Welcome from the Director of the Business School
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CONTENTS
Welcome from the Director of the Business School 1. COURSE LEADER INTRODUCTION 2. BRIGHTON BUSINESS SCHOOL 3. COURSE MANAGEMENT AND ADMINISTRATION 3.1 Course management team, programme board and examination board 3.2 Communications between staff and students 3.3 Where to turn for advice and guidance 3.4 Student representation and feedback 3.5 Annual academic health process 4. COURSE STRUCTURE AND CONTENT
4.1 Course philosophy, aims and learning outcomes 4.2 Course structure and content 4.3 Academic calendar 4.4 Teaching and learning methods 5. COURSE ASSESSMENT
5.1 Nature of assessment 5.2 Coursework marking guidelines 5.3 Coursework presentation 5.4 Referencing your work 5.5 Coursework word limit and word ranges 5.6 Coursework submission 5.7 Late coursework 5.8 Coursework extensions 5.9 Feedback on coursework 5.10 Examination timetables 5.11 Examination past papers 5.12 Examination results 5.13 Mitigating circumstances 5.14 Plagiarism, collusion and cheating in examinations 5.15 Appealing the decision of an examination board 6. COURSE SPECIFIC REGULATIONS
6.1 Minimum pass mark and referrals 6.2 What happens if I then fail a referral? 6.3 Compensation within modules 6.4 Progression regulations 6.5 Deferrals 6.6 Awards (including exit awards) 6.7 Registration periods 6.8 Intercalation 7. LIBRARY, COMPUTING AND MEDIA SERVICES 7.1 The library service 7.2 Library services to part-time students 7.3 The Online Library 7.4 Computing services for students based at Moulsecoomb 7.5 Media Centres 7.6 Studentcentral 7.7 ASK Study Guide 7.8 Useful web addresses 8. STUDENT SERVICES 9. STUDENT ENTITLEMENTS AND RESPONSIBILITIES
9.1 Student Charter 9.2 Brighton Business School – Attendance and Engagement policy 9.3 Disability statement 9.4 Fire evacuation 9.5 Observing copyright laws 9.6 University of Brighton Alumni Association: your academic home APPENDICES Appendix 1: Academic year calendar Appendix 2: Studentcentral Appendix 3: Action Learning Appendix 4: Management Competency Profile Appendix 5: Learning Support Plans Appendix 6: University Maps Welcome from Professor Aidan Berry, Director of the Brighton Business School
I am very pleased to have this opportunity to welcome you to Brighton Business School at the University of Brighton. As Director, I am proud of our recent success in positioning the Business School as a leading regional MBA provider within a successful university. The University of Brighton improved its ranking by 21 places in the 2008 RAE and Brighton Business School was in the upper quartile of Business Schools in terms of the percentage of 4* (world leading) research.
Our mission statement clearly sets out the underpinning teaching and learning philosophy that will be governing your study whilst on the MBA programme.
“Brighton Business School is a professional business school that aims to be a leading provider of exciting and relevant management and professional education that makes a positive difference to current managers and potential leaders of the future, which is underpinned by appropriate research and which adds value to individuals, employers and society at large.”
The strength of the Brighton MBA lies in its connections with private, public and third sector professional bodies such as the Institute of Directors and Chartered Management Institute. The Business School has a growing research base and it’s staff continue to make a significant organisational impact through teaching that is grounded in theory and its application to practice. The Brighton Business School considers it a priority to add sustainable value to its stakeholders through well designed and high quality teaching and learning provision. I hope that you will prosper as a student on our Brighton MBA both with regards to your professional and personal development but also that you will also be able to build on the learning and networks in the future, long after the completion of the course.
Professor Aidan Berry Director of the Business School 1. COURSE LEADER INTRODUCTION
In a dynamic, competitive and constantly changing business environment, the requirement for leadership, quality, innovation and creativity presents a continuing challenge. The Master of Business Administration programme (MBA) is designed to help managers to meet that challenge. As it has evolved over the years the MBA programme has helped managers develop the abilities required to optimize organizational performance with the constant change of the modern business world. During the summer 2012 the latest review of the MBA programme took place to ensure a relevant, exciting and challenging action approach to problem solving aiming at developing and enhancing the skills of improving organisational performance.
The programme is organised into a set of core MBA modules shared across all MBA routes, a set of course specific modules and a final integrative module with a course specific focus. The MBA programme has been designed with flexibility of attendance and progression in mind.
This design ensures that students benefit from the diversity of experience and cultural backgrounds from a range of local, national and international participants whilst retaining a personalised teaching and learning approach.
Management education is an important element in a manager's professional development and can often be a route to fast-track promotion. However, within the design as a whole, the importance of personal development has also been recognised with the theme of personal and professional reflection on practice being present throughout the programme.
The remainder of this document will give you information about the overall MBA Programme and especially your chosen MBA course and its administration. However, its contents should be seen as an overall guide only, since some changes will inevitably be made to the published details to ensure that the programme continues to be of the highest quality. The design of the block route is constantly reviewed through interaction with existing and past students as well as local organisation in order that the course continues to reflect the constantly changing nature of management and the challenges facing managers working within this context.
Finally, we would like to welcome you to the Brighton MBA Programme and express our hope that your time on the programme will prove to be stimulating, challenging, rewarding and most of all, enjoyable.
This handbook will stay with you for the duration of your MBA study - we hope you will find the format very helpful and informative. As you progress through the course new information will be sent to you to add into this handbook.
On behalf of Brighton MBA Management Team
Graham Clifford, MBA Joint Programme Leader and Tove Steen Sørensen-Bentham, MBA Joint Programme Leader 2. BRIGHTON BUSINESS SCHOOL
Your school is Brighton Business School. The Director of the Brighton Business School is Professor Aidan Berry. More information about the work of the School may be found on the school web site at: www.brighton.ac.uk/bbs
The Business School’s contact details are:
Brighton Business School University of Brighton Mithras House Lewes Road BRIGHTON BN2 4AT
Tel: (01273) 600900 (Switchboard) Fax: (01273) 643597
The purpose of this course handbook is to provide you with key information about your course, including administrative and academic procedures, and to give you some practical advice on how to make the most of your studies and to explain what to do if you experience any difficulties. Please read the handbook very carefully and keep it at hand for future reference.
The Academic year dates for the School are:
2014-2015
Term Begins Ends
Autumn 29 September 2014 12 December 2014
Spring 05 January 2015 27 March 2015
Summer 20 April 2015 12 June 2015 3. COURSE MANAGEMENT AND ADMINISTRATION
3.1 Course management team, course board and examination board 3.2 Communications between staff and students 3.3 Where to turn for advice and guidance 3.4 Student representation and feedback 3.5 Annual academic health process
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3.1 Course management team, course board and examination board
3.1.1 Course management team
Responsibility for the day-to-day running of your course lies with the course management team, comprising your course leader, your course administrator, and the members of staff teaching on the course. Their contact details are as follows:
Tove Sørensen-Bentham 01273 642577 / [email protected]
MBA Programme Leader & Course Leader PSM Tove has worked in senior management in the public and independent sectors since 1982. She has an LLM and an MSc Social Policy. Tove was a non-executive director of local NHS organisations from 1996 – 2006. She is currently a governor of a secondary school and has just been appointed associate hospital manager of a mental health NHS trust. She is chair of pharmacy committees in East & West Sussex plus South London and has chaired a number of external reviews and enquiries on behalf of the NHS into serious incidents and service issues. She is particularly interested in issues around strategy, quality, change, leadership and management development. She is the MBA Programme Leader.
Graham Clifford 01273 642985 / [email protected]
MBA & MBA (International Management) course leader (full-time) MBA Leadership and Knowledge & Innovation Management course leader (part-time) Graham has worked in the motor, electronics, transport and engineering industries. He has operated as director and as general manager and has extensive first-hand experience of finance, IT, acquisitions, disposals and change management. He has managed companies for growth and turnaround. His interests are in strategy, business ownership, management buy-outs and turnaround.
Andy Davies (Programme Administrator) 01273 642981 / (fax) 01273 642980 [email protected]
Postgraduate Office The postgraduate office is based in room 225 on the second floor of Mithras House on the university’s Moulsecoomb campus. The office is open Monday to Thursday from 8.30am to 5.00pm and Friday from 8.30am to 4.30pm.
Responsibility Staff Room Tel no E-mail address Course Leader Graham Clifford 130 642985 [email protected] Programme Leader Tove Sorensen-Bentham 223/4 642577 [email protected] Course Administrator Andrew Davies 225 642981 [email protected] Module tutor Eggert; Sian 103 642547 [email protected] Module Tutor Fletcher; Luke 159 [email protected] Module Tutor Francis; Stuart 151 [email protected] Module tutor Grant; Paul 114 642575 [email protected] Module tutor Hughes; Mark 124 642574 [email protected] Module tutor Khanina; Anastasia 147 641857 [email protected] Module tutor Lee-Scherer; Barry 223/4 642196 [email protected] Module tutor McLoughlin; Jim 130 642133 [email protected] Module tutor McQueen; Bill 223 642173 [email protected] Module tutor Readman; Jeff 223 642180 [email protected] Module tutor Richards; Vicky 103 642139 [email protected] Module tutor Rospigliosi; Asher 145 642340 [email protected] Module tutor Sheehan; Maura 126 642594 [email protected] Module tutor Sodagar; Babak 130 642586 [email protected]
TUTORS: Profiles of academic staff may be found on the School website at: http://www.brighton.ac.uk/bbs/contact/academic.php
3.1.2 Programme board
Each course within the School has a programme board. The responsibilities of course boards include:
• ensuring the smooth operation of the course; • reviewing syllabus content, teaching methods, assessment and resources and generally monitoring the course in operation; • supervising the administration of the assessment procedures in accordance with the assessment regulations and the aims of the course; • liaising with the Examination Board and advising when necessary; • maintaining effective feedback arrangements between the lecturers and the course members; • planning and recommending policy with regard to the operation of the course; • exercising such other functions as may be requested by the School Board.
The membership of course boards is as follows:
Course Leader Student Representative(s) Course Administrator(s) Module Leaders Information Adviser (or nominee) Programme Leader Assistant Head (Postgraduate)
Each course board will normally meet two times a year to hear reports on the progress of each year of the relevant course. The board will discuss both students' and tutors’ reports and take action where appropriate. If an issue arises which is clearly beyond the scope of the course board and requires further consideration, then it will be referred to the School Board. Copies of the minutes of course boards will normally be published on the school area on studentcentral within three weeks of each board on the “My School: Brighton Business School” area. 3.1.3 Examination boards Each course within the School is allocated to an examination board, which considers each student’s overall performance and makes decisions on awards and progression (see section 6 of this course handbook). The full terms of reference for course examination boards is included in GEAR, Section D 4.3 a copy of which is available from the Postgraduate Office.
3.2 Communications between staff and students
Effective communication between staff and students is very important, and the School facilitates this in a range of ways.
3.2.1 We contact you Through Studentcentral By e-mail – using your university e-mail address (see 3.2.6 below) Through the student notice boards By mobile phone Through the postgraduate student mailboxes
The notice-boards and student mailboxes are all in Mithras House, close to the postgraduate office in M225. Through emails you will be told about changes in timetables, cancellations and re-locations, the membership of groups, notes about examinations and essays, internal and external mail. Changes can happen throughout the academic year so please check Studentcentral and your email account frequently. It is your own responsibility to keep up with any announced changes.
Please ensure that we have taken a digital photograph of you. If you change your personal details (address, name etc) you must notify the Postgraduate Office immediately in writing (by letter or e-mail) AND change your personal details on-line on Studentcentral.
3.2.2 You contact us By e-mail (e-mail addresses on pages 8) Important messages and official documents can be handed in to the Postgraduate Office (M225) By coming into the University after prior appointment By calling us by phone, Tel: 01273 642197
3.2.3 Postgraduate office
The Postgraduate Office is located in Room M225 and is staffed by Julie Watson and her team of course administrators. They have responsibility for all initial enquiries: for most queries you should see them first (what to do, where to go, requests for freely available handouts, information sheets, etc).
Opening times during term time
Postgraduate Office: 08.30 – 17.00 (Monday to Thursday) 08.30 –16.30 (Friday)
Mithras House (access to the building): 07.00 – 21.00 (Monday- Thursday) 07.00 – 19.00 (Friday)
Outside term time the building might close earlier so please check the times before you travel to the site. 3.2.4 How to locate an office or lecture room Most university room numbers are in two parts each of which convey information. For example, to find room M160, you need to go to Mithras House, then the first floor (the first digit is a “1”) and then look for room M160. Similarly the computer pools will have numbers such as MA201, signifying Mithras Annexe, on the second floor and W321, somewhere on the third floor of the Watts Building.
3.2.5 University telephone numbers
The standard university telephone exchange number is 01273 600 900. To directly reach a member of staff, once you know their internal extension number you need to add 64 before the internal extension number. For example, the Postgraduate Office’s extension is 2197. To reach the office from outside you would need to dial 01273 642197. Alternatively dial 01273 600 900 and ask for a particular member of staff.
3.2.6 Your email address
Every member of the university has a central email address usually in the form [email protected]. This is the address that we will use to contact you and it is your responsibility to ensure that the Postgraduate Office is kept fully informed of any changes.
3.2.7 Proof of enrolment
If you need a letter confirming your enrolment on a University course you must request this from the University Student Office (Registry), Mezzanine Floor, Cockcroft Building. Please note that your school staff are not permitted to produce these letters
3.3 Where to turn for advice and guidance
Although every effort is made by staff to ensure that your course runs without problems we recognise that these do occasionally arise. The following notes provide guidance on the procedures to be followed in the event of problems arising during the course or with assessment. At each stage it is expected that the staff involved will try to find a solution to the difficulty. However, you should bear in mind that in some cases it is not within their power to solve them and, as such, it may need to be referred on to another body. It is permissible to miss out a stage in these procedures when a problem is urgent and the appropriate lecturer/tutor is unavailable, or where for other reasons it may be appropriate.
