MMW226530-24-B-LOND Strategic Planning and Finance For Managers Module Handbook Tri B 2024-25 | GCU

Contents

• Module Handbook
• Introduction to the Module    
• Module Learning Outcomes    
• Reading List and Learning Resources Essential week-by-week reading    
• Essential Readings (latest editions of)    
• Scholarly Databases and Journals    
• Other Databases    
• Module Team    
• Additional Module Support    
• Learning Development Centres    
• Personal Tutor    
• Preparation    
• Accessibility    
• GCU Learn Module-Level Accessibility Statement    
• Reporting issues with accessibility in this module    
• GCU Learn    
• Assessment    
• Assessment Schedule    
• Assessment guidance    
• Formative Assessments    
• The module has two summative assessments.    
• Assessment 1 (CW1) Requirements    
• Task Required    
• CW1 Requirements    
• CW1 Submission Guidelines    
• Assessment 2 (CW2) Requirements    
• Task Required    
• CW2 Report Requirements    
• CW2 Submission Guideline    
• Marking Criteria    
• Assessment 1 (50%)    
• Assessment 2 (50%)    
• Late Submission of assessment/ Failure to submit assessments.    
• Fit to Sit    
• Student Feedback    
• Module Evaluation    
• Student Staff Consultative Groups (SSCG)    
• Module Feedback    

1. Introduction to the Module

The module is divided into two components: strategic planning and finance. The Strategy component will focus on developing students’ knowledge around strategic management and how firms design and implement strategies at the international level. The module begins with developing the fundamental understanding around the concept of globalisation and its importance for contemporary organisations and business patterns that are shifting, particularly in emerging economies of the East. There will be a focus on the origins and drivers of strategies about strategic management models and frameworks for developing business in international markets. Emphasis is placed on the different types of strategic choices international organisations have when thinking about doing business globally and the risks associated with doing so. Due to the role and importance of various stakeholders in international business, a focus will be laid on stakeholder views of strategic development.

The Finance component will focus on developing an understanding of the role, importance, and sources of finance when conducting business internationally. The sessions will particularly focus on financial management and planning to help students understand and address financial issues facing firms seeking finance for growth. It will also develop students’ understanding of how stock markets function efficiently. An understanding of Finance is then integrated into an exploration of Strategy in an international context.

Please read through this handbook; you will find information and advice that should help as you progress through the module.

2. Module Learning Outcomes

On successful completion of this module, the student should be able to:

1. Apply a range of analytical tools and frameworks to assess and develop a firm's strategic capability, competencies, and competitive position in a variety of global settings. CW1, CW2

2. Use analytical methods and techniques to evaluate the financial performance and sustainability of a firm's strategy. CW1, CW2

3. Critically evaluate the challenges and choices that firms face when formulating and implementing innovative strategies to create sustainable business value. CW2

4. Understand the need, importance, planning and management of finance by international firms, including the sources of finance available to them. CW2

This module will comprise the following activities

2.1 Reading List and Learning Resources: Essential week-by-week reading

It is essential that you complete the weekly reading indicated in the reading list and/ or issued within lectures to participate fully in classes. This can also be supplemented by web-based resources and by following current events, as presented in various news media. Whilst we suggest many key texts, this in itself is not sufficient; key reading for each topic will be outlined in the PowerPoint handouts provided on GCU Learn each week. Please note that where journal articles are indicated as part of key reading, they can be accessed through the Library website. Many digitised readings will also be made available via GCU Learn. Please note the library has subject guides – books, journal articles, websites and databases.

Electronic access to course materials: Students must ensure access to GCULearn and seek help if there are any issues.

Lecture material can be accessed by means of GCU Learn, the university’s virtual learning environment resource (VLE). The material will be available on a week-to-week basis to assist you in the preparation for classes. Remember that it is your responsibility to access this material and inform your module tutor if you are having difficulties using the system.

Extensive use will be made of the GCU Learn. This will be primarily used to house electronic media such as appropriate video clips and podcasts. These materials will be used to supplement the taught material and strengthen the bridge between theory and practice. GCULearn will also detail the coursework requirements for each module.

It is your responsibility to continuously check GCULearn for module and programme announcements and to comply with instructions provided during the duration of modules and the re-sit period, if applicable.

