University of Hertfordshire Hatfield AL10 9AB UK

tel +44 (0)1707 284000 fax +44 (0)1707 284115 herts.ac.uk

A Charity Exempt from Registration under the Second Schedule of the Charities Act 1993

FRESHERS WEEK - ACADEMIC YEAR 2013/14 MA HUMAN RESOURCE MANAGEMENT

FULL TIME PROGRAMME

Dear student, I am delighted to welcome you to the University of Hertfordshire Business School MA Human Resource pathway. I am your Pathway Tutor and am here to help and advise you during your studies with us. As well as introducing myself I am also writing to let you know about starting your studies with UHBS. Your studies will begin on Tuesday 17th September 2013 at 15:00pm in the Auditorium, M Block on the de Havilland campus. On Wednesday 18th you will be in the LRC on the College Lane Campus for registration. Please make sure you read your timetable for the first week’s activities, details of the pathway of study you will be undertaking as well as a list of useful contacts. These are available on this website. During this week you will have the chance to meet me and the pathway team and receive further information about your pathway of study. You will also receive information about completing your registration at the University and your timetable. This will also be a chance to meet other students on the pathway and familiarise yourself with the campus and the facilities here at UH. The first week of your studies has been designed to help maximise your learning while at the Business School. The sessions and activities within this week provide an important foundation which will help you achieve your maximum potential with us, and will help to ensure that you make a successful start to your studies. We want you to have fun too, so please get involved at every available opportunity! If you have any questions that you need to ask me before you start, I will be available by email from Monday 10th September onwards. Please also take the time to visit the ‘SSG’ website where you will find a lot of information that you may find useful about the Business School. www.go.herts.ac.uk/ssg We very much look forward to meeting you on the Tuesday 17th September. Dr Michael Pye ADN, BSocSc (Hons), MSc HRM, DHS, Chartered MCIPD Principal Lecturer & Programme Tutor MA HRM Management Leadership and Organisation m.j.pye@herts.ac.uk  

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MA HUMAN RESOURCE MANAGEMENT PROGRAMME HANDBOOK University of Hertfordshire Business School Management Leadership & Organisation Programme Code: BSHRMT Academic Year: 2011/12

reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the teaching, learning and assessment methods, learning outcomes and content for each module can be found in Definitive Module Documents (DMDs) and Module Guides.

Awarding Institution University of Hertfordshire

Teaching Institution University of Hertfordshire

Campus deHavilland

Programme approved by Chartered Institute of Personnel and Development (CIPD)

Final Award Master of Arts

Final Award Titles Human Resource Management

FHEQ level of award 7 Masters (M)

Contact Michael Pye ADN, BSocSc (Hons), MSc HRM, Chartered MCIPD Principal Lecturer & Programme Tutor MA HRM Management Leadership and Organisation The Business School University of Hertfordshire College Lane Hatfield AL10 9AB Email m.j.pye@herts.ac.uk Ph 00 44 (0) 1707285468 Fax 00 44 (0) 1707285455

Programme Rationale The rationale for the Masters of Arts Human Resource Management (MA HRM) programme is to provide a contemporary, critical, and applied programme of study which guides students through the main debates, research, and techniques of the area of study. In addition the programme provides students with the required knowledge and understanding to apply for professional membership of the Chartered Institute of Personnel and Development (CIPD), thereby enhancing their employment opportunities. The programme team is committed to a philosophy of rigour in the programme of study. A richness of approach will emerge not just from the teaching, but also from the student cohort. The programme aims to recruit a diverse student group, including practitioners with different perspectives to similar problems; for example personnel/human resource managers, line managers, equal opportunities officers, trade unionists, and also graduate students who are keen to pursue their studies in this area. The programme offers specialist postgraduate level HRM study, with an expectation that all students are able to contribute fully and gain fully from their learning experiences from day one of the programme albeit qualitatively perhaps in rather different ways

