Workplace Project: Creating Impact
| Module title | Workplace Project: Creating Impact |
|---|---|
| Module code | BEMM136DA |
| Academic year | 2025/6 |
| Credits | 30 |
| Module staff | Mr Michael Mathews (Convenor) Dr Patricia McCarroll (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | Ongoing, 14 weeks |
| Number students taking module (anticipated) | 50 |
|---|
Module description
This module is structured to support you, as a Senior Leader (SL), in critically evaluating and developing the core elements of the project lifecycle, specifically in relation to the initiatives proposed in your Strategic Business Proposal module. Given your role in leading and implementing strategic, organisation-wide projects that influence both operational outcomes and long-term strategic direction, this capstone module acts as a final integrative component of the programme.
You will be required to deliver the project outlined in your Strategic Business Proposal, with adjustments permitted only under exceptional circumstances. This will provide an opportunity to deepen your understanding of your selected subject area while addressing a specific, work-based challenge. The module encourages the practical application of concepts and frameworks covered throughout the SLA programme, allowing you to demonstrate your ability to lead complex projects with strategic insight and organisational impact.
Module aims - intentions of the module
The aim of the Workplace Project: Creating Impact module is to enable you, as a Senior Leader (SL), to design and execute a self-directed, work-based project focused on a relevant area of your professional practice or a specific workplace challenge. This module offers a valuable opportunity to apply the knowledge and skills developed throughout the taught management modules, while also building on the insights gained from your Strategic Business Proposal.
By engaging with this project, you will be able to demonstrate the practical value of your learning by addressing real organisational issues, showcasing your ability to drive meaningful impact within your workplace context.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate capability to initiate, design, execute and evaluate a complex business project which has strategic importance, supported by appropriate project methodology, identifying clear critical success factors (project objectives).
- 2. Critically review and synthesise the relevant literature on the subject area in order to underpin the project, identifying the nature of relevant evidence and associated data sources to support project objectives and planning.
- 3. Determine organisational stakeholders, their expectations and how these working relationships where constructively managed throughout the different phases of the project
- 4. Collect and analyse primary and/or secondary data with due regard for business purpose and ethical considerations
- 5. Interpret and present data clearly, appraising the implications of the project outcomes to managerial professional practice in response to strategic issues
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Critically reflect upon on own strengths, limitations, performance and feedback as a learner across the SLA programme, exploring the implications to wider managerial professional practice as a senior leader
- 7. Evaluate the use feedback to improve performance and learning; and taking responsibility for setting targets and implementing plans for personal development for self and others
- 8. Ensure workforce skills are utilised, balancing people and technical skills and encouraging continual development
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Demonstrate flexibility and willingness to challenge when making decisions and solving problems
- 10. Assess the characteristics of individual leadership behaviour and its implications for managing and leading people
Syllabus plan
While the specific content of this module may vary from year to year and project to project, the overall structure typically follows the following framework:
Two-Day Masterclass: These sessions will revisit key content from the SLA programme and establish a foundation for the collaboration among participants. The masterclass will stress the research nature of the module and therefore will refresh essential research skills, project management approaches and application of academic theory, report structuring and confident presentation skills.
Supervised Project Implementation & Report Writing: Limited academic and professional supervision will be available to ensure the scope and development of the submissions
Project Components:
Topic Selection: Selection of a project that is both relevant to individual role and significant within the wider organisational context
Project Presentation: Deliver a presentation reflecting on the student journey across the full programme and culminating in this final project. Demonstration of the ability to communicate insights effectively and meet professional standards of delivery.
Report: Deliver a comprehensive report supported by academic theory to details the stages of the project from inception to completion (or close completion), critical ly reviewing the success factors, measurable impact, and future recommendations
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 18 | 276 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 12 | 2 Masterclass days |
| Scheduled Learning and Teaching Activities | 3 | Webinars |
| Guided Independent Study | 276 | Use of online learning materials. Completion of assessments required to monitor progress. Consultation with academic staff. |
| Scheduled Learning and Teaching Activity | 3 | Discussions with project supervisor |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| 1-to-1 discussions with project supervisor | 3 x 60-minute meetings | 1-10 | Verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Assessment 1 - Recorded individual presentation demonstrating a reflective analysis of the SLA programme | 30 | 15 minutes | 6, 7, 8, 10 | Written |
| Assessment 2 - Detailed work-based project report | 70 | 5,000 words | 1-5, 9 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Assessment 1 - Recorded individual presentation demonstrating a reflective analysis of the SLA programme | In all cases the same as the original (30%) | 6, 7, 8, 10 | Programme schedule dependent |
| Assessment 2 - Detailed work-based project report | In all cases the same as the original (70%) | 1-5, 9 | Programme schedule dependent |
Re-assessment notes
All passed components of the module will be rolled forward and will not be reassessed in the event of module failure.
Defer – as first time
Refer – capped at 50%
Indicative learning resources - Basic reading
Key texts
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Cambre, B., Elliot, K., & Fierens, J., (2023). How to design and develop a business research project: demystifying academic research for business professionals. Edward Elgar Publishing Limited (ebook in library)
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Casciaro, T., Edmondson, A.C., & Jang, S. (2019). Cross-silo leadership: How to create more value by connecting experts from outside and inside the organisation. Harvard Business Review, 97(3), 130–139.
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Collis, J., (2021). Business Research: a practical guide for students, 5th Edition. Red Globe Press (eBook in library)
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Easterby-Smith, M. (2021). Management and business research. Sage (eBook in library)
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Gino, F. (2019). Cracking the code of sustained collaboration. Harvard Business Review, 97(6), 72–81.
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Hargreaves, J., & Page, L. (2013). Reflective practice. Polity Press.
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Northouse, P. (2018) Leadership theory and practice 8th edition. Sage
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O'Leary, Z., & Hunt, J. S. (2016). Gathering Primary Data. In Workplace Research: Conducting Small-Scale Research in Organizations (pp. 139–184). SAGE Publications Ltd. https://doi.org/10.4135/9781473983656.n6
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Planellas, M., & Muni, A. (2020). Strategic Decisions: The 30 Most Useful Models. Cambridge University Press.
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Saunders, M., Lewis, P. & Thornhill, A. (2009). Doing Research in Business & Management: An Essential Guide to Planning Your Project.
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Saunders, M., Lewis, P. and Thornhill, A. (2016) Research methods for business students, 7th Edn. Prentice Hall, London (eBook in library)
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Schon, D. A. (1984). The reflective practitioner: How professionals think in action. Basic Books.
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Sharma, A., (2024). Project Management. Toronto Academic Press (eBook in library)
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Tidd, J. & Bessant, J. (2020) Managing innovation: integrating technological, market and organizational change - Wiley
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Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311–325. https://doi.org/10.1080/14623943.2012.657795 (https://doi.org/10.1080/14623943.2012.657795
Indicative learning resources - Web based and electronic resources
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ELE
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CMI link - Management Direct
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 07/11/2022 |
| Last revision date | 15/04/2025 |
