MQM2BIC: Board Information and Communications

Module code: MQM2BIC

Module provider: Marketing and Reputation; Henley Business School

Credits: 20

Level: 7

When you'll be taught: Full year

Module convenor: Dr Filipe Morais, email: f.morais@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

Students will learn the importance of getting to know their board and what really matters for the organisation.Ìý In this module issues of managing the format, pace, rigour, structure, sources, security and volume of information at board level will be considered. Best practice tools and techniques, question articulation, delving deeper and broader in decision-making are considered, including how to better read, write, engage and present information in the board context. Further students will consider the processes and interactions pre-during- post boardroom agendas and communications. The module will include director (individual) and board (body) dynamics and peer relationships as critical to engaging with information and with different board members for board level communication effectiveness. Importantly, the handling of sensitive issues and relationships as director discretion and part of the board work will be considered.

Module learning outcomes

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

Ìý

1. Critically evaluate the quality, relevance, accuracy and completeness of information and communication at board levelÌýÌý

2. Critically assess the complexity of organisational, board and individual factors impacting the quality of board information and communication for effective decision-makingÌýÌý

3. Critically reflect on director duties and responsibilities related to board information and communication and exercise these effectivelyÌýÌý

4. Critically examine and apply different techniques for improving director effectiveness with regards board information and communication challengesÌýÌý

Module content

This module will focus on information and communication at board level. Students will consider quality and volume of information and communications. Written, verbal and relational aspects of informationÌý and communication will be considered at board level. In this module, students will benefitÌý fromÌý academic and practitioner insights over two days. This will include:ÌýÌý

• Knowing the board and what matters to the organisationÌý
• Handling structure, volume and quality of informationÌý
• Pre-agenda communications and relationshipsÌý
• Agenda setting Board Meetings and Board CommunicationsÌý
• Boards as information processing bodiesÌýÌý
• Board and Director IndependenceÌýÌý
• CEO behaviour and board information and communicationÌýÌý
• Director engagement and board questioningÌýÌý
• Board information and communication during crisisÌýÌý

Structure

Teaching and learning methods

The module will be taught by faculty with insights from practitioner, reflective of their specialism. The lectures will include:Ìý

• PowerPoint presentationsÌý

• Interactive Q&AÌý

• Use of learning technologies where appropriateÌý

• Problem solving and active learning opportunitiesÌý

• Case studies and exercises that combine theory and practice to support facilitated learningÌýÌý

Ìý

The module will be include faculty and practitioner insights into board information/agendas. Participants will also gain learning about similarities and differences for directors across the private, public and third sector.Ìý

T&L approaches and exercises will cater to individual needs by including wide ability range questions as partÌý ofÌý scaffolding,Ìý moving progressively towardsÌý moreÌý active learning forÌý confident learners. Each student will also have opportunity to contribute to their own diary as part of the learning experience.Ìý

GuidedÌý IndependentÌý StudyÌý includesÌý preparationÌý andÌý planningÌý forÌý scheduledÌý sessions,Ìý pre-reading or research, follow-up work, wider reading, practice or application to practice, understanding learning tools and techniques (e.g. technologies, software and different research methods) - relevant toÌý participants own area of interest or context of study. This also includes completion of assessment tasks e.g. getting access or information, analysing data, evaluating, synthesising and reflectingÌý onÌý theÌý particular case or topic ofÌý Ìýinterest. GIS is normally balanced 50:50 between pre and post study.Ìý

Ìý

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.

Study hours

At least 20 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

50% pass mark - Students need to achieve a mark of 50% in each assessment and overall 50% mark to pass this module.

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.

Students are required to work in groups and analyse a case study, producing a power point presentation. Students are required to present the findings to the cohort and receive feedback from their peers and from the module lecturer, towards the writing up of their group case study analysis written coursework assignment.ÌýÌý

Reassessment

Additional costs