Educational Aims of the Programme The programme has been devised in accordance with the University's general educational aims of programmes of study as set out in UPR TL01 and aims to: Provide a contemporary, critical and applied programme of study at postgraduate

level in the Human Resource Management subject area. Provide a thorough grounding in the research, practices and theoretical approaches

and debates which are recognised as appropriate to the postgraduate study of HRM at individual, organisational and national level. Provide an opportunity for students to pursue some subjects in greater depth, seek

out an avenue of HRM enquiry and to carry out independent research through the undertaking of a dissertation/human resource management research report. Provide students with the opportunity to gain the require knowledge and

understanding to qualify for CIPD Professional Membership status. (see note above) Provide a range of subjects within the programme that will meet the needs of a

diverse student group. Provide students with the opportunity to develop the qualities needed for employment

in complex and unpredictable HRM and related environments. Professional and Statutory Regulatory Bodies Those students who wish to be awarded either an MA HRM or an interim award and also qualify for a level of professional membership of the CIPD must complete a programme of study which meets the requirements agreed to from time to time between the University of Hertfordshire Business School and the CIPD as part of the CIPD Programme Approval process. The following information is provided by the CIPD: “The Chartered Institute of Personnel and Development (CIPD) is Europe's largest HR development professional body. As an internationally recognized brand with over 135,000 members across 120 countries, we pride ourselves on supporting and developing those responsible for the management and development of people within organisations. The CIPD knows what good HR looks like and what HR professionals need to know and do at every stage of their career, whether they’re working in the UK or internationally. We're helping many of the World's most progressive organizations build their HR and leadership capability. CIPD is advancing HR globally and driving HR capability within organizations. CIPD members represent over 120 countries throughout the world and are supported by a network of 48 branches, led by volunteers, in the UK and Ireland. There’s also a growing network of international groups, led by professionals in the industry. About CIPD professional membership The criteria for CIPD professional membership set standards for the HR and Learning & Development profession and ensure that professionals are recognised for their impact in the workplace based on what they know (knowledge), do (activities) and how they do it (behaviours). More information about the criteria for professional membership can be found on the CIPD website cipd.co.uk/Membership/transformingmembership/New-membership-criteria/

(Chartered MCIPD) of the CIPD. If you hold a different grade and are working towards a CIPD approved or awarded

qualification. You can only apply for Chartered levels if you have the underpinning knowledge

provided by studying for or achieving a CIPD Advanced or postgraduate level qualification.

If you have any queries about your qualifications please call CIPD on + 44 (0)20 8612 6208. More information will also be provided during the Programme For further information on the benefits of CIPD membership point your browser to http://www.cipd.co.uk/Membership/benefits/enhanced-member-benefits“ Intended Learning Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills and other attributes in the following areas. The programme outcomes are referenced to the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008), and relate to the typical student. Additionally, the SEEC Credit Level Descriptors for Further and Higher Education 2010 have been used as a guiding framework for curriculum design. (For details see appendix A) Programme Structures, Features, Levels, Modules, and Credits The programme is offered in full time (1 year) and part time (either 2 years for a September entry or 2.5 years for a January entry) modes, and leads to the award of a Master of Arts in Human Resource Management. The programme is made up of the following: Core Modules HRM Practice and Perspectives 15 credits Strategic HRM 15 credits Organisational Behaviour: Theory and Practice 15 credits Industrial Relations: Theory and Practice 15 credits Postgraduate Research Methodology for HRM 15 credits Dissertation: Human Resource Management 45 credits Or HRM Dissertation/Management Research Report* 45 credits Or HRM Research Report* 15 credits

Optional Modules Employment Law 15 credits Remuneration Strategy and Practice 15 credits People Resourcing 15 credits Learning and Talent Development 15 credits Designing Delivering and Evaluating Learning and Development 15 credits

NB. Normally all students for the MA HRM and all interim awards must complete the Core Taught before undertaking any of the optional modules. (See appendix A for details) The award of an MA HRM requires 180 credits passed at level M including the Dissertation. The programme also provides the following final and interim awards: Award Minimum requirements Available at

end of (normally):

Postgraduate Certificate in HRM

60 credit points, including at least 30 at level M

1-2 F/T Semesters

Postgraduate Diploma in HRM 120 credit points, including at least 60 at level M

2 – 3 F/T Semesters

Master of Arts in HRM 180 credit points including at least 120 at level M

3 F/T Semesters

Masters and Diploma awards can be made "with Distinction" or "with Commendation" where criteria as described in UPR AS14 and the students' handbook are met. Support for students and their learning Students are supported by; A Programme Tutor A Student Support and Guidance Centre (SSG), Faculty based Student representatives on programme committees A designated Programme administrator An Induction week at the beginning of the academic session An Academic Skills Unit (ASU), Faculty based Overseas Orientation English support classes Embedded English support An extensive Learning Resources Centre incorporating a library and computer centre A substantial Student centre that provides advice on issues such as finance,

University regulations, legal matters, accommodation, international student support etc. The Office of Dean of Students, incorporating Chaplaincy, Counselling and nursery A Medical centre A Mathematics Drop-in Centre A faculty based Disabled Student Coordinator An Equal Opportunities Officer The Students’ Union Guided student centred learning through the use of StudyNet

management, industrial relations, managing people, equal opportunities work, or as a trade union official or representative and two or more appropriate references,

or other appropriate experience as determined by the Programme Tutor and two or more appropriate references or; N.B. There is no guarantee that any or all applicants who meet the criteria will be accepted.

