the marketing-environment-2010-11

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University of Portsmouth Business School

Unit Document for The Marketing EnvironmentU16794

Presented by

Tom Chapman, Richard Christy, Dr David Williams, Malcolm Stewart & Sarah Turnbull

October 2010

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CONTENTS

ABSTRACT 3

AIMS 3

LEARNING OUTCOMES (LO): 3

SYLLABUS OUTLINE 3

SCHEDULED ACTIVITIES (HOURS) 3

RECOMMENDED TEXT 4

SECONDARY TEXTS 4

ASSESSMENT 5

ASSESSMENT MARKING CRITERIA 8

PROGRAMME OF WORK: WORKSHOP & SEMINAR SESSIONS 10

INDIVIDUAL CLASS INFORMATION 11

APPENDICES 30

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Abstract

The marketing environment introduces students to the broader external environment in which businesses operate and the academic underpinning they will need to be successful students whilst within the University framework. Students need to be introduced to the concepts of debate and critical thinking; they need to understand the processes involved in the study of the marketing subject and the relationship between various marketing elements or units on their chosen programmes as well as the linkages that can be made with the broader external environment. In addition to a clear appreciation of the marketing context, students are required to understand the facilities and technologies available to them to produce academic work fit for assessment and realise the motivation behind extending ones' own knowledge outside the classroom through dedicated time management and teamwork as well as a self initiated exploration of the subject material initially presented by the academic team.

Aims

1. To enthuse students in the subject of Marketing.2. To develop an integrated understanding of both academic and periodical information

sources.3. To provide an understanding of the various systems facilitated by the University to

assist students with their studies.4. To instil an appreciation of the differences between Further and Higher Educational

teaching approaches as well as the dedication and effort required in order to be successful at University.

Learning Outcomes (LO):

On successful completion of this unit, students should be able, at threshold level, to:

1. (LO1) Collect information from a variety of sources and communicate their findings in an appropriate format.

2. (LO2) Work as a member of a group or team to enable the researching, preparation and delivery of an oral presentation on an organisation.

3. (LO3) Describe and classify various elements of marketing in both an academic and industry context.

4. (LO4) Report on and recognise the importance of the external environment in which organisations operate.

Syllabus Outline

The topics covered in the unit will include:

1. Academic and Periodical Marketing Resources.2. Team working and Time Management Skills.3. Interpreting information.4. Report Writing and Presentation Skills.5. The Marketing Process.6. The changing environment.7. The value of money.8. The art of communication.

Scheduled Activities (Hours)11 (2 hours) Seminar / Workshops

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Learning and Teaching Strategy

The unit will be delivered through a series of 2 hour workshops during which time the tutor will use small case studies based on both real company examples that have current media attention and academic articles to elicit debate and discussion between nominated groups of students.

The later part of the workshop will be used by the tutor to facilitate the progression of the assessment strategy and guide students in their own quest for knowledge surrounding another organisation of their choice chosen in the initial stages of the unit as well as providing a pertinent opportunity for the tutor to instigate formative feedback and encouragement to the group.

In addition to this students will be expected to manage and drive their own investigations for their assessment outside of scheduled activities.

Support will also be provided in line with eLearning strategies through the use of either Victory or another environment to facilitate discussion between Seminars as well as individual student groups and tutors. Online training assistance will also be provided to students in the basics of Microsoft Office and Academic / Periodical resources and management of sources.

Recommended TextBaines, P. Fill, C. & Page, K., 2008, Marketing, OUP (ISBN: 9780199290437) Seely, 2002, Writing Reports, Oxford University Press (ISBN: 0-19-866283-1) Billingham, J, 2003, Giving Presentations, OUP (ISBN: 0-19-860681-8)

Additional Materials will be posted on http://www.marketing101.co.uk

There is also a forum for debate and discussion available at http://www.marketing101.co.uk/forums/

Please register on the site and post any questions or comments there to allow communication between different student groups and lecturing staff. As part of the registration process you are required to enter a username. The username can be whatever you wish and as such it is strongly suggested that it is not your real name or your email address to maintain your anonymity. You may also sign in using your facebook or twitter account details.

You need to purchase the recommended texts and you are expected to read the appropriate chapters in the recommended text prior to each session.

Secondary TextsSecondary texts and additional reading materials will be introduced throughout the unit as and when appropriate.

http://www.marketing101.co.uk

http://www.marketing101.co.uk

http://www.marketing101.co.uk/forum




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AssessmentThe assessment is designed to demonstrate that the student has met the learning outcomes (LO) of the unit.

Assessment for this unit consists of 100% coursework in the form of a group prepared (LO2) Marketing Report (LO1) & Presentation (LO1, LO2) that considers the following:

“Three-quarters of UK university heads who took part in a survey think public spending cuts will lead to the disappearance of some institutions. But almost none of those asked think their institutions will fail, the poll for PA Consulting adds.” BBC News 05/08/2010 - http://www.bbc.co.uk/news/education-10881360

Describe and evaluate the marketing activities used in the UK Higher Education sector. In light of the above quote, recommend ways in which Portsmouth Business School should compete with the numerous alternatives available to prospective students in the future. (LO4)

This is a word-processed report with an maximum length of 2,000 words (excluding references and appendices). The group will also present the findings of their report for 15 minutes.

To complete this assessment successfully each member of the Group must work to together as a team (LO2) but with accountability and responsibility for specific roles within the project including;

• Project Manager• Editor• Research Co-ordinator• Technical Support - IT and Electronic Resources• Presentation Coordinator

(Whilst all members of the team will be responsible for the finished and submitted output of the assessment, there will inevitably be individuals within the group who have skill and abilities that are better suited to certain project roles. It is up to the group to identify and allocate tasks accordingly. THIS IS NOT A CASE OF 4 PEOPLE EACH INDIVIDUALLY WRITING 500 WORDS AND THEN SUBMITTING AS A 2000 WORD DOCUMENT)

It is important that you use news, periodical and other academic references in your report & presentation (LO1, LO2, LO3). Merely quoting & reproducing the corporate PR messages copied from an organisation’s website is not sufficient: the key to this report is in the intelligent use of academic and periodical references (LO1, LO3), used in conjunction with the research of an organisation operating in a difficult and uncertain climate (LO4) as well as the structure and presentation of your findings in order to demonstrate at threshold level that you can communicate effectively in a format appropriate to the discipline and report practical procedures in a clear and concise manner (LO1, LO2).

You should structure your report as follows:

Structure

• Title Page - The precise title of the report is to be typed on the cover. Below this the statement, “Submitted for the attention of {your seminar / workshop tutors name}. In partial fulfilment of the requirements for the {your degree programme} (e.g. BA (hons) in Marketing / BA (hons) Marketing with Psychology), University of Portsmouth”. Below this should be the name of the unit and the student number for each member of the group. The names of individual students should NOT be on the report.

• Executive Summary - a summary of the key points from the whole report, usually about ½ page long.

• Contents Page

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• List of Tables & Figures • List of Abbreviations • Introduction • The main body of the report - ‘main body’ is not a title you should use, the group

should decide the titles of the headings used within the document. The document SHOULD NOT be written in the ‘first person’ such as “I think…” or “we think…”. The document should be written in the third person.

