UNIVERSITY OF KENT

Module Specification

1.Module title

Structure and organisation of the E-Commerce Enterprise (CB904)

2.The School responsible for managing the module

Kent Business School

3.Start date of the module

Spring term, February 2005

4. The cohort of students (onwards) to which the module will be applicable.

September 2011

5.The number of students expected to take the module

30 to 55

6.Modules to be withdrawn

None

7.The level of the module

M (FHEQ Level: 7)

8.The number of credits the module represents

15 credits, (7.5 ECTS)

9.Term the module is going to be taught in

Spring term

10.Pre-requisite and co-requisite units:

Pre-requisite: None

Co-requisite:None

11. Programme of study to which the module contributes

The module is a compulsory module for the MSc in Electronic Business Management and an elective for other students on the MSc in Management suite of programmes. The purpose of this module is to provide students on the MSc in Electronic Business Management programme an opportunity to explore the main themes, issues and problems in organising to take advantage of the Internet.

12.The intended subject specific learning outcomes and, as appropriate their relationship to programme learning outcomes

Objectives: by the end of the module, students will be able to:

SL01Understand how to apply a number of common models of the firm in the era of E-Commerce

SL02Understand how the Internet and associated developments affect the application of these models to firms and be able to apply them successfully to an electronic enterprise

The module supports the following MSc in Electronic Business Management programme outcomes

Knowledge and understanding of:

  • the core techniques and concepts applicable in the key functional areas of organisations in business
  • the role of senior management in any of the key functional areas of ebusiness organisations, and a potential ability to take on such a role
  • how to make a contribution to the strategic management of business organisations
  • how to initiate and manage change by development of an awareness of threats, a perception of opportunities and a readiness to reconsider current practices rather than simply repeating past patterns
  • technical issues related to E-Commerce insofar as to locate and oversee support on
  • technical services necessary to employ Ecommerce effectively
  • the E-Commerce environment
  • ability to identify, find, record, organise and manipulate knowledge relevant to the development and management of Ecommerce within enterprises
  • ability to identify and deploy relevant resources for the achievement of organisational objectives
  • ability to initiate and manage change by development of an awareness of threats, - a perception of opportunities and a readiness to reconsider current practices rather than simply repeating past patterns
  • ability to integrate academic frameworks and understandings with the practical environment of e-enterprises
  • ability to identify business opportunities arising through the application of Ecommerce ideas
  • ability to appraise existing and proposed E-Commerce applications
  • ability to manage the human resource implications of E-Commerce
  • ability to function effectively in the “cooperative” environment that characterises E-Commerce.

12. Programme Outcomes

13.The intended generic specific learning outcomes and, as appropriate their relationship to programme learning outcomes

GL01Ability to select, organise, develop and synthesise complex material

GL02Analytic skills necessary for the analysis of problems and the identification of

appropriate solutions

GL03Ability to plan, work and study independently and use relevant resources

in a way which reflects best current and anticipated future practice;

GL04Integrative capability to communicate and co-ordinate or eventually lead a team of multifunctional specialists;

GL05Ability to learn effectively in a web-based environment

GL06 Effective use of communications and information technology

GL07 Numeracy and quantitative skills

GL08 Effective performance in a team environment

GL09 Development of the interactive skills needed to communicate, negotiate and

mobilise people in organisations;

GL10 Ability to produce work in suitable formats, incorporating academic, professional report-writing and other conventions as appropriate

GL11 Ability to plan, work and study independently and use relevant resources in a way which reflects best current and anticipated future practice;

GL12 Self development and continuous learning

GL13 Effective performance in a Web-based learning set

B1Critical thinking and creativity; managing creative processes in self and others; organising thoughts; analysis, synthesis, critical appraisal. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately (GL01,GL02)

B2.Ability to select, organise, develop and synthesise complex material (GL03)

B3.Analytic skills necessary for the analysis of problems and the identification of appropriate solutions (GL02)

B4. Ability to plan, work and study independently and to use resources in a way which reflects best current practice and anticipated future practice (GL03)

C1.Problem solving and decision making; establishing criteria; using appropriate decision techniques including identifying, formulating and solving business problems; the ability to create, identify and evaluate options; the ability to implement and review decisions (GL02)

C4.Ability to conduct research into business and management issues (GL01, GL11)

C5.Ability to identify, find, record, organise and manipulate knowledge relevant to the development and management of organisations (GL10)

D1.Information and knowledge; scanning and organising data; abstracting meaning from information and sharing knowledge (GL07, GL11)

D2.Effective use of Communication and Information Technology (CIT) (GL13)