3.3.1 Administrative problems
In the first instance, you should contact your course administrator about problems of an administrative nature. If the problem still remains unresolved then you should contact your course leader.
3.3.2 Personal problems
In the first instance, you should contact your course leader.
3.3.3 Academic problems (unrelated to coursework and examinations)
Stage 1 Discuss with lecturer concerned Not Resolved Resolved No further action needed
Stage 2 Bring to attention of course leader
Not Resolved Resolved No further action needed
Stage 3 Bring to attention of the Course Board through your year course representative
Not Resolved Resolved No further action needed
Stage 4 Bring to the attention of the Head of School
The Head of School will take appropriate action directly or if necessary refer the problem on to the School Board, Examination Board or other appropriate body.
3.3.4 Problems associated with completing coursework and/or sitting examinations
Problems completing coursework should follow the pattern below:
Stage 1 Discuss with lecturer concerned
Stage 2 If necessary complete an Assignment Extension Form, getting the approval of your Course Leader, and/ or Mitigating Circumstances Form and notify your course leader in writing of the nature of the problem and its potential effect
Stage 3 Lodge copies of the document outlined in Stage 2 with the Postgraduate Office marked for the attention of the course leader concerned and the Chair of the Examination Board. Please make sure that you obtain a copy from the office staff when submitting these forms
For problems relating to sitting examinations the normal pattern should be as follows:
Stage 1 Bring the problem to the attention of the invigilator
Stage 2 Bring the problem to the attention of your course leader. This should be in writing with, wherever possible, an assessment of the effect the problem had on performance
Stage 3 Lodge a copy of a mitigating circumstances form with the Postgraduate Office marked for the attention of the Chair of the Examination Board. Again, please make sure that you obtain a copy from the Office staff when submitting this form
For further information about obtaining coursework extensions see 5.8 (below), and for further information about submitting a mitigating circumstances form see 5.14 (below).
3.4 Student representation and feedback
3.4.1 Student representation
Each year student representatives are elected for each course, and they are an important formal channel of communication between students and staff. The names and contact details of student representatives are published on Studentcentral from early November each year.
All students are urged to consider standing for election as a student representative. It can be a very rewarding role, is an excellent personal development opportunity, and looks great on your CV. All newly elected student representatives are offered training for the role by the school, in conjunction with the University of Brighton Students Union, and support is available during the year as required. For further information about standing as a student representative, please contact the course administrator.
3.4.2 Student feedback
The school recognises the importance of formally obtaining and responding to the views of students in a systematic, consistent and transparent manner, taking action where necessary, and “closing the loop” by giving students feedback on resultant action, and the outcomes of student participation in decision making.
For example, the Student Liaison Committee comprising student representatives and chaired by the School Quality Director meets two/three times a year in order to provide a forum for students to comments on issues that may arise at both course and School level. Feedback is formally obtained from students via module feedback forms, the student representative system (see 3.4.1 above), and operation of the School’s policy for resolving academic problems (see 3.3.4 above)). Formal mechanisms for obtaining student feedback are inevitably, and often usefully, supplemented by informal channels and contacts with students.
Feedback from students is formally considered, and responded to, at course boards and at the School Board, and as part of the annual academic health process (see 3.5 below). Copies of the minutes of course boards will normally be published on the school area on Studentcentral within three weeks of each board.
3.5 Annual academic health process
The basic building block of the University’s quality assurance system, is the Annual Academic Health process, which ensures that all courses and their constituent modules are reviewed annually, drawing upon a range of data as appropriate. Reports are produced from module through to course level, and are synthesized into school reports which consider the range of courses within their portfolio. Schools’ reports are considered at faculty and university level. External examiner reports and student feedback are a vital part of this process.
Within Brighton Business School, all course academic health reports are considered and approved at the School’s Annual Academic Health Afternoon in October, to which student representatives are invited to attend and participate. Copies of all approved academic health reports and the School Academic Health Report will normally be published on the school area by mid-November.
4. COURSE STRUCTURE AND CONTENT
4.1 Course philosophy, aims and learning outcomes 4.2 Course structure and content 4.3 Academic calendar 4.4 Teaching and learning methods ______
4.1 Course Philosophy and Aims
Course philosophy The MBA offers a personalised experience for students and facilitates reflection on their learning and develops the knowledge, skills and capabilities required for enhancing professional management careers.
The philosophy of the overall MBA programme is based on the following core values:
Relevance to employment Ensure relevance through the practical application of knowledge via work-based projects where appropriate, including consultancy projects.
Academic excellence Ensure excellence through appropriate teaching and learning and assessment methodologies; effective use of Studentcentral; development of subject knowledge; recognition of the multi disciplinary nature of management; intellectual challenge; plural and inclusive views of business and management.
Development of appropriate capabilities Development of strategic and professional management capabilities through an integrated curriculum, which progresses from functional to holistic knowledge; assessment strategies which require analysis and problem solving; and supported by workshops in research methodology, quantitative methods and consultancy skills. Development of personal competences to include breadth of thinking, political awareness, increased employability, emotional intelligence and high level communication skills. This will be achieved through reflection on practice, action learning sets, discussions and group work within taught sessions.
Entrepreneurship Develop entrepreneurship through appropriate teaching, learning and assessment strategies as well as relevant curriculum areas including an elective in this area.
Commitment to a learner centred approach Acknowledge and value diversity of backgrounds (cultural and academic) and destinations through induction, group working and the general ethos of the course. Value and build on students' prior learning in teaching, learning and action learning sets. Foster increasing independence in learning and self-responsibility through supportive learning groups and appropriate assessment methodologies. Value and encourage learning outside the classroom, particularly from peers through group working. Use appropriate language in course documentation.
Quality and benchmarking Develop a programme which is perceived as high quality, is benchmarked externally and monitored effectively internally. This will be achieved through working with external bodies such as AMBA, through employer and student feedback.
Relationships Develop and maintain active partnership among students, sponsoring organisations and the university, based on respect and cognisance of what each partner has to offer. Strengthen relationships with employers. Establish and maintain student and alumni forums. Develop links across faculty and programme areas such as joint learning events across the post-graduate area. Interface with organisational in-house courses. Feed knowledge back into the workplace through a diversity of means including projects, consultancy work, alumni, conferences etc.
Research Establish and maintain a research culture through journal publication of student and staff research; an annual research conference in which student and staff research is presented; research workshops.
Internationalism Value and develop international and global competencies in the curriculum.
Flexibility Ensure flexibility in scheduling and study through providing a choice of attendance modes; a choice of progression routes with appropriate specialisation; choice of subject options; and a route into the MBA for non standard entrants, which does not compromise standards.
Student support Help students to fulfil their potential through provision of educational guidance; extensive library and e-learning support and action learning sets or learning support groups.
Lifelong learning Foster a learning community through involvement of alumni, conferences, invitation to research seminars and access to further study
Ethos The ethos of the MBA Programme is to provide a challenging and rewarding action focused learning experience to experienced managers that will enable the application of knowledge and theory to practice and will enhance the individual’s personal and professional development bring real benefit and added value through problem- solving to their present and future employers
Key characteristics of the MBA Programme • A challenging, enjoyable and supportive learning environment and culture. • Collegiality with other participants. • Willingness to engage in team and group work. • An understanding of the nature of competitive behavior balanced by recognition of the importance of team working. • Trust. • Helping others in the learning endeavour. • Supportive engagement with tutors. • The integration of the leadership and management experience which participants bring to the programme. • Freedom to express critical and challenging yet constructive . viewpoints. • An individual, personalised and flexible learning experience. • Managing within a postgraduate academic environment, • Responsibility for own learning.
MBA Programme aims . Enable students to develop strategic and professional leadership, management and personal capabilities to contribute to the efficiency, effectiveness and performance of their organisation.
. Contribute to and underpin the student’s general intellectual development.
. Foster and encourage an innovative entrepreneurial mindset to solve problems and pursue organisational opportunities.
. Develop students’ understanding of the role and functions of leadership, management in organisational, economic, social and political contexts.
. Broaden the student’s’ perspectives and enable a better understanding of the global, national and local business and management environments.
. Establish and embed the importance to students of working effectively with others as members of teams to achieve results.
. Develop independent reflective learners able to meet the requirements of post graduate level study.
. Develop integrative interdisciplinary thinking skills and approaches to problem solving.
MBA Programme learning outcomes . To have a systematic understanding of organisational behaviour and the management of people which underpin management of organisations in their environments. This should include current debates and new developments in knowledge as well as established theories.
. To be capable of critical examination of the different approaches to financial management, accounting and the measurement of performance as means of improving organisational effectiveness.
. To have a systematic understanding of the role of organisational processes and information systems and how these functions might be effectively managed. . To develop the ability to apply knowledge and concepts in order to identify problematic issues and possible improvements in management capabilities in organisations.
Specific FT MBA learning outcomes To develop the ability to critically analyse dynamic international business environments, selecting appropriate models, theories or analytical tools; providing a rationale for choice of methodologies; and taking cognisance of current managerial practice. Methodologies should include both established and innovative approaches. Analysis should show sound judgement, initiative and understanding of the complex, unpredictable nature of business environments.
To have a systematic understanding of the core business process and environmental disciplines which underpin general management in national and international contexts, including current debates and new developments in knowledge as well as established theories.
To have a systematic understanding of marketing in international contexts and should include a critical awareness of the issues, theories and techniques at the forefront of marketing
To have developed the ability to investigate problems or situations, which are of strategic significance within an organisation, drawing on relevant theories, models and frameworks to identify possible solutions and make recommendations.
To have developed understanding of innovation how it might be managed effectively to develop internal capability, processes, operations and market products and services successfully nationally and internationally.
To have developed a systematic understanding of how organisations might use strategic or holistic business and management disciplines to maintain their internal cohesion and position themselves to greatest advantage in their environments. Such understanding should include knowledge of established and leading edge theories and models
MBA Programme skills Able to work effectively as a member of a group of professionals and a wider local and international cross-cultural community, demonstrating self-responsibility, autonomy and contribution to the development of others. Able to select appropriate research methods and use them to good effect in order to investigate problems, issues or opportunities. Able to gather and critically evaluate evidence drawn from a range of sources, and to draw conclusions on the basis of the students own evaluations. This is likely to include contexts of incomplete data or ambiguity. Able to apply knowledge, theory and concepts to international organisational issues and problems. Capable of managing themselves, time, and ability to learn independently and continue to learn through critical self awareness and reflection on practice and experience. Able to devise creative, ethical and sustainable responses to problems, identifying opportunities, and be creative in their approach in their thinking and ideas. Able to listen to and communicate with others effectively orally, visually and in writing. This includes the ability to communicate complex arguments. Able to explore existing knowledge, taking a critical approach to the use of such knowledge and to report the findings of investigations to a standard which meets the academic criteria for postgraduate study. Able to take a leadership role in developing and implementing strategic initiatives developed from projects.
You might find it helpful to read the latest edition of the following book to assist you in gaining the most from your first year on the MBA (the latest edition of):
. Cameron, S. The MBA Handbook Harlow. FT Prentice Hall . Dainty, P and M Anderson. The MBA Companion. Palgrave Macmillan 4.2 Course Structure and Content
4.2.1 Course structure and content
The Full Time MBA is structured around three terms, delivered in 12months or 16 months for the international management MBA, and a number of MBA specific modules which are all mandatory in that you must complete and pass all the modules in order to gain the MBA Award. MBA & MBA (International Management) – Full Time Course * TERM 1: Sept - Jan TERM 2 January - March TERM 3 April - Sept*
Introductory Programme International Study Visit 2 Global Management Forum Research Methods Global Management Learning support groups International Study Visit 1 Forum Learning support groups Learning support groups Career development workshop
Management Environment International Strategy & Developing International and Economics Marketing Strategic Capability (20 credits) (30 credits) (40 credits, 3 subjects) - International Financial Accounting & strategy Managing People & Performance Management - Strategic Management, Organisations (20 credits, Block model) Ethics & Sustainability (20 credits, Block mode) - Managing change between Information Systems, Cultures Operations and Process Managing Innovation Management (10 credits) (20 credits, Block mode)
Elective studies (20 credits) for FT MBA (some in Term 3)
* The MBA International Management is 16 months in duration, normally requiring a term abroad at a partner university, or could be a work based assignment or research focused
4.2.2 Course content
The Full time degree partly shares the core modules with the part time degree. Three modules are delivered in Block mode. Block Mode means an intensive 5 day delivery of the module. The rest of the modules are delivered in weekly mode. The assessed modules amount to 180 credits, which if successfully passed, completes the MBA. Below is a brief explanation of the additional learning activities designed to build skills and applied knowledge.
4.2.3 Global Management Forum
To provide a programme covering a wide range of contemporary global issues and trends that will provide the students with an interesting and appropriate context for the post- graduate study of international business, and that should complement, support and help to integrate their MBA studies. This non-examined programme will involve guest speakers, Business School staff and also student presentations. It will cover key areas which may not be covered in the rest of the lecture programme
4.2.4 Residential Courses (International Study Visits)
As part of your MBA you will be expected to participate in two international residential courses. These are designed to develop both subject knowledge and practical international management skills in real situations.
Residential 1: Belfast (N. Ireland): Applied Research Methods / Consultancy Skills Course
Dates: Monday 10th November - Thursday 13th November 2014
A study of investment and business location in the Northern Irish Business Context.
The visit will assume that you are consultants who have been asked to evaluate the attractiveness of N.Ireland and, in this case, Belfast as a potential location for foreign direct investment. The visit is primarily designed to assess your applied knowledge of the Management Environment & Economics Module. In addition the visit develops business research skills, consultancy skills and team based intercultural management skills. We will have key sessions with leading professionals in the town including meetings with Invest Northern Ireland (the body responsible for attracting foreign investment to the Country), Belfast City Council (Head of Economic Initiatives), and local business investors ( providing case examples of real practice). Students will be expected to undertake independent research before & during the visit and then to present key findings.