• Conclusions• Recommendations• References - in Harvard APA format• Appendices - These may include tables, schedules, documents or long explanatory

notes, which have been referred to in the text but which, if included there, would break the continuity of the argument. All appendices should have a title and the source should also be given if appropriate. Titles of appendices should be the same as those used in the text. It is also important when preparing the report to make sure that material is not included in the text, which should be placed in an appendix and vice versa. The Appendices are not a ‘dumping ground’ for pertinent material which would have been included in the main report if the indicative word length was greater.

• Group Timetable and Meeting Reports (see Appendix 1 & Appendix 2)

Format• Page - A4, with 1in (2.54cm) margins, top, bottom, left and right• Font - ‘Verdana’ size 10 • Paragraphs - should be numbered, ‘justified’ and have 1.5 line spacing

References / Sources

Each group is expected to use a minimum of,

• 1 Marketing Text Book• 10 News or Periodical Articles• 5 Academic Journal Articles

In addition to the standard format report above, each group will also submit a copy of all the references used in the report. Those references should be filed clearly using Harvard APA alphabetically A-Z. The copy of references / sources may be submitted on disc in an electronic format.

• Books - where a book is referenced the group are required to submit a photocopy of the front cover.

• Printed Journal articles and News - in the case of printed Journal and news articles the first page should be copied and submitted.

• Electronic Journal articles and News - in the case of information sourced electronically then a full copy of the article or page of the website should be included.

Literary Quality and Editing

In addition to the quality of content, students are expected to achieve a high standard of presentation. The work must be effectively and neatly arranged and written clearly and lucidly - free from major spelling and punctuation errors.

Responsibility for the finished report rests entirely with the group and therefore every aspect (including typing) must be carefully checked and thoroughly edited. A careless report containing numerous spelling, punctuation and typing errors will lose marks in terms of academic scholarship.

The Marketing Report deadline is on Friday 10th December 2010.

The submission date for coursework is Friday 10th December 2010, and should be handed in to the Undergraduate Centre in Richmond Building on or before that date.

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We aim to make marked assignments available for collection by Monday 24th January 2011. Marks should be on the Student Portal shortly afterwards. If there is an unavoidable delay in completing the marking process, a message will be placed on the Unit Victory site to inform you of the delay and indicating when work will be available for collection.

Presentations will take place during week 12 of Semester 1 (13/12/2010)

Students must submit one paper copy and one electronic copy (MS Word format) of the Marketing Report. Failure to submit a valid electronic copy will result in failure of the assignment.

The electronic copy may be submitted to an online plagiarism checking service for comparison against Internet content and individual submissions including those submitted by students in the current and previous years.

In accordance with the University’s Assessment Regulations, work submitted after the published submission date, but within two weeks of the due date or the end of the semester (which ever is the sooner) will be marked. The mark awarded will be capped at the unit pass mark of 40% but the uncapped mark will also be shown on the work. Work submitted later than two weeks will be marked but a mark of zero will be recorded. Where an Extenuating Circumstances Form is submitted and accepted, then assessment penalties may be waived.

The REFERRAL AND DEFERRAL REQUIREMENTS consist of an individual 2000 word essay issued at the start of the referral period (04/07/2011 - 22/07/2011).

Students must submit one paper copy and one electronic copy (MS Word format) of the Referral / Deferral. Failure to submit a valid electronic copy will result in failure of the assignment.

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Assessment Marking CriteriaThe criteria used to assess the Marketing Report will be:

Description & Evaluation of the UK Higher Education Sector (20%)Use of academic concepts and theories (20%)Academic Scholarship (40%)Class Presentation (20%)

Marking CriteriaDescription & Evaluation of the UK Higher Education Sector (20%)

Description of the UK Higher Education MarketBreadth and depth of information Higher Education / University marketing activitiesUse of supporting materials

Additional Marking Notes:There are two likely / expected approaches to this assessment which may be taken by the student groups. The first is a general ‘overview’ of marketing activities following the core structure of the Marketing L1 unit (U16690). The second approach is likely to involve a level of concentration or focus on a particular area of the unit or activity in which case there will need to be justification for the topic area of choice in light of the Higher Education market so that the marker is able to understand the choices made and the students are able to ‘sit’ the chosen area within the broader marketing environment. Either approach is equally valid, however, concentrating on one particular area will require the student group to present and describe activities at a more detailed level in these circumstances.

Questions that may assist when judging the submitted piece of work:

Has there been good use of secondary sources?• Mintel Reports• Financial Reports• Periodicals• Other accepted sources available via the library

Does the report show a clear understanding of the market?

Poor answers will lack a range of objective and credible sources, restating corporate marketing literature with little attempt to broaden information from a range of materials.

Mid range answers will set the scene but lack either a rational structure or be limited in scope in terms of secondary sources.

Good Answers will display a range of the above points demonstrating a true understanding of the market and the issues it is facing in light of changes to funding.

Use of academic concepts and theories (20%) The extent to which academic materials have been incorporated Depth of reading and application Relevance of the content

Additional Marketing Notes:As a Level one unit operated in conjunction with Marketing L1 (U16690) and other units, students will have been introduced to numerous different models and frameworks. In many cases it is unlikely that all will be presented. With this in mind however, it is likely, due to the nature of the unit and the attention they were given that certain key models are likely to be incorporated. It is also possible (and encouraging) that other models may be used that have been introduced by other units on the student’s degree programmes. This section is looking for a clear theoretical underpinning that enables the student to interpret and evaluate as objectively as they can, market activities.

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There should be reference to journal and periodical or news articles as well as specific pertinent passages from the core text. The students may well make reference to other marketing textbooks.

Although this is a reasonably ‘hands on’ assessment, academic theory should not be ignored. To rely solely on content from lecture slides is really insufficient for all but the lowest range of marks.

Given the maximum word limit, large descriptive passages about a particular model should be left to the appendices, if included at all. Discussion or debate and argument surrounding the choice of a model and its ease of application however is welcomed as it demonstrates what, why, & how a model or framework was implemented.

Academic Scholarship (40%) Logical reasoning, analysis and debate

Quality and depth of appraisal and interpretation of both the market and academic / periodical / news materials

The logic and rationale for the adopted structure The clarity of the points made Correct use of Harvard referencing style

Additional Marketing Notes:Moving forward through the assessment the students will have to bring together both the academic, objective observation and application of their chosen methods in order to determine what the market has done / is doing.

The important element to judge is how the answer was arrived at with clear thought processes, structure, and synthesis of both the underpinning theory and its practical application. Excellent answers will also demonstrate an appreciation for the less ‘fun’ elements of academia such as the Financial position of organisations, the effects of and on of Human Capital in the organisation, as well as resources and capabilities of the organisation. This is a report and a marketing assessment and as such, the way in which the document is presented (marketed to the reader) is important. Is there a clear structure, with pages numbered and contents pages etc.? Is there good use of pagination and white space? There should be careful but full use of diagrams and where applicable pictures used in explanation and assessment of activities. There should be no doubt in the readers mind, where they are in the document, what the market does / has done.

Due to the nature of the report, and the amount of information that is likely to come from the Internet, the use of Harvard APA at this level of study is vital.