Essential Readings (latest editions of)

• Arnold, G. (2019). Corporate Financial Management (4th edition). Prentice Hall. Atrill, P. and McLaney, E. (2013) Accounting and Finance for Non-Specialists (8th edition). Pearson.
• Bodie, Z., Kane, A., and Marcus, A.J. (2018), Investments, 8th    Edition, McGraw-Hill International.
• Boddy, D. (2010). Management: An Introduction (5th edition). Harlow: Prentice Hall. Cavusgil, T., Knight, G., and Risenberger, J.R. (2012). International Business: Strategy, Management and the New Realities (2nd edition). Pearson International. Clegg, S., Carter, C., Kornberger, M. and Schweitzer, J. (2011) Strategy: Theory & Practice. Sage.
• Cole, G.A. and Kelly, P. (2011) Management: Theory and Practice (7th edition). Basingstoke: Cengage Learning.
• Crane, A. and Matten, D. (2010) Business Ethics: Managing Corporate Citizenship and Sustainability in an Age of Globalisation (3rd edition). Oxford University Press. Dicken, P. (2011) Global Shift. Sage Publications.
• Dyson, J.R. (2010) Accounting for Non-Accounting Students (8th edition). Financial Times/Prentice Hall.
• Handy, C. (1996). Understanding Organisations. New York: Penguin.
• Hill, C.W. (2013). International Business: Competing in the Global Marketplace. South Western/Cengage Learning.
• Huczynski, A. and Buchanan, D. (2007). Organisational Behaviour: An Introductory Text. Pearson.
• Johnson, G., Whittingham, R., Scholes, K., Anguin, D., and Regner,P. (2019) Exploring Strategy. 12th. edition. Prentice Hall.
• Kelly, P. (2009). International Business and Management. South-Western/Cengage
• Lasserre, P. (2012). Global Strategic Management (3rd edition).
• Palgrave. Lynch, R. (2012). Strategic Management (6th edition). Pearson.
• Peng, M.W. (2013) Global Strategy (3rd edition). South-Western/Cengage Learning. Rayner, C. and Smith, A. (2005) Managing and Leading People. CIPD.
• Som, A. (2009). International Management: Managing the Global Corporation. McGraw-Hill.
• Verbeke, A. (2013) International Business Strategy (2nd edition). Cambridge University Press.

The strategy element of the module adopts Exploring Strategy, Johnson, G., Whittingham, R., Scholes, K., Anguin, D., and Regner,P. (2019) Exploring Strategy. 12th. edition. Prentice Hall. as the core text, available as an e-book online through the GCU library. (Note, the 12th edition includes an extra Chapter 3 relating to environmental analysis).

Scholarly Databases and Journals

• Journal of Marketing
• Journal of Marketing Research
• Journal of Consumer Research Marketing Science
• Journal of Retailing
• Strategic Management Journal Advances in Strategic Management
• International Journal of Research in Marketing Journal of International Marketing
• Psychology and Marketing Journal of Business Research Marketing Letters
• Journal of Marketing Management

3. Module Team

The University is committed to ensuring that you are supported to achieve a successful outcome on your chosen programme and associated modules.
 
If you have a particular problem with the academic content of the module, please contact the module leader in the first instance. Further module contacts are detailed below.

Module leader Dr Zehan Hou (she/her)

IMBD Programme Co-ordinator

IMBD Programme Leader Dr. Vivian Ikechukwuifudu (She/her)

External Examiner

The University attaches great importance to the role of External Examiners as a key means of assuring that academic standards are at an appropriate level, comparable to those of other higher education institutions and that assessment processes are
rigorous and fair. External examiners also make a valuable contribution to the enhancement of programmes and their associated modules.

The External Examiner(s) for your programme/module are TBC and hold the position of TBC from University TBC.

Please note that External Examiners have a specified term of office, which means they may be subject to change within the duration of your studies.

The details of the External Examiner are for information only. It is inappropriate for students to make direct contact with External Examiners, in particular regarding their individual performance in assessments.

If you have any concerns about your performance, please note the policies relating to Fit to Sit, Appeals, Complaints and Section 3.2 Personal Tutor.

Please be aware the timetable for lectures may be subject to change and students should pay attention to announcements, emails and instructions. Students are requested to find out information from colleagues if any class sessions may have be missed.

4. Additional Module Support

1. Learning Development Centres

In addition to receiving support from the module team your School has a Learning Development Centre (LDC) which provides academic writing support for home and international students, ICT support, advice on study skills and other academic support and guidance.

The LDC is inclusive and is committed to providing support for all students including those with disabilities or specific learning and teaching needs. The Centres provide face-to-face and online academic support; through a combination of workshops, small group sessions, one-to-one appointments and tailored teaching within modules. The support available to students is provided in a professional and supportive environment enabling them to develop the skills required to succeed at university.

