This module aims to synthesise student knowledge from previous modules by requiring learners to diagnose, develop and execute a business strategy for a simulated business and a live client brief.

Key decisions and planning will incorporate all major functional areas of a business, including Human Resources Management; Marketing; Financial Management; Operations Management & Environmental Management, as well as engaging with an entrepreneurial mindset.

Working in teams, students will critically explore the challenges and complexity of managing a modern service business in a dynamic environment.

The use of a simulated environment allows students to effectively test theory and receive direct feedback on decisions made providing experiential learning.

(LO1) Students will be able to critically evaluate company performance in various functional areas including marketing, human resources management, operations management, financial management and CSR.

(LO2) Students will be able to formulate a business strategy in a dynamic and competitive business environment.

(LO3) Students will be able to formulate strategic responses to real-time operational results from comprehensive management dashboards and market evaluations (computer simulated).

(LO4) Students will be able to formulate solutions to the challenges and complexities of managing a modern business.

(LO5) Students will be able to appraise their own performance and development goals as managers.

(S1) Flexible and adaptable

(S2) A problem solver

(S3) Numerate

(S4) Commercially aware

(S5) A team player

(S6) IT literate

(S7) Organised and able to work under pressure

(S8) An excellent verbal and written communicator

(S9) Ethically aware

(S10) Internationally aware

Teaching Method 1: Lecture
Scheduled Directed Student Hours: 16
Description: 8 x 2-hour lecture which will introduce students to concepts / contemporary issues which will be incorporated into the simulation exercise.
Attendance Recorded: Yes

Teaching Method 2: Workshop PC Lab
Scheduled directed student hours:15 hours
Description: An initial orientation session3-hour session (week 1) for the simulation will be provided for the entire cohort. These will be followed by 6 x 2-hour in lab groups. Here students will execute on plans developed in their directed learning sessions and execute the decisions required for the running of their business. Students will input operational decisions and respond to real time simulation generated feedback. These sessions will incorporate, teamwork, decision making and execution as well as managing feedback.
Attendance Recorded: Yes

Teaching Method 3: Seminar
Scheduled directed student hours: 6
Description : These seminars will facilitate the client brief and client case preparation and presentation, 3x 2 hour sessions.
Attendance Recorded: Yes

Teaching Method 4: On Campus Study
Scheduled Student Hours: 20 hours
Description: 10 x 2 hour directed study sessions where students will complete and submit preparatory work for the simulation and client brief elements of the module. Preparatory activities will be formative and prepare students for the conduct of the simulation and for written assessments.
Attendance Recorded: No

Self-Directed Learning Hours: 243
Description: Students are expected to familiarise themselves with the simulation environment, read background documentation and prepare responses to business challenges that will be incorporated into the simulation. Students will also engage with a ‘live’ business challenge which will be based on project briefs provided by industry partners. Self-directed learning hours be an opportunity for students to work in their teams, and to use this time for planning / decision making / strategizing, preparing presentations, reflecting, and implementing feedback from formative sessions.

Skills Mapping

Skill: Flexible and adaptable
How is it developed: The dynamic nature of the simulation will require student responses to the simulated environment to be both flexible and adaptable and to respond to output data from the software. Student inputs will have to be discussed and negotiated within the group setting, further enhancing these key skills.
How is it assessed (if applicable): Simulation Exercise, Strategy Evaluation, Professional Evaluation & Development Reflection

Skill: A problem solver
How is it developed: The module contains two distinct challenges which will be presented to students, one within the simulation and one ‘live’ business challenge based on an external brief. Both challenges will require students to diagnose, a nalyse and address specific problems and provide suggested solutions.
How is it assessed (if applicable): Simulation Exercise, Strategy Evaluation, Professional Evaluation & Development Reflection

Skill: Numerate
How is it developed: A significant proportion of the simulation result data is financially based, and students will have to interpret this data and use it to make decisions for the simulation
How is it assessed (if applicable): Simulation Exercise, Strategy Evaluation, Professional Evaluation & Development Reflection

Skill: Commercially aware
How is it developed: The simulation and live challenge will require students to analyse and interpret commercial information and provide/implement solutions appropriate for the chosen business.
How is it assessed (if applicable): Simulation Exercise, Strategy Evaluation, Professional Evaluation & Development Reflection

Skill: A team player
How is it developed: The simulation and li ve challenge are team based so students will be working closely with colleagues throughout the module.
How is it assessed (if applicable): Simulation Exercise, Strategy Evaluation, Professional Evaluation & Development Reflection

Skill: IT literate
How is it developed: The module involves interaction with a computer-based simulation, inputting data and performing analysis based on results output. In addition to the simulation software, students will be encouraged to make use of software for analysis and presentation tasks during the simulation.
How is it assessed: Simulation Exercise, Strategy Evaluation, Professional Evaluation & Development Reflection

Skill: Organised and able to work under pressure
How is it developed: The simulation is time bound with students required to make and input decisions to a strict series of deadlines. The live challenge will also be required to be presented to a strict deadline, all of which will require individuals and groups to work together and produce output within established timeframes.
How is it assessed: Simulation Exercise, Strategy Evaluation, Professional Evaluation & Development Reflection

Skill: An excellent verbal and written communicator
How is it developed: The team-based nature of this module coupled with the individual focus of the assessment package require students to be excellent communicators both internally (within team) and externally (to stakeholders and business challenge participants). Planning, presentation and pitching skills will all be required during the conduct of this module.
How is it assessed: Simulation Exercise, Strategy Evaluation, Professional Evaluation & Development Reflection

Skill: Ethically aware
How is it developed: Ethical decision making will be at the core of each teams thinking and will be assessed directly via ethical challenges incorporated into the simulation provision.
How is it assessed: Simulation Exerc ise, Strategy Evaluation, Professional Evaluation & Development Reflection

Skill: Internationally Aware
How is it developed: An international perspective and examples will be provided throughout this module; students will be encouraged to seek their problem solutions from a broad pallet of case studies and applications from international businesses.
How is it assessed: Simulation Exercise, Strategy Evaluation, Professional Evaluation & Development Reflection

Lecture Topic Areas:

The lecture topics may be influenced by the direction of the simulation and the challenges / issues students face based on their interactions. The content will always broadly fall under the heading of Managing Service Operations but the focus of lecture sessions from year to year will be dictated by the simulation. Certain topics such as Dynamic pricing and key performance metrics will be covered regardless but the other content has been kept more general so that the delivery can be responsive to the simulation and to provide theoretical scaffolding to issues as and when they arise in the simulation

•Managing Service Operations
•Applied Operational strategy
•Dynamic Pricing and Yield Management
•Emergent Strategy
•Key Performance Metrics (Simulation Specific)
•Performance Evaluation

Seminar Topic Areas
All the IT lab time will be dedicated to the conduct of the simulation, wi th an initial 3-hour orientation and 6 subsequent simulation sessions (upon which assessment 2 will be based). 3 seminars will be given over to the live client project with one dedicated to the presentation of pitch responses to participating clients.

Directed Learning Hours
Each directed learning session will comprise of a formative task which can be submitted for feedback. These tasks will allow students to prepare for the simulation and for their live client project. For example, the first formative task will be to outline the team strategy for the simulation. Subsequent tasks may focus more closely on relevant strategies / initiatives such as crafting a renovation / refurbishment strategy, an environmental strategy or a revenue management strategy for the simulated property. Each formative submission can also be used in addressing assessments 2 & 3 and some tasks may be included as appendices to the performance evaluation report (assessment 2) and the reflection (ass essment 3)