In addition all students must produce evidence of their English Language proficiency. The standard required is:

a score of 6.5 or better on the British Council's IELTS test, or an equivalent score on a test recognised by the University of Hertfordshire;

a score of 6.0 or better on the IELTS test, or an equivalent score on a test recognised by the University of Hertfordshire, plus four weeks of pre-sessional English language at the University of Hertfordshire;

a score of 5.5 or better on the IELTS test, or an equivalent score on a test recognised by the University of Hertfordshire, plus successful completion of the University of Hertfordshire's Graduate Certificate in Business (or equivalent acceptable to the University of Hertfordshire).

This requirement will be waived if the student has successfully completed an undergraduate degree at a university in the United Kingdom, or another country acceptable to the University of Hertfordshire, where study was in English and the student was based in that university’s home country during study. The programme is subject to the University's Principles, Policies, Regulations and Procedures for the Admission of Students to Undergraduate and Taught Postgraduate Programmes and will take account of University policy and guidelines for assessing accredited prior certificated learning (APCL) and accredited prior experiential learning (APEL). H. The programme is managed by; The Dean The Head of Department The Director of Postgraduate Programmes & Student Experience A Programme Tutor A CIPD Liaison Tutor An Admissions Tutor An International Admissions Tutor An Administrator Module Leaders who are responsible for individual modules A Programme Committee which has a membership consisting of all the above, a representative from the LRC and a number of student representatives.

Why does the University want students to be involved in Academic Quality? The University believes that students are very well placed to comment on what is good about their programmes of study and about their experience at the University generally. We believe student involvement helps the University to understand the student perspective, and to continually improve, the student learning experience. Who is responsible for ensuring academic quality at UH? (In descending order of authority)

The Academic Board chaired by the Vice Chancellor Academic Quality and Enhancement chaired by the Deputy Vice chancellor Faculty Academic Quality Committee chaired by Associate Dean Programme Committee Chaired by the Programme Tutor (which includes students

representatives from your programme elected by you) How does the University seek to enhance/improve the student experience? The following are just some of ways by which the University tries to bring about year on year improvements in the student experience:

With the help of representatives from the student body analysing and acting on the messages that are fed back through the results of student feedback questionnaires and the National Student Survey (NSS) (http://www.thestudentsurvey.com);

Listening to student and staff views at programme committees; Analysing data including module results and student progression from one year to

the next; Drawing up annual action plans at module, programme and School level designed to

effect ongoing improvements; Considering the recommendations of external examiners; Periodic Review and annual monitoring of programmes of study to ensure that

programmes are up to date, fit for purpose and suit the requirements of professional bodies where relevant;

Innovative learning and teaching projects; and Peer Review of teaching – staff observe one another teaching to see what they can

learn from each other about different teaching methods. How does the University ensure students achieve the required academic standards for a particular award? The Quality Assurance Agency (QAA) (www.qaa.ac.uk) is funded out of public money and exists “to safeguard the public interest in sound standards of higher education qualifications and to inform and encourage continuous improvement in the management of the quality of higher education.” To achieve this, the QAA has set in place an ‘Academic Infrastructure’ to provide a means of describing academic standards in UK higher education. The Academic Infrastructure includes a Code of Practice (http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/default.asp) which provides guidance that universities reflect in their own procedures and practices. Influenced by the national requirements for standards, the main mechanisms by which the

programmes. The Framework for Higher Education Qualifications (FHEQ) - The framework for

higher education qualifications (http://www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp) describes the achievements that students being awarded higher education qualifications (e.g. an honours degree, masters etc) are expected to attain. Academic staff, including External Examiners, work to these standards. So for example, the FHEQ states that an honours graduate: “will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgments, and to communicate effectively. An Honours graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.”

Professional body requirements – some programmes of study are accredited or approved by professional bodies Such as the CIPD who may set particular standards as well as specifying the content of modules and assessment methods.

Subject benchmarks - Subject benchmark statements (http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp) set out expectations regarding standards of degrees in particular subject areas e.g. law, engineering etc. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject. Some benchmark statements combine or make reference to professional standards required by external professional or regulatory bodies in the discipline. Academic staff are required to take account of the relevant subject benchmark statement for their subject area in designing programmes and in assessing students.

