ssd manual

8/13/2019 SSD Manual

1/34

School of Management

Module Handbook

UG

STUDENT SELF DEVELOPMENT

Module Leader : Margaret Alipoor

Academic Year : 2013-14


2/34

i

Table of Contents

1. Overview of Module and Module Descriptor .......................................................................... 12. Teaching Methods ................................................................................................................. 43. Assessments Criteria and Marking Guidelines ...................................................................... 54. Schedule of Work/Topics ..................................................................................................... 115. Reading List ........................................................................................................................ 136. Feedback from External Examiners and Previous Students About the Module ................... 147. Developing Good Academic Practice .................................................................................. 178. Ground Rules for Learning and Teaching ............................................................................ 209. Communications .................................................................................................................. 2110. General...2211. Student Charter ...2212. Complaints and Appeals .....22

Appendices

Lecture 1 - Slides ...................................................................................................................... 23


3/34

1

1. Overview of Module and Module Descriptor

This module is designed to help you develop the essential skills needed to succeed in your studies. Wewill start by looking at the expectations for University study. You will have an opportunity to develop skillsin group work, presentations, critically thinking, referencing and writing that are the basic building blocksfor success. This is a participative module that will require you to be involved in activities within theclasses as well as making sure you have done the preparation required for the classes. If you have anyqueries or problems then please contact the module leader, Margaret Alipoor, and her contact details arebelow.

Contact Details

Margaret Alipoor

Office Hours: Thursdays 1 to 3pm during term times, please email for an appointment if possible

Cartwright 1.19

Email: [email protected]

Phone: 01274 234304

The best way to contact is via email

Module Aims

To enable you to identify your strengths, weaknesses and opportunities for further development

throughout your university career

To improve your ability to cope with academic life at university


4/34

2

Module Descriptor

Module Title: STUDENT SELF DEVELOPMENT

Module Leader: Margaret Alipoor (Tutors: Lauren Davies & Karen Waite)

Module Code: MAN0116M

Semester: 1

Module Type: Single

Level: 1 (Undergraduate)

Credit: 10

Pre-requisite(s): None

Co-requisite(s): None

Aims:

To enable you to identify your strengths, weaknesses and opportunities for further development

throughout your university career.

To improve your ability to cope with academic life at university.

Teaching Strategy:

The module is delivered through highly interactive sessions, during which you will be asked to apply best

practice as taught in lecture form and are given oral formative feedback on your ideas -both individual

and group decisions - during the session. Videos, team exercise, group tutorials and case study

materials are used during the sessions.

The careers service is involved in delivering one session in the module. The modules learning outcomes

will be assessed as follows : the assessed group presentation will assess LO 1b 2 and 3, the assessed

group tutorial will assess LO 2 and 3, and the assignment will assess LO 1b, 2 and 3. Written summative

feedback is given shortly after the submission of written work.

Study Hours:

Lect 24 Sem/Tut Lab/Pract

Directed Study 76

Other / Formal Exams

Learning Outcomes:

(1) Knowledge and Understanding

On successful completion of this module you will be able to a)use appropriate IT packages in relation to

the presentation of information; and b) construct a personal development plan for future development.

(2) Subject-Specific Skills

On successful completion of this module you will be able to construct sound arguments based on

evidence and critical thinking.

(3) Personal Transferable Skills

On successful completion of this module you will be able to gather and use information appropriately.


5/34

3

Mode of Assessment

1. Assessment Type Duration Percentage

Assessed Tutorial 30%

Individual and group critical thinking abilities assessed through directed discussion


Presentation 30%

Group presentation with both individual and group elements of assessment.


Coursework 40%

Individual Personal Development Plan of up to 1,500 words or equivalent


Individual viva 30%

Supplementary: Individual discussion lasting 10 minutes to assess critical thinking

5. Assessment Type Duration PercentagePresentation 30%

Supplementary: Individual presentation


Coursework 40%

Supplementary: Individual Personal Development Plan of up to 1,500 words or equivalent.


6/34

4

2. Teaching Methods

Teaching and Learning Strategy

The aim of this programme of study is to enhance your academic and study skills to enable you to gainthe best possible grades throughout the course. The sessions will be interactive and you will be asked toapply and practice and get oral formative feedback on your performance in both individual and groupactivities. There will be some formal taught sessions, but classes will include team and individual

exercises, case studies and videos and input from the Careers Service.