Class Presentation (20%) Structure / Time keeping Use of support materials and technology Content Contribution of all members

The ability to present is a vital component of both business and academic employability. Each group will be given 15 minutes in which to present the findings of their report followed by an opportunity to answer any questions that the marker may have. Presentations will follow a strict time limit and as such those groups that present too quickly are likely to receive lower marks than those who use the time most effectively. Short presentations (10 minutes or less) clearly will not have used the time sufficiently; however presentation will be stopped at 15 minutes and only content presented will be marked so those groups that run out of time will not be in a position to present full findings and may receive a low mark accordingly.

It is vital therefore that groups practise their presentation timings and familiarise themselves with the various technologies and presentation aids available to them.ALL members of the group are expected to contribute during the presentation.

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Programme of Work: Workshop & Seminar Sessions

Week No.

Week Com

Workshop Topic Reading

1 27/09 Unit Introduction / Team working and Time Management Skills Unit Handbook

2 04/10 Academic and Periodical Marketing Resources / Harvard Referencing Harvard Referencing Leaflet

3 11/10 Plagiarism / Assessment: Project Planning Appendix 4

4 18/10 Report Writing and Presentation Skills Billingham (2003), Seely (2002)

5 25/10 Interpreting information - Case: Wikipedia Wikipedia Case study

6 01/11 Case: The Independent Review of Higher Education Funding and Student Finance

Higher Education Funding and Student Finance Case

7 08/11 Case: Political Environment Political Case Study

8 15/11 Journal Review/ Assessment Workshop Chapleo (2007) & Tauber (1972)

9 22/11 SWOT Analysis / Assessment Workshop SWOT notes

10 29/11 Optional Group Assessment Workshop Billingham (2003), Seely (2002)

11 06/12 Presentation Rehearsal / Preparation

12 13/12 Class Presentations

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Individual Class Information

Week 1W/b 27/09/10

Unit Introduction / Team working and Time Management Skills

Essential Reading

Unit Hand book

AimTo introduce The Marketing Environment Unit and the importance of teamwork and time management skills that are necessary not only for this unit but for academic study in general.

At the end of the session, students should;1. Understand the assessment requirements of the unit2. Know who the other members of their group are.3. Have familiarised themselves with Google docs and the associated technologies

available to them to assist with their assessment requirements4. Produced a generic group timetable of academic and social / work commitments of

group members to enable them to plan study time outside the classroom environment.5. Have identified areas for their own development in order to successfully orchestrate

their assessment report.

At the end of the session, students should;1. Understand the assessment requirements of the unit2. Know who the other members of their group are.3. Have familiarised themselves with Google docs and the associated technologies

available to them to assist with their assessment requirements4. Produced a generic group timetable of academic and social / work commitments of

group members to enable them to plan study time outside the classroom environment.5. Have identified areas for their own development in order to successfully orchestrate

their assessment report.

Relevant articlesRelevant articles

Workshop Activity

1. Introduction to The Marketing Environment Unit and associated Assessment - Marketing Report & Presentation.

2. Allocation of working groups3. Discussion of Google docs4. Production of working group timetable5. Introduction and familiarisation with Group Meeting Report Form.6. Introduction to learning contract

In your own time for the next workshop

1. In preparation for the next workshop read the unit handbook.2. Decide as a group what responsibilities each member will have and the reasons why.3. Visit the University of Portsmouth’s Library Website area for marketing subjects - Within

your groups prepare a list of questions or areas you would like clarified to assist you with finding information about your chosen organisation.

4. Visit http://referencing.port.ac.uk/apa/index.html and try to find out how to reference different types of sources. What would be the correct way to reference a quotation from your core Marketing L1 (U16690) textbook compared to a television programme?

Workshop Activity

1. Introduction to The Marketing Environment Unit and associated Assessment - Marketing Report & Presentation.

2. Allocation of working groups3. Discussion of Google docs4. Production of working group timetable5. Introduction and familiarisation with Group Meeting Report Form.6. Introduction to learning contract


1. In preparation for the next workshop read the unit handbook.2. Decide as a group what responsibilities each member will have and the reasons why.3. Visit the University of Portsmouth’s Library Website area for marketing subjects - Within

your groups prepare a list of questions or areas you would like clarified to assist you with finding information about your chosen organisation.

4. Visit http://referencing.port.ac.uk/apa/index.html and try to find out how to reference different types of sources. What would be the correct way to reference a quotation from your core Marketing L1 (U16690) textbook compared to a television programme?

Online Learning Resources

http://www.port.ac.uk/library/subject/marketing/

http://www.youtube.com/GoogleDocsCommunity

http://services.google.com/apps/resources/overviews_breeze/DocsSpreadsheets/index.html





http://referencing.port.ac.uk/apa/index.html








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Notes:

In your designated groups of 4 or 5 (if necessary) use Appendix 1 on page 31 to enter the committed times for all members of the group to determine when your are all free to meet outside of class time to work on the assessment for this unit. The timetable ranges for all 7 days of the week from 9am to 9pm and should include external commitments such as part time work / sports and even social events. If on completion, there appears to be no slot available by all members then it is expected that something WILL HAVE to be sacrificed so consider social commitments in light of this.

Each Group should also familiarise with Appendix 2: Group Meeting Report which should be used to record the meetings of the group over time and the actions and responsibilities of each member.

Appendix 3: Group Contact Details on page 33 allows each member of the group to record other members details for reference should they need to.

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Week 2W/b 04/10/10

Academic and Periodical Marketing Resources / Harvard Referencing

Essential Reading

Harvard Referencing Leaflet (available online, see below)

AimTo familiarise students with the range of marketing resources available and assist with the process of referencing those materials in the correct way for current and future assessments.

At the end of the session, students;1. Should be familiar with a range of available reference materials2. Should be able to reference those materials in the correct way in assessments.

At the end of the session, students;1. Should be familiar with a range of available reference materials2. Should be able to reference those materials in the correct way in assessments.


Workshop Activity1. Introductions by each group on their chosen responsibilities. 2. Review / Question and answer session on sources of information from the library

website.3. Harvard APA Citation and Referencing exercise4. Introduction to Academic Articles, Databases & Endnote Web


1. Read Appendix 4: Plagiarism: the pandemic of Universities or an accepted component of Higher Education on page 34 and prepare answers in your groups to the questions that follow it.

Workshop Activity1. Introductions by each group on their chosen responsibilities. 2. Review / Question and answer session on sources of information from the library

website.3. Harvard APA Citation and Referencing exercise4. Introduction to Academic Articles, Databases & Endnote Web


1. Read Appendix 4: Plagiarism: the pandemic of Universities or an accepted component of Higher Education on page 34 and prepare answers in your groups to the questions that follow it.





Notes

Citation and referencing exercise

In order to achieve good grades, you must not only learn well, you must also be able to communicate your learning in such a way that those who mark your work can be satisfied that you have mastered what you have studied.

In the early stages of your course, this may entail little more than demonstrating that you can recall some basic concepts and related terminology, but you will soon find that you are being asked to show that you can exercise judgement, develop arguments and draw conclusions from relevant evidence.

During your course, you will be asked to present work in a variety of formats that may include short and long exam answers, essays, reports, oral presentations, video presentations and web pages. Though each format imposes its own disciplines, there are some general principles that you should strive for in all the work that you present for assessment. In particular, you should aim always to produce work that is relevant, authoritative and convincing.