NO SHENGEN VISA IS NEEDED FOR THIS BELFAST STUDY VISIT. If you are from outside the EU your UK student visa will enable you to travel.
Residential 2: Brussels (Belgium) and Reims (France)
Dates: Sunday 22nd February – Friday 27th February 2015
A study of the EU and International business strategy.
We will have a two-city, two country study visit which is designed to deepen understanding of the international business through, one the one hand, studying the role of the EU and, on the other hand, to build strategic leadership problem solving capabilities regarding two industries in two different national contexts. This study will fit very well with phase two (and excellent preparation for phase 3) of the MBA programme which will provide the concepts and theories for analysing the industry and provide practical insights into brand management and strategy at the specific product/brand level and the global corporate level. The visit will also further develop, building on phase 1, your research, consultancy skills and intercultural management understanding.
Brussels visit (2/3days): The European Union and the international business environment
Being at the heart of the European Union the city provides an excellent focus for understanding the multi dimensional roles of the EU in shaping the European, and also the global, business environment. We will organise some keynote speakers on the EU and visit the European Commission.
There will also be a day with high level managers of strategy and/or marketing at a local Brussels international business.
Reims visit (2/3 days): Study of the Champagne industry The champagne industry study has all the ingredients for developing understanding of business strategy and marketing. The competitive aspects of this industry are naturally being played at the national, European and global levels. We will normally visit the industry body ( CIVC), and at least two major Champagne house that owns a global brand {eg Taittinger, Louis Roederer ( producer of Crystal) }. Expert speakers on the industry will also be organised.
Note: a. Visas for Brussels/ Reims study
Please note, if you are from outside the EU YOU WILL NEED TO APPLY FOR A SHENGEN VISA. It will take a minimum of 4 weeks for a visa application to be processed. Please apply for visas early in phase 1. b. Contribution to travel costs
Students maybe expected to pay a small supplementary fee on joining the course, to contribute to covering the cost of the visits.
4.2.5 Careers Advice and Planning
A major objective of an MBA programme is to develop professional and personal skills that will help to advance career prospects. It is recognised that there are also skills to be developed for career planning and job hunting. Throughout the course advice and support will be given for this.
Some key aspects of this are:
The University Careers Service has extensive information and knowledgeable advice to offer Careers workshops during the course External speakers will often offer a careers dimension to their talks Information on careers fairs will be circulated Staff will be willing to discuss career developments in their own fields Access to careers planning information is available from Studentcentral homepage
Contact:
Visit the careers service website for advice on finding a job, CVs and interviews:www.brighton.co.uk/careers
Free careers counselling appointments – call 01273 642855
4.2.6 Progression A student will normally not be able to progress with the study of the MBA if they have failed in modules equivalent to 40 or more cat points. In exceptional cases, such as mitigating circumstances, at the discretion of the appropriate Progression Board and a recommendation from the course leader, a student may be permitted to progress without having passed both phase modules if it is believed that the student is capable of success in the next phase while completing the referred assessment of the previous phase. In cases where the student has attempted all module assessments but has not met the required learning outcomes, the student may be given one opportunity to provide additional evidence of achievement without having to repeat the module with attendance. The student will usually be required to undertake further assessment, the nature of which will be specified by the Examination Board. A referral of this nature is given at the discretion of the Examination Board in cases where the student has demonstrated that (s)he could achieve a pass by undertaking additional study.
If a student does not pass a module following a referral, s(he) fails the module. The student may, at the discretion of the Examination Board, be allowed to repeat the failed module once with attendance.
Students who receive feedback that one or both of their modules were unsatisfactory will be counseled on the wisdom of progression.
Please note that the final decision regarding all results is made at the examination boards.
Progression for MBA (International Management) 16mths
In order to progress to the term abroad students should normally have no fail/referrals from phases 1 & 2 and achieve an average above 55% for phase 1. When demand for partner universities exceed supply an allocation process will take place. Places will normally be allocated to the highest performing student on individually assessed modules (not the group based module) in phase 1.
4.3 Academic Calendar – see Appendix 1
Teaching will typically run at Mithras House unless stated otherwise.
Communication regarding the teaching will be sent to your university e-mail address and module programmes and reading lists will normally be made available in the relevant area on Studentcentral at least two weeks in advance of the first day of the module.
4.4 Teaching and learning methods
The Induction
The course normally begins with a two day induction at the start of the course, see appendix 1 for details. Participants will be provided with a detailed Induction Programme in advance and are required to attend the Induction. Each day will start at 9.30am and end approximately by 4.30pm approx.
The Induction provides an opportunity for all those involved in the Brighton MBA programme to meet prior to the start of the course and is intended as a first step in the establishment of a learning community among participants.
The induction will include the following activities:
. meeting fellow MBA students and staff . managing the transition to higher education . understanding personal learning styles . establishing learning support networks . discussion of the values and ethos of the programme . exploring the nature of personal and managerial development within the programme . examining the relationship between academic knowledge and practical experience . discussing expectations within Higher Education . writing academic reports . using the university learning resources . an introduction to action learning . Membership of professional bodies
Learning Support Groups/Action Learning
Brighton Business School is an international recognised centre of excellence in action learning in management education. We hope that you will take advantage of the opportunity to enhance your MBA experience by joining an action learning set.
You will work in a small learning support set with a tutor. The main function of the set is to create an atmosphere which encourages learning, and to use processes which stimulate learning from action. The set provides the focus for reflection on your learning.
Set meetings will focus on the projects and other work for the MBA modules, but may also focus on other aspects of your personal and professional development. During induction you will draw up a personal and professional development plan. Learning set meetings will provide an opportunity to revisit this.
Work in a learning support set is a consistently stretching activity. The set has many roles including: giving receiving supporting questioning challenging practical help
The meetings will be facilitated by a member of staff who is an experienced action learning set/learning support group adviser. The set adviser's role is to –
facilitate the process intervene appropriately, e.g. to keep the work on track, to raise awareness of what is going on.
Set meeting days will be scheduled.
Appendix 3 contains an extract from Action Learning: A Journey of Discovery and Development by Krystyna Weinstein (Harper Collins 1995 ISBN 0-00-638224-X). This provides an overview of how action learning works and the benefits it brings.
Guided Study
After each module, you have a number of weeks of guided study. During these weeks your module tutors will be available to support your learning and help you to prepare for the module assessment. This may take the form of group revisions sessions, surgeries or individual discussions.
It is up to you and your tutors to negotiate a plan of activities which will be helpful and give you the best possible chance of success. You are encouraged to be proactive in making sure that you make the most of this time. Studentcentral
The MBA team tries to make available as much electronic information as possible. You will find announcement about the course, syllabuses, assessment details, assessment results, the handbook and other administrative material at:http://Studentcentral.brighton.ac.uk. To log into Studentcentral you will need to use your university username and password. To obtain this password you need to register for your university electronic account either at the Induction or later in one of the computer poolrooms - instructions on how to self-register are on the poolroom wall. You will need your unicard to do this, which will be given to you once you have enrolled. Instructions on how to access Studentcentral will also be given at the Induction.
For further information about how to use Studentcentral, please see Appendix 2.
Student Services
For full information regarding student services please see Section 8. 5. COURSE ASSESSMENT
5.1 Nature of assessment 5.2 Coursework marking guidelines 5.3 Coursework presentation 5.4 Referencing your work 5.5 Coursework word limit and word ranges 5.6 Coursework submission 5.7 Late coursework 5.8 Coursework extensions 5.9 Return of coursework 5.10 Examination timetables 5.11 Examination past papers 5.12 Examination results 5.13 Mitigating circumstances 5.14 Plagiarism, collusion and cheating in examinations 5.15 Appealing the decision of an examination board
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5.1 Nature of assessment
Assessment philosophy
The assessment scheme for the MBA is designed to be consistent with the nationally defined criteria for Masters level study. These are set by the Quality Assurance Agency for Higher Education.
Study at or informed by, the forefront of professional discipline. Originality in the application of knowledge. Awareness of how the boundaries of knowledge are advanced through research. Ability to deal with complex issues systematically and creatively.
The assessment scheme asks you to demonstrate your knowledge and understanding of the subjects which you study through applying your knowledge to business and management situations and cases. You will show understanding by selecting appropriate theories, models and techniques for the situations which you are looking at.
The subject disciplines can be thought of as the building blocks of the MBA. The ‘masterly quality’ of the degree resides not in just accumulating these building blocks but in applying the knowledge critically, analytically and creatively. The MBA aims to contribute to your success in management by enabling you to use your knowledge effectively to solve problems and achieve improvements within your own organisational context.
Assessment
The assessment scheme is designed to assess your knowledge and understanding of business and management theory, your ability to apply theory to a range of situations, your diagnostic and problem solving ability, your ability to analyse complex scenarios / situations, your ability to make recommendations for improvement, your ability to learn from reflection and finally your ability to work independently. This assessment takes place in various forms which will be explained by each module leader and the details can also be found in the module descriptors which are found in a separate Module handbook. You will get a copy of this handbook at the Induction but It can also be found on Studentcentral in the MBA study area. Outline of the assessment criteria for the Reflective Statement can be found below. 5.2 Coursework marking guidelines
Module assessment The MBA uses a numerical marking scheme under which the following grades can be achieved within a module:
- High Distinction – (80 and above) - Distinction – (70 – 79) - Merit – (60 – 69) - Pass – (50 – 59) - Fail and Refer – (30 – 49%) this is a provisional failure which can be overturned if you provide additional satisfactory evidence of achievement of the module learning outcomes required to achieve a pass standard. - Fail and no referral – (Below 30%) Grading criteria
The following grading criteria, based on the University’s postgraduate marking/ grading descriptors, indicate the marks and classifications to be awarded for various standards of written work. Your work will be marked in percentages, with the exception of those few modules that just need Pass/fail As each subject has its own emphases and as assignments may vary in their approach (e.g. essays, reports, projects etc.) so descriptions offered here are inevitably generalised and will need to be interpreted and adapted to the specifics of each assignment. Sometimes you will be issued with supplementary grading criteria which are specific to the particular task you have been set.
High Distinction (80-100%) An outstanding response to the task: all learning outcomes/assessment criteria have been achieved to an exceptionally high level. The work demonstrates most or all of the following characteristics beyond that expected for work at the given level of study within the discipline: Exceptional display of understanding, exploration, insight and/or research Potential for publication/exhibition1 and/or ability to undertake further research All specifications for the assessment task, including word limit where appropriate, have been strictly adhered to The organisation, structure and standard of presentation of the work, including any subject- specific conventions2 where appropriate, are exemplary throughout Evidence of effective communication of work to specialist and non-specialist audiences Stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level The work has been approached and/or executed/performed in an original way Inspirational, innovative and authoritative - evidence of intellectual rigour, independence of judgement and insightful contextualisation, including relevant theory/literature/artefacts/performance Clear evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence Evidence of very high quality analysis, synthesis, evaluation and critical appraisal Outstanding problem solving skills – suggests alternative approaches Ability to address complex issues both systematically and creatively - challenges established knowledge Distinction (70-79%)
1 Includes equivalent influential dissemination 2 For example use of language, referencing An excellent response to the task: all learning outcomes/assessment criteria have been achieved to a high standard and many at an exceptionally high level. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline: In-depth understanding, exploration, insight and/or research Potential for publication/exhibition3 and/or ability to undertake further research All specifications for the assessment task, including word limit where appropriate, have been adhered to The organisation, structure and standard of presentation of the work, including any subject-specific conventions4 where appropriate, are excellent throughout Evidence of effective communication of work to specialist and non-specialist audiences Convincing arguments that are likely to be at the limits of what may be expected at this level The work has been approached and/or executed/ performed in an original way Insightful contextualisation, including relevant theory/literature/artefacts/ performance Clear evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence Evidence of high to very high quality analysis, synthesis, evaluation and critical appraisal Excellent problem solving skills – suggests alternative approaches Ability to address complex issues effectively – challenges established knowledge
Merit (60-69%) A good to very good response to the task: all learning outcomes/assessment criteria have been met fully at a good or very good standard. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline: Good to very good understanding and exploration, some insight and/or thorough research Some capacity to undertake further research No significant inaccuracies, misunderstandings or errors The specifications for the assessment task, including word limit where appropriate, have been adhered to The work is well organised, coherent and the standard of presentation including any subject-specific conventions5 where appropriate, is at least good Evidence of effective communication of work Ability to present structured, clear and concise arguments The work has been approached and/or executed/performed in a comprehensive way with some degree of originality Appropriate contextualisation, including relevant theory/literature/artefacts/performance Evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence Evidence of high quality analysis, synthesis, evaluation and critical appraisal Good or at least competent problem solving skills – suggests alternative approaches Ability to address complex issues competently – explores established knowledge Pass (50-59%) An adequate to sound response to the task: all learning outcomes/ assessment criteria have been met. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
3 Includes equivalent influential dissemination 4 For example use of language, referencing 5 For example use of language, referencing Sound understanding and exploration, some insight and/or appropriate research Some minor inaccuracies and/or misunderstandings – small but not significant errors Some minor aberrations from the specifications for the assessment task, including word limit where appropriate The work is suitably organised6 and the standard of presentation, including any subject- specific conventions7 where appropriate, is at least sound Ability to develop an argument but can lack fluency The work has been approached and/or executed/performed in a standard way with limited evidence of originality Some contextualisation but with a heavy reliance on a limited number of sources and, in general, the breadth and depth of sources and research are lacking Evidence of study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence Some, but limited evidence of analysis, synthesis, evaluation and critical appraisal Some evidence of problem solving skills Some evidence of ability to address complex issues adequately
Fail (40-49%) An unsatisfactory response to the task: one or more of the learning outcomes/ assessment criteria have not been met. The work may display some strengths but these are outweighed by several weak features in relation to those expected at the given levelof study within the discipline, such as: Limited understanding and/or exploration of major ideas with very little insight and/or minimal research Some significant inaccuracies and/or misunderstandings – gaps in understanding and/or knowledge Insufficient attention paid to some of the assessment criteria and some significant aberrations from the specifications for the assessment task8 The work is too descriptive, somewhat disorganised and unclear and the standard of presentation, including any subject-specific conventions9 where appropriate, is poor Development of an argument is limited and often flawed The work has been approached and/or executed/performed in poor way The context provided takes the form of description lacking any breadth, depth and accuracy Limited or inappropriate research and demonstrated ability to reach decisions Insufficient evidence of analysis, synthesis, evaluation and critical appraisal Little evidence of problem solving skills Barely addresses complex issues
Fail (0-39%) An unsatisfactory response to the task: most of the learning outcomes/ assessment criteria have not been met. The work fails to meet the requirements in relation to those expected at the given level of study within the discipline, exemplified by:
6 Clearly presented but with little development 7 For example use of language, referencing 8 Such as not keeping to the word limit and / or minor elements of the work missing 8 Such as not keeping to the word limit and/or minor elements of the work missing 9 As 1 Very limited understanding and/or exploration of major ideas with little or no insight and/or minimal research Several significant inaccuracies and/or misunderstandings – minimal or no evidence of knowledge and understanding of the subject Insufficient attention paid to several of the assessment criteria and some serious deviations from the specifications for the assessment task10 The work is mainly descriptive, poorly structured and the standard of presentation, including any subject-specific conventions11 where appropriate, is poor The work lacks supporting evidence or argument The work has been approached and/or executed/performed in a very poor way Failure to contextualise from sources Little or no evidence of analysis, synthesis, evaluation and critical appraisal Little or no evidence of problem solving skills Failure to address complex issues
Conditions for the referral will be determined by the Examination Board. Referrals are capped at 50% which is the lowest pass grade.
