Glasgow School for Business and Society

Finance, Accounting and Risk

Module Handbook

Ethics, Sustainability and Governance

MMN430180-23-A-GLAS

Tri A – September

Daniel McGregor
Contents

1 General Information..............................................................................................1

2 Module Information...............................................................................................1

2.1 External Examiner..........................................................................................3

3 Module Schedule..................................................................................................4

3.1 Preparation.................................................................................................... 6

4 Assessment..........................................................................................................6

4.1 Assessment Schedule................................................................................... 6

4.2 Marking Criteria..............................................................................................6

4.3 Fit to Sit........................................................................................................10

1 General Information

The main purpose of this module handbook is to provide you with a comprehensive
guide for the module. Within this document you will find details specific to the module
including: assigned teaching staff; module schedule; and assessment information.

This handbook should be read in conjunction with your Module Descriptor appended
to this handbook and/or which you can access from the online Module Catalogue1 on
the GCU website, and also with the General Information applicable to all GCU
Modules and Programmes which contains information on University Policies and
Procedures, Assessment Regulations and the support you can access as a GCU
student.

You can access the General Information from the Institution Page2 on GCU Learn
and also the GCU Student Webpages3.

2 Module Information

In this handbook you will find information and advice that should prove helpful as you
progress through the module, including:

 What the module will cover (summary of content)

 What knowledge and/or skills you should have acquired on completion
(learning outcomes)
 What additional generic skills you will also have developed (transferrable
skills)
 How your learning will be delivered (teaching and learning strategy)
 Recommended books, journals, articles etc (indicative reading)
 What your assessment will consist of (assessment methods)

Further information is contained within the Module Descriptor (the module descriptor
MUST be made available to students as an appendix, link to GCU Learn or
equivalent). Please read this document carefully and if you have any questions,
contact the module leader.

The module is intended to set out a broad groundwork for the coverage of ethics,
sustainability and governance issues in relation to business. Students will be
supported to critically explore private, public and social enterprise sectors, covering
1
https://www.gcu.ac.uk/currentstudents/essentials/modules
2
https://blackboard.gcal.ac.uk/ultra/institution-page
3
https://www.gcu.ac.uk/currentstudents

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topics such as corporate social responsibility, sustainability, ethical and responsible
leadership and key issues in corporate governance and the extent to which present
arrangements secure corporate accountability. In so doing, students will gain insight
into the internal and external accountability structures aimed at producing an ethical
organisation.

The aim of this module is to equip students with a set of analytical tools and
concepts to drive responsible decision-making whilst highlighting the difference
between compliance and ethically driven behaviours. The module will therefore
incorporate both a theoretical and practical understanding of real world issues, from
a UK and global perspective. Environmental, Social and Governance (ESG) factors,
the UN Global Compact’s Principles for Responsible Management Education
(PRME) and GCU’s Common Good attributes as well as Sustainable Development
Goals will be the foundation upon which this module is built.

Specifically, SDG 5 Gender equality, 8 decent work and economic growth, 9

industrial innovation and infrastructure, 11 sustainable cities and communities, 12
Responsible consumption and production, 16 peace, justice, and strong institutions.
These goals will be embedded in the context of this module delivery.

The teaching of this module is based on a dialectic approach to learning, that of

debate, conversation and informed opinions. For all topics studied, students will
require to demonstrate critical thinking, problem solving skills, whilst exhibiting two-
way communication and personal effectiveness skills.

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
Name Room Phone No. Email
No.
Daniel B004 Daniel.mcgregor@gcu.ac.uk
McGregor

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Module Tutors
Name Room Phone Email
No. No.
Wendy Wendy.mazzucco@gcu.ac.uk
Mazzucco
Jane Burt Jane.burt@gcu.ac.uk
Paul Wilson Paul.Wilson@gcu.ac.uk
Tom Dudley
John Crosbie J.E.Crosbie@gcu.ac.uk
Corrine
French
Jaegeon
Choe
Daria Daria.Morozova@gcu.ac.uk
Morozova

Roger Cook Roger.cook@gcu.ac.uk

(London)

Programme Co-ordinator
Name Room Phone No. Email
No.
Judith Farrell W116 Judith.farrell@gcu.ac.u
k

2.1 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 is Dr Hazma El Kaddouri and

holds the position of Senior Lecturer from the University of Bedfordshire

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.

If you would like to view past External Examiner Reports for your Module or
Programme, please email externalexaminers@gcu.ac.uk stating the name of the
Module/Programme, and academic year you would like this for.