These important attributes are largely derived from the way in which you make use of the

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work of others. It is not possible for you to discover from your own first-hand observation all that you will learn at the Business School. Instead, you will benefit from the fact that many hundreds of people have devoted many years to reaching a better understanding of the business world. You will draw upon their work and possibly extend it in due course. In order to do so, you must learn to be critical of other people’s ideas. Not all are of equal merit; some may simply be wrong; some may not have stood the test of time; some may be right in one context but not in others. Then you must learn to present your synthesis of their ideas in a way that will stand up to the same sort of critical scrutiny.

Consider the following statements about an imaginary medication called Brand A:

1. “Brand A is the best.” (from the manufacturer’s TV advertisement)2. “Celebrity Sue Superstar always uses Brand A.” (from an article in a celebrity magazine)3. “500 of our readers preferred Brand A to Brand B.” (from an article in a popular health

and lifestyle magazine)4. “After a six-month clinical trial involving 500 patients, 60% recovered completely and

30% showed partial relief from symptoms. In 10% of cases, there was no improvement or some deterioration in the condition. Of the 500 patients in the placebo control group, 5% showed partial relief from symptoms, 85% deteriorated and 10% died.” (from an article in a medical journal)

The statements may all be true, but are they equally convincing? Which is most persuasive and why? Which would you include in an academic argument advocating Brand A? How would you then ensure that readers of your argument found it convincing?

You should by now be starting to appreciate the value of making effective use of the work of others by judiciously selecting it as evidence to support your own report. It is important that you know how to cite and reference the sources of evidence in accordance with good academic practice, so that your readers are able to locate them easily and confirm that they agree with your interpretation. This will add authority to your work and enable you to avoid the risk of committing plagiarism.

The referencing system used in the Portsmouth Business School is the Harvard Format APA Style.

An interactive introduction to Harvard Format APA Style referencing can be found in Referencing@Portsmouth at http://referencing.port.ac.uk/apa/index.html

Detailed guidance can be found in

Bibliographic References: Harvard Format – APA Style. This is available as a free booklet from the University Library and at http://www.port.ac.uk/library/guides/filetodownload,68727,en.pdf (Rather than typing the full URL, try entering ‘Harvard’ in the search tool on the University home page).

Imagine that a lecturer has asked you to write a short report on an organisation of your choice and the way the recession has affected it’s marketing. The lecturer has suggested that you use a range of source available to you such as newspapers, periodical articles and articles from journals or a website.

What would be the correct way to reference a quotation from your core textbook compared to a television programme?

http://www.port.ac.uk/library/guides/filetodownload,68727,en.pdf




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Week 3W/b 11/10/10

Plagiarism / Assessment: Project Planning

Essential Reading

Appendix 3 page 33

AimTo understand what plagiarism is and how it can be avoided. To review progress on the assessment and group work being carried out in additional to classroom time.

At the end of the session students;1. Should be able to define plagiarism in their own words and understand the seriousness

with which it is treated within the academic environment.2. Should have a clear plan of action in terms of the assessment deadline and other

academic commitments.

At the end of the session students;1. Should be able to define plagiarism in their own words and understand the seriousness

with which it is treated within the academic environment.2. Should have a clear plan of action in terms of the assessment deadline and other

academic commitments.


Workshop Activity

1. Discuss the questions relating to Appendix 5: Plagiarism: the pandemic of Universities or an accepted component of Higher Education on page 35

2. Review / feedback within groups progress with the assessment coursework.3. Use the session to record an Appendix 2: Group Meeting Report and a list of actions as

outlined on page 324. Introduction to MS Word and Document Templates, Styles and Formatting5. Introduction to News and Periodical Article Sources

In your own time for the next workshop 1. Collate all materials so far for the assessment and bring them with you to the next

workshop.2. Prepare a template document in a word processor with the underlying headings you

propose to use for the report in the correct format as specified in the assessment criteria.

3. Prepare a short (4 PowerPoint slides) of the group’s findings so far, which can be presented to the class.

Workshop Activity

1. Discuss the questions relating to Appendix 5: Plagiarism: the pandemic of Universities or an accepted component of Higher Education on page 35

2. Review / feedback within groups progress with the assessment coursework.3. Use the session to record an Appendix 2: Group Meeting Report and a list of actions as

outlined on page 324. Introduction to MS Word and Document Templates, Styles and Formatting5. Introduction to News and Periodical Article Sources

In your own time for the next workshop 1. Collate all materials so far for the assessment and bring them with you to the next

workshop.2. Prepare a template document in a word processor with the underlying headings you

propose to use for the report in the correct format as specified in the assessment criteria.

3. Prepare a short (4 PowerPoint slides) of the group’s findings so far, which can be presented to the class.

Online Learning ResourcesOnline Learning Resources

Notes

The purpose of the workshop is to elicit debate surrounding the issues associated with plagiarism and the availability of Turnitin software to ‘assist’ with the learning process.

It is also an opportunity time permitting for discussion of assessment progress and issues that the groups may be having.

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Week 4W/b 18/10/10

Report Writing and Presentation Skills

Essential Reading

Billingham (2003), Seely (2002)

AimTo allow student the opportunity to present in a class environment and receive feedback on style and manner of presentation before any formal assessment later in the semester

At the end of the session, students should be able to;1. Understand the skills required for effective presentations 2. Identify area for personal development in presentation skill

At the end of the session, students should be able to;1. Understand the skills required for effective presentations 2. Identify area for personal development in presentation skill


Workshop Activity1. Introduction to the Marketing Report. Short class presentations of progress so far.2. Feedback and debate of presentation styles and the use of visual aids3. Review of working group progress and feedback from seminar tutor and other groups.

In your own time1. Read the articles below regarding Wikipedia and prepare your thoughts to following

statement.

“Wikipedia is an acceptable online resource for researching our coursework.”

Workshop Activity1. Introduction to the Marketing Report. Short class presentations of progress so far.2. Feedback and debate of presentation styles and the use of visual aids3. Review of working group progress and feedback from seminar tutor and other groups.

In your own time1. Read the articles below regarding Wikipedia and prepare your thoughts to following

statement.

“Wikipedia is an acceptable online resource for researching our coursework.”


Notes

Apart from short presentations by each group at the front of class and generic feedback from tutors on all presentations, groups should work together to assess and debate progress so far on their chosen organisations, to develop / highlight areas of good practice and areas for further attention.

Any issues surrounding the use of IT and software applications need to be highlighted to enable the unit co-ordinator to produce podcasts that are relevant and specific to group needs rather than a “Microsoft Word for Dummies” trying to cover all aspects but with little applicable content for the students concerned.

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The Daily Telegraph (London)February 12, 2009 ThursdayWikipedia war over Titian's age follows Commons clashBYLINE: Jon SwaineSECTION: NEWS; Pg. 2

A CONSERVATIVE Party worker edited the Wikipedia entry about Titian yesterday, minutes after David Cameron sought to embarrass Gordon Brown over the artist's age.

Last month Mr Brown attempted to explain that the present financial crisis was unprecedented by alluding to the artist, "who reached the age of 90'', and completed nearly 100 paintings.

The Prime Minister noted that the artist "said at the end of it, 'I'm finally beginning to learn how to paint', and that is where we are''.

At Prime Minister's Questions Mr Cameron said: "The Prime Minister never gets his facts right: he told us the other day he was like Titian aged 90. The fact is, Titian died at 86.''

