1.welcome to the faculty - staffordshire university web viewfaculty of business, education and law....

Faculty of Business, Education and Law

PROGRAMME HANDBOOK 2014-15

BA (Hons) International Business Management

Author: Dr Malcolm Ash, EDd, MSc, MBADate of Issue: August 2014

1. Welcome to the Faculty

Welcome to the Faculty of Business, Education and Law.

As Staffordshire students and through the “Staffordshire Graduate” programme, we focus on you. We help you to learn to be independent thinkers, to debate, question and discuss key issues in your chosen subject. You will be encouraged to be enterprising and entrepreneurial, to be an effective communicator and successful team worker.

Enterprise and entrepreneurship are important to us at the University; they are integral to the design of all our programmes. This means we need to have close connections with employers, business practitioners and professional bodies that help us make our courses relevant, interesting and up to date.

The people you meet in the faculty are friendly and approachable. They are all keen to help you succeed. Our aim is to nurture and inspire you, to help you grow, to build your potential through working in a vibrant, thriving, and sustainable international academic environment. You will enjoy working with academic staff who love their subjects and who are passionate about helping you to build your knowledge and expertise. They all come from different backgrounds and they will enjoy sharing their research, the work they do with businesses and in the local community and beyond with you.

The Faculty of Business, Education and Laws is international in its perspective and the people you meet will be able to talk to you about the strong partnerships we have with other Universities and Colleges both in this country and around the world. There are many opportunities for you to learn and gain a global perspective; from other students and the academic staff. Our job is to help you see new possibilities and to bring new horizons into view.

Above all, our strongest partnership is with you, our students. You are at the heart of everything we do and we are committed to giving you the best possible experience we can. We understand the importance of the commitment you have made to us and we value the time you spend with us and remember, we are always pleased to hear what you have to say.

I hope you have a successful, exciting and fulfilling time with us.

Professor Susan K. Foreman, MSc , PhDDean of the Faculty of Business, Education and Law

2. Welcome to your Programme

Staffordshire University Business School has been providing high calibre business and management education for over thirty years. We have excellent links with Industry and we make sure what we do is geared to real life business.

The Management Award Team is here to help you through your studies and aim to be approachable, receptive and friendly. Your feedback is very important so please consider becoming a student representative; we are really keen to hear your views so that we can offer you the best academic experience possible. If you feel unable to commit to this, make sure you

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make your views known to whoever volunteers to be a representative for your award. It helps us to make changes or improvements when we know your concerns.

Finally, we hope you have an enjoyable and rewarding time of study on your award.

Business Management Award Team

3. Useful Contacts and Resources

3.1 Academic Contacts

Award Leader: Dr Malcolm AshRoom B366, Brindley BuildingTel: +44 (0) 1782 294348Email: [email protected]

A full list of staff contacts can be found at: http://www.staffs.ac.uk/directory/

3.2 Administrative Contacts

Undergraduate Office Team Room B227Tel: +44 (0)1782 294060Email: [email protected]

Student Guidance Advisor: Lesley MountfordRoom B223, Brindley BuildingTel: +44 (0) 1782 294073Email: [email protected]

Teaching and Learning Manager: Anni HollingsRoom B249, Brindley BuildingTel: +44 (0)1782 294202Email: [email protected]

Student Experience Manager: Jim PughRoom B358, Brindley BuildingTel: +44 (0)1782 294349Email: [email protected]

3.3 Useful Internet Resources

The Faculty website can be found at:http://www.staffs.ac.uk/faculties/business/

Here you will find details of timetables, contacts and news regarding the Faculty.

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http://www.staffs.ac.uk/faculties/business/

mailto:[email protected]



http://www.staffs.ac.uk/directory/

The Faculty uses Blackboard as an online learning environment, and information on modules on which you are enrolled can be accessed from this. Note: you can only get access to those modules that you are studying – if you cannot gain access to material, it may be that you are not correctly enrolled on the module – make sure you let your module tutor or award administrator know.

Blackboard can be found at: http://blackboard.staffs.ac.uk

The library can be accessed from: http://www.staffs.ac.uk/support_depts/infoservices/library/

You should also use the MyPortal site to manage your personal details such as changes in address and contact numbers http://myportal.staffs.ac.uk

3.4 The Faculty Office

Faculty Office (Business) is in B227 Brindley Building, Telephone 01782 294060. Email [email protected] and should be your first port of call if you have any queries or problems relating to the Faculty or if you are unsure of how to deal with other queries. The Faculty Office team are responsible for managing the wide range of activities and processes necessary to support students and academic colleagues within the Faculty. Details of the key administration staff offering direct student support are:

Business Administrative Manager: Jill DixRoom B227, Brindley BuildingTel: +44 (0) 1782 294053Email: [email protected]

It is important that you get to know staff in the Faculty Office as they are responsible for keeping all the information on your time with us accurate and up-to-date. In particular, make sure that you:

Check your University e-mail account regularly for any information or queries sent to you by Faculty administrators or by academic staff. It is your University e-mail account which we will use for all University correspondence.

Always let the Faculty Office know of any changes in your contact details. This includes phone numbers as well as home and term addresses. It really is important that we know how to get in touch with you – for example not telling us of a change of address might mean results / referral information do not get to you.

Always ensure that the Faculty Office is aware of any changes you make to your academic profile (modules / award) by completing the appropriate module amendment / award transfer forms.

Opening TimesTerm Time: Monday – Thursday 8.45 – 18.00 Friday 8.45 – 16.30Non Term Time: Monday – Thursday 8.45 – 17.00 Friday 8.45 – 16.30

Please feel free to contact the Faculty Office between these times. All queries, no matter how small or large, are welcome as they ensure that your records are always correct – and this does prevent delays or difficulties in confirming results at the end of each Academic Year. And if you

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http://myportal.staffs.ac.uk/

http://www.staffs.ac.uk/support_depts/infoservices/library/

http://blackboard.staffs.ac.uk/

have a problem which the Faculty Office can’t help you with, it usually knows somebody who can.

3.5 The Faculty Management Team

The Dean of Faculty

Professor Susan ForemanRoom B315 Brindley Building01782 294029Email [email protected]

In this role, the Dean has responsibility for the strategic development, operation and management of the faculty. Should you need to speak with the Dean, you should normally make an appointment with her personal assistant, Barbara Betts, B315 Brindley Building, Tel 01782 294062, e-mail [email protected].