The module has been designed to provide you with opportunities to further develop skills throughengaging proactively in debating the issues discussed and engaging in various exercises, eitherindividually or as groups. Personal reflection on the issues and application to your own work situationswill also be particularly important to grasp the relevance and application of some topics. We will bepleased to discuss matters with you both in formal sessions and during the break periods when possible.If the course delivery is difficult to follow and you find it uninteresting, tell the tutor why and we will try toresolve the situation.

Module Timetable

Each week there are two hours timetabled in for the class. Attendance at all classes is consideredmandatory and will be monitored and recorded please note the requirements for preparatory work forclasses below. You will be allocated to a group and attend those sessions. You may not change groupswithout the agreement of the Undergraduate Office and the Module Leader. If you do attend a differentgroup session without prior agreement it is likely that you will be marked as absent for that week.

Preparatory Work

Further in this Handbook is a breakdown of the classes with details of the preparatory work required foreach week. It is a requirement of this module that you read and familiarize yourself with these, and

where appropriate complete questionnaires and self assessments. If you have not done thepreparatory work for a session, module tutors will exclude you from classes and you will bemarked on registers as absent.

Personal Support

Tutors will be available in lectures/sessions for any questions. Any questions or concerns can also be e-mailed to Mrs Margaret Alipoor who will aim to respond in no more than 48 hours during the workingweek. Mrs Alipoors office hours are on a Thursday 1 to 3pm, in Cartwright 1.19 at the School ofManagement. Outside these times please e-mail to arrange an appointment. If you need to contact herurgently and they are not available, please telephone the HRM/OB Group Administrator (Patricia Steele:Ext 4346, Room 1.06, Cartwright Building).

Feedback

Students should be aware of the opportunities for feedback within the module. You will ultimately getfeedback on the coursework you submit, but in advance of this you should view the regular weeklysessions on the module as opportunities to test your understanding and get feedback on the preparatorywork you have been completing. You will also have the opportunity to get formative feedback on someindividual coursework prior to submission as part of the modules programme.


7/34

5

3. Assessments Criteria and Marking Guidelines

Course Assessment

There are three parts to the assessment and all must be submitted:

Assessed Tutorial (30%)

Presentation (30%)

Portfolio (40%)

Assessed Tutorial (30%)

Your performance and contributions in class will be noted over the 12 weeks of the semester and this will

form the basis of the mark awarded.

Group Presentation (30%)

You will present in groups of 5 or 6 for 10 minutes. The topics to be presented are:

EITHER

Take one theory/idea/concept from any other module you are studying and provide a critical evaluation

of that theory. To what extent does the evidence support the theory/idea/concept you are presenting?

OR

Use one example of a successful organisation and one example of an unsuccessful organisation to

demonstrate whether the ideas/theories/concepts you have studied sop far can help to explain why

some organisations succeed whilst others fail.

You will be assessed on the following

Delivery introduction and conclusion, delivery style of presenters, etc.

Use of delivery tools variety of methods, quality of slides, etc.

Structure and content relevance, structure and flow, etc.

Management and organization appearance, time management etc.

NB the slides should be referenced where appropriate using the Harvard Referencing system and alsoinclude on the final slide full details of the group members including UB numbers and the individual

contribution made.

Personal Development Plan (PDP) Portfolio (40%) Maximum 1500 words

This should include the following:-

How do you learn and how this will impact on your studies here at the university?

What do you know now about studying and how did you learn it?

Why is this important?

How will you use these in the future?


8/34

6

What have you learned from the plagiarism awareness course?

Produce an action plan based on the above that shows areas that still need to be developed and how

you with achieve this.

