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University of Brighton Brighton Business School

Brighton Business School

Chartered Management Institute

Diploma in Management and Leadership

(Level 5)

Course Handbook

September 2011

PREFACE

The purpose of this course handbook is to provide you with key information about your course, including administrative and academic procedures, and to give you some practical advice on how to make the most of your studies and to explain what to do if you experience any difficulties. Please read the handbook very carefully and keep it at hand for future reference. Other key documents that you should be familiar with are:

the University of Brighton Student Handbook;

the University of Brighton Plagiarism Awareness Pack;

the Brighton Business School Referencing Handbook;

the University of Brighton General Examination and Assessment Regulations (GEAR).

Copies of all these documents are accessible in electronic format on the University’s student intranet, Studentcentral (see 7.6 below), via your Course Area.

Because of increasing incidents of cases of plagiarism both in this university and others, you are strongly urged to carefully read the Plagiarism Awareness Pack. Penalties for plagiarism can be very harsh and ignorance is no defence! The University has access to special software which can detect plagiarism and we will be using this at random throughout the year at all levels, so you have been warned.

If you would like to see any other items included in your course handbook please contact your course administrator or course leader and, whilst we cannot promise to change things straight away, we will do our best to improve the handbook in future years.

CONTENTS

1. INTRODUCTION

2. BRIGHTON BUSINESS SCHOOL

3. COURSE MANAGEMENT AND ADMINISTRATION

3.1 Course management team, course board and examination board 3.2 Communications between staff and students 3.3 Where to turn for advice and guidance 3.4 Student representation and feedback 3.5 Annual academic health process

4. COURSE STRUCTURE AND CONTENT 4.1 Course content, aims and learning outcomes 4.2 Workshop based programmes 4.3 Action Learning - a guide

5. COURSE ASSESSMENT

5.1 Nature of assessment 5.2 Coursework marking guidelines 5.3 Coursework presentation 5.4 Referencing your work 5.5 Coursework word limit and word ranges 5.6 Coursework submission 5.7 Late coursework 5.8 Coursework extensions 5.9 Return of coursework 5.10 Examination timetables 5.11 Examination past papers 5.12 Use of dictionaries in examinations 5.13 Examination results 5.14 Mitigating circumstances 5.15 Plagiarism, collusion and cheating in examinations 5.16 Appealing the decision of an examination board

6. COURSE SPECIFIC REGULATIONS

6.1 Admissions 6.2 Minimum pass mark 6.3 Referrals and Deferrals 6.4 Awards 6.5 Crediting of CMI Units

7. LIBRARY, COMPUTING AND MEDIA SERVICES

7.1 The library service 7.2 Library services to part-time students 7.3 The Online Library 7.4 Computing services for students based at Moulsecoomb 7.5 Media Centres 7.6 Studentcentral 7.7 ASK Study Guide 7.8 Useful web addresses 8. STUDENT SERVICES 8.1 Student Services department 8.2 Accommodation service 8.3 University of Brighton Students’ Union

9. STUDENT ENTITLEMENTS AND RESPONSIBILITIES 9.1 Entitlements 9.2 Responsibilities 9.3 Disability statement 9.4 Fire evacuation 9.5 Observing copyright laws

APPENDIX

Submitting Assignments through Studentcentral

1. INTRODUCTION

Management is a profession, a position of trust and a process that has a key influence on the performance of both the organisation and of the people within it. It should be a personal commitment of every professional manager and those aspiring to have influence over organisational resources and individual employees, to be effective, to operate within a high ethical framework and to protect the dignity of the individual in the workplace. In so doing, it is the manager’s individual responsibility to continuously examine their own individual behaviours and practices to enable them to operate at the highest standards of ethics and responsibilities. Good management builds successful businesses through its people.

Continuous Professional Development is essentially what underpins the Chartered Management Institute Qualifications. Managers can no longer rely on their initial training or qualifications to carry them through employment. Nor can they rely on their employer to provide everything they need to develop skills and experience - this old security, if it ever existed, has gone. Increasingly managers are taking responsibility for their own lifelong, continuing development - the bottom-line is that it is down to the individual. The new security consists of loyalty to oneself, to one’s own skills and career progression. This new security is maximised when individual development needs and goals are aligned with those of the employing organisation. CPD is a hallmark of professionalism – one of the keys to employability.

The underlying philosophy of the CMI programmes delivered at the Business School is primarily about the application of theory into practice. To gain the most from this learning opportunity, you will need to explore and digest many of the concepts and propositions introduced beyond the constraints of the time available in the regular workshop sessions. Above all, we encourage you to explore and engage with the concepts, and to think through relevance and application in your professional domain. It is the combined effort of the whole CMI programme team at the Business School to make your personal learning and development both rewarding and enjoyable experiences. We wish you every success in your future endeavours. Best wishes The Programme Team

Chartered Management Institute Awards The Chartered Management Institute The mission of the Chartered Management Institute (CMI) ,as set out in its Royal Charter, is to ‘Champion and promote the art and science of management’ . It aims to shape and support the managers of tomorrow. By sharing the latest insights and setting standards in management development, the Institute helps to deliver results in a dynamic world. A Royal Charter is the most prestigious means of incorporating an organisation as a legal entity. In the case of professional bodies, it is reserved for those that are considered to be pre-eminent in their field, have a sound record of achievement and represent a body of knowledge that is unique. The partnership between the University of Brighton Business School, and the Chartered Management Institute. The University of Brighton Business School is Approved by the Chartered Management Institute to deliver qualifications at a level commensurate with the University’s qualification s portfolio. Every four years the University undergoes a rigorous Quality Assurance (QA) process with the Institute, to ensure that standards and processes are in place in order to maintain the excellent professional relationship that both organisations have enjoyed in recent years. As an Approved Centre, the University is allocated an ‘External Verifier’, who on behalf of the CMI visits the University at least three times each year as part of the ongoing quality assurance processes. Chartered Manager The Institute has established the award of ‘Chartered Manager’ (C.Mgr.) as a hallmark of current competence and professionalism. It will enable employers to identify managers who demonstrate current learning and development, and have a positive impact in the workplace. No other award can claim this. Only the Chartered Management Institute is entitled to offer the award of Chartered Manager. More details of this ‘professional designation’ will be discussed during the programme. Combined Award This is the first year that the CMI programme has been mapped to the University of Brighton Business School’s Graduate Certificate in Management. On successful completion of your studies you will receive a combined award, i.e. a CMI Level 5 Diploma in Management as well as the University’s Graduate Certificate in Management.

2. BRIGHTON BUSINESS SCHOOL

Your school is Brighton Business School. The Dean of Brighton Business School is Professor Aidan Berry. More information about the work of the School may be found on the school web site at: www.brighton.ac.uk/bbs The Brighton Business School is one of five Faculties at the University of Brighton, in addition to the Brighton and Sussex Medical School. The Vice Chancellor of the University is Professor Julian Crampton. The Business School’s contact details are: Brighton Business School University of Brighton Mithras House Lewes Road BRIGHTON BN2 4AT Tel: (01273) 600900 (Switchboard) Fax: (01273) 643597 -------------------------------------------------- The Academic year dates for the School are: AUTUMN TERM 26 September 2011 – 16 December 2011 SPRING TERM 9 January 2012 – 23 March 2012 SUMMER TERM 16 April 2012 – 8 June 2012 w/c 14 May 2012 to w/c 4 June 2011 (examinations for year-through modules) SEMESTER DATES Semester One 26 September 2011 – 3 February 2012 Semester Two 6 February 2012 – 8 June 2012

http://www.brighton.ac.uk/bbs

3. COURSE MANAGEMENT AND ADMINISTRATION

3.1 Course management team, course board and examination board 3.2 Communications between staff and students 3.3 Where to turn for advice and guidance 3.4 Student representation and feedback 3.5 Annual academic health process ___________________________________________________________________ 3.1 Course management team, course board and examination board 3.1.1 Course management team

Course Leader and Module Leader

Geoff Courts Room 144 (Mithras House) Telephone University: 01273 642973 Email University: [email protected]

Professional Programmes Coordinator

Hazel Brown Email: [email protected] Telephone: 01273 642502

The Professional and Partnership Office Room M139, Mithras House, Lewes Road, Brighton, BN2 4AT

The CMI Programme Teaching Team are: Programme Team

Geoff Courts Programme Leader (Diploma Level 5) Module Leader - Meeting stakeholder and quality needs - Conducting a management report - Information based decision making - Resource Management

[email protected] Room 144 Mithras House Tel: 01273 642130

Dr Jenny Knight Programme Leader (Strategic Diploma Level 7) Module Leader – Performance management - Leadership practice - Personal Development as a manager and leader

[email protected] Room 144, Mithras House Tel: 01273 642973

Penny Simpson Module Leader – Managing recruitment and selection

[email protected] Room 144, Mithras House Tel: 01273 642986

mailto:[email protected]





TBC Module Leader - Marketing planning

CMI Programme Verifiers

Adrian French Chartered Management Institute External Verifier

Profiles of academic staff may be found on the School website at: http://www.brighton.ac.uk/bbs/contact/academic.php 3.1.2 Course board Each course within the School has a course board. The responsibilities of course boards include: • ensuring the smooth operation of the course; • reviewing syllabus content, teaching methods, assessment and resources and

generally monitoring the course in operation; • supervising the administration of the assessment procedures in accordance with the

assessment regulations and the aims of the course; • liaising with the Examination Board and advising when necessary; • maintaining effective feedback arrangements between the lecturers and the course

members; • planning and recommending policy with regard to the operation of the course; • exercising such other functions as may be requested by the School Board. The membership of course boards is as follows: Course Leader Student Representative(s) Course Administrator(s) Module Leaders Information Adviser (or nominee) Programme Leader Assistant Head (Professional Programmes) Each course board will normally meet two or three times a year to hear reports on the progress of each year of the relevant course. The board will discuss both students' and tutors’ reports and take action where appropriate. If an issue arises which is clearly beyond the scope of the course board and requires further consideration, then it will be referred to the School Board. Copies of the minutes of course boards will normally be published on the school area on studentcentral within three weeks of each board on the “My School:Brighton Business School” area. 3.1.3 Examination boards Each course within the School is allocated to an examination board, which considers each student’s overall performance and makes decisions on awards and progression (see section 6 of this course handbook).

http://www.brighton.ac.uk/bbs/contact/academic.php

3.2 Communications between staff and students Effective communication between staff and students is very important, and the School facilitates this in a range of ways. 3.2.1 We contact you

Through the student notice boards

Through the plasma screen in the student lounge

Through the professional courses student mailboxes

Through Studentcentral

By e-mail – using your University e-mail address (see 3.2.6 below)

By mobile phone The notice-boards, plasma screen and student mailboxes are all in Mithras House, close to the Professional and Partnership Office (M139). Through them you will be told about changes in timetables, cancellations and re-locations, the membership of groups, notes about examinations and essays, internal and external mail. Changes are frequent at the start of the academic year so please check them daily. It is your own responsibility to keep up with any announced changes. You must complete the personal information form which will be given to you during induction and return it within two weeks of starting your course. Please ensure that we have taken a digital photograph of you. If you change your personal details (address, name etc) you must notify the Professional and Partnership Office immediately in writing (by letter or e-mail) and change your personal details on-line on Studentcentral. 3.2.2 You contact us

By knocking on the doors of academic and administrative staff

By slipping messages under our doors when we are not there

By calling us by phone

By e-mail. E-mail addresses of all staff are readily available.

Important messages and official documents can be handed in to the Professional and Partnership Office (M139)

3.2.3 Professional and Partnership office The professional courses administrative team is located in the Professional and Partnership Office (M139) and is staffed by Hazel Brown and her team of course administrators. They have responsibility for all initial enquiries: for most queries you should see them first (what to do, where to go, requests for freely available handouts, information sheets, etc). Opening times during term time Mithras House: 07.00 – 21.00 (Monday- Thursday) 07.00 – 19.00 (Friday) Professional and Partnership Office: 08.30 – 17.00 (Monday to Thursday) 08.30 –16.30 (Friday)

3.2.4 How to locate an office or lecture room Most University room numbers are in two parts each of which convey information. For example, to find room M160, you need to go to Mithras House, then the first floor (the first digit is a “1”) and then look for room M160. Similarly the computer pools will have numbers such as MA201, signifying Mithras Annexe, on the second floor and W321, somewhere on the third floor of the Watts Building. Outside the Professional and Partnership Office (M139) you will find on the wall a list of all the staff with their telephone numbers, e-mail addresses and office numbers. Next to the list is a display of all the staff photographs. 3.2.5 University telephone numbers The standard University telephone exchange number is 01273 600 900. To directly reach a member of staff, once you know their internal extension number you need to add 64 before the internal extension number. For example, the Quality Director’s extension is 2132. To reach him from outside you would need to dial 01273 642132. Alternatively dial 01273 600 900 and ask for a particular member of staff. 3.2.6 Your email address Every member of the university has a central email address usually in the form [email protected]. This is the address that we will use to contact you and it is your responsibility to ensure that the Professional and Partnership Office is kept fully informed of any changes. You may already have your own e-mail account, for example, on Hotmail or Yahoo. If you prefer to continue to use only your private email account, then you MUST configure your email accounts to redirect mail automatically from your Brighton Account - see 7.4 below 3.2.7 Proof of enrolment

If you need a letter confirming your enrolment on a University course (e.g. for the purposes of a career development loan from your bank) you must request this from the University Student Office (Registry), Mezzanine Floor, Cockcroft Building. Please note that your School staff are not permitted to produce these letters


3.3 Where to turn for advice and guidance Although every effort is made by staff to ensure that your course runs without problems we recognise that these do occasionally arise. The following notes provide guidance on the procedures to be followed in the event of problems arising during the course or with assessment. At each stage it is expected that the staff involved will try to find a solution to the difficulty. However, you should bear in mind that in some cases it is not within their power to solve them and, as such, it may need to be referred on to another body. It is permissible to miss out a stage in these procedures when a problem is urgent and the appropriate lecturer/tutor is unavailable, or where for other reasons it may be appropriate. 3.3.1 Administrative problems In the first instance, you should contact your course administrator about problems of an administrative nature. If the problem still remains unresolved then you should contact your course leader. 3.3.2 Personal problems In the first instance, you should contact your course leader (or year Personal Tutor or Year Tutor if you have been allocated one). 3.3.3 Academic problems (unrelated to coursework and examinations) Stage 1 Discuss with lecturer concerned Not Resolved Resolved No further action needed Stage 2 Bring to attention of course leader or deputy course leader Not Resolved Resolved No further action needed Stage 3 Bring to attention of the Course Board through your year course representative Not Resolved Resolved No further action needed Stage 4 Bring to the attention of the Head of School The Head of School will take appropriate action directly or if necessary refer the problem on to the School Board, Examination Board or other appropriate body.