Faculty Associate DeansThe Dean is supported in running the Faculty by three Associate Deans and three Heads of School:

Robert Curtis: Associate Dean – Learning and Teaching B250 Brindley Building, Tel 01782 294346 email [email protected]

Paul Byrne; Associate Dean – Partnerships B374 Brindley Building, Tel 01782 294152 email [email protected]

Paul Williams: Head of School – Business B301 Brindley Building, Tel 01782 294064 email [email protected]

Ian King: Head of School - Law LW129 Law Building, Tel 01782 294099 email [email protected]

Dr Michelle Lowe: Head of School – Education B382 Brindley Building, Tel 01782 294240 email [email protected]

4. What are the aims and outcomes of the award?

The business award aim to create a learner-centred success culture which will:

Develop students who have a critical awareness of international business issues and who are able to articulate this awareness by making a positive contribution to organisation outcomes

Provide a stimulating learning experience and environment that offers a contemporary international business management experience for students to develop their potential to become outstanding graduates in international business and entrepreneurial practitioners within an international business community.

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Foster an academic community which promotes lifelong learning, supported by research and practice informed teaching and support flexible learning with technologies to reflect and anticipate student needs

Provide real experience of international business management through a managed and supported year long work placement programme or shorter work experience, and through application of principles, models and theories within real-life settings and to enhance employability and connection to practice by preparing students for practice in an international business environment.

Provide stimulating and challenging learning opportunities and work-related experiences to enable full business simulation.

Provide a coherent, clearly defined programme of study of international business encompassing international businesses role in influencing business organisations in the context of increasing change and complex societal and environmental demands.

Provide a learning experience that reflects the importance of, and celebrates diverse communities and enables inclusivity of all those wishing to engage in learning and development.

Provide a programme of timely assessment and feedback which enables students to become self aware, reflective and independent learners; partners in, contributors to and co-owners of their PDP and life-long learning and success

Provide a programme of development that inspires and interests students to develop a love of their subject and for learning and to encourage further development and study.

5. The Staffordshire Graduate

The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work.

The Staffordshire Graduate will:

Discipline Expertise:• Have an understanding of the forefront of knowledge in their chosen field

Professionalism:• Be prepared to be work-ready and employable and understand the importance of being

enterprising and entrepreneurial

Global Citizenship:• Have an understanding of global issues and of their place in a globalised economy

Communication and Teamwork:

• Be an effective communicator and presenter and able to interact appropriately with a range of colleagues

• Have developed the skills of independence of thought and (when appropriate) social interaction through teamwork

Reflective and Critical Learner:

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• Have the ability to carry out inquiry-based learning and critical analysis • Be a problem solver and creator of opportunities

Lifelong Learning:

• Be technologically, digitally and information literate• Be able to apply Staffordshire Graduate attributes to a range of life experiences to

facilitate life-long learning and life-long success.

All students will have many opportunities to develop and achieve these attributes. These will include learning opportunities within their chosen awards and co-curricular activities such as work experience, volunteering and the development of employability, enterprise and entrepreneurial skills.

Employability, Enterprise and Entrepreneurship

Being employable…

... involves the development of a set of skills, knowledge and personal attributes that makes graduates more likely to gain employment, have the capability of being effective in the workplace and be successful in their chosen occupation to the benefit of themselves, the workforce, the community and the economy.

Being Enterprising …

…involves a set of skills and attitudes that can enable a culture of identifying opportunities, creativity, risk taking and innovation. It can involve many activities – for instance organising an event, planning an overseas trip or involvement in a social enterprise. Equally it can be about finding new solutions to old problems in your workplace, conducting a piece of research in a resourceful way, starting a new society or being involved in a community project. Employers value enterprising people!

Being Entrepreneurial…

…very often involves using enterprise skills to create new businesses and bring them to market. There is considerable support for those wishing to do so while at University. However, being entrepreneurial is not just about business skills or starting new ventures; it is a way of thinking and behaving relevant to all parts of society and the economy in terms of mindsets, behaviours, skills and capabilities to come up with new ways of doing things well and the flexibility to change career direction.

6. How is the award structured?

Programme Title: BA (Hons) International Business Management

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Level 4

TB1 Management Skills

(Enhancing your career

and personal success)

(30 credits)

Resourcing the Organisation(45 credits)

TB2

Analysing Business &

Environmental Information

(1)(15credits)

Entrepreneurial Marketing(30 credits)

(To progress to Level 5 at least 90 credits at Level 4 must be passed)

Level 5 Interim structure 2014-2015 only

TB1 Global Marketing in Action

(30 credits)

Designing & Managing Effective

Organisations(30 credits)

Employability & Project Management Techniques

(Enterprise, Entrepreneurialism and Citizenship)(30 credits)

TB2The TRIAD (EU, USA &

Japan) and International Business

(15 credits)

International Culture and

Communications(15 credits)

Level 5 2015-2016 onwards

TB1 Global Marketing in Action

(30 credits)

Designing & Managing Effective

Organisations(30 credits)

Professional Development(Enterprise,

Entrepreneurialism & Citizenship)(15 credits)

Analysing Business & Environmental Information (2)

(15credits)

TB2The TRIAD (EU, USA &

Japan) and International Business

(15 credits)

International Culture and

Communications(15 credits)

(To progress to Level 6 at least 210 credits of must be passed including a minimum of 90 credits at Level 5)

Level 6

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TB1

Applied Business Research

(30 credits)

Strategic Management in Organisations

(30 credits)

International Supply Chain Management

(15 credits)

The Role of Emerging Economies in International

BusinessOR

Work Experience(15 credits, Level 6 Option)

TB2Global Business Directions

(30 credits)

.

The programme will meet the outcomes demanded of a Staffordshire Graduate who is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. QAA Business & Management benchmark statements met by each outcome are indicated in italics at the end of each outcome.

