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The Brighton MBA

PT MBA Public Service Management Course Handbook 2014-15

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 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

6. COURSE SPECIFIC REGULATIONS 6.1 Admissions 6.2 Minimum pass mark & referrals 6.3 What happens if I then fail a referral? 6.4 Compensation within modules (qualified pass) 6.5 Progression regulations 6.6 Deferrals 6.7 Calculation of the final mark for the degree classification 6.8 Awards (including exit awards) 6.9 Registration periods 6.10 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 Engagement with your studies 9.3 Disability statement 9.4 Fire evacuation 9.5 Observing copyright laws

10. University Alumni Association

APPENDICES Appendix 1: MBA Module Guide Appendix 2: Academic Calendar Appendix 3: Action Learning Appendix 4: Management Competency Profile Appendix 5: University Maps Appendix 6: Learning Support Plans Appendix 7: Using Google Scholar Welcome from Professor Aidan Berry, Director of 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 organisations, as well as its links with professional bodies such as the Institute of Directors and the Chartered Management Institute. The Business School has a growing research base and its staff continue to make an organisational impact through teaching that is grounded in theory and its application to practice. 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 personal, professional and 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.

Please note that the course can be taken as a 1 year full-time course or as a flexible part time course. As a part-time course the structure is organised into 21/2 to 3 years and each year into three main terms and has been designed with flexibility of attendance and progression in mind. However, it is important to bear in mind that the part-time course can also be taken over a longer period to suit the participants’ personal and professional circumstances e.g. any time from 2 to 6 years of study.

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.

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

2.1 Your school is Brighton Business School. The Director of Brighton Business School is Professor Aidan Berry. More information about the work of the School may be found on the school web site at: www.brighton.ac.uk/bbs

The 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

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

Other key documents that you should be familiar with are:

 the University of Brighton Student Handbook;

 the University of Brighton Plagiarism Awareness Pack;

 the Brighton Business School Referencing Handbook;

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

Copies of all these documents are accessible in electronic format on the University’s student intranet, Studentcentral (see 7.6 below), via your Course Area. You will also be provided with paper copies of the University Student Handbook and the University Plagiarism Awareness Pack.

Because of increasing incidents of cases of plagiarism both in this university and others, you are strongly urged to carefully read the Plagiarism Awareness Pack. Penalties for plagiarism can be very harsh and ignorance is no defence! The University has access to special software which can detect plagiarism and we will be using this at random throughout the year at all levels, so you have been warned. If you would like to see any other items included in your course handbook please contact the Postgraduate Office ([email protected]) and, whilst we cannot promise to change things straight away, we will do our best to improve the handbook in future years.

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:

Staff Directory: The Programme Team

Tove Sørensen-Bentham 01273 642577 t.sorensen-bentham@brighton

MBA joint Programme Leader joint course leader for PT, Leadership, Knowledge & Innovation Management MBA streams & 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 an associate hospital manager of a mental health NHS trust. She is chair of pharmacy committees in Sussex and Sussex, work for the British Government in Kurdistan on a health improvement programme, is a school governor 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, sustainable quality, change, leadership and management development. She is also jointMBA Programme Leader.

Graham Clifford 01273 642985 [email protected]

MBA joint Programme Leader, joint course leader for PT, Leadership, Knowledge & Innovation Management MBA streams & FT MBA course leader.

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.

Carolyn Smith (Programme Administrator, Room M225) 01273 642947 [email protected] Carolyn previously worked for The Society of Motor Manufacturers and Traders Ltd, based in London, as Product and Services Manager from 1988 to 2000. Carolyn joined the Business School in January 2001, working part-time, Monday 8.30 until 2.30 and Wednesday and Thursday 9.15 til 2.30pm.

Bruce Samuel Room (Programme Administrator, Room M225) 01273 642794 [email protected] Bruce studied Library and Information Studies at the University of Brighton and has spent many years working in the charitable sector. He switched to the education sector and started working for the University of Brighton. He has worked as a programme administrator for the last 3 years, initially in the School of Education and more recently in the Brighton Business School. Bruce has an MSc in Information Management, is an amateur competitive racing cyclist and is a strong believer in the merits of team work. Bruce works full-time in the Postgraduate Office.