3.3.4 Problems associated with completing coursework and/or sitting examinations

Problems completing coursework should follow the pattern below: Stage 1 Discuss with lecturer concerned Stage 2 If necessary complete an Assignment Extension

Form, getting the approval of your Course Leader and/ or Mitigating Circumstances Form and notify

your course leader in writing of the nature of the problem and its potential effect

Stage 3 Lodge copies of the document outlined in Stage 2

With the Professional and Partnership Office marked for the attention of the lecturer concerned and the Chair of the Examination Board. Please make sure that you obtain a copy from the Office staff when submitting these forms

For problems relating to sitting examinations the normal pattern should be as follows: Stage 1 Bring the problem to the attention of the invigilator

Stage 2 Bring the problem to the attention of your course leader. This should be in writing with, wherever possible, an assessment of the effect the problem had on performance

Stage 3 Lodge a copy of a mitigating circumstances form

with the Professional and Partnership Office marked for the attention of the Chair of the Examination Board. Again, please make sure that you obtain a copy from the Office staff when

submitting this form For further information about obtaining coursework extensions see 5.9 (below), and for further information about submitting a mitigating circumstances form see 5.15 (below) below.

3.4 Student representation and feedback

3.4.1 Student representation Each year student representatives are elected for each course, and they are an important formal channel of communication between students and staff. The names and contact details of student representatives are published on studentcentral from early November each year. All students are urged to consider standing for election as a student representative. It can be a very rewarding role, is an excellent personal development opportunity, and looks great on your CV. All newly elected student representatives are offered training for the role by the School, in conjunction with the University of Brighton Students Union, and support is available during the year as required. For further information about standing as a student representative, please contact your course leader. 3.4.2 Student feedback The School recognises the importance of formally obtaining and responding to the views of students in a systematic, consistent and transparent manner, taking action where necessary, and “closing the loop” by giving students feedback on resultant action, and the outcomes of student participation in decision making. Feedback is formally obtained from students via annual course feedback forms, the student representative system (see 3.4.1 above), and operation of the School’s policy for resolving academic problems (see 3.3. above)). Formal mechanisms for obtaining student feedback are inevitably, and often usefully, supplemented by informal channels and contacts with students. Feedback from students is formally considered, and responded to, at course boards and at the School Board, and as part of the annual academic health process (see 3.5 below). Copies of the minutes of course boards will normally be published on the school area on Studentcentral within three weeks of each board.

3.5 Annual academic health process The basic building block of the University’s quality assurance system, is the Annual Academic Health process, which ensures that all courses and their constituent modules are reviewed annually, drawing upon a range of data as appropriate. Reports are produced from module through to course level, and are synthesized into school reports which consider the range of courses within their portfolio. Schools’ reports are considered at faculty and university level. External examiner reports and student feedback are a vital part of this process. Within Brighton Business School, all course academic health reports are considered and approved at the School’s Annual Academic Health Afternoon in October, to which student representatives are invited to attend and participate. Copies of all approved academic health reports and the School Academic Health Report will normally be published on the school area by mid-November.

4. COURSE STRUCTURE AND CONTENT 4.1 CMI Level 5 Diploma in Management and Leadership 4.2 Graduate Certificate in Management (dual award) 4.3 Module Descriptors – CMI Learning Outcomes 4.4 Timetable 2011-2012 4.5 Workshop based programmes 4.6 Action Learning - a guide

4.1 CMI Level 5 Diploma in Management and Leadership Candidates need to complete at least 60 credits to achieve the CMI award Module Credits HR501 - Unit 5001 Personal development as a manager and leader 6 IT502 - Unit 5002 Information based decision making 6 HR503 - Unit 5003 Performance management 8 FN504 - Unit 5004 Resource management 6 HR505 - Unit 5005 Meeting stakeholder and quality needs 5 HR506 - Unit 5006 Conducting a management project 9 MK508 - Unit 5008 Marketing planning 8 HR511 - Unit 5011 Managing recruitment and selection 6 HR513 - Unit 5013 Leadership practice 6

4.2 Graduate Certificate in Management (dual award) This CMI programme has been mapped to the University of Brighton Business School Graduate Certificate in Management. On successful completion of your studies you will receive a combined award, i.e. a CMI Level 5 Diploma in Management as well as the University’s Graduate Certificate award. The mapping of the CMI Diploma to the Graduate Certificate is as set out below:

Module code

Grad Cert module

UOB CATS

CMI code

CMI Modules CMI credits (60 required to achieve

the qualification)

Effective Management

in context (core unit)

20 5005 5002 5006

5004 5008

Meeting stakeholder and quality needs

Information based decision making

Resource management Marketing planning

5

6

6 8

Human resource

management

20 5003 5011 5013

Managing recruitment and selection

Leadership practice Performance management

6

6 8

Personal effectiveness

10 5001 Personal development as a leader/manager

6

Management project

10 5006 Conducting a management project

9

60 60

4.3 CMI module descriptors with learning outcomes

Title: HR501 - Personal development as a manager and leader

Unit aim: This unit is about improving individual management and leadership skills and competencies against objectives.

Level: 5 Unit Number: 5001 QCA Unit Number

T/501/5033

Credit value: 6 Guided Learning Hours 20

Learning outcomes The learner will:

Assessment criteria The learner can:

1. Be able to assess and plan for personal professional development

1.1 Explain the importance of continual self-development in achieving organisational objectives 1.2 Assess current skills and competencies against defined role requirements and organisational objectives 1.3 Identify development opportunities to meet current and future defined needs 1.4 Construct a personal development plan with achievable but challenging goals

2. Be able to plan for the resources required for personal professional development

2.1 Identify the resources required to support the personal development plan 2.2 Develop a business case to secure the resources to support the personal development plan

3. Be able to implement and evaluate the personal development plan

3.1 Discuss the processes required to implement the personal development plan 3.2 Evaluate the impact of the personal development plan on the achievement of defined role requirements and organisational objectives 3.3 Review and update the personal development plan

4. Be able to promote healthy and safe working practices

4.1 Discuss the relationship(s) between healthy and safe working practices and organisational objectives 4.2 Explain the process for conducting a risk assessment 4.3 Identify the actions taken by the manager in dealing with a breach in healthy and safe working practices 4.4 Describe how to communicate responsibilities for healthy and safe working practices to the team 4.5 Discuss relevant records that are maintained to demonstrate that healthy and safe working practices are met

Title: IT502 - Information based decision making

Unit aim: This unit is about the communication and use of information to support decision making.


A/501/5034




1. Be able to identify and select sources of data and information

1.1 Discuss the nature of data and information 1.2 Evaluate relevant sources of data and information 1.3 Discuss the criteria for selection of data and information 1.4 Identify the legal requirements relating to the collection, use and storage of data and information

2. Be able to analyse and present information to support decision making

2.1 Evaluate the decision making models which are used to support decision making 2.2 Identify those to be involved in analysing information and decision making 2.3 Evaluate methods of presenting decisions made

3. Be able to communicate the results of information analysis and decisions

3.1 Evaluate methods of communicating decisions made 3.2 Discuss the processes for implementing a communications method 3.3 Evaluate the implementation of a communications method

Title: HR503 - Performance management

Unit aim:

This unit is about the management of individual and team performance.

Level: 5 Unit Number:

5003 QCA Unit Number

F/501/5035




1. Be able to identify and agree performance objectives

1.1 Explain the links between individual, team and organisational objectives 1.2 Identify the selection of, and agree, individual and team objectives 1.3 Identify and agree areas of individual and team responsibility in achieving objectives 1.4 Identify the need to create an environment of trust and support with others

2. Be able to assess performance and provide feedback

2.1 Evaluate and assess individual and team performance against objectives 2.2 Identify methods of providing feedback to individuals and teams on performance 2.3 Identify the causes of conflict, and describe strategies to minimise or prevent conflict 2.4 Explain recording systems for performance assessment for individuals or teams

3. Be able to understand performance support for improvement

3.1 Explain a performance improvement cycle 3.2 Discuss the indicators of poor performance 3.3 Evaluate methods that support performance improvement

4. Be able to understand and apply the organisation’s disciplinary and grievance procedures

4.1 Discuss the organisation’s disciplinary and grievance procedures 4.2 Identify the role of the manager in both a disciplinary and a grievance procedure 4.3 Summarise the key aspects of legislation that applies to an organisation’s disciplinary and grievance procedures

Title: FN504 - Resource management

Unit aim: This unit is about identifying, planning, using and evaluating resources to meet objectives.


J/501/5036




1. Be able to identify and plan resources needed to meet objectives

1.1 Identify those resources required to achieve objectives 1.2 Explain the process of planning resource use to achieve objectives 1.3 Identify the costs associated with the resources required to achieve objectives

2. Be able to select and use the resource supply chain to meet planned objectives

2.1 Evaluate sources of supply to meet planned objectives 2.2 Explain processes to manage the supply, continuity and quality of resources to meet plans 2.3 Describe strategies used to predict and manage disruption in resource supply, and the associated costs

3. Be able to monitor and evaluate internal and external resource use to meet plans

3.1 Review progress of actual resource use against planned resource use 3.2 Discuss methods of recording and reporting resource use 3.3 Explain methods of using resource information to inform future actions.

Title: HR505 - Meeting stakeholder and quality needs

Unit aim: This unit is about meeting stakeholder requirements to agreed quality standards and seeking improvements.


L/501/5037




1. Be able to identify stakeholders and their requirements

1.1 Determine organisational stakeholders and their expectations 1.2 Discuss methods of meeting stakeholder expectations or requirements 1.3 Identify methods of communicating stakeholders’ requirements with team members 1.4 Explain processes for updating information on stakeholder requirements

2. Be able to apply and improve quality standards

2.1 Discuss the meaning of quality to an organisation 2.2 Identify and apply organisational quality policies and procedures 2.3 Determine how to encourage staff to contribute ideas to improving quality 2.4 Conduct a quality audit and make recommendations for improvement

3. Be able to promote continuous improvement and change

3.1 Discuss the concept of and need for continuous improvement 3.2 Assess work activities and identify areas for improvement 3.3 Encourage staff to contribute ideas for continual improvement

Title: HR506 - Conducting a management project

Unit aim: This unit is about identifying, researching and producing a work-related project and evaluating its impact.

Level: 5 Unit Number: 5006 QCA Unit Number R/501/5038




1. Be able to identify and justify a management project

1.1 Determine a management area for investigation that has an implication for a work-related area 1.2 Identify the aim, scope and objective of the project 1.3 Justify the aim and objective of the project

2. Be able to conduct research using sources and analyse data and options

2.1 Identify sources of data and information for the project 2.2 Analyse the data and information for options or alternatives that meet the project aim 2.3 Determine an option or alternative that meets the project aim

3. Be able to make conclusions and recommendations that achieve the project aim

3.1 Evaluate the research to make conclusions 3.2 Recommend a course of action to meet the project aim 3.3 Assess the impact of the project recommendations

4. Be able to show and review the results of the project

4.1 Determine the medium to be used to show the results of the project 4.2 Produce the results of the project 4.3 Discuss the impact of the project on the work-related area

Title: MK508 - Marketing planning

Unit aim: This unit is about understanding the role of marketing, the organisation’s current market position and planning for widening markets.


L/501/5040




1. Be able to understand the meaning and role of marketing in achievement of organisational objectives

1.1 Explain marketing as a management process 1.2 Describe the role of marketing in identifying and predicting the needs of current and potential stakeholders

2. Be able to identify the organisation’s current and future position in the sectors or markets in which it operates

2.1 Discuss the current position of the organisation within its chosen sector or market 2.2 Determine a future market or sector position for the organisation in line with organisational objectives 2.3 Identify other parts of the organisation which are impacted and involved in a future market or sector plan

3. Be able to devise and implement a marketing plan that contributes to achievement of organisational objectives

3.1 Construct a marketing plan that supports current market or sector and targets potential new markets or sectors 3.2 Evaluate the support necessary to implement the plan 3.3 Implement the marketing plan 3.4 Assess the progress of the plan, through monitoring, reviewing and end evaluation, in the achievement of organisational objectives

Title: HR511 - Managing recruitment and selection

Unit aim: This unit is about identifying a need for staff, selecting objectively and inducting effectively within legal and organisational requirements.


D/501/5043




1. Be able to explain the impact of both the law and organisational procedures on the process of recruitment and selection

1.1 Describe, in summary, the legal instruments impacting on staff recruitment and selection 1.2 Identify organisational procedures and processes that affect staff recruitment and selection 1.3 Discuss fairness, objectivity and equality of opportunity as elements of recruitment and selections

2. Be able to identify personnel requirements and present a reasoned case for changes in staffing resources

2.1 Analyse staffing resources to meet current and future objectives 2.2 Develop a job description and a person specification 2.3 Develop a case for additional staffing resources

3. Be able to organise and conduct a selection process, justify a decision and keep necessary records

3.1 Discuss the stages of a selection process 3.2 Describe methods to support a selection decision 3.3 Identify the stages of a selection process, where records are kept, and the nature of those records 3.4 Evaluate the selection process

4. Be able to communicate the selection decisions and plan induction for the appointed candidate

4.1 Identify the communications required during a selection process 4.2 Develop an induction plan for an appointed candidate 4.3 Review the impact of the recruitment and selection process and the appointed candidate on the objective of the case for the additional staffing resource

Title: HR513 - Leadership practice

Unit aim:

This unit is about the links between management and leadership, key leadership principles and leadership theory.