You will be assessed on the following:

Analysis and application of learning styles questionnaires Detail and analysis of specific skills development

Reasoned discussion of the importance of study skills development

Application of learning in this module to other modules on the course

Detailed and realistic PDP


9/34

7

Standard Expected

Description of Standards expected for marks awarded in examinations and assignments

Certificate Grading Criteria Level 1

0-19 A substantial fail indicated by a substantial lack of knowledge of the underlying concepts andprinciples associated with their subject area; a substantial inability to evaluate and interpret these withinthe context of their area of study; an substantial inability to communicate, evaluate and interpretqualitative and quantitative data, a substantial inability to develop lines of argument and make soundjudgements in accordance with basic theories and concepts of their area of study. A substantial lack ofthe ability to evaluate the appropriateness of different approaches to solving problems related to theirarea(s) of study and/or work. A substantial failure to communicate the results of their study/workaccurately and reliably, and with structured and coherent arguments.

20-39 A significant fail indicated by a lack of knowledge of the underlying concepts and principlesassociated with their subject area; an inability to evaluate and interpret these within the context of theirarea of study; an inability to communicate, evaluate and interpret qualitative and quantitative data, aninability to develop lines of argument and make sound judgements in accordance with basic theories andconcepts of their area of study. A substantial lack of the ability to evaluate the appropriateness ofdifferent approaches to solving problems related to their area(s) of study and/or work. A failure tocommunicate the results of their study/work accurately and reliably, and with structured and coherentarguments.

40-49 Achievement of the threshold level of attainment at level 1 indicated by a basic knowledge of theunderlying concepts and principles associated with their subject area; an limited ability to evaluate andinterpret these within the context of their area of study; an limited ability to communicate, evaluate andinterpret qualitative and quantitative data, a limited ability to develop lines of argument and make soundjudgements in accordance with basic theories and concepts of their area of study. A basic ability toevaluate the appropriateness of different approaches to solving problems related to their area(s) of studyand/or work. A basic ability to communicate the results of their study/work accurately and reliably, andwith structured and coherent arguments.

50-59 Achievement above the threshold level of attainment at level 1 indicated by a satisfactoryknowledge of the underlying concepts and principles associated with their subject area; a satisfactory

ability to evaluate and interpret these within the context of their area of study; a satisfactory ability tocommunicate, evaluate and interpret qualitative and quantitative data, a satisfactory ability to developlines of argument and make sound judgements in accordance with basic theories and concepts of theirarea of study. A satisfactory ability to evaluate the appropriateness of different approaches to solvingproblems related to their area(s) of study and/or work. A satisfactory ability to communicate the resultsof their study/work accurately and reliably, and with structured and coherent arguments.

60-69 Attainment significantly above the threshold level of attainment at level 1 indicated by asubstantial knowledge of the underlying concepts and principles associated with their subject area withlimited gaps in these areas; a good ability to evaluate and interpret these within the context of their area

of study; a good ability to communicate, evaluate and interpret qualitative and quantitative data, a goodability to develop lines of argument and make sound judgements in accordance with basic theories andconcepts of their area of study. A good ability to evaluate the appropriateness of different approaches tosolving problems related to their area(s) of study and/or work. A good ability to communicate the results


10/34

8

of their study/work accurately and reliably, and with structured and coherent arguments

70-84 Attainment substantially above the threshold level of attainment at level 1 indicated by acomprehensive knowledge of the underlying concepts and principles associated with their subject area;an excellent ability to evaluate and interpret these within the context of their area of study; an excellentability to communicate, evaluate and interpret qualitative and quantitative data, an excellent ability to

develop lines of argument and make sound judgements in accordance with basic theories and conceptsof their area of study. An excellent ability to evaluate the appropriateness of different approaches tosolving problems related to their area(s) of study and/or work. An excellent ability to communicate theresults of their study/work accurately and reliably, and with structured and coherent arguments.

85-100 Outstanding attainment above the threshold level of attainment at level 1 indicated by acomprehensive knowledge of the underlying concepts and principles associated with their subject area;an outstanding ability to evaluate and interpret these within the context of their area of study; anoutstanding ability to communicate, evaluate and interpret qualitative and quantitative data, anoutstanding ability to develop lines of argument and make sound judgements in accordance with basictheories and concepts of their area of study. An outstanding ability to evaluate the appropriateness of

different approaches to solving problems related to their area(s) of study and/or work. An outstandingability to communicate the results of their study/work accurately and reliably, and with structured andcoherent arguments.


11/34

9

Coursework Submission

Assessment of Task 1 wi ll take place over the 12 weeks of the module

Assessment of Task 2 - Presentations wi ll take place in Weeks 11 and 12 dates and times wi ll be

announced on Blackboard.

