University of Brighton
Brighton Business School
Module Report Template
Module Title
Operations & ERP
Module Code
OS201
Courses / Years Taught
All Business (Level 5)
Module Leader
G Priddis
Other members of the teaching team
A Benn, A Upadhyay, L Olver, H Salimian
Semester (or weeks taught if block mode)
Semester 1
Academic Year
2014-15
Introduction:
The module explored selected aspects of operations and process management (O&PM), as well as the
use of information systems (IS) and enterprise resource planning (ERP) in manufacturing and servicesector organisations. It involved an introduction to the principles, approaches, systems and techniques of
both O&PM and IS/ERP, and had a problem-solving orientation. Several of the seminars and workshops
were based in the computer poolrooms and required the students to use ERP (SAP), spreadsheets and
process simulation software. Others involved case studies or standard classroom exercises, many of
which were tackled in small groups. The module was delivered intensively (within one semester) via a
combination of lectures, seminars and two-hour workshops.
Students were required to tackle a range of mini-assignments, which (together) challenged them to
master some of the tools and techniques of the subject.
Statistical data including passes and referrals:
Many of the coursework submissions were of an excellent or very good standard, whereas a significant
proportion of the others were very weak or poor. Excluding non-submissions, the median marks were
55% for the O&PM element and 64% for the IS/ERP element. The median mark for the overall module
was 60%, and the distribution of marks for each assessment and for the overall module was as follows:
Assessment
O&PM
IS/ERP
(50%)
(50%)
Overall Module
<20% 20%-29% 30%-39% 40%-49% 50%-59% 60%-69% 70%-79% 80%+
11
0
22
0
20
5
48
16
70
62
73
145
39
40
9
17
7
4
10
40
77
110
42
2
Attendance:
Attendance at the lectures was not recorded, but appeared to fluctuate between 40% - 50%. Median
seminar/workshop attendance was 60% - 65%. Of those who did attend, few students appeared to have
carried out any real background reading or other work on the subject outside of the teaching sessions.
Also, some students came to the seminars ill-equipped to participate properly in the session (e.g. without
their lecture notes and with no obvious means of taking notes). This is likely to have made the miniassignments more difficult for those students.
Student Feedback:
Formal student feedback was not collected. Informal feedback received during the module was mixed,
with some students expressing their interest, aspirations and intention to try to pursue a career in the
field. However, the comments of others demonstrated a lack of understanding of the context and
relevance of the subject, and a struggle with the concepts and techniques involved.
Method of returning feedback:
Gradecentre comments

Gradecentre attached feedback sheet

Turn It In: cover sheet comments
Turn It In: rubric
Turn It In: voice feedback
Turn It In: in line comments
Turn It In: quick marks
Other (please specify): Verbal, collective feedback in the lectures and classes.
Module/Component Organization:
It is recognised that the IS/ERP assignment may not have been sufficiently challenging or differentiating,
given the difference in effort, engagement and ability within the student cohort. It is also recognized that
many of the students start the module without the requisite quantitative or problem-solving skills to
tackle aspects of the O&PM assignments. The module team will review all of the assignments before
next year.
External Examiner Comment:
Action Plan:
Routing of report:
An electronic copy of this module report should be submitted to the administrative office responsible for the courses
where the module is delivered at the same time that marks are submitted to the office, so (where necessary) the
report can be circulated to the relevant external examiner(s), with sample work, prior to the meeting of the
examination board. The office will also upload copies of module reports into the Quality Folder on BBS storage, so
that they can then be accessed on Studentcentral.
Where an external examiner makes comments about a module at an examination board or in their external
examiner report, these comments may be incorporated into, and responded to, in a revised module report, which is
then forwarded in electronic form to the School Quality Director (SQD) and the relevant subject group leader. The
module leader’s response should be conveyed to the external examiner by the person designated to formally respond
to the particular external examiner (who will normally be a subject group leader or course leader). The SQD will
arrange for the relevant office to upload a revised copy of the module report into the Quality Folder in BBS storage.
The SQD will monitor reports, and will liaise with subject group leaders about any outstanding issues.