Level: 5 Unit Number:

5013 QCA Unit Number H/501/8137




1. Understand the links and differences between management and leadership

1.1 Discuss the concept of managers as effective leaders 1.2 Discuss the concept of leaders as effective managers 1.3 Evaluate the balance needed between the demands of management and the demands of leadership

2. Understand leadership principles that support organisational values

2.1 Evaluate the role of the leader in contributing to the creation of the organisation’s vision, and in its communication to others 2.2 Evaluate how personal energy, self-belief and commitment impact on leadership styles 2.3 Identify how empowerment and trust through ethical leadership impact on organisational practice

3. Be able to understand and apply leadership strategies to organisational objectives

3.1 Evaluate transformational leadership and identify its impact on organisational objectives 3.2 Evaluate transactional leadership and identify its impact on organisational objectives 3.3 Evaluate situational leadership and identify its impact on organisational objectives

4.4 Timetable 2011-2012 AUTUMN TERM 2011

SPRING TERM 2012

Week No. VENUE

EN

RO

LM

EN

T

1 Mithras House

Rm MG3

2

Mithras House MG3

3

Brighton Race

Course

4

Mithras House MG3

6

Mithras House MG3

7

Mithras House MG3

8

Mithras House MG3

9

Mithras House MG3

10

Mithras House MG3

11

Mithras House MG3

DATE

28 Sept

5

Oct

2.00pm Start

12 Oct

18 & 19

Oct

26 Oct

2 Nov

9 Nov

16 Nov

23 Nov

30 Nov

7 Dec

Tutor

#

Jenny

and Geoff

Jenny

and Geoff

Jenny

and Geoff

Geoff

Geoff

Geoff

Reading

week

Geoff

Geoff

Geoff

Module

Attend in-

person enrolment

Cockcroft

Hall - between

12-14

Induct.

Personal Dev. CPD

Projects

Induct. Library

visit Personal Dev. CPD Projects

Induction Personal Dev. CPD Projects AL Set activity

Units 502, 504 and 505: S/holder and quality Needs/ Resource M/ment

Units 502, 504 and 505

Units 502, 504 and 505

Reading and action learning set week

Units 504 and

505

Individual Assignment

Hand-in (IT502)

Units 504 and 505

Units 504 and 505 Formative

Group Assignment (HR504/505)

Week No. VENUE

13

Mithras House

Rm MG3

14

Mithras House MG3

15

Mithras House MG3

16

Mithras House

MG3

17

Mithras House MG3

18

Mithras House MG3

19

Mithras House MG3

20

Mithras House MG3

21

Mithras House MG3

22

Mithras House MG3

DATE

4 Jan

11 Jan

18 Jan

25 Jan

1 Feb

8 Feb

15 Feb

22 Feb

29 Feb

7 March

Tutor

Reading

week

Jenny

Jenny

Jenny

Jenny

Jenny

Jenny

Reading

week

Penny

Penny

Module

Reading and action learning set work

Units 513 and 503: leadership and perf m/ment hand in group AND individual assignment (504/505)

Units 513 and 503

Units513 and 503

Units 513 and 503

Units 513 and 503

Units 513 and 503

Hand in Group Assign Ment (513/ 503)

Reading and action learning set work

Unit 511

Hand in Individual

Assignment (513/503

Unit 511

SPRING TERM 2012 CONT’D SUMMER TERM 2012

Tutor names: Geoff = Geoff Courts Penny = Penny Simpson

Jenny = Jenny Knight TBC = to be confirmed

Action Learning Set Activities You will be aware by now that Self Managed Action Learning Set activity is a key supporting collaborative process running parallel to the CMI programme of workshops. Throughout the programme, time will be devoted to Action Learning Set Activities during workshop times.. You will also note that time has been set aside for you to meet as sets between modules, to consolidate your learning and to support each other to complete assignment work. It is expected that you will use the University facilities on these days. Hand-in dates The dates for handing in assignments are set out on this calendar. Extensions are granted for exceptional circumstances but not in excess of 14 days, and you will need to complete an extension request form clearly setting out the reasons for needing an extension, you will not be granted an extension unless you have third party evidence (doctor’s note, letter from line manager etc). We will expect work to be completed in time to hand it in on the specified date. A hard copy and electronic copy must be submitted to avoid a non-submission Geoff Courts CMI Programme Leader # In order to complete the enrolment process you will need to bring certain documentation to this in-person enrolment which you will be informed of during the application and online enrolment stages (the documents will include original copies of your qualification, the results of any language test results and passport).

Week No. VENUE

23

Mithras House MG3

24

Mithras House MG3

25

Mithras House MG3

26

Mithras House

MG3

27

Mithras House MG3

28

Mithras House MG3

29

Mithras House MG3

30

Brighton Racecourse

Mithras House

DATE

14 March

21 March

18 April

25 April

2 May

9 May

16 May

23 May

Tutor

Penny

Penny

TBC

TBC

TBC

TBC

Reading week

Geoff and

Jenny

Module

Unit 511

Unit 511

Group presentations

(511)

Unit 508: Marketing Planning

Hand in group Work (511)

Unit 508:

Unit 508

Unit 508

Reading

and action learning set

work

Progress & Timescales Projects and CPD’s Prog Evaluation Hand in Individual assignment (508)

4.5 Workshop Based Programmes Why Workshops? Many management development programmes are run on a ‘workshop’ basis. The purpose of the workshop is to work at a particular subject (such as Recruitment & Selection) in some depth by combining theoretical underpinning with practical exercises to develop skill. Workshops are intended to develop the ‘practitioner’ aspects of management, so the outcome must go beyond capability (the potential to be able to do something) to include competence – the ability to do it. Workshops are ideal, as part of a self-managed learning/development programme because they are topic-specific and self-contained, no time need then be wasted on topics not appropriate to your development plan. However, if the most is to be got out of a workshop some care needs to be taken in how you approach it. Your Involvement with the Workshop Clearly part of this approach is an effective (i.e. doing what it should do) and efficient (doing it in the most resource efficient way) personal development plan. It is this plan that should have identified the need for (or rejection of) this particular workshop in the first place. If the workshop is to be regarded as a ‘one off’ experience its development potential will be extremely limited. So, as well as simply using the workshop as a practice session, thought should be given has to how it is best recorded. The most obvious is to keep any handouts and notes you have taken in a way that permits easy access for reference – not always done as diligently as it may! On these professional programmes it is necessary to prepare either a Reflective Document or a Statement of Relevance for each workshop. This is good practice anyway and there is much to commend all self directed learners attending workshops to write up a reflective statement or statement of relevance, or a combination of the two if it suits. Briefly, the difference is as follows: Reflective Document (Read in conjunction with ‘After the workshop’ on the following page) A major underpinning theme to both the Diploma and Executive Diploma programmes is the development of individual ‘reflective practitioner’ skills. This is the process of reflection you have undertaken during (and possibly after) the workshop sessions. This may include how the substantive content of the workshop could be applied to your work situation, and may relate to real and existing scenarios in the day-to-day professional environment. In particular there will be an expectation for you to extract from your regular reflective statements ‘key personal learning outcomes’. This individual assessment of both workshop sessions and the intervening time spent in the work environment will enable key learning outcomes to be monitored and new objectives to be formulated. This process is also important when assessing your progress towards fulfilling your ‘personal learning contract’; in particular identifying blockages, which may be preventing you from achieving the priorities you have outlined (The personal statement of learning priorities is a key component to Assignment Two and is central to developing a programme of Continuous Professional Development How to Approach a Workshop Before the workshop:

Before the workshops write down (at least) five things you want the workshop to provide (purpose).

Learning is as much about attitude as technique. Different workshops may require different attitudes and behaviours. For example, assertiveness or team working. Identify the attitude that will be most beneficial to yourself and the workshop overall (process).

In what way do you intend to be different at the end of the workshop, compared with now (objective).

During the workshop: Make sure --

You write down the most important things you are learning during the workshop.

Note any actions it will be useful to take in the light of what you are learning during the workshop.

Write down any positive and negative feelings you are experiencing during the workshop. After the workshop:

Reflect, describe and analyse –

How different is your knowledge, understanding and skill is at the end of the workshop compared with before. Was your objective achieved?

What you hoped to gain from the workshop but did not (why)?

What did you find to be more difficult than you expected during the workshop (process)?

What will you do differently after the workshop (purpose)?

Was there anything you learned about yourself during the workshop (attitudes and behaviours)?

Remember Your reflective statements are for your personal development. Whilst private (and you may wish them to remain so unless part of a formal assessment) they can also be a valuable source of information and ideas if you are having discussions tutors/trainers, mentors and colleagues.

4.6 Action Learning – a guide

"Action learning is a process of learning and reflection that happens with the support of a group or 'set' of colleagues working with real problems with the intention of getting things done." (McGill & Beaty 1995)

On these programmes Action Learning is intended to encompass the whole of your professional development, involving on-programme support (networking) as well as workplace situations. The philosophy of Action Learning is based on the idea that personal effectiveness is an essential component of professional effectiveness. The various activities and processes that are associated with Action Learning have been devised to help us gain a greater awareness and understanding of our ‘selves’ as professional tools. They help us to understand how and why we act, respond and feel the way we do in different work situations.

Action Learning is often unfairly described in terms of ‘getting in touch with your feelings’. It is really a much more focused process than this – one that is orientated towards developing oneself as an effective professional. Action learning sets are the vehicle for the action learning process, and working in ‘sets’ has been a valuable, productive and rewarding learning process since it was first designed in the early 1990s. Learning to work in a ‘set’ is experiential - you learn by doing it, and at first it will probably seem strange. You will be part of a set of up to six members from a range of professional backgrounds. Your set will provide support and guidance for your professional development, discussing progress and insights. Members help each other plan and learn through a cycle of action, reflection and further planning. As an Action Learning Set, members share concerns and use problem solving approaches to develop confidence and provide useful feedback to aid each other's development. Membership of a set can also provide you with an antidote to the isolation often experienced by part-time students.

Some models of Action Learning incorporate a Set facilitator, or set adviser, however, the model being practised and developed within the CMI programmes is essentially self managed. The most fundamental ground rule of a set is confidentiality, because this enables the trust that is vital for members to be honest with each other about their feelings and motives, and to be willing to take risks to advance their own development. Other ground rules often reflect the mutual respect, consideration and supportiveness that are inherent in the concept of action learning. These include matters such as punctuality, prioritising one's commitment to the set in terms of scheduling and attending meetings, being sensitive and supportively challenging to one's fellow set members, and working actively on one's own project. Being a set member involves a range of skills, understanding and attitudes. The action learning set is based on mutual support. Attending set meetings is not only important for your own work, it is also essential to support the progress of your fellow set members. Equally, during set meetings all members are actively involved throughout the whole meeting. The structure of set meetings is based on equal division of time. Each set member has her/his own time period to use as will best serve her/his needs in making progress on her project. The quality of listening and observing within a set is crucial. The term 'active listening' is used, and this means much more than simply registering the words spoken but being aware of tone, body language, including what is not said. It is the type of listening which enables empathy, putting oneself into the shoes of the person who is 'presenting' - whose own time it is. Effective personal communication is an ongoing theme throughout the course modules and ‘set meetings’ provide valuable opportunities to develop personal communications skills. You will not be involved in each other's projects but will be able to understand them sufficiently to challenge and prompt and help each other explore potential ways forward. The quote at the beginning of this section comes from the book by McGill, I. & Beaty, L. 2002. Action Learning: a guide for professional, management and educational development. Revised 2

nd edition. London: Kogan Page. The revised second edition was published in

2002.

5. COURSE ASSESSMENT

5.1 Nature of assessment 5.2 Coursework marking guidelines 5.3 Coursework presentation 5.4 Referencing your work 5.5 Coursework word limit and word ranges 5.6 Coursework submission 5.7 Late coursework 5.8 Coursework extensions 5.9 Return of coursework 5.10 Examination timetables 5.11 Examination past papers 5.12 Use of dictionaries in examinations 5.13 Examination results 5.14 Mitigating circumstances 5.15 Plagiarism, collusion and cheating in examinations 5.16 Appealing the decision of an examination board ____________________________________________________________ _________________________________________________________________

5.1 Nature of assessment

Assessment – Understanding and Getting the Most Out of It Assessment for the Diploma Programme takes two forms:

Formative assessment – to assist the personal and professional development process (more akin to ‘feedback’)

Summative assessment – ensuring the standards necessary for the award are met Assessment methods used Assessment is a part of any award-based programme. However, the aim of the assignments specified is to reinforce and develop the learning programme rather than act as 'tests'. In doing this a variety of methods have been chosen not only to broaden the development experience, but also to accommodate varying assessment preferences by participants. In some cases, it is necessary to record or video such assessment activities for the purposes of external validation and audit. Summative assessment Summative assessment, directed towards the Diploma, shares many of the characteristics of formative assessment insofar as good feedback is essential for effective learning and the confidence of the candidate. However, summative assessment is used to ensure participants meet award or national standards based on criterion-referenced processes and explicit criteria with a specific pass, refer, fail outcome. Summative assessment methods include:

Professional review based on Individual professional development portfolios

Individual presentation (to the group)

Group presentation

Formal report (workplace project)

Personal reflection

Module assignments based on learning outcomes

Commentary based on action learning set activity

Professional interviews – verbal exploration of knowledge and understanding with Professional Tutors

Formative assessment The purpose of formative assessment is to assist the development process (on the programme and in the workplace) and invariably involves some form of feedback, often informal. Feedback typically takes on the following forms:

Self reflection

Peer appraisal (programme and workplace)

Mentor comment (workplace)

Tutor/assessor (see the following section on ‘Tutor Feedback’)

Action learning set, group networking, activity

Informal, (mainly) verbal or electronic communication around topics of interest to participant and tutor. Formative assessment is central to the personal and professional development process. Giving and receiving feedback, both formal and informal, can be uncomfortable at times and participants on the programme are encouraged to practise developing these skills for their own development and that of others on the programme. Feedback is a competence well worth developing as it features in most aspects of a manager’s role. Wherever possible the CMI programmes will encourage the use of ‘workplace’ and ‘real’ case study examples as vehicles for learning and extracting principles of best management and leadership practice. The process of each cohort being formed into a number of Action Learning Sets has to date been a successful learning experience for professional, post experience students and will continue for this coming year. Action Learning Sets enable a sound approach to collaborative learning amongst fellow busy professionals and where the assessment methodologies are varied and interactive by design. Assessment Methodologies for the Diploma

UNIT HR501 PERSONAL DEVELOPMENT AS A MANAGER AND LEADER

LEARNING OUTCOMES ASSESSMENT – CPD Portfolio (INDIVIDUAL)

1. Be able to assess and plan for personal professional development

2. Be able to plan for the resources required for personal professional development

3. Be able to implement and evaluate the personal development plan

4. Be able to promote healthy and safe working practices

You will, during the course of the programme, compile a CPD folder which includes reflective statements, self assessment records, your key learning priorities and your personal development plans. You should, in this folder, be able to demonstrate the impact the personal development plan is having on your performance as a leader and manager.