At the end of your studies you should be able to:

Knowledge and UnderstandingDemonstrate a systematic understanding and critical evaluation of key aspects of business, to include strategic management concepts to inform decision making and change management in response to contemporary and global developments.(2.1; 2.3; 3.1; 3.2; 3.5; 3.7; 5.4)LearningCarry out inquiry based learning, critical analysis and evaluation, and creative thinking to provide opportunities and solutions for business success. Engage in strategic thinking and development and apply ethical reasoning to issues facing contemporary organisations, management and leadership.(2.1; 3.1; 3.2; 3.3; 3.4; 3.7)EnquiryJustify and apply appropriate and ethical approaches to research and investigation in the field of management and apply skills and knowledge of enterprise in the pursuit of new business solutions and opportunities. Evaluate the effectiveness and ethical use of information in a global business management context.(2.2; 3.9; 5.4)AnalysisDescribe, comment on and critically evaluate contemporary research into business management and its application related to decision making and the judgement of strategic decisions. Be entrepreneurial in your way of thinking and behaving, and in your approach to problem and opportunity analysis. Throughout you will reflect on the application of creative thinking, risk analysis and innovation.(2.2; 3.3; 3.6; 5.4)Problem SolvingDemonstrate a range of approaches to solving complex and interrelated business problems, displaying judgement of appropriate and different perspectives and the

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knowledge and understanding of what is right and ethical.(3.5; 3.9; 4.2)CommunicationCommunicate complex information, ideas, problems and solutions through a variety of media and display confidence in their communication and presentation abilities and your ability to network and interact.(3.9)ApplicationApply, with reasoned judgment the research and analysis skills, problem-solving techniques and business knowledge to business problems review, extend, devise and sustain arguments to complex organisational problems, scenarios and opportunities to demonstrate your capabilities as entrepreneurs and enterprising individuals.(2.4; 3.1; 3.3; 3.4; 3.5; 3.7; 3.9; 4.2; 5.4)ReflectionDemonstrate a high level of competence in personal development, showing imitative, responsibility, reflection and the transferable skills necessary for employability and understanding of your role in a globalised economy, through highly developed skills of personal awareness and critical review.(2.3; 2.4; 3.2; 3.8; 3.9; 5.3)

7. How will I learn on this award?

This section provides you with important information about teaching and learning. It also contains crucial information about how you are assessed, how your work is marked and the marking policies and procedures employed within the Business School.

Teaching and Learning

Recognising the diverse skills and styles of our student community places an emphasis on ensuring that a range of learning environments and media are available and enabling students to engage in learning in a variety of ways. The emphasis on experiencing marketing practice in a business environment creates the need for additional learning environments such as conference, learning in work and more visits to supplement the more traditional approaches of lectures, guest speakers, tutorials, workshops, seminars and VLE to complement and enhance traditional, face-to-face learning experience. Knowledge and skills will be developed through case-studies, role-plays, simulations, presentations, projects (work-based and academic), reflective portfolios and the extended use of technology supported activities.

The curriculum will develop and evolve so that knowledge and skills learned in core modules will be transferred, re-applied and developed in related option modules and at higher levels. Our learners will be guided through their studies through a teaching support network of module tutors, personal tutors, award leaders and supporting academic and business managers, and dedicated and involved support and pastoral staff. Learning and teaching will be an enriching experience for the students that reflects the value the school places on effective, innovative and research informed teaching. Learning and teaching will foster the critical intellectual development of our students and the business capabilities required to engage in contemporary organisations.

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In their learning situations our students will be acting in partnership with module deliverers and facilitators who, through a programme of study designed to develop an evolving body of knowledge and portfolio of skills will be:

Encouraging active learning and a confidence to learn

Making explicit the skills to be developed through the curriculum

Stimulating intellectual curiosity and excitement in learning through engagement with up-to-date and contemporary, well researched subjects.

Encouraging critical reasoning about the world of business to achieve well informed judgements and conclusions

Challenging and shaping new learning experiences and opportunities through application of research informed pedagogy

And our learners will be:

Engaging with complex, challenging problems and real world issues

Proactively using available resources, technical, digital and paper-based to address problems, construct solutions and identify new topics for research

Engaging in constructive reflection on learning and new ideas

Communicating and sharing with others in effective teams and collaborative activities.

Demonstrating a sense of community through active involvement with individuals and groups from differing backgrounds, communities and value systems

Enquiry Based Learning

Graduate study is emphasises an enquiry style of learning. Enquiry Based Learning is based on you experiencing a wide range of assessment outcomes and learning processes. As such it is quite contextual and based on the situation of the subject. It is very much based around academic staff defining the area of learning involved but then it is up to you to read around the subject using such sources as the academic text, journal or professional articles and material on the news. It requires you to be reflective and critical in developing evidence based solutions founded on both theory and referenced opinion from other sources and you putting these together to address the assessment topic. It is not simply disruptive but requires you to show understanding, interpretation and judgement - all skills needed to be successful in employment. Assessment can take a number of forms here including logs, group work, presentation as well as exams and assignments

Teaching and Learning Methods

You will experience a variety of teaching and learning methods which incorporate both formal types of teaching and independent learning.

In particular enquiry based learning is a core element of graduate learning and is based on you experiencing a wide range of assessment outcomes and learning processes. As such it is quite

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contextual and based on the situation of the subject. It is very much based around academic staff defining the area of learning involved but then it is up to you to read around the subject using such sources as the academic text, journal or professional articles and material on the news. It requires you to be reflective and critical in developing evidence based solutions founded on both theory and referenced opinion from other sources and you putting these together to address the assessment topic. Assessment can take a number of forms here including logs, group work, presentation as well as exams and assignments.

Examples of the types of learning experiences that students encounter on the Business Courses include:

Lectures Tutorials and seminars Group tasks Student-led and tutor-led independent exercises Workshops Examinations Assignments Case based assignments Presentations Investigations Literature review

At the start of each module you will be given a Module handbook. This should contain further details about the specific teaching and learning methods employed, advice on how to manage your own learning and how you will be assessed. Each module has a specified module leader all module-related enquiries should be directed to the module leader in the first instance.

TIP: SWITCH OFF MOBILE PHONES BEFORE ALL CLASSES. MAKE SURE YOU UNDERSTAND UNIVERSITY RULES AND REGULATIONS ON CLASSROOM ETIQUETTE THE REGS CAN BE FOUND AT http://www.staffs.ac.uk/images/ugrad_mod_fram_tcm68-12695.pdf

8. Support and Guidance

8.1 Academic Support and Guidance

Throughout your course you will meet the Module Tutors at the taught sessions. If you require additional advice and guidance, please do not hesitate to contact the Module Tutors, Award Leader or the Award Administrator. One-to-one support tutorials can be arranged on request, either be face to face, by telephone or by e-mail.