A fail will be given if the student has not attempted the assessment task for the component or where the Examination Board does not consider that the student can demonstrate the learning outcomes for the components by undertaking supplementary assessment. The student will normally be given the opportunity to repeat the module in full with attendance during the next academic year. Repeats are capped at 50% which is the lowest pass grade.
MBA Award assessment An MBA will be awarded when a person has passed all requisite modules within each Phase of the MBA course (attaining at least 180 Credits). Please see section 6.6 for further details.
The assessment regulations on the MBA will follow GEAR unless otherwise stated.
Progression Normally, to progress on the MBA a student is only allowed if a student has not failed more than 40 cats points. However, the two different modes of study (full time and part time) require different progression rules. This is mainly because the part time MBA has more time between modules to enable referral students to achieve passes before taking the next phase. With the intensive nature of the full time MBA this is not possible. For anyone transferring between modes of study (from part time to full time or vice versa) normally a person should have passed the relevant assessments undertaken before being allowed to progress. In exceptional cases, such as mitigating circumstances, at the discretion of the appropriate Progression Board and a recommendation from the course leader, a student may be permitted to progress without having passed both phase modules if it is believed that the student is capable of success in the next phase while completing the referred assessment of the previous phase.
10 Such as not keeping to the word limit and/or major elements of the work missing 11 As 1 In cases where the student has attempted all module assessments but has not met the learning outcomes, the student may be given one opportunity to provide additional evidence of achievement without having to repeat the module with attendance. The student will usually be required to undertake further assessment, the nature of which will be specified by the Examination Board. A referral of this nature is given at the discretion of the Examination Board in cases where the student has demonstrated that (s)he could achieve a pass by undertaking additional assessment.
If a student does not pass a module following a referral, (s)he fails the module. The student may, at the discretion of the Examination Board, be allowed to repeat the failed module
The regulations from GEAR apply to referral and progression on the MBA.
Compensation Compensation within a module will normally apply where a student has achieved a minimum of 40% in the individual components of the module.
Projects
Each module assessment will have either a controlled assessment or a an individual project as part of the summative assessment work. Projects requires you to critically apply theories, models and concepts from the module to a managerial issue or problem which can either be provided by your module leader or be of your own choice based on your organizational context. When choosing a topic for your project you need to ensure that you will be able to demonstrate the learning outcomes of the module. See the individual module descriptors in the Module handbook for details about the learning outcomes.
Writing your project Each module leader will advise you of any criteria particular to their module. Please make good use of the ‘Guide to Assignment Writing’ issued at the Induction.
Project word length See module descriptor for details.
Referencing your work For details and guidance regarding correct referencing techniques and avoiding plagiarism please refer to the Brighton Business School Referencing Handbook. A copy of this document can be found on Studentcentral, via your Course Area.
Plagiarism, collusion and For detailed information about the Business School rules Examination room rules on these matters please see the University of Brighton Plagiarism Awareness pack, which was handed out at the Induction. A copy of this document can be found on Studentcentral, via your Course Area. Further information on plagiarism and collusion can also be found later in this handbook. Controlled Assessments
The aim of controlled assessments is to ensure that you have a breadth of understanding of the module and also ensures that the work presented by students for assessment is their own work. The project, in contrast, provides the opportunity to write in depth about an area of your own choice whilst meeting the learning outcomes. The controlled assessment is structured in such way that the questions you will be asked will require you to apply your knowledge and understanding to management situations and critically discuss management theories / models, rather than just show that you know these. The length of the assessment gives you enough time to think your answers through. If the controlled assessment takes form of a written assessment you will be allowed take books and your own portfolio of notes into the room. However, the controlled assessment might also take the format of a presentation and the guidance for this will be provided by the module leader.
Failure to attend for a controlled assessment shall be deemed to constitute failure in that assessment and a mark of the lowest fail grade will be recorded, unless a student submits valid mitigating circumstances supported by relevant evidence for their absence. For further details see the University of Brighton General Examination and Assessment Regulations (GEAR). A copy of this document can be found on Studentcentral, via your Course Area.
Anyone who has not undertaken the controlled assessment and who has had mitigating circumstances accepted by the Examination Board will be required to take the assessment under controlled conditions for this module at a later stage.
The Reflective Statement
The Reflective Statement is a subjective and personal statement of the impact of your learning on the MBA on your professional and personal development. Its purpose is to help you to consolidate your learning gained from the individual modules on the MBA programme and to assist your ability to become a reflective practitioner continuously engaged in and improving your personal skills as well as professional practice.
Although the reflection is not taken into account in the awarding of distinctions, it forms an important part of your formal assessment and demonstrates you ability to learn from the range of learning opportunities offered by the MBA.
It should:
Show evidence of analysis of the academic models and theories presented by each module that goes beyond a mere description. Demonstrate a personal reflection on the extent to which you are or in the future will be able to meet the module and overall MBA learning outcomes through application of theory to practice. Be an honest reflection of the relevance and impact of the learning. Show professional and personal learning and consideration of the application of this learning into current or future managerial role(s).
Writing Reflections
When writing reflections, it may be useful to ensure that you have covered the following questions:
a) Contribution to your professional role
Reflect upon at least 2 academic theories/models which have been covered by the module or the MBA course so far and describe how you believe that these models/theories have or will contribute to your current or future professional role as a manager. Reflect upon the extent to which you can demonstrate the knowledge covered by at least two learning outcomes from the module or the overall MBA course, see page 16 – 18 in this MBA Handbook, and how this can be applied in order to contribute to the improved performance and competitive advantage of your current or future organisation.
You can do this by asking yourself questions such as:
What was the most important new learning that I gained from the module and the MBA course so far? Why was it important? Has or will the learning make me a more effective manager/leader and decision- maker? How do I use what I have learnt in this module and the MBA course so far? Where? When? If I think that some of the learning is not relevant - Why not?
b) Contribution to your personal development Reflect upon examples of how you believe that the module has provided greater insight into your personal development by drawing actively on the Personal Development Plan, which you were given at the MBA Induction. Reflect upon the intellectual as well as professional/practical skills required by an MBA, see page 17 in this handbook for details, and examine the extent to which this module or the MBA so far has contributed to the development of these skills. Discuss in details at least two of these skills.
You can do this by asking yourself questions such as:
What difference has this module or the MBA course so far made to how I work or plan to work in my organisation? To what extent has the learning from this module and the MBA course so far changed my understanding of how an organisation behaves? Has the learning from this module and the MBA course so far changed the way in which I appreciate new knowledge? Has the learning from this module and the MBA course so far changed the way in which I interact with other people?
Marking The Reflective Statement will be marked according to a pass, refer and fail marking scheme. Pass Pass will be given if the student gives an honest and personal reflection covering all or the majority of the main points as described above. Refer A Refer will be given when the student has attempted to reflect but where there is insufficient reflection of learning relevant to the module. Fail A Fail will be given in the situation where the student either does not submit a Reflective Statement or has made no attempt to reflect on the learning provided though the module.
Reflection Word length 1000 - 1500 words.
Algorithm for the determination of the award with merit and distinction
Postgraduate Certificate and Postgraduate Diploma awards
Merit will be awarded to students for the PGCert and PGDip awards who have satisfied the requirements of the award and have achieved a credit-weighted mean mark from all modules across the award of 60.00-69.99. Distinction will be awarded to students for the PGCert and PGDip awards who have satisfied the requirements of the award and have achieved a credit-weighted mean mark from all modules across the award of at least 70.00.
Master’s awards
Merit will be awarded to students for the Master’s award who have satisfied the requirements of the award and have achieved a credit-weighted mean mark from all modules across the award of at least 60.00 and a mark of at least 60 in the final element.
Distinction will be awarded to students for the Master’s award who have satisfied the requirements of the award and have achieved a credit-weighted mean mark from all modules across the award of at least 70.00 and a mark of at least 70 in the final element.
The ‘final element’ is valued at 40 credits at M level.
5.3 Coursework presentation
These guidelines are based on our requirements for placement projects and dissertations, but should be valid for most written work produced during your course. Please note, however, that special conventions apply to the presentation and referencing of legal scholarship. Therefore, if you are submitting a piece of law coursework please refer to the detailed guidance in the Studying Law at Brighton Business School Handbook. An electronic copy of the handbook is available on the School area of Studentcentral.
The report should be on A4 paper with one-and-a-half spacing between the lines, single or double sided. Appendices may be single-spaced. Each page in the main report should be numbered with page numbers at the foot of the page.
There should be a margin of at least 1.5 inches (4 cm) on the left side of the page, both for the text and for any diagrams. Top, right and bottom margins should be at least 1.25 inches (3 cm). The right margin should be unjustified (i.e. left 'ragged') to aid readability.
The main text should be in a single 12-point font, e.g. Times New Roman or similar. An alternative font such as Arial in a smaller point size may be more appropriate in diagrams and tables. Use bolding for emphasis within the text and for section headings.
Any material copied directly from another author must be enclosed in quotation marks, followed immediately by a reference to the source. Individual quotations should not normally exceed one paragraph, and quotations should not exceed 5% of the length of the report.
You are responsible for the accuracy of the finished work so after it has been completed you should use the spell-checker to catch any typographical and spelling errors. You should also proof read it yourself (or have it read by someone else), as the spell-checker is not likely to catch every error.
5.4 Referencing your work
It is important in academic writing to reference all the important ideas and facts in your work. It is also the best way to avoid any risk of plagiarism (see 5.15 below). You should do this:
When you quote directly using others’ words in quotation marks When you paraphrase the arguments or theories of others in your own words When you use evidence from the work of others to support your own arguments When you rework published data or use it as the basis of your own calculations.
To ensure that you reference properly, you should carefully read and follow the guidance contained within the Brighton Business School Referencing Handbook, which is based on the Harvard referencing system. An electronic copy of the Handbook is also available on the School Area and all Course Areas on Studentcentral.
Therefore, no student has any excuse for not referencing properly, and poor referencing may have a negative impact on the mark that you receive for your work. Non-referencing will constitute plagiarism, which is considered a very serious form of academic misconduct (see 5.14 below).
5.5 Coursework word limits and word ranges
Every piece of coursework you are set will either have a word limit or a word range, which you should make sure you observe. Normally, if your coursework has a word limit e.g. 2,000 words, then the marker will normally stop reading the work once you have exceed the word limit by 10%. If you write less than the word limit you risk not maximising your potential mark. If your coursework has a word range e.g. 1,500-2,000 words, then the marker will normally stop reading the work once you have exceeded the upper figure. If you write less than the lower word limit you risk not maximising your potential mark. For the purpose of calculating the word count, contents page, executive summaries, tables, appendices and reference lists / bibliographies are always excluded.
You are required to declare a word count for every piece of work you submit.
5.6 Coursework submission
Your lecturer will specify the date and time by which your assessed coursework has to be submitted. You must keep to this deadline unless you have been granted an extension by the Course Leader. If you are likely to face difficulties submitting at the specified time, then submit your work in advance.
All coursework must be submitted digitally via studentcentral. For word documents you are required to submit a digital copy of your assignment using Turnitin on studentcentral. For documents using Excel, submission of the digital copy is via Blackboard on studentcentral. We only accept coursework for marking on submission of the digital version and reserve the right to scan versions for plagiarised material.
5.6.1 Submission of digital copy
Each module has its own area on studentcentral and, if the module involves coursework, you will find a link in the menu called “Assessment” through which you should submit your work. Details on how to submit the digital copy on studentcentral can be found on http://ask.brighton.ac.uk/portal/public/? querytext=assignments&tabid=2&searchradio=searchall&searchsubmitted=true
5.6.2 Submission of digital copy
Each module has its own area on Studentcentral and, if the module involves coursework, you will find a link in the left hand menu called “Assessment” through which you should submit your work. Details on how to submit the digital copy on Studentcentral can be found in the Appendix – Assignment submission via Studentcentral.
