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The Glion MBA in International Hospitality and Service Industries

Management

The MSc in International Hospitality Finance

Program Handbook and Regulations2017

document.docx 1

Contents1. Master Programs................................................................................................................................3

1.1. Program Outcomes....................................................................................................................31.2. Specific Objectives.....................................................................................................................31.3. Program Delivery and Management...........................................................................................5

2. Course Details and Track Modules..................................................................................................102.1. On Campus MBA Program.......................................................................................................10

2.1.1. Introduction.......................................................................................................................102.1.2. Applied Business Project..................................................................................................10

2.2. Online MBA Program...............................................................................................................112.2.1. Introduction.......................................................................................................................112.2.2. Choice of a Tracks...........................................................................................................11

2.3. MSc Program...........................................................................................................................112.4. Course Description (On Campus MBA and MSc) Programs)..................................................12

2.4.1. Preparatory Knowledge Program (PKP)..........................................................................122.4.2. Core Courses...................................................................................................................122.4.3. MBA Marketing Track.......................................................................................................142.4.4. MBA Leadership Track.....................................................................................................152.4.5. MSc (Online Programs)....................................................................................................162.4.6. Final Project MBA and MSc.............................................................................................16

2.5. Course Description (Online MBA Programs)............................................................................173. Academic Regulations......................................................................................................................20

3.1. Change of Program of Study....................................................................................................203.2. Awards......................................................................................................................................203.3. Failure.......................................................................................................................................203.4. Mitigation..................................................................................................................................203.5. Grading.....................................................................................................................................213.6. Learning Differences and medical concerns............................................................................223.7. Incomplete Work......................................................................................................................233.8. Re-sits, Retakes & Resubmissions..........................................................................................233.9. Progression..............................................................................................................................233.10. Self-Design Option for MBA Program......................................................................................233.11. Applied Business Project..........................................................................................................233.12. Unfair Practice Policy...............................................................................................................233.13. Examination Regulations..........................................................................................................243.14. Maintenance of Academic Standing.........................................................................................243.15. Grade Report Sheet.................................................................................................................253.16. Deferment of Grade..................................................................................................................253.17. Academic Records...................................................................................................................253.18. Transfer of Credits....................................................................................................................253.19. Validity of Registration..............................................................................................................253.20. Graduation................................................................................................................................253.21. Appeals Procedure...................................................................................................................263.22. Attendance Policy.....................................................................................................................26

4. Student Teacher Covenant..............................................................................................................274.1. Campus Program.....................................................................................................................274.2. Online Program........................................................................................................................28

5. Code of Behavior..............................................................................................................................296. Studying and Learning.....................................................................................................................29

6.1. Organizing your Study (on campus programs).........................................................................296.2. Note-taking...............................................................................................................................306.3. Reading, Memory and Concentration.......................................................................................306.4. Written Work.............................................................................................................................316.5. Key Verbs Used in Examinations and Assignments................................................................33

7. Performance Benchmarks Used in Assessments and Feedbacks..................................................34

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1. Master ProgramsSpearheading the university mission, the Graduate School provides an exciting and innovative synergy between academic rigor and global service practice. Our Masters' programs aim to develop reflective individuals, empowered to meet the challenges of ambitious and wide-ranging career aspirations. Our internationally experienced faculty provides a rich spectrum of courses tailored to the needs of future leaders in the rapidly evolving global, technological business and education environment.

We achieve this by reinforcing both subject competence and transferable skills, enabling our participants to make flexible, thoughtful contributions to their chosen field. Our student-centered approach to teaching and learning is inspired by the Swiss work ethic, striving for perfection and diligence, as well as service-mindedness and customer focus. We encourage participants to explore topics in depth, developing their intellectual skills and a habit of life-long learning.

We serve those who have an undergraduate degree, may be in mid-career, or seeking an important career change. They will leave us to become leaders or educators within the world of services.

1.1. Program OutcomesThe overall objective of master's level business and management degrees is to educate individuals as managers and business specialists, and thus to improve the quality of management as a profession. Master's degrees add value to first degrees by developing in individuals an integrated and critically aware understanding of management and organizations, and assisting them to take effective roles within them. The purpose of these degrees is fourfold:

The advanced study of organizations, their management and the changing external context in which they operate.

The preparation for and/or development of a career in business and management by developing skills at a professional or equivalent level, or as preparation for research or further study in the area.

The development of the ability to apply knowledge and understanding of business and management to complex issues, both systematically and creatively, to improve business and management practice.

The enhancement of lifelong learning skills and personal development so as to be able to work with self-direction and originality and to contribute to business and society at large.

1.2. Specific ObjectivesBy the end of the MBA program students will able to:

Create environments to lead and motivate individuals, teams and organizations within a changing, multicultural global business environment;

Critically analyze and question knowledge, theories and beliefs in functional disciplines such as marketing, finance, operations, and human resources;

Apply practical knowledge of sound industry practices to exploit strategic opportunities, manage effectively, and solve complex business problems;

Incorporate dimensions of technology management and innovation to contribute to organizational efficiency and competitive advantage;

Make business decisions with reference to accepted industry standards of business ethics, corporate governance, and social responsibility.

By the end of the MSc program students will able to:

Apply financial principles and techniques to structure, finance, and value hospitality-related projects.

Master Programs Handbook – Glion Graduate School 3

Resolve financial problems faced by service providers, operating in dynamic market environments through the application of appropriate analytical tools.

Recommend global growth strategies and interpret financial performance for all stakeholders including non-financial managers within service sectors.

Demonstrate substantial financial knowledge and strong competencies in hospitality related disciplines e.g. revenue management

Design, create and evaluate new hospitality-related businesses from both an entrepreneurs’ and investors’ point of view.

Assume leadership roles to implement socially responsible decisions with reference to accepted service industry standards and international corporate governance.


1.3. Program Delivery and Management

Eric Mabilon (Assistant Dean of Graduate School)After 8 years in the Hotel Industry (Front-Office and Front-Office Management), Eric Mabilon joined GIHE in 1996. He holds a Master of Education in Hospitality Organisational Training and Management. Eric dedicated his first fifteen years of work at GIHE to the teaching of Rooms Division / Rooms Division Management to undergraduate students as well as the set up and development of the corresponding practical activities. He then started to teach in the Post Graduate programme. Building on his teaching experience, he has been in charge of coordinating and developing the students’ learning experience in the Graduate Programmes.

Bertrand Ehret (Masters Student Advisor)Bertrand Ehret holds a Master of Education in Hospitality Organisational Training and Management from Glion Institute of Higher Switzerland. He is currently Deputy Program Leader for the Post Graduate Program. Bertrand currently teaches Introduction to Food and Beverage, Food and Beverage Administration and Food and Beverage Management classes on the graduate and on the under-graduate. He is also an active member of the enology club in GIHE and he regularly participates as “dégustateur” to the selection of the vins Vaudois contest.

Alain GervaixAlain Gervaix is Lecturer in Economics, Service Operations and Global Strategic Management for the Graduate Program. His teaching experience includes Accounting & Finance, Quantitative Methods and International Management at Lausanne Hotel School where he was also academic coordinator and dissertation supervisor. Alain benefits from an international management experience in service sectors including, hospitality, real estate, trading and retailing, in Switzerland, Saudi Arabia and Thailand. He possesses a Master Degree in Economics and a Master Degree in International Management (MIM) from the University of Lausanne, and holds a Diploma in Hospitality Management from Lausanne Hotel School (EHL).

Peter JuskiwPeter Juskiw (MA, MCIPD, Cert Ed) has been a full member of GIHE faculty since Jan 2005, Before joining the faculty he lectured in the UK at various academic institutions, West Herts College on courses accredited by the University of Hertfordshire, visiting lecturer at Middlesex University, Thames Valley, University in human resources related subjects on mainly professional and post graduate courses. Before going into the lecturing profession he worked as a Human Resource Manager at Hewlett Packard and other blue chip companies.

Marija Lazarev, MAMarija Lazarev holds an MA in Tourism from University of Derby, and was previously a faculty member of SHMS, Leysin. Marija’s research has focused on tourism—she has submitted, coauthored, and presented papers at many European and international conferences (ATLAS). Marija currently teaches Tourism to the MBA program as well as Transport Systems and International Tourism Planning and Development in the undergraduate program and prepares students for their Applied Business Projects in the postgraduate programs. As a dissertation lead at the LRG University of Applied Sciences, she assists students in publishing and presenting research at various conferences. Marija is currently Chair of the GIHE Ethics Committee.