2. Personal Tutor

Further support can be obtained from your Personal Tutor (previously known as Academic Adviser). All students are assigned a Personal Tutor at the start of their course. All Undergraduate and Taught Postgraduate students will have a named Personal Tutor who is a member of academic staff from their department, and who has knowledge of their programme. For postgraduate research students the role is undertaken by their research supervisor, coordinated by the Graduate School and a network of departmental postgraduate research tutors.

Personal Tutoring is not just about giving students the opportunity to talk if they have a problem; it is intended to help students reflect on their progress and develop personal, academic and professional skills. Students should meet with their Personal Tutor two to three times a year to discuss their academic studies, co-curricular activities that enhance their profile, and to reflect on any issues that may impact on their overall performance at university. Personal Tutoring meetings will help students to develop skills that can improve their academic performance and help them identify areas for professional and personal growth and development. Personal Tutors can help students navigate through assessment feedback and can work with them to produce academic development plans which can help improve their record of academic attainment. In addition, these meetings can provide an opportunity to discuss career planning and employability. Personal Tutors can also provide students with advice regarding the Fit to Sit process.

Personal Tutoring meetings may take different formats (face to face, telephone, skype) and may sometimes be organised as group sessions (for example during induction week and at the beginning of subsequent years).

5.1 Preparation

Essential, as a single lecture or seminar on a topic cannot cover everything you ought to know, you are expected to undertake reading both before and after lectures and seminars etc, to deepen your understanding of the topic. In particular, in seminar groups prior reading and preparation will allow you to contribute fully to discussions and take full advantage of the learning process.

6. Accessibility

6.1. GCU Learn Module-Level Accessibility Statement

The University has an accessibility statement specific to learning and teaching relating to the GCU Learn platform (Blackboard), third-party plug-ins and content uploaded by staff and students. You can read the statement in full using this link to the GCU Learn Institution Page.

GCU Learn enables you to download your module content in five different formats, depending upon your learning preferences and requirements. You can learn more about how to access the different formats in this module via this video.

6.2. Reporting issues with accessibility in this module

If you are experiencing issues accessing content within a module, please contact your Module Leader in the first instance.

If you are a student with existing arrangements or reasonable adjustments, please contact the GCU Disability Service.
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements, contact: accessibility@gcu.ac.uk.

7. GCU Learn

GCU Learn provides access to a range of additional module materials such as slides/visuals from lectures, web links relevant to the topic, further reading and details of seminar and assessment tasks. It is not, however, a replacement for timetabled class contact.

It also provides access to other features to help you manage your studies, including setting and tracking tasks and keeping a calendar. You will find a lot of useful study information there.

The module site will be regularly updated and you should therefore get into the habit of logging on to GCU Learn every day.

As GCU Learn is a web-based system, you can access it through any computer that is connected to the Internet. Click on GCU Learn to access from this document; or click on the GCU Learn link from the Student home page.

8. Assessment

In accordance with the University’s Digital Assessment Policy and Online Similarity Checking Policy all standard academic summative submissions of written assessment, i.e. those that are primarily text-based, will be submitted through similarity-checking software, such as Turnitin. This is applicable to written assessment submissions at all SCQF levels. You may be asked to submit your written assessment online through similarity-checking software, such as Turnitin.

Support and guidance in understanding and interpreting a Turnitin originality report from induction onwards, can be accessed through the Learning Development Centre in your school. More information about referencing and plagiarism can also be found at Cite Them Right.

Where plagiarism is detected this will be dealt with under the Code of Student Conduct.

8.1. Assessment Schedule

For this module the schedule of submission of formative and summative assessment is detailed below

8.2. Assessment guidance

8.3. Formative Assessments

Formative assessments are not graded, but the feedback (verbal and/or written) will help you to identify areas for development in preparation for the summative assessments. The assessments for this module are: Formative and Summative. Guidance on formative will be provided in class.

The module has two summative assessments.

• Group presentation on an internal and external audit of a company (15 minutes)
• An individual assessment on the research of an organisation (2,000 words)

The aim is that students gain experience in applying all skills/ theories learnt from the module in a practical/real-world context. The pass mark is for 50% for the module overall. CW1 and CW2 are weighted at 30:70. A threshold mark of at least 45% must also be gained in both elements of the module assessments.

8.3.1 Assessment 1 (CW1) Requirements

The purpose of this assignment is for you to demonstrate an in-depth and practical understanding of the analytical frameworks for strategic planning, specifically reflecting on the material covered in class.

