This module aims to:

Provide students with an opportunity to undertake independent, practice-based research in a rigorous and systematic fashion using appropriate methods to investigate a business and/or management challenge or opportunity, and to prepare and present findings, conclusions and recommendations;

Equip students with the ability to synthesise management theory and practice, enabling them to critically evaluate and apply relevant theories to analyse and solve or seize complex management and business challenges and opportunities;

Enhance students' ability to critically analyse and synthesise complex, ambiguous data from diverse sources, empowering them to make well-reasoned judgments and recommendations grounded in sustainable and responsible management principles.

(LO1) Students will be able to select a business and/or management challenge or opportunity and justify their choice and their process of inquiry in a rigorous and systematic fashion.

(LO2) Students will be able to develop a structured proposal in order to undertake independent, practice-based research using appropriate methods.

(LO3) Students will be able to integrate their knowledge of business management theory and practice, enabling them to critically evaluate and apply relevant theories to analyse and solve or seize complex management and business challenges and opportunities.

(LO4) Students will be able to analyse and synthesise complex and ambiguous data from a wide variety of sources, in order to make reasoned judgements and recommendations grounded in sustainable and responsible management principles.

(LO5) Students will be able to prepare and present findings, conclusions and recommendations in a format acceptable to their target audience.

(LO6) Students will be able to reflect on their personal development throughout and as a result of this activity.

(S1) People Focused
Students will work with multiple stakeholders within the MBA programme and externally. This will be done through challenges posed in the curriculum and outside the curriculum, working and networking with businesses locally and internationally. In doing so students will demonstrate people-focused leadership by prioritising human agency and well-being in a dynamic, disruptive world. Develop inclusivity, transparency, and reflection through teamwork and decision-making exercises, while leveraging innovation to drive personal, organisational, and societal advancement in the digital age.

(S2) Authenticity
Students will develop emotional intelligence through coaching to enhance self-awareness and awareness of others in achieving long-term, purposeful goals. This will permeate with all modules, cultivating accountability by mastering time, resources, and relationships to problem-solve and take actions. In doing so students will act with integrity, foster trust, and engage in respectful challenge and debate.

(S3) Agility
Students will have opportunities to thrive in turbulence and uncertainty. Actively build personal and organisational resilience to embrace disruption, find solutions and keep learning in dynamic environments. Informed, relevant, forward-focused mindsets stemming from constant challenges inside and outside the classroom. Provide clear direction for people and organisations to navigate effectively through simulated and real work problem solving.

(S4) Digital
Students will use a number of digital tools and develop a mindset to confidently embrace new knowledge and technologies, leverage its future potential to inspire, to enhance connectivity, decision making and learning. To bring wisdom in leadership to navigate the new digital revolution and make positive impact. Innovate. Engage in respectful debate.

(S5) Global Perspective
All modules will indulge and challenges students to think globally and consider how they drive the wider global ethical, sustainable and environmental agenda, taking a purposeful approach to aligning people, planet and profit. Experience and appreciate how building partnerships to deliver innovate solutions to economic, environmental and societal challenges are needed to solve wicked problems, improve co-operation globally and be an agent of change.

Lectures (12 hours)
Lectures will introduce, explore, and critically assess key concepts, ideas, and practices relevant to the subject. A variety of resources, including journals, textbooks, online videos, media articles, and opinion pieces, will be provided in advance for further reading and application across different contexts. The lecture will also outline expectations for the seminar by providing necessary guidance.

Seminars (20 hours)
Seminars will create an interactive environment where participants engage individually or in groups in activities such as case studies and scenario analysis. These sessions will encourage the practical application of concepts introduced in the lectures.

Peer-to-Peer Learning (3 hours)
Peer-to-peer learning fosters a collaborative approach where participants learn from and teach each other through active discussions, idea exchange, and feedback. This method enhances critical thinking, problem-solving, and communication skil ls while building a sense of community and mutual support among learners.

One-to-One Supervision (3 hours)
Individual supervision sessions will provide participants with tailored guidance and support related to their learning and assessments. These sessions will offer an opportunity for personalised feedback, clarification of concepts, and discussion of specific challenges or areas of interest. Supervision will be structured to help participants refine their approach, deepen their understanding, and enhance the quality of their work.

Self-Directed Learning (562 hours)
Participants will be expected to review a range of materials, including core and recommended readings, reports, and articles available through libraries and open-access sources. Additionally, they will conduct independent research using both academic and non-academic sources to support their learning and assessment. Lecture notes will provide guidance, and suggested answers or solutions will be availab le for seminar activities. Participants should complete seminar tasks as instructed before progressing to the next topic.

This module includes the teaching of Business Research Methods, delivered in an intensive week-long format through lectures, seminars, and workshops at the start of semester three, when no other taught modules are scheduled. As part of this capstone module, students are introduced to key research methodologies essential for their MBA Impact Project. To support their learning and guide project development, students are surveyed on their initial ideas during semester two. This early intervention acts as both a scaffolding and an ideation catalyst, helping students begin the process of refining and shaping their final project concept. The topics cover include:

The research process - identifying a suitable topic, developing a project proposal, and ethics in research (including guidance on the University’s ethics approval process).

Diagnosing problems and spotting opportunities: Research questions and objective - working with organisations, developing business plans an d academic enquiry.

Developing a literature review and informed practice.

Types of data and data collection strategies:
(1) Qualitative research: design, data collection, analysis and presentation;
(2) Quantitative research: statistical techniques and data presentation;
(3) Practitioner inquiry data collection and analysis strategies.

Writing recommendations and demonstrating impact.