Lester DowningLecturer in finance based subjects on both the Glion and Bulle campuses. BA in English, University of Kentucky, Lexington, Kentucky, USA, 1971; Master Degree in Finance and Accounting, University of Kentucky, Lexington, Kentucky, USA,1974; Certified Public Accountant, USA, 1977; Post Graduate Work in Accounting, University of Alabama, Tuscaloosa, Alabama, USA, 1977

Anu LaukkalaHolds both an MBA and an M.Sc. in Marketing from Helsinki School of Economics and Business Administration (Aalto University). For the past eight years Mrs. Laukkala has been lecturing in hospitality schools in Switzerland with the focus on marketing at undergraduate and graduate level. Before entering the world of academia, she worked in the Total Quality Management department of the Finnish Foreign Trade Association (Finpro), before moving on to act as a consultant in public sector procurement and supply chain management, as well as being a key account manager for Hansel.


Sami RaisanenPart-time lecturer in Economics; Masters of Sciences in Economics, University of Tampere, Finland. Qualified Chartered Accountant. He is a Finance Group Manager in the Procter & Gamble Company in London, UK, and in Geneva, Switzerland. He has an experience as a Manager, Financial Planning and Analysis, Business and Manufacturing Control, Real Estate Financial Analysis and Accounting.

Pia Huh Full time faculty member at Bulle campus, and is currently pursuing Doctor of Business Administration at Edinburgh Business School, Heriot-Watt University, Edinburgh, UK. She has obtained Master of Banking and Finance, Université de Lausanne, Lausanne, Switzerland, 1999, Master of Professional Studies, Cornell University, Ithaca, New York, USA, 1994, and Bachelor of Science in Hotel Management, New York University, New York, USA, 1988. Pia Huh had hotel operation and consulting experiences in USA and Switzerland before she joined GIHE as a Finance lecturer in 1999. She has been a dissertation leader and a finance subject leader. She developed various finance courses and taught Glion MBA online course. Recently, she has taken a role of program leader of the new Glion Master of Science in International Hospitality Finance. She contributed to conference papers and coordinates working paper series at GIHE. Pia’s current research interests are in the topics of alternative investment, behavioral finance, and pension funds.

Peter BaumgartDr. Peter Baumgart holds Master of Economics and PhD in learning curve and management of change from University of Bonn. He acquired extensive professional experience in the areas of network management and revenue management. He worked at Kienbaum Management Consultants, Lufthansa Cargo, Lufthansa Passenger Services, and Accenture. As of 2011, he joined Kuoni Travel Holding Ltd. as a Vice President of Group Pricing and Yield Management. In addition to his professional activities, Dr. Baumgart has been also actively involved with academic activities in the areas of economics of air freight and the network management.

Raffi ChammassianFull-time lecturer in Finance. Doctorate in Business Administration (DBA) in Finance and Behavior, Grenoble Ecole de Management, France; Masters in International Business Studies (MIBS), University of South Carolina, USA. A multicultural professional with a diverse professional background in Corporate Finance, Strategy, Business Planning, Change Management, and education within large corporate as well as SME entrepreneurial settings. Industry experience include technology and services (NCR Corporation), telecommunications (Global One), education (Webster University, Geneva; Anglo-American College, Prague), aerospace (The Boeing Company), non-governmental (Unicef), and consulting (start-ups and technology firms). Have lived and worked in Eastern and Western Europe, the Middle East, and the Americas (north and south).

Denise Shelley-Newnham, PhD, MPhilDr. Shelly holds a PhD, University of Bath, UK, 2012; an MPhil, University of Bath, UK, 2007; a Masters in Educational Science, Unimail University of Geneva, Switzerland, 2005; a BA (Hons.) in Educational Anthropology, UNISA, 2003; and a BA in Psychology, Anthropology and English Analysis, UNISA, 2001. Denise has been interested in learning and development for the past 20 years. Her quest began with the fields of psychology and anthropology. Denise felt that an amalgamation of these concepts was more productive and turned to socio-cultural historical theories of learning in society, where she selected further concepts from philosophy. These fascinating studies drive the basis of her research interests and in her doctoral thesis she developed the concept of political ideologies and social learning. As a facilitator/lecturer, Denise makes use of a multitude of concepts and practical situations to produce learning spaces that are dynamic and interactive. Her basic philosophy is that knowledge should serve a purpose outside of formal learning institutions. Denise is a full time lecturer in Psychology and Sociology, and she will be taking on the task of teaching applied research methods preparing students on the undergraduate programs and master’s program for dissertations. She also teaches Leadership and Social and Developmental Psychology.

Laury Chatonnier, MScAfter graduating with a Bachelor’s in Corporate Communication, Laury Chatonnier started her career in hospitality within the Four Seasons Hotels & Resort Company. After opening three of their properties, and working in a total of four of them, Laury evolved in the rooms division, from reception to front office manager


and revenue manager. In 2011, she had the opportunity to join the team in the Glion Institute of Higher Education, to teach Rooms Division, in order share the experience gained over her years in the industry. Through the Master of Science in Instructional Design and Technology, obtained from Walden University in June 2014, Laury gained new skills applicable in her day-to-day activities, skills that allow her to adapt to the constantly changing student needs and educational approach within the undergraduate, postgraduate, and master’s programs.

Kris Iyer, PhD, MBALecturer online MBA programKris Iyer has a PhD in Economics and Applied Econometrics, a Master’s in International Economics and Finance, an MBA, and a Bachelor’s in Commerce. His areas of specialization include international trade, investment and business, economic policy, survey design, and research methods. He has authored several journal articles, technical reports, and policy papers. Kris has served as Chief Advisor, Research at the Ministry of Economic Development, Government of New Zealand. He is a well-known consultant holding a senior role in one of New Zealand’s leading consulting companies and also owns a successful analytics services firm. Kris and his family live in Auckland, New Zealand. He joined GIHE in 2010 as a lecturer for the new Glion Online MBA.

Marco Albarran, MBALecturer online MBA programMarco Albarran, an adjunct lecturer for Glion Online MBA for Hospitality, is the founder of Remarkable Hospitality, Inc., an international hospitality social site where service and hospitality professionals have the opportunity to share their service recovery stories and results, and jointly operates as a consulting and educational firm that assists companies to perform successfully by developing and continuously improving guest service standards, by means of education, training, observation, and professional advice. Recently, Marco joined HotelExecutive.com as contributing editor for the Hotel Business Review. Before launching Remarkable Hospitality, Inc., Marco worked with HVS, working on national and international consulting projects, including market and feasibility studies for proposed and existing lodging facilities. Prior to this, he was the academic program director for hospitality management for Florida Metropolitan University, a subsidiary of Corinthian Colleges, Inc. Marco has also worked with various hotel management companies and quality assurance companies, focusing on service analysis, management and consulting. Marco studied hospitality management at Lynn University in Boca Raton, FL, where he earned an MBA with an emphasis in hospitality management. He is fluent in Spanish and Portuguese. Marco has 15 plus years of experience in the hospitality industry with a focus on service, hotel/restaurant operations, hospitality real estate consulting (market and feasibility studies), quality assurance, and education/training.

Kate Buchanan, MALecturer online MBA programKate is the former Program Director of the Glion Online MBA responsible for oversight of academic operations for the purpose of ensuring quality and consistency of program, faculty, and student experience. She holds an MA in Mass Communication from the University of Leicester and a BA (Hons) in French Studies from the University of Manchester, as well as language teaching diplomas in English and French. Kate began her career in the hospitality industry before moving into education. She has extensive experience in hospitality education in particular, having worked in various leadership roles in the field of digital marketing for Glion Institute of Higher Education, Les Roches International School of Hotel Management (in Switzerland and the branch campuses in both Spain and China), Blue Mountains International School of Hotel Management, and Australian International Hotel Management School. She has also been involved in consulting and training for Business and Information Technology School (BiTS - Die Unternehmer-Hochschule), Ecole Centrale d’Electronique (ECE), and Universidad Europea de Madrid (UEM). She also teaches marketing at undergraduate and graduate level.

Andrea Luoma, PhD, MA, BALecturer online MBA programAndrea Luoma holds a PhD in Leadership, 1999, and an MA in Organizational Communication and Training and Development, 1992, from Washington State University, Pullman, Washington; and a BA in International Relations and Political Science, 1988, from St. Cloud State University, Minnesota, USA. Dr. Luoma’s current full-time role is as lead faculty at San Diego Mesa College. Having additional hospitality and tourism academic experience, she has taught at the master’s, bachelor’s, and associate levels, and her teaching also extends into the industry certificate programs. She is a curriculum development expert at six higher education


institutions, some in a consulting role. Dr. Luoma’s hospitality-related experience was as an event manager in the higher education sector. She has a variety of corporate experience from several multinational companies, including Microsoft and Honeywell. Additionally Dr Luoma is an ambassador for industry partnerships and has assisted students in gaining industry experience with key organizations such as Marriott International and Starwood Hotels.