Task 3 PDP and Portfolio this is to be submitted by 3pm on Tuesday 7 January 2014

A hard (paper) copy must be handed in by the deadline specified in the module handbook. This will have

to be submitted via the appropriate programme post-box in the Titus Salt Building at the School of

Management. Students will also need to attach a statement of authenticity and declare a word count.

In addition you must also submit your assignment electronically through Turnitin in Blackboard. Both

electronic and hard copy must be provided and both submissions must be identical; failure to provide

either submission will be considered non-submission.

To submit an assignment electronically via the module Blackboard site, open Blackboard and go to therelevant module site, then go to AssessmentAssignment Submission.

You should then see a link entitled: View/Complete. Click on this link. You will then be taken to a

submission page. The First and Last name boxes are automatically filled. Check that your details are

correct. In the submission title box provide the title for your submission. This should be the module title

and your UB number e.g. Marketing 10001234. Do not include your name in the title.

Click the Browse menu item to upload your file. Please note that you can only upload one file so this

must contain all parts of your assignment, including any appendices and supporting documents.

Navigate to your file and click Open.

Click Upload. Wait while your file is uploaded to the server (please note that there is a 10MB file size

limit). The next page gives you the opportunity to review your submission. At this point you have not

submitted and can return to the submission page to start again if you so wish. If you are happy with that

this is the correct paper and want to continue to submit, scroll to the bottom of the page and click

Submit.Please note that if you are uploading from offsite it can take a long time (45 minutes plus at

busy times) and you should allow sufficient time and ensure a suitably robust internet connection to

ensure that this upload is effective.

You will then be emailed a receipt to your university email address which will include your assignment

identification reference.

Your electronic submission will be used to check your assignment for plagiarism. You will be allowed to

submit your assignment twice. On the first submission you will be able to access the Turnitin report for

your submission. This will include details of any potential plagiarism (in the form of a similarity index) and

you are strongly encouraged to review this prior to your final submission and ensure that your work is

free of potential plagiarism. This is more than ensuring a low similarity index; it is about good referencing

and citation practice and you should have, through induction and subsequently, accessed advice and

guidance on understanding and avoiding plagiarism and ensuring effective referencing. IF you chose not

to resubmit then you first electronic submission will count, but this must be identical to the hard copy also

submitted.

The Effective Learning Service at the School of Management and the Learner Development Unit at the

University provide guidance and advice for students in this regard. If you are in any doubt about potential

plagiarism you are strongly encouraged to access this support prior to finalizing your submission.


12/34

10

Your second submission will be your final electronic submission and you are therefore strongly

encouraged to ensure this is the final and best version of your assignment. When resubmitting make

sure that you fill in exactly the same submission data to ensure that your previous submission is

overwritten.

It is your responsibility to ensure that submission requirements are complied with fully and that all

accurate identification information is submitted. Academic and Administrative staff will not try and match

up missing information and if identification data is missing a mark will obviously not be recorded.

For further information on how to submit your assignments using Turnitin go to the How To section of

Blackboard (Under My Organizations) and review the materials: How to Submit an Assignment

Electronically


13/34

11

4. Schedule of Work/Topics

Week/Date Details Required Reading

2

27/09/13

Introduction to Life at University

Module outline and assessment, school vs uni,

expectations, teaching methods and attendance,

student support, culture, communication with others.

Quiz re. student support.

Smale &

Fowlie

Chapter 1

3

4/10/13

Learning Independently

Independent learning styles, H&M learning styles,

VARK, using feedback, technology and learning,

teaching methodologies, note taking andintroduction to referencing

Smale & Fowie Chapter5

4

11/10/13

Organising and Managing Yourself

Prioritising, time management etc

Smale and FowieChapter 4

5

18/10/13

Writing 1

Structure, style, using examples, referencing

contd.