Programme-specific assessment regulations The programme is compliant with the University's generic assessment regulations (Structure and Assessment Regulations for Academic Programmes, UPR AS14) with the exception of those listed below, which have been specifically approved by the University: As specified by the external approving body no compensation for failed modules is

permitted if students wish to qualify for professional membership of the CIPD. Further points of clarification and interpretation relevant to this specific programme are given below: The Programme operates a Faculty-wide policy for dealing with Serious Adverse

Circumstances which may affect student during the course of study. (See Appendix C below – NB It is your interest that you read and understand this

policy as failing to comply with this may affect the outcome of your studies).

p Other sources of information Définitive Module Documents Module Guides Student Handbook Programme Specification website: (StudyNet → Staff → Department Lists → Academic

Quality Office → Programme Management → Programme Specifications) University of Hertfordshire Course website: http://www.herts.ac.uk/courses/ QAA Benchmark Statement website:

http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp The Framework for Higher Education Qualifications in England, Wales and Northern

Ireland, 2008: http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/default.asp SEEC Credit Level Descriptors for Further and Higher Education 2010: http://www.seec-

office.org.uk/creditleveldescriptors2010.pdf External Quality Review report website:

http://www.qaa.ac.uk/revreps/inst_reports.asp?instID=H-0060 Professional or Statutory Regulatory Body information: http://www.cipd.co.uk UNISTATS website: http://www.unistats.com/ University of Hertfordshire Academic Quality Office website: (StudyNet → Staff → Department Lists → Academic Quality Office) Structure & Assessment Regulations - Undergraduate & Taught Postgraduate

Programmes, UPR AS14: http://herts.ac.uk/secreg/upr/AS14.htm Learning and Teaching Policy and General Educational Aims, UPR TL01:

http://herts.ac.uk/secreg/upr/TL01.htm Admissions - Undergraduate & Taught Postgraduate Students, UPR SA03:

http://herts.ac.uk/secreg/upr/SA03.htm Academic Quality, UPR AS17: http://herts.ac.uk/secreg/upr/AS17.htm Index of UPRs for students:

http://www.herts.ac.uk/secreg/upr/upr_azlist_student_info.htm University policies relevant to the Programme The University undertakes to use all reasonable endeavours to deliver, assess and administer this programme in accordance with this Programme Specification. At the same time it is recognised that it is in the nature of academic developments that changes, for example to the structure, curriculum, and assessment of a programme may be necessary in order to ensure that the programme remains up to date, in response to issues raised as a result of on-going monitoring and evaluation, and/or in order to conform to new regulatory requirements imposed by this institution, by professional or statutory bodies, or by national

t l b di

A1 -Research, practices, theoretical approaches, and debates which are at the forefront of the HRM academic and professional discipline, and an understanding of how the boundaries of HRM knowledge are advanced through research.

Acquisition of knowledge and understanding is through a combination of lectures, seminars, workshops, dissertation, student presentations, self study and coursework. These may include role-play, case studies, external visits, outside speakers and live projects.

Knowledge and understanding are assessed through a combination of (although not limited to): time constrained open book assessments, in class tests, class presentations, group work, reports, examinations and essays.

A2 - Theory, practice, and application of research methods and methodological approaches, in conducting original independent research and writing a dissertation or ‘HR Management Research Report’.

Additional support is provided by: Student access to subject group seminars, where staff research outcomes are disseminated and also the use of guest speakers One-to-one sessions with supervisors Throughout the programme, it is essential that the learner undertakes independent study both to supplement and consolidate what is being taught / learnt and to broaden their individual knowledge and understanding of the subject.

The research proposal and the dissertation or ‘HR Management Research Report’ will assess the ability of the student to identify research, analyse, and draw conclusions from a detailed study, normally incorporating elements of primary research.

Intellectual skills - able to: Teaching/learning methods & strategies

Assessment

B1 - Problem solving and decision making: identify and critically analyse and evaluate complex issues arising from the research, practices, theoretical approaches and debates in the subject of HRM. B2 - Utilise a variety of theoretical and research approaches in order to systematically and creatively deal with complex issues in the study and/or practice of HRM.

Intellectual skills are developed throughout the programme by the methods and strategies outlined in section A, above. Problem solving and decision making skills are further developed though seminar activities and group work exercises. Throughout, the learner is encouraged to develop intellectual skills further by independent study.

Intellectual skills B1 and B2 are assessed through a range of coursework exercises, in class tests, in class presentations, group work, essays, examinations and reports throughout the programme

B3 - Research: to conduct research into business and human resource management issues.