Four minutes after the end of PMQs yesterday the entry for the artist - which stated that the artist lived between 1485 and 1576, indicating Mr Brown's statement could have been correct - was changed to give the date of his death as 1572. The editor's IP address - the unique numbers identifying internet users - belonged to a computer in Conservative Campaign Headquarters.

A Tory party spokesman said: "An over-eager member of staff took it upon himself to put right an incorrect entry.''

There is no academic consensus on the dates. Contemporary scholars believe Titian was born some time in the late 1480s, while the Metropolitan Museum of Art in New York, among others, states he died in 1576.

The Independent (London)

August 27, 2009 Thursday First Edition

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Why has Wikipedia changed editorial policy, and will it improve the website?; The big questionBYLINE: AMOL RAJANSECTION: COMMENT; Pg. 32

Why are we asking this now?

Wikipedia, the online encyclopaedia launched by American entrepreneur Jimmy Wales in 2001 with the idealistic intention of being an online repository of all human knowledge, announced this week that it would have to abandon one of its founding principles. To combat a growing amount of vandalism on the website, a two-month trial is being initiated whereby entries will be edited before they go up on the site. Previously, any user was allowed to make - almost - any change to any entry: this was hailed as part of the democratising power of the internet. But a sharp increase in false information - particularly in relation to people still alive - has forced a rethink.

What exactly will the new editors do?

The new policy is referred to as "flagged revisions". It allows editors to adjudicate (mainly through reference to other news sources) on changes made to the pages of a living person. The flagged revisions will be rolled out over the next fortnight, and Wikimedia, the non-profit organisation that runs the website, will monitor users responses over the

trial period.

A team of "experienced volunteer editors" will oversee amendments to such pages, Wikimedia representatives said. "We are no longer at the point where it is acceptable to throw things at the wall and see what sticks", said Michael Snow, chairman of the Wikimedia board. And Mike Peel, its UK spokesman, clarified the intention: "Anyone can continue to edit these articles, but the work of inexperienced editors with less than three days' experience will be subject to review by more experienced editors", he said. "This is our attempt to create a buffer to ensure that editors do not commit acts of vandalism."

How did the Wikipedia work before?

Wales has been feted as a brilliant business mind and social innovator for tapping into a popular impulse to add to public knowledge that few people knew existed, and even fewer publicly predicted. Wikipedia still works largely by allowing anybody to login as a user and click on an "Edit this page" tab at the top of an entry. From there it's simply a case of making changes and saving them, albeit according to a policy on "biographies of living persons". Any changes are then filed under the "Edit history" of the page, and the IP address - a numbered identity that shows where the change has been made from - is also kept on record. Pages that contain unverified information are highlighted.

In terms of sheer scale, the existence of Wikipedia has helped popularise the notion that the internet is awash with seemingly infinite information. There are limits to how reasonable this view is, of course, and certainly Wikipedia is far from infinite. But with more than three million English language articles alone, covering anything from different species of caterpillar to the cast of minor Australian television shows, and with some entries running to several thousand words, the volume of information is extraordinary. Since all of it has to be sourced, and therefore accounted for in some way, much of it is reliable. And, given it is one of the most popular websites in the world, with around 65 million users each month, its utility is difficult to underestimate. There are 10 million registered users worldwide on the English language pages, and, in all, there are around 13 million articles in 260 languages.

What errors forced the rethink?

It is ironic that the changes should be announced the same day that Ted Kennedy died, given the controversy over an article about the Senator from last year, when he was taken gravely ill at President Obama's inauguration, but survived, inaccurately reported his death. That was the most high-profile error but there have been countless others, only some of which come to public attention. Robbie Williams was briefly described as "eating hamsters for a living in and around Stoke". Vernon Kay was listed dead from a yachting accident, causing the television presenter to ring panicked relatives. David Beckham was said to keep goal for an 18th-century football team; Tony Blair, an update from February 2006 reported, kept posters of Hitler on his bedroom wall. Last September, singer Miley Cyrus was falsely described as

19

having died in a car crash, much to the dismay of her fans, while the village of Denshaw in Greater Manchester was described as "the home to an obese population of sun-starved, sheep-hurling yokels with a brothel for a pub and a lingering tapeworm infection".

And when David Cameron admonished Gordon Brown in Prime Minister's Questions for not knowing the date of the painter Titian's death, he in fact got the date wrong himself, only for some ambitious Tory apparatchik to be exposed changing the Titian entry online in a bid to protect his leader, which in turn drew further attention to Cameron's faux pas.

Haven't they been doing that for a while?

"Flagged revisions" have already been in operation on the German version of the website for over a year. And representatives of Wikimedia have been playing down the significance of this change, claiming it is only a slight extension of a policy that is already in place, and therefore not a wholesale re-evaluation of its founding philosophy. To some extent this is true: the website did employ editors already, and demands that information be well sourced, and edit histories be comprehensible, shows a commitment to reliability from the outset. On the other hand, this week's announcement does suggest that the presumption on certain articles has changed. So numerous have the errors on the pages for living persons become that the presumption is now one of incorrect information that needs to be checked.

Ultimately, Wikipedia embodies a play-off between accuracy and accessibility. In the past, managers of the website have appeared to prize the latter ahead of the former. The latest changes don't reverse this inclination, but do suggest a willingness to compromise. This won't assuage the most trenchant critics of the website, but it may go some way to convincing them that its pioneering founders don't have a blatant disregard for history.

Won't this put people off from contributing?

Inevitably, imposing restrictions on the freedom with which contributors can edit pages will inhibit some from doing so. The new policy seems to suggest that while all editors are equal, some are more equal than others. Wikipedia executives can (and do) argue that given this new procedure applies only to a very small range of pages, there's no need to think that millions of other contributors - who take care on updating entries relating to butterfly migrations, or theories of time travel, for example - would be in any way disincentivised. Theories suggesting this may be the beginning of the end of Wikipedia therefore seem premature, and not least because the website has just received $2m (£1.24m) from a philanthropic fund set up by eBay founder Pierre Omidyar, to help expand its network of volunteers.

[email protected]

Will new restrictions on editing pages make Wikipedia a better resource?

Yes...• Errors relating to the entries on people that are still alive will not get published on the

page• By sending a signal to users about accuracy, those tempted to vandalise other pages

may be put off• The system has been a success in Germany and any new editors could be used to check

other entries too

No...• The vast majority of pages are not subject to the restrictions imposed on pages about

living people• Erecting barriers to users could put off people who might otherwise have edited entries,

or added new ones• The new measures contradict Wikipedia's founding principles, where accessibility was

paramount

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Week 5W/b 25/10/10

Interpreting information

Essential Reading

Wikipedia Case study

AimTo assist students in the evaluation of different information sources and their use / acceptability in the academic context.

At the end of the session, students should be able to;1. Understand a range of different sources available to them.2. Assess the applicability of different sources in an academic context

At the end of the session, students should be able to;1. Understand a range of different sources available to them.2. Assess the applicability of different sources in an academic context


Workshop Activity1. Wikipedia Case study.2. Discussion of alternative resources

In your own time for the next workshop1. Read the case study supplied in class on the economic climate and prepare answers the

stated questions.

