本文地址：http://www.abminiaturehorses.com/study/undergraduate/courses/politics-international-relations-and-management-bsc-hons-ln30/文章摘要：Politics, International Relations and Management BSc Hons (LN30) ,祸水降税安徽合肥,诡雅异俗两张牌墨西哥湾。
A Level Requirements
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Full time 3 Year(s)
This interdisciplinary three-year scheme is designed to shape your capacity to comprehend the larger socio-political world around you, equipping you with strategies for managing effectively within it and the ethics to help make it a better place. It gives in-depth knowledge of the major theories, concepts and issues relating to politics, international relations, and the management of institutions across various regional, as well as global contexts.
It allows you to focus on the issues which are of the most interest to you. In order to deepen your knowledge of management and related issues, you will learn about areas of Management such as Organisation, Work and Technology, Entrepreneurship, and Marketing. This is complemented by modules in Politics and International Relations to give you a more comprehensive understanding of the global business world.
A Level AAB
GCSE Mathematics grade C, English Language grade B
IELTS 6.5 overall with at least 5.5 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
International Baccalaureate 35 points overall with 16 points from the best 3 Higher Level subjects
BTEC Distinction, Distinction, Distinction
Access to HE Diploma in a relevant subject with 30 Level 3 credits at Distinction and 15 Level 3 credits at Merit
We welcome applications from students with a range of alternative UK and international qualifications, including combinations of qualification. Further guidance on admission to the University, including other qualifications that we accept, frequently asked questions and information on applying, can be found on our general admissions webpages.
Contact Admissions Team + 44 (0) 1524 592028 or via firstname.lastname@example.org
Many of Lancaster's degree programmes are flexible, offering students the opportunity to cover a wide selection of subject areas to complement their main specialism. You will be able to study a range of modules, some examples of which are listed below.
This module introduces students to some of the central problems of philosophy and the theories produced in response to them. It also introduces some of the subject's technical concepts and vocabulary, and some of its techniques of reasoning and analysis. Reading includes both classical and contemporary material.
Philosophy has a significant role to play, both in acquainting students with some of the ideas which have helped shape Western culture, and in the critical understanding of ideas and methods in many other disciplines. The level of the module does not presuppose previous knowledge of philosophy. If students have studied philosophy before, the module will enable them to deepen and broaden their understanding of the subject and to improve their philosophical skills. The module aims not only to inform students with what philosophers have said but also to encourage them to engage with the issues. Topics will be drawn from the range of philosophical problems, approaches, and canonical figures.
The aim of this course is to introduce students to the fascinating world of management and organisation(s) via a series of lectures and seminars and reading groups.
Over a period of ten weeks, we will attempt to familiarise ourselves with some of the main themes and issues that make up our ‘organised’ world. Our main objective will be to map out the ways in which we understand ourselves in relation to work, management and organisations. In order to so, we will attempt to trace how the meaning we give to these important themes has developed historically. To do so, we will analyse the thought of some of their main critics and contributors.
The course begins by providing a perspective on capitalism (as the social order in which the forms of managing and organising we are interested in takes place), before moving on to look at management more concretely and ends with a focus on people (both managers and workers) in contemporary organisations and society.
This module aims to provide you with a broad introduction to management covering a wide range of topics that are relevant to work, business and organisations.
The module begins by exploring the basis of all management activities – human resource management and development which fundamentally contributes to the development of employee-engaged and productive organisations. The module is constructed to encourage you to think critically and to reflect upon taken-for-granted assumptions about the world of work and management’s role in relation to it.
As a means to achieve this, the second part of the course introduces different metaphors through which we can understand and analyse organisations.
The final part of the module continues this theme of encouraging critical reflection and explores key issues and debates related to technology, globalization, sustainability and ethics that are intimately related to management. Many of these debates and issues will be explored in greater depth in subsequent OWT modules (e.g. OWT.226 Management and Information Technology, OWT.328 Work and Employment Relations).
This module introduces students to some of the key areas of Politics and International Relations. It will provide a basic introduction and a foundation for future study, as well as expand and develop knowledge into new areas.
The module tells a story about the 20th century that enables students to make sense of the 21st century world. Beginning with the consequences of the First World War, the module introduces students to the events and ideas that have transformed societies in complex ways: the evolution of the welfare state; the problems of democracy; increasingly global formations of governance; the transformation from Cold War geopolitics to the 21st century’s War on Terror; and the emergence of new issues such as global warming, amongst a wide range of other issues.
Students are introduced to the research concerns of members of the department, as well as setting the scene for modules offered at advanced stages in the degree structure.
The main aim of this course is to provide students with a critical understanding of the moral foundations that shape business and management. It will examine the various perspectives through which we make sense and speak about ethics and the ways in which they influence and direct our moral choices both on an individual and an institutional level.