Please contact your tutor if you have any concerns about assessment or any other aspect of your course. Generic support with studying, assignments and assessments can be found on the libraries’ Learning Support web-pages: http://www.staffs.ac.uk/support_depts/infoservices/learning_support/index.jsp

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http://www.staffs.ac.uk/support_depts/infoservices/learning_support/index.jsp

8.2 General Support and Guidance

If you have concerns about your ability to complete your course for any reason, you are strongly encouraged to speak to one of the tutors and hopefully a mutually agreeable support strategy can be offered to you.

If you have any general concerns, the Faculty Student Guidance Advisor can help you with a wide range of educational issues as well as offering specialist information and support. A drop-in service is available, but to discuss an issue in depth you can then book an appointment.

If you are part-time, off campus, or a distance learning student you can telephone or email your faculty Advisor. These details are on the Student Guidance website:http://www.staffs.ac.uk/support_depts/studentguidance/index.jsp

8.3 Disability

Staffordshire University is committed to enabling all students to achieve their full potential. If you have a disability or specific learning difficulty (SpLD) which might affect your progress, you are strongly advised to disclose this to one of the Award or Module Tutors at the earliest opportunity. Every effort will be made to implement any reasonable adjustments to the learning environment in order to support you through the module. Each Faculty has a Disability Coordinator who coordinates support for disabled students.

The Student Enabling Centre provides specialist study support for disabled students and also a counselling service to support students who may experience issues that affect their mental wellbeing. The service provides a range of information, advice and facilities such as offering study needs assessments, help to apply for the Disabled Students’ Allowance (DSA) and providing study support services for students with dyslexia.

At Stoke, the Student Enabling Centre is based in the Cadman Courtyard, and at Stafford in the One Stop Shop in the Beacon Building. More information about the Student Enabling Centre can be obtained from http://www.staffs.ac.uk/study/disabled/ or by email at [email protected] or [email protected]

8.4 The Students’ Union

Your Students’ Union understands the pressures and challenges of academic study and is always here to help all its student members. RepresentationIf you have an issue with your course, you can turn to your Student Academic Representatives. Elected by their course mates, the Student Academic Reps are there to listen to your views, represent them at faculty meetings involving your course and feed them back to the Students’ Union to help achieve positive outcomes for you. If you’re not sure if your course has a Student Academic Rep, get in touch with the Students’ Union and we can find yours or help you become one.

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http://www.staffs.ac.uk/study/disabled/

http://www.staffs.ac.uk/support_depts/studentguidance/index.jsp

AdviceFor those matters that can’t be fixed so easily, the Union also provides a team of fully-trained advisers to help you solve your problem. Available on both Stafford and Stoke campuses, the advisers can be seen for free all week, just drop in to find out when they’re free. The team can help you with academic issues, housing, student funding, benefits and much more. If you can’t make it into the Union, you can also chat to them online at www.staffsunion.com/advice.

8.5 Further Support

The University has other services which offer support to international students, mature students, students with caring responsibilities and students who have been in care. Information on all our services for students can be found at: http://www.staffs.ac.uk/study/services/

9. How do I hand in assignments?

Written Assignment Submission

Written assignments will either be submitted as a hard copy to your Faculty Office, or submitted online through Blackboard. Each module handbook will make it clear how you will be expected to submit your work.

Submitting Written Assignment to the Faculty Office

You will normally be required to hand in written assignments to Business School Reception, Room B227, Brindley Building. Instructions for the submission of assignments will be included in the relevant module handbooks. It is your responsibility to ensure that you submit assignments on time and at the appropriate place.The Faculty Office is open to take your assignments at the following times, but please note that individual assignments may have a submission time earlier than the office closing time.

Monday – Thursday 8.45 – 18.00 Friday 8.45 – 16.30

Written assignments to be submitted to the Faculty Office should have stapled to them an assignment receipt form, available from the Faculty Office. Please ensure that you fill in all appropriate sections and if submitting assignments at the Faculty Office then cover-sheets forms should be completed in advance to avoid unnecessary delays.

The paper form of the submission cover-sheet you will complete is in duplicate. It is most important that you use a biro so that both copies are marked. On submission the Faculty Office will date stamp both copies of the form and return one copy to you. KEEP THIS RECEPT SAFE! IT IS PROOF THAT YOU HAVE SUBMITTED YOUR ASSIGNMENT ON THE STAMPED DATE.

We would normally expect you to hand in your work in person, but recognise that this may not always be possible. If you are unable to hand in your written assignments in person, you can

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http://www.staffs.ac.uk/study/services/

http://www.staffsunion.com/advice

submit them via the post, using recorded delivery. This is important as should your work not arrive, we need to be able to find out what happened to it. All work which is submitted in this way will be dated according to the postmark.

Submitting Assignments Online

Online assignments will be submitted through BlackBoard, using one of a number of methods. In each case, the module handbook and BlackBoard site for that module will make it clear how and when you are required to submit your work. All assignments should be submitted through the Module space in Blackboard, and not through the award space. All assignments are marked anonymously unless this is not possible or undesirable

In some cases you may be asked to submit your work via email or another online process. In each case, this will be made clear in your module handbook.

All electronic submissions via Blackboard should have an e-version of the coversheet cut-and-pasted into the front of your assignment document.

Anonymous Submission

Note that most assignments are marked anonymously, and that you are asked to fold and stick down the top-flap of the assignment receipt form to conceal your name before handing in your work. This is an important tool in helping to safeguard the integrity of the assessment process. Anonymous marking, however, may not be appropriate certain kinds of assessment (for example, an artefact or presentation).

For online submissions, we will use the tools available in Backboard to ensure anonymity wherever possible.

Learning Support Agreements

If you have a learning support agreement which recognises dyslexia as a disability make sure that you ask for one of the yellow stickers (available from the Faculty Office) to attach to your work to signal to the tutor that the assignment needs to be marked on content and understanding and not penalised for grammar, spelling or punctuation errors.

For online submissions, you will be advised by you Faculty Office, or in the module handbook on how to signal this to your tutor.