B3 is assessed through the Dissertation / Management Research Report process

Appendix B - Outline Programme Structure See Programme Specification for full details

operate in complex and unpredictable HRM and related environments. C3 - Learn through reflection on practice and experience.

Work is carried out both individually and in groups. Discussion of issues between the cohort members is encouraged to ensure a broad range of backgrounds, opinions, skills and experiences are represented.

play exercises. In addition, the dissertation and/or HR Management Research Report must show a full range of the practical skills, including a section where the graduate is required to undertake a self-reflection of the dissertation process

Transferable skills - able to: Teaching/learning methods & strategies

Assessment

D1- Listen, negotiate and persuade or influence others using oral and written communication, using a range of media. D2- Demonstrate self-awareness and self-management; time management; sensitivity to diversity in people and different situations; working in teams; learning through reflection and the ability to continue learning. D3- Effectively use communication and Information Technology.

Transferable skills are developed throughout the programme by a range of opportunities to work on assignments requiring individual and group working, including: seminars, workshops, dissertation work, role-plays, case studies, class presentations, as well as peer-to-peer discussion. The choice of method will depend upon the nature and format of the specific module and its learning outcomes. Throughout, the learner is encouraged to develop transferable skills by maintaining a record of evidence and completing a personal development plan.

Transferable skills D1, D2 and D3 are assessed by a range of individual and group assignments built into the curriculum as outlined in A, B and C above.

Academic Services Guidelines to Students, Module Boards of Examiners and Faculty Assessment Panels on Dealing with Students’ Serious Adverse Circumstances What are serious adverse circumstances? Principles Process for submission of serious adverse circumstances in relation to assessed work Serious adverse circumstances and attendance at lectures/seminars etc Serious adverse circumstances and non-attendance at an examination/in class test Serious adverse circumstances and failure to submit coursework by the due date Serious adverse circumstances and attendance at an examination/in class test or the submission of coursework Table of serious adverse circumstances and actions

1. What are ‘serious adverse circumstances’? 'Serious adverse circumstances' are significant circumstances beyond a student’s control that would have affected the student’s ability to perform to their full potential if they were to submit or attend assessments at the appointed time. The table below sets out guidance to be followed by Assessment Panels and Module Boards. It provides as many examples as possible of the types of circumstance that the University considers to be sufficiently serious, along with some examples of what would not be sufficient. Associated guidance is issued to all students, through either student handbooks or the A-Z Guide on StudyNet

2. Principles (a) The University allows students to draw to its attention any significant circumstances beyond

the student’s control that mean their performance would have been prejudiced if they were to submit or sit an assessment at the appointed time in the academic session. However, if a student, despite such circumstances, decides to sit/submit an assessment, the University will not accept a claim that the student has serious adverse circumstances in respect of the assessment. This principle is in line with the University’s aim of making its students fit for the world of employment; one such skill involves taking responsibility for one’s own decision making. This principle operates subject to two highly exceptional circumstances set out in paragraph 7 below.

(b) Programme staff will advise students on what an Assessment Panel/Module Board is likely to regard as a serious adverse circumstance, but the decision whether to sit/submit or not to sit/submit will lie with the student alone.

(c) Where a claim of serious adverse circumstances is submitted by a student, the following principles will be adhered to by the Assessment Panels and Module Boards: (i) Academic awards and grades are decided on the basis of level of performance, and

achievement of the learning outcomes. Even if students have serious adverse circumstances which are accepted, they will not substitute for evidence of academic achievement, but they will allow the University to grant more time, or repeated opportunities, in order for the student to demonstrate their knowledge and abilities.

(ii) The University will treat information about a student’s serious adverse circumstances with sensitivity and respect regardless of the level of perceived severity.

(iii) The University will treat a student’s reported circumstances with as much confidentiality as practically reasonable. In very sensitive circumstances, a student may request that the circumstances are only disclosed to the Chair of the Assessment Panel, the Chair of the

II). Students are informed that submission should be no later than 10 working days before the meeting of the Board, but where the relevant assessment is within 12 working days of the Module Board, any serious adverse circumstances must be notified no later than 2 working days after the assessment.

4. Serious adverse circumstances and attendance at lectures/seminars etc. If students are required to attend a lecture, seminar, practical or other types of timetabled class and they are unable to do so due to illness, they must self-certify to this effect. If, however, the illness extends beyond 7 successive working days and attendance is required, students should obtain a medical certificate verifying that they are not fit to attend.