Task Required

For CW1, the group presentation, you will perform an internal and external audit of a company with a UK presence.

1. Apply a range of analytical tools and frameworks to assess and develop a firm's strategic capability, competencies, and competitive position in a variety of global settings.

2. Use analytical methods and techniques to evaluate the financial performance and sustainability of a firm's strategy.

CW1 Requirements

The PPT slides must be uploaded via GCU Learn/ Turnitin deadlines above.

Class presentation max 15 mins, group size max. 7 students.

The company must agree to the seminar tutor.

At the end of the presentation, students will facilitate a Q&A session, which is a call for questions and direct the discussion and close the presentation.

Put peer assessment on one page of the PPT slides. The presentation is peer-assessed. You will need to agree on each student’s contribution to the group effort internally (see Peer Assessment guide and form)

• The scores for each member of the team are to be reached by consensus of the whole team.
• The assessment has to consider the weighting of contribution and effort of each team member, considering factors such as attending agreed meetings, carrying out agreed individual tasks, and supporting each other to ensure every team member has an equal opportunity to fully contribute.

PPT formatting requirements, Clear font size, numbered headings and subheadings, page numbers, references.

You can submit any file types, such as .pdf, .ppt and .pptx

Important: You should insert a piece of recorded audio to record your presentation
12on each page of PPT slides. This is for moderation use and second marking.

Notes

• You can perform the audit of a company with techniques we have learnt during lectures, such as Porter's five forces, PESTEL, SWOT, VRIO, and so on...
• Therefore, the audit of the company is not purely financial wise since we have spent the majority of the time on the strategic planning of organisations. You may of course include some financial analysis (e.g. financial statement analysis) if you think this is appropriate. It is also fine if you don't have any of the financial analysis. You and your group members can decide together which analyses you want to include in the presentation.
• Please keep in mind that the maximum time for each group presentation is 15 minutes and it is thus impossible to use every analysis we have learnt within this limited time frame.
• The company chosen for CW1 and CW2 should ideally be different.
• In each seminar session, after you identified your group members, each group should choose a unique company to audit, which means if there are four groups in one seminar session, then there should be four different companies to be audited during presentations. You can discuss this with your seminar tutor in-class, to make sure no two group choose the same company. This is only valid within the same seminar session, there can be repeated choices of companies across different seminar sessions.
• Structure of the group presentation slides may include but not limited to: Introduction, main body using different analyses, conclusion, references, peer assessment page.
• The way you present is important, and will be part of the marking criteria, besides the contents of the slides

CW1 Submission Guidelines

Although CW1 is group work, NOT every student needs to submit a copy of the PPT slides on GCU Learn CW1 Turnitin Link.

You can let ONE student submit the sides, but make sure every member’s name is listed on the slides.

The link (will be available soon) can be found at Assignment and Tests Tab

File name should include: group leader name (StudentID), seminar tutor’s name, company name

• Example: Name S123456-tutor Anwar-Sainsbury

You can submit as many times as possible before the deadline/due date.

You can check your similarity report immediately.

• If you have a high similarity score (50% of higher), you can be suspected for plagiarism.

Make sure you submit the correct version of your work and it is not a duplicate of o1th3ers

8.3.2 Assessment 2 (CW2) Requirements

The purpose of this assignment is for you to demonstrate your understanding of the strategic finance planning process, your ability to apply analysis and strategic tools to develop and formulate a robust, convincing, and evidence-based financial strategy.

Task Required

Individually, your task is to select a significantly sized company with a presence in the UK market, provide an analysis of their current performance employing both strategic and financial perspectives, and develop a strategic/financial plan (3-years) for future business development.

1. Apply a range of analytical tools and frameworks to assess and develop a firm's strategic capability, competences, and competitive position in a variety of global settings.

2. Use analytical methods and techniques to evaluate the financial performance and sustainability of a firm's strategy.

3. Critically evaluate the challenges and choices that firms face when formulating and implementing innovative strategies to create sustainable business value.

4. Understand the need, importance, planning and management of finance by international firms including the sources of finance available to them.

CW2 Report Requirements

Word limit total: 2,000 words (+/- 10%), excluding diagrams, appendices, data sets and references.

The company chosen for CW1 and CW2 should be different.

According to the programme's policy, when you submit your CW2 (the individual work), please remember to include a plagiarism cover sheet at the front page. The plagiarism cover sheet is not included in word count.