Similarly, if your learning support statement specifies that you can negotiate the submission dates of your assessments then please ensure that you have agreed new submission dates with your tutor in advance of the original deadline. On the Faculty assignment cover-sheet there is a box for stating the agreed negotiated deadline and the tutor’s signature. Please be mindful of the fact that you may need to complete the cover-sheet in advance of the submission date to ensure you get the tutor’s signature – rather than assume the tutor will be available on the day / time you intend to submit.If you hand work in after a negotiated deadline, it will be treated as ‘late’, and will be marked at zero. So, if having once negotiated a deadline you find that, as it approaches, you are going to

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need a further extension, you will need to go back to your Award Leader / Personal Tutor to authorise this. Your Award Leader / Personal Tutor will use the test of ‘reasonableness’ in agreeing to any further extension.If you need to adjust the assignment schedule agreed with your Award Leader / Personal Tutor for reasons that are unrelated to your disability, then you will need to use the normal Extenuating Circumstances procedure.

Keeping a Backup

Finally, of course, it is good practice to keep a hard or (backed-up) electronic copy of any assignment you submit, whether that assignment is submitted on paper or electronically. Should the assignment you submit get lost, then you will have the receipt to prove that you handed it in, and a copy to replace what has been lost.

Extenuating Circumstances

If your absence from the programme, for example as a result of ill-health, affects any aspect of your assessment, you may be eligible to submit a claim for extenuating circumstances. The University defines extenuating circumstances as ‘circumstances which are beyond the control of the student, which could not reasonably have been foreseen or prevented by the student and which would substantially impact on a student’s performance in assessment’. You are strongly encouraged to discuss your extenuating circumstances with your Personal Tutor, Faculty Student Guidance Advisor or other appropriate member of staff. Further information can be found at http://www.staffs.ac.uk/assets/extenuating_circumstances_procedure_tcm44-25749.pdf

10. Feedback on Your Work

Seven principles of good feedback

Good feedback should:

1. Be an interactive process involving student-tutor and student-student dialogue;2. Facilitate the development of self assessment and reflection;3. Clarify for students and staff, through dialogue, what good or bad performance actually

is in the assignment or task;4. Be developmental, progressive and transferable to new learning contexts;5. Be ongoing and embedded in the learning process;6. Motivate, build esteem and confidence to support sustainable lifelong learning;7. Support the development of learning groups and communities.

Coursework and other assessments, excluding examinationsYou will normally receive feedback on all your assessments, other than examinations, within 20 working days following the date of submission of your assessment or actual date of the assessment (in the case of class tests). For some assessments the feedback period will be less

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http://www.staffs.ac.uk/assets/extenuating_circumstances_procedure_tcm44-25749.pdf

http://www.staffs.ac.uk/assets/extenuating_circumstances_procedure_tcm44-25749.pdf

than 20 working days. However, it may be the case that the 20 day rule for some assessments cannot be met for justified reasons (for example, modules on which a large number of students are enrolled). However, it is anticipated that this will apply to only a small number of modules on your award and, in those cases, the feedback return period will not exceed 25 days. The anticipated feedback return times for all assessments will be published in your Module Handbooks.

In order to ensure that feedback is provided within 20 days, in most cases, the marks for your work will be provisional and will be subject to final ratification by the appropriate Assessment Board in due course.

Formal University examinationsFeedback for examinations will always be provided. This feedback can take a variety of forms and be either generic or personalised. At the latest, feedback should be provided at least four weeks before the next examination period.

The University hopes that you will also play your part by ensuring that you collect feedback from the relevant sources as soon as it is available.

11. External Examiners

As with all universities in the UK, Staffordshire employs external examiners who are specialist in the area you are studying. The majority are drawn from other universities or colleges in the country, although some will also come from industry or other relevant professions. External examiners look at the assignments that are set for you and the work you produce. They are asked to confirm that the standards are appropriate for the level at which you are studying. They attend assessment and award boards and write an annual report for the University which is used as part of the process, (which includes student representatives) of monitoring the quality and standards of your award. You are entitled to see these reports and if you wish to do so you should contact your Faculty office.

External examiner(s) who are responsible for your award are:

External Examiner Position InstitutionNick Eade Senior Lecturer & Course

LeaderBuckinghamshire New University

Robin Gowers Senior Lecturer Anglia Ruskin University

Steven Henderson Reader in Management Southampton Solent University

Nia Hughes Senior Teaching Fellow Keele UniversityDavid McGuire Lecturer in HRM Queen Margaret

UniversityKamil Omoteso Programme Leader for MSc

Project Management and Senior Lecturer in Accounting

De Montfort University

Issidora Paleologos Senior Lecturer University of Hertfordshire

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Natasha Smith University Teacher in International Business

University of Liverpool

Chandres Tejura Senior Lecturer in Management Accounting

London Metropolitan University

Sarah Warnes Curriculum Manager for HE Business & Management Programmes

Colchester Institute

NB: It is not appropriate for you to make direct contact with external examiners, in particular regarding your individual performance in assessments. There are other mechanisms you can use if you are unhappy with your results or other aspects of your award, such as the appeal and complaints procedures.

External examiners have been informed that if they are contacted directly by students they should decline to comment and refer the student back to the University.

12. Placements

The Placement experience provides students with a welcomed advantage in the job market and so placements are strongly recommended for students on any of our Courses. Not only do they give you valuable experience they can often lead to a job offer on graduation. You will also be paid a salary. Getting a placement is a competitive process where companies select students from Staffordshire and other universities.

Early in level two, fairly general advice will be given on the job application process and on an employing organisation's expectations in terms of appearance, conduct and performance. You will be offered workshops on CV’s and interviews. Lists of companies offering placements will be published throughout level two. You may then indicate which placements you wish to be considered for. As with any job application if you are considered suitable for the post you will then be interviewed by the company and the successful applicant will be offered the post soon after.

There are placements available in all sectors of the economy and are salaried in most cases. The University does not approve of unpaid placements. Placements can be located throughout the United Kingdom and may be international. The Careers Service will help you with job application documents. They will advertise placement positions on their website. The Business School placements co-ordinator is Sue Clews (tel: 01782 298510, B251 Brindley Building, email: [email protected]).

13. Personal Development Planning and Personal Tutoring

PDP will form an integral part of your student experience. The Quality Assurance Agency for Higher Education describes PDP as ‘structured and supported processes to develop the capacity of individuals to reflect upon their own learning and achievement, and to plan for their own personal education and career development.’