Marvee L. Marr, DBA, MBA (Mentor / Monitor)Dr. Marr holds a , Doctorate in Business Administration (DBA), Argosy University, 2011; an MBA, Human Resources Concentration, Inter American University 2000; an MFA in Creative Writing and Teaching of Writing, Columbia College of Chicago, 1996; and a BA in Communications and Women’s Studies, University of Missouri, 1987. Dr. Marr has been teaching in higher education for 15 years, and is currently an assistant professor at City University of Seattle–Europe. In addition, Dr. Marr has a background in corporate human resources and worked for seven plus years in the hospitality industry. In conjunction with teaching, Dr. Marr also does consulting and training in the human resources and organizational behavior fields.

Noëlle O’Connor, PhDLecturer online MBA programNoëlle is a graduate of the Institute of Technology Athlone, the Michael Smurfit Graduate School of Business (University College Dublin), Dublin Institute of Technology, and Fáilte Ireland (the National Tourism Development Authority). Currently, she is the senior lecturer in Tourism and Hospitality Studies and the course director for the Bachelor of Arts (Honours) in Business Studies with Event Management Program at the Limerick Institute of Technology (Ireland). Previously, Noëlle was the acting head of Department of Languages, Tourism, and Hospitality in Waterford Institute of Technology, and she lectured for many years in other Irish higher-education institutes, including Dublin Institute of Technology. She is currently an external examiner for the University of the West of Scotland and Bath Spa University (UK). She has a wide range of industrial experience, having worked in the Irish, British, French, and Austrian hospitality industries. She edited the book; Tourism and Hospitality Research in Ireland (2007) and also published A Film Marketing Action Plan for Film Induced Tourism Destinations - Using Yorkshire as a Case Study (2010). She is presently on the editorial review board for many of the leading tourism journals such as Annals of Tourism Research and Tourism Management. Her research focus is in the area of film-induced tourism, celebrity endorsement of tourism destinations, destination branding, and tourism education. She has presented her research findings at many international conferences (Australia, Belgium, Greece, Ireland, Northern Ireland, Switzerland, the UK, and the United Arab Emirates) and in referred journals (namely International Journal of Tourism Research, Journal of Vacation Marketing and Tourism, Culture & Communication).

Michael Stutler, MBALecturer online MBA programMichael Stutler is originally from West Virginia, USA, where he earned his undergraduate degree in business administration from West Virginia University. Michael has spent the majority of his business career as a leader in the retail and hospitality industries. Since he started teaching in 2007, Michael has led courses in marketing, organizational leadership, and hospitality. He holds an MBA and a Master’s in International Business from Webster University. Michael and his family currently live in Florida, USA, and enjoy traveling in their spare time.

Alphonse (Alphy) L. JohnsonLecturer online MBA programDuring his career as an international hotelier, Alphy has enjoyed the opportunity to work in the Europe, Asia, Middle East and the Americas, at both the executive and operational levels, with Rosewood Hotels & Resorts (15-years) as V.P. of Operations, Westin (5 years) as GM, Nikko as V.P., and Candela as C.O.O. Alphy has a passion for teaching and leading high performance hospitality teams, sustainable operations, and maximizing Owner’s Return on Investment. Alphy’s skill sets include luxury hospitality operations, finance, asset management and opening nine hotels. His passion for sharing his knowledge has enabled him to Guest Lecture at Glion in Switzerland, Stanford University, University of Houston, Los Angeles University, El Centro College, and universities in Indonesia, Saudi Arabia and Japan. He is President of International Hospitality Advisor and serves on the Board of Directors of the National Omani Hospitality Company.

Lester Downing


Lecturer in finance based subjects on both the Glion and Bulle campuses. BA in English, University of Kentucky, Lexington, Kentucky, USA, 1971; Master Degree in Finance and Accounting, University of Kentucky, Lexington, Kentucky, USA,1974; Certified Public Accountant, USA, 1977; Post Graduate Work in Accounting, University of Alabama, Tuscaloosa, Alabama, USA, 1977


2. Course Details and Track Modules 2.1. On Campus MBA Program

2.1.1. IntroductionThe MBA program is organized in two semesters. The first semester offers 4 preparatory courses, which are sanctioned by a Pass or Fail and does not bear any credit. The Preparatory Knowledge Program (PKP) is followed by 5 core courses, 3 credits each, which aim at developing your personal and general business skills.

The second semester offers one core course with 3 credits and a choice of two tracks:

4 courses (3 credits each) in International Hospitality and Service Industries Management with Marketing, or

4 courses (3 credits each) in International Hospitality and Service Industries Management with Leadership

The program culminates with an Applied Business Project (ABP) that students prepare alongside their taught courses, with the help of a tutor assigned to them. The ABP is worth 6 credits.

Students face two decisions during the first semester: the choice of their ABP topic and the choice of their track. Sections 2.3.3 and 2.3.4 describe the unifying theme of each track to guide students in making these two decisions.

2.1.2. Applied Business ProjectNormally, students will choose an Applied Business Project topic that not only corresponds to their past experience, their future career aspirations and their personal research interests, but also the track courses offered in the second semester. This topic matures throughout the first semester of the program and is defended in a research proposal submitted at the end of the Business Research Methods course.

As explained in the Applied Business Project handbook, the school encourages industry-led research and for that purpose proposes specific applied projects with industry partners in the Marketing and Leadership fields. Because of the present limited number of projects available, not all students will work on such projects and will therefore write an individual ABP on a topic of their own choosing.


2.2. Online MBA Program

2.2.1. IntroductionThe Online MBA Program is organized differently to accommodate the professional and personal commitments of working professionals. There are currently four specialist tracks on offer:

General Management for Service Industries Asset and Revenue Management Marketing and Innovation Self-Design

With study breaks between courses, a typical MBA would take around 100 weeks to complete, culminating with the 6 credit Applied Business Project (ABP).

2.2.2. Choice of a Tracks

The courses for the Online MBA Program can be seen on the dedicated web site at:http://www.gliononline.com/academicprogram.php.

2.3. MSc ProgramThe MSc in International Hospitality and Finance is a highly focused program combining both academic knowledge of finance and empirical applications to the hospitality industry. Students are prepared to confidently develop creative and innovative solutions to multifaceted financial challenges faced by the organizations in a global setting. The program is designed for students searching for effective knowledge and practical tools of revenue management, property development & asset management, Entrepreneurial Wealth Management, international expansion strategy, risk management, and socially responsible investment. The Masters level skills in this area are suitable for those who envisage a long-term career development with entry and eventual positions such as revenue management coordinator, assistant financial controller, business and financial analyst, associate valuation analyst, and associate asset manager, and entrepreneur also depending on past experience.

Two routes to the degree are available depending on entry requirements1. First degree in Hospitality Management or related domain plus 6.0 IELTS will follow the 30

credit program2. First degree in Business plus 6.0 IELTS will follow a 34.5 credit programHospitality Management degree holding applicants with no accounting knowledge will require a PKP course in accounting.


http://www.gliononline.com/academicprogram.php

2.4. Course Description (On Campus MBA and MSc Programs)

2.4.1. Preparatory Knowledge Program (PKP)

M01G900 Strategies for Online Study of International Hospitality Management (MSc)This course introduces students to the practice of studying business and management online. As well as familiarizing students with Glion Institute of Higher Education online, it covers strategies for learning in a boundary less study environment. It encourages students to explore the materials, techniques and resources available to support their learning while discovering the best ways to interact with instructors and other course participants. Orientating students to the institutions requirements and expectations for scholarly writing and academic integrity, the course uses a business and management context to introduce online study at Masters level. Students will practice ways to monitor their own progress and motivate themselves as a learner, while progressing through the program.

2.4.2. Core CoursesM05P921 Managing Service Operations (MBA)The aim of this course is to understand and apply the practices of operations management in complex, rapidly changing service organizations. This course seeks to develop an understanding of the larger context in which service organizations operate and how successful ones are able to leverage technological innovations and continuous process improvement to create stakeholder value. In addition, this course will develop tools to support an operating strategy which integrates delivery systems that add value to service offers within hospitality and related service industries.

M01E922 Human Resources Management (MBA)This course examines the development of theories and methods of Human Resources intervention as business partner in organizations. It considers how human resources decisions are influenced by forces internal and external to the firm. In particular, it addresses the role of HR in managing performance, structure, learning, frameworks of meaning and change. Special emphasis is given to the subject area in a global context. It also concentrates on managing careers individually and organizationally.

M01G923 Business Research Methods (MBA and MSc)This course prepares students for conducting applied research and management consulting projects in business and management. Students will study problem identification, research design strategies, sources and collection of data, and the analysis and presentation of data as applied to problem solving, decision making and strategic planning in organizations. The course will explore traditional techniques and methods of data analysis for research projects. The role of a management will be explained and a small group consulting exercise conducted.