Horn Chapter 6 and 7

6

26/10/13

Writing 2

Critical thinking theory and application andevaluation

Horn Chapter 10 & 11

7

1/11/13

Working in Groups

Group Development, Belbin team roles, conflict


8

8/11/13

Employability and Skills

Degree learning outcomes, employer needs, PDP,career development planning

Smale and FowieChapter 10 & 11

9

15/11/13

Presentation Skills Smale and FowieChapter 12

10

22/11/13

PDP and CPD

PDP and CPD cycle, advice and guidance on

Assessment Task 3



14/34

12

11 and 12

29/11/13

6/12/13

Assessment of Presentations

Groups TBC

See Blackboard forDetails

13

13/12/13

Presentation Feedback, Portfolio Development,Reviews


15/34

13

5. Reading List

Core Text

Smale, B, Fowlie, J (2009) How to succeed at University, London, Sage

Additional Reading

Horn, R., (2009) The Business Skills handbook,CIPD

Price, G., Maier P., (2008) Effective Study Skills:Unlock you potential,London, Pearson


16/34

6.

Fe

Ab

dback

out the

from E

Modul

ternal

14

Exami ers an Previ us St dents


17/34

15


18/34

16

Feedback from External Examiners

This was positive, the External found that marking was consistent and sound feedback was

provided to help students for future work.


19/34

17

7. Developing Good Academic Practice

The guidelines below are provided to aid students in the successful completion of assignments.

Following the advice below will increase your likelihood of gaining a good mark for your assignments.

STUDENTS ARE REQUIRED TO READ THESE PRIOR TO COMPLETING AND SUBMITTING

ASSIGNMENTS.

Generally, providing the key facts relating to a topic and some analytical/critical observations might besufficient to help you gain a pass mark (40%). In order to achieve a higher mark you will need todemonstrate knowledge of relevant research and ability to critically appraise theories, models orresearch. To gain the highest marks (i.e.above 70%) will require you to demonstrate knowledge of thetopic and relevant research and literature, genuine critical and analytical ability in answering questionsand evidence of sensible ideas of your own that are justified on this basis.

Style

The coursework should be written effectively. It is expected that your coursework will present a logical

and clearly structured discussion of the issue identified in the question. It should not be a simplenarrative or catalogue of factual material which reads like a shopping list. Nor should it be a poeticrambling of personal opinions, with little or no supportive material. Presenting a personal viewpoint maybe acceptable, but only if stated objectively and supported by evidence from and analysis of appropriatetheory and literature. There are a number of student study guides which provide advice for essay/reportwriting available through the university library. I would strongly suggest that if you are not confident inwriting in an appropriate style or feel you would benefit from further help in this regard to look to these.Good examples include:

Cottrell S. (2013) The Study Skills Handbook, 4thEdition. Basingstoke: Macmillan.

Tyler S. (2007) The Manager's Good Study Guide, 3rdEdition. Milton Keynes: Open University.

Northedge, A. (2005) The Good Study Guide, New Edition. Milton Keynes: Open University.

In completing your coursework, please ensure that it ANSWERS THE QUESTION/TASK SETspecifically, and do not fall into the trap of talking about an issue in generally terms. This is the numberone cause of students failing to get the marks that their time and efforts deserve. All the questions sethave deliberate complexities, dealing adequately with all of these is required.

Your coursework must be WORD-PROCESSED. Before submission, please ensure that you proof-readand edit your piece of work. It is better to do so a day or two after completing your final draft. In thatway, it is like looking at it anew. Watch out for spelling and grammatical mistakes, ensure there are noinconsistencies and typographical errors, and make sure it is understandable.

Standard ExpectedAn indication of the standard expected for this work, in terms of degree classification equivalents isprovided in the Assessment Section of this manual. This is provided for guidance only and should not beseen as a definitive descriptor.

LengthHaving a specified word limit means you will have to exercise your judgement and decision making skills.You will need to determine what content is essential to include, what is peripheral and what isunnecessary. Please ensure your essay does not exceed the specified word length . Failure to doso will lead to a reduction in your mark. For every 1% over a specified word limit you will lose 1% of themark for that assessment. This means that if, for example, in a 2000 word assignment task you submitan assignment of 2200 words you would lose 10% of the mark given. So a mark of 60 would be reducedto 54%. The word limit applies to all the content of your assignment (including notations). It does not

include bibliographies and/or reference lists, figures, diagrams and tables (where used appropriately),title pages, titles and tables of content and appendices (which should be kept to a minimum).