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As part of this process you will develop a record of personal goals, plans, reviews and achievements. These will provide a source of material for you to draw upon to monitor your own progress, develop a CV and to prepare job applications. Your Personal Tutor will be involved in the preparation of this record. PDP will also be integrated into modules at each level of your course, through use of Pebblepad+. Key to the whole process is reflection on your learning and experiences.

Aim: All students will have the opportunity to engage in a Personal Development Planning programme while at the University, as well as having access to tailored support and relevant opportunities.

All undergraduate students will be able to engage in a continuous personal development planning process, which will encourage them to learn how to:

Take responsibility for their own personal and professional development Identify areas for self development and set goals for that development Reflect continuously on their learning and skills development (gained from their

academic, work-based and other experience both before and whilst at university)Articulate their learning (for example, to employers

Personal Tutors - Who are they?

Each student will be assigned a member of academic staff as a personal tutor. The personal tutor will then act as a focus for problems encountered by the students and advise on the best way of tackling them. Whenever possible, the personal tutor will also provide advice on a choice of modules within the course.

Your Personal Tutor is the person you should see if you have problems, or need guidance and support. It is important that you feel reasonably comfortable talking to your personal tutor, as students normally keep the same tutor throughout the year. If, for some reason, you are not happy with the personal tutor allocated, please see the award leader to investigate whether a change can be made.

14. Recognition of Prior Learning

Recognition of Prior Learning (RPL) is the term used when a student uses his or her previous experiences to gain admission to a programme of study; admission to a module; admission at an intermediate stage in a programme (advanced standing); or to gain exemption from part of a programme of study. These previous experiences may be work-based learning, general learning experiences (experiential) or certificated qualifications.

You should normally apply for exemptions or admission with advanced standing through the RPL scheme when you apply for a place on the award, or immediately upon registration for your modules. You will not be allowed to apply for RPL in a module once you have submitted any assessment for that module. If you apply for exemptions or admission with advanced standing through the RPL scheme you may be required to undergo some assessment to determine the relevance of your experiences/qualifications.

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Staffordshire University’s RPL scheme can be accessed at:http://www.staffs.ac.uk/assets/apel_policy_tcm44-26828.pdf

15. Award Regulations

Your award is regulated by the University’s Academic Award Regulations. These can be accessed at: http://www.staffs.ac.uk/legal/policies/awardregs/index.jsp

Module Failure - what happens if I fail a module?If you have failed to satisfy the assessment criteria of the module, you will be awarded a fail (0-39% undergraduate; 0-49% postgraduate). If you have failed to submit any assessment for the module, you will be given a Grade Point N (Fail due to non-submission) for the element(s) of that module and you will only be allowed a further attempt at that element(s) of the module at the discretion of the appropriate Board.

If I fail a module, can I resit it?(i) If you made an attempt at your assessments at the first attempt:

You will only be guaranteed an opportunity to attempt referrals once IF, and only if, you have made an attempt at the assessment(s) on the first occasion unless a claim for Extenuating Circumstances has been successful.

(ii) If you did not make an attempt at your assessments at the first attempt:If you do not submit work or attend assessments at the first attempt, that guarantee of a referral is lost and the appropriate Board will decide whether or not to allow you a referral. In making its decision, the Board may take account of your engagement with that module.

If the Board does allow you a referral(s) and you do not take the referral(s) at the time notified to you by your Faculty/School, no further referral opportunity will be given to you

and you may fail the award.

When can I take my resit(s)?In all cases, if you are allowed a referral(s), the referral(s) must be taken at the next resit opportunity. For many students, this will be in August 2015 but will depend on the nature of the award and the timing of your assessments.

It is your responsibility to make sure that you know when you are required to resit.

16. Concerns and Complaints

We endeavour through our support systems to deal with any concerns and complaints informally. Within your department, we advise you to talk to your Module Tutor, Award Leader or Personal Tutor as soon as possible. You can also talk to the Faculty Student Guidance Advisor.

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http://www.staffs.ac.uk/legal/policies/awardregs/index.jsp

http://www.staffs.ac.uk/assets/apel_policy_tcm44-26828.pdf

If you are still dissatisfied then the University has in place a Complaints Procedure. You can also use the Complaints Procedure if you feel you have been subject to discrimination, harassment, bullying or abuse. For more information contact the Appeals Complaints and Conduct Manager on 01782 294359 or visit:http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/index.jsp

17. Academic Misconduct and Plagiarism

The University and Faculty take the issues of academic dishonesty, plagiarism or cheating very seriously. If you are caught breaking the University’s rules, you can expect to be punished – this might mean failing an assignment, failing a module or even failing your award and being asked to leave the University.

It is vitally important that you understand the rules regarding plagiarism. These can be found at:http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf

There are several resources available to help you in writing and preparing assignments so that you do not break the rules. You might want to look at the following resources.http://www.st a ffs.ac. u k/studyskills

If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study Skills Centre (located in the library).

18. Equality and Diversity

Staffordshire University is committed to equality of opportunity and diversity: these are part of the core values of the institution. We aim to be an inclusive organisation where everyone has a fair opportunity to fulfill their potential.

At Staffordshire University we recognise that people are unique individuals. We are committed to ensuring that all our students and staff - whatever their background, nationality, cultural heritage, age, race, disability, ethnic origin, gender, sexual orientation, religion, belief, colour, gender identity, skills and experiences - are able to study or work in an environment free from discrimination, harassment, bullying and victimisation.

We all have a responsibility to ensure that this happens, and students and staff are expected to behave in a way that promotes a welcoming and inclusive environment for all.

The Students’ Charter sets out the University’s commitment to students and your responsibilities as a student. This can be found at http://www.staffs.ac.uk/assets/student_charter_tcm44-26822.pdf. The University also has a behaviour policy to inform students and staff of the behaviour expected of students. This can be found at: www.staffs.ac.uk/legal/policies/index.jsp

More information, support and advice about any aspect of equality and diversity at Staffordshire University can be obtained from http://www.staffs.ac.uk/support_depts/equality/.

