MNM3DBC: Developing and Building Collaborative Relationships

Module code: MNM3DBC

Module provider: Marketing and Reputation; Henley Business School

Credits: 15

Level: 7

When you'll be taught: Full year

Module convenor: Dr Katrin Scherschel, email: k.scherschel@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students:

Talis reading list:

Last updated: 19 November 2024

Overview

Module aims and purpose

This module forms part of the PGDip Business Administration (Senior Leader Apprenticeship) programme and, as such, sets out to provide the knowledge, skills and behaviours required by senior leaders in today’s world, in relation to developing and building collaborative relationships. The module covers a range of areas relating to developing and building collaborative relationships and is designed to meet the learning outcomes of Apprenticeship Standard G: developing and building collaborative relationships. Ìý
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As the third and final of three Managing People modules, this module investigates developing and building collaborative relationships from a strategic perspective. The focus is on enabling learners to develop an understanding of the external context and environment, and how to build effective relationships with a diverse range of internal and external stakeholders, including at Board level and in an international context. Insights into brand and reputation management are also incorporated, as an important element of establishing collaborative relationships. Ìý

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The key objectives of this module are to give learners both breadth and depth of knowledge and understanding of the key factors involved in developing and building successful collaborative relationships. Insights into the impact of the external environment, and how to influence within this context are central to this module. Enabling understanding of how to manage relationships across diverse stakeholder groups and leadership structures, along with an understanding of the role that brand and relationship management play are also important elements of this module. Ìý

Module learning outcomes

By the end of the module, it is expected that the student will be able to:Ìý

Compare and contrast key factors involved in developing and building successful collaborative relationships.Ìý

Discuss the impact of the business environment and how to influence within this context.Ìý

Apply relationship management across stakeholder groups and leadership structures.Ìý

Module content

Why are relationships important.ÌýÌý

Business environment.ÌýÌý

Micro-environment & external stakeholders.ÌýÌý

Internal environment & internal stakeholders.ÌýÌý

Managing strategic relationships.ÌýÌý

Managing interpersonal & organisational relationships.ÌýÌý

Brand management.ÌýÌý

Reputation management.ÌýÌý

The dark side of relationships.ÌýÌý

Structure

Teaching and learning methods

Teaching and learning take place through a blended learning approach. The teaching and learning methods comprise a combination of self-study via a range of online materials on the Canvas learning platform, face-to-face workshops with Academic Faculty and a Learning Coach, and facilitation of learning by a Learning Coach (face-to-face and online). Programme members take an Action Learning approach, and each person forms part of an Action Learning set of approximately 6 - 8 learners throughout the module.Ìý

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Study materials on Canvas include content on-screen, videos, PowerPoint presentations, journal articles, book chapters, practice applications and reflection points.Ìý

Study hours

At least The contact hours are shown for one semester in the table below for illustrative purposes only. The actual timing will vary depending on your cohort start date.Ìý At least 8 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.Ìý hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.ÌýÌý

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark;Ìý
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Facilitated learning activities are undertaken to support formative evaluation of the learning. These activities are not assessed for the purposes of the final module evaluation.Ìý

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This formative assessment takes the form of feedback on progress given to students at the Action Learning workshops or during other interactions with the Learning Coach as well as formative assessment of the individual assignment.Ìý

Reassessment

Additional costs