M01E931 Managerial Finance & Accounting (MBA and MSc)This course emphasizes the financial issues that managers of business units of all sizes face in risk management, valuation, financing, and investment decisions. Analysis is built around the objective of balancing the multiple demands and interests of a variety of stakeholders: shareholders, management, suppliers, distributors, employees, the local environment, tax authorities and others. The course employs a multi-faceted approach to managerial decisions.

M01E932 Hospitality and Services and Marketing (MBA)Marketing management fundamentals and electronic commerce are discussed as processes that explain the dynamic relationships between international corporations and their target markets and audiences. Analysis, planning, implementation, and program management are emphasized throughout the course as support functions for corporate strategy focusing on customer value for service industries. The major objective of this course is to understand the relationship between corporate (umbrella) and brand strategies that offer their customers emotional and physical value.

M01E902 Global Strategic Management (MBA)This course presents students with an opportunity to learn about the complexities and challenges of operating in international marketplaces. Diverse topics on global tourism and hospitality management


are explored including: service quality management, marketing, finance, operations, recruitment and training. The importance of a strategic approach to new markets and market growth is emphasized.

M03E934 Trends in Financial Innovation (MSc)This course is to address financial innovation that helps individual and institutional investors develop a new perspective in terms of investment decisions (risk/return and diversification principles). This course aims to investigate cutting edge concerns within the financial community and the wider world. Topics include: innovation as a process, innovation as a competitive strategy, innovation in business finance, behavioral finance, innovative portfolio management, financial engineering, and financial innovation and economic and social development.


2.4.3. MBA Marketing TrackAs you begin graduate marketing courses, you will come to discover that marketing is not simply selling or designing brochures. Fundamentally, marketing involves the understanding of people’s lives, how they communicate, and what they aspire to be. And in the marketplace, industry is constantly competing to develop new business models within existing ones that persuade the market to invest in long-term relationships with them. The MBA marketing program’s main goal is to inspire you to learn how to think about the myriad amount of relationships that exist or could exist between markets and industry that will give you a competitive edge in the business world.

The world is changing fast and it is not slowing down for anyone or anything. Advances in technology are creating a more sophisticated consumer giving them the tools to easily obtain product and service information to assist their decision making. Business is utilizing technology to create commerce that is more convenient for the market and governments are creating new policies as a result. More than ever, a business leader needs to understand the complexities of the market in order to consider business models that appeal to many different segments. The study of marketing includes variables such as psychology, ethnography, and communication. This knowledge allows business leaders to identify opportunities that lead to competitive advantages.

And then, we get to develop brands. Not simply images and identities, but brands representing the unique and emotional relationships between markets and organizations. The Glion Marketing MBA takes you from basic marketing principles and practices to the complexities of market analysis, business planning, and brand management within the international services industry. An international faculty of marketing experts will deliver marketing knowledge that has been strategically integrated so you can understand the full range of marketing’s power and develop your logical and creative thinking abilities.

M05E942 Investigating Consumer BehaviorThis course looks at the current trends of consumer behavior within the international hospitality and tourism industries by examining current research data from a variety of sources. The course continues to explore the very nature of consumer behavior and decision-making from a multi-disciplinary perspective to identify patterns that may explain both individual and collective behavior. With this understanding, students will then be required carry out both desk and field research into why consumers behave in the way they do, and attempt to predict what consumers might do in the future, both as individuals and as group-members.

M01E943 Revenue Management (MBA and MSc)This course presents practical and theoretical content in the research, market strategy, and communication strategy disciplines that affect service industry manager’s demand-decisions. Research content includes data collection, market segmentation, industry segmentation, competitive analysis and internal auditing. The market strategy content covers inventory management, revenue analysis, market revenue strategy, and evaluation and reporting. Communication strategy considers organizational and consumer strategies for the development and management of brands. Specific examples of applications are capacity models, pricing models, customer behavior and market response models, estimation and forecasting, and segmentation and product design.

M05E946 New Product & Service DevelopmentNew Product Development (NPD) has been a significant business activity for years in many industrial sectors in an attempt to lead and respond to the demanding and ever-changing marketplace. This is often linked to innovation and creativity. Additionally, in recent years, the service sector has discovered that the NPD process needs to be converted into the ‘NSD’ process, i.e. ‘new service deployment’, to reflect the distinctive nature of services, both ‘front and back-of-house’. However, despite the strategic importance and large quantities of investment of both the NPD and NSD processes, they both remain fairly risky ventures with uncertain outcomes. This course explores the historical and contemporary approaches of NPD, the recent developments with NSD, and how both good research and ‘chance’ strongly determine the success of both processes within the hospitality and tourism sectors.

M05E947 Brand CommunicationsBrands are more important today than ever before. The ‘branding industry’ is growing and diversifying in equal intensity with the subject fragmenting into various specialist branding areas. One such area is the communication of brands, which this course explores. The focus here is on how to achieve and sustain desired brand positioning through integrated marketing communications (IMC). The course will draw on


our understanding of both traditional and new media and explore how they can be employed in innovative ways to enhance a brand. The goal is to be able to connect with the desired target market with the most effective and efficient blend of IMC to ensure consistency in messages and brand positioning.

2.4.4. MBA Leadership Track

Most students study for an MBA to accelerate or refresh their careers, with the goal of increased responsibility, salary packages and reputation. Leadership modules are offered on the MBA to prepare students for increased responsibility and vision that comes with a higher profile in international organizations.

Accepting that leadership roles arise in many levels of an organization, the leadership track is concerned both with the personal development of leadership skills and the application of leadership ability in mercurial business environments where creativity and innovation are key to success. Building on the knowledge that the international experience of our institution gives our graduates a career advantage, special attention is given to cross cultural management in the global workplace.

The entire MBA is geared to developing leadership skills. Courses which are common to both the marketing and leadership track lay down foundations for strategic thinking and people management, and these competencies are further enhanced by the core courses of the leadership track which are designed to enhance your abilities to meet the challenges of leadership in organizations.

Students are encouraged to take a wide and eclectic view of all visiting speakers invited onto the MBA course. Every speaker will add to your knowledge of business organization, operation and strategy. You will be encouraged to take an analytical, measured approach to subjects introduced in this way, and to learn to balance passion for business with a solid understanding of evidence and good organizational sense.

Students following the leadership track will have a choice of delivering either an individual ABP or taking up an applied research project. You will have the chance to discuss these choices during the Business Research Methods course, and through your proposal, can bid for the established commissioned project to be carried out for a major international hotel chain.

M05E951 Leading Organizational ChangeBy taking a reflective look at organizations – how do they function, what sort of problems do they face and how do they resolve them, how do they influence individual behavior, and how do individuals impact the organization – the purpose of this course is to provide the student with fundamentals skills needed for understanding, diagnosing and managing the human aspects of work organizations. It refers to theories, models and frameworks to help managers think and act effectively to build high quality relationships with others. In a world of continuous change, effective individual, group and organizational growth depends on adaptation to change. In particular, the course will consider the link between environments that enable the generation of innovative practice and organizational change and growth.

M03E954 Cross-cultural Management of Teams & ProjectsThis course considers how culture affects management practice from operations to strategy. In a globalized economy, and particularly in the service industries of hospitality, sport, leisure and tourism, managing cultures has become an integral part of everyday work experience. This course will provide insight into generic theories of culture, provide an increased awareness of the student’s own culture, and encourage the exploration and transfer of management practices across national boundaries.

M03P955 Entrepreneurship and Business PlanningThis course focuses on the strategic leadership and management of new ventures in the hospitality, tourism and related services industries. The characteristics of entrepreneurial leaders are explored. The processes and stages of growth of new business formation are elaborated: idea generation, finding new market space, opportunity selection, financing, business planning and market launch. The challenges of innovating and launching new ventures within established companies are identified. Entrepreneurship in different national contexts is discussed and the importance of business incubators and clusters of innovative firms described. Students are given the opportunity to develop a plan for a new business of their own choosing.


M03E956 Corporate Governance and Social ResponsibilityThis course presents social responsibility, ethical decision-making and corporate governance as essential aspects of leadership in modern organizations. The social responsibility of management is analyzed with reference to topics such as environmental sustainability, poverty alleviation and climate change. Ethical issues arise constantly in international business and students are given opportunities to analyze and debate examples from case studies and news media. Different approaches to industry regulation are discussed and related to various national political, legal and cultural frameworks. The roles of senior managers and boards of directors in corporate governance are explained and linked to effective leadership practice.

2.4.5. MSc (Online Programs)M03E960 Property and Asset ManagementIn this course students enlarge their knowledge on individual and institutional investors, providing a comprehensive overview of hotel development process, feasibility study, hotel operating agreements (franchise, management contracts, and lease), hotel asset management, and valuation techniques.

M03E961 Financial Strategy and PlanningThe students will examine the capital structures used for global expansion, risk and return relationship, and hedging risk in a global environment. At the end of the course, the student will evaluate cultural influences on management decisions and the role of corporate social responsibility.

