Module code: MANM056

Module provider

Surrey Business School

Module Leader


Number of Credits


ECTS Credits



FHEQ Level 7

JACs code


Module cap (Maximum number of students)


Module Availability

Semester 1

Overall student workload

Independent Study Hours: 117

Lecture Hours: 33

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework ASSIGNMENT 1 3500 WORDS 100

Alternative Assessment

Not applicable

Prerequisites / Co-requisites


Module overview

This module develops the notion of a quality service in health care settings. It focuses on management as a means to achieving quality standards and patient satisfaction.

Module aims

This module aims to explore the concept of health care ‘quality’. It considers how competing definitions of quality are socially constructed by various stakeholders. Underpinned by theory, this module facilitates the development of skills and techniques which can be applied effectively to monitor the quality of service provided. It encourages students to analyse critically various different methods of quality improvement used in health care organisations.

Learning outcomes

Attributes Developed
001 Apply social constructionist theory to evaluate the role of stakeholder competition over definitions of quality in health care and explore the implications for service provision KCPT
002 Critically evaluate quality issues within health care and apply quality models when formulating management strategies to deal with the issues KCPT
003 Explore, analyse and measure quality performance within health care organizations KCPT
004 Describe, analyse and synthesize the factors required to achieve a safety culture and evaluate the extent to which health care organizations have evolved towards a culture of safety KCPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content

Indicative content includes:

The social construction of health care quality
Defining and measuring quality
Quality improvement interventions such as LEAN management and the Balanced Score Card.
Constructing health care policy
Patient satisfaction
Clinician/patient relationships
Safety culture and patient safety

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

The teaching and learning strategy is designed to facilitate an understanding of the socially constructed nature of health care quality and the problematic nature of measuring and improving quality.

The learning and teaching methods include:

Lectures to illustrate the theory - 3 hour lecture per week x 12 weeks. Lectures include, class and group discussions and individual and group presentations to enable students to reflect on the practical application of theory and to share their knowledge and experience of different health care organisations in both the UK and internationally. Lectures also provide the opportunity for students to receive verbal formative feedback on their independent study and provide the opportunity for students to apply their knowledge and test their learning in a non-assessment environment.

Preparation of work prior to lectures around 10 hours per week x 12 weeks. This includes self-directed reading, reading specific material and preparation of answers to specific questions relating to the material. This study allows students the space to reflect on the lectures and tutorials and to develop a more detailed understanding of the material.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate knowledge of the subject and to develop student’s writing and analytical skills.

The summative assessment for this module consists of a 3,000-3,500 word assignment where students are expected to evaluate critically an approach to quality improvement within a health care system, using both theory and empirical evidence.  It allows students to apply the areas covered within the lectures to real life situations. Students are given structured formative and summative feedback in a timely fashion to facilitate their learning.

Formative assessment and feedback

Students receive the details of the assignment at the first lecture. Students are given information about how to structure the assignment and how to avoid plagiarism. Lectures are then structured chronologically in a manner that addresses the various aspects of the assignment. They are invited to provide a 500-600 word assignment plan for which they receive written feedback. They are further provided the opportunity to discuss their assignment plan with their peers and to feedback their discussions to the whole class for verbal feedback from both the lecturer and their peer group.

Reading list


Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.