5.7 Late coursework Submission deadlines are sacrosanct. Students must submit all work for assessment in the manner and by the date previously notified to them unless an extension to deadline has been granted (see 5.8 below). Assessed work submitted after the published submission deadline will be considered late submission and will be subject to a standard penalty. Students submitting work within two weeks after the submission deadline (this includes a new submission deadline following an agreed extension to deadline) or the last working day immediately prior to the feedback date where this is shorter than two weeks can be provided with feedback. Beyond this date assessed work will not be accepted and a mark of zero will be awarded for non-submission. The penalty for submitting late work is that the work will be capped at the pass mark i.e. 50% or the actual mark where it is a fail. There is no entitlement to submit late for the submission of referred work. Individual members of staff cannot waive these penalties as it is University policy.
5.8 Coursework extensions
In exceptional circumstances students may apply for an extension to the submission date. An extension is granted in order that an assignment can be submitted as if on time i.e. the deadline for students with extensions is effectively put back to a later date.
5.8.1 Grounds
It is not possible to give a full list of reasons for which extensions may be granted. The typical case is where you have been ill during the time when an assignment was due to be written. However, any unforeseen circumstances which disrupt your study may represent an appropriate reason.
If the standard of your work has been affected by the circumstances which caused you to apply for an extension, you should also submit mitigating circumstances at the end of the semester (see 5.13 below) and explain, in your supporting documentation, both the nature of the circumstances and the reason that the extension was not sufficient for you to produce your best work.
In considering whether or not an extension to a deadline should be granted, the designated signatory will be mindful of the following points:
When applying for an extension you are normally required to submit documentary evidence of the reason for the application.
The nature of coursework is such that minor illnesses during the time when you would be expected to be working on the assignment will not constitute good grounds for granting an extension, even if these occur within the final few days before the deadline. Serious illness or injury, where supported by documentary evidence, will normally be appropriate reason for an extension to be approved.
Computer failure, or the loss of data from a computer disk, will not normally be deemed a satisfactory reason for late submission. Paid employment commitments do not constitute grounds for an extension, or mitigating circumstances, for full-time students. Part-time students who are in full-time employment are expected to prioritise University deadlines. Exceptionally, such as where work commitments change at short notice through circumstances beyond your control, an application will be appropriate. In such cases , and especially where the course is undertaken as professional development, it is anticipated that the designated signatory will consider applications sympathetically where they are supported by evidence in the form of, for example, a letter from your line manager. In considering an application for an extension, the designated signatory will have regard to the other students on the programme who have not requested an extension, and will ensure that these students would not be unfairly disadvantaged by the granting of the extension.
5.8.2 Procedure
Students should complete an Application for Extension to Deadline Form, obtainable from the Postgraduate Office, attaching any medical certificate or other written evidence, and return it to the Course Administrator. Students must normally apply as soon as possible but no later than two days before the submission date. All such applications will be dealt with by the Course Leader who will reply in writing, setting a new submission date where appropriate.
5.9 Feedback on coursework
Your module tutors will indicate when you should receive provisional marks and feedback on your coursework, which will normally be available within 20 working days if the work has been submitted on time. However, where work is due for submission during or after the first week of the Summer term, the marks will not be made available to students until after the relevant examination board has met to agree the results. Occasionally, due to unforeseen circumstances (such as staff illness), there can be other delays in publishing marks and feedback and where that happens your module tutor will let you know and provide you with a revised date.
Please note that all coursework marks returned prior to the relevant examination board are provisional, and are subject to approval of the examination board.
Normally examination scripts are not returned to students.
5.10 Examination timetables
Examination timetables will be published at least three weeks in advance of the relevant examination period on your course area on Studentcentral. It is your responsibility to obtain the details of your examinations, and make sure that you attend at the right location, on the correct day and at the correct time. If you arrive late for an examination, you will not necessarily be given extra time, and if you arrive more than 30 minutes after the start of the examination you will not be permitted to enter the examination room. If you are unable to attend an examination you should submit a Mitigating Circumstances (see 5.13 below).
5.11 Examination past papers
Copies of the past two years examination papers for all modules are available on the “My School: Brighton Business School” area on Studentcentral. However, answer guidelines are not available. 5.12 Examination results
A pass list will be published on studentcentral as soon as possible after the Examination Board and a letter will be sent to you detailing your results within two weeks of the Board. Due to current data protection legislation, examination pass lists identify students by their University student number rather than their name. Therefore if you attend the University to consult the pass lists it is important to bring along your student number. Administrative staff will be very busy at this time preparing results letters and will not be able to look up student numbers. Please do not ask the tutors, course leader or course administrator for your results. They are under a lot of pressure to get the results out to you as speedily and as accurately as possible and any such requests just slow them down. Under no circumstances will results be given by telephone or e-mail.
5.13 Mitigating circumstances
Where you consider that your performance in an assessment has been adversely affected by circumstances beyond your control and you wish the Examination Board to take this into account you should complete a Mitigating Circumstances form. If you are unable to attend an examination you should also submit a Mitigating Circumstances form. Full details on mitigating circumstances can be found in GEAR. However, the following should be noted:
5.13.1 Grounds
In considering claims for mitigating circumstances, your Course Examination Board (or other appropriate body) will consider:
the severity of the mitigating circumstances, and the reasonableness of a claim that such circumstances might have affected performance; the documentary evidence; the time period affected, and the likelihood that performance may have been affected; whether it is reasonable to suppose that the circumstances should have been foreseen by the student, or were avoidable.
The following are indicative of the kinds of circumstances which will normally be considered valid, where the evidence and timing are available to support the claim:
personal illness; illness of a family member; death of a family member or close friend; personal / psychological problems.
The following are indicative of the kinds of circumstances which will NOT normally be considered valid, even when they can be supported by independent documentary evidence:
paid employment; other University deadlines; car breakdown; lateness of lift to the University; missing a bus or train; oversleeping; misunderstanding timetable, or not knowing about times; computer problems (including corrupted disks or printing problems); job interview; any ongoing situation known to the student; other circumstances which it is reasonable to suppose might have been foreseen.
5.13.2 Procedure
If you believe that your mitigating circumstances should be considered you must complete and submit a Mitigating Circumstances form, via the Postgraduate Office, to the Chair of the Course Examination Board explaining: (i) Which assessments were affected
(ii) How the circumstances affected your performance.
You need to ask the Postgraduate Office staff if you do not know who the Chair of the Course Examination Board is. The form and any supporting letter must be accompanied by third party documentary evidence, e.g. medical certificates. Self Certification of Illness notes will NOT be accepted- you must produce a doctor’s certificate.
The form and any supporting letter together with supporting evidence must be handed into the Course Administrator as soon as possible and certainly no later than 5 working days after the assignment/ examination to which they relate. Students should try and consult their Course Leader before submitting their forms and supporting evidence so that the Course Leader can speak on their behalf when mitigating circumstances are considered.
Any Mitigating Circumstances not submitted in this way will not normally be considered by a Course Examination Board. See also the section on appealing against an Examination Board decision where it warns that late submission of mitigating circumstances is not normally allowable.
5.14 Plagiarism, collusion and cheating in assessment
If you attempt to gain a grade by fraudulent means you can be severely punished by the Course Examination Board – see GEAR.
5.14.1 Plagiarism
Plagiarism is essentially presenting (directly or indirectly) another person's thoughts, writing, etc. as your own. Quoting directly without quotation marks and attribution is plagiarism. Copying material from a textbook, lecture material, article, digital file or another student, even if you paraphrase, may be considered plagiarism.
It is your responsibility to be fully aware what constitutes plagiarism and what does not. As a starting point, you should read the University’s Plagiarism Awareness Pack – you will be provided a paper copy of this pack when you start your course, and electronic copies are available on the “MY School: Brighton Business School” area and all Course Areas on Studentcentral. Also, a short Powerpoint presentation showing the sort of copying our plagiarism software can detect can be found on the School Area and all Course Areas Studentcentral. By properly referencing all your work, you can avoid a plagiarism allegation, so you should also be fully conversant with the Brighton Business School Referencing Handbook.
Plagiarism is an issue facing all universities across the world and strikes at the heart of academic standards. We shall be insisting that wherever possible all assessed coursework is submitted to us in printed form AND also in digital form. Most of your lecturers will ask you to submit your digital copy via the Studentcentral module assignment box, others will ask for a copy on disk. We shall only accept coursework from you for marking if we have both the printed AND the digital versions. Be warned, we shall be sampling this work with highly effective software designed to detect copying.
5.14.2 Collusion
Copying the work of a fellow student is also treated very seriously as it is unlikely to happen inadvertently. Don’t lend your notes, computer disks or assignments to other people, particularly if you suspect they may copy them. You may find it difficult to prove that you were the originator of the work if it is copied. It should be noted that in cases of copying between students these penalties may also have to be applied to the original author as well as the author who copied the original piece of work if it cannot be established which was the copy and which was the original.
If the assignment is an individual piece of work make sure that it is your own work and not that of a group. Presenting a piece of work as yours when it is, in fact, the work of a group is collusion and is a form of fraud.
5.14.3 Cheating
Cheating in examinations by whatever means, including copying from unauthorised material or from another student’s script, consulting information or individuals while absent from the examination room, or attempting to gain a higher grade by fraudulent means, is also strictly forbidden.
Recently a small number of students were caught bringing into the examination hall illegal material that could have been of benefit to them when answering questions. In all cases the students were heavily penalised. The default for most modules is that you are not allowed to take any material into the examination room apart from pens, pencils and possibly non programmable calculators- and , of course, yourself!. If you are allowed to take material into the examination room please make absolutely certain that you have checked with your lecturer exactly what you are and are not allowed to take in long before the date of your examination. As each module is likely to have different forms of assessment you will need to check with the Lecturer for each module. Ignorance of the rules is not a defence that we will listen to.
5.14.4 Penalties
Penalties for plagiarism and collusion include being marked as zero for the assignment, zero for the module or even harsher penalties. A similar penalty is applied for cheating in examinations. Repeat offences carry stiffer penalties.
5.15 Appealing the decision of an examination board
Examination Boards are conducted under the University of Brighton’s General Examination and Assessment Regulations (GEAR), a copy of which is available on the “My School: Brighton Business School” area on studentcentral.
Where a student wishes to request a review of an examination board decision, s/he should give notice in writing by completing in full the Stage 1 Academic Appeals form and sending it to the Chair of the Examination Board via the email address bbs- [email protected] within 15 working days of the notification of the results. The case will be given an initial consideration to establish if it conforms to one of the four grounds of appeal set out below. If it does the student will be advised of the formal procedures to follow. If the appeal passes the initial consideration, the case will move to the formal processes as set out in GEAR. Normally, appeals submitted outside the specified time scale will be ruled invalid. You must state the decision against which you are appealing and the grounds for your appeal; you must also submit documents supporting your claim.
Grounds for appeal
A request for a review of an Examination Board decision may only be made on one or more of the following grounds:
1. That a student has submitted evidence of mitigating circumstances which were not considered by the Examination Board; 2. That the Examination Board was not aware of mitigating circumstances affecting the student’s performance because the candidate had been unable, or for valid reasons unwilling, to divulge them before the Examination Board reached its decision; (It is only in exceptional circumstances that an appeal will be heard on the basis of evidence submitted after the meeting of an Examination Board, and the attention of students is drawn to the importance of notifying the Chair of the Examination Board and/or Course Leader, in writing, of any circumstances extraneous to the course which might be prejudicial to their performance, as soon as possible, preferably before the examination and in any event before the examination board meets)
3. That the examination procedures were not followed in accordance with the regulations, resulting in an error in the candidate’s assessment;
4. That some other material irregularity had led to a breach of the procedures or regulations resulting in a decision detrimental to the student.
These are the ONLY grounds for appeal. There is no right of appeal against decisions of an Examination Board, which are matters of academic judgement. Similarly a student may not lodge an appeal on the grounds of dissatisfaction with the design, curriculum or delivery (teaching, departmental support, etc.) of a course. Note in particular that marks awarded are matters of academic judgement, i.e. you cannot ask for an examination script to be re-marked.
6. COURSE SPECIFIC REGULATIONS
6.1 Minimum pass marks 6.2 What happens if I then fail a referral? 6.3 Compensation within modules (qualified pass) 6.4 Progression regulations 6.5 Deferrals 6.6 Awards (including exit awards) 6.7 Registration periods 6.8 Intercalation 6.1 Minimum pass marks
The course uses the numerical mark scheme in order to establish the grades which can be achieved within a module (see section 5.1 for further details):
The MBA uses a numerical marking scheme under which the following grades can be achieved within a module (see section 5.1 for further details):
- High Distinction – (80 -100%) - Distinction – (70 – 79%) - Merit – (60 – 69%) - Pass – (50 – 59%) - Fail and Refer – (30 – 49%) this is a provisional failure which can be overturned if you provide additional satisfactory evidence of achievement of the module learning outcomes required to achieve a pass standard. - Fail and no referral – (Below 30%)
6.2 What happens if I then fail a referral?
A student who fails a referred piece of work will fail the assessment and normally be given the opportunity to repeat the module in full with attendance and pay the appropriate fee.
The opportunity to repeat a module is not a right and will be at the discretion of the Examination Board. Where a module is repeated, the Examination Board may permit a student to carry forward any passed marks for assessment components within the module. The carrying forward of passed marks is at the discretion of the Examination Board and is normally only permissible where there is no change in the assessment method.
6.2.1 Referral Rules
You will normally be allowed 3 attempts to pass a module which you have failed or been referred in.
There are the following possibilities:
1. If you fail in your first attempt by achieving an overall mark in a module of below 30% you will normally be asked to repeat the module. On repeating the module if you are referred (counts as your second attempt) you will then have one more final attempt to pass the module. If you do not pass the module at this third attempt, normally you will be counselled to leave the course.