2.4.6. Final Project MBA and MScM01A901 Applied Business Project The Applied Business Project is a capstone course that builds on the material of the business research methods course. It presents students with the challenge of organizing and executing a small-scale management consulting project in teams. Students are expected to identify a suitable subject for study in the hospitality, tourism and related service industries and then develop a contract or team charter in collaboration with a client. The project provides an opportunity to conduct a project related to the needs of an employer or other organization of special interest. A variety of formats for the project report are acceptable including: a strategic plan for an organizational change, case study, academic style of dissertation, or industry analysis report.

The ABP is an opportunity for students to undertake a piece of primary research work related to the program, on a directed, self-study basis. It aims to provide students with the confidence and capacity to study on their own, to gather information and make practical and philosophical sense of it. Thus this course requires students to write, present and defend an approved comprehensive paper (of approximately 12,000 words) demonstrating an in-depth understanding in a topic of their own choosing. Students are required to take a novel view of current knowledge and to explore and report upon a relatively uncharted area of business practice or theory. This module thus requires students to show that they can conduct a comprehensive critical literature review, devise a methodologically sound approach to their topic and present evidence that has heuristic value in the field of study they have chosen. The research will normally take place within a work context and be submitted after completion of the two semesters’ tuition program.

Please consult the Applied Business Project handbook.


2.5. Course Description (Online MBA Programs)

M01G900 Strategies for Online Study of International Hospitality ManagementThis course introduces students to the practice of studying business and management online. As well as familiarizing students with Glion Institute of Higher Education online, it covers strategies for learning in a boundary less study environment. It encourages students to explore the materials, techniques and resources available to support their learning while discovering the best ways to interact with instructors and other course participants. Orientating students to the institutions requirements and expectations for scholarly writing and academic integrity, the course uses a business and management context to introduce online study at Masters level. Students will practice ways to monitor their own progress and motivate themselves as a learner, while progressing through the program.

M01A901 Applied Business ProjectStudents are expected to identify a suitable subject for study in the hospitality, tourism and related service industries and then develop a contract or team charter in collaboration with a client. The project provides an opportunity to conduct a project related to the needs of an employer or other organization of special interest. A variety of formats for the project report are acceptable including: a strategic plan for an organizational change, case study, academic style of dissertation, or industry analysis report. This course must be passed for a student to be awarded their Master degree

M01E902 Global Strategic ManagementThis course considers the challenges and opportunities for service industries in contemporary global business environments. It explores strategies that are particularly pertinent to the international context and mercurial nature of business across borders. It will compare and contrast multiple perspectives on strategy with the aim of helping students to become both analytical and creative strategic thinkers.

M05P921 Managing Service Operations The aim of this course is to understand and apply the practices of operations management in complex, rapidly changing service organizations. This course seeks to develop an understanding of the larger context in which service organizations operate and how successful ones are able to leverage technological innovations and continuous process improvement to create stakeholder value. In addition, this course will develop tools to support an operating strategy which integrates delivery systems that add value to service offers within hospitality and related service industries.

M01E922 Human Resources ManagementThis course examines the development of theories and methods of Human Resources intervention as a business partner in organizations. It considers how human resources decisions are influenced by forces internal and external to the firm. In particular it addresses the role of HR in managing performance, structure, learning, frameworks of meaning and change. Special emphasis is given to the subject area in a global context.

M03G930 Sustainability in Hospitality and TourismThis course intends to inform managers in the tourism and hospitality industries of the principles of sustainable tourism and how they can be applied to, and beneficial for, the management and development of resorts, destinations, natural attractions, heritage, transport etc. Focus will be placed on the role of sustainability as part of corporate social responsibility, marketing, long term business success, environmental and socio-cultural stewardship. The role and nature of consumer awareness and demand for sustainable tourism products will be examined. Case studies will be used to explore issues concerning the planning and application of sustainable tourism principles and the complexities of that process.

M01E931 Managerial Finance & AccountingA course that emphasizes the financial issues that managers of business units of all sizes face in risk management, valuation, financing, and investment decisions. Analysis is built around the objective of balancing the multiple demands and interests of a variety of stakeholders: shareholders, management, suppliers, distributors, employees, the local environment, tax authorities and others. The course employs a multi-faceted approach to managerial decisions.

M01E932 Hospitality, Services and E-MarketingMarketing management fundamentals and electronic commerce are discussed as processes that explain the dynamic relationships between international corporations and their target markets and


audiences. Analysis, planning, implementation, and program management are emphasized throughout the course as support functions for corporate strategy focusing on customer value for service industries. The major objective of this course is to understand the relationship between corporate (umbrella) and brand strategies that offer their customers emotional and physical value.

M01E943 Revenue ManagementIn this course, revenue management is concerned with demand-management decisions and the methodology and systems to make such decisions. Organizations segment buyers by providing different conditions and terms of trade that profitably exploit segments’ different buying behavior or willingness to pay and create brands to satisfy these segments’ expectations while attempting to maximize revenues. Scientific advances in economics, statistics, operations research, and information technology has allowed the services industry to take a sophisticated, detailed, and intensely operational approach to making demand-management decisions.

M05E947 Brand ManagementBrand management is presented as a marketing function that hospitality and tourism organizations practice to ensure that their company, products, and services’ identity and images are consistent with their markets’ perceptions. The development of profitable brand strategies are dissected within the context of designing integrated marketing communications plans to reach diverse international markets. The major objective of this course is to understand how to capitalize on the equity in company brands in order to build business that is sustainable.

M03E960 Property and Asset ManagementIn this course students enlarge their knowledge on wealth planning and management for retail and institutional investors, providing a comprehensive overview of portfolio management and a theoretical and empirical approach to hospitality real estate development investment and operation.

M03E961 Financial Strategy and PlanningSound financial strategies form the basis for competitive advantage especially in global business environments. This course will cover both traditional and rational approaches to financial decision making as well as investigating newer models and approaches in times of risk and uncertainty providing students with tools to meet strategic organization


3. Academic RegulationsPlease note that much of the detail here equally applies to the Online students, with small modifications which will be highlighted. The key differences between the two delivery modes are that the Online MBA has: 4 specialist tracks instead of two for the Campus based; is arranged approximately over 2 years instead of one.

3.1. Change of Program of StudyOnce admitted, a student may apply through the Registrar or designated person to transfer from one program to another up until the end of the second week of classes, during their entry semester. Leadership or Marketing tracks of the MBA program may not be changed once the first track course has started.

3.2. Awards

In order to receive the award a student must:

have successfully completed the applied business project (ABP), and the internship (if applicable);

have passed the ABP and failed no more than one of the taught courses (except Business Research Methods, which must be passed)

have obtained an overall grade average of 50% or higher for the whole program.

Students receiving an overall grade of 39% or lower may repeat the course once (see below).

Details of the grade scale are shown on the following page (section 3.5). Pass grade at a course level is 50%.

3.3. Failure

Students must successfully pass all their courses with a minimum average of 50%. This minimum average is applied at the courses as well as the programme’s level.

Students who fail the applied business project (ABP) must resit within a period of 6 months (one semester) to pass the program.

Failure to submit work on time results in a “fail” unless there are mitigating circumstances in which case an “incomplete grade” is submitted and a new submission date is set, normally the end of the second week of the following semester. The program coordinator may give extensions depending on circumstances.

Students who achieve less than 39% on a course, or who fail a resit exam, will be required to retake the whole course.

A Postgraduate Diploma may be awarded to students who achieve 24 credits and are unable to pass the Masters applied business project.

3.4. Mitigation

This is a term which refers to a process by which students may request that exceptional circumstances be taken into account when reviewing their progress and assessment. It refers to one off events that may have occurred during an assessment period which may have adversely affected their performance in the assessment. Students are required to advise the Dean, in writing, with evidence of the problem


before the assessment grades are known. A mitigation form is available from the Academic Reception (or from the online Student advisor).

3.5. Grading

The grading matrix uses the range of 0 / 100 where 100 is exceptional work and 50% is the achievement standard to pass a course.

Work which fulfills the criteria below but at a quite exceptional standard. 90+Work of distinguished quality which is based on a very extensive reading and which demonstrates an authoritative grasp of the concepts, methodologies and content appropriate to the subject and to the assignment task. There is clear evidence of originality and insight and an ability to sustain an argument, to think analytically and/or critically, effectively to synthesize and reflect a complex engagement with the aesthetic material.

80 to 89

Work which clearly demonstrates a sound and above average level of understanding of the aesthetics, concepts, methodologies and content appropriate to the subject and which draws on a wide range of properly referenced sources. There is some evidence of critical judgment in selecting, ordering and analyzing content. Demonstrates some ability to synthesize material and to construct responses, which reveal some insight and may offer occasional originality.

