分类： Management

• 2024年7月1日

  联系我们： 手动添加方式: 微信>添加朋友>企业微信联系人>13262280223 或者 QQ: 1483266981 UCL SCHOOL OF PHARMACY BRUNSWICK SQUARE PHAY0055 module – Dissertation. Guidelines for Pharma Management projects run in companies. A major component of the MSc programme is the research project Students in the MSc Drug Discovery and Pharma Management programme are expected to pursue a research project that could be: – an investigation of management aspects of the pharma industry, – or could be the development of a business case for bringing science, – or a product to market, – or could be a comparison of regulatory requirements, – or business development between different countries, – or could be an investigation/audit of processes within a small or medium sized pharma or biotech company. Students are encouraged to develop their own ideas and strategies in discussion with their UCL supervisors. Students can, and are encouraged to, find external placements or internships in existing pharma, biotech or consultancy companies. If a collaboration in between an external company and our students gets formed, UCL will require a confirmation letter from the company accepting the responsibility for looking after the student while the project takes place. The name of the supervisor and contact details should be included in such letter. It is expected that the company supervisor will have a short meeting with a member of the MSc Drug Discovery management team to confirm that the suggested project meets UCL criteria. UCL will sign a Non-Disclosure Agreement (NDA) in case the data that the company provides for the project are sensitive. The dissertation and the oral presentation of the student will be shared with the minimum required people to ensure a fair assessment on the student. The student will have an internal supervisor at UCL who will meet the student regularly to confirm that the project is meeting the UCL guidelines for dissertations. All projects need to carry out data analysis by the students. The internal supervisor and the company supervisor may share their views about the student’s performance and engagement. Maria-Jose Martinez-Bravo, PhD Deputy Director MSc Drug Discovery programmes Department of Pharmaceutical and Bio Chemistry. Room 432 Email: mj.martinezbravo@ucl.ac.uk UCL School of Pharmacy, 29-39 Brunswick Square London WC1N 1AX, UK

  

  作业案例
• 2024年5月15日

  联系我们： 手动添加方式: 微信>添加朋友>企业微信联系人>13262280223 或者 QQ: 1483266981 Page 1 of 4 IB3810_B UNIVERSITY OF WARWICK Department Warwick Business School Level 3 Module Code IB3810 Module Title Critical Issues in Management Exam Paper Code IB3810_B Exam Paper Title IB3810_Critical Issues in Management _Exam Paper Summer 2022-2023 Duration 1.5 hours Exam Paper Type 24-hour window – Open Book STUDENT INSTRUCTIONS 1. Read all instructions carefully. We recommend you read through the entire paper at least once before writing. 2. There are 4 questions. All candidates should attempt 1 question. 3. You should not submit answers to more than the required number of questions. 4. All questions carry the same number of marks. 5. Where handwritten answers are permitted, please ensure you write legibly, preferably in dark blue or black ink. If you use a pencil, please ensure it is not too faint to be captured by scan or photograph. It is your responsibility to ensure your work can be read. 6. If uploading photographs or scanned copies of your work, please check for legibility before uploading. It is your responsibility to ensure your work can be read. 7. Add your student number to all uploaded files. 8. You are permitted to access module materials, notes, resources, references and the internet during the online assessment. 9. You must not communicate with any other candidate during the assessment period, unless instructed to do so as part of the assessment requirement(s). IB3810_B 10. By starting this assessment, you are declaring yourself fit to undertake it. You are expected to make a reasonable attempt at the assessment by answering the questions in the paper. IMPORTANT INFORMATION We strongly recommend you use Google Chrome or Mozilla Firefox to access the Alternative Exams Portal. You must have completed and uploaded the assessment before the 24-hour assessment window closes. You are granted an additional 25 minutes beyond the stated duration (1.5 hours) of this assessment to allow for downloading/uploading your assessment, your files and any technical delays. Late submissions are not accepted. Once started, you must complete the assessment within 1.5 hours (+25 minutes upload/download time). If you are unable to submit your assessment, you can record Mitigating Circumstances and the Board of Examiners will consider your case. Students with approved Alternative Exam Arrangements (Reasonable Adjustments) that permit extra time and/or rest breaks will have this time added on to the stated duration. SUPPORT DURING THE ASSESSMENT Operational Support Use the Alternative Exams Portal to seek advice immediately if during the assessment period: o you cannot access the online assessment o you believe you have been given access to the wrong online assessment Operational support will be available between 09:00 and 17:00 UK Time for each examination (excluding Sunday) Technical Support If you experience any technical difficulties with the Alternative Exam Portal please contact helpdesk@warwick.ac.uk Page 2 of 4 IB3810_B If you experience technical difficulties with Moodle please contact moodle@warwick.ac.uk If you experience technical difficulties with Questionmark Perception (QMP) please contact eassessment@warwick.ac.uk If you experience technical difficulties with myWBS, please contact exams@wbs.ac.uk Technical support will be available between 09:00 and 17:00 UK Time for each examination (excluding Sunday) Academic Support If you have an academic query, contact the invigilator (using the ‘Contact an Invigilator’ tool in AEP) to raise your issue. Please be aware that two-way communication in AEP is not currently possible. Academic support will normally be provided for the duration of the online examination (i.e. for a 2 hour (+25 min) exam starting at 09:30 UK Time, academic support would normally be provided between 09:30 and 11:55 UK Time). Academic support beyond this time is at the discretion of the department. Other Support Write to your department immediately if you cannot complete your assessment for the following reasons: o you lose your internet connection o your device fails o you become unwell and are unable to continue o you are affected by circumstances beyond your control Your assessment starts below. Answer ONE question from the list below. You will need to consult the Case Study before setting out your answers. (Continued…/) Page 3 of 4 IB3810_B Question 1 “Eira Thomas’ use of power toward a women- and community-centred approach at Lucara is ethically sound”. Discuss in relation to relevant insights from academic theories. Question 2 If emotions are central to assessing the value of diamonds, especially rough diamonds, does this make the process of valuation faulty Discuss in relation to relevant insights from academic theories. Question 3 Eira Thomas’ leadership has featured innovative decisions that pushed against traditional norms in the diamond trade. Does this make her leadership and decision-making ‘good’, and if so, in what way Your answer should explicitly reference academic theories. Question 4 How can Thomas’ motivation to ensure more diverse management at Lucara be explained in reference to academic theories End of Paper Page 4 of 4

