Business Decision Making for Management

(UMCDN3-15-1)

Module Handbook 2023-24

Contents
Page

1. Aim of the Module Handbook 1

2. Module team information 1
3. Module structure 2
4. Assessment 4
5. Additional information and reading lists 8
6. Communication 9
7. Advice and support 9

1. Aim of the Module Handbook

This Module Handbook is a guide for Level 4 students at Bristol Business School, who are studying
Business Decision Making for Management as part of the following degree courses: BA Business and
Human Resource Management; BA Business and Law; BA Business and Management; BA Business
Management and Leadership; BA International Business; and BSc Business Administration.

Please note that the electronic version of this handbook will be kept up to date and students will be
notified of any significant changes. If students print a hard copy of any information, they should
remember to refer back to the electronic version to ensure they are working with the most current
information.

2. Module team information

2.1 Business Strategy Module Team

This element of the module is delivered by a team drawn from the College of Business and Law
(CBL).

Leader: Mike Robinson – Email: mike.robinson@uwe.ac.uk

Hussein Abulrob – Email: hussein.abulrob@uwe.ac.uk
Nhi Ho – Email nhi.ho@uwe.ac.uk
Giang Nguyen – Email: giang8.nguyen@uwe.ac.uk
Marianne Tracy – Email: marianne.tracy@uwe.ac.uk

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2.2 Business Statistics Module Team

This element of the module is delivered by a team drawn from the College of Arts, Technology, and
the Environment (CATE).

Leader: Iain Weir – Email: iain.weir@uwe.ac.uk

Jason Anquandah – Email: jason.anquandah@uwe.ac.uk
Narges Dailami – Email: narges.dailami@uwe.ac.uk
Ben Derrick – Email: ben.derrick@uwe.ac.uk
Andrew Smith – Email: andrew18.smith@uwe.ac.uk
Vadim Zverovich – Email: vadim.zverovich@uwe.ac.uk

2.3 External Examiners

External examiners from other institutions are appointed to the module to act independently and
with the module team in the management of threshold academic standards. The external examiner
appointed to this module can be found at:

http://www2.uwe.ac.uk/services/Marketing/about-us/cas/Extnl_Exam_Allocation_to_Mods.pdf

3. Module structure
The aim of the module is to provide students with an applied understanding of business decision
making. The module has two key threads:

3.1 Business Strategy Tutorials

A ‘context’ thread: delivered each week by a team from CBL, through a one-hour weekly tutorial that
examines the nature of business decision making. This includes:

 The business decision making context

 The value and function of both quantitative and qualitative data
 The use of decision-making concepts, tools, and techniques in a practical context
 The role of ethics in business decision making
 Situating these in the context of business, management, leadership, international business,
human resource management, and law (and their evolving technological, economic,
political, and social environments)
 Taking a critical approach of the above in the context of real-world business
 Evaluation of learning through the assessment component (Business Decision Making
Report)

3.2 Business Statistics Lectures, Lectorials, and Workshops

A ‘statistics’ thread: delivered each week by a team from CATE through a one-hour asynchronous
online pre-recorded lecture, together with a supporting one-hour confirmatory lectorial, plus a one-
hour computer-based workshop. This includes:

 Basic descriptive statistics, such as averages and spread

 Basic inferential statistics for both parametric and non-parametric data, including t-tests,
chi-square, regression, and correlation
 Other business tools including Gantt charts, critical path analysis, probability, and decision-
making trees
 Evaluation of learning through the assessment component (Remote Online Tests)
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3.3 Weekly timetable

UWE Business Statistics Business Statistics Business Strategy

Week Date w/c
Week Lecture Workshop Tutorial

Introduction to
Introduction, and
Statistical Product Introduction: what is
1 29-Jan-24 24 illustrative and
and Service decision-making?
descriptive statistics
Solutions (SPSS)

Illustrative and Rational and non-rational

2 05-Feb-24 25 Normal distribution
descriptive statistics decision-making

External analysis: PESTEL;

3 12-Feb-24 26 One-sample t-test Normal distribution
and Five Forces

Internal analysis:
Critical path analysis
4 19-Feb-24 27 One-sample t-test McKinsey 7S; and
and Gantt charts
organisational culture

Strategic options (1):