Workshop Activity1. Wikipedia Case study.2. Discussion of alternative resources

In your own time for the next workshop1. Read the case study supplied in class on the economic climate and prepare answers the

stated questions.


Notes,

In addition to the Wikipedia case, the unit co-ordinator will also distribute a case study regarding the The Independent Review of Higher Education Funding and Student Finance for use in wk 6.

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Week 6W/b 01/11/10

Case: The Independent Review of Higher Education Funding and Student Finance

Essential Reading

Economic Climate Case Study

AimConsider the marketing environment in the context of the Independent Review of Higher Education Funding and Student Finance and the effect that is has on Higher Education marketing.

At the end of the session, students should be able to;1. Understand that organisations do not work in isolation2. Appreciate numerous factors and key individuals that affect the trading conditions in

which organisations operate

At the end of the session, students should be able to;1. Understand that organisations do not work in isolation2. Appreciate numerous factors and key individuals that affect the trading conditions in

which organisations operate


Workshop Activity1. Case study analysis.2. Application of key economic factors affecting chosen organisation3. Identification of evidential sources of information to assist with the point above

In your own time for the next workshop1. Read the case study supplied on class on the political environment & national statistics

and prepare answers the stated questions.

Workshop Activity1. Case study analysis.2. Application of key economic factors affecting chosen organisation3. Identification of evidential sources of information to assist with the point above

In your own time for the next workshop1. Read the case study supplied on class on the political environment & national statistics

and prepare answers the stated questions.


Notes,

The unit co-ordinator will also make distribute a case study regarding the political environment for use in wk 7.

22

Week 7W/b 08/11/10

Case: Political Environment / Case: National Statistics

Essential Reading

Political Environment Case Study

AimConsider Marketing concepts in the context of the broader political environment and the effect that is has on organisational marketing.

At the end of the session, students should be able to;1. Describe the key differences in political arguments offered by individuals in the UK2. Understand the use of statistical information to justify an argument or perspective

At the end of the session, students should be able to;1. Describe the key differences in political arguments offered by individuals in the UK2. Understand the use of statistical information to justify an argument or perspective


Workshop Activity1. Case study analysis.2. Application of key Political factors affecting chosen organisation3. Identification of evidential sources of information to assist with the point above

In your own time for the next workshop1. Update assessment and collate any questions you may have for the tutor.2. Locate and read the following journal article Tauber, E. M. 1972. Marketing Notes and

Communications. Why Do People Shop? Journal of Marketing. 36, 46 - 59.3. Locate and read the following journal article Chapleo, C. 2007. Barriers to brand

building in UK universities? International Journal of Nonprofit and Voluntary Sector Marketing. 12, 1, 23-32.

Workshop Activity1. Case study analysis.2. Application of key Political factors affecting chosen organisation3. Identification of evidential sources of information to assist with the point above

In your own time for the next workshop1. Update assessment and collate any questions you may have for the tutor.2. Locate and read the following journal article Tauber, E. M. 1972. Marketing Notes and

Communications. Why Do People Shop? Journal of Marketing. 36, 46 - 59.3. Locate and read the following journal article Chapleo, C. 2007. Barriers to brand

building in UK universities? International Journal of Nonprofit and Voluntary Sector Marketing. 12, 1, 23-32.


23

Week 8W/b 15/11/10

Journal Review / Assessment Workshop

Essential Reading

Tauber (1972)

AimThis week looks at journal articles and their contribution to organisations operating outside the academic environment.

At the end of the session, students should be able to;1. Appreciate the limitations of research articles2. Assess reference materials in light of the above

At the end of the session, students should be able to;1. Appreciate the limitations of research articles2. Assess reference materials in light of the above


Workshop Activity1. Identify the key points or arguments raised by the author in the article Tauber, E. M.

1972. Marketing Notes and Communications. Why Do People Shop? Journal of Marketing. 36, 46 - 59

2. To what extent does the journal assist marketing decisions in the business world today?3. To what extent do you agree with the following quote,

“grocery shopping is a customary activity of the housewife. Attempts to eliminate "food shopping" through home delivery and telephone order have to date been relatively unsuccessful. Apparently, the process of grocery shopping has positive utility for a large segment of women who view it as an integral part of their role.” Tauber 1972, page 47

4. Highlight the key points made in the article Chapleo, C. 2007. Barriers to brand building in UK universities? International Journal of Nonprofit and Voluntary Sector Marketing. 12, 1, 23-32.

5. Continuing development of the Assessment Report.

In your own time1. Read the notes below regarding “The SWOT Analysis”. In your groups prepare a SWOT

analysis of the University of Portsmouth Business School for discussion next week.

Workshop Activity1. Identify the key points or arguments raised by the author in the article Tauber, E. M.

1972. Marketing Notes and Communications. Why Do People Shop? Journal of Marketing. 36, 46 - 59

2. To what extent does the journal assist marketing decisions in the business world today?3. To what extent do you agree with the following quote,

“grocery shopping is a customary activity of the housewife. Attempts to eliminate "food shopping" through home delivery and telephone order have to date been relatively unsuccessful. Apparently, the process of grocery shopping has positive utility for a large segment of women who view it as an integral part of their role.” Tauber 1972, page 47

4. Highlight the key points made in the article Chapleo, C. 2007. Barriers to brand building in UK universities? International Journal of Nonprofit and Voluntary Sector Marketing. 12, 1, 23-32.

5. Continuing development of the Assessment Report.

In your own time1. Read the notes below regarding “The SWOT Analysis”. In your groups prepare a SWOT

analysis of the University of Portsmouth Business School for discussion next week.


Notes

Read the following explanation of the SWOT Analysis taken from Have, S., Have, W.; Stevens, F.; van der Elst, M. 2003. Key Management Models. FT Prentice Hall.

SWOT Analysis

The big ideaAny company undertaking strategic planning will at some point assess its strengths and weaknesses. When combined with an inventory of opportunities and threats in (or even beyond) the company's external environment, the company is effectively making what is called a SWOT analysis: establishing its current position in the light of its strengths, weaknesses, opportunities and threats.

24

When to use itThe first step in carrying out a SWOT analysis is to identify the said strengths, weaknesses, opportunities and threats. It is important to note that strengths and weaknesses are intrinsic (potential) value creating skills or assets, or the lack thereof, relative to competitive forces. Opportunities and threats, however, are external factors: they are not created by the company, but emerge as a result of the competitive dynamics caused by (future) 'gaps' or 'crunches' in the market.

StrengthsWhat is the company really good at? Do we benefit from an experienced sales force, or easy access to raw materials? Do people buy our products (partly) because of our brand(s) or reputation? Strengths are not: a growing market, new products, etc.

WeaknessesThough weaknesses are often seen as the logical 'inverse' of the company's threats, the company's lack of strength in a particular discipline or market is not necessarily a relative weakness, providing (potential) competitors lack this particular strength as well.

Strengths and weaknesses can be measured in an internal or external audit, for example, through benchmarking (see if you can find any information on a Benchmarking model). Opportunities and threats occur as a result of external macroenvironmental forces such as demographic, economic, technological, political, legal, social and cultural dynamics, as well as external industry-specific environmental forces such as customers, competitors, distribution channels and suppliers.