5. Serious adverse circumstances and non-attendance at an examination/in class test If a student is not sufficiently fit to attend an examination/in class test they should notify the appropriate staff in their School before the scheduled start time, and their doctor or other registered medical professional/counsellor (where appropriate) as soon as possible. It is important to note that the University Medical Practice is not prepared to give retrospective certification after the date of the examination/in class test. Certification can only be provided if a doctor or nurse has actively consulted a person during their illness.

6. Serious adverse circumstances and failure to submit coursework by the due date If a student is unable to submit coursework by the due date, in the first instance, they should apply to the designated member of staff for the programme, for an extension (if available). Once the period for extensions has expired, students must complete a serious adverse circumstances form following the procedure set out in Para 3 above. 7. Serious adverse circumstances and attendance at an examination/in class test or the submission of coursework Except in the two circumstances outlined below, students who sit/submit an assessment deem themselves to be sufficiently able to undertake the assessment and cannot later claim to have suffered ‘serious adverse circumstances’ that explain poor performance. Exceptions:

(i) where at the time of sitting/submitting the relevant assessment, it is established that the student is not capable of understanding that their performance was likely to be affected seriously by ill health and/or its treatment and this view is supported by a doctor or psychiatric practitioner.

This ground will be a very rare occurrence as in most circumstances students will be in a position to decide whether their serious adverse circumstances are likely to affect their performance in assessments. Examples may include, death of a close family member within a day or so of the examination/in class test etc; being involved in a serious car accident on the way to an examination and suffering post traumatic stress; or being unaware of the likely effect of a serious mental illness on assessment performance. The student will be required to lodge a claim of serious adverse circumstances using the normal procedures (Para 3 above) If the claim is upheld the original mark will be null and void. If the claim is not upheld the mark recorded will stand.

(ii) where a student suddenly becomes unwell during an examination or in-class test and they decide to leave without completing the assessment. In this event, they must notify the invigilator before leaving the examination room of the serious adverse circumstances which necessitate their leaving unless it is impractical to do so e.g. the student is unconscious, being violently sick etc).

( g disability). Examples: broken limb, problem with eyesight, influenza, vomiting or migraine at time of assessment, infectious condition. Notes: a. Influenza (‘flu’) does not refer

to the common cold or conditions with similar symptoms.

b. Some conditions may be able to be accommodated by Faculty arrangements (e.g. the use of an amanuensis for those with broken arms)

(self-certification for the first 7 days of illness only of the policy of the GP practice is not to issue medical certificates), or evidence from the Invigilator’s log.

If, however, the student has acceptable serious adverse circumstances which prevent him/her from sitting the deferral until the same time in the following academic session, the Programme Board has discretion to offer Final Compensatory Credit with or without penalty (for a total of 30 credits)subject to the limitations set out in UPR AS14 D.4.1. NB the option of awarding Final Compensatory Credit does not apply to the award of a University Certificate.

2 Medical (minor). The following conditions are considered to be minor ( unless, in the case of an examination/in class test, the symptoms are so bad on the relevant day that the student is too unwell to attend when the condition will be treated as serious as in 1 above):

Self limiting respiratory infections, e.g. Cold, sore throat, earache, cough, sinusitis.

Other short term infections, e.g. Cystitis, gastroenteritis.

Asthma. Mechanical pain such as

low back pain, sprains and tendonitis e.g. Writer’s cramp / RSI

Tension type headaches. Period pains. Irritable bowel syndrome. Hay fever. Stress or anxiety when this

is exclusively related to examinations.

Not applicable

Not an acceptable SAC

3 Disabled students (i) A reasonable adjustment, agreed through a Study Needs Agreement (SNA) more than 4 weeks prior to the exam period is not an acceptable SAC. (ii) Late disclosure of a disability with valid reason /request for

(i) Not applicable (ii) Faculty’s DSC (Disabled Students

(i) Not an acceptable SAC (ii) Deferral

(i) Not an acceptable SAC (ii) As circumstance 1; the Module/Programme Board will consider the seriousness of the

whether or not to sit/submit; but if they decide to sit/submit they cannot claim to have serious adverse circumstances. (iii) Unforeseen effect of a disability – when the effect of a disability is not anticipated or a reasonable adjustment agreed through a SNA e.g. an epileptic seizure, unexpected episode of ill mental health

(iii) Faculty’s DSC or University’s Disability Officer report, confirming that the SAC is valid.

(iii) Deferral

(iii) As circumstance 1; the Module/Programme Board will consider the seriousness of the condition and the extent of the student’s control.