You can find the Plagiarism Cover Sheet under CW2 submission folder in Assignments and Tests Tab. The link can direct you to the folder.

• If you fail to include this form, a few marks will be deducted from your assessment. Please merge this form together with your work into ONE file when you do the submission.

The characteristics of a report include but are not limited to:

Executive summary,
Table of Contents,
Introduction to the report
Analysis (essentials and not limited to…):

• Financial Audit and Financial Strategy,
• Strategic Analysis,
• Responsible and ethical considerations,
• Three-year profit and loss forecast,

Conclusion
Reference List (Not included in the word count)

• Any sources referred to must be cited in the text and listed in the References
• Follow the Harvard referencing conventions.

Appendices (Not included in the word count)

If you use any tables or figures, these should be numbered (Table 1, 2… Figure 1, 2,3…) and listed in Table of Contents.

CW2 Submission Guideline

• You should each submit your individual work on GCU Learn Turnitin submission link before the deadline. No late submission will be accepted.
• The Turnitin link (will be available soon) can be found at Assignment and Tests Tab
• You can submit as many times as possible before the deadline/due date, you can check your similarity report immediately. If you have a high similarity score (50% of higher), you can be suspected for plagiarism. Make sure you submit the correct version of your work and it is not a duplicate of others.

8.4. Marking Criteria

In line with GCU London’s Integrated Feedback Matrices the following weighting applies for the criteria with associated evidence:

8.4.1 Assessment 1 (50%)

Knowledge and Understanding (Weighting: 30%)*

• Theories and concepts (Relevant theories and concepts of innovation, product and service characteristics, entrepreneurial mind-set, innovation and other related theories and concepts)
• Awareness of current issues (Relevance and currency of reference to global marketplace dynamics informing the innovation process)

Practice: Applied Knowledge, Skills and Understanding (Weighting: 20%)*

• Research skills (Range and selection of academic and global marketplace insight resources)
• Project planning (Ability to plan and execute the task, degree of clarity and novelty)

Generic Cognitive Skills (Weighting: 30%)*

• Knowledge synthesis (Critical understanding/ synthesis of product and services; ability to abstract the proposed innovation in terms of product/ service characteristics)
• Critical evaluation (Critical evaluation of the marketing innovation process and the role of entrepreneurial thought)

Communication, ICT and Numeracy Skills (Weighting: 10%)*

• Communication skills – presentation (eye contact, stance, ability to speak freely, timeliness etc.)
• ICT skills – presentation (presentation format adheres to assessment brief: Video recording, use of professional presentation software, etc.)

Autonomy, Accountability and Working with Others (Weighting: 10%)*

• Critical reflection (reflection on the innovation process with regards to the entrepreneurial mindset including reflection of group dynamics – see peer assessment)

*Please note that weighting of characteristics is only indicative.

8.4.2 Assessment 2 (50%)

Marking Criteria

In line with GCU London’s Integrated Feedback Matrices the following weighting applies for the criteria with associated evidence:

Knowledge and Understanding (Weighting: 30%)*

• Theories and concepts (Relevant theories and concepts of product and service characteristics, sourcing and logistics and other related theories and concepts)
• Awareness of current issues (Relevance and currency of reference to global marketplace dynamics informing sourcing and logistics choices)

Practice: Applied Knowledge, Skills and Understanding (Weighting: 20%)*

• Research skills (Range and selection of academic and global marketplace insight resources)
• Project planning (Ability to plan and execute the task, degree of clarity and novelty)

Generic Cognitive Skills (Weighting: 30%)*

• Knowledge synthesis (Critical understanding/ synthesis of product and services; ability to abstract the proposed sourcing and logistics strategy in terms of product/ service characteristics)
• Critical evaluation (Critical evaluation of sourcing and logistics principles in the context of the proposed innovation)

Communication, ICT and Numeracy Skills (Weighting: 10%)*

• Communication skills – report (proof reading, clarity of language, balance of paragraphs, etc.)
• ICT skills – report (portfolio format adheres to assessment brief: Use of professional word formatting software, formatting including table of contents, numbered subheadings, executive summary etc.)

Autonomy, Accountability and Working with Others (Weighting: 10%)*

• Autonomy (new thinking in managing complex ethical issues around global sourcing and logistics)

*Please note that weighting of characteristics is only indicative.

8.5. Late Submission of assessment/ Failure to submit assessments.

Whilst it is expected that you will submit your assessment(s) on time, there may be occasions when you face difficulties which are beyond your control. In these circumstances you may wish to seek an extension to the date of submission. You should contact your module leader in the first instance. Full details on the process can be found in section 10 of the University Assessment Regulations.