Andrew Davies (Programme Administrator, Room M225) 01273 642981 [email protected]

If the programme administrator is not available, please contact the office on the details provided here to deal with another member of the postgraduate admin staff.

Postgraduate Office M225 01273 642197 [email protected]

The postgraduate office is based in room 225 on the first floor of Mithras House on the University’s Moulsecoomb campus. The office is open Monday - Thursday from 8.30am to 5.00pm and Friday from 8.30am to 4.30pm. Mithras House building itself is open Monday to Thursday until 9.00pm and Friday until 7.00pm during term-time and Monday to Friday until 7.00pm during vacation periods. If the programme administrator is not available, please contact the office on the details provided here to deal with another member of the postgraduate admin staff. Please note that the office will be closed over the Christmas period

TUTORS: Profiles of academic staff may be found on the School website at: http://www.brighton.ac.uk/bbs/contact/academic.php Tutor Name Responsibility Tel. Email Address Number

Patrick Ballin Lecturer Direct to [email protected] BBS

Tim Brady Principal research Direct to T.M.Brady@brighton .ac.uk Fellow BBS

Veronique Boulocher- Senior Lecturer 1763 [email protected] Passet

Sian Eggert Senior Lecturer 2547 [email protected]

Lynne Conrad Professor of 2341 [email protected] Accounting

Clair Fisher Visiting Lecturer Direct to [email protected] BBS

Brenda Flaherty Visiting Lecturer Direct to [email protected] BBS

Julie Flower Visiting Lecturer [email protected]

Paul Grant Senior Lecturer 2575 [email protected]

Rob Hayward Senior Lecturer 2586 [email protected]

Walter Heering Senior Lecturer 2581 [email protected]

Despina Kanellou Research Fellow Direct to [email protected] BBS

Jenny Knight Senior Lecturer 2973 [email protected]

Barry Lee Scherer Principal Lecturer 2196 [email protected]

Catherine Matthews Senior Lecturer 2845 [email protected]

Pete Mccullen Principal Lecturer 2133 [email protected]

Richard Morland Senior Lecturer 2177 [email protected]

Wybe Popma Senior Lecturer 2179 [email protected]

Jane Priddis Senior Lecturer 2548 [email protected]

Jeffrey Readman Senior Research 1273 [email protected] Fellow

Steve Reeve Principal Lecturer 2967 [email protected]

Vicky Richards Senior Lecturer 2139 [email protected] Asher Rospigliosi Senior Lecturer 2340 [email protected]

Pasquale Ruggiero Senior Lecturer 2985 [email protected]

Maura Sheehan Reader 2225 [email protected]

Bob Smale Senior Lecturer 2694 [email protected]

Khaled Soufani Senior Lecturer 2180 [email protected]

Babak Sodagar Senior Lecturer 2586 [email protected]

Jela Webb Senior Lecturer 2130 [email protected]

Matt Wood Principal Lecturer 2179 [email protected]

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 4.2.6 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 8-10  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.

You may already have your own e-mail account, for example, on Hotmail or Yahoo. If you prefer to continue to use only your private email account, then you MUST configure your email accounts to redirect mail automatically from your Brighton Account - see 7.3 below

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 4.5 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

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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. • Mutual trust and safe learning culture. • 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.

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.

MBA PSM aims The course aims specific to the MBA Public Service Management are to offer an opportunity: . To study at master’s level major functions of management and leadership in general and public services in particular, and integrate and reflect on these within a highly politicised environment.

. Provide students with an analytic and evaluative understanding of a range of concepts, models, approaches and techniques for managing and leading public service organisations effectively and efficiently.

. To develop the ability to analyse the key impact on organisational performance of the main political drivers for change in public services including those of sustainability in its widest definition and in particular its relevance to the student’s own organisation.