UNIT IT502 INFORMATION BASED DECISION MAKING

LEARNING OUTCOMES ASSESSMENT – individual assignment – 1,000 words

IT502 Be able to identify and select sources of data and information

1.1 Discuss the nature of data and information 1.2 Evaluate the relevant sources of data and

information 1.3 Discuss the criteria for selection of data and

information

1.4 Identify the legal requirements relating to the collection, use and storage of data and information

Using the four perspectives from the Balanced Scorecard model plot the data which flows in to and out from the area for which you are responsible. Assess the validity and reliability of sources of the data and information used. In terms of assessing your performance, identify which information is:

Essential

Nice to have

Superfluous. Are there are gaps and/or overlaps? How might they be addressed? Comment on how you ensure that your area is compliant with the Data Protection Act.

UNIT HR503 PERFORMANCE MANAGEMENT

LEARNING OUTCOMES ASSESSMENT – INDIVIDUAL ASSIGNMENT – 3,000 WORDS

1. Be able to identify and agree performance objectives

2. Be able to assess performance and provide feedback

3. Be able to understand performance support for improvement

4. Be able to understand and apply the organisation’s disciplinary and grievance procedures

Using examples from your workplace if appropriate, explain how you have arrived at work plans and performance objectives for your team and for each individual in the team, and how you intend to monitor and assess team and individual performance. How did you create a positive environment? Where there has been conflict, describe the causes and your strategies to minimise these problems. What kind of development is necessary for your team and for individuals within it to enable them to achieve their objectives? Provide an example of a development plan for one member of your team and describe how you will evaluate progress, leading to further improvement. What constitutes poor performance and how would you deal with this?

UNIT FN504 RESOURCE MANAGEMENT

LEARNING OUTCOMES ASSESSMENT – INDIVIDUAL ASSESSMENT 2,500 WORDS

1. Be able to identify and plan resources needed to meet objectives

2. Be able to select and use the resource supply chain to meet planned objectives

3. Be able to monitor and evaluate internal and external resource use to meet plans

Geoff Courts Individual Assignment As an individual you will be required to submit a report of 2500 words based on a service, business review of your choice. You will need to consider the following areas: Identify the resources required to achieve objectives. This may include a Balanced Scorecard, a SWOT, & PESTEL. Explain the process of planning resource use to achieve objectives. Identify the cost of the service. Evaluate sources of supply to meet planned objectives –internal and external supplies. Explain processes to manage the supply, continuity and quality of resources to meet plans. Describe strategies used to predict and manage disruption in resource supply and the associated costs. Review progress of actual resource use against planned resource use. Discuss methods of recording and reporting resource use. Explain methods of using information to inform future actions. Identify Constraints, limitations on resource availability. Plan for Developing Resources. Development Plan for the operation You will need show within your report how you use a resource supply chain tool to meet planned objectives of the service. Different resource supply/value chains tools will be introduced during the workshops any of these can be used

UNIT HR505 MEETING STAKEHOLDER AND QUALITY NEEDS

LEARNING OUTCOMES ASSESSMENT – GROUP REPORT 3600 – 4400 WORDS

HR505.1 Be able to identify stakeholders and their requirements

1.1 Determine organisational stakeholders and their expectations

1.2 Discuss methods of meeting stakeholder expectations or requirements

1.3 Identify methods of communicating stakeholders’ requirements with team members

Explain processes for updating information on stakeholder requirements HR505.2 Be able to apply and improve quality

standards 2.1 Discuss the meaning of quality to an

organisation 2.2 Identify and apply organisational quality policies

and procedures 2.3 Determine how to encourage staff to contribute

ideas to improving quality 2.4 Conduct a quality audit and make recommendations for improvement HR505.3 Be able to promote continuous

improvement and change 3.1 Discuss the concept and need for continuous

improvement 3.2 Assess work activities and identify areas for

improvement 3.3 Encourage staff to contribute ideas for continual improvement

A Report of 3,600 – 4,400 words that meets the following requirements Use European Foundation for Quality Management audit and the Balanced Scorecard as instruments for identifying and stakeholder requirements. Using the European Foundation for Quality Management audit and the Balanced Scorecard, conduct a full quality audit and report your findings. Review the existing quality standards for a given area of work and consider how they might be improved. Compare and contrast the use of these quality frameworks as measurement mechanisms. Using the data obtained and analysed from HR505.2, FN504.1 & IT502.2, produce a change management to improve the effectiveness of the organisation in the area selected

UNIT HR506 CONDUCTING A MANAGEMENT REPORT

LEARNING OUTCOMES ASSESSMENT – INDIVIDUAL MANAGEMENT REPORT

1. Be able to identify and justify a management project

2. Be able to conduct research using sources and analyse data and options

3. Be able to make conclusions and recommendations that achieve the project aim

4. Be able to show and review the results of the project

To undertake the completion of a Management report demonstrating the requirements of the Module learning outcomes.

1. To produce a Report Proposal in a format as directed and on a date to be agreed during the early stages of the programme. This Proposal to include the justification, aims and objectives, key timescales of research and information gathering activities.

2. To produce a Management Report which fulfils the requirements of the learning outcomes. To be presented in two identical hard copies, properly bound and with an original work word count of between 3,600 & 4,400 words.

UNIT MK508 MARKETING PLANNING

LEARNING OUTCOMES ASSESSMENT – INDIVIDUAL ASSIGNMENT 2000 – 2500 WORDS

1. Be able to understand the meaning and role of marketing in achievement of organisational objectives

2. Be able to identify the organisation’s current and future position in the sectors or markets in which it operates

3. Be able to devise and implement a marketing plan that contributes to achievement of organisational objectives

You are required to complete the assessment IN PAIRS for this module. You must undertake a review of the marketing activities in your own organisation, including; a. What group of consumers form the

target market for your organisation? b. What products or services does your

organisation provide? c. What current marketing strategies can

you identify? d. What is the current marketing mix for

ONE of your organisation’s products? You should also include a critical evaluation of elements c) and d) above. How do YOU think the marketing strategy and marketing mix could be improved? Word count: 2,000 to 2,500 words

UNIT HR511 MANAGING RECRUITMENT AND SELECTION

LEARNING OUTCOMES ASSESSMENT – Action learning set presentation and assignment – 3,000 words

1. Be able to explain the impact of both the law and organisational procedures on the process of recruitment and selection

2. Be able to identify personnel requirements and present a reasoned case for changes in staffing resources

3. Be able to organise and conduct a selection process, justify a decision and keep necessary records

4. Be able to communicate the selection decisions and plan induction for the appointed candidate

Penelope Simpson As an action learning set please choose one of your organisations as a case study. Then critique its approach to recruitment and selection, with reference to the learning outcomes and assessment criteria for this module. Be prepared, as an action learning set, to do a 20 minute presentation setting out the elements of the recruitment process, and providing a critique – what aspects work well and where there are areas for further improvement. This presentation will form the basis of your 3,000 word assignment. Please identify who is focusing on which learning outcome (and accompanying assessment criteria). Your assignment should be proportionately shared in terms of contributions and this should be clearly indicated at the beginning of the report, stating essentially who did what!

UNIT HR513 LEADERSHIP PRACTICE

LEARNING OUTCOMES ASSESSMENT – ACTION LEARNING SET ASSIGNMENT – 3,500 WORDS

1. Understand the links and differences between management and leadership

2. Understand leadership principles that support organisational values

3. Be able to understand and apply leadership strategies to organisational objectives

As an Action Learning Set consider the organisations represented in the group and choose one as an appropriate case study. Consider the nature of leadership in the chosen organisation. For example, what are the values and ethics influencing the way the organisation is led and managed? How effective is leadership in this organisation? What is the dominant style, and does the style change in response to changing circumstances? If so, how? What is the relationship between leadership and management in this organisation, and how well do they complement each other? Critically analyse the style and effectiveness of leadership and management in your chosen organisation and make recommendations for improvement, if appropriate. Your assignment should be proportionately shared in terms of contributions and this should be clearly indicated at the beginning of the report, stating essentially who did what! The report should be no less than 3.500 words. Including charts and diagrams

5.2 Coursework grading criteria The following grading criteria, based on the University’s undergraduate marking/ grading scale, indicate the marks and classifications to be awarded for various standards of written work. Your work will be marked in percentages, with the exception of those few modules that just need Pass/fail As each subject has its own emphases and as assignments may vary in their approach (e.g. essays, reports, projects etc.) so descriptions offered here are inevitably generalised and will need to be interpreted and adapted to the specifics of each assignment. Sometimes you will be issued with supplementary grading criteria which are specific to the particular task you have been set. UNDERGRADUATE COURSEWORK GRADING CRITERIA FIRST (1) Exceptional (90-100%) A faultless or near faultless response to the task: all learning outcomes have been achieved to an exceptionally high level. The work demonstrates all of the following characteristics and most of the work is beyond that which is normally expected for work at the given level of study

Originality in the way in which the work has been approached and executed

In-depth understanding, insight and/or research

Evidence of very high quality analysis, synthesis, evaluation and/or critical appraisal All specifications for the assessment task have been strictly adhered to. The organisation of the work and the standard of presentation and referencing are exemplary throughout.

Outstanding (80-89%) An outstanding response to the task: all learning outcomes have been achieved to an exceptionally high level. The work demonstrates most of the following characteristics and much of it is beyond that which is normally expected for work at the given level of study



Evidence of very high quality analysis, synthesis, evaluation and/or critical appraisal All specifications for the assessment task have been strictly adhered to. The organisation of the work and the standard of presentation and referencing are exemplary throughout. Excellent (70%-79%) An extremely good response to the task: all learning outcomes have been achieved to a high standard and most at an exceptionally high level. The work demonstrates some of the following characteristics.



Evidence of high quality analysis, synthesis, evaluation and/or critical appraisal All specifications for the assessment task have been adhered to. The organisation of the work and the standard of presentation and referencing are excellent throughout. UPPER SECOND (2.1) Very good/Commendable (60-69%) A very good response to the task: all learning outcomes have been met fully and many have been achieved at a good or very good standard. The work demonstrates all or most of the following characteristics in relation to those expected at the given level of study:

A standard and comprehensive approach and execution of the work

Very good understanding, some insight and/or thorough research

No significant inaccuracies or misunderstandings

Some high quality analysis, synthesis, evaluation and/or critical appraisal The specifications for the assessment task have been adhered to. The work is well organised and the standard of presentation and referencing is very good throughout. LOWER SECOND (2.2) Good/competent (50-59%) A sound response to the task: all learning outcomes have been met and some may have been achieved at a good standard. The work demonstrates some of the following characteristics in relation to that expected at the given level of study:

A standard and comprehensive approach to and execution of the work

Some good understanding, some insight and/or appropriate research

No significant inaccuracies and/or misunderstandings

Sound analysis, synthesis, evaluation and/or critical appraisal There are no significant deviations from the specifications for the assessment task. The work is suitably organised and the standard of presentation and referencing is at least of a good standard. THIRD (3) Satisfactory (40-49%) An adequate, but weak, response to the task: all learning outcomes have been met but at least some barely exceed the minimum standard to pass the module. The work may display some strengths (such as those indicated in the characteristics of higher grades) but the grade is brought down by some weak features, such as:

Very basic and/or poorly thought out approach to and execution of the work

Adequate but limited understanding of major ideas with very little insight and/or minimal research

Some minor inaccuracies and/or misunderstandings

The work is too descriptive and insufficiently analytical in relation to the expectations for the given level of study.

Some minor deviations from the specifications for the assessment task.

Poor standard of presentation and referencing FAIL Marginal fail (35-39%) An unsatisfactory response to the task because one or more of the learning outcomes just fail to reach the minimum standard to pass the module. The work may display some strengths but these are marginally outweighed by one or more weak features, such as:

Poorly thought out approach to and execution of the work

Limited understanding of major ideas with very little insight and/or minimal research

Some significant inaccuracies and/or misunderstandings

The work is too descriptive and insufficiently analytical in relation to the expectations for the given level of study

Some deviations to the specifications for the assessment task

Poor standard of presentation and referencing

NOTE: Where the assessment for a module comprises a number of tasks (e.g. a piece of coursework and an examination), and a student receives a mark between 35% and 39% for one of the tasks, they may still pass the module, providing that they pass the other task, and achieve an overall average mark of at least 40%. Weak fail (30-34%) An unsatisfactory response to the task because one or more of the learning outcomes clearly fail to reach the minimum standard to pass the module. The work may display some strengths but these are outweighed by weak features, such as:

Poorly thought out approach to and execution of the work

Limited understanding of major ideas with very little insight and/or minimal research

Some significant inaccuracies and/or misunderstandings

The work is too descriptive and insufficiently analytical in relation to the expectations for the given level of study

Some significant deviations from the specifications for the assessment task

Poor standard of presentation and referencing.

NOTE: Where the assessment for a module comprises a number of tasks (e.g. a piece of coursework and an examination), and a student receives a mark below 35% for one of the tasks, they will not pass the module, regardless of how well they perform in the other tasks. Very weak fail (0-29%) An unsatisfactory response to the task because most of the learning outcomes clearly fail to reach the minimum standard to pass the module. The work displays few, if any, strengths and these are more than outweighed by weak features, such as:

Very poorly thought out approach to and execution of the work

Very limited understanding of major ideas with little or no insight and/or minimal research

Significant inaccuracies and/or misunderstandings

The work is purely descriptive with no evidence of analysis, synthesis, evaluation and/or critical appraisal in relation to that expected at the given level of study

Deviations to the specifications for the assessment task.

Very poor standard of presentation and referencing

The Learning Outcomes in the Diploma qualification are assessed internally by the University, in accordance with the requirements in this document, and are thus subject to both internal (University) and external verification (CMI) by approved personnel. Assessment Overview (Assignments and learning outcomes): The broad principles of assessment in fulfilment of the Diploma, focus upon the demonstration of understanding of the key the learning outcomes contained within the various Module Units. Essentially, there are nine module units containing a total of 31 learning outcomes to be addressed by the student in fulfilment of the Diploma Award. Each module assessment work attracting a range of opportunities to address module learning outcomes, in some cases from more than one Module Unit. This approach is intended to encourage a broader perspective when tackling assignments, providing opportunities to associate links between, workshop material, module learning outcomes, ideas and theoretical concepts; also enabling a single significant workplace experience to generate the understanding of learning outcomes which may appear in different Module Units. For the appropriate award, the Chartered Management Institute requires all students to address all the learning outcomes specified in the programme syllabus. In order to provide a framework, these learning outcomes have been clustered into ‘assignments’. Against each assignment the principle learning outcomes it is intended to meet are indicated. However, it is stressed that the learning outcomes within each assignment are ‘indicative’ rather than specific, in order to give students maximum flexibility in putting together a meaningful response from the viewpoint of their own professional development. Expressed another way, additional learning outcomes can be drawn in, or referenced, and (more cautiously) parts of learning outcomes can be omitted providing they are clearly covered elsewhere. Assignments apart, it is the responsibility of the student to ensure that all learning outcomes have been addressed, though the tutors are more than happy to discuss with individuals how these can be evidenced.