2. If you are referred in a module by achieving an overall mark between 30 – 49% you will normally be asked to retake the module (counts as your second attempt). If you are referred at this second attempt then you will be required to repeat the module which will be your third attempt. If you fail this third attempt then you will normally be counselled to leave the course and, where applicable, be offered an exit award.
6.3 Compensation within modules
Unless otherwise stated in the module descriptor, where there is more than one element of assessment a student achieving an overall mark of 50% in the module and a minimum of 40% in all components will be considered for compensation. Where the minimum of 40% is not achieved the examination board may, at its discretion, allow compensation if in its opinion the student has demonstrated that they have achieved the learning outcomes specified in the module descriptor. 6.3.1 Compensated credit
Students may normally be compensated for up to 20 credits at the end of a 120 credit phase of the course. Compensation may only be considered for:
1. an optional elective module 2. a compulsory module
Compensated credit is not graded and is not awarded against a specific module. The raw marks for the module(s) taken, and failed, remain on the student’s record, and will be used in determining final classification, although fails will not appear on any final transcript. The result of the award of compensation will be that the student has achieved the necessary credit to progress to the next stage or be eligible for an award.
6.4 Progression regulations
Please see Section 6.4 for details.
The regulations from GEAR apply to referral and progression on the MBA.
6.5 Deferrals
The regulations from GEAR apply to deferrals, see Gear for further details.
6.6 Awards (Including exit awards)
Students who have successfully gained at least 60 CATS point from the core elements of the MBA programme will be eligible for the exit Awards:
Post Graduate Certificate in Business Administration
Students who have successfully gained at least 120 CATS point from the MBA programme will be eligible for the exit Awards:
Post Graduate Diploma in Business Administration
Students who have successfully gained at least 180 CATS point from the MBA programme will be eligible for the exit Awards:
MBA MBA: International Management MBA Knowledge & Innovation Management MBA Leadership MBA: Public Service Management
6.7 Registration periods
A student registered for the MBA will normally be expected to complete the course within a period from registration of one to six years.
6.8 Intercalation Students considering withdrawing or intercalating from either a module or the whole course should contact the programme administrator at the earliest opportunity to discuss the matter as there may be implications based on the timing of this decision. Students are encouraged to contact the course leader if they are experiencing difficulties of any kind which might impact on their attendance.
The maximum period of registration INCLUDES any periods of intercalation.
7. LIBRARY, COMPUTING AND MEDIA SERVICES 7.1 The library service 7.2 Library services to part-time students 7.3 The Online Library 7.4 Computing services for students based at Moulsecoomb 7.5 Media Centres 7.6 Studentcentral 7.7 ASK Study Guide 7.8 Useful web addresses ______The Information Services department provides library, computing and media services in support of learning, teaching, research and administration at the University of Brighton.
7.1 The library service
7.1.1 The University of Brighton libraries
There are five libraries at the University of Brighton; the Aldrich, Falmer and St Peter’s House libraries in Brighton, the Queenwood Library in Eastbourne and the Hastings Campus Library. You will be issued with a student identity / library card (Unicard) when you enrol, which will enable you to borrow material from all University of Brighton libraries. Your Unicard will also allow you reference access to the University of Sussex library. The Aldrich Library is located in the Cockcroft Building on the Moulsecoomb site. It stocks a broad range of books and other materials relevant to your studies, covering all aspects of business studies, management and law.
7.1.2 Opening hours
Up to date information the about opening hours for all site libraries can be found at www.brighton.ac.uk/is/students > Libraries > Opening hours.
Current opening hours for the Aldrich Library (on the Moulsecoomb site):
Term time: Monday – Thursday 08.30 – 21.00 Friday 08.30 – 19.00 Saturday & Sunday 11.00 – 15.00
Vacations: Monday – Friday 09.00 – 17.30 Saturday Closed Sunday 11.00 – 15.00 (except August)
Sections of the Aldrich Library are open until 02.00 every night during term time. After the library closes, entrance to the Ground Floor is via the entrance in Queensdown School Road and you will need your Unicard to gain entrance.
In addition the upper floors of Aldrich Library have extended opening hours during exam revision periods. For more information about this look out for posters displayed in the library or visit www.brighton.ac.uk/is/aldrich.
7.1.3 Borrowing entitlements
You may borrow up to 20 items at any one time. The standard loan period is three weeks but items in heavy demand are seven day loan or for use in the library only (Desk Loan Collection). Desk Loan items can be booked in advance for use in the library or overnight loan. You will normally be charged a fine if you return a short loan item late or retain an item which has been reserved by another user and recalled by the library.
7.1.4 Renewing items
It is not always necessary to bring items which you have on loan into the library to renew them. Provided that it has not been requested by another user, any item may be renewed: in the library at the Help Desk or on the self-service machines using your Unicard. by telephoning the library (the Aldrich Library number is 01273 642770). Outside of library opening hours there is an answerphone where you can leave a message requesting a renewal. online using the My Account tab in the library catalogue (via the Online Library at http://library.brighton.ac.uk). You will need to log in using your Unicard number.
7.1.5 Returning items
If the library is open, return your items to the library using the self-service machines so that they can be discharged from your record. When the library is closed, you can use the secure book-drop bins situated at the site libraries. At Aldrich there is one on the ground floor adjacent to the computer pool room and a second one outside the main library entrance. Items can be returned by post; however, they remain your responsibility until received by the library.
7.1.6 The library catalogue
The library catalogue is available on dedicated terminals in each library and is also accessible online via the Online Library (http://library.brighton.ac.uk). The catalogue has information about all the material held in all of our site libraries. You can use the catalogue to search for books, electronic books, print journals, electronic journals and audio-visual items and to access your own borrower record for renewing books and to see your current loans. You can also use the catalogue to reserve items when all copies are on loan.
7.1.7 Requesting items from other libraries
Undergraduate and postgraduate students are entitled to inter-library loans. This means that we can obtain books or articles from other libraries for you (usually the British Library) when we do not hold them in stock. For more information please refer to the Inter Library Loan section of the Information Services website www.brighton.ac.uk/is/students, ask at your library Help Desk or contact the Aldrich Library Business Team.
7.1.8 Photocopying
All the libraries offer self-service photocopying facilities - you should read the notices about copyright to ensure you stay within the legal limits of copying from printed materials. For colour photocopying on the Moulsecoomb site please use the Reprographics Unit on the ground floor of the Cockcroft Building.
7.1.9 Audio-visual material
All the libraries have relevant collections of videotapes, DVDs and CDs which you can use in the library or borrow for home use. You can use the library catalogue to search for audio- visual items. There is also a service called BOB: Box of Broadcasts, for watching and making clips from TV and radio programmes, available from the Online Library www.library.brighton.ac.uk
7.1.10 Communications The library uses your university UniMail address for all correspondence (e.g. recalled, loans or notification of reserved items awaiting collection). It is possible to set your UniMail to be forwarded to a personal email account of your choice. This can be done within StudentCentral by clicking on UniMail for full instructions.
7.1.11 Library Rules and Acceptable Behaviour Policy
All students are advised to read these documents which supplement the university regulations. They are available on the Information Services website www.brighton.ac.uk/is/students from the A-Z list.
7.1.12 EndNote
EndNote is a software programme installed on all University computers that allows you to store and organise your references and create bibliographies or insert correctly formatted references into assignments in whichever style you require eg. Harvard, Chicago, APA etc. The online version is available free to all staff and students registered at the University Brighton. You must register to use EndNote online using a University of Brighton computer and renew your registration after one year. Further information can be found on the Information Services website www.brighton.ac.uk/is/endnote and training is available from the Aldrich Library.
7.1.13 Enquiries and further help
A Help Desk can be found in each of our libraries. You can also contact the Aldrich Library:
By phone:
Aldrich Library Help Desk: 01273 642760/642770
By email:
General enquiries: [email protected] Subject support team for Business and Law: [email protected].
If you have special needs, ask about the services that can be provided to enable you to use the libraries effectively.
7.2 Library services for part-time students
If you are studying part time and living away from the university, please ask at your University of Brighton home library about using another university library under the SCONUL Access scheme. Ask at your home library Help Desk for more information and you can also visit http://www.access.sconul.ac.uk/ to check whether the library you want to use is part of the scheme.
Part time students may also be eligible to join the University of Brighton’s Extended Library Scheme (ELS), whereby items can be posted to you. For more information go to http://www.brighton.ac.uk/is/els.
7.3 The Online Library
The Online Library (available via the Online Library link in StudentCentral or at www.library.brighton.ac.uk) contains: Library Resources: Links to our library catalogue, the catalogues of other local libraries and the British Library’s catalogue. Resources by subject: This contains collections of links by subject, eg Business or Law, that have been selected by the library subject team supporting your course. These links include databases, Internet gateways, government websites and professional organisations
Resources A-Z includes the databases used to search for articles and papers relevant to your subject. Many of these databases contain the full text of documents and this is indicated by the words Full Text in red next to the description. The non-full text databases provide bibliographic detail and often an abstract.
A selection of the databases you may find useful are:
Business Source Premier Emerald FAME (Financial Analysis Made Easy) GMID (Global Market Information Database) Key Note Lawtel Lexis Library UK Newsstand (Financial Times, Guardian, Times etc) Westlaw
Statistics which contains links to online reference resources, for example, National Statistics Online, the UK Government statistical service.
From the Online Library homepage you will find useful links to Information Services, library opening times, library and computing documents, etc.
The majority of these resources are available both on and off campus using your university username and password. Full instructions for access are available beneath each database description or from your library Help Desk.
If you would like more information or assistance with using the Online Library please ask at your library Help Desk or email [email protected].
7.4 Computing services for students based at Moulsecoomb
7.4.1 Locations and opening hours for computer access
Aldrich library computer poolroom*
Term-time Monday - Friday 08.30 – 02.00 Saturday – Sunday 11.00 – 02.00
Vacation Monday – Friday 09.00 – 17.30 Sunday 11.00 – 15.00 (closed during August)
*When the main library is closed the computer poolroom can be accessed from the Queensdown School Road entrance. You will need your Unicard to gain entrance. Mithras Annexe computer poolroom*
Term-time Monday – Friday 08.30 – 02.00 Weekends: Closed Vacation Monday – Friday 08.30 – 19.00 The Aldrich Library
The Aldrich Library has a number of computers on each floor and the majority of study spaces have connection points for laptops. The Aldrich Library is wireless enabled. For the opening hours of Aldrich Library see section 7.1 above or go to www.brighton.ac.uk/is/aldrich.
NB. LIBRARIES AND COMPUTER POOL ROOMS ARE CLOSED ON MOST PUBLIC HOLIDAYS
The information above was correct at time of going to press., However as opening hours can be subject to change, for latest information please check the Information Services website at www.brighton.ac.uk/is/students > Computing > Opening hours.
7.4.2 Usernames and passwords
When you have completed your online enrolment / activation, your university username and password will be generated. This can be used to access all the open access computers in libraries and poolrooms, studentcentral and the majority of resources available via the Online Library. If you wish to change your password to something easier to remember, you can do this in studentcentral by clicking on Personal Settings.
7.4.3 Student email
You will be provided with your university email address when you activate your computer account. You can read your email at http://outlook.com/uni.brighton.ac.uk
Email is used as the primary means of communication throughout your course of study. Your lecturers and other staff and students will send email to your Brighton University address. You may wish to look at Information Services document is917: A guide to studentmail all documents can be found here: www.brighton.ac.uk/is/docs
If you have another, personal, email account, which you would prefer to use, you can arrange for emails sent to your university account to be forwarded automatically. It is possible to set your UniMail to be forwarded to a personal email account of your choice. This can be done within StudentCentral by clicking on UniMail for full instructions. You may also wish to setup unimail on your iPhone, iPod Touch or iPad, instructions on how to do this can be found in the document number is088. NOTE: If forwarding email to your personal address you will need to clear down your university email account from time to time; if you exceed your disc space you will stop receiving emails.
7.4.4 Connecting your own computer
You can connect your own computer via the network sockets in libraries and most halls of residence using an Ethernet cable or via the Eduroam wireless network on each site. Once connected, your computer is part of the university network and is therefore subject to our conditions of use. Please see Information Services document 907: Conditions of Use of University of Brighton Computing Facilities including Networks. One of these conditions is that Sophos anti-virus software be installed and this can be downloaded from the Information Services website by going to www.brighton.ac.uk/is/students and choosing Anti-virus software from the Quick Links for students box.
In order to connect your laptop to the network in one of the university libraries you will need to follow set up instructions. You can ask for these at the library enquiry desk or download them from www.brighton.ac.uk/is/students > Using your own computer > In libraries. For more information on connecting your computer in halls of residence and computer clinics go to www.brighton.ac.uk/is/students > Computing > Using your own computer. Wireless connection is also available on the Moulsecoomb and other sites in selected areas. We are expanding the areas in which wireless connectivity is available so please go to www.brighton.ac.uk/is/wireless for up to date information. Set up instructions for connecting your laptop to the university’s wireless network can be obtained from your library enquiry desk or from www.brighton.ac.uk/is/students > Using your own computer > Wireless.
7.4.5 The Computer Store
The Computer Store in the Watts Building at Moulsecoomb sells blank CDs, USB sticks, cables, software, computers etc. Many items are available at special educational discount rates. The computer store is open 9am – 4.30pm daily during term-time.
7.4.6 Printing
Information Services provides a variety of high quality networked laser printers throughout the university. You can use them from computer pool rooms, from libraries and from your laptop on all main sites of the university.
A printing account is automatically set up for you once you activate your computer account and you can add credit to your account using the blue Printer Credit Stations which you will find located in the open access computer pool rooms. For more information on using the networked printers see Information Services document number 003: Using the networked printers.