REMOTE ONLINE
5 26-Feb-24 28 Independent t-test market-competing
TEST 1
(Porter / RBV)

Strategic options (2):

6 04-Mar-24 29 Paired t-test Independent t-test market-creating
(Blue Ocean)

Strategic options (3):

Probability and
7 11-Mar-24 30 Paired t-test Ansoff Matrix; and
decision trees
Lynch Matrix

Evaluating strategic
REMOTE ONLINE
8 18-Mar-24 31 Correlation options: TOWS; and
TEST 2
Multifactor Matrix

Simple linear Ethics (1): the origins of

9 25-Mar-24 32 Correlation
regression business ethics

- 01-Apr-24 33
Spring Break
- 08-Apr-24 34

Chi-squared test of Simple linear Ethics (2): the impact of

10 15-Apr-24 35
association regression ethics on strategy

Adviveon Business REMOTE ONLINE Revision and exam

11 22-Apr-24 36
Report Assignment TEST 3 preparation

3.4 Case Study

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The case study that will be discussed in the Business Strategy Tutorials is available on Blackboard
under the Module Information and Overview tab. Students may be asked to read relevant sections
of the case study prior to their Business Strategy Tutorial and may be required to apply the theories
and models taught in the Business Strategy Tutorial in order to develop the skills of application,
analysis, and evaluation, that will be evaluated in the assessment component.

4. Assessment
There are four points of assessment, a summary of which is provided in the table below:

Submission Topic and format Feedback date Staff

date (return of work)
w/c
Remote online DEWIS test on one-sample t-test 04-Mar-2024 CATE
26-Feb-2024
w/c
Remote online DEWIS test on independent t-test 25-Mar-2024 CATE
18-Mar-24
w/c Remote online DEWIS test on correlation and
29-Apr-2024 CATE
22-Apr-24 regression
01-May-2024 Business Decision Making Report (1,200-word
29-May-2024 CBL
(2.00 p.m.) Word document submitted on Blackboard)

4.1 Business Statistics Task (worth 50% of module)

CATE administers the remote online DEWIS tests, the purpose of which is to assess the student’s
understanding of business statistics and their application of them in conducting analysis.

There will a 24-hour window to complete each of the remote online tests, starting from 19:00 on the
day of each student’s scheduled Business Statistics Workshop in the test weeks. Once the test has
been started, it must be submitted within the time allocated to the student (i.e., 30 minutes; 30
minutes plus 25% extra = 37.5 minutes; or 30 minutes plus 50% extra = 45 minutes). Submissions
made after the deadline will not be marked.

The mean mark from the two highest scoring tests of the three will contribute to the module mark.

4.2 Business Strategy Task (worth 50% of module)

4.2.1 Purpose and task

CBL supervises the 1,200-word Business Decision Making Report, which involves a critical reflection
on a strategic decision of a company. For 2023-24, the case study used for the Business Decision
Making Report will be Jack Wills.

The purpose of this assessment task is to build the student’s critical understanding of the business
decision making context. To develop this individual report, students are required to identify, select,
and analyse appropriate data, explore the factors that influence decision making, and employ
relevant decision-making concepts and techniques.

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A detailed assignment brief will be provided to students in Week 2 of the module, but the report will
be based on the company and an analysis of its potential for the future. Appropriate concepts, tools
and techniques from the business decision making context that have been explored in the module
should be used to support the analysis and discussion.

For the purposes of this assignment, students are expected, in addition to the case study, to use
qualitative sources, such as news articles and company websites, to research the topic and to
reference them in their report using the UWE Harvard referencing style.

Where required, students should use figures, tables, and graphics to present relevant information in
a way that minimises word count. All such content must be numbered and accompanied by an
appropriate legend.

The report is typical of those prepared in a business environment, so it must be professionally

presented.