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The details of the External Examiner are provided for information only. It is
inappropriate for students to make direct contact with External Examiners.

3 Module Schedule

Week Numbers Lectures Lecturer Seminar

(On campus)
And w/c Dates
Week 1
Week Commencing Introduction to ESG Danny McGregor No Seminar week 1
Q and A on
assessment
Week 2

Week commencing Ethics, Values and Jane Burt Seminar 1

Morality
On campus – see
personal timetables for
timings. Preparation
must take place before
the seminar - materials
will be posted on GCU
Learn.

Week 3

Week commencing The Philosophy of Jane Burt Seminar 2

Ethical Decision-
Making On campus – see
personal timetables for
timings
Week 4

Week commencing The Psychology of Danny McGregor Seminar 3

Ethical Decision
Making and the On campus – see
Influence of personal timetables for
Situational and timings
Individual Factors
Week 5

Week commencing Building an Ethical Danny McGregor Seminar 4

organisation:
Corporate Social On campus – see
Responsibility (CSR) personal timetables for
timings
Sustainability and
approaches to ESG
Week 6

Week commencing Leadership Ethics: Danny McGregor Seminar 5

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 The ethical challenge
of responsible On campus – see
leadership personal timetables for
Plus timings
Leadership: from
Theory to Practice

Week 7
Week Commencing Introduction to Wendy Mazzucco Seminar 6
Corporate
Governance: The On campus – see
Financial Crisis personal timetables for
plus timings
Agency Theory
Week 8

Week commencing Stakeholder Theory Wendy Mazzucco Seminar 7

plus
Corporate On campus – see
Governance Codes personal timetables for
timings
Week 9

Week commencing The Corporate Wendy Mazzucco Seminar 8

Board:
How to make an On campus – see
effective board and personal timetables for
board diversity timings
Plus
The Developing
Role of Non-
executive Directors

Week 10

Week commencing Institutional Danny McGregor Seminar 9

Investors
On campus – see
Guest Speaker on personal timetables for
Ethical Investing timings

Week 11

Week commencing International Danny McGregor Seminar 10

Corporate
Governance On campus – see
personal timetables for
Ethics in a Global timings
Marketplace

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 Week 12

Week Commencing LDC - Essay Danny McGregor Seminar 11

Formative Online Task

(not assessed)

3.1 Preparation

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.

4 Assessment

4.1 Assessment Schedule

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

Submission Type of Form of assessment Duration / Weighting

Date assessment (e.g. coursework, lab Length
(formative or report, class test, etc.)
summative)
Ongoing Summative Facilitation and Weekly 30%
(concludes participation
week 11)
Monday 8th Summative Essay / case study 2,500 words +- 70%
January, 10%
5pm, 2024
(Between
2,250 and
2,750 words)

4.2 Marking Criteria

Case Study: Spectrum for Assessment Marking

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 <40 40-49 50-59 60-69 70+
Understanding Serious Limited Adequate Good Thorough and
of knowledge misconceptions understanding understanding understanding Comprehensive
and theory and factual errors understanding
Organisation Lack of analysis Little or no Superficial Thorough Insightful and
identified of the issues in analysis of the analysis of some analysis of most thorough
the case study issues in the of the issues in of the issues analysis of all
case study the case study the issues
Requirements Narrative did not Narrative did Narrative did Narrative did Narrative did
of the address go some way address the address the address the
assessment requirements of towards requirements of requirements of requirements of
using the case the assessment addressing the the assessment the assessment the assessment
study requirements in relation to the in relation to the in relation to the
of the organisation but organisation organisation and
assessment in some tangential also provided
relation to the material some very
organisation insightful angles
and innovative
thoughts on the
issues.
Identification No reference to References to Some Methodical Wide range of
and use of literature literature not appropriate reference to sources with
literature appropriate or literature relevant literature most relevant
integrated with identified literature
text identified
Original No original ideas Some Some evidence Evidence of Excellent
thought evidence of of original ideas original ideas, original critical
original which are sound assessment of
thought but and relevant to the issues with
largely ill- the literature well-structured
conceived conclusions
Logic of No logic flow Serious Some indication Logical Excellent logical
argument weaknesses in of logical thought presentation with flow to the
logic of but still good focus on the argument,
argument weaknesses main issues of dealing precisely
present the question with the
question asked
Conclusion Totally lacking or Poor in parts Adequate Good, well- Precise, logical
trite conclusions conclusions structured conclusions
conclusions perhaps
providing new
insights/suggesti
ons for future
research
Presentation, Incomprehensible Poor style with Adequate Logical and clear Outstandingly
Style and weak good
structure. grammar/spelli presentation
ng