  

  作业案例
• 2024年3月8日

  联系我们： 手动添加方式: 微信>添加朋友>企业微信联系人>13262280223 或者 QQ: 1483266981 Case Study Analysis Word limit: 1500 (please state your word count on the front page of your coursework) Formatting: Font 12, double line spaced Please read the following case and answer ALL subsequent questions. Dyers Furnishings (DF) is a retail company specialising in high-end home decor and furnishings. DF is owned by Simon Parks who set up the business in Surrey, England. The distinguished showroom in Surrey is home to 30 employees, and comprises 8 floors of designer home products that Simon purchases while visiting international exhibitions. Simon is highly driven with meticulous attention to detail, and has set up a very prosperous business that successfully caters for its clientele. Simon is described as a very hands-on leader, making sure floor staff display products appropriately and know the details behind each of the products. Simon is generally very busy and does not leave much time for random chit-chats. He recently hired an IT firm that set up an automated system to manage human resources at DF. By doing so, Simon now does not have to meet with staff often and can just authorise/decline their requests via the system. His staff are aware he does not like to be disturbed when in his office, and would only approach him with a client request or to resolve a difficult problem with a product. Having gained enormous financial success over the years, Simon wanted to expand his business with another branch on Bond Street in London. Simon is aware this expansion means he requires further assistance in terms of choosing and buying products, and running the original showroom. He considered appointing one of his floor staff to take on this challenge but, because of the very high turnover amongst the employees, he could not find a suitable candidate that has worked for DF for over a year. After searching for a new employee using word of mouth and industry recommendations, he eventually hired Lauren. Lauren is well known in the industry for her remarkable aesthetic sense, her imagination, and her willingness to experiment with different designs. When Lauren first met Simon she was impressed by how charming and persuasive he was, and was captivated by his vision for DF. From their conversations Lauren could see that Simon was ambitious. She too had a passion for high-end home products and did not hesitate in accepting his job offer. On her first day at FR, Laren arrived feeling excited and enthusiastic. As she entered, she found Simon and the employees gathered on the ground floor of the showroom. Simon briefly introduced Lauren and told the employees that she would now oversee DF’s operations, including the management of staff, and of DF’s products. Simon mentioned that he would be busy setting up the new showroom in London. Simon then abruptly left, without taking questions or making further comments, leaving Lauren with 30 employees staring at her. Quickly realising that she needed to address the employees, Lauren smiled and thanked the staff for the time they took to gather and meet her. She introduced herself and said that she will be working together with them to achieve targets. Lauren then asked each employee to introduce themselves and tried to memorise as many of their names as possible. She then explained how she has an ‘open-door’ policy and that they were welcome to discuss matters with her when they arise. She thanked them again and the meeting ended. Eight months into her time at DF, Lauren had gained considerable success. Filling in for Simon as lead purchaser, she travelled to exhibitions all over the world and picked the best of products to feature in DF’s showroom. Her chosen products soon became the reason behind the success of DF. She also managed to gain the staff’s trust and formed good relationships with them. She observed a remarkable difference in staff motivation and job satisfaction in comparison to when she first started her job. Lauren encouraged staff to be involved with purchasing decisions, and found a number of staff who had a good eye for products. She also encouraged staff to get involved with managing customer relations, giving more leverage in decisions about how to handle customer feedback. To strengthen the sense of belonging amongst employees, she took to organising social meetings outside working hours which the staff happily endorsed. Being a very good listener and a ‘people’s person’, the staff liked Lauren and they looked up to her for inspiration. When Lauren felt staff were suffering or had low morale, she used the lunch break and gave them words of encouragement, or offered her time to listen to their issues, and tried to come to a solution with them. Staff really enjoyed the time they spent with her and frequently felt energised after meeting with her. Although Lauren had some control over decision making, Simon still could overturn her decisions in no time. Simon thought Lauren gave the employees too much of her time, and that her efforts should be expended in purchasing products and handling customer relations instead. Almost every time Simon arrived at the Surrey showroom, he was dissatisfied with something, often minor things, and he would shout at those around him. Lauren felt such erratic behaviour overturned weeks of progress she had made in terms of staff satisfaction. She knew that she and Simon had very different leadership visions, but she did not possess enough resources to counter the effect of Simon’s bad temper and approach to staff. When she first started at DF she was enthused by the challenge and did her best to motivate employees. However, she began to feel a sense of burnout, exacerbated by immense pressure from Simon who had begun contacting her at all hours of the day to discuss work, sometimes at 9pm. The situation came to a head during a text communication. The text messages read as follows: Lauren: “Hey Simon, I’ve been quite poorly the last couple of days and I developed a fever today. I’ll try to stay in the showroom till 2.00 pm and then I’ll head home. Thank you” Simon: “We have to prepare an order for the supplier we discussed. Did you meet with them ”. After this exchange, Lauren started looking for another job and soon handed in her notice. Simon was shocked when he received Lauren’s resignation letter and wondered why she wanted to leave. While he realized he sometimes had a temper, he felt that was because of the pressure he was under to satisfy customer need. In a rush, Simon appointed Joseph to replace Lauren. Joseph had shadowed Lauren in her purchasing role but had no experience in managing people. Joseph was very good at his technical job and the operations did not suffer because of the transition. Being quite inexperienced, Joseph focused on staff he already had good relationships with, leading to some other staff feeling left-out. Joseph was aware of this and wanted to be a good leader but felt he had no one to turn to. He tried asking Simon to support him in his new role but to no avail. Simon always seemed busy handling customers and suppliers, and showed no interest in giving Joseph time to properly train or mentor him. Joseph wondered whether getting coached by Simon was even a good idea, given the type of leader Simon is. Ultimately, Joseph resigned from DF. When Joseph left Simon noticed a sharp drop in staff satisfaction and commitment. Turnover was high again, staff were not interested and engaged in their jobs, and customer complaints soared. Reacting to the situation, and particularly to the customer complaints, Simon stormed into the shopfloor and started shouting at staff. Five members immediately left as a result. Simon felt angry and sad about the situation, retreated to his office and shut the door. Please answer all 3 of the case study questions: 1) Building on what you’ve learned about traits and leadership, analyse the traits of Simon and Lauren and how they relate to leadership effectiveness. 2) Using theory and evidence on leadership behaviour, compare and contrast the leadership behaviour of Simon, Lauren and Joseph 3) What advice would you give Simon to be a better leader.