5.3 Coursework presentation These guidelines are based on our requirements for placement projects and dissertations, but should be valid for most written work produced during your course. Please note, however, that special conventions apply to the presentation and referencing of legal scholarship. Therefore, if you are submitting a piece of law coursework please refer to the detailed guidance in the Studying Law at Brighton Business School Handbook. An electronic copy of the Handbook is available on the School area of Studentcentral. Your paper copy should normally be word-processed and bound, but you are requested not to enclose each page in a plastic envelope, since this usually makes marking extremely difficult. The report should be on A4 paper with one-and-a-half spacing between the lines, single or double sided. Appendices may be single-spaced. Each page in the main report should be numbered with page numbers at the foot of the page. There should be a margin of at least 1.5 inches (4 cm) on the left side of the page, both for the text and for any diagrams. Top, right and bottom margins should be at least 1.25 inches (3 cm). The right margin should be unjustified (i.e. left 'ragged') to aid readability. The main text should be in a single 12-point font, e.g. Times New Roman or similar. An alternative font such as Arial in a smaller point size may be more appropriate in diagrams and tables. Use bolding for emphasis within the text and for section headings.

Any material copied directly from another author must be enclosed in quotation marks, followed immediately by a reference to the source. Individual quotations should not normally exceed one paragraph, and quotations should not exceed 5% of the length of the report. Colour printing may be used for charts, screen-shots etc. Clarity is more important than fancy graphics. Avoid clip-art except where required for drawing diagrams. You are responsible for the accuracy of the finished work so after it has been completed you should use the spell-checker to catch any typographical and spelling errors. You should also proof read it yourself (or have it read by someone else), as the spell-checker is not likely to catch every error.

5.4 Referencing your work It is important in academic writing to reference all the important ideas and facts in your work. It is also the best way to avoid any risk of plagiarism (see 5.15 below). You should do this:

When you quote directly using others’ words in quotation marks

When you paraphrase the arguments or theories of others in your own words

When you use evidence from the work of others to support your own arguments

When you rework published data or use it as the basis of your own calculations. To ensure that you reference properly, you should carefully read and follow the guidance contained within the Brighton Business School Referencing Handbook, which is based on the Harvard referencing system. An electronic copy of the Handbook is also available on the School Area and all Course Areas on Studentcentral. Please note, however, that special conventions apply to the presentation and referencing of legal scholarship. Therefore, if you are submitting a piece of law coursework please refer to the detailed guidance in the Studying Law at Brighton Business School Handbook. An electronic copy of the Handbook is available on the School area of studentcentral. Therefore, no student has any excuse for not referencing properly, and poor referencing may have a negative impact on the mark that you receive for your work. Non-referencing will constitute plagiarism, which is considered a very serious form of academic misconduct (see 5.15 below).

5.5 Coursework word limits and word ranges Every piece of coursework you are set will either have a word limit or a word range, which you should make sure you observe. Normally, if your coursework has a word limit e.g. 2,000 words, then the marker will stop reading the work once you have exceed the word limit by 10%. If you write less than the word limit you risk not maximising your potential mark. If your coursework has a word range e.g. 1,500-2,000 words, then the marker will stop reading the work once you have exceeded the upper figure. If you write less than the lower word limit you risk not maximising your potential mark. For the purpose of calculating the word count, footnotes are included (apart from law coursework where they are excluded), whereas contents pages, executive summaries, tables, appendices and reference lists/bibliographies are always excluded. You are required to declare a word count for every piece of work you submit.

5.6 Coursework submission Your lecturer will specify the date by which your assessed coursework has to be handed in. You must keep to this deadline unless you have been granted an extension by the course leader (see later sections). You are required to submit two copies of each assignment – a paper copy and a digital copy. We shall only accept coursework for marking if we have both the printed AND the digital versions and reserve the right to scan either version for plagiarised material. 5.6.1 Submission of paper copy The paper copy should be posted in the box outside the Professional and Partnership Office (Room M139) by the date specified, accompanied by one Assignment Report Form (which can be found next to the assignment submission box. It should NOT be handed in to the Office or to your tutor. The office staff will empty the submission box and log the submission of the hard copy submitted. Please ensure that you complete an Assignment Report Form showing:

Your Name (or student number if the lecturer requests that)

Module Lecturer’s Name

Course Name

Module Name and Module Code

Assignment Title

1st submission/ submission on referral/ examination re-work/ submission on extension

(delete as appropriate)

Date Due in

Number of pages

Word count

The front page of your assignment should also contain this information in case the cover sheet becomes separated. Your paper copy should normally be word-processed and stapled or bound, but you are requested not to enclose each page in a plastic envelope, since this usually makes marking extremely difficult. 5.6.2 Submission of digital copy Details on how to submit the digital copy on Studentcentral can be found in the Appendix – Assignment submission via Studentcentral.

5.7 Late coursework Submission deadlines are sacrosanct. Students who fail to submit their work on time will be penalised by having a mark of ZERO awarded for this work. Individual members of staff cannot waive these penalties as it is University policy. However, in exceptional circumstances students may apply for an extension to the submission date (see 5.8 below).

5.8 Coursework extensions An extension is granted in order that an assignment can be submitted as if on time i.e. the deadline for students with extensions is effectively put back to a later date.

5.8.1 Grounds

It is not possible to give a full list of reasons for which extensions may be granted. The typical case is where you have been ill during the time when an assignment was due to be written. However, any unforeseen circumstances which disrupt your study may represent an appropriate reason. If the standard of your work has been affected by the circumstances which caused you to apply for an extension, you should also submit mitigating circumstances at the end of the semester (see 5.15 below) and explain, in your supporting documentation, both the nature of the circumstances and the reason that the extension was not sufficient for you to produce your best work. In considering whether or not an extension to a deadline should be granted, the designated signatory will be mindful of the following points:

When applying for an extension you are normally required to submit documentary evidence of the reason for the application.

The nature of coursework is such that minor illnesses during the time when you would be expected to be working on the assignment will not constitute good grounds for granting an extension, even if these occur within the final few days before the deadline. Serious illness or injury, where supported by documentary evidence, will normally be appropriate reason for an extension to be approved.

Computer failure, or the loss of data from a computer disk, will not normally be deemed a satisfactory reason for late submission.

Paid employment commitments do not constitute grounds for an extension, or mitigating circumstances, for full-time students. Part-time students who are in full-time employment are expected to prioritise University deadlines. Exceptionally, such as where work commitments change at short notice through circumstances beyond your control, an application will be appropriate. In such cases , and especially where the course is undertaken as professional development, it is anticipated that the designated signatory will consider applications sympathetically where they are supported by evidence in the form of, for example, a letter from your line manager.

In considering an application for an extension, the designated signatory will have regard to the other students on the programme who have not requested an extension, and will ensure that these students would not be unfairly disadvantaged by the granting of the extension.

5.8.2 Procedure Students should complete an Assignment Extension Form, obtainable from the Professional and Partnership Office, attaching any medical certificate or other written evidence, and return it to the Course Administrator. Students must normally apply as soon as possible but no later than two days before the submission date. All such applications will be dealt with by the Course Leader who will reply in writing, setting a new submission date where appropriate.

5.9 Return of coursework Your module tutors will indicate when you should receive feedback on your coursework, which will normally be within four weeks of the submission date. Occasionally, due to unforeseen circumstances, there can be a delay in returning your coursework, and where that happens your module tutor will let you know and provide you with a revised date for return of the work . However, please note that all coursework marks returned prior to the relevant examination board are provisional, and are subject to approval of the examination board. Examination scripts are not returned to students.

5.10 Examination timetables

Examination timetables will be published at least three weeks in advance of the relevant examination period on your course area on Studentcentral. It is your responsibility to obtain the details of your examinations, and make sure that you attend at the right location, on the correct day and at the correct time. If you arrive late for an examination, you will not necessarily be given extra time, and if you arrive more than 30 minutes after the start of the examination you will not be permitted to enter the examination room. If you are unable to attend an examination you should submit a Mitigating Circumstances (see 5.14 below).

5.11 Examination past papers

Copies of the past two years examination papers for all modules are available on the “My School: Brighton Business School” area on Studentcentral. However, answer guidelines are not available.

5.12 Use of dictionaries in examinations

Students whose native language is a language other than English may apply to their Course Leader to use a language translation dictionary when undertaking their examinations. The dictionary must not be subject specific- e.g. an Economics or Business & Management dictionary and must normally be on the approved list of dictionaries kept by the Professional and Partnership Office (M139). This dictionary will need to be provided by the student who will be allowed to take a clean copy into the examination with them. Any translation dictionaries found to contain additional notes during the course of an examination will be immediately confiscated and disciplinary action taken afterwards. So only clean copies please.

5.13 Examination results

A pass list will be published as soon as possible after the Examination Board and a letter will be sent to you detailing your results within two weeks of the Board. Due to current data protection legislation, examination pass lists identify students by their University student number rather than their name. Therefore if you attend the University to consult the pass lists it is important to bring along your student number. Administrative staff will be very busy at this time preparing results letters and will not be able to look up student numbers. Please do not ask the tutors, course leader or course administrator for your results. They are under a lot of pressure to get the results out to you as speedily and as accurately as possible and any such requests just slow them down. Under no circumstances will results be given by telephone or e-mail.

5.14 Mitigating circumstances Where you consider that your performance in an assessment has been adversely affected by circumstances beyond your control and you wish the Examination Board to take this into account you should complete a Mitigating Circumstances form. If you are unable to attend an examination you should also submit a Mitigating Circumstances form. Full details on mitigating circumstances can be found in GEAR. However, the following should be noted: 5.14.1 Grounds

In considering claims for mitigating circumstances, your Course Examination Board (or other appropriate body) will consider:

the severity of the mitigating circumstances, and the reasonableness of a claim that such circumstances might have affected performance;

the documentary evidence;

the time period affected, and the likelihood that performance may have been affected;

whether it is reasonable to suppose that the circumstances should have been foreseen by the student, or were avoidable. The following are indicative of the kinds of circumstances which will normally be considered valid, where the evidence and timing are available to support the claim:

personal illness;

illness of a family member;

death of a family member or close friend;

personal/psychological problems. The following are indicative of the kinds of circumstances which will NOT normally be considered valid, even when they can be supported by independent documentary evidence:

paid employment;

other University deadlines;

car breakdown;

lateness of lift to the University;

missing a bus or train;

oversleeping;

misunderstanding timetable, or not knowing about times;

computer problems (including corrupted disks or printing problems);

job interview;

any ongoing situation known to the student;

other circumstances which it is reasonable to suppose might have been foreseen. 5.14.2 Procedure If you believe that your mitigating circumstances should be considered you must complete and submit a Mitigating Circumstances form, via the Professional and Partnership Office, to the Chair of the Course Examination Board explaining:

(i) Which assessments were affected (ii) How the circumstances affected your performance. You need to ask the Professional and Partnership Office staff if you do not know who the Chair of the Course Examination Board is. The form and any supporting letter must be accompanied by third party documentary evidence, e.g. medical certificates. Self Certification of Illness notes will NOT be accepted- you must produce a doctor’s certificate. The form and any supporting letter together with supporting evidence must be handed into the Course Administrator as soon as possible and certainly no later than 5 working days after the assignment/ examination to which they relate. Students should try and consult their Course Leader before submitting their forms and supporting evidence so that the Course Leader can speak on their behalf when mitigating circumstances are considered. Any Mitigating Circumstances not submitted in this way will not normally be considered by a Course Examination Board. See also the section on appealing against an Examination Board decision where it warns that late submission of mitigating circumstances is not normally allowable.

5.15 Plagiarism, collusion and cheating in assessment If you attempt to gain a grade by fraudulent means you can be severely punished by the Course Examination Board – see GEAR. 5.15.1 Plagiarism Plagiarism is essentially presenting (directly or indirectly) another person's thoughts, writing, etc. as your own. Quoting directly without quotation marks and attribution is plagiarism. Copying material from a textbook, lecture material, article, digital file or another student, even if you paraphrase, may be considered plagiarism. It is your responsibility to be fully aware what constitutes plagiarism and what does not. As a starting point, you should read the University’s Plagiarism Awareness Pack – you will be provided a paper copy of this pack when you start your course, and electronic copies are available on the “MY School: Brighton Business School” area and all Course Areas on studentcentral. Also, a short Powerpoint presentation showing the sort of copying our plagiarism software can detect can be found on the School Area and all Course Areas Studentcentral. By properly referencing all your work, you can avoid a plagiarism allegation, so you should also be fully conversant with the Brighton Business School Referencing Handbook . Plagiarism is an issue facing all universities across the world and strikes at the heart of academic standards. We shall be insisting that wherever possible all assessed coursework is submitted to us in printed form AND also in digital form. Most of your lecturers will ask you to submit your digital copy via the Studentcentral module assignment box, others will ask for a copy on disk. We shall only accept coursework from you for marking if we have both the printed AND the digital versions. Be warned we shall be sampling this work with highly effective software designed to detect copying.