OpportunitiesAre any technological developments or demographic changes taking place, or could demand for your products or services increase as a result of successful partnerships? Can you perhaps use assets in other ways, introduce your current products in new markets or turn R&D into cash by licensing concepts, technologies or selling patents? There are many opportunities. The level of detail and (perceived) degree of realism determine the extent of opportunity analysis.

ThreatsYour competitor's opportunity may well be a threat to you. Also, changes in regulations, substitute technologies and other forces in the competitive field may pose serious threats to

25

your company: lower sales, higher cost of operations, higher cost of capital, inability to make break-even, shrinking margins or profitability, rates of return dropping significantly below market expectations, etc.

Both opportunities and threats can be classified according to their potential impact and actual probability, as illustrated below.

Listing the SWOT is not as easy as it seems. However, the second step of the SWOT analysis is even more difficult: what actions should your company take based on its strengths, weaknesses, opportunities and threats? Should you focus on using the company's strengths to capitalize on opportunities, or acquire strengths in order to be able to capture opportunities? Or should you actively try to minimize weaknesses and avoid threats? 'SO' and 'WT' strategies are quite obvious. A company should do what it is good at when the opportunity arises and steer clear of businesses that it does not have the competencies for. Less obvious and much more daring are 'WO' strategies. When a company decides to take on an opportunity despite not possessing the requisite strengths, it must either:

• develop the required strengths• buy or borrow the required strengths• outmanoeuvre the competition.

Companies that use 'ST' strategies essentially 'buy or bust' their way out of trouble. This happens when big players fend off smaller ones by means of expensive price wars, insurmountable marketing budgets, multiple channel promotions, etc. Some companies use scenario planning to try and anticipate and thus be prepared for this type of future threat.

The final analysisThe value of a SWOT analysis lies mainly in the fact that it constitutes a self-assessment for management. The problem, however, is that elements (SWOT) appear deceptively simple. Actually deciding what the strengths and weaknesses of your organization are, as well as assessing the impact and probability of opportunities and threats, is far more complex than at first sight. Furthermore, beyond classification of the SWOT elements, the model offers no assistance with the tricky task of translating them into strategic alternatives. The inherent risk of making incorrect assumptions when assessing the SWOT elements often causes management to dither when it comes to choosing between various strategic alternatives, frequently resulting in unnecessary and/or undesirable delays.

26

Week 9W/b 22/11/10

SWOT Analysis / Assessment Workshop

Essential Reading

SWOT Analysis Notes

AimThis week considers the use of a SWOT analysis and some of the difficulties of using what is sometimes seen as a ‘basic’ model.

At the end of the session, students should be able to;1. Appreciate the complexities of carrying out a real SWOT analysis2. Identify the links between a SWOT and other marketing topics covered in the

corresponding Marketing (L1) unit of study.3. Link the issues highlighted in the SWOT analysis with referenced materials related to

the External and Internal operating environment

At the end of the session, students should be able to;1. Appreciate the complexities of carrying out a real SWOT analysis2. Identify the links between a SWOT and other marketing topics covered in the

corresponding Marketing (L1) unit of study.3. Link the issues highlighted in the SWOT analysis with referenced materials related to

the External and Internal operating environment


Workshop Activity1. Continuing development of the Assessment Report.1. Discussion of SWOT analysis findings

In your own time

Workshop Activity1. Continuing development of the Assessment Report.1. Discussion of SWOT analysis findings

In your own time


27

Week 10W/b 29/11/10

Assessment Report Workshop

Essential Reading


AimTo allow students to bring toegther and finalise the content of their assessment report and facilitate formative feedback from tutors

At the end of the session, students should be;1. Comfortable with the presentation, content, style and structure of the report2. Aware of any further changes that are require to successfully present their findings of

their assessment coursework.

At the end of the session, students should be;1. Comfortable with the presentation, content, style and structure of the report2. Aware of any further changes that are require to successfully present their findings of



Workshop Activity1. Formative feedback and unit consolidation

In your own time1. Finalise your reports within your groups in preparation for the assessed deadline.

Workshop Activity1. Formative feedback and unit consolidation

In your own time1. Finalise your reports within your groups in preparation for the assessed deadline.


Notes

This is an optional workshop for students. It is an opportunity for them to make use of the tutor. Tutors are not expected to meet and discuss this unit outside of class time.

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Week 11W/b 06/12/10

Presentation Workshop

Essential Reading


AimTo allow students to plan and test their presentation content and timings and facilitate formative feedback from tutors

At the end of the session, students should be;1. Comfortable with their presentation content, style and timings2. Aware of any further changes that are require to successfully present their findings of


At the end of the session, students should be;1. Comfortable with their presentation content, style and timings2. Aware of any further changes that are require to successfully present their findings of



Workshop Activity1. Preparation and testing of presentation format and timings.

In your own time1. Finalise your presentations within your groups in preparation for the assessed

presentations.

Workshop Activity1. Preparation and testing of presentation format and timings.

In your own time1. Finalise your presentations within your groups in preparation for the assessed

presentations.


29

Week 12W/b 13/12/10

Class Presentations

Essential Reading AimAllow student groups to present their report findings and to be assessed.

At the end of the session, students;1. Will have presented their reports and been assess by the tutor

At the end of the session, students;1. Will have presented their reports and been assess by the tutor


Workshop Activity1. Presentation Assessment2. Student Feedback Questionnaires

Workshop Activity1. Presentation Assessment2. Student Feedback Questionnaires


30

Appendices

..................................................................Appendix 1: Group Time Table Commitments 31................................................................................Appendix 2: Group Meeting Report 32................................................................................Appendix 3: Group Contact Details 33

....................Appendix 4: U16794 The Marketing Environment Assessment Contract (2010) 34Appendix 5: Plagiarism: the pandemic of Universityies or an accepted component of Higher

..................................................................................................................Education 35

31

Appendix 1: Group Time Table Commitments

Monday Tuesday Wednesday Thursday Friday Saturday Sunday9-10 9-10 9-10 9-10 9-10 9-10 9-10

10-11 10-11 10-11 10-11 10-11 10-11 10-11

11-12 11-12 11-12 11-12 11-12 11-12 11-12

12-1 12-1 12-1 12-1 12-1 12-1 12-1

1-2 1-2 1-2 1-2 1-2 1-2 1-2

2-3 2-3 2-3 2-3 2-3 2-3 2-3

3-4 3-4 3-4 3-4 3-4 3-4 3-4

4-5 4-5 4-5 4-5 4-5 4-5 4-5

5-6 5-6 5-6 5-6 5-6 5-6 5-6

6-7 6-7 6-7 6-7 6-7 6-7 6-7

7-8 7-8 7-8 7-8 7-8 7-8 7-8

8-9 8-9 8-9 8-9 8-9 8-9 8-9

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Appendix 2: Group Meeting Report

GROUP: LOCATION:

PERSONS PRESENT:PERSONS PRESENT:PERSONS PRESENT:PERSONS PRESENT:

DATE OF MEETING:DATE OF MEETING:DATE OF MEETING:DATE OF MEETING:

Action / Person Responsible

1.

2.

3.

4.

5.

This meeting report has been produced as a representation of the agreed actions and conversation that took place on the above date. If there are any statements that are not accurate then these should be brought to the attention of the group immediately.