4 Death in immediate family (grandparent, parent, sibling, child, grandchild, first cousin, aunt, uncle, spouse, partner, parent-in-law) or close friend within the semester (or for an extended time period in exceptional circumstances).

Death certificate, additional information (location of funeral, any religious observance requirements for mourning, etc.)

Deferral As circumstance 1; the Module/Programme Board will consider the timing of the death, the responsibilities of the student and the closeness of the relationship.

5 Attendance at a funeral at the time of the assessment.

Death certificate, additional information (location of funeral, any religious observance requirements for mourning, etc.)

Deferral As circumstance 1; the Module/Programme Board will consider the timing of the death, the responsibilities of the student and the closeness of the relationship.

6 Death of a relative or friend outside the semester, or the funeral is not at same time of assessment.

Not applicable Not an acceptable SAC.

7 Serious illness in family (particularly where the student has duty of care, “family” defined as circumstance 4)

Medical certificate Deferral As circumstance 1; the Module/Programme Board will consider the timing of the illness, the responsibilities of the student and the closeness of the relationship.

8 Commitment outside of the student’s control (e.g. emergencies, including unexpected loss of child care) on the date when the student is required to attend for an assessment.

As appropriate, (e.g. letter from employer or nursery).

Deferral As circumstance 1; the Module/Programme Board will consider the seriousness of the event and the extent of the student’s control.

9 Work commitments (part-time students only) (e.g. heavy workload at the time that an assessment is due)

As appropriate, (e.g. letter from employer).

Deferral

10 Serious transport problem (i.e. exceptional circumstance such as a serious rail delay or road traffic accident)

As appropriate, (e.g. copy of ticket, compensation slip from rail company)

Deferral As circumstance 1; the Module/Programme Board will consider the severity of the transport incident and the extent of the student’s control.

11 Routine type, predictable or partly predictable transport problem (e.g. traffic jams, a late train or bus, tyre puncture etc)

Not applicable Not an acceptable SAC

12 Misunderstood examination timetable

Not applicable Not an acceptable SAC

13 Overslept Not applicable Not an acceptable SAC 14 Religious reasons, where not

working is a requirement (UPR GEN/A/5)

Requests must be notified to the University at least 2

The University will make reasonable attempts to make adjustments to the assessment timetable. Deferral is an option where work is proscribed on a

circumstances (Chaplain@herts.ac.uk). For the 2011/12 academic session, a calendar of recognised proscribed days has been issued.

15 Serious personal problems not medical (e.g. separation from spouse/partner, victims of crime) within the semester.

As appropriate (letter from counsellor, landlord, crime reference number, etc.)

Deferral Deferral. If, however, the student has further acceptable serious adverse circumstances which prevent him/her from sitting the deferral until the same time in the following academic session, the Programme Board has discretion to offer Final Compensatory Credit without or without penalty (for a total of 30 credits). NB the option of awarding Final Compensatory Credit does not apply to the award of a University Certificate.

16 Financial Not applicable Not an acceptable SAC 17 Holidays Booking information Deferral. Only acceptable if the booking is made

prior to acceptance of the UH offer 18 Computer problems As appropriate (e.g.

memo from IH explaining the nature of the problem)

Not acceptable, unless experienced by a sufficiently large group of students

As circumstance 1; the Module/Programme Board will consider the seriousness of the event and the extent of the student’s control.

19 Complaints about UH staff (e.g. supervision)

Various (diary of missed meetings or classes etc)

Dealt with as appeals procedure.

 Postgraduate  Registration  In  order  to  be  able  to  access  all  facilities  offered  by  the  University  you  will  need  to  register  with  us  and  obtain  your  student  ID  card.    When?  Registration  will  take  place  on  the  18th  and  19th  of  September.  You  must  attend  the  time  slot  scheduled  for  your  programme  of  study.    

Wednesday  the  18th  of  September  12:00  pm  –  MSc  International  Business    12:00  pm  –  MSc  Global  Business  &  MSc  Global  Economy  and  Business  Institutions  13:00  pm  –  MSc  Project  Management  13:30  pm  –  MSc  Accounting  and  Financial  Management  &  MSc  Business  Analysis  and  Consultancy  14:00  pm  –  MSc  Marketing  15:00  pm  –  MSc  Management  16:00  pm  –  MSc  Human  Resource  Management,  MSc  Finance  and  Investment  Management  16:00  pm  –  MSc  International  Tourism  &  Hospitality  Management  