To print from your own laptop you will need to be connected to the university network and working inside the university. You will also need to install the correct printer drivers on your laptop which are available for download from www.brighton.ac.uk/is/students and then from the Quick links for Students box choose Printing > Mobile printing service.
7.4.7 Scanners
Scanners are located in all open access computer pool rooms.
7.4.8 Software available in the open access computer poolrooms
Adobe Reader EndNote (bibliographic software) InfoZip Internet Explorer MS Office 2010 (Word, Excel, PowerPoint, Publisher and Access) MindGenius (mind-mapping software) Minitab PhotoShop Elements (on machines connected to scanners only) Sophos (anti-virus software) SPSS TextHelp Read & Write Gold (screen reading and reading/writing tool)
In addition there is specialist software available as relevant in the different poolrooms / libraries. For a full, up to date list go to www.brighton.ac.uk/is/students > Computing > Using University computers
7.4.9 Computing help
Online help is available in studentcentral (see below) and a wide range of guides and help sheets are available in computer poolrooms. Technician help is also available in the poolrooms at advertised times. For help with username and password problems you can contact your local library enquiry desk. All our guides are also available online from our documents catalogue at http://www.brighton.ac.uk/isdocs.
See also www.brighton.ac.uk/is/students > Getting help.
7.5 Media Centres
Media Centres offer a range of media services at each site for staff and students including lending a range of equipment such as camcorders, digital audio recorders, digital cameras, overhead projectors etc. The site media centres also sell a range of IT and a/v consumables. On the Moulsecoomb site, the Media Centre is located in the Watts Building.
For full details go to www.brighton.ac.uk/is/students > Media Centres.
7.6 Studentcentral
Studentcentral is the student intranet for the University of Brighton; it is how you access most online information whilst studying here. You can access your study information and materials, email, and the online library as well as keep your personal information up-to-date. If you need technical support with any aspect of using studentcentral please contact the [email protected].
Once logged in you are taken to the home tab where you can see News and Events as well as ‘What’s New’ on your modules. The Studies ‘Tab’ is where you will see your school, course and modules. The school area contains information about the school and includes timetables and exam schedules. The course area contains information about the course and the module areas are where the online teaching takes place and is also where you will be submitting any coursework (speak to your tutors for more information). You will also find a link to your Reading List providing access to information about recommended reading including books, ebooks, journal articles, websites and videos. Studentcentral on your mobile or tablet – an app is available which gives you access to studentcentral on your mobile or tablet. Particularly useful for the push notifications so that you are alerted to any new content posted on your modules. The app is called Blackboard Mobile Learn and is available from your app store. For details see: http://student.brighton.ac.uk/mobile 7.7 Academic Study Kit (ASK) Website
In addition to course-specific guidance, online resources to help you study effectively are available through the ASK Study Guide on studentcentral. You will find the link in the “My tools” menu on the homepage. The ASK website offers advice on how to develop the study skills required for academic success at University. There are a range of resources and study tips on how to make the most of seminars and lectures, reading and notemaking, preparing for exams, tackling stress, essay writing, oral presentations, group work and many other topics. You will also find information about the weekly Study Support workshops held at all university sites, how to book tutorials or groups and specialist services such as the Maths & Stats Support Unit and English Language Support Programme.
7.8 Useful web addresses
Information Services web site http://www.brighton.ac.uk/is/ Online Library http://library.brighton.ac.uk student mail http://outlook.com/uni.brighton.ac.uk studentcentral http://studentcentral.brighton.ac.uk/ studentcentral help http://student.brighton.ac.uk/help/faq.php Help Documents www.brighton.ac.uk/is/docs
8 STUDENT SERVICES
Opportunities and support to help you get the most out of your time at university. Student Services is a central department that provide a range of services to support you through university and to help you get the most from the student experience.
Our experienced and supportive staff offer advice on a range of issues, including: - Advice about money worries and how to live on a budget. - Support in finding jobs and volunteering opportunities. - Help accessing academic support if you have a disability, learning difficulty or long- term medical condition. - One to one support for students with worries or concerns in a safe, confidential space.
Here for you, whatever the issue
Below is an outline of some of the ways in which we can help you during your time here.
Career development Looking after yourself whist at university Build your employability skills and boost helps you to get the most of your your graduate potential, with careers experience. Our links to local surgeries guidance, enterprise skills, and give you access to a doctor, while our employment and volunteering health and wellbeing workshops and opportunities. information help you to keep everything in balance – so look after your mind and Chaplaincy body whilst you are here. There’s more to the Chaplaincy than you Student Advice Service think with social events, retreats, worship, discussion, support and listening. When it comes to your finances at university it pays to be money wise; so for Childcare expert advice on financial issues, including With two Ofsted rated nurseries open to fees, grants, bursaries, loans, and money children of staff, students and the local management, contact the Student Advice community, the University of Brighton is an Service. They can also help if you are an excellent choice for high quality, affordable international student needing immigration and flexible childcare. advice, or support if you’re experiencing culture shock and home sickness. Counselling Whatever the reason, if you are finding academic life is causing you concern, or for personal reasons you need someone to talk things over with, you don't need to feel that you are all alone with your worries. Talk to one of our trained counsellors in a safe and confidential space.
Disability and dyslexia support If you’ve got a disability, specific learning difficulty or long term-health condition and choose to disclose it in confidence to the Disability and Dyslexia team, you’ll discover the wide range of academic and personal support available.
Health and wellbeing Get in touch You can find further information about our services and answers to your student life queries at http://www.brighton.ac.uk/current-students/index.aspx
You can also access our services at each campus by visiting our student centres, or call us to find out more or book an appointment.
Eastbourne - Trevin Towers, Gaudick Road T: 01273 643845 Falmer – E354, Checkland Building T: 01273 643584 Grand Parade – Room 153, Level 1, main building T: 01273 643187 Moulsecoomb - Manor House, Moulsecoomb Place T: 01273 642895 Hastings – The Student Centre, Level 1, Priory Square T: 01273 644643
We can also help answer your questions in confidence via email, at [email protected] , via the ‘help and support’ tab on student central or follow us on Twitter for the latest student life news via @brightonstudent – www.twitter.com/brightonstudent
Our service leaflet with additional information can be found at: http://staffcentral.brighton.ac.uk/xpedio/groups/Public/documents/staffcentral/doc012712.pdf 9. STUDENT ENTITLEMENTS AND RESPONSIBILITIES
9.1 Student Charter 9.2 Brighton Business School – Attendance and Engagement policy 9.3 Disability statement 9.4 Fire evacuation 9.5 Observing copyright laws
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9.1 Student Charter
The relationship between the University, its students and the Students’ Union is based on the principle of partnership: a relationship through which mutuality and interdependence in the learning process are emphasised and celebrated. This has as its principal goal the development of confident, independent researchers and professionals, fully capable of succeeding in their chosen vocations and as well-informed citizens. The Charter (which is due to be reviewed in the forthcoming academic year) seeks to emphasise this partnership and to sustain it through a set of shared commitments and expectations, set out in the table below and embodied in the detailed policies, procedures and regulations of the University of Brighton accessible at http://www.brighton.ac.uk/studentlife/studentadvice/regulations The University aims to: Students are expected to: The Students’ Union aims to: Provide a stimulating Share responsibility for the Promote a sense of enjoyment in learning environment. learning process, recognising all aspects of university life. the role of independence and Give all students the right self- motivation in your studies. Work in partnership with students to be represented in and the University in maintaining University Governance Engage fully with all learning a culture that promotes a critical through the Students’ activities, whether face to face and independent learning Union. or through e-learning. environment.
Provide access to Attend and contribute to Work with students and the personal tutors and lectures, seminars or tutorials. University to ensure the financial appropriate study support. support packages available are Adhere to the standards of suitable and continue to meet the Continuously seek to academic practice of your needs of students. improve the quality of course. teaching, research and Offer information, advice or support services. Reflect critically on feedback to representation to students improve your work. through the SU Advocacy Ensure appropriate and Service. timely feedback on all Comply with University coursework. regulations and procedures. Provide opportunities for all students to get involved in any Assess and mark work Make arrangements for prompt part of the Students’ Union. fairly, consistent with payment of all fees and charges. clearly stated learning Foster a caring inclusive objectives. Be pro-active in seeking environment for all students. appropriate advice and support Provide clear regulations, in the event of difficulty whether Ensure the elected procedures, policies and academic or personal. representatives, policies and information. actions of the Students’ Union Use opportunities to enhance reflect students’ needs. Enhance personal personal development including development and extracurricular choices and Provide support, training and employability skills and volunteering. resources to students and their provide access to careers representatives so that they may counsellors. Treat university staff, other contribute effectively to the students and our neighbours evaluation and enhancement of Facilitate access to with dignity and respect. the university experience. appropriate welfare, support and services. Respect the University and local Seek to ensure that Students’ physical environment. Union and the University learn Foster an inclusive from the experiences of students. environment treating all Support student representatives with fairness, dignity and and participate in the processes respect. to select them.
Operate fair, accessible Provide information requested and timely processes for by the University and ensure handling appeals, that your records are current. complaints and Provide feedback on the disciplinary matters. University experience. Encourage students to provide feedback on their university experience, and, where appropriate, act upon this. 9.2 Brighton Business School – Attendance and Engagement policy
Engagement with your studies
You are expected to engage with all the learning activities which form part of your programme and attend all scheduled course workshops, lectures and seminars. Attendance registers will be maintained by your course team and should your individual attendance fall below an average of 75%, this may be taken into consideration by Examination Boards when deliberating on the granting of referrals. You may however be unable to attend scheduled workshops, lectures and seminars from time to time due to exceptional circumstances (for example personal illness, family bereavement, hospitalisation etc.). In such cases, it is the responsibility of the student to ensure that the course management team are informed at the time and that such absence is discussed with and recorded by the course team. Where possible, students are expected to provide evidence supporting their absence and a lack of evidence may limit the decision making options of the course leader and/or examination board. Should your record of attendance be consistently poor (i.e. fall below the 75% minimum requirement), you may be required to attend a meeting with your Course Leader to discuss your absences. In the event you fail to attend the meeting without due notice, you will receive a further letter inviting you to a re-arranged meeting. If you do not attend this meeting, you will then be considered to have withdrawn from the course.
Your responsibilities as a student
We encourage you to make use of all the facilities and resources available to you, including libraries and ICT facilities, to enable you to pursue your studies diligently and take responsibility for your own learning. You should familiarise yourself with University and Brighton Business School Rules and Regulations including any relating to your course and should be aware of the requirements of your course. Your course programme team, including the course administrators are available to clarify any questions you may have. Contact details of all the course team are available in your course handbook.
9.3 Disability Statement
The University of Brighton is fully committed to the Special Educational Needs and Disabilities Act 2001 (SENDA), which extended to educational institutions the provisions of the 1995 Disability Discrimination Act. The booklet entitled Access and Support for Disabled Students summarises the University’s approach to and provision for students with all types of disability, including long-term conditions, mental health difficulties, sensory impairments and specific learning difficulties. A copy of the booklet is available from Student Services, and a reference copy is held in the School Office. Fuller information about relevant services can be found at: http://www.brighton.ac.uk/disability/
Staff who co-ordinate support for students with disabilities or specific learning needs are based in the Disability & Dyslexia Team in Student Services located in the Manor House. For contact details see section 8.
If you have disability or specific learning needs please also raise this with Donna Clark in the Undergraduate Office (M160) who can make you aware of student support available.
9.4 Fire evacuation
On hearing the fire alarm Leave the building by nearest route Close all doors behind you. Report to assembly point as shown on nearest fire action notice.
At all times: Use the nearest available exit. Do not stop to collect personal belongings. Do not run or try to pass the person in front. Do not use the lift. Do not re-enter the building. Do not congregate outside the main entrance.
NB These are generic procedures; please refer to any additional specific procedures associated to individual buildings.
Students with a disability or mobility problems should notify their personal tutor, course leader or course administrator so that evacuation arrangements can be set up for them.
For further information on health and safety procedures at the University go to: http://staffcentral.brighton.ac.uk/safety/
9.5 Observing copyright laws
Under UK copyright law, you must not copy someone else’s copyright material unless (a) you have their permission or (b) it falls within the limits of what is known as ‘fair dealing’. Most works remain in copyright for 70 years after the death of the author/creator. ‘Fair dealing’ for ‘private study or research for a non-commercial purpose’ permits you to make a single copy of a ‘reasonable proportion’ of a copyright work. ‘Reasonable’ is not legally defined but it is recommended that you keep within the following limits: • one complete chapter or up to 5% of a book; • one article from any one issue of a periodical or set of conference proceedings; • up to 10% (up to a maximum of 20 pages) per short book (without chapters), report, standard or pamphlet; • one poem or short story (maximum 10 pages) from an anthology; • one separate illustration or map up to A4 size; • short excerpts only from musical works (not whole works or movements) and no copying for performance purposes. In all cases, you should acknowledge the source of the work.
9.5.1 Multiple photocopies
Should you need to make multiple copies of copyright material for classroom use, please first read the notice ‘Copyright – multiple copies’ which should be on display near each university photocopier. Further information is available online at http://www.brighton.ac.uk/is/copyright.
9.5.2 Copyright and the internet
Do not assume that just because something appears on the internet, it must be in the public domain. All material on the internet is protected by copyright. Look for a copyright statement (often on the website’s home page under ‘copyright’, ‘terms and conditions’, ‘disclaimer’ or similar) and unless copyright has been explicitly waived, seek permission before re-using it in any publicly-accessible document (web page, poster, etc). Taking a single paper copy of a ‘reasonable proportion’ for ‘private study or research for a non-commercial purpose’ (using the fair dealing limits outlined under ‘single photocopies’ above) is OK but cutting and pasting from someone’s web page to add to your own website or to send to a group is not. For more guidelines on electronic fair dealing, see http://www.ukoln.ac.uk/services/elib/papers/pa/licence/fairnote
If you are looking for an image to use in your coursework, remember that images retrieved from Google, Yahoo, etc are often subject to copyright. Start by checking the sources listed on the Online Library’s ‘film, image and sound sources’ page on the Reference Shelf http://library.brighton.ac.uk/pages/Film__Image_and_Sound_Sources/index.php Many of these collections are available for non-commercial use without payment.