20/34

18

Referencing

The requirement stated below for work supported by evidence from, and analysis of, appropriate theory

and literature requires that your essay be referenced throughout and that it concludes with a reference

section indicating the sources you have used. Failure to include references will result in a fail mark.

You must use the Harvard Referencing System. This requires a citation (partial reference) within the text

and a list of full references at the end of the assignment.

Harvard is an Author Date system. So the citation shows the name of the author(s) followed by the year

of publication, for example:

Blundel and Ippolito (2008) suggest that cultural diversity is a valuable feature of society.

Or Cultural diversity can create barriers to effective communication (Blundel and Ippolito 2008).

Direct quotations should be kept to a minimum (see guidance on plagiarism below), but if used, these

should be contained within quotation marks, and the page reference of the quote should also be given,

along with the author name and date:

A failure to deal appropriately with cultural differences can also lead to disastrous outcomes for

individuals and organisations (Blundel and Ippolito 2008, p.41).

It is crucial that you produce your full reference list according to the guidance provided in the

Effective Learning Service References and Bibliographies Booklet. This shows examples of all

the typical sources of your reading that you wi ll want to lis t, e.g. books, journals, websites etc.

(http://www.bradford.ac.uk/management/media/Management/els/References-and-

Bibliographies.pdf)

Brief examples of current referencing style are shown below:

For Books: Cite the Author(s) or Editors(s) Surnames(s) followed by their initials, the Year ofPublication, the Title of the book, the Edition (if revised or other than the first), the Place ofPublication and the Publisher. For example:

Torrington D. and Hall L. (1998) Human Resource Management (4thedition), London: Prentice

Hall.

For Journals and Periodicals: Cite the Author(s) Surname(s) followed by initials, the Year ofPublication, the Title of the Article, the Periodical Title, the Volume and Part Number (or Month ofPublication) and the Pagination. For example:

Spicer D.P. (1998) "Linking Mental Models and Cognitive Maps as an Aid to

Organisational Learning", Career Development International, Vol. 3 No. 3, pp. 125-132

For Internet/World Wide Web References: Cite the Author(s) Surname(s) followed by initials (ifany is identified), the Year of Publication (or date stamp of site if any is given), the Title of the Site, afull URL reference and the date you accessed the site. For example:

Jones P. (1999) Personnel on the Internet. URL:

http://www.management_information.co.uk/personnel/

Or: PC Magazine. URL: http//www.ziff.com/npcmag


21/34

19

Plagiarism

Finally, please be aware thatplagiarised or copied work wi ll not be acceptable.All quotations used inyour coursework should be accorded recognition in your reference section. Long passages of scriptfrom books or articles should not be used. Short passages should be accorded recognition of theirsource. Regulation 3(i) of the University's Regulations states, in part:

"A dissertation, thesis, essay, project or any work which is not undertaken in an examination

room under supervision but which is submitted by a student for formal assessment duringhis/her course of study must be written by the candidate him/herself and in his/her ownwords, except for quotations from published and unpublished sources which shall be clearlyindicated and acknowledged as such......The incorporation of material from other works or aparaphrase of such material without acknowledgement will be treated as plagiarism subjectto the custom and usage of the subject.....

Work which is found to be plagiarised or copied (identical or near identical to that of other current or

previous student submissions) will be investigated and be subject to disciplinary action. The penalties for

plagiarised or copied work are severe, with a minimum penalty being a mark of zero. The University,

however, may wish to impose a more severe penalty.

Plagiarism Avoidance for New Students

All new students to the University of Bradford, i.e. first year students, direct entry students into other

years, and Masters students (including international MBA and MSc students), must complete the online

Plagiarism Avoidance for New Students course (PANS).

Please note:

You must complete the Plagiarism Avoidance course before you submit your first piece of

assessed work. If you are a Stage 2 or Stage 3 student and have not yet done the PANS, please ensure

that you complete this short course as soon as possible.

You will find the Plagiarism Avoidance course in your school induction module within Blackboard,

under "My organisations". The course is entirely online and consists of five eTutorials followed by a short

diagnostic test. The answers to all the test questions are contained within the tutorials. The course

introduces you to concepts about plagiarism and aims to prevent you contravening University regulations

concerning plagiarism.