. To undertake advanced integrative and applied study on a selected topic, project or issue of strategic relevance to public service management drawing on the student’s own organisational context.

Specific MBA PSM learning outcomes: . To have a systematic understanding of specific management and leadership challenges facing the planning, delivery and commissioning of public services to achieve enhanced organisational performance through innovative ways of working. Understanding should include a critical awareness of the issues, theories and techniques at the forefront of these areas within the context of a highly politicised public service environment.

. To have the ability to critique models for sustainable collaborative working arrangements to further the effective delivery of public services including the ability of these to effectively market their services internally and externally through the use of effective communication.

. An ability to critically analyse organisational situations, identify changes needed, 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 internal and external environments.

. To develop the ability to initiate, plan and carry out substantial individual research project which are of strategic importance to the public services. The design and interpretation of findings in the projects should draw on a sound knowledge of holistic knowledge of the challenges facing public services. The approach should show a balance between academic disciplines and genuine application to and engagement with live problems

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 MBA is structured around three core modules and a number of MBA stream specific modules which are all mandatory in that you must complete and pass all the modules in order to gain the MBA Award. Each MBA stream will have slightly different modules which characterizes the emphasis of that particular orientation. In order to create flexibility you can take the modules in the order and within the time frame (1 year to 6 years) that fits your professional and personal circumstances as long as you take the final Integrative Project (MNM36) last.

See appendix 1 for the structure of the other MBAs from which you can also choose modules to substitute the modules on your own MBA course. However, be aware that you will need to take and pass what is equivalent to at least 60 cats points of stream specific mandatory modules in order to get the award for a specific stream (modules you have to take to get the award).

MBA Public Service Management route (FT/PT Block mode) progression of study. The following diagram represents the order in which we recommend that you take the modules if you want to complete in 2 1/3 years. This structure will allow you to build up your knowledge before you start on the more complex modules.

Recommended Year One of study with the teaching dates for the academic year 2014/2015 PT mode Sept - Dec Jan - March April - June July - Sept

Induction Programme Self-guided study and OPM 54 Information (24-25 Sept ‘2014) assessment hand-in: Systems, Operation and Process (20) Project =8 January 2015 23 – 27 March 2015 Reflective statement = 10 January 2015 STM23 The Dynamic Public Service Self-guided study & Environment assessment and-in: HRM75 (10) Project = 2 June 2015 Leadership & Ethics Reflective statement = 4 6 - 9 Oct 2014 (20 ) 21th – 23 & 26-27 June 2015 January 2015 Controlled assessment in or June/July Self-guided study STM12 (20) 9 – 13 Feb. 2015

Reflection on Practice

HRM 84 Managing People & Organisations - (20) 30 Oct – 5 Nov 2014 Recommended Year two of study (dates based on the academic year 2014/15 so will change slightly for 2015/16):

Sept - Dec Jan - March April - June July - Sept

Induction Programme Self-guided study and Self-guided study & (23 Sept ‘2014) assessment hand-in: assessment hand-in: Project = 2 June 2015 Project = 8 January 2014 Reflective statement = 4 Reflective statement = 10 June 2015 January 2014 MKM50 (1st part) (30) Joint Working workshop FNM18 Accounting & 13 – 17 Oct 2014 Performance Reflection on Practice Management (20) 14 – 20 January 2014

Self-guided study

HRM75 Leadership & Ethics (20 ) 21th – 23 & 26-27 MKM50 (2nd part) (30) January 2015 Marketing for the Not or for Profit workshop STM12 (20) 9 – 13 Feb. 17 - 21 Nov ‘2014 2015

Recommended Year Three of study (dates based on the academic year 2014/15 so will change slightly for 2016/17): Sept - Dec Jan - March April - June July - Sept

Progress Programme Self-guided study: Self-guided study & (23 Sept ‘2014) assessment hand-in: Project = 2 June 2015 Reflective statement = 4 June 2015

STM36 (part1) Developing Strategic & Change Capabilities (40) Self-guided study: Graduation in late July (29 Sept -1 Oct 2014)