The task of students is to:

 Read the case study and examine the evidence it contains

 Consider how, in the future, Jack Wills can evaluate and decide upon a strategy for success
by applying one or more of the theoretical models used in the Business Strategy Tutorials to
the evidence in the case study. Note that it is essential that students only use the theoretical
models taught in the module study units
 If necessary, students may support their analysis by introducing additional evidence relevant
to the case study
 Students should ensure that they comply with the structure defined for the report (see
below)
 Students should only submit the 1,200-word Business Decision Making Report in MS Word
format

4.2.2 Structure of the Business Decision Making Report

 Title (not included in word count)

 Executive Summary (c. 100 words)
 Contents (not included in word count)
 Figures List (not included in word count)
 Introduction (c. 200 words)
 Analysis and Discussion (c. 600 words)
 Recommendations (c. 200 words)
 Conclusion (c. 100 words)
 References (not included in word count: UWE Harvard referencing style is required;
footnotes and other referencing styles will NOT be accepted)
 Appendices (not included in word count, but expected to only include additional data which
students feel necessary to support their argument elsewhere)

4.2.3 Assessment Criteria

The assessment criteria for the Business Decision Making Report are shown in the table overleaf.

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Assessment criteria
% Descriptor
Assessment criteria/
Demonstration of research
weighting
and use of relevant data
Grading
level (25%)
Exceptionally thorough and
rigorous research.
Exceptional choices in
which data to use, and how.
PASS Exceptional insight and
80+
Exceptional understanding of
quantitative and qualitative
data.
Excellent and rigorous
research. Excellent choices
in which data to use, and
how. Excellent insight and
PASS understanding of
70-79
Excellent quantitative and qualitative
data.
Very good/good and
PASS systematic research. Very
good/good choices in which
65-69%: data to use, and how. Very
Very good good/good insight and
60-69
understanding of
quantitative and qualitative
60-64%: data.
Good
Understanding, analysis,
and argument
(40%)
Exceptional analysis and
original critical evaluation of
the relevant issues, and
excellent grasp of their
wider significance.
Exceptionally robust
synthesis of arguments.
Exceptional use of relevant
concepts, tools, and
techniques.
Excellent analysis and
evaluation of the relevant
issues, and very good grasp
of their wider significance.
Excellent synthesis of
arguments. Excellent use of
relevant concepts, tools,
and techniques.
Very good/good analysis
and evaluation of the
relevant issues, and good
grasp of their wider
significance. Very
good/good synthesis of
arguments. Very good/good
use of relevant concepts,
tools, and techniques.
Examination of alternatives
and quality of conclusions
and recommendations
(25%)
An appropriate alternative
decision is thoroughly
presented. Clear and
appropriate
recommendations are
provided. Exceptional
originality of thought, and a
critical approach to develop
recommendations.
An appropriate alternative
decision is very well
presented. Clear and
appropriate
recommendations are
provided. Excellent
originality of thought, and a
critical approach to develop
recommendations.
An appropriate alternative
decision is well-presented.
Clear and appropriate
recommendations are
provided. Very good/good
originality of thought to
develop recommendations.
Organisation, presentation,
and writing, including
referencing
(10%)
Highest standards of
literacy and professional
presentation, following the
structure specified in the
brief. Exceptional use of
external sources.
Referencing that conforms
precisely to UWE Harvard
requirements.
Excellent standards of
literacy and professional
presentation, following the
structure specified in the
brief. Excellent use of
external sources.
Referencing that conforms
precisely to UWE Harvard
requirements.
Very good/good standards
of literacy and professional
presentation, following the
structure specified in the
brief. Very good/good use
of external sources.
Referencing that conforms
well to UWE Harvard
requirements.
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 Demonstration of research
and use of relevant data
(25%)
Adequate/competent
research.
PASS
Adequate/competent
choices in which data to
55-59% Competent
use, and how. Basic insight
50-59
and understanding of
quantitative and qualitative
50-54% Adequate
data.
Weak research. Weak
choices in which data to
use, and how. Lacking some
insights and understanding
PASS
40-49 of quantitative and
Weak
qualitative data.
Generally limited and
superficial research. Poor
choices in which data to
FAIL use, and how. Poor insights
35-39
Poor and understanding of
quantitative and qualitative
data.
Very little, or no research.
Very little, or no
understanding of
quantitative and qualitative
FAIL data.
Below 30
Very poor
Understanding, analysis,
and argument
(40%)
Adequate/competent
analysis and evaluation of
the relevant issues and
adequate grasp of their
wider significance.
Adequate/competent
synthesis of arguments.
Adequate/competent use of
relevant concepts, tools,
and techniques.
Weak analysis and
evaluation of the relevant
issues and weak grasp of
their wider significance.
Weak synthesis of
arguments. Weak use of
relevant concepts, tools,
and techniques.
Very weak analysis and
evaluation of the relevant
issues and limited grasp of
their wider significance.
Poor synthesis of
arguments. Very weak use
of relevant concepts, tools,
and techniques.
Very little, or no analysis
and evaluation of the
relevant issues. Very little,
or no grasp of their wider
significance. Very poor
synthesis of arguments,
often unsupported by
evidence. Very little, or no
use of relevant concepts,
tools, and techniques.
Examination of alternatives
and quality of conclusions
and recommendations
(25%)
An appropriate alternative
decision is presented. An
adequate/competent set of
recommendations is
provided. Broadly relevant
but little rationale to
develop recommendations.
An appropriate alternative
decision is presented. A
limited set of
recommendations is
provided. Broadly relevant
but with very little rationale
to develop
recommendations.
An appropriate alternative
decision is absent.
Superficial or inappropriate
recommendations that are
poorly supported by the
analysis.
An appropriate alternative
decision is absent. Little
attempt, if any, to present
recommendations.
Recommendations are
poorly supported, or not
supported by the analysis.
Organisation, presentation,
and writing, including
referencing
(10%)
Adequate/competent
standards of literacy and
presentation, following the
structure specified in the
brief. Adequate/ competent
use of external sources.
Referencing that conforms
largely to UWE Harvard
requirements.
Weak standards of literacy
and presentation, following
the structure specified in
the brief. Weak use of
external sources.
Referencing that conforms
largely to UWE Harvard
requirements.
Poor standards of literacy,
presentation, and structure.
Poor use of external
sources. Referencing that
does not conform to UWE
Harvard requirements.
Very poor standards of
literacy, presentation, and
structure. Poor use of
external sources.
Referencing fails to conform
to UWE Harvard
requirements.
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4.2.4 Submission details