Thursday  19th  September  17:00  pm  –  MSc  Master  of  Business  Administration,  MSc  Leadership  and  Management  in  Public  Services  &  All  Part  Time  students.    Where?  The  registration  process  will  take  place  in  the  Learning  Resource  Centre  (LRC)  on  College  Lane  Campus.    If  you  don’t  know  your  way  around  the  university  yet,  have  a  look  at  the  attached  map.  Tip:  If  you  live  on  De  Havilland  Campus  or  in  the  surrounding  area,  take  the  free  shuttle  bus  from  the  bus  stops  on  De  Havilland  Campus  to  College  Lane  Campus.      What  you  will  need?  In  order  to  register  successfully  you  will  need  to  take  the  following  documents  with  you:    

Offer  letter   Registration  number  (emailed  to  you)   Academic  Certificates   Passport   Method  of  Payment  (for  Tuition/Fees)  or    

Student  Finance  England  Payment  Schedule  Letter  (page  with  the  large  barcode  at  the  top)   Programme  and  Option  Choice  Information    

 What  to  expect  at  registration?  Stage  1:  You  will  be  completing  student  self-­‐enrolment  by  completing  ‘Confirm  a  Place’  &  registering  on  your  modules  Stage  2:  You  will  be  confirming  personal  information  and  payment  of  fees    What  happens  after?  After  the  registration  process  is  complete  you  will  have  access  to  Studynet  and  the  LRC  including  all  its  facilities.  

A1057

A1001

Inter-campuspedestrian & cycle route

Alb

ans

Road

Wes

t

Selwyn Drive

Ellenbrook Lane

Poplar Ave

Popl

ars

Clo

se

Mosquito Way

Comet W

ay

College Lane

College Lane

Wat

ery L

ane

Nor

th O

rbita

l Roa

d

Com

et Way

Cav

endi

sh W

ay

Roehyde Way

Roberts Way

Bishops RiseHigh Dells

Hillb

ury

Bishops RiseBishops Rise

Town Centre &Hatfield Station

A1001

B6426

A414

Fielder Centre

Entrance

A1(M) Jct 3

College LaneCampus

Student Accommodation

AccommodationOffice

Roberts Way Student Village

The Galleria

Titan CourtMacLaurin

Building

de Havilland Campus

HertfordshireSports Village

Club deHavilland

Mosquito Way

Ramada JarvisComet Hotel

Park andRide

St. Albans

P9

P5

Bus Station

A1001Entrance

Reception

Forum

John Lill Centre

Accommodation Entrance

M10 & M1

Bus StopParking

Student Centre

WestonAuditorium

Main Campuses

AccommodationOffice

AngerlandPark and Ride

Student Accommodation

Law Court Building

Reception

InnovationCentre

ToddBuilding

LindopBuilding

MainBuilding

A1(M)Junction 3

MercerBuilding/StudentCentre

WrightBuilding

HillsideHouse

CP SnowBuilding

John Lill Music Centre

VehicleRoad

SimulationLab

Bishops R

ise

A1(M

)

Roehyde W

ay

College Lane Campus HatfieldHerts

AL10 9AB

Tel: +44 (0)1707 284000 Fax: +44 (0)1707 284115

P5

P8

Visitor Parking

Bus Stop

Entrances

Butler Hall

Broad Hall

Roberts Way

Pay & Display Student Parking

P7

Accessible Parking –Blue Badge Holders

Fee Paying Staff Parking OnlyPlease note that staff members holding a fee paying permit are eligible to park in all areas marked above

The Barn

AutomotiveCentre

P3

P6

P11

Pay & Display Parking

Student Residence Permit Parking

HuttonBuilding

Art Gallery

Post Room &Goods Inwards

Occupational Healthand Safety Office

PrinceEdward Hall

P10

Reserved P

arking

MainReception

Chapman Hall

Art & DesignBuilding

P9

AccommodationEntrance

Health ResearchBuilding

Film, Music & Media Building

Fern Hall

H.I.B.T

Gatehouse

ChapmanLounge

YorkonBuilding

Cycle racks - sheltered

Shower & changing facilities

Cycle racks - not sheltered

AccommodationOffice / ID OfficeCoales

Hall

Learning Resources Centre (Buxton Centre for Learning)

ScienceBlock

Learning Zone

Park andRide

Nursery

Telford Court

Nursery drop off

Underground Parking

Ground floor Parking

Entrance

TheForum

Elehouse

Events and Conference Visitor Parking

The Key

Entrance

Foot andCycle Way

College Lane Campus

3 storey parking

DocumentServices

Medical Centreand Pharmacy