9.5.3 Scanning You may scan a ‘reasonable proportion’ of a printed document for ‘private study or research for a non- commercial purpose’ (using the fair dealing limits outlined under ‘single photocopies’ above) but it must remain for your personal use only. Do not put scanned copyright material on a computer network and do not distribute it by email. If you use any scanned copyright material in your course work, do not alter it, always put text between quotation marks, and always acknowledge your source. Remember, unacknowledged use of scanned material in your course work could make you liable to accusations of copyright theft and plagiarism.
9.5.4 For further information on copyright
The UK Intellectual Property Office website (http://www.ipo.gov.uk/) is a useful starting point for copyright information but much of the university’s use of copyright material is determined by individual licence agreements covering material such as print materials, digitised texts, OS maps, newspapers, T.V. and radio programmes, e-journals etc. If you need any further information on this subject, please check out the documents on copyright at http://www.brighton.ac.uk/is/copyright .
9.6 University of Brighton Alumni Association: your academic home
The alumni association is here for all of our alumni (former students) whether they graduated last year or 50 years ago, but it is also here for current students.
Alumni Advice Network University of Brighton students can access the expertise and experience of our worldwide alumni network from a full range of courses. The Alumni Advice Network is a flexible, diverse community of international alumni experts who make a huge impact on our current students. Over the past year, Alumni Advice Network members have: delivered industry-specific talks provided one-to-one advice offered networking opportunities participated in careers interview panels mentored students through the award-winning Momentum scheme lent their talents to student and university projects given work experience opportunities.
Experience counts: ask our alumni We know that the expertise, skills and knowledge possessed by our alumni community (currently numbering over 120,000 worldwide) could be of significant benefit to you, our current students. You can access the expertise and experience of our global alumni network from a full range of courses through the Alumni Advice Network.
If you would like to be put in touch with a graduate to talk about their experiences at university or about a specific career sector, please get in touch and we can match you up.
Contact [email protected] for more information. www.brighton.ac.uk/alumni
APPENDICES Appendix 1: Academic calendar year Appendix 2: Action Learning Appendix 3: Management Competency Profile Appendix 4: Employability Appendix 5: Learning Support Plans (LSPs) Appendix 6: Google Scholar Appendix 7: University Maps
NOTE: Module Descriptors will be in a separate booklet which gives details of specific subject aims, learning outcomes, content, reading, assessment and teaching & learning method.
APPENDIX 1: Academic Year Calendar
Full time MBA Calendar of Events for Academic Year 2014/15
Term 1 Dates Event 24-26 September Induction Programme (3 days) 29 September – Start of term teaching - weekly modules: 8 December STM21 Management Environment & Economics IMM07 Managing Innovation
30 October – HRM84 Managing People and Organisations 5 November 5 day Block Module
10-13 November International study visit to Belfast (N. Ireland) (compulsory for full-time MBA) 14-28 November Guided Study weeks - Management Environment & Economics
28 November Assessed presentations for Management Environment & Economics
1 December Guided Study week 1 - Managing Innovation
8 December Guided Study week 2 - Managing Innovation
8-10 December Controlled Assessment (48 hrs) - Managing People & Organisations
12 December Last day of Term 1
Term 2 8 January Deadline: Managing Innovation module project & reflective (By 5pm)
14-20 January FNM18 Accounting & Performance Measurement Module 5 day Block Module
From 19 January Electives commence- different starting times and modes of attendance depending on choice
21 January Weekly teaching commences STM94 International Strategy & Marketing Module Global Management Forum
22-27 February International study visit to Brussels (Belgium) & Reims (France)
23-27 March Guided study – to be scheduled re International Strategy & Marketing
6-8 March Controlled Assessment (48 hrs) Accounting & Performance Measurement
31 March OPM54 Information Systems, Operations and Process Management Module - 4 April 5 days block module
27 March Term ends
Term 3 Electives continue as scheduled through term 3 from 27 April
22 April Deadlines (By 5pm): International Strategy & Marketing module project & reflective Draft Report: Information Systems, Operations and Process Management
27 April STM35 Developing International Strategic Capability Module (DISC): 3 subjects in this module: International Strategy, Ethics and Sustainability International Financial Strategy Managing Change between cultures
12 June End of Developing International Strategic Capability Module teaching
Guided study: Developing International Strategic Capability
w/b 22 June Presentations: Developing International Strategic Capability (DISC)
6 July, tbc. Draft projects submitted: Developing International Strategic Capability (DISC)
TBA July Time controlled assessment: Information Systems, Operations and Process Management Module. Exact date to be confirmed Independent write up: Developing International Strategic Capability (DISC)
9 September Deadline: Developing International Strategic Capability Project & Reflective Normally Elective deadline
APPENDIX 2: Action Learning APPENDIX 3: Management Competency Profile The qualities of a successful manager Basic knowledge and understanding Basic knowledge and Understanding your organisation - goals and plans, information product knowledge, who’s who, the roles of various departments, relationships between departments Professional knowledge Knowledge of relevant legislation, principles of management, marketing techniques, production technology
Skills and attributes Sensitivity to events Sensing what is happening in a particular situation; being able to tune in to what is going on; being perceptive and open to information – both hard information such as facts and figures and soft information such as the feelings of other people; being able to respond appropriately to situations as they arise Analytical, problem Using logic to make decisions, ability to weigh pros solving and decision and cons in uncertain or ambiguous situations; using making skills judgment and intuition, striking a balance between logic and subjective feelings in decision making Social skills and abilities Ability to get things done through other people Communicating, delegating, negotiating, resolving conflict, persuading, selling, using and responding to authority and power Emotional resilience Managing the emotional stresses and strains of managerial jobs; maintaining self control and flexibility in difficult situations Being proactive and Having your own goals rather than always responding inclined to respond to events; responding thoughtfully to situations, taking purposefully to events the longer term into consideration, seeing a job through, taking responsibility for things that happen Meta-qualities Creativity Ability to come up with unique new responses to situations; having the insight to recognise and take up useful new approaches Mental agility Ability to grasp problems quickly; to think of several things at once; to switch rapidly from one problem situation to another; to see a whole situation quickly and ‘think on your feet’ Balanced learning habits Being an independent learner – deciding for yourself and skills what is true or right; capable of abstract thought as well as practical thought and able to relate the two; able to generate your own theories from practice and practical ideas from theory; ability to use different learning processes such as receiving information; generating personal meaning from experience and reflection (analysing and reorganising experiences and ideas Self knowledge Understanding how your own values, feelings, strengths, weaknesses and other personal factors influence what you do; having the skill of introspection. APPENDIX 4: Employability Work experience of any kind can enable you to broaden your experience, develop confidence, gain skills, maximise your potential, acquire business experience and learn to sell yourself. It is also an opportunity to find out what a job or occupation is really like before you commit to working in it.
It has always been crucial in helping you get ahead in competitive industries, but in the current climate work experience is crucial in giving you the advantage over other applicants – your qualification is only part of the package employers are looking for.
There are many opportunities to get involved in different paid and unpaid activities, both across the university and beyond.
Volunteering
Volunteering can equip you with invaluable work-related skills such as team work, communication and being able to demonstrate initiative and commitment.
Active Student provide a supported volunteering programme for students, which aims to match the placement to your current skills as well as looking at what you would like to gain from participation. More information about the benefits of volunteering and the opportunities available on the www.brighton.ac.uk/careers/volunteer/why-volunteer/
Within the University you can also volunteer with Sport Brighton - www.brighton.ac.uk/sportbrighton/about-us/job-and-volunteer-opportunities, and the Student union www.brightonsu.com/volunteering/.
Some courses also have the opportunity to undertake volunteering as part of your university course - www.brighton.ac.uk/careers/volunteer/community-engagement-module/
Doing internships and placements
Many of our courses are designed to include compulsory professional placements (www.brighton.ac.uk/careers/develop-your-skills/placements-and-internships/) as part of the curriculum, while others offer placements and volunteering opportunities as optional parts of specific module choices. Employer and graduate feedback consistently suggests that these choices offer a real chance to improve your employability, your confidence and to start linking up your academic skills within the professional environment. If you want to know more about what opportunities may be available within your course structure, talk to your Course Leader, Personal tutor or Year Tutor and they will be able to provide you with further details.
Working part-time
Many students now work part-time to fund their studies. Even the most basic jobs will help you to gain additional skills to put on your CV. The Careers Service runs a vacancy and events service which students can register for and get alerts when vacancies become available - www.brighton.ac.uk/careers/find-a-job/finding-part-time-jobs/.
In addition there are a number of ways to work part time for the University – Student Ambassadors, Student Helpers (Library shelving and Computer helpers), Student Union STARRS – see www.brighton.ac.uk/careers/find-a-job/finding-part-time-jobs/working-for-your-university/
Careers fairs, recruitment events and workshops
The Careers Service run different events that provide the opportunity to network with employers and find out about the skills they are looking for in employees. There are also a host of employability workshops to help you identify and learn new employability skills. Find out what’s events are coming up on our events page www.brighton.ac.uk/careers/events/
Beepurple
Beepurple is the university’s entrepreneurship network, made up of students, graduates and staff who are interested in developing their enterprise and creativity skills and/or their business ideas. They run a variety of activities, workshops and talks throughout the year as well as providing the opportunity to network with current and former students. For further details, please see www.brighton.ac.uk/careers/enterprise/
Get involved in the Students’ Union
The student union offer a range of activities and opportunities that can help you to develop different skills such as team-working, confidence and self-management. This includes opportunities for part-time work and volunteering, the chance to stand for election as a student-representative or sabbatical officer, and through getting involved in the hundreds of student union societies, clubs and activities. For more information please see website www.brightonsu.com/
Mentoring
Mentoring can provide an excellent forum for personal development, not just for the mentee but for the person mentoring too. This can include improved confidence, listening skills, cooperation and strategic thinking. The Careers Service runs 2 mentoring schemes – these pair students with business mentors www.brighton.ac.uk/careers/develop-your-skills/momentum-mentoring-scheme/ www.brighton.ac.uk/careers/develop-your-skills/lgbt-uni-amex-mentoring-scheme/
Leadership development
There are several student roles within the institution that may particularly suit students who are looking to develop their leadership skills. These include opportunities to work as Student Ambassadors at open days or within local schools, working as a sabbatical officer or a course rep for the students union, being captain of a sports team or chair of a student society, or by working as a leader for the Peer Assisted Student Support (PASS) programme www.brighton.ac.uk/ask/pass/
APPENDIX 5: Learning Support Plans (LSPs)
Learning Support Plans (LSPs) The University is committed to ensuring that all enrolled students have an equal opportunity to succeed on their course. This includes ensuring that the university’s teaching and assessment processes are as inclusive as possible for disabled students and students who are experiencing temporary conditions (such as pregnancy), to minimize any adverse impact on their access to learning. Recommendations for adjustments to teaching, assessment and examinations are made by the university’s Disability and Dyslexia Team.
You can find further information about groups that may be eligible for Learning Support Plans in Section G of the General Examination and Assessment Regulations, on studentcentral.
What sort of adjustments are included in a Learning Support Plan? Each Learning Support Plan is tailored to the individual needs of a student that arise because of their disability or other condition. For example, it may include recommendations to teaching practices, assessments and examinations. In some cases, more significant Variations to Assessment can be recommended. In these cases, the academic Learning Objectives of your course are fundamental to the decision as to what individual adjustments can be made.
How can I get a Learning Support Plan? If you have a condition that you think might entitle you to a Learning Support Plan, you should contact the Disability and Dyslexia Team in Student Services either in person, by visiting your local Student Services office, or by telephoning 01273 643799 or emailing [email protected] The Disability and Dyslexia Team will ask you to provide evidence of your circumstances, such as a note from your doctor or an Educational Psychologist (EP) Report. They can provide guidance and help you to obtain this evidence if you do not already have it. Once you have this evidence, you should then book an appointment with a Learning Support Coordinator in the team, who will discuss what individual recommendations can be included in your Learning Support Plan and share this information with your school.
The process of implementing a Learning Support Plan can sometimes take time and so it is recommended that you contact the Disability and Dyslexia Team as soon as possible to discuss your requirements. Adjustments for examinations cannot be guaranteed if information is received within 6 weeks of the assessment date.
When you meet with the Disability and Dyslexia Team, they will also provide you with information about other elements of disability support – such as funding that is available through the Disabled Students Allowance (DSA) and 1-2-1 support services.
I’ve told the university about a disability when I applied. Do I need to do anything else? Even if you disclosed a disability as part of your application, you will still need to contact the Disability and Dyslexia Team to provide evidence and so that your personal Learning Support Plan can be drawn up.
Temporary Conditions These are usually quite sudden and normally result from physical injury. If time permits, you should make an appointment through your site Student Services Administrator to see the Disability and Dyslexia Team, and take your written evidence (e.g. medical certificate). If there is insufficient time to do this, take the documentary evidence to the School Office, where the administrative staff will be able to check with the Disability and Dyslexia Team. While every effort will be made to help, obviously the closer to the assessment period the more difficult it will be to make alternative arrangements.
What other support is available from the Disability and Dyslexia Team? As well as helping with Learning Support Plans, the Disability and Dyslexia Team can also help with applications for Disabled Students Allowances and other disability funding. This can help to finance 121 support such as (but not limited to) notetakers, scribes, mentoring and/or learning support tuition. The type of support provided will depend on the impact that your disability has on your studies. More information about the support that the team provides can be found at www.brighton.ac.uk/disability APPENDIX 6: Google Scholar
______APPENDIX 7: University Maps
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