70 to 79

Work derived from a solid base of reading and which demonstrates a grasp of relevant material and key concepts and an ability to structure and organize arguments. The performance may be rather routine but the work will be accurate, clearly written, include some critical analysis but little or no original insight or creative thinking. There will be no serious omissions or irrelevancies.

60 to 69

A pass standard for the level of work - It is anticipated that all assessment criteria are met. Work which covers the basic subject matter adequately and which is appropriately organized and presented but which is rather too descriptive and lacks sufficient analysis and interpretation to warrant a higher grade. There may be some misunderstanding of certain key concepts and limitations in the ability to select relevant material so that the work may be flawed by some omissions and irrelevancies. There will be some evidence of appropriate reading but it may be too narrowly focused.

50 to 59

Work which shows a very basic understanding. Important information may be omitted. The work may be descriptive, but of poor structure meaning it does not meet the requirements of a pass. A resit may be offered.

40 - 49

Work which evidently shows a lack of preparation and suggests that it has been quickly constructed without thought or argument. Major elements of assessment criteria are not addressed or are inappropriately treated. The student may have problems with understanding and writing. No resit option will be offered.

30 to 39

Work which shows no evidence of preparation, understanding and/or fails to address the assessment criteria. The student may have problems with understanding and writing. No resit option will be offered.

10 to 39

Student is not present or has submitted work which has either not met the official deadline or which has been submitted on time, but shows clear evidence of plagiarism or cheating. No resit option will be offered.

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3.6. Learning Differences and medical concerns

Students with learning differences or any medical concerns which may affect their ability to study and progress are advised to inform the Health and Wellness Services. This information is requested on the application form. A problem such as dyslexia and other learning differences, accompanied by a report, will be accommodated as far as possible by the Institution. Student Affairs is available to advise students when on campus.

Attention or Learning Disorders (also called Specific Learning Differences or SpLD’s, or Special Needs: listed below) imply that despite appropriate education (i.e. a lack of learning experience in an official studying language is not a SPLD) and average global intellectual capacities, a student will experience persistent difficulties in a particular area of learning:


1) If such students, who have been formally diagnosed, wish to benefit from provisions agreed by the Institution they should also make their condition known to the Student Counsellor shortly after induction (information will be treated confidentially) and provide a detailed professional report from a learning specialist (in English or French) including recommended provisions.

2) If a student or their teacher suspects SpLD’s, and they have not been previously diagnosed, the stusdent is also advised to contact the Student Counsellor during the Semester and up to four weeks prior to the final course assessments, as referral and assessment is a long process.

Usual signs of Main Specific Learning differences include:

1) If, since early school years, a student has been persistently having difficulties correctly processing written words (reading + understanding what has been read in mother tongue language) he/she may be suffering from Dyslexia or Reading Disorder (while reading is the primary problem, dyslexia may also include difficulties with writing, spelling, listening, speaking and math)

2) If, since early school years, a student has been persistently having difficulties in performing basic mathematical calculations (or reasoning), he/she may be suffering from Dyscalculia or Mathematic Disorder

3) If, since early school years, a student has been persistently having difficulty with both the act of writing and text composition, he/she may be suffering from Dysgraphia or Disorder of Written Expression

4) If, since early school years, a student has been experiencing difficulties and or clumsiness in movements, affecting his/her capacity to learn and execute small precise movements (fine motor) and/or bigger movements (gross motor), he/she may be suffering from Dyspraxia or Developmental Coordination Disorder (involves an impairment or an immaturity of his/her motor organisation)

5) If, since early school years, a student has been having difficulties staying on task, switching or commencing tasks, together with a short attention span and high levels of distractibility, he may be suffering from Attention Deficit Disorder, which exists with or without hyperactivity.

Students are recommended to contact the Student Counselor directly.

Email: [email protected] - Mobile: 079 8267258.

3.7. Incomplete Work

Students prevented by illness or other legitimate reasons acceptable to the lecturer from completing requirements of a course before its completion will have the designation " I " (Incomplete) assigned on the grade report sheet. No grade point is recorded and the semester average is not affected. At this point, a completion date will be stated. If, by the time the Awards Committee meets, no new grade has been submitted by the lecturer and no “Deferment of Grade” has been granted by the Awards Committee, or if the stated completion date has been passed an F (fail) will be assigned. The semester average will then be recalculated.

3.8. Re-sits, Retakes & Resubmissions

Students who fail a course while achieving a grade of 40% or more will be allowed to resubmit assessments, which may be a piece of individual work or an examination, and which must be taken within three weeks after the Awards Committee has met. There will be a fee for a re-sit examination or a resubmission of work.


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The re-sit grade is the mark awarded for the course. The maximum that can be awarded for a re-sit is 70% (see pass grade regulations for the award). The re-sit grade, if below a pass, will be the final grade whether higher or lower than the previous grade.

If the student fails this re-sit examination and thus the semester, he/she must retake the failed course(s) and must pay the relevant fee for the course(s).

A re-sit examination is not permitted if the fail was due to cheating or plagiarism, resulting in a zero grade for a component of the course. The same applies to PKP course where a Pass/Fail is awarded.

3.9. Progression

Students must normally have obtained an average of 50% over all the courses in the first semester before they will be allowed to progress to the next semester. The Awards Committee will advise students on their situation with regard to the whole program.

3.10. Self-Design Option for MBA ProgramStudents are allowed to substitute track course from another track. In this case, students will receive a self-design award that carries the main title of the award only.

3.11. Applied Business Project

Regulations concerning the timing and progress of this work are given in the relevant Applied Business Project Handbook.

3.12. Unfair Practice Policy

Plagiarism is the act of presenting another’s ideas or words as one’s own. Cheating includes, but is not limited to, the intentional falsification or fabrication of any academic activity, unauthorized copying of another person’s work, or aiding and abetting any such acts which includes collusion between students or a third party outside or within the institution.

Students are advised that using materials produced by a third party and submitting them as their own will be dealt with under the “unfair practices” regulations. This means (for example) using someone else to rewrite your work, commissioning another person to do the work for you, using someone else`s work without their knowledge, in-text citations/referencing of copy / paste sentences from chapter / paragraphs of published / unpublished materials, etc., are all not acceptable..

Copying large amounts of text is considered as unfair practice. Student will be given a zero grade. No more than one sentence should be quoted at the same time. No book can be summarized.

Cheating and plagiarizing are forbidden for any graded work assignment such as quiz, test, examination, case study, project or report and such acts will result in a zero grade for that piece of work. Should the student fail a course due to such a zero grade, a resit examination is not permitted. A fail given in these circumstances is part of the progression considerations. There is no excuse for students to be involved in any form of Unfair Practice and the Progression Panel will not entertain or tolerate these activities.

Students who are using proof-readers to correct their written work must make a written declaration of this to their Faculty member so that we may monitor the work. Failure to declare will result in a penalty by the Progression Panel.


3.13. Examination Regulations

At examination points, examination dates and examination regulations will be communicated at least two weeks before the examination takes place.

Any student arriving at an examination after 30 minutes will not be admitted to the examination and the resultant grade will be zero. A student admitted late will not be given any additional time. Students may not leave in the first 45 minutes of an examination or the last 15 minutes.

General examination regulations must be observed by students and Faculty without exception. Such regulations will relate to:

a. Items allowed/required in the examination roomb. Items not allowed in the examination roomc. Talking during the examinationd. Finishing the examinatione. Cheating or attempted cheatingf. Dress Code

Occasionally students request feedback about their examination results. Students are not allowed to see their examination scripts, but may request verbal feedback.

Mobile phones and any electronic devices are not permitted in the examination room. Students will receive an automatic zero in such case and there is no appeal.

It is the students’ responsibility to ensure the completed script is submitted to the Invigilator.

3.14. Maintenance of Academic Standing

Students, who, in the judgment of the Awards Committee or the Academic Dean consistently fail to maintain satisfactory standards will, in the normal course of events, receive notice of:

Academic Warning on the first occasion;Academic Probation on the second occasion and will beRequired to Withdraw on the third occasion.

Students who have been required to withdraw will have the designation RW recorded in their academic records and are deemed to have failed. The Awards Committee will specify any conditions or exclusions affecting the required withdrawal.

3.15. Grade Report Sheet

Professional certificates will be awarded within 3 weeks after the Awards Committee meeting.At the end of each semester, the student is given a Grade Report Sheet listing the courses taken during the semester and the final grades attained.

3.16. Deferment of Grade

At the discretion of the Awards Committee a student may be granted an extension of a specified time in order to complete a course. This is termed deferment of grade.


3.17. Academic Records

The student’s academic record is confidential, within the Institution’s faculty and administration teams, and will be sent only to the student. Any instruction to the contrary, must be made in writing to the Registrar by the student.

3.18. Transfer of Credits

Credits earned at the Institution are transferable at the discretion of the receiving school, college or university. Historically, students have successfully transferred credits to major colleges and universities throughout the world. The Registrar or designated person can supply students with details of such colleges and universities.