NOTES TO SPECTRUM

1. This is not a series of absolute divisions – inevitably the

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 characteristics of one class merge into the next.
2. The points listed are a guide to the qualitative points which need to
be considered.
3. There is no requirement that in order to be a first, for
instance, a student would be required to show
excellence under all six headings. It is a question of
balance – excellence perhaps in at least four, with
high quality work displayed in the rest.
Marking Rubrics for Facilitation and Participation

40% or less 40%-50% 50%-60% 60%-70% 70%+

As
facilitator

Preparation Not obvious Some Preparation has As a group you As a group

of seminar there has been preparation has been demonstrated you organised
including any prior been completed undertaken but that you have the seminar
structure preparation on as an individual basic seminar organised how in such a way
and an individual or but not as a format and you are going that it is
innovative group level group group not to run seminar flawless and
activities cohesive. and have you have
prepared considered and come up with
undertaken innovative
innovative seminar
activities activities to
aid learning.
Ownership Did not play an Rarely took an Took on Took Took
and active role in active role in responsibility responsibility responsibility
Leadership maintaining the maintaining the for maintaining for maintaining for
flow of flow or flow and the flow of maintaining
discussion or direction of the quality of discussion, the flow and
undermines the discussion. discussion, and doesn’t focus quality of the
efforts of When put in a encouraging on the quality discussion
others who are leadership role, others to of discussion. whenever
trying to often acts as a participate but Tried to engage needed.
facilitate guard rather either is not all students and Helped to
discussion. than a always effective sometimes redirect or
facilitator: or is effective achieves this. refocus
constrains or but does not discussion
biases the regularly take when it
content and on the becomes side
flow of the responsibility. tracked or
discussion. unproductive.
Made efforts
to engage
reluctant
participants.
Provides
constructive
feedback and
support to
others.
Knowledge Student either Student read Student has Student has Student has
of topic is unable to the material, read and read and carefully read
area adequately but comments understood the understood the and

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 understand and indicated that readings as readings as understood
interpret the he/she didn’t evidenced by evidenced by the readings
material read or think oral input in as evidenced
appeared carefully about contributions. seminar, there by oral
unprepared, as it, or The work is some contributions
indicated by misunderstood demonstrated a evidence that ; familiarity
serious errors or forgot many grasp of the secondary with main
or an inability points. main ideas and points have ideas,
to answer basic evidence but been supporting
questions or sometimes considered. evidence and
contribute to interpretations secondary
discussion. were points.
questionable. Comes to
class
prepared
with
questions and
critiques of
the readings.
Student Doesn’t get Students were Reluctant Students were Had all the
Engagemen students to engaged at students were mostly engaged students
t engage in the points during not particularly in the seminar engaged in
topic or the the seminar but encouraged to and the seminar
seminar. majority of the engage. Most contributed and kept
time students students were well. interest going
sat back and engaged. in the topic.
didn’t join in.
As seminar
member
Preparation Over the Some Preparation has It is obvious in Totally
seminars not preparation has been most seminars prepared
obvious there been completed undertaken but that every
has been any for most at a basic level preparation has seminar and
prior seminars. Class and no been secondary
preparation on conduct secondary undertaken and reading has
as an suggests information. some been
individual. inconsistent secondary undertaken
commitment to reading has regularly.
preparation. been done. Comes to
class
prepared
with
questions and
critiques of
the readings.
Participation Attendance is Attends class Attends class Attends class Attends class
poor and/or regularly but regularly and regularly and regularly and
when rarely sometimes often always
attending, does contributes to contributes to contributes to contributes to
not contribute the discussion the discussion the discussion the
to the in the in the in the discussion by
discussion in aforementione aforementione aforementione raising
the d ways. d ways. d ways. thoughtful
aforementione questions,
d ways. analysing
relevant
issues,
building on
others ideas,

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 synthesizing
across
readings and
discussions,
appropriately
challenging
assumptions
and
perspectives.

4.3 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. Please note that a failure to enter these details accurately
in your declaration may lead to your declaration not being processed.

Module Code: MMN430180-23-A-GLAS

Module Title: Ethics, Sustainability and Governance
Module Leader: Daniel McGregor
Module Leader Email: daniel.mcgregor@gcu.ac.uk

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