Please note that the test is intended to diagnose your understanding of plagiarism for it is

absolutely essential to good academic writing that you understand how to avoid plagiarism. You have

only ONE attempt to do the diagnostic test. If you do not achieve the 70% pass mark, you will be referred

to a member of academic staff (usually your personal tutor) for further help and guidance.

For more information on the Universitys efforts to ensure that students do not commit plagiarism, please

see the following article:

George, S., Costigan, A. and OHara, M. (2013) Placing the library at the heart of plagiarism

prevention: the University of Bradford experience. New Review of Academic Librarianship, vol.19, no.2,

pp.141-160. Available via Bradford Scholars (the Universitys online research depository) at:

http://bradscholars.brad.ac.uk/handle/10454/5616


22/34

20

8. Ground Rules for Learning and Teaching

There are some simple ground rules for the module that all students should follow and attending

Lectures and seminars are considered vital to your learning.

All module participants are expected to respect the learning environment and treat each other withdignity and respect. This includes arriving in good time for classes and sessions. Classes will start at five

minutes past the hour and you are expected to be in the room and ready to start at that time. If you arrive

after this time you should not interrupt the class and will be asked to leave if you do come in late.

Phones should be switched off/on silent and should not be visible during lectures and tutorials except

when being used as tablets for following slides or making notes. Students found to be using other

applications (including web surfing, email or instant messaging) will be asked to leave classes.

As indicated above you are expected to at tend in a posi tion to fu lly engage with the session. This

includes coming with copies of (or access to) relevant teaching materials. In the case of tutorialseminars this includes preparing appropriately by reading cases and making notes and/or

completing any exercises or assessments in advance of the session. Tutors will expect you to

be able to show evidence of preparation at the start of seminar sessions and any student who

cannot show evidence of preparation will be asked to leave that session.

Please be aware that it is considered disrespectful to your peers and colleagues to turn up to classes in

a position where you are unable to fully or effectively contribute and tutors will exclude you from sessions

if you are not in their opinion adequately prepared. In such instances this will be recorded as non-

attendance.


23/34

21

9. Communications

Communications about the module will be primarily though Blackboard (see below) and by e-mail. Tutorswill be available in lectures/sessions for any questions. Any questions or concerns can also be e-mailedto Mrs Margaret Alipoor as module leader who will aim to respond within 48 hours during term time. If

you need to contact her urgently and she is not available, please telephone the HRM/OB GroupAdministrator (Patricia Steele: 01274 234346, Room 1.06, Cartwright Building).

Blackboard Module Web Site

A dedicated website accessible through the School's Blackboard system (http://blackboard.brad.ac.uk/)

supports this module. This contains downloadable versions of all the teaching material used on the

module, including this manual as well as PowerPoint materials used in lectures and cases and exercises

used in seminars/plenary sessions and links to other websites. You will be expected to download these

materials on a weekly basis. Students must check that they are registered for the module on Blackboard.

The Blackboard course website is the central source of information that drives this course. Blackboardcontains weekly updates and includes new material throughout the course.

To Access Course Materials:

1 Go to: http://blackboard.brad.ac.uk

Click "Login"

Enter your University of Bradford username and password.

Click "Login"

You will then see the modules which you are enrolled on and any announcements relating to

those modules.

2 To access a module click on its title.

3 To access different areas of module content use the links on the left hand side.

For more detailed documentation see:

http://www.bradford.ac.uk/acad/management/external/resourcesblackboard.php


24/34

22

10. General

General guidance and information on the university experience for all students can be found in the

Student Handbook, which is available online via http://www.bradford.ac.uk/study/new-students/.

General guidance on the support available can be found in the Student Handbook, which is available

online via http://www.bradford.ac.uk/study/new-students/and at http://www.bradford.ac.uk/lss/.

11. Student Charter

Our Student Charter is intended to set out the minimum procedural expectations relating to the student

experience for both staff and students. Your active involvement with staff in your learning, in School-level

activities, in institutional processes and with the Students Union is absolutely key to fostering a sense of

collegiate community. You engage with us as partners and as such, both staff and students have

expectations and obligations with regards to the processes in which they engage. You can find our

Student Charter at http://www.bradford.ac.uk/student-charter/.