Students may request to transfer up to 6 graduate credits onto Masters Programs. Appropriateness of the request is decided by the Dean. No fees are refunded as a result of credit transfer.

3.19. Validity of Registration

A student’s registration and credit remains valid for twice the length of their program’s duration (unless other regulations apply).

3.20. Graduation

To graduate, a student must: Successfully complete each of the requirements of the chosen program;

Meet the progression requirements for each semester;

Complete all necessary internship periods and assessments (when part of the program);

Discharge all financial obligations to the Institution.

Pass: 75-89% Distinction: 90% or higher

3.21. Appeals Procedure

Students may lodge an appeal to the Academic Committee within 15 working days from the receipt of their results (assuming 5 delivery days from post-mark) when:

The published results of grades are suspect of containing arithmetical errors or other errors of fact.

Exceptional personal circumstances could have an adverse effect on the candidate’s performance. Besides providing third party evidence, which substantiates the claim, the candidate must provide good reasons why the invoked reason was not made known to the Awards Committee before it took place.

Note: Appeals, which are based on facts and are already known to the Awards Committee before

they made their recommendation for the conferment of awards, will not be admissible.

Appeals, which question the academic judgment of examinations, shall not be admissible.

Appeals, which are based on factors already known to the candidate before the assessment took place, will not be admissible. Such cases should have led the candidate to file for mitigating circumstances.


The Appeals Procedure:The Registrar or the designated person receives and examines its eligibility. Formally, the Awards Committee acts on behalf of the Academic Committee and forwards eligible appeals to the next Appeals Committee meeting. These meetings only take place upon the request of the Awards Committee and no more than twice a year within three months following the end of semester assessment periods. The Appeals Committee will be empowered to take either of the following decisions:

Reject the appeal and no further action will be taken.

Refer the matter back to the Awards Committee with appropriate recommendations.

These recommendations are received by the Awards Committee, which transmits them for execution to the Chairman of the Academic Committee.The Awards Committee and the Academic Committee may only question these recommendations if and when errors of fact or procedural mistakes are suspected to have influenced the Appeals Committee’s recommendation(s). If such is the case, the Awards Committee and/or the Academic Committee must resubmit the case to the Appeals Committee with all the necessary documentation.

3.22. Attendance Policy

Students are expected to attend all scheduled classes. While it is understood that an emergency or other unforeseeable situations may result in an occasional absence, students should, to the extent possible, schedule outside activities around course meeting dates. In the rare event of an unavoidable absence from a class, students, upon consultation with faculty, may be given an additional assignment related to the subject matter discussed in the missed class. In addition, absent students are responsible for all work missed in the class. Only the subject matter discussed during a missed class can be made up. Class participation for a missed class cannot be made up and such absences will affect the student’s grade. More than 8 absences from a course result into an academic warning (refer to 3.14).

Equally, online students are expected to meet the participation requirements within each course, and failure to do so may result a failed or incomplete course.


4. Student Teacher Covenant"Education is not the filling of a pail, but the lighting of a fire" W.B.Yeats

It is by “working together” that faculty and student engage in the process and to do so effectively requires a contribution from both parties in the equation. The following “Faculty-Student” Covenant was developed over the years by teachers and students working and thinking together and is set forth as a guide for the education process at Glion Institute of Higher Education.

4.1. Campus Program

*Based on items in the Faculty Handbook and Employee Charter

Master Programs Handbook – Glion Graduate School

STANDARDS FOR FACULTY*

Communicate the learning outcomes of the course and use the CRS and other assessment materials as a “learning contract” between the faculty and students.

Be dedicated and motivated towards the process of education and be patient and tolerant with cultural and language differences.

Be fair and equal in all dealings with students applying regulations and standards.

Teach in a participative and dynamic way making classes relevant thus encouraging the learning process.

Be on time for class, available at scheduled times outside of classes, and give appropriate feedback concerning assessments.

Maintain leadership and manage the class, build an atmosphere of mutual respect by treating students as individually important and by presenting yourself in a professional manner.

Be current with the subject matter and communicate it in ways that are clear, simple and precise.

ADDITIONAL COMPONENTS FOR ON-LINE FACULTY

Be visibly present and engaged with students in the classroom at least five days of every seven in each course

Provide feedback and assignment grades to students within three days for discussion assignments and five days for papers and related assignments

Answer student e-mail within 48 hours of receipt

Respond to student questions in “Ask the Instructor” within 48 hours

Establish “office hours”; two per week, per course, at diverse and sensible times and communicated to students.

Give a schedule for feedback on discussions and other assignments.

Will notify the program director in advance as well as their students if they know they will have a period where the above expectations cannot be met. In situations where early notification is not possible, the faculty will notify Glion as soon as possible after the absence from the classroom.

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4.2. Online Program

* See the catalogue for full details in section entitled “Charter”. For more detailed information please refer to other sections of the program handbook, the institutional catalogue, campus guide and welcome booklet.

Master Programs Handbook – Glion Graduate School

STANDARDS FOR THE STUDENT*

Be on time and be prepared for class and dressed according to the dress and personal appearance codes.

Have an open mind and a mature attitude towards the educational process and be committed to the attainment of knowledge, the development of creative thinking and the development of the capacity to reason.

Be constructive, positive and logical in all interpersonal relationships.

Be attentive; listen to what is being said and avoid distracting others.

Be sensitive to the feedback process and use it constructively.

Know assessment and progression criteria and processes.

Be ethical in all aspects of the learning experience.

Understand and be sympathetic to cultural differences.

Be active participative learners taking responsibility for their learning.

ADDITIONAL COMPONENTS FOR ON-LINE STUDENTS

Be visibly present and engaged in the classroom at least five days of every seven in each course

Submit work on time as required and use the mitigation process for problems that may arise with meeting deadlines

Make it known to their faculty member and student advisor if they are ill

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5. Code of BehaviorWe expect all students on campus to observe the Glion dress code: a business dress code should be maintained in public areas on the campus between 8am and 6.00pm Monday to Friday. The Masters students are ambassadors of the Graduate School and will be seen by the undergraduates as role models. Periodically we have visitors from industry and it is important for them to see us in formal dress.

Both Campus-based and Online students should carefully observe Glion’s online etiquette when communicating with others.

6. Studying and LearningTo satisfactorily pass your masters, a standard is set in both written and oral work. The following section has been designed to improve skills and make studying more enjoyable and make research more productive by having more effective skills in literature searches.

In addition to your timetable, where you will be in lectures, workshops, seminars and tutorials, you will need to allocate an amount of time to subject reading, working on your own or with group members on various pieces of coursework. This section offers advice on structuring and planning this additional private study time. Some studying and learning help is also included. But…there are no secrets to success!

You can, however, ensure that your work produces results that are effective and rewarding for you. To achieve good results you need:

Clear and realistic goals

Business-like approach to study. Good organization can be more important than high academic ability alone

Motivation to learn

Knowledge of effective study techniques, to maximize your benefit from study time and learning resources

6.1. Organizing your Study (on campus programs)LocationFind a place where you can work well - with a table and chair, fresh air, warmth and minimal distractions.

Planning Your TimeTime is your most valuable asset. Plan a flexible long-term timetable.

You will need at least 135 hours study time in each course (inclusive of lectures and practicals). 99 hours of student centered learning are planned for reading, research and preparing for assignments and other assessments. Plan each personal study session to be around 50 minutes to allow for breaks.

Mark in all major commitments - work and social.

Plan to use odd hours and half-hours - they are very useful for reviewing and scanning books.

Consider when you work most efficiently and plan to tackle the toughest subject at this time.

Plan a weekly timetable.Be specific about what work is to be done for each subject, relating to ongoing study, seminars and written work. Write a specific daily timetable. Decide in the morning what has to be done that day - both work and personal items - and organize your day accordingly. Check your list during the day. Do not attempt too much!


General PointsRecognize your own temperament, needs and preferences in planning your work. They will probably be different from those of your friends.

Begin each work session straight away by reviewing your knowledge of the topic. End each session by reviewing what you have achieved in the time. Try to finish each session on a point of interest.

Keep your timetables accessible for constant referral and stick to them until they become a habit! You will then be able to "switch off" in the time allocated for relaxation.

Stress, worry and anxiety are some of the greatest distractions to study. Whatever the reason (accommodation, finance, personal problems, etc.) share the worry with someone appropriate and try to sort the matter out as soon as possible. There is no need to be ashamed of being worried – everyone is at some time. Asking for help will itself aid your study.

6.2. Note-takingAll students should take notes. These notes will vary in quantity, content and style according to the purpose in hand.