STM36 (part2) Developing Strategic & Change Capabilities (40) (10 -12 Nov 2014) Self-guided study:

STM36 (part2) Developing Strategic & 4.2.2Change Course Capabilities content (40) You will(8 study- 11 Dec the 2014 MBA PSM by block attendance Most of the initial modules have a credit rating of 20 masters level points apart from STM23 The Dynamic Public Service Environment, which only has a credit rating of 10 Cats point. Although people vary in how they study and how they structure their study it is important to bear in mind that the indicative hours of study per module is 10 hours per credit point. These hours include time spent in taught sessions. The remaining hours will be spent reading, researching, observing practice, applying theory into your organizational context, preparing for the assessments and assignments, reflecting and writing. Thus the total points for whole MBA are 180 and the indicative number of study hours is 1800.

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 cats points. In exceptional cases, such as mitigating circumstances, and 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 modules equivalent to 40 or more cats points if it is believed that the student is capable of success in the next phase of study 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.

4.3 Academic Calendar – See Appendix 2

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. 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

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.

If you choose to become an action learner, you will work in a small learning support set, which will meet about once a month. 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 first two meetings will be facilitated by a member of staff who is an experienced action learning set 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 agreed between set members and their set adviser. After the first two facilitated set meetings, the action learning set will self-facilitate. A room will be provided by Brighton Business School but you may prefer to meet elsewhere. Your set facilitator will join you for one further meeting later in the year to review how the set is working and provide guidance on the set process if required.

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.

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 assessment 5.15 Appealing the decision of an examination board - replace

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 modules leaders 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 course area.

Outline of the assessment criteria for the Reflective Statement can be found below on page 35-36.

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 – 100%) - Distinction – (70 – 79%) - Merit – (60 – 69%) - Pass – (50 – 59%) - Fail and Refer – (40 – 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 40%)

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. GUIDELINES FOR MARKING CRITERIA The following grid is an indicate framework for the assessment of assignments within the Brighton Business School PT MBA. IMPORTANT NOTE: The criteria listed are only indicative and do not constitute a complete set of the indicators which are taken into consideration when awarding a grade 80 - 100% = High 70 – 79% = 60-69 % = Merit 50-59% = Pass 40-49% = Fail <40% = Fail Distinction Distinction (Refer) Meet all the learning all learning A good to very good An adequate to An unsatisfactory An outcomes to an outcomes/assessm response to the task: sound response to response to the Unsatisfactory exceptionally high ent criteria have all learning the task: all task: one or more response to the standard. been achieved to a outcomes/assessme learning outcomes/ of the learning task: most of high standard and nt criteria have been assessment outcomes/asses the learning The work many at an criteria have sment criteria outcomes/ass met fully at a good or demonstrates most or exceptionally high been met. have not been essment very good standard. all of the following level. met. The work criteria have Characteristics: The work may display some not been met. The work The work demonstrates most strengths but these Exceptional display of demonstrates most demonstrates most or or all of the following The work fails Understanding, or all of the following all of the following characteristics in The work may to meet the exploration, insight characteristics in characteristics in relation to those display some requirements in and/or research relation to those relation to those expected at the strengths but relation to those expected at the expected at the given given level of study these ar e expected at the Potential for given level of study level of study within within the discipline: outweighed by given level of publication/exhibition1 within the discipline: the discipline: several weak study within the Sound features in relation discipline, and/or ability to In-depth understanding and to those expected exemplified by: undertake further Good to very good understanding, exploration, some at the given level research understanding and exploration, insight insight and/or of study within the Very limited exploration, some and/or research appropriate discipline, such understanding All specifications for insight and/or as: research and/or the assessment task, thorough research Potential for exploration of including word limit Limited publication/exhibitio Some minor major ideas with where appropriate, Some capacity to understanding n3 and/or ability to inaccuracies and/or little or no have been strictly undertake further and/or exploration undertake further misunderstandings – insight and/or adhered to research of major ideas research small but not with very little minimal significant errors insight and/or research The organisation, No significant All specifications for minimal research structure and standard inaccuracies, the assessment Some minor Several of presentation of the misunderstandings or task, including word aberrations from the Some significant significant work, including any errors limit where specifications for the inaccuracies and/or inaccuracies subject-specific appropriate, have assessment task, misunderstandings – and/or conventions2 where The specifications for been adhered to including word limit gaps in understanding misunderstandin appropriate, are the assessment task, where appropriate and/or knowledge gs – minimal or exemplary throughout including word limit The organisation, no evidence of where appropriate, structure and The work is suitably Insufficient attention knowledge and Evidence of effective have been adhered to standard of organised6 and the paid to some of the understanding communication of work presentation of the standard of assessment criteria of the subject to specialist and non- The work is well work, including any presentation, and some significant specialist audiences organised, coherent subject-specific including any aberrations from the Insufficient and the standard of conventions4 where subject-specific specifications for the attention paid to Stimulating and presentation including 8 appropriate, are conventions7 where assessment task several of the rigorous arguments any subject-specific excellent throughout appropriate, is at assessment that are likely to be at conventions5 where least sound The work is too criteria and the limits of what may appropriate, is at least Evidence of effective descriptive, somewhat some serious be expected at this good communication of Ability to develop an disorganised and deviations from level work to specialist argument but can unclear and the the Evidence of effective and non-specialist lack fluency standard of specifications The work has been communication of audiences presentation, including for the approached and/or work The work has been any subject-specific assessment executed/performed 9 Convincing approached and/or conventions where