The Business Decision Making Report (1,200-word Word document) will be submitted online
through Blackboard. The deadline for submission will be:

2.00 p.m. on Wednesday 1 May 2024

Please note that the submission deadlines are absolute and based on UWE server time. Students are
strongly advised to submit work well ahead of the deadline dates.

Students are expected to plan their workload to avoid being impacted upon by a minor illness or
other causes, such as technical issues. However, if a student encounters unexpected difficulties, a
48-hour late submission window is available to all students, during which they can submit their
assignment without penalty.

An assignment cannot be submitted after the late submission window has ended. Failure to submit
the assignment within the late submission window will result in a non-submission being recorded.

5. Additional information and reading lists

5.1 Module reading list

The module reading list can be accessed online, through the module’s Blackboard page, or directly
at:

https://uwe.rl.talis.com/lists/7116BF19-5918-16EE-7C61-B2C5B972D341.html

A short video on the Library website will introduce students to some of the key features of the
online reading list system and can be found at:

https://www.uwe.ac.uk/study/library/browse-resources-a-z/reading-lists

5.2 UWE Harvard Referencing

A guide to UWE Harvard Referencing can be found at:

http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing.aspx

5.3 Word count policy

The University’s policy on word count can be found at:

https://www2.uwe.ac.uk/services/Marketing/students/Student%20advice/
Word_count_policy_2012.pdf

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6. Communication
Throughout the module, students will receive regular communication from module leaders, tutors,
and administrative staff by means of Blackboard. It is the responsibility of students to ensure that
they read everything they are sent, and act upon it, where appropriate.

Further information on all aspects of the myUWE portal can be found at:

http://info.uwe.ac.uk/myUWE/guidance/default.asp

7. Advice and support

There is a range of facilities and services that provide advice and support, depending upon the
nature of the issue. Asking for help at the earliest possible stage will help students in the long run.
The first point of contact should always be the student’s Academic Personal Tutor, as they will be
able to signpost students to appropriate services and will be able to deal with specific matters
related to teaching and learning. If students are not able to contact their Academic Personal Tutor
for any reason, they should contact an Information Point, details of which can be found at:

http://www1.uwe.ac.uk/students/informationpoints.aspx

Student Support Advisers are available and can also be contacted through the Information Points.
Information on how they might be able to help can be found at:

http://www1.uwe.ac.uk/students/academicadvice/studentadvisers.aspx

If it makes a student more comfortable to do so, they are always welcome to talk to other members
of UWE staff, including the module team.