12. Complaints and Appeals

For information regarding making complaints or appeals please visit http://www.bradford.ac.uk/legal-and-

governance/breaches-appeals-complaints/.


25/34

23

Lecture 1 Slides


26/34

31/07/2013

1

www.bradford.ac.uk/management

Student Self Development

Week 2

The Nature of the Module:

Course Content Context of your studies at the School and the

University

Nature of Learning & Personal Development

Academic Skills: Note-taking, Writing Skills,Presentations, Working with others, Examinations,

Time management Writing a CV

Course Assessment Assessed Test

Presentation

CV + Personal Statement

Course Delivery


27/34

31/07/2013

2

Module Objectives: To enable you to become aware of their

strengths and weaknesses;

To start a thinking process regardingpersonal and professional developmentwhich will last beyond your university years;

To give you the opportunities to develop aset of skills relevant to life as a student and

beyond; To ensure that you work towards becoming

effective administrators in workplacesituations

www.bradford.ac.uk/management

Introduction to University Life:

The Context of your studiesat the School and the

University


28/34

31/07/2013

3

By the end of the session, you

will know:

How the UK government runs Universities

What an honours graduate degree is

intended to be

How the University and the School of

Management is organised and managed

How to communicate with staff and others

at the School, and the need to do so

The environment and culture of the School

How does the UK government

run Universities?

Funding

Quality

Purposes

Organisations

Impact on you,

the student

Research

&

Teaching


29/34

31/07/2013

4

Reviews of teaching & organisations

Conducted through agencies

According to subject benchmarks


run Universities?

Funding

Quality

Purposes

Organisations Impact on you,

the student

Adding value, locally & nationally

Increasing knowledge


run Universities?

Funding

Quality

Purposes

Organisations

Impact on you,

the student


30/34

31/07/2013

5

Funding HEFCE + Private

Quality QAAProfessional Bodies


run Universities?

Funding

Quality

Purposes

Organisations

Impact on you,

the student

Know what you are receiving

Information & documentation

Universitys evaluation

processes

Staff-student liaison

Quality & standardisation


run Universities?

Funding

Quality

Purposes

Organisations

Impact on you,

the student


31/34

31/07/2013

6

How do we

intend toachieve

success?

Teaching and Learning Lectures Tutorials Blackboard Case studies Group work Presentations Examinations & assessed

coursework Non-assessed coursework

Personal & Student Support Personal tutor

Effective Learning Officer Staff-Student LiaisonCommittee

Discussion with tutors

the exercise

of personal

responsibility,

and decision-

making in

complex andunpredictable

circumstances.

QAA

How is the School and University

organised?

Student Support

Personal Tutor

EffectiveLearning

Officer

Module tutors

Student Reps.

(on SSLC)

Computing Service

Associate Dean

Course Director

Library Staff

(Mentor)

Undergraduate

Office

Student Self

Development module

Career

Development

Services


32/34

31/07/2013

7

Personal Tutor

EffectiveLearningOfficer

Module tutors

Student Reps.(on SSLC)

Computing Service

Associate Dean

Course Director

Library Staff

(Mentor)

UndergraduateOffice

Student SelfDevelopment module

Career

DevelopmentServices

Student Support

You Friends Other Students

Communicating with

Others: Methods:

Telephone (voicemail)

Offices

Pigeonholes

E-mail (personal, private) Blackboard

Styles & Expectations

From: [email protected]

Hi. I am one of ur students. Could you tell me my mark for

my coursework?

Thank you.


33/34

31/07/2013

8

Culture and Environment of the

School: Friendly

Rules & bureaucracy

Nice place

Professional

Hard work

High Expectations Studies & coursework

Behaviour on campus

Attitudes towards others

Involvement & Personal Development

Pressures & Opportunities: what

being a student is about

Writing Essays & Assignments

Reading & Research (inc Internet) Formal Group Discussions

Informal Group Discussions

Attending Tutorials and Lectures

Completing Computer simulations


34/34

31/07/2013

Do you know

How the UK government runs Universities?

What an honours graduate degree is

intended to be?

How the University and the School of

Management is organised and managed?

How to communicate with staff and othersat the School, and the need to do so?

The environment and culture of the School?

ssd manual

Documents