5.15.2 Collusion Collusion is defined as one or more people working together for the purposes of perpetrating a fraud. In academic terms this generally means attempting to pass of a piece of work done by a fellow student or group of students as an individual’s own work. As it is only in exceptional circumstances that this could happen inadvertently the presumption is that all parties were involved in the decision to share work and to try pass that work of as the work of an individual rather than that of a fellow student or group. Therefore it is important to make sure that if the assignment is an individual piece of work it is your own work and not that of a group. Presenting a piece of work as yours when it is, in fact, the work of a fellow student or group is collusion and is a form of fraud. The Business School treats collusion as seriously as plagiarism and, even if you are the originator of the work, in order to avoid suffering a similar penalty to fellow students who ‘copied’ your work you will have to provide a coherent explanation to the panel of why you gave them sight of your work. As the panel will be operating on the presumption that this is unlikely to happen inadvertently you should be very wary of lending your notes, computer disks or assignments to other people, as you will find it difficult to prove that you were not directly involved in an attempt to collude. 5.15.3 Cheating Cheating in examinations by whatever means, including copying from unauthorised material or from another student’s script, consulting information or individuals while absent from the examination room, or attempting to gain a higher grade by fraudulent means, is also strictly forbidden. Recently a small number of students were caught bringing into the examination hall illegal material that could have been of benefit to them when answering questions. In all cases the students were heavily penalised. The default for most modules is that you are not allowed to take any material into the examination room apart from pens, pencils and possibly non programmable calculators- and , of course, yourself!. If you are allowed to take material into the examination room please make absolutely certain that you have checked with your lecturer exactly what you are and are not allowed to take in long before the date of your examination. As each module is likely to have different forms of assessment you will need to check with the Lecturer for each module. Ignorance of the rules is not a defence that we will listen to. 5.15.4 Penalties Penalties for plagiarism and collusion include being marked as zero for the assignment, zero for the module or even harsher penalties. A similar penalty is applied for cheating in examinations. Repeat offences carry stiffer penalties.

5.16 Appealing the decision of an examination board Examination Boards are conducted under the University of Brighton’s General Examination and Assessment Regulations (GEAR), a copy of which is available on the “My School: Brighton Business School” area on studentcentral. Before formally entering an appeal you are required to put your case in writing, citing the relevant grounds for appeal, either by email or letter to the chair of the examination board. Where appropriate you will then be asked to discuss the matter informally with the chair of the examination board. You should also give notice in writing of your intention to appeal to the Secretary to the Academic Board within 15 working

days (within three weeks of the pass list being posted on the student notice board). If this informal discussion fails to resolve the matter, you must lodge your appeal in writing with the secretary to the Academic Board within thirty working days of the date of publication of the pass list notifying you of the decision. Normally, appeals submitted outside the specified time scale will be ruled invalid. You must state the decision against which you are appealing and the grounds for your appeal; you must also submit documents supporting your claim. Grounds for appeal A request for a review of an Examination Board decision may only be made on one or more of the following grounds:

1. That a student has submitted evidence of mitigating circumstances which were not considered by the Examination Board;

2. That the Examination Board was not aware of mitigating circumstances affecting the

student’s performance because the candidate had been unable, or for valid reasons unwilling, to divulge them before the Examination Board reached its decision; (It is only in exceptional circumstances that an appeal will be heard on the basis of evidence submitted after the meeting of an Examination Board, and the attention of students is drawn to the importance of notifying the Chair of the Examination Board and/or Course Leader, in writing, of any circumstances extraneous to the course which might be prejudicial to their performance, as soon as possible, preferably before the examination and in any event before the examination board meets)

3. That the examination procedures were not followed in accordance with the

regulations, resulting in an error in the candidate’s assessment;

4. That some other material irregularity had led to a breach of the procedures or regulations resulting in a decision detrimental to the student.

These are the ONLY grounds for appeal. There is no right of appeal against decisions of an Examination Board, which are matters of academic judgement. Similarly a student may not lodge an appeal on the grounds of dissatisfaction with the design, curriculum or delivery (teaching, departmental support, etc.) of a course. Note in particular that marks awarded are matters of academic judgement, i.e. you cannot ask for an examination script to be re-marked. If you do not have a case that falls within one of the four grounds set out above then your appeal will not be considered. If your case does fall under the grounds for appeal then you should clearly identify which of the four grounds is applicable to you, briefly summarise your case and email it to with a completed ‘ACADEMIC APPEALS FORM (stage 1): Notice of intention to appeal’ form, found on studentcentral, to: [email protected] Please do not direct your appeal to any individual members of staff as this will slow down the process. Appeals submitted without the accompanying form completed in full will not be considered. Your case will be given an initial consideration to establish if it conforms to one of the four grounds of appeal. If it does you will be advised of the formal procedures to follow. You should note that the formal procedures have time limits and you will be informed of those if you have a case. If you have passed the initial consideration then you will move to the


formal processes as set out in GEAR Section H which is on Studentcentral in the Student Handbook section. You will also be informed of what additional evidence is required, if any. Note: you have 15 working days* from the date that the course pass list is posted on Studentcentral to notify us of your intention to appeal. Anything submitted after that date will not be considered.

* A working day does not include Saturdays, Sundays, public holidays or such additional days as the University is deemed to be closed.

6. COURSE SPECIFIC REGULATIONS

6.1 Admissions 6.2 Minimum pass mark 6.3 Referrals and Deferrals 6.4 Awards 6.5 Crediting of CMI Units ___________________________________________________________________ 6.1 Admissions Typically a student will have a NQF Level 5 qualification in management or its equivalent or have recently studied for a course equivalent to NQF level 5 or have recently participated in an occupational study course with their employer and will have work experience at management level. Candidates with extensive management experience but lower level qualifications will be considered for admission

6.2 Levels of pass on the programme The general rules governing the assessment of the programme are to be found in the University’s General Examination and Assessment Regulations (GEAR - a copy of which can be found via the “My School: Brighton Business School” area on studentcentral. To achieve the Graduate Certificate learners will be required to pass all modules at 40%. Within each module the pass mark is 40% overall with a minimum threshold of 35% in either component. The threshold mark means that a stronger performance in one category of assessment may be allowed to compensate for a weaker performance in the other category providing there is a weighted aggregate mark of 40% for the module as a whole and a minimum of 35% in each element of assessment. Any component below 35% will normally receive a Refer.

6.3 Referrals and Deferrals Students will be required to reach a minimum pass standard in each scheduled assignment, as well as demonstrating that the Learning Outcomes (as specified by the Chartered Management Institute) have been met. The schedule of Learning Outcomes for each module Unit is included in this Handbook. The reason for having the Learning Outcomes is to ensure consistency across a national award. The tutor will assess assignments as either a pass (as a percentage) or to be referred for resubmission. Only the Examination Board, which comprises of both University and CMI representatives, has the authority to authorise a pass leading to an award or determine the conditions for a referral. Only one reworking of referred work will be allowed without the module being taken again. The Examination Board may ‘defer’ a piece of work at its discretion where personal circumstances are such as to mitigate against a piece of work being submitted by the required date. In fairness to other participants, mitigation is a formal process and claims must be in writing to the course leader who will make a recommendation to the Examination Board. Appropriate application forms are available from the Programme Administrator. A deferred piece of work will be marked as if submitted for the first time and full marks are available to this piece of work (see marking criteria). If the Board does not accept the claim for deferral the participant will be deemed to be ‘referred’. Should you pass the referral a maximum mark of 40% for the module will be credited to you. If you do not pass the REFERRAL, you fail the module and may be allowed to repeat the

module, normally with attendance. Repeating a module means attending all the classes/seminars/ workshops and undertaking all the assessments for that module the following year. The regulations governing the delivery, assessment, examinations, extensions of time, mitigating circumstance and appeals processes are governed by GEAR as set out at section 5 in this handbook.

6.4 Awards Following an examination board with the External Examiner and CMI External Verifier students may be awarded the Graduate Certificate in Management and the professional award of the CMI Level 5 Diploma in Management and Leadership. Students would have to gain a minimum pass of 40% in all nine modules to achieve either awards. A classification of Pass, Merit and Distinction can be gained for the Graduate Certificate in Management award. At the discretion of the Examination Board students who achieve a weighted average between 60% and 69% in the modules will be awarded a Merit classification. Those achieving a weighted average of 70% or above in the modules will be awarded a Distinction classification. No compensation of modules is allowed on the Graduate Certificate award

6.5 Crediting of CMI Units However, in circumstances where a student for whatever reason, is unable to complete the full range of module units, the CMI can approve module Unit credit to be awarded. In such circumstance, and on the recommendation of the Programme Leader, an individual student may be credited with Records of Achievement (ROAs) for specific completed module units where assessment has been completed and passed to the appropriate standard. This would enable a student to either, exit the CMI Diploma Programme at a CMI Certificate qualification level, or to retain the module credits and join a similar programme at some future date to complete any relevant outstanding module units. A period of three years is allowed to re-enrol with the CMI to enable completion of the full Diploma Award. Re-enrolment can be with any CMI Approved Centre The summative assessment of assignments is only a part of the award programme and considerable weight is given to on-going formative experience as a means of professional development.

7. LIBRARY, COMPUTING AND MEDIA SERVICES 7.1 The library service 7.2 Library services to part-time students 7.3 The Online Library 7.4 Computing services for students based at Moulsecoomb 7.5 Media Centres 7.6 Studentcentral 7.7 ASK Study Guide 7.8 Useful web addresses

___________________________________________________________________ _______________________________________________________________ The Information Services department provides library, computing and media services in support of learning, teaching, research and administration at the University of Brighton.

7.1 The library service 7.1.1 The University of Brighton libraries

There are six libraries at the University of Brighton; the Aldrich, Falmer and St Peter’s House libraries in Brighton, the Queenwood and Health Sciences libraries in Eastbourne and the Hastings Campus Library.

You will be issued with a student identity / library card (Unicard) when you enrol, which will enable you to borrow material from all University of Brighton libraries. Your Unicard will also allow you reference access to the University of Sussex library.

The Aldrich Library is located in the Cockcroft Building on the Moulsecoomb site. It stocks a broad range of books and other materials relevant to your studies, covering all aspects of business studies, management and law.

7.1.2 Opening hours Full, up to date information the about opening hours for all site libraries can be found at www.brighton.ac.uk/is/students > Libraries > Opening hours. Opening hours for Aldrich Library (on the Moulsecoomb site): Term time: Monday – Thursday 08.30 – 21.00 Friday 08.30 – 19.00 Saturday & Sunday 13.00 – 17.00 Vacations: Monday – Friday 09.00 – 17.30 Saturday Closed Sunday 13.00 – 17.00 (except August) The Ground Floor of the Aldrich Library, which contains a Computer Pool Room and Social Study Space, remains open until 02.00 every night during term time. After the library closes, entrance to the Ground Floor is via the entrance in Queensdown School Road and you will need your Unicard to gain entrance. In addition the upper floors of Aldrich Library have extended opening hours during exam revision periods. For more information about this look out for posters displayed in the library or visit www.brighton.ac.uk/is/aldrich.

http://www.brighton.ac.uk/is/students

http://www.brighton.ac.uk/is/aldrich

7.1.3 Borrowing entitlements You may borrow up to 20 items at any one time. The standard loan period is three weeks but items in heavy demand are seven day loan or for use in the library only (Desk Loan Collection). Desk Loan items can be booked in advance for use in the library or overnight loan. You will normally be charged a fine if you return a short loan item late or retain an item which has been reserved by another user and recalled by the library. 7.1.4 Renewing items It is not always necessary to bring items which you have on loan into the library to renew them. Provided that it has not been requested by another user, any item may be renewed:

in the library on production of your Unicard

by telephoning the library (the Aldrich Library renewals line number is 01273 642770). Outside of library opening hours there is an answerphone where you can leave a message requesting a renewal.

online using the My Account tab in the library catalogue (via the Online Library at http://library.brighton.ac.uk). You will need to log in using your Unicard number.

7.1.5 Returning items

If the library is open, take your items to the library so that they can be discharged from your record.

When the library is closed, you can use the secure book-drop bins situated at the site libraries. At Aldrich there is one on the ground floor adjacent to the computer pool room and a second one outside the main library entrance. These can be used for returning books only when the library is closed.

Items can be returned by post; however, they remain your responsibility until received by the library.

7.1.6 The library catalogue The library catalogue is available on dedicated terminals in each library and is also accessible online via the Online Library (http://library.brighton.ac.uk). The catalogue has information about the all material held in all of our site libraries. You can use the catalogue to search for books, print journals and audio-visual items and to access your own borrower record for renewing books and to see your current loans. You can also use the catalogue to reserve items when all copies are on loan. 7.1.7 Requesting items from other libraries If you would like an item sent to your local site library from one of our other site libraries you can fill out a request card at your library enquiry desk. If you are a final year undergraduate or a postgraduate student, you are entitled to inter-library loans. This means that we can obtain books or articles from other libraries for you (usually the British Library) when we do not hold them in stock. For more information about inter-library loans, please see Information Services document 434: An Aldrich guide to requesting inter-library loans or ask at your library Help Desk. 7.1.8 Photocopying All the libraries offer self-service photocopying facilities - you should read the notices about copyright to ensure you stay within the legal limits of copying from printed materials. For colour photocopying on the Moulsecoomb site please use the Reprographics Unit on the ground floor of the Cockcroft Building.

http://library.brighton.ac.uk/


http://www.brighton.ac.uk/isdocs/docdetails.php?docnumber=is434

7.1.9 Audio-visual material All the libraries have relevant collections of videotapes, DVDs and CDs which you can use in the library or borrow for home use. You can use the library catalogue to search for audio-visual items. 7.1.10 Communications The library uses your university UniMail address for all correspondence (e.g. recalled, loans or notification of reserved items awaiting collection). It is possible to set your UniMail to be forwarded to a personal email account of your choice. This can be done within StudentCentral by clicking on UniMail for full instructions. 7.1.11 Enquiries and further help

A Help Desk can be found in each of our libraries. You can also contact the Aldrich Library: By phone: Aldrich Library Help Desk: 01273 642760 Aldrich Library renewals line: 01273 642770 By email: General enquiries: [email protected] Subject support team for Business and Law: [email protected]. If you have special needs, ask about the services that can be provided to enable you to use the libraries effectively.

7.2 Library services for part-time students If you are studying part time and living away from the university, please ask at your University of Brighton home library about using another university library under the SCONUL Access scheme. Ask at your home library Help Desk for more information and you can also visit http://www.access.sconul.ac.uk/ to check whether the library you want to use is part of the scheme. Part time students may also be eligible to join the University of Brighton’s Extended Library Scheme (ELS), whereby items can be posted to you. For more information go to http://www.brighton.ac.uk/is/els.

7.3 The Online Library The Online Library (available via the Online Library tab in StudentCentral or at www.library.brighton.ac.uk) contains:

Library Catalogue: Links to our library catalogue, the catalogues of other local libraries and the British Library’s catalogue.