D3.Two-way communication: listening, negotiating and persuading or influencing others; oral and written communication, using a range of media, including the preparation of business reports (GL06)

D4.Personal effectiveness: self-awareness and self-management; time management; sensitivity to diversity in people and in different situations; the ability to continue learning (GL11, GL12)

D5.Effective performance within a team environment and the ability to recognise and utilise others’ contributions in group processes (GL04, GL08)

14.Synopsis of the curriculum

Organisation: the module will be organised so as to include three areas of study:

Part 1: Economic and structural models of the firm

  • Transaction cost and principal/agent theories
  • Resource based models of the firm
  • Models of the firm as a learning/knowledge based organisation
  • Human resource development models

Part 2: Process views of the firm

  • Value chain models of the firm
  • Generic activity and process models of organisations
  • Business process re-engineering

Part 3:The impact of the Internet on enterprises

  • Globalisation
  • Strategic partnering and alliances
  • Network organisations
  • Innovation theory (with special reference to service based firms and the application of new information technologies)
  • The virtual enterprise

15.Indicative reading list

Required reading will take the form of web based material specially developed for the module.

The recommended textbooks are:

Chaffey, D. (2007) E-Business and E-Commerce Management (3rd. ed.), FT Prentice Hall, Harlow, Essex, England.

ISBN-13: 978-0-273-70752-3

ISBN-10: 0-273 70752-3

Willcocks, L. et. al. (2000) Moving to E-Business, Random House

ISBN 0 7126 6983 3

(out of print but there are some copies in the library)

Other useful books:

Chen, S. (2005) Strategic Management of e-Business (2nd ed.), John Wiley & Sons

Child, J. and Faulkner, D. (1998) Strategies of Co-operation, Oxford University Press

Davenport, T. and Prusak, L. (1998) Working Knowledge: How Organizations Manage What They Know, Harvard Business School Press

Jelassi, T. and Enders, A. (2005) Strategies for e-Business – Creating Value through Electronic and Mobile Commerce, Concepts and Cases, FT Prentice Hall

Storey, J. ed. (2001) Human Resource Management - A Critical Text (2nd ed.), Thomson Learning

16. Learning and Teaching methods, including the nature and number of contact hours and the total of study hours which will be expected of students, and how these relate to achievement of the intended learning objectives

150 hours in total; the module includes the following

  • E- learning with electronic delivery of course materials via the Internet.

Learning outcomes SLO1-2GLO1-3, 5-7, 11-12) addressed

  • The use of ‘virtual’ seminars (ongoing electronic conferences) open to all module participants. A member of academic staff will moderate these seminars on a regular basis. If necessary, supplementary material will be provided by academic staff through this medium.

Learning outcomes SLOs 1-2GLOs 1-13 addressed

  • There will be 12X1 hour tutorials involving face to face contact between a member of academic staff and the students.(and 12x1 hours online discussions)

Learning outcomes SLOs 1-2 & GLOs1, 2, 4, 6, 7, 9, 9, 10, 12 addressed

17.Assessment methods and how these relate to testing achievement of the intended learning outcomes

(a) On-line quizzes 15%

There will be 5 quizzes, using the facilities of Moodle.

Learning outcomes tested:

Specific outcomes

11 (a) (b) and (c)

Generic outcomes

12 (a) (b) (c) (e) (f) (g) (k)

(b) Contribution to on-line seminars 15%

There will be 3 of these online seminars in the module, which each run over a 2 week period, comprising a stage 1 and stage 2.

The assessment will comprise of weekly tasks that students are asked to do including individual work and work within a designated virtual study group.

7.5% individual involvement

For stage 1 of each virtual seminar, students will be asked to do an individual piece of work which will each count for 5% of the total mark.

7.5% group work

For each virtual seminar, students will combine their individual pieces of work, as noted above, into a group report which is the stage 2 of the seminar. In total this is 3 pieces of work which will represent 5% of their final mark.

Learning outcomes tested:

Specific outcomes

SLOs 1-2

Generic outcomes

GLOs 1-8, 10-13

(c) Final project 70% of 2,500 words

Learning outcomes tested:

Specific outcomes

SLOs 1-2

Generic outcomes

GLOs 1-7, 10-12

18.Implications for learning resources, including staff, library, IT and staff.

There are no special resource requirements for the module beyond those discussed for the overall programme except for access to recommended texts in the UKC library.

19.The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexia support service, and specialist support will be provided where needed.

Statement by the Director of Learning and Teaching: “I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals”

Director of Learning and TeachingDate

Statement by the Head of School: “I confirm that the School has approved the introduction of the module and will be responsible for its resourcing”

Head of SchoolDate