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http://www.staffs.ac.uk/support_depts/equality/

http://www.staffs.ac.uk/legal/policies/index.jsp

http://www.staffs.ac.uk/assets/student_charter_tcm44-26822.pdf

http://www.staffs.ac.uk/assets/student_charter_tcm44-26822.pdf

http://www.staffs.ac.uk/studyskills

http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf

http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/index.jsp

22. Student Guide

This Award Handbook is supported by information on the Faculty induction website and other resources provided by Central Services.

Faculty webpages http://www.staffs.ac.uk/business

a2z4u http://www.staffs.ac.uk/a2z4u

MyPortal http://myportal.staffs.ac.uk

If you are still unable to locate the information you need, please ask at Business School Reception - Room B227, Tel: +44 (0)1782 294060, Email: [email protected]

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http://myportal.staffs.ac.uk/

http://www.staffs.ac.uk/a2z4u

http://www.staffs.ac.uk/business

Appendix A - Glossary of Terms

Module A unit of study with a defined learning outcomes, curriculum and assessment.The module definition is to found in the module specification for the module.Each module has a number of Credits, associated with it. A single module is worth 15 Credits and notionally requires 150 hours of learning activity to complete. This learning activity being divided between time for class contact hours with staff, independent study and assessment. The number of allocated learning hours rises in proportion to the number of Credits attributed to a module at the rate of 10 hour per credit. All modules are multiples of the basic unit of 15 Credits. So for example, a module worth 30 Credits and will have a learning time of 300 hours.

Core module This is a module that you must take and pass to qualify for a given award title or range of titles.

Award Option This is a module chosen from a list of Award Option modules. Award Option modules are studied in conjunction with the core modules and from the prescribed set of modules for a particular named award.

Co-requisites Co-requisites are those modules that you must take as a package. All the Level 4 core modules can be considered to be co-requisites. We have defined co-requisites to make sure that there is sufficient shape and coherence in your programme of study to make it a rewarding and interesting experience. A corequisite is therefore a module which must be studied in addition to and normally at the same time as a particular module.

Pre-requisites A pre-requisite is defined as a specific requirement that you must meet before you can take a module. In a similar way as entry to an Award was dependent on your achieving A-Level or BTEC passes for example, or having other prior knowledge, for some modules you will have to be ‘qualified’ to take them. This will normally mean studying for a module at an earlier level in the Award.Pre-requisites are specified to make sure that you have the knowledge and skills you will need to be successful in your chosen modules. Please refer to the Academic Award Regulations for a more detailed description of this term in particular the distinction between the terms pre-requisites’ and ‘Special Admissions Requirements’.

DisqualifiedCombinations

Although rare, disqualified combinations are those modules which you cannot study together. This is normally because the content of the modules overlaps in some way, such that by taking both you would not cover the equivalent of two-modules learning.

Level This indicates the academic level at which study is to be undertaken. Normally it corresponds to one year of study for full-time students. However, students may take modules from different levels at the same time, provided that they meet the requirements for their award.

Semester A period of study into which the year is divided, that may include induction learning, assessment and academic counseling.

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Appendix B - Learning Outcomes of the Award

How does this relate to national standards? (QAA Business & Management benchmark statements met by each outcome are indicated in italics at the end of each outcome)At the end of your studies you should be able to:

Knowledge & UnderstandingDemonstrate a systematic understanding and critical evaluation of key aspects of business, to include strategic management concepts to inform decision making and change management in response to contemporary and global developments.(2.1; 2.3; 3.1; 3.2; 3.5; 3.7; 5.4)LearningCarry out inquiry based learning, critical analysis and evaluation, and creative thinking to provide opportunities and solutions for business success. Engage in strategic thinking and development and apply ethical reasoning to issues facing contemporary organisations, management and leadership.(2.1; 3.1; 3.2; 3.3; 3.4; 3.7)EnquiryJustify and apply appropriate and ethical approaches to research and investigation in the field of management, and apply skills and knowledge of enterprise in the pursuit of new business solutions and opportunities. Evaluate the effectiveness and ethical use of Information in a global business management context.(2.2; 3.9; 5.4)AnalysisDescribe, comment on and critically evaluate contemporary research into business management and its application related to decision making and the judgement of strategic decisions. Be entrepreneurial in your way of thinking and behaving, and in your approach to problem and opportunity analysis. Throughout you will reflect on the application of creative thinking, risk analysis and innovation.(2.2; 3.3; 3.6; 5.4)Problem SolvingDemonstrate a range of approaches to solving complex and interrelated business problems, displaying judgement of appropriate and different perspectives and the knowledge and understanding of what is right and ethical.(3.5; 3.9; 4.2)CommunicationCommunicate complex information, ideas, problems and solutions through a variety of media and display confidence in their communication and presentation abilities and your ability to network and interact.(3.9)ApplicationApply, with reasoned judgment the research and analysis skills, problem-solving techniques and business knowledge to business problems review, extend, devise and sustain arguments to complex organisation problems, scenarios and opportunities to demonstrate your capabilities as entrepreneurs and enterprising individuals.(2.4; 3.1; 3.3; 3.4; 3.5; 3.7; 3.9; 4.2; 5.4)ReflectionDemonstrate a high level of competence in personal development, showing initiative,

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responsibility, reflection and the transferable skills necessary for employability and understanding of your role in a globalised economy, through highly developed skills of personal awareness and critical review.(2.3; 2.4; 3.2; 3.8; 3.9; 5.3)

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Appendix C – The Staffordshire GraduateThe Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work.The table below indicates where, within your award, these characteristics are addressed:

AWARD TITLE: Business Management (Core Modules only, options listed separately)Characteristic Award Module(s) including

level and number of creditsMethod of Assessment

A Work-ready and employable Employability, IT & Reasoning Techniques (Enhancing your Career & Personal Success) (15 credits) L4

PDP portfolio of: video, IT documents, assignment & action plan

Resourcing the Organisation (45 credits)L4

2 exams and 1 portfolio, all based on a single organisational case study

Employability & Project Management Techniques (Enterprise, Entrepreneurialism & Citizenship) (30 credits) L5

PDP portfolio of: 1000 word assignment, job application documents, 1000 word Project management assignment, skills reflection