1 Includes equivalent influential dissemination 2 For example use of language, referencing 3 Includes equivalent influential dissemination 4 For example use of language, referencing 5 For example use of language, referencing 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 9 As 1 in an original way arguments that are Ability to present executed/performed appropriate, is poor task10 likely to be at the structured, clear and in a standard way Inspirational, limits of what may concise arguments with limited evidence Development of an The work is innovative and be expected at this of originality argument is limited mainly authoritative - level The work has been and often flawed descriptive, evidence of approached and/or Some poorly intellectual rigour, The work has been executed/performed in contextualisation but The work has been structured and independence of approached and/or a comprehensive way with a heavy approached and/or the standard of judgement and executed/ performed with some degree of reliance on a limited executed/performed in presentation, insightful in an original way originality number of sources poor way including any contextualisation, and, in general, the subject-specific including relevant Insightful Appropriate breadth and depth of The context provided conventions11 theory/literature/artef contextualisation, contextualisation, sources and takes the form of where acts/performance including relevant including relevant research are lacking description lacking any appropriate, is theory/literature/artef theory/literature/artefa breadth, depth and poor Clear evidence of acts/ performance cts/performance Evidence of study accuracy extensive study and and demonstration The work lacks demonstration of Clear evidence of Evidence of extensive of ability to reach Limited or supporting ability to reach extensive study and study and appropriate inappropriate research evidence or appropriate decisions demonstration of demonstration of decisions based on and demonstrated argument based on incomplete ability to reach ability to reach incomplete or ability to reach or complex evidence appropriate appropriate decisions complex evidence decisions The work has decisions based on based on incomplete been Evidence of very high incomplete or or complex evidence Some, but limited Insufficient evidence of approached quality analysis, complex evidence evidence of analysis, synthesis, and/or synthesis, evaluation Evidence of high analysis, synthesis, evaluation and critical executed/perfor and critical appraisal Evidence of high to quality analysis, evaluation and appraisal med in a very very high quality synthesis, evaluation critical appraisal poor way Outstanding problem analysis, synthesis, and critical appraisal Little evidence of solving skills – evaluation and Some evidence of problem solving skills Failure to suggests alternative critical appraisal Good or at least problem solving contextualise approaches competent problem skills A struggle to address from sources Excellent problem solving skills – complex issues solving skills – suggests alternative Some evidence of Little or no suggests alternative approaches ability to address evidence of Ability to address approaches complex issues analysis, complex issues both Ability to address adequately synthesis, systematically and Ability to address complex issues evaluation and creatively- complex issues competently – critical appraisal challenging effectively – explores established established challenges knowledge Little or no knowledge established evidence of knowledge problem solving skills