The delivery of this course has two main components. First, a traditional series of weekly lectures that will introduce some of the key ideas and theoretical frameworks that will help you understand the main themes and issues in business ethics. Secondly and in parallel with the lectures, there will be a series of student-led debates that aim to further explore the often complex and intractable nature of these issues.
As information covered in class often will not be found in your readings, it is to your benefit to attend class regularly. A significant portion of the course grade derives from work and activities in the classroom. Most importantly, class time allows you to interact with and learn from one another.
Human Resource Development (HRD) is a dynamic and evolving area that is part of Human Resource Management (HRM). This module follows on from the Human Resource Management module and assumes the centrality of the self in managerial discourses. Where HRM focuses on a wide range of processes that deal with the needs and activities of people in an organisation, within those processes HRD in the new economy is concerned with the theory and practice related to training, learning and development for both the benefit of individuals and the organisation. In 1989 McLagan proposed that HRD comprises of three main areas: Training and Development; Organisational Development and Career Development.
This module will take McLagan's three themes and offer a contemporary look at the tensions that occur when human resources (people) are exhorted through particular managerial discourses.
The aim of these two modules (223 and 224), which can be taken both separately as well as in combination (which we strongly advise), is to understand how the elementary functions of HRM unfold, and why they do so in certain ways nowadays compared to, say, thirty years ago.
At one level, HRM seems very simple: it is a combination of (a) recruitment and selection, (b) control and motivation, (c) training and development, (d) strategy and planning. It is a function which mediates between organisations and people. How complicated can that be? The answer is that it is as complicated as the central objects of such practices – the human and work – are: namely, extremely complicated.
The reason HRM is endlessly complicated (i.e. there never is an end to the central question to which it has to answer, namely what is work?) lies in the simple fact that the relationship between work as effort and efficiency as the rationality of work is always indeterminate. How much is an hour of work worth? How much should I be paid so that work is ‘fair’, or ‘just’? These essential questions cannot be answered in themselves – they depend on an endless list of other crucial questions – such as, what is it that I have to do? For what should I be paid? What counts as the work that is covered by an employment contract? Where does effort begin and end? What does it mean for instance to be committed to one’s job, company, or team – in terms of effort? How do we account for sentiments in work? What does it mean to be creative, or innovative? Are these part of the employment contract? How much commitment is one contracted to feel?
These and all the other aspects of HRM have become its language and the objects of its practices; human work and human being have become entangled in management in very complicated forms in the last thirty years. You will be the subjects of these practices and will have to understand what is going on in them and how the simple question what is worth doing in the context of contemporary work? is asked and answered today.
This means that HR practices in contemporary organisations (private, public, large or small) can only be understood if you will understand something much more fundamental, much more profound and much more enabling: the cultural conditions and resources that make these practices possible at all. You will need to understand how these practices are structured from a cultural viewpoint, from the point of view of the social imaginaries that make them possible.
The module focuses upon the relationships between management theory, practice and the natural environment. The first part of the module examines how management have conceptualised the range of environmental issues which have emerged since the rise of industrial society. We then consider different aspects of sustainability focusing upon ecological modernisation, consumerism and waste management. There is a sharp focus throughout the implications for policy making.
On successful completion of this module students should normally have:
A broad but critical understanding of the complex interrelationships between management in contemporary organizations and their social, cultural and physical environments.
Improved their ability to relate key ideas and theoretical frameworks such as those presented in this module to the ongoing social and intellectual controversies concerning management and its place in the modern world.
This module considers several of the transformations that have arisen in contemporary organisations as a result of the introduction and use of information systems. To consider how information systems have been implicated in these transformations, this course will focus on five themes:
Global Software Outsourcing
The Digital Divide
Knowledge Management and Information and Communication Technology (ICT)
Ethical issues in information systems
All these themes have been important to the study of information systems in the 1990’s and 2000’s. One or more cases and or readings for each theme will be presented and discussed in detail, so as to first familiarise yourselves with these developments, and second to explore the challenges that the introduction of information systems may pose, and finally to consider the scope for management action. You are required to produce a group presentation and sit an exam in the summer. The aim of this is to develop techniques, methods of analysis and research expertise that can be applied to a variety of real world settings. Developing techniques of this sort is advocated by many leading industrialists, and bodies such as the ICAEW (1990) who stated that:
“...case studies require a number of skills and abilities to be developed. The student is required to read and comprehend the information, identify the problem, analyse the whole situation and diagnose solutions, and finally present his or her own ideas and recommendations in a form usable by others... Particular emphasis is placed upon analytical skills, commercial awareness and communication skills, including presentation skills.”