33

Appendix 3: Group Contact Details

Name Email Phone

34

Appendix 4: U16794 The Marketing Environment Assessment Contract (2010)

We the undersigned agree to the following terms below and will adhere to them throughout the duration of the contract

• To make an equal contribution to the project and ensure that any contribution is relevant to the project and to the highest quality possible.

• To hand in any work within the deadlines set within the assignment.

• To attend any meetings that will be arranged, whether these be workshops, lectures or meetings arranged by the group outside of lectures.

• To stay in good communication with the rest of the group members and contact the rest of the group within good time with any problems or questions.

Name 1 (HEMIS) ……………………………………………………………………………

Name 2 (HEMIS) ……………………………………………………………………………

Name 3 (HEMIS) ……………………………………………………………………………

Name 4 (HEMIS) ……………………………………………………………………………

Date: …………………………

35

Appendix 5: Plagiarism: the pandemic of Universities or an accepted component of Higher Education

Abstract

Plagiarism is an area of academic discipline that has been given considerable attention by both researchers and the popular press. Many have suggested ways in which it can be prevented, deterred and detected, however, the recommendations of that attention rarely appear within the working constraints of the Higher Educational environment. The document seeks to review current findings and recommendations from the research and compare them with the experiences of a new lecturer with a view to implementing changes in process and resources. The findings of this document suggest that although plagiarism is clearly unacceptable, higher education does accept its occurrence through either apathy, lack of time, technical expertise or financial resource constraints.

Introduction

There is no doubt that Higher Education has undergone a number of changes in recent years, and continues to change. Higher Education is no longer the place for a limited minority of people based on social group or income; it is being actively pushed as a natural progression from Further Education that all should have the opportunity to pursue if they wish. The resulting increase in student numbers could be seen by differing parties as either good or bad; but in essence the market that employs people from this resource pool have an ever widening choice of candidates. This must inevitably increase the competition for graduate jobs placing increased pressure on students to out perform their peers and distinguish themselves (Bennett, 2005). It has also resulted in larger class sizes, reduced contact time with students and arguably less control (Ashworth et al, 1997).

As with any organisation or business, changes in technology have led to the increased availability of information and the birth of the Internet in particular has enabled ‘the many’ to obtain information from numerous sources very efficiently regardless of geographical boundary or time differences.

Since joining Higher Education as an Academic the author has noticed significant interest in the area of plagiarism largely through the external media and some formal encounters in the workplace. According to Underwood & Szabo (2003, 475) "academic dishonesty in this technology-rich environment is a critical issue for Higher Education". It would appear, on initial inspection that, plagiarism may be a cause for concern from an academic standpoint which may require some form of change to take place at the University of Portsmouth, Business School. If the literature is correct and, on average 30% of assessments are plagiarised (Bennett, 2005; Underwood & Szabo, 2003; Zobel & Hamilton, 2002), clearly, many students within the business school would appear to ‘getting away with it’ largely due the availability of the Internet (Wood, 2004) and the University processes in place to deal with the issue.

Plagiarism may rightly be of concern to those graduate employers who shortlist candidates on the basis of degree classification, because if the classification of the degree is based on performance in assessments and those assessments are plagiarised then the student may well have "little competence in the subject material" (Zobel & Hamilton, 2002, 23) or lack “the academic skills of analysis and evaluation…” therefore being unable “… to synthesise ideas or engage in rational argument.” (Bennett, 2005, 137). Also, “people who admitted to cheating while at university have been found to be more likely to commit dishonest acts in employment (Sims, 1995)” (Bennett, 2005, 137).

36

Aims & Objectives

It naturally follows that the topic of plagiarism requires further investigation to establish its significance within the teaching and learning environment. In order to do this it is necessary to answer a number of questions. Those questions are as follows:

• Why do students plagiarise assessments?• How do students plagiarise assessments?• Is plagiarism a problem at the Portsmouth University Business School?• What strategies or procedures are in place within the University framework to

counteract plagiarism?• What (if any) additional measures should be taken to reduce plagiarism?• Is plagiarism an academic ‘crime’ or is it an inevitable element of modern higher

education that should be accepted?

Literature Review

It is not unusual for a literature review to start by engaging in a discussion surrounding the definitions of key terms or phrases such as what is meant by plagiarism as in the case of Austin & Brown (1999), Bennett (2005), Ercegovac & Richardson (2004), Gibelman & Gelman (2003), Lampert (2004), Park (2003) Rosamond (2002), Saltmarsh (2004) and Woessner (2004).

The definition used in the context of this document is taken from the University of Portsmouth’s Glossary of Terms which states that,

Plagiarism occurs when one person submits another’s assignment as his or her own

work, or when a student uses the ideas or words of another writer without crediting

that person. (University of Portsmouth | glossary of terms, 2006)

The definition provided by the University of Portsmouth highlights the same issues that the other definitions do, but a detailed discussion surrounding a definition does not give an indication as to why plagiarism takes place.

It is clear from the literature that the underlying reasons for students plagiarising their work can be placed in two distinct but related camps. One lies firmly with the students themselves and the other lies with the Universities, the frameworks and procedures they employ to either, deter, detect or deal with the issue of plagiarism.

Wood (2004, 238) suggests that students plagiarise partly because they do not understand the term ‘paraphrase’ and receive mixed messages about what is and is not their work. There do not apply the attention to detail required to source and reference material properly. They do not generally place a value on their own work and as a consequence place little value on others in terms of referencing. They are unable to critically evaluate anything giving equal weight to all sources. An alternative view is held by Zobel & Hamilton (2002, 24) is that as the copying of items such as software and music is acceptable in the broader environment, copying has become acceptable in assessment work and that; students find the authoritative figures of lecturers unapproachable relying on friends for assistance. The sharing of accommodation with other students produces little ‘policing’ by the family unit or those that would stop the individual. Zobel & Hamilton (2002) continue to cite other influences such as part time employment and other activities leaving little time for academic work as students more and more are, having to support themselves through the academic process; not wanting to appear at a lower academic level than their peers, a view supported by Currie (1998, 2) who states

copying reflects less, an intentional violation of a cultural code than a survival

measure in the face of perceived difficulties or deficiencies Currie, (1998, 2)

37

Although Currie (1998) is primarily considering the viewpoint from an ‘international student’ perspective, all international students should have passed the necessary English requirements to gain entry to the University programme in question.

Plagiarism may also be due to increased levels of competition between students as they battle for the best marks possible in anticipation of entering a job market that expects 2:1 pass rates or above. (Ashworth et al, 1997; Bennett, 2005; Park, 2004)

It is important however, to understand to some extent that plagiarism happens because universities allow it to happen.

Plagiarism is too often treated arbitrarily, or with benign neglect. Its time

departments developed some proper professional processes to track it down and

punish it. (Zobel & Hamilton, 2002, 23)

A viewpoint substantiated by Underwood & Szabo (2003) who rightly point out that, if there is little chance of getting caught and the value of passing is high then students are more likely to do it, suggesting that students do not know if the staff are able to spot plagiarism or if they are interested in spotting it. This does not take account of the enormous time it takes to prove plagiarism.

the problem may have grown at least partly because of higher academic loads and

simply imposing further expectations on busy teaching staff would not succeed… …

a major cause of cheating has been lack of effective deterrence. . (Zobel, 2002,

23-24)

Lack of staff contact with students, large class sizes, an increase in group learning / assessment strategies and the introduction of modularisation or ‘unitisation