Failure to address complex issues

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:

10 Such as not keeping to the word limit and/or major elements of the work missing 11 As 1  Exceptional display of understanding, exploration, insight and/or research

 Potential for publication/exhibition12 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 conventions13 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%) 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/exhibition14 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 conventions15 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

12 Includes equivalent influential dissemination 13 For example use of language, referencing 14 Includes equivalent influential dissemination 15 For example use of language, referencing  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 conventions16 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:

16 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 organised17 and the standard of presentation, including any subject- specific conventions18 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 level of 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 task19

 The work is too descriptive, somewhat disorganised and unclear and the standard of presentation, including any subject-specific conventions20 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

17 Clearly presented but with little development 18 For example use of language, referencing

19 Such as not keeping to the word limit and/or minor elements of the work missing 20 As 1  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

 A struggle to address 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:

 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 task21

 The work is mainly descriptive, poorly structured and the standard of presentation, including any subject-specific conventions22 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

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.

21 Such as not keeping to the word limit and/or major elements of the work missing 22 As 1 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 whilst having failed modules equivalent to more than 40 cats points if it is believed that the student is capable of success in the next phase of study while completing the referred assessment of the previous modules.

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 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. Projects are an opportunity to complete a piece of work which will be useful to your organisation, as well as a learning vehicle for you. You may wish to negotiate the project you wish to undertake for a module with your manager, but this is not required by the Business School. At the same time it must be realistic and achievable in the time available. If you are in doubt contact your module leader for further guidance.

If you find that through changes in circumstances you are unable to base your project for a module on your workplace, you may base it on a case study or another suitable organisation, the scope of which should be negotiated with your module leader.

Writing your project Each module leader will advise you of any criteria/guidance particular to his/her module. Please make good use of the Referencing Handbook which was handed out 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 Examination room rules For detailed information about the Business School 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 on page 42 of 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 or what is more typical on the MBA Programme is that you are given a fixed period of time e.g. 48 hours in which to complete and submit your response. It is important to understand that on the MBA programme where a window of time is provided such as for example 48 hours, it is assumed that the student can complete the controlled assessment whilst working full-time or studying full-time during this period. It is not expected that the students will be spending 48 hour on completing the task, only that the task should be completed within the window of 48 hours. 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.

Your paper copy should normally be word-processed and bound, but you are requested not to enclose each page in a plastic envelope, since this usually makes marking extremely difficult.

The report should be on A4 paper with one-and-a-half spacing between the lines, single or double sided. Appendices may be single-spaced. Each page in the main report should be numbered with page numbers at the foot of the page.

There should be a margin of at least 1.5 inches (4 cm) on the left side of the page, both for the text and for any diagrams. Top, right and bottom margins should be at least 1.25 inches (3 cm). The right margin should be unjustified (i.e. left 'ragged') to aid readability.

The main text should be in a single 12-point font, e.g. Times New Roman or similar. An alternative font such as Arial in a smaller point size may be more appropriate in diagrams and tables. Use bolding for emphasis within the text and for section headings.

Any material copied directly from another author must be enclosed in quotation marks, followed immediately by a reference to the source. Individual quotations should not normally exceed one paragraph, and quotations should not exceed 5% of the length of the report.

Colour printing may be used for charts, screen-shots etc. Clarity is more important than fancy graphics. Avoid clip-art except where required for drawing diagrams.

You are responsible for the accuracy of the finished work so after it has been completed you should use the spell-checker to catch any typographical and spelling errors. You should also proof read it yourself (or have it read by someone else), as the spell-checker is not likely to catch every error.

5.4 Referencing your work

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

 When you quote directly using others’ words in quotation marks  When you paraphrase the arguments or theories of others in your own words

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

 When you rework published data or use it as the basis of your own calculations.

