project at board level.   
• Summarise research practices in the wider context of the philosophies of social sciences and.   

Iintegrate the ways in which your research leads to knowledge creation.  

Module content

This module provides a holistic overview of board level considerations of organisational reputation and responsibility. This includes un understanding of organisational identity, image and values and embedding these at board level. Students will benefit from appreciating reputation and responsibility in terms of risk and opportunity through the exercise of relational governance and its impact on strategic outcomes. Further benefit will be gained from considering internal and external perceptions in terms of handling public relations at board level. The module will benefit students through their adopting a holistic understanding of reputation, responsibility, and public relations.   

This module is designed to accommodate multiple delivery points.

Structure

Teaching and learning methods

Brief description of teaching and learning methods: 

The module will be taught by academic staff, reflective of their specialism. The lectures/workshop will include:  

• PowerPoint presentations  
• Interactive Q&A  
• Individual exercises  
• Problem solving opportunities.  
• Work based and active learning opportunities.  
• Group exercises combining theory and practice to support facilitated learning. 
• Use of learning technologies where appropriate.   

T&L approaches and exercises will cater to individual needs by including wide ability range questions as part of scaffolding, moving progressively towards more active learning for  confident learners. Each student will also have opportunity to contribute to their own diary as part of the learning experience.  

Participants will also gain learning applicable for directors across the private, public and third sector. 

The contact hours, as illustrated in the table below, are provided for one semester for explanatory purposes only. The actual timing will be contingent on your cohort's start date. 

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark; 
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Engagement with class activities; interactive Q&A. 

Reassessment

Additional costs