The purpose of note-taking: to act as an aid to memory for reference, to help recall material not readily available again to serve as the basis for a piece of written work to aid concentration to aid understanding

Sources of notes vary and different note styles are suited to different media of communication. In lectures and seminars you need to:-

Take brief and selective notes and concentrate fully on the speaker Try not to take too many notes and get behind the speaker and "miss" material or do not

comprehend it Review your notes within 24 - 36 hours to ensure you have the main points set in your mind. Copy diagrams and data accurately and note the source.

6.3. Reading, Memory and Concentration

"Some books are to be tasted, others to be swallowed and some few to be chewed and digested" Francis Bacon

Most students have to spend a lot of time reading - be it books, papers or notes - and it is crucial to read quickly and efficiently. Most people could read at least half as fast again as they do. Speed is useless without comprehension, but the depth of comprehension needed for different purposes varies.

Remember not all books and journals need to be read cover to cover. Instead, by using Internet search engines and databases like Proquest, Ebsco or Emerald, you can manage your research time more effectively.

For example:Journals: Read the Abstract, then the Results and Methodology, then skim the Introduction and Conclusions.

Books: Read the Contents, Chapter Introduction and Conclusions and then seek out data from the list of tables etc.

You may find the SQ3R reading technique helpful, it stands for:

SURVEY


The whole book to get a general view of the material. Include table of contents, introduction, headings, summaries, first and last paragraphs, charts, etc.

QUESTIONHow relevant is this to my immediate study. What do I want to get from this book? What is this book aiming to do? To have questions in your mind will help you read more purposefully

READQuickly to discover the main ideas of the section, chapter or book.It is better to read two or three times quickly than once slowly. Re-read and give more attention to supporting detail. Do not make notes at this stage - put checks in margin/underline/slips in page, if necessary

RECALLAt the end of section or chapter. Try to make your notes from memory.

REVIEWRun quickly through first four steps - check the accuracy of your notes

Advantages of the SQ3R Approach

a. it distinguishes main ideas from details

b. it trains you to answer questions

c. It reduces loss of concentration, because there is frequent recall of material

d. it makes you make notes in your own words - helps understanding

e. it helps you to train your memory

NB Active reading must be a searching for answers.

6.4. Written WorkWritten work forms an essential element of your study skills. There are some basics, which once used and applied will reduce the wear and tear upon your learning and study program and make a big improvement to your writing style and communication skills.

It is important to have: clarity of thought structure fully referenced supporting material from appropriate sources for your subject.

George Orwell (1946) had six golden rules (“Politics and the English Language”), which should help style and the readability of your scripts:

1. never use a metaphor, simile or other figure of speech, which you are used to seeing in print.2. never use a long word where a short one will do (unless it is an established trade or technical

term)3. if it is possible to cut out a word, always cut it out.4. never use the passive where you can use the active.5. never use a foreign phrase, scientific word or jargon if you can think of an everyday English

equivalent. (unless the audience/reader or topic require this approach)6. break any of these rules sooner than say anything “outright barbarous”.

Writing style is an art and skill, which needs practice and more practice. Modern word-processing should help with spelling and sentence structure, plus a thesaurus to assist in word searching to assist in phrasing within your prose.

Writing style is an art and skill, which needs practice and more practice. Modern word-processing should help with spelling and sentence structure, plus a thesaurus to assist in word searching to assist in phrasing within your prose.


Again, here are some tips:

Use participles correctly (an adjective formed from the inflection of a verb without losing the verb’s relationship with dependent words). Therefore, “Proceeding along this line of thought, the cause of the train crash becomes clear”, Should be avoided!

Be concise and lucid. Keep sentences simple and use long sentences sparingly. Avoid split infinitives (see, to see) and euphemisms. Avoid don’t, isn’t, can’t etc. Avoid slang and be sensitive to it where it occurs. Paragraphs are an essential unit of thought, not length. It should be homogenous in subject

matter and sequential in sequence. Avoid using single sentence paragraphs. Reduce prepositions after verbs (i.e. companies and organizations can be bought and sold

instead of bought up and sold off).

You should become familiar with APA rules for citation during the first weeks of the Preparatory Knowledge program and use this as a guide to style for all your assignment work.

When you’ve finished re-read and edit, use spell checker. Check not only content, but also structure. Is the writing style appropriate for the exercise i.e. is it an essay or report?

Always try to get a friend or member of family to read through your work and check the sense and the English. Please remember, there are minimum standards of English and writing which the tutors cannot be expected to constantly check for you.


6.5. Key Verbs Used in Examinations and AssignmentsKey verbs often indicate what kind of answer you are expected to give. The following table lists those most commonly used in examination questions:

Analyze examine minutely the constitution of

Assess estimate the value of

Comment write explanatory notes on

Compare look for similarities and differences between

Contrast set in opposition in order to bring out differences

Criticize give your judgment about the merit of theories or opinions or about the truth of facts and back your judgment by a discussion of the evidence

Define set down the precise meaning of the work or phrase. Show that distinctions implied in the definition are necessary

Describe investigate or examine by argument, sift and debate, giving reasons pro and cons

Evaluate make an appraisal of the worth of something in the light of its truth and utility include, to a lesser degree, your personal opinion

Explain to make plain, to interpret and to account for

Illustrate use a figure or diagram to explain or clarify or make clear by the use of concrete examples

Interpret expound the meaning of; make clear and explicit usually giving your own judgment

Justify show adequate grounds for decisions or conclusions

Outline give the main features of general principles of a subject, omitting minor details and emphasizing structure and arrangement

Prove demonstrate or establish the truth or accuracy of

Relate a) to narrate (more usually in examination questions)b) show how things are connected to each other and to what extent they are alike or affect each other

Review to make a survey of, examining the subject critically

State present in brief clear form

Summarize give a concise account of the chief points or substance of a matter, omitting details and examples

Trace follow the development or history of a topic from some point of origin

Finally here is a poem that acts as a reminder to help you in all your written work:

I keep six honest serving-men(They taught me all I knew)

Their names are what and why and whenAnd how and where and who.


7. Performance Benchmarks Used in Assessments and Feedbacks

The following five performance benchmarks are important when you prepare an assignment because they form the basis for assessing and grading your performance. They are also included in the Assignment Sheets distributed to you and the Feedbacks you receive at the end of each course.

Threshold Performance Typical Performance Excellent Performance

KnowledgeDevelops and demonstrates a limited depth of knowledge in a complex and specialized area or interdisciplinary area and/ or applied areas where they are working towards current limits of theoretical research or understanding.

Develops and demonstrates great depth of knowledge in a complex and specialized area or interdisciplinary area and or applied areas where they are working at current limits of theoretical research or understanding.

Develops and demonstrates an excellent depth of knowledge in a complex and specialized area or interdisciplinary area and/or applied areas where they are working at current limits of theoretical research or understanding to challenge contemporary thinking or paradigms.

AnalysisDemonstrates limited ability to deal with complexity and scope in the knowledge base where the applications of paradigms, concepts and theory have not been sufficiently developed. There will be some limited selection of tools and techniques for problem solving.

Can deal with some levels of complexity and apply concepts, theory and paradigms. Can clearly recognize lacunae and or contradictions in the knowledge base and make appropriate selection of tools and techniques for problem solving.

Can deal with complexity and apply a wide range of concepts and theory where lacunae and or contradictions in the knowledge base have been clearly identified and discussed. Can make appropriate selection of tools and innovative techniques for problem solving.

Synthesis & CreativityCan synthesize some information/ ideas and can create a more limited redefinition of existing knowledge with limited scope to new situations.

Can autonomously synthesize information/ ideas and can create responses that expand or redefine existing knowledge and / or develop new approaches to new situations.

Can autonomously synthesize information/ ideas and can create responses that challenge existing knowledge and / or develop innovative solutions to new situations.

ApplicationDemonstrates creativity in the application of knowledge in a limited professional level context. Can apply a limited range of professional skills, practices and techniques. Shows an understanding of how the outcomes of work in the area may be applied.

Demonstrates originality and creativity in the application of knowledge and understanding in a variety of professional level contexts. Can apply a range of professional skills, practices and techniques, and reflect on current practice. Shows an understanding of how the outcomes of work in the area may be applied, to inform judgments to the development of practice.

Demonstrates originality or creativity in the application of knowledge and understanding in a wide and often unpredictable variety of professional level contexts. Can apply a significant range of complex professional skills, practices and techniques and reflect on and subsequently modify practice. Shows an understanding of how the outcomes of work in the area may be applied, to inform judgments and make original contributions to the development of practice.


PresentationCan organize and structure work coherently. Can present ideas to facilitate comprehension in an orderly manner with acceptable referencing and minor errors of detail.

Can organize and structure work coherently and comprehensively. Can present ideas with considerable attention to detail which facilitates effortless comprehension in an orderly manner and accurate referencing.

Can present work with exceptional clarity that demonstrates ability to attend to all detailed aspects of organization and structure of discussion and all supporting evidence. The work has the qualities consistent with published material.


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