To ensure that you reference properly, you should carefully read and follow the guidance contained within the Brighton Business School Referencing Handbook, which is based on the Harvard referencing system. An electronic copy of the Handbook is also available on the School Area and all Course Areas on Studentcentral.

Therefore, no student has any excuse for not referencing properly, and poor referencing may have a negative impact on the mark that you receive for your work. Non-referencing will constitute plagiarism, which is considered a very serious form of academic misconduct (see 5.15 below).

5.5 Coursework word limits and word ranges

Every piece of coursework you are set will either have a word limit or a word range, which you should make sure you observe. Normally, if your coursework has a word limit e.g. 2,000 words, then the marker will 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

5.7 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 Return of coursework

Your module tutors will indicate when you should receive 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 returning your coursework, and where that happens your module tutor will let you know and provide you with a revised date for return of the work.

However, please note that all coursework marks returned prior to the relevant examination board are provisional, and are subject to approval of the examination board.

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 5.14 below).

5.11 Examination past papers

Copies of the past two years examination papers for all modules are available on the “My School: Brighton Business School” area on Studentcentral. Please note that for new modules this will not be possible.

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 atten d an examination you should also submit a Mitigating Circumstances form. Full details o n mitigating circumstances can be found in GEAR. However, the following should be not ed:

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.

5.15.4 Penalties

Penalties for plagiarism and collusion include being marked as zero for the assignment, zero for the module or even harsher penalties. A similar penalty is applied for cheating in examinations. Repeat offences carry stiffer penalties.

5.15 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 mark & referrals 6.2 What happens if I then fail a referral? 6.3 Compensation within modules 6.4 Compensated Credit 6.5 Progression regulations 6.6 Deferrals 6.7 Awards (including exit awards) 6.8 Registration periods 6.9 Intercalation

6.1 Minimum pass mark & referrals

The course uses the numerical mark scheme in order to establish the grades which can be achieved within a module (see section 5.2 for further details): - High Distinction (80 – 100%) - Distinction – (70 – 79%) - Merit – (60 – 69%) - Pass – (50 – 59%) - Fail and Refer – (40 – 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 40%)

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.

6.4 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.

6.5 Progression regulations

Please section 5.1 for details.

The regulations from GEAR apply to referral and progression on the MBA.

6.6 Deferrals

The regulations from GEAR apply to deferrals, see Gear for further details.

6.7 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

6.8 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.

6.9 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. 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 Disability and Dyslexia team, you’ll Build your employability skills and boost discover the wide range of academic and your graduate potential, with careers personal support available. guidance, enterprise skills, and employment and volunteering Health and wellbeing opportunities. Looking after yourself whist at university Chaplaincy helps you to get the most of your experience. Our links to local surgeries There’s more to the Chaplaincy than you give you access to a doctor, while our think with social events, retreats, worship, health and wellbeing workshops and discussion, support and listening. information help you to keep everything in Childcare balance – so look after your mind and body whilst you are here. With two Ofsted rated nurseries open to children of staff, students and the local Student Advice Service community, the University of Brighton is an When it comes to your finances at excellent choice for high quality, affordable university it pays to be money wise; so for and flexible childcare. expert advice on financial issues, including Counselling fees, grants, bursaries, loans, and money management, contact the Student Advice Whatever the reason, if you are finding Service. They can also help if you are an academic life is causing you concern, or international student needing immigration for personal reasons you need someone advice, or support if you’re experiencing to talk things over with, you don't need to culture shock and home sickness. 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 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 Engagement with your studies 9.3 Disability statement 9.4 Fire evacuation 9.5 Observing copyright laws

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9.1Student 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