This module outlines how the management of people is approached and understood within different cultural, economic and political contexts. It will review to what extent the meanings, strategies and practices of managing work and workers have changed over the last couple of decades. Particular emphasis is thereby placed on the exploration of the social, temporal and spatial dimensions of managing and regulating work within the organizational context and beyond.
Overall, the module aims to outline the organizational as well as individual challenges, ambiguities and complexities that are concomitant with current modes of managing workers and employees. We will cover topics such as bureaucratic and entrepreneurial forms of work organization, creative knowledge work and workers, employee subjectivity and identity, normative forms of power and control, as well as ethico-political aspects of contemporary management.
This course is concerned with major theories in social psychology and related social sciences that have guided the organisation and design of work.
In this module students should develop an understanding of the importance of the role of psychology in the development of people management techniques and practices. They will also develop an understanding of the historical development of psychology, with specific reference to the relevance of psychological expertise to the effective management of organisations.
In OWT 228 we look at the changing role and position of management and managers in organisations and society. Much of modern analysis of management emphasises a change in forms of management control from traditional authority through vertical hierarchical forms to ones which are more horizontal and look to incorporate employees into the organisation and its goals in ever closer ways. This happens for example through attempts to align employees identities, emotions and interests with commitment to the organisation: the much discussed capturing of hearts and minds. Another aspect of this is the manipulation of meaning in order to facilitate this identification of employee and organisation, usually discussed as the corporate culture movement. Together these can be taken as two significant aspects of modern management the management of meaning and the management of identity - which feature little in traditional management texts that emphasise management as the co-ordination of tasks and the control and deployment of resources.
However, it is important to see management and managers within the light of organisation analysis. Managers are not the autonomous agents they are often portrayed, first because they are also employees themselves (albeit in the position of formally representing the interests of capital), and second, they are also subject to organisational structures, cultures and power relations. Perhaps especially in the light of managerial control designed around commitment, integration and identification with the organisation, managers are tied in by the very control strategies that they themselves are promoting. However, as we shall see, there are also important tensions between the changing context of management and these forms of control which can lead to unintended consequences such as impression management and various forms of resistance.
Thus this module focuses on how management is a social process, and what this means for the lived experience of doing management. In exploring this we look at topics which are relevant for the day-to-day experience of managers, although rarely are these addressed in conventional management textbooks: issues such as humour, diversity, impression management and emotional management.
Information for this module is currently unavailable.
The objective of this module is to attempt to develop moral sensibility and practical reasoning in the context of managerial everyday action in organisations. It will be concerned with morality in action, as it happens, rather than a removed reflection on codes and principles of ethics.
The module seeks to show that ethics in action is diffused and difficult. Nevertheless, managers and employees have a responsibility to ‘work it out’ for themselves. It is this ‘how to work it out’ that the module will keep as its focus. A number of case studies will be used as a basis for developing a moral sensibility so that managers will be able to act in a morally appropriate manner as part of their ongoing organisational action.
The aim of Managing Human Resources is to develop an informed, critical understanding of how the management of Human Resources is undertaken, why and with what effect. What it is not is a prescriptive course providing ‘how to do it’ set of rules and practices. The focus here is on a critical understanding of the employment relationship within the organisational context. Some students are interested in becoming HR practitioners in their future careers and many wish to become a manager of some form. In both cases the course provides a solid foundation to evaluating different approaches to managing human resources and gain a critical understanding of where they would be appropriate.
Initially the course introduces the development and roles of HRM and the ways in which different management styles can be adopted in organisations. The course then examines the nature of the relationship between HRM and performance (including aspects of remuneration). The lectures then present contemporary HRM issues, for example, Equality and Diversity, Flexible working, Careers and Wellbeing.
Economic, social, cultural and political globalization have all contributed to the growth of economic activity that cuts across national borders and to the emergence and proliferation of organizations that transcend national boundaries. Increasingly, organizations are engaged in the employment contract in multiple different national employment systems. The human resources of organizations are located in multiple country locations. Internationalization thereby becomes a key challenge for the practitioners and a dimension that cannot be taken as given or standard for scholars of HRM. In a context of the transformation of a growing number of organizations (and especially the largest ones) into “transnational social spaces”, HRM practices flow across borders. Some strategic scholarship argues that such flows are critical to the success of individual firms, and concentrate their efforts on identifying “best practices” that will yield the greatest leverage to each. Strategic scholarship keen to understand what will work best to increase the efficiency and financial performance of multinational organizations also studies the various “glitches” that might obstruct flows or make the flows of HRM practices everywhere not always desirable.
This module examines the challenges of managing human resources against a backdrop of cross-cultural and institutional work contexts and teams, variation in local socio-political-legal contexts and the necessity for cross-border assignments. The analytical/critical approach to IHRM taken concerns itself with questions of whether employment (and HRM) practices are converging or diverging around the world, how power and politics are implicated in the internal dynamics of multinational corporations, and if the corporate social responsibility pledges for appropriate treatment of workers can possibly suffice to ensure a fair employment relationship in the absence of a transnational regulator, among others.