  

  作业案例
• 2023年5月20日

  联系我们： 手动添加方式: 微信>添加朋友>企业微信联系人>13262280223 或者 QQ: 1483266981 UCL SCHOOL OF PHARMACY BRUNSWICK SQUARE PHAY0055 module – Dissertation. Guidelines for Pharma Management projects run in companies. A major component of the MSc programme is the research project Students in the MSc Drug Discovery and Pharma Management programme are expected to pursue a research project that could be: – an investigation of management aspects of the pharma industry, – or could be the development of a business case for bringing science, – or a product to market, – or could be a comparison of regulatory requirements, – or business development between different countries, – or could be an investigation/audit of processes within a small or medium sized pharma or biotech company. Students are encouraged to develop their own ideas and strategies in discussion with their UCL supervisors. Students can, and are encouraged to, find external placements or internships in existing pharma, biotech or consultancy companies. If a collaboration in between an external company and our students gets formed, UCL will require a confirmation letter from the company accepting the responsibility for looking after the student while the project takes place. The name of the supervisor and contact details should be included in such letter. It is expected that the company supervisor will have a short meeting with a member of the MSc Drug Discovery management team to confirm that the suggested project meets UCL criteria. UCL will sign a Non-Disclosure Agreement (NDA) in case the data that the company provides for the project are sensitive. The dissertation and the oral presentation of the student will be shared with the minimum required people to ensure a fair assessment on the student. The student will have an internal supervisor at UCL who will meet the student regularly to confirm that the project is meeting the UCL guidelines for dissertations. All projects need to carry out data analysis by the students. The internal supervisor and the company supervisor may share their views about the student’s performance and engagement. Maria-Jose Martinez-Bravo, PhD Deputy Director MSc Drug Discovery programmes Department of Pharmaceutical and Bio Chemistry. Room 432 Email: mj.martinezbravo@ucl.ac.uk UCL School of Pharmacy, 29-39 Brunswick Square London WC1N 1AX, UK

  

  作业案例