MODULE DESCRIPTOR

TITLE Strategic Facility Management SI MODULE CODE 66-6641-00S / 66-603867

CREDITS 20 LEVEL 6 JACS CODE N870 SUBJECT GROUP Sport DEPARTMENT Sport MODULE LEADER TBC

MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities

Placement (if applicable)

Independent Guided Study

Total Number of Study Hours

36 n/a 164 200 MODULE AIM The aim of this module is to develop your knowledge and understanding in relation to the theories, concepts and policies related to strategic facility management. You will utilise a range of strategic planning techniques to broaden your understanding of facility management and the role that design of new builds and refurbishments has in the long term strategic management of provision. MODULE LEARNING OUTCOMES On successful completion of the module, you will be able to:

1. Research, make and justify decisions about complex situations using a range of management approaches related to strategic facility planning.

2. Synthesise your knowledge, skills and learning of key concepts and processes of sport facility design.

3. Critically apply problem solving skills in relation to complex information and situations

relevant to sport facility managers.

4. Collect, summarise and present a complex range of information in a professional way. INDICATIVE CONTENT The indicative module content includes:

Analysis and application of strategic facility planning tools

Market Analysis for facility planning

Feasibility studies for new build/refurbishment

Design brief development for new build/refurbishments

Multi-faceted application of content areas (eg: public facilities, commercial facilities, dog tracks, stadia, soccer domes etc)

Facility layout and impact operations The module content is open and flexible to allow for developments in the topic, and changing professional and world situations. LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS

You will be supported in your learning, to achieve the above outcomes, in the following ways: Lectureswill serve primarily as a means through which key theories, issues and strategies will be explained and illustrated, and will offer you the opportunity to develop knowledge and understanding of the key strategic facility planning approaches. Lectures will be accompanied by activities designed to enhance your understanding, such as tutor-directed activities and reading from key resources. Seminars will be used on the module for two core reasons. Firstly, to supplement your understanding of the lecture material and, secondly, to introduce you to the practical elements of strategic facility management for example by utilising specialist facility planning tools and design brief development. Seminars are likely to involve more student-led methods of learning, such as case study work, group discussions and facility assessments. Formative assessment activities will be introduced throughout the module, and will require you to reflect on your personal and professional development, as well as preparing you for summative assessment tasks. Examples of formative assessment might include case-studies, in-class-presentations and quizzes. Beyond the work you will undertake in Lectures and Seminars, there is an expectation that you will undertake a range of further tasks to aid your development in relation to facility operations. These tasks, which will be set by the tutor during taught sessions, will include, among other things, reading of academic articles, conducting your own assessment of a facility of your choice and analysis of simulation outputs. Blackboard is a key element of this module and will be used to facilitate both tutor-directed and student-directed activities. Additional personal development is strongly encouraged and will take the form of you self-selecting various activities in order to develop additional research knowledge and skills. Examples of these activities include extra reading, arranging meetings with tutors or conducting study groups with peers. In order to help you in this area, there will be a wide range of resources available on Blackboard that you should engage with where possible to assist your learning and help you develop. ASSESSMENT TASK INFORMATION

Task No

Short Description of Task

SI Code EX/CW/PR

Task Weighting %

Word Count or Exam Duration

In-module retrieval available

1 Individual feasibility study

CW 100% 3000 N

TASK 1: LEARNING OUTCOME 1,2, 3&4 In the assessment, you will be required to individually produce a 3000 word feasibility study and proposed design brief in relation to a case study provided during the module.You will need to apply strategic planning models to the case study, synthesise information and make recommendations for future provision.

Learning Outcome Minimum Pass Criteria Research, make and justify decisions about complex situations using a range of management approaches related to strategic facility planning.

Management tools and approaches in relation to strategic planning of facilities are utilised but the level of decision making is relatively limited and lacks depth and clarity.

Demonstrate the ability to synthesise your knowledge, skills and understanding of key concepts and processes of sport facility design.

Knowledge and skills related to facility design in relation to a case study are applied, but this may lack higher level synthesise and integration of all concepts or processes.