However, it is acknowledged that it may not be possible to grant an extension to a submission deadline on all occasions. For example, where this would be beyond the date you should be receiving feedback or if the request is made too close to the date of the assessment board. In these circumstances you should follow the Fit to Sit process. If you need additional help or support in completing the form you should contact your Personal Tutor or the Advice Centre in the Students’ Association.

8.6. Fit to Sit

GCU operates a Fit to Sit approach to student assessment. The default assumption is: when you undertake an assessment, you are declaring that you are fit to do so. This means that any mark and/or attempt at assessment will stand, unless you have indicated that you were not ‘Fit to Sit/Submit’. If you declare yourself unfit after you have already submitted or sat, your work will not be marked. You will receive no feedback, and a non-submission (NS) will be recorded.

You can declare yourself unfit 5 days before the date of assessment. The latest you can declare yourself unfit is 2 days after you sat or submitted.

Please note that some modules have an Approved Exception to the 2-day post sit/ submit period. Tutors will notify you of such exceptions before the start of assessment(s). If you wish to declare yourself not fit to sit/attempt for these exceptional modules, DO NOT attempt the assessment. Instead, ensure that you submit a declaration before the end of the date of assessment. Any student who attempts the assessment will be deemed to be fit to sit, and will receive a mark and feedback. You must provide information when declaring yourself unfit to sit or submit. If you fail to enter the required details in your declaration, your declaration may not be processed.
IMPORTANT – Information that must be provided when any declaration of being unfit to sit/submit is made is detailed below. Please note that a failure to enter these details accurately in your declaration may lead to your declaration not being processe.

9. Student Feedback

All modules adhere to the GCU Policy on Student Performance Feedback. The key principles of the policy are that:

• Feedback should be based on discussion, face to face or online, between you, your fellow students and staff. This dialogue is an important part of your learning and also helps academic staff to shape their teaching.
• To support your future learning, feedback should review your performance, your strengths and areas for improvement; should clarify what is expected of you academically and help to identify areas for further learning and development.
• Feedback on coursework should normally be provided to you within three working weeks of coursework submission deadlines. Exam and module results will normally be released according to the University schedule
• Feedback should be based on clear assessment criteria, which are made available to you in advance of undertaking your assignment or examination.
• Feedback can be provided in a variety of different forms: written, for example by comments made on your assignment itself or on a feedback sheet; electronic, for example by email or through GCU Learn, verbal, for example in lectures, seminars or one-to-one and small group meetings with your tutor. Feedback can also be provided by your fellow students and through self- reflection. Written feedback should use plain English and be clear and legible. It should also be responsive to any particular needs you have in terms of its accessibility.
• Feedback, in its variety of different forms, should be provided throughout your module and, where possible, build on feedback provided on earlier performance.
• Feedback should be provided on all your assignments, whether formative or summative, examinations, and group as well as individual contributions to a module.
• The variety of different forms of feedback should ensure that you have easy access to your feedback whether you are full-time, part-time, distance or work- based.

10. Module Evaluation

This section covers feedback from students on their experience of modules and associated University processes.

10.1. Student Staff Consultative Groups (SSCG)

Student Staff Consultative Groups are one of the principal mechanisms used within the University to evaluate the student experience on programmes and associated modules, and to communicate to students details of actions resulting from the evaluation.
The purpose of the Student Staff Consultative Group is:

• to act as an effective and representative consultative forum in which students and staff meet to discuss matters of mutual interest and concern at both programme and module level
• to provide an opportunity to obtain views representative of students on all levels and modes of the programme, and to take these into account in contributing to the programme monitoring and development processes
• to provide feedback to students on how the programme, or the University more widely, has responded to concerns raised by students.

10.2. Module Feedback

In addition to the Student Staff Consultative Group, GCU formally collects student feedback on two occasions. Once during the delivery of the module during a midway pause for feedback. Student engagement in midway feedback is particularly important in that it allows module teams to be alerted to student views and to respond in an agile manner. This feedback can be obtained via a variety of tools and your module leader will let you know how this will be managed for this module.

End of module feedback is gathered via GCU Learn and this is only an important part of enhancing the delivery of the module and student experience. Module leaders are asked to allow some time during a lecture or seminar to encourage students to complete module evaluation surveys. It is the responsibility of the module leader to ensure that such feedback is incorporated into the module evaluation process.