58 The University aims to: Students are expected to: The Students’ Union aims to:  Provide a stimulating learning  Share responsibility for the  Promote a sense of enjoyment in all environment. learning process, recognising aspects of university life. the role of independence and  Give all students the right to be self- motivation in your studies.  Work in partnership with students represented in University and the University in maintaining a Governance through the  Engage fully with all learning culture that promotes a critical and Students’ Union. activities, whether face to face independent learning environment. or through e-learning.  Provide access to personal  Work with students and the tutors and appropriate study  Attend and contribute to University to ensure the financial support. lectures, seminars or tutorials. support packages available are suitable and continue to meet the  Continuously seek to improve  Adhere to the standards of needs of students. the quality of teaching, research academic practice of your and support services. course.  Offer information, advice or representation to students through  Ensure appropriate and timely  Reflect critically on feedback the SU Advocacy Service. feedback on all coursework. to improve your work.  Provide opportunities for all  Assess and mark work fairly,  Comply with University students to get involved in any part consistent with clearly stated regulations and procedures. of the Students’ Union. learning objectives.  Make arrangements for prompt  Foster a caring inclusive  Provide clear regulations, payment of all fees and environment for all students. procedures, policies and charges. information.  Ensure the elected representatives,  Be pro-active in seeking policies and actions of the Students’  Enhance personal development appropriate advice and Union reflect students’ needs. and employability skills and support in the event of provide access to careers difficulty whether academic or  Provide support, training and counsellors. personal. resources to students and their representatives so that they may  Facilitate access to appropriate  Use opportunities to enhance contribute effectively to the welfare, support and services. personal development evaluation and enhancement of the including extracurricular university experience.  Foster an inclusive environment choices and volunteering. treating all with fairness, dignity  Seek to ensure that Students’ and respect.  Treat university staff, other Union and the University learn from students and our neighbours the experiences of students.  Operate fair, accessible and with dignity and respect. timely processes for handling appeals, complaints and  Respect the University and disciplinary matters. local physical environment.

 Encourage students to provide  Support student feedback on their university representatives and participate experience, and, where in the processes to select appropriate, act upon this. them.

 Provide information requested by the University and ensure that your records are current.

 Provide feedback on the University experience.

59 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.

60 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

61 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 .

10. University of Brighton Alumni Association

University of Brighton Alumni Association: your professional 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. 62 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 115,000 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/advicenetwork

Development and Alumni Office University of Brighton

63 APPENDICES Appendix 1: MBA Module Guide Appendix 2: Academic Calendar Appendix 3: Action Learning Appendix 4: Management Competency Profile 64 Appendix 5: University Maps Appendix 6: Learning Support Plans

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APPENDIX 1 MBA Module Guide

65 MBA Cats MBA MBA MBA MBA New Code Knowledge Points FT PT PSM Leadership and IM HRM84 Managing People 20 20 20 20 20 20 & Organisations s e l

OPM54 Information u d Systems, Operations & o 20 20 20 20 20 20 M Process Management e r FNM18 Accounting and o C Performance Management 20 20 20 20 20 20 STM21 management Environments and 20 20 economics

66 STM22 management Environments and 20 20 20 20 economics STM23 Dynamic Public Service Environment 10 10 STM12 Services Planning and Commissioning 20 20 IMM07 Managing 10 10 Innovation IMM08 Managing 10 10 10 10 Innovation MNM94 International Strategy and Marketing 30 30 MNM95 International Strategy and Marketing 30 30 30 MNM48 Collaborative Working, Communication 30 30 and Marketing HRM75 Leadership & 20 20 20 Ethics MLM09 Knowledge Management 20 20 IMM04 Innovation Planning and Marketing 30 30 Electives Electives 20 20 20 MNM30 Specialist International Elective 20 MNM35 Developing international strategic 40 40 capabilities

MNM98 Developing s e international strategic l 40 40 u capabilities d o M MNM99 Developing e v

Strategic and Change i 40 40 t a

Capabilities r g

MNM96 Developing e t n

Strategic Leadership I 40 40 l

Change Capabilities a n i

MNM97 Developing F Strategic Knowledge, Innovation & Change 40 40 Management Capabilities Total 180 180 180 180 180

67 APPENDIX 2 Academic Calendar ______

68 APPENDIX 3 Action Learning

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69 70 APPENDIX 4 Management Competency Profile

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71 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

72 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.

73 APPENDIX 5 University Maps

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74 APPENDIX 6 Learning Support Plans (LSPs)

75 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

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