Journal Title Search: search facility for finding the electronic and print journals that we subscribe to.



http://www.access.sconul.ac.uk/

http://www.brighton.ac.uk/is/els

http://www.library.brighton.ac.uk/

Browse by subject area. This contains collections of links by subject, eg Business or Law, that have been selected by the library subject team supporting your course. These links include databases, Internet gateways, government websites and professional organisations

Online databases with descriptions in alphabetical order. Use the databases to search for articles and papers relevant to your subject. Many of the databases have a user guide which you can access by clicking on the View user guide link. Many of these databases contain the full text of the documents and this is indicated by the words Full Text in red next to the description. The non-full text databases provide bibliographic detail and often an abstract.

A selection of the databases you may find useful are:

Business Source Premier Emerald FAME (Financial Analysis Made Easy) GMID (Global Market Information Database) Lawtel LexisNexis Newspapers (covers UK broadsheets back to 1996) Westlaw

CrossSearch, which allows searching across multiple databases using a single search box.

Reference Shelf, which contains links to online reference resources, for example, National Statistics Online, the UK Government statistical service.

From the Online Library homepage you will find useful links to Information Services, library opening times, library and computing documents, etc.

The majority of these resources are available both on and off campus using your university username and password. Full instructions for access are available beneath each database description or from your library Help Desk. If you would like more information or assistance with using the Online Library please ask at your library Help Desk or email [email protected].

7.4 Computing services for students based at Moulsecoomb

7.4.1 Locations and opening hours for computer access Aldrich library computer poolroom* Term-time Monday - Friday 08.30 – 02.00 Saturday – Sunday 13.00 – 02.00 Vacation Monday – Friday 09.00 – 17.30 Sunday 13.00 – 17.00 (closed during August) *When the main library is closed the computer poolroom can be accessed from the Queensdown School Road entrance. You will need your Unicard to gain entrance. Mithras Annexe computer poolroom*


Term-time Monday – Friday 08.30 – 02.00 Weekends: Closed Vacation Monday – Friday 08.30 – 19.00 *An access card is required after 17.30 for Mithras Annexe and these can be obtained from the Aldrich Library Help Desk. The Aldrich Library The Aldrich Library has a number of computers on each floor and the majority of study spaces have connection points for laptops. The ground floor and designated areas of the Aldrich Library are wireless enabled. For the opening hours of Aldrich Library see section 7.1 above or go to www.brighton.ac.uk/is/aldrich. NB. LIBRARIES AND COMPUTER POOL ROOMS ARE CLOSED ON ALL PUBLIC HOLIDAYS The information above was correct at time of going to press., However as opening hours can be subject to change, for latest information please check the Information Services website at www.brighton.ac.uk/is/students > Computing > Opening hours. 7.4.2 Usernames and passwords When you have completed your online enrolment / activation, your university username and password will be generated. This can be used to access all the open access computers in libraries and poolrooms, StudentCentral and the majority of resources available via the Online Library. If you wish to change your password to something easier to remember, you can do this in StudentCentral by clicking on Personal Settings. 7.4.3 Student email You will be provided with your university email address when you activate your computer account. You can read your email at https://uni.brighton.ac.uk/ Email is used as the primary means of communication throughout your course of study. Your lecturers and other staff and students will send email to your Brighton University address. You may wish to look at Information Services document is917: A guide to studentmail If you have another, personal, email account, which you would prefer to use, you can arrange for emails sent to your university account to be forwarded automatically. Full instructions can be found in Information Services document is084: Forwarding your university email. You may also wish to setup unimail on your iPhone, iPod Touch or iPad, instructions on how to do this can be found in the document number is088 7.4.4 Connecting your own computer You can connect your own computer via the network sockets in libraries and most halls of residence using an Ethernet cable or via wireless in some areas on each site. Once connected, your computer is part of the university network and is therefore subject to our conditions of use. Please see Information Services document 907: Conditions of Use of University of Brighton Computing Facilities including Networks. One of these conditions is that Sophos anti-virus software be installed and this can be downloaded from the Information


https://uni.brighton.ac.uk/





Services website by going to www.brighton.ac.uk/is/students and choosing Anti-virus software from the Quick Links for students box. In order to connect your laptop to the network in one of the university libraries you will need to follow set up instructions. You can ask for these at the library enquiry desk or download them from www.brighton.ac.uk/is/students > Using your own computer > In libraries. For more information on connecting your computer in halls of residence and computer clinics go to www.brighton.ac.uk/is/students > Computing > Using your own computer. Wireless connection is also available on the Moulsecoomb and other sites in selected areas. We are expanding the areas in which wireless connectivity is available so please go to www.brighton.ac.uk/is/wireless for up to date information. Set up instructions for connecting your laptop to the university’s wireless network can be obtained from your library enquiry desk or from www.brighton.ac.uk/is/students > Using your own computer > Wireless. 7.4.5 The Computer Store The Computer Store in the Watts Building at Moulsecoomb sells blank CDs, USB sticks, cables, software, computers etc. Many items are available at special educational discount rates. The computer store is open 9am – 4.30pm daily during term-time. 7.4.6 Printing Information Services provides a variety of high quality networked laser printers throughout the university. You can use them from computer pool rooms, from libraries and from your laptop on all main sites of the university. A printing account is automatically set up for you once you activate your computer account and you can add credit to your account using the blue Printer Credit Stations which you will find located in the open access computer pool rooms. For more information on using the networked printers see Information Services document number 003: Using the networked printers. To print from your own laptop you will need to be connected to the university network and working inside the university. You will also need to install the correct printer drivers on your laptop which are available for download from www.brighton.ac.uk/is/students and then from the Quick links for Students box choose Printing > Mobile printing service. 7.4.7 Scanners Scanners are located in all open access computer pool rooms. 7.4.8 Software available in the open access computer poolrooms

Adobe Reader

EndNote (bibliographic software)

InfoZip

Internet Explorer

MS Office 2007 (Word, Excel, PowerPoint, Publisher and Access 2007)

MindGenius (mind-mapping software)

Minitab

PhotoShop Elements (on machines connected to scanners only)




http://www.brighton.ac.uk/is/wireless





Sophos (anti-virus software)

SoThink (HTML editor)

SPSS

TextHelp Read & Write Gold (screen reading and reading/writing tool)

In addition there is specialist software available as relevant in the different poolrooms / libraries. For a full, up to date list go to www.brighton.ac.uk/is/students > Computing > Software information 7.4.9 Computing help

Online help is available in StudentCentral (see below) and a wide range of guides and help sheets are available in computer poolrooms. Technician help is also available in the poolrooms at advertised times. For help with username and password problems you can contact your local library enquiry desk. All our guides are also available online from our documents catalogue at http://www.brighton.ac.uk/isdocs. See also www.brighton.ac.uk/is/students > Getting help.

7.5 Media Centres Media Centres offer a range of media services at each site for staff and students including lending a range of equipment such as camcorders, digital audio recorders, digital cameras, overhead projectors etc. The site media centres also sell a range of IT and a/v consumables. On the Moulsecoomb site, the Media Centre is located in the Watts Building. For full details go to www.brighton.ac.uk/is/students > Media Centres.

7.6 Studentcentral


http://www.brighton.ac.uk/isdocs



http://studentcentral.brighton.ac.uk/

studentcentral is the student intranet for the University of Brighton; it is a one-stop-shop for online information whilst studying here. What's in studentcentral? When you login to studentcentral your personalised home page gives you access to academic and other resources wherever you have internet access – at home, at work, abroad or in the university. Once logged in studentcentral will give you access to information about your school, your course and each of the modules you take. If you have a special need to have your home page personalised even further, please contact the studentcentral team. Content areas for your school, your course and your individual modules, containing:

Key course information such as your course handbook (see course area) and module descriptors (module areas).

Timetables and examination schedules (see school area)

School, course and module announcements – these appear in the home page too

Course material – module handbooks, other documents, powerpoint slides images, audio or video in the module areas (see module areas).

A Learning Resources section with your Reading Lists (see module areas)

Revision quizzes, test and surveys (see module areas)

"Assignments" items for submitting the electronic copy of your assignments (see module areas).

Past 2 years of examination papers (school area).

Communications tools so you can email everyone in a module, discuss online, communicate in real time (video conferencing), share files in small groups, etc.

Student rep contact details, course board minutes, and annual academic health reports (see school area).

On your home page you will also see the ASK Study Guide and Student Life. Please have a look around these areas plus the school area when you first log in. Useful links to

the Online Library (see section 7.3, above)

unimail (see section 7.4 above and IS document is917: A guide to studentmail )

Community @ Brighton – see below for more information.

To find out more

Click on the Help icon for information about studentcentral and community. To get started, search for "help" or "started".

Social networking and blogging service Once described as an online school playground, Community @ Brighton is a full social networking and blog service for students and staff at the University of Brighton. Community@Brighton is shaped by the people who use it. It is available to all staff and students via studentcentral or directly by visiting https://community.brighton.ac.uk/. Staff and




http://community.brighton.ac.uk/

http://student.brighton.ac.uk/help/

students are equal members and everyone can contribute in the same way. Community@Brighton may also be used to support your tutors to support learning, so it’s worth logging on and taking a look.

Keep a blog

Your Blog (weblog) is your online diary – simply click "post an new entry" and fill in the boxes.

You can make your blog private, university-only or public.

You can add links and pictures.

Unless you make posting private, you will become famous for five minutes as the latest blog tops the list!

Present your profile

Your Profile is your public face, what you want people to know about you. Add keywords / tags for your interests and they become links for you to find out who else used them. Then you can make like-minded people into your online friends.

Find online friends

Add people to "Your Friends" so you can find their blog more easily. Find your friends list in the right-hand panel.

Store your files Keep your files on Community to use in your blogs and share with your friends; you can store up to 10MB.

Create and browse adverts

Buy and sell books and equipment, look for accommodation

Join communities … or create your own

Join an existing community such as Environmental Action Network, New Students, Gig-Addicts or Chaplaincy. Choose whatever matches your interests and use the community blogs to discuss things. Communities can be public or closed. Set up your own Community to share a group blog (and wiki) with like-minded people, for

a club or society - to announce events meetings or discuss topics of special interest

a special interest group - to advertise or comment upon related external events or ideas

a school, course, module or project group - to share ideas, arrange meetings

RSS feeds Use Community to manage your RSS feeds

Portfolios and CVs

Draw together information to present your CV, your Portfolio or simply a small web site. Make it public if you like.

7.7 ASK Study Guide

In addition to course-specific guidance, online resources to help you study effectively are available through the ASK Study Guide on Studentcentral. You will find the link in the “My tools” menu on the homepage. The ASK Study Guide offers advice on how to make the most of seminars and lectures, reading and notemaking, preparing for exams, tackling stress, essay writing, oral presentations, group work and many other topics. You will also find information about the weekly Study Support workshops held at all university sites, how to book tutorials or groups and specialist services such as the Maths & Stats Support Unit and English Language Support Programme.

7.8 Useful web addresses

Information Services web site http://www.brighton.ac.uk/is/

Online Library http://library.brighton.ac.uk

student mail https://uni.brighton.ac.uk/

studentcentral http://studentcentral.brighton.ac.uk/

studentcentral help http://student.brighton.ac.uk/help/faq.php

Help Documents www.brighton.ac.uk/is/docs

http://www.brighton.ac.uk/is/



http://studentcentral.brighton.ac.uk/

http://student.brighton.ac.uk/help/faq.php

http://www.brighton.ac.uk/is/docs

8. STUDENT SERVICES Opportunities and support to help you get the most out of your time at university. Student Services is a central department providing a range of services to support you through university and to make sure you get the most from the student experience. We’re separate from your school and are here to help with all kinds of academic and non-academic issues. Our experienced and supportive staff offer advice on a range of issues, including:

- Advice about money worries and how to live on a budget.

- Support in finding jobs and volunteering opportunities.

- Help accessing academic support if you have a disability, learning difficulty or long-term medical condition.

- One to one support for students with worries or concerns in a safe, confidential space.

Here for you, whatever the issue

Below is an outline of some of the ways in which we can help you during your time here.

Career development

Build your employability skills and boost your graduate potential, with careers guidance, enterprise skills and employment and volunteering opportunities. www.brighton.ac.uk/careers

Chaplaincy

There’s more to the Chaplaincy than you think with social events, retreats, worship, discussion, support and listening.

Childcare

With two nurseries, both rated as ‘outstanding’ by Ofsted, the University of Brighton is an excellent choice for high quality, affordable and flexible childcare. www.brighton.ac.uk/childcare

Counselling

Whatever the reason, if you are finding academic life is causing you concern, or for personal reasons you need someone to talk things over with, you don't need to feel that you are all alone with your worries. Talk to one of our trained counsellors in a safe and confidential space.

Disability and dyslexia support

If you’ve got a disability, specific learning difficulty or long term-health condition and choose to disclose it in confidence to the Disability and Dyslexia team, you’ll discover the wide range of academic and personal support available. www.brighton.ac.uk/disability

Health and wellbeing

Looking after yourself whist at university helps you to get the most of your experience. Our links to local surgeries give you access to a doctor, while our health and wellbeing workshops and information help you to keep everything in balance – so look after your mind and body.

Student Advice Service

When it comes to your finances at university it pays to be money wise; so for expert advice on financial issues, including fees, grants, bursaries, loans, and money management, contact the Student Advice Service. They can also help if you are an international student needing immigration advice, or support if you’re experiencing culture shock and home sickness. www.brighton.ac.uk/moneymatters

http://www.brighton.ac.uk/careers

http://www.brighton.ac.uk/childcare

http://www.brighton.ac.uk/disability

http://www.brighton.ac.uk/moneymatters

Get in touch

You can find further information about our services and answers to your student life queries at

www.brighton.ac.uk/studentlife You can also access our services at each campus, by visiting our offices or call us to find out more or book an appointment. Eastbourne - Trevin Towers T: 01273 643845 Falmer – E354, Checkland Building T: 01273 643584 Grand Parade – First Floor, main building T: 01273 643187 Moulsecoomb - Manor House, Moulsecoomb Place T: 01273 642895 Hastings – Havelock Road Building, Room 6.06 T: 01273 644636 We can also help answer your questions via email at [email protected]

http://www.brighton.ac.uk/studentlife


9. STUDENT ENTITLEMENTS AND RESPONSIBILITIES 9.1 Entitlements 9.2 Responsibilities 9.3 Brighton Business School – Attendance and Engagement policy 9.4 Disability statement 9.5 Fire evacuation 9.6 Observing copyright laws ___________________________________________________________________________

9.1 Entitlements You are entitled to:

guidance and support throughout your time at the University, including referral to Student Services if and when necessary (see 8 above);

information about the assessment of your programme of study, including any assessed supervised work experience; which or how many elements must be passed to obtain an award and what weighting each assessment carries, the deadlines for submission of course or other work; and any elements that may in no circumstances be the subject of compensation for failure (see 5 and 6 above);

information about the regulations for progressing through your programme of study and achieving the award (see 6 above);

express your views about your course or other services you receive (see 3.4 above)(although this must be balanced by your responsibility to do so without being defamatory or derogatory to or about individuals whether online, in writing or in person);

procedure for raising issues and obtaining help and guidance when things go wrong (see the University Student Handbook and 3.3. and 3.4 above);

have the right to confidentiality, and compliance with data protection laws (see University Student Handbook) for any personal information, unless you wish it to be communicated further (e.g. to a Course Leader, Exam Board etc).