The aim of this course is to provide students with a critical understanding of organisations and the management of change. Management gurus and media commentators have heralded a break with earlier ways of organizing and managing and yet change is often more difficult than they suggest.
This course introduces different ways in which to understand change. It pays particular attention to management gurus and asks why their prescriptions are so popular? Overall, the course examines some of the problems and obstacles that companies face when attempting to introduce a variety of new change initiatives including teamwork and knowledge management and it draws on case study material to enable students to explore change in different organisational settings.
Technology is widely regarded as an unstoppable engine of change that is driving the advance or progress of the modern world. It would seem that no corner of the planet is left untouched by the transformative power of technology: from computers and telecommunications technology to biotechnology, from genetic engineering to the production of designer drugs to control and reshape human behaviour, the technological (re)ordering of the world would appear to have no limits. Against this background utopian or dystopian depending on your viewpoint OWT.326 aims to explore the (inter)relationship between technology and organisation.
The lectures place a strong emphasis on the examination of accounts and representations, visions of technology, technologically mediated change in organisations and society (including issues of identity, power and surveillance), and the ethical dimensions of technology.
No prior knowledge of technology is assumed.
Organisational change is widely accepted as a defining feature of contemporary life. Most of the topics covered in management courses, for example, structure; technology; people; power; culture; strategy; leadership and learning, to name a few, assume the need for changes of one kind or another. This course of lectures and the associated seminar programme review some key ideas associated with approaches to change. Seminal approaches to the field that can be said to conceptualise change management are introduced and compared, particularly those at the micro - that is the individual and group level.
Material included in the course will help you understand your own and other peoples' reactions to changes. It will help you develop informed opinions about theories of change and will help you to understand how changes might be managed effectively. Expressed more formally, the course will
introduce you to some key management and social, and behavioural science contributions in the field;
help you to compare different orientations and to appreciate their relative strengths and weaknesses;
help you to relate such ideas to actual events in organisations; and,
help you to understand and evaluate your own approaches to the management of change and to evaluate management practices in this area.
Technology is widely regarded as an unstoppable engine of change that is driving the advance or progress of the modern world. It would seem that no corner of the planet is left untouched by the transformative power of technology: from computers and telecommunications technology to biotechnology, from genetic engineering to the production of designer drugs to control and reshape human behaviour, the technological (re)ordering of the world would appear to have no limits. Against this background – utopian or dystopian depending on your viewpoint – the module aims to explore the (inter)relationship between technology and organisation.
In the Michaelmas term the lectures place a strong emphasis on the examination of accounts and representations, visions of technology, technologically mediated change in organisations and society (including issues of identity, power and surveillance), and the ethical dimensions of technology.
In the Lent term, students will also address the literature on the social construction of technology. Not only is technological development managed and subjected to processes of organising but it also has to be understood in relation to the influences of politics, culture and gender, risk and the management of risk in the context of technology, together with an exploration of future technological developments, are also key themes of of the module.
tt娱乐 offers a range of programmes, some of which follow a structured study programme, and others which offer the chance for you to devise a more flexible programme. We divide academic study into two sections - Part 1 (Year 1) and Part 2 (Year 2, 3 and sometimes 4). For most programmes Part 1 requires you to study 120 credits spread over at least three modules which, depending upon your programme, will be drawn from one, two or three different academic subjects. A higher degree of specialisation then develops in subsequent years. For more information about our teaching methods at Lancaster visit our Teaching and Learning section.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research.
All sectors of the graduate market value our management degrees very highly. Graduates from this programme will be able to enter large multinationals, small and medium-sized industries and services, and international organisations (such as the World Bank or the International Monetary Fund), as well as public sector organisations. Many of our graduates embark upon international careers. The transferable skills which you will develop during the programme, such as intercultural team-working, analytical and presentation skills, negotiation, research design and report-writing, are highly valued by employers. The course also provides a firm foundation for those looking to pursue academic careers.
tt娱乐 is dedicated to ensuring you not only gain a highly reputable degree, but that you also graduate with relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability/career development, campus community and social development. Visit our Employability section for full details.
Lancaster Management School has an award winning careers team to provide a dedicated careers and placement service offering a range of innovative services for management school students. Our high reputation means we attract a wide range of leading global employers to campus offering you the opportunity to interact with graduate recruiters from day 1 of your degree.
We set our fees on an annual basis and the 2018/19 entry fees have not yet been set.
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Students also need to consider further costs which may include books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation it may be necessary to take out subscriptions to professional bodies and to buy business attire for job interviews.