Demonstrate the ability to utilise a range of applied problem solving skills in relation to complex information and situations relevant to sport facility managers.

Problem solving applicable to sport facility managers is demonstrated but clear justification and reasoning may be missing in relation to more complex issues.

Collect, summarise and present a complex range of information in a professional way.

Assessment is presented in an acceptable way utilising appropriate language and graphical representation however this is basic in nature and could have been developed.

FEEDBACK You may receive feedback on your performance in one or more of the following ways:

Verbally, within sessions and following presentation assessments (i.e. on the day) Online, using discussions boards and other Blackboard tools such as Grade Centre Through annotation on written assignments In written form, in the form of a standard feedback/forward sheet In written form, in the form of an annotated marking grid

Formative feedback will be provided throughout the course in both verbal and written forms and linked to tutor-directed activity. Final marks and feedback for module work will be published within three weeks of your completion. This feedback will correspond directly to the published assessment criteria and will highlight areas of good practice and areas for development.

Blackboard will be used:

As a repository for information, such as lecture notes, key reading and assessment briefs

To provide links to internal and external learning resources

To facilitate assessment for learning activities, including self- and peer-assessment

To feedback information to you on your assessment and your grades

To facilitate small-group work

To encourage the development on your autonomous (independent) learning

To provide you with access to media-rich sources, such as video and audio

The use of Blackboard will give you the opportunity to continue to develop the key skill of information and communication technology (ICT). You will be encouraged to use ICT for information retrieval and evaluation, creating and exchanging information, integrating different sources of information, collaborating with others using ICT and presenting information using ICT. READING LIST BILL, K. (2009) Sport Management, Learning Matters, Exeter GRATTON, Chris, and TAYLOR, Peter (1992).Economics of Leisure Services Management. Harlow: Longman HOYE, Russell; NICHOLSON, Matthew; SMITH, Aarron; STEWART, Bob; WESTERBEEK, Hans. (2009) Sport management: principles and application. Butterworth-Heinemann, London HYPES, Michael G (2006).Planning and Designing Facilities.Journal of Physical Education, Recreation & Dance, 77(4), pp. 18-22. RAFOSS K& TROELSON J (2010). Sports facilities for all? The financing, distribution and use of sports facilities in Scandinavian countries, Sport in Society: Cultures, Commerce, Media, Politics, 13:4, 643-656 TAYLOR, Peter (ed.) (2010) Torkildsen's Sport and Leisure Management. London: Routledge TAYLOR, Peter, ROBINSON, Leigh, KUNG, S, GRATTON, Chris, KOKOLAKAKIS, T and BOVAIRD, T (2000). Best value through sport: performance measurement for local authority sports halls and swimming pools. London: Sport England TRENBERTH, Linda and HASSAN, David(ed.) (2012).Managing Sport Business, Routledge, Oxon VEAL, Anthony J (2010) Leisure, sport and tourism, politics, policy and planning.Willingford:CABI

SECTION 2 MODULE INFORMATION FOR STAFF ONLY MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE

NEW MODULE Y EXISTING MODULE - NO CHANGE N Title Change N Level Change N Credit Change N Assessment Pattern Change N Change to Delivery Pattern N Date the changes (or new module) will be implemented 26/09/2016

MODULE DELIVERY PATTERN - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake.

Module Begins Module Ends

Course Intake 1 26/09/2016 23/01/2017

Course Intake 2 n / a n / a Course Intake 3 n / a n / a

Is timetabled contact time required for this module? Y

Are any staff teaching on this module non-SHU employees? N If yes, please give details of the employer institution(s) below

What proportion of the module is taught by these non-SHU staff, expressed as a percentage?

n / a

MODULE ASSESSMENT INFORMATION

Indicate how the module will be marked *Overall PERCENTAGE Mark of 40% Y *Overall PASS / FAIL Grade N

SUB-TASKS

Will any sub-tasks (activities) be used as part of the assessment strategy for this module?

N

FINAL TASK

According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in?

Task No. 1

NON-STANDARD ASSESSMENT PATTERNS

MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. NB: Non-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.

n / a

CHECKED

Date Reason

March 2014 SI set up to follow