9.2 Responsibilities It is your responsibility to:

make yourself aware of University policies and abide by them (see the University Student Handbook);

make yourself aware of the regulations around plagiarism (see the University Student Handbook);

be regular and punctual in your attendance and if you have missed a session find out what you have missed (see the University Student Handbook) ;

be aware of the safety rules applying to your course or School; read the safety notices and know what to do in the event of a fire; familiarise yourself with escape routes; and be aware of at least two escape routes from your place of study or any other area you may occupy (see the University Student Handbook);

do not smoke in university buildings, including Halls of residence (see the University Student Handbook), and abide by the terms of any Halls of Residence tenancy agreement;

make your self aware of and abide by intellectual property laws (see the University Student Handbook and 9.3.4 below);

ensure that you are fully conversant with the rules and regulations governing your course;

make contact with your Course Leader should the need arise;

attend any meetings with tutors at the time agreed;

regularly check the post trays, notice board and your university e-mail;

notify your Course Leader of any circumstances which may affect your performance on the programme in advance of any deadlines;

inform the Administrator of any change of address, workplace or contact number including where you will be living in vacation periods (see 3.2.1 above).

9.3 Brighton Business School – Attendance and Engagement policy Engagement with your studies You are expected to engage with all the learning activities which form part of your programme and attend all scheduled course workshops, lectures and seminars. Attendance registers will be maintained by your course team and should your individual attendance fall below an average of 75%, this may be taken into consideration by Examination Boards when deliberating on the granting of referrals.

You may however be unable to attend scheduled workshops, lectures and seminars from time to time due to exceptional circumstances (for example personal illness, family bereavement, hospitalisation etc.). In such cases, it is the responsibility of the student to ensure that the course management team are informed at the time and that such absence is discussed with and recorded by the course team. Where possible, students are expected to provide evidence supporting their absence and a lack of evidence may limit the decision making options of the course leader and/or examination board.

Should your record of attendance be consistently poor (i.e. fall below the 75% minimum requirement), you may be required to attend a meeting with your Course Leader to discuss your absences. In the event you fail to attend the meeting without due notice, you will receive a further letter inviting you to a re-arranged meeting. If you do not attend this meeting, you will then be considered to have withdrawn from the course.

Your responsibilities as a student

We encourage you to make use of all the facilities and resources available to you, including libraries and ICT facilities, to enable you to pursue your studies diligently and take responsibility for your own learning. You should familiarise yourself with University and Brighton Business School Rules and Regulations including any relating to your course and should be aware of the requirements of your course. Your course programme team, including the course administrators are available to clarify any questions you may have. Contact details of all the course team are available in your course handbook.

9.4 Disability Statement

The University of Brighton is fully committed to the Special Educational Needs and Disabilities Act 2001 (SENDA), which extended to educational institutions the provisions of the 1995 Disability Discrimination Act. The booklet entitled Access and Support for Disabled Students summarises the University’s approach to and provision for students with all types of disability, including long-term conditions, mental health difficulties, sensory impairments and specific learning difficulties. A copy of

the booklet is available from Student Services, and a reference copy is held in the School Office. Fuller information about relevant services can be found at: http://www.brighton.ac.uk/disability/ Staff who co-ordinate support for students with disabilities or specific learning needs are based in the Disability & Dyslexia Team in Student Services located in the Manor House. They can be contacted by phone 01273 643799 fax 01273 643669 email [email protected] If you have disability or specific learning needs please also raise this with Donna Clark in the Undergraduate Office (M160) who can make you aware of student support available.

9.5 Fire evacuation On hearing the fire alarm Leave the building by nearest route Close all doors behind you. Report to assembly point as shown on nearest fire action notice. At all times: Use the nearest available exit. Do not stop to collect personal belongings. Do not run or try to pass the person in front. Do not use the lift. Do not re-enter the building. Do not congregate outside the main entrance. NB These are generic procedures; please refer to any additional specific procedures associated to individual buildings. Students with a disability or mobility problems should notify their personal tutor, course leader or course administrator so that evacuation arrangements can be set up for them. For further information on health and safety procedures at the University go to: http://staffcentral.brighton.ac.uk/safety/

9.6 Observing copyright laws Under UK copyright law, you must not copy someone else’s copyright material unless (a) you have their permission or (b) it falls within the limits of what is known as ‘fair dealing’. Most works remain in copyright for 70 years after the death of the author/creator.

‘Fair dealing’ for ‘private study or research for a non-commercial purpose’ permits you to make a single copy of a ‘reasonable proportion’ of a copyright work. ‘Reasonable’ is not legally defined but it is recommended that you keep within the following limits:

• one complete chapter or up to 5% of a book;

• one article from any one issue of a periodical or set of conference

proceedings;

• up to 10% (up to a maximum of 20 pages) per short book (without chapters), report, standard or pamphlet;

• one poem or short story (maximum 10 pages) from an anthology;

• one separate illustration or map up to A4 size;

• short excerpts only from musical works (not whole works or movements) and no copying for performance purposes.

http://www.brighton.ac.uk/disability/


http://staffcentral.brighton.ac.uk/safety/

In all cases, you should acknowledge the source of the work.

9.6.1 Multiple photocopies Should you need to make multiple copies of copyright material for classroom use, please first read the notice ‘Copyright – multiple copies’ which should be on display near each university photocopier and is also available online at http://www.brighton.ac.uk/is/copyright. 9.6.2 Copyright and the internet Do not assume that just because something appears on the internet, it must be in the public domain. All material on the internet is protected by copyright. Look for a copyright statement (often on the website’s home page under ‘copyright’, ‘terms and conditions’, ‘disclaimer’ or similar) and unless copyright has been explicitly waived, seek permission before re-using it in any publicly-accessible document (web page, poster, etc). Taking a single paper copy of a ‘reasonable proportion’ for ‘private study or research for a non-commercial purpose’ (using the fair dealing limits outlined under ‘single photocopies’ above) is OK but cutting and pasting from someone’s web page to add to your own website or to send to a group is not. For more guidelines on electronic fair dealing, see http://www.ukoln.ac.uk/services/elib/papers/pa/licence/fairnote If you are looking for an image to use in your coursework, remember that images retrieved from Google, Yahoo, etc are often subject to copyright. Start by checking the sources listed on the Online Library’s ‘film, image and sound sources’ page on the Reference Shelf http://library.brighton.ac.uk/pages/Film__Image_and_Sound_Sources/index.php Many of these collections are available for non-commercial use without payment. 9.6.3 Scanning You may scan a ‘reasonable proportion’ of a printed document for ‘private study or research for a non-commercial purpose’ (using the fair dealing limits outlined under ‘single photocopies’ above) but it must remain for your personal use only. Do not put scanned copyright material on a computer network and do not distribute it by email. If you use any scanned copyright material in your course work, do not alter it, always put text between quotation marks, and always acknowledge your source. Remember, unacknowledged use of scanned material in your course work could make you liable to accusations of copyright theft and plagiarism. 9.6.4 For further information on copyright The UK Intellectual Property Office website (http://www.ipo.gov.uk/) is a useful starting point for copyright information but much of the university’s use of copyright material is determined by individual licence agreements covering material such as print materials, digitised texts, OS maps, newspapers, t.v. and radio programmes, e-journals etc. If you need any further information on this subject, please check out the documents on copyright at http://www.brighton.ac.uk/is/copyright .

http://www.brighton.ac.uk/is/copyright

http://www.ukoln.ac.uk/services/elib/papers/pa/licence/fairnote

http://library.brighton.ac.uk/pages/Film__Image_and_Sound_Sources/index.php

http://www.ipo.gov.uk/

http://www.brighton.ac.uk/is/copyright

APPENDIX

Assignment Submission via Studentcentral There are two different tools that are used to submit assignments in studentcentral.

The first is a Turnitin submission point and will have this icon next to the submission point. Turnitin is used for ‘Essay’ type submissions, in other words if your assignment is a written paper then you will be submitting to a Turnitin submission point, e.g. a Word file

Figure 1 - example Turnitin submission point

The second is a Blackboard submission point and will have this icon next to the submission point. This type of submission point will be used if you are required to submit a file other than a written paper file, e.g. an Excel file.

Figure 2 - example Blackboard submission point

In order that you online submission is successful please follow the correct instructions for the type of submission point you have in your module area on studentcentral.

Before you submit your assignment...

When you hand in an assignment you will be able to submit it online – your tutor will discuss the details with you so that you know what to expect.

Don’t forget that it’s always a good idea to keep a backup copy of all your work.

The filename should not be more than 25 characters long (preferably shorter) and avoid using spaces – distinguish separate words by using capital letters, for example: ThisIsMyFile.doc or use underscores, like this This_is_my_file.doc

In Turnitin only the following file types are acceptable: MS Word, WordPerfect, PDF, HTML, RTF, and plain text. Zip (compressed) files are not acceptable.

If you have created your file using Microsoft Works, you must save it first in Rich Text Format (.rtf) before submitting it to Turnitin.

Your file should not be larger than 20MB if submitting to Turnitin.

How to submit your assignment to a Blackboard submission point

1. Go into the appropriate module or course area from your Home Page on studentcentral

2. Click the menu link where your tutor has told you to submit the assignment (this is usually named Assignments or Assessments)

3. Click the appropriate assignment (there should be instructions under the link so you know you’re choosing the right one but if in doubt, check with your tutor)

4. The screen will look something like the one below. Your tutor may have written some instructions for you in the Assignment Information section, so make sure you read them carefully before submitting your work. The Due Date should be visible there too.

5. In the Assignment Materials section write some comments in the Comments box – e.g. your name, cohort, date file submitted etc (DO NOT use the Submission box)

6. Click the Browse My Computer button and browse to the file on your computer or USB stick that you wish to upload electronically and click Open

7. Once you have attached a file the screen should look like the picture below.

8. If you have another file to submit, click Browse for Local File again and repeat as above. Your filenames should indicate the order in which the files should be opened and the number of files in total, for example:

Myfile1of3.doc Myfile2of3.doc Myfile3of3.doc

9. Continue until you have added all your files

10. When you have added all your files and want to send them to your tutor, click Submit at the top or bottom of the screen (NOTE : clicking Save as Draft does NOT actually send the file but simply uploads it so that you can send it at a later date if you wish)

11. You’ll see a receipt on the screen showing the time and date the file was submitted. You could print this out if you wish

12. Click OK to exit that screen

13. Note that you only have one attempt, i.e. you can only submit your assignment once 14. When the assignment has been marked by the tutor, which may be some weeks later, you will find that clicking that link again will allow you to see their feedback – but until then you will simply see the file you sent them 15. If something goes wrong, speak to your tutor as soon as you can

About Turnitin Turnitin is a Web-based service that can find and highlight matching or unoriginal text in a written assignment. Turnitin checks any papers submitted against its database of materials to look for matches or near-matches in strings of text. Turnitin then generates an Originality Report. The Originality Report summarizes and highlights matching text. If submitting your assignment through Turnitin you will be able to submit your paper as many times as you choose up until the assignment deadline when that submission will be final, each time you submit your paper you will be able to view your paper‘s originality score. For details of how to interpret the originality score we would recommend you visit the following link to view a short video: http://tinyurl.com/6d62bbd

How to submit your assignment to a Turnitin submission point

1. Go into the appropriate module or course area from your Home Page on studentcentral

2. Click the menu link where your tutor has told you to submit the assignment (this is usually named Assignments or Assessments)

3. Click View/Complete (under the assignment title)

You’ll need to wait a few seconds (longer if you have a ‘slow’ internet connection) as the submission area is on a different server outside of the University. It does sometimes look like nothing is happening – but be patient!

4. Click the Submit button at the bottom right.

You may need to wait a bit again

5. Once in, you should find the system knows who you are and will have entered your first and last names in the appropriate boxes

6. Don’t worry if your names have not already been entered into the boxes, just type them in yourself

7. Type the title of your assignment in the submission title box

8. Click the Browse button and find the file on your computer that you wish to submit

Remember, the system only supports the following file types: Word, WordPerfect, pdf, html, rtf and plain text. The total file size must be less than 20MB

http://tinyurl.com/6d62bbd

9. When you have found the file, click Open to attach it

The name of the file you have uploaded will then appear in the upload box

10. When you are ready to submit the file click the upload button

11. Wait a few moments while your work is processed

12. Eventually Step 2 appears which displays a preview of the submitted work so you can review it and make sure it is the correct file that you wish to submit.

NOTE: that this is not the formatted view – just the text but be assured your tutor will see the fully formatted work NOTE: If it is incorrect, click Return to Upload page and browse to the correct one.

13. If it is correct, click Submit.

14. Wait for the final time.

15. You will now be able to view your formatted work (first page only) with a success receipt if all is well and an email will be sent to your Unimail account.

That’s it! Turnitin will send you a confirmation email to your UniMail account. The email will be sent from [email protected] with the Subject heading TurnitinUK Digital Receipt This could be printed or used as evidence of posting so you should not have to contact your school to check the assignment has gone through.

Recommendations in preparation for e-submission If you choose to submit your assignment online from outside of the university we recommend that you do a trial submission, well before the assignment deadline, from the computer that you plan to use for the final submission. This will give you will have plenty of time to rectify any problems that occur, which will ensure that you meet the required deadline. If using Turnitin for your submission you will be able to submit as many times as you choose up until the deadline, you can use this to test the submission process. For details of the system requirements if using Turnitin please see the details on their website: http://turnitin.com/static/support/system.php

http://turnitin.com/static/support/system.php