Applied Business Research (30 credits) L6

2000 word assignmentClass test

Strategic Management in Organisations (30 credits) Level 6

Exam or learning portfolio, assignment of 3000 words

B Understanding of enterprise and entrepreneurship

Entrepreneurial Marketing (30 credits) L4

Group presentation, group report, individual report



Designing and Managing Effective Organisations (30 credits) L5

Group based Consultancy report to green-field design task , Personal reflection


Exam or learning portfolios, assignment of 3000 words

C Understanding of global issues and their place in the global economy

Analysing Business and Environmental Information L4 (30 credits)

Presentation and exam/assignment

Global Marketing in Action (30 credits) L5

Portfolio review of 2 businesses, assignment 2500 words ( marketing plan)





D Communication skills Employability, IT & Reasoning Techniques (Enhancing your Career & Personal Success) (15 credits) L4


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Review of 2 businesses; assignment 2500 words ( marketing plan)



Global Business Directions inc Int Bus / CMI (30 credits) L6

Conference Portfolio: reflection on knowledge & skill development, personal review.Project and presentation (CMI); or poster and presentation (Int Bus) both 3000 word equivalent.



E Presentation skills Employability, IT & Reasoning Techniques (Enhancing your Career & Personal Success) (15 credits) L4












F The ability to interact confidently with colleagues

Employability, IT & Reasoning Techniques (Enhancing your Career & Personal Success) (15 credits) L4




Global Marketing in Action (30 Review of 2 businesses;

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credits) L5 assignment 2500 words ( marketing plan)



G Independence of thought Employability, IT & Reasoning Techniques (Enhancing your Career & Personal Success) (15 credits) L4



2 exams and 1 portfolio, all based on a single organisational case study.









H Skills of teamworking Employability, IT & Reasoning Techniques (Enhancing your Career & Personal Success) (15 credits) L4








I Ability to carry out inquiry-based learning and critical analysis











Employability & Project 1000 word assignment, job

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Management Techniques (30 credits) L5

application documents, 1500 Project management assignment









J Skills of problem solving and creation of opportunities



















K Technologically, digitally and information literate







30










Exam or learning portfolios, assignment of 3000 words

L Able to apply Staffordshire Graduate attributes to a range of life experiences to facilitate life-long learning













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Appendix D – Feedback on assessments

Our principles - good feedback should: Because of the principles, you; the student; can expect:

1. Be an interactive process involving student-tutor and student-student dialogue

There should be an agreed point of reference and common starting point between students and staff as to what constitutes the purpose and use of feedback as part of a learning process. The content of this originates from the knowledge and professional expectations of the subject discipline. Determining the common starting point is an iterative process emerging out of interactive dialogue between staff, students and their peers, where all participants challenge and are open to each other’s views.

To work with a set of agreed assessment rules

To agree with staff and other students on why you will get feedback

To debate with other students To learn from other students To see other students learn from you To debate with lecturers and other staff To learn from lecturers and other staff University staff to learn from you Every conversation about your studies

to be a type of feedback you can learn from (we are an Academic Community)

To get feedback throughout your course

To also get specific and timely formal written feedback from lecturers on your marked assessments

2. Facilitate the development of self assessment and reflection

The feedback should generate a series of questions for the student which makes them think about their learning now, and what they need to do to develop their learning in the future. This will enable them to understand the purpose of the feedback in each specific context; create the capacity to developing evaluative judgement; the ability to review their own performance against professional and academic criteria; and to think about learning strategies they need to develop in the future;

To ask yourself new questions about your learning

To ask yourself new questions about your subject

To improve your understanding of your own thoughts

To improve your ability to see the worth of other people’s work and thoughts

To improve your ability to evaluate your own work and the work of others

To become better at working in order to meet specific goals or targets

To get better at working out what types of feedback you need and working out when you need feedback

3. Clarify for students and staff, through dialogue, what good or bad performance actually is in the assignment or task. [1]

This involves identifying and justifying the strengths and achievements of the assignment, artefact or task under discussion. This should also then lead to

To get better at seeing where your work is good and where it needs improvement

To get better at seeing where other people’s work is good and where it needs improvement

To get better at giving people help to improve their work

outlining how changes and improvements may be made, through reference to discussion around what constitutes the criteria for good performance and how the outcomes of the task have been met. Students need to be aware that feedback is a process that can take place at any time or place, and isn’t restricted to formal learning situations.

To get better at accepting and using help from other people to improve your own work

To discuss how ideas like “good” and “bad” relate to marking criteria

To get and give feedback wherever you can: not just in tutorials or seminars

4. Be developmental, progressive and transferable to new learning contexts

The dialogue and understanding that emerges from the feedback should be applicable both to the current debate and also contain elements that are able to be translated to a range of current and future learning situations. As the student progresses through their learning journey they should be developing a more sustained and sophisticated approach to their learning, culminating in the expression of the graduate attributes appropriate to their level and subject specialism

Your feedback to be relevant to your

course Your feedback to be relevant to the

way your wider subject area is developing

Your feedback to give you useful ideas for ways of doing future learning

Your feedback to help you get a deeper understanding of your subject

Your feedback to help you develop your overall thinking

5. Be ongoing and embedded in the learning process

Feedback isn’t simply an activity that takes place after assessment – it isn’t something that is simply done to students! Feedback that is effective and timely occurs when students know when they need it, recognise what they want it for, and know how to ask for it in a way that is appropriate to their needs.. It is multi faceted both in terms of content and format.

To give and receive feedback frequently

To learn to recognise when it would be useful for you to get feedback

To learn to recognise what type of feedback it would be useful for you to get

To learn how to ask for appropriate feedback

To recognise that there are many appropriate ways of giving feedback

6. Motivate, build esteem and confidence to support sustainable lifelong learning

Feedback needs to point out what has been done well, both in terms of the task process and the product. Feedback needs to offer ‘do-able’ actions for future learning/work, so that students are able to improve. Modules/awards need to engage students with multiple feedback opportunities,

To get, and give, praise for things that have been done well

To get ideas that will help you improve your future learning and work

To give ideas that will help other people to improve their future learning and work

To get a lot of chances to receive and give feedback in a variety of ways

7. Support the development of learning groups and communities

Good feedback – as outlined in Points 1- 6 -

To be part of an improving learning community

To be personally responsible for helping that community get even better

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should create the environment whereby effective and productive learning is taking place, leading to the emergence of a flourishing learning community.

To see other people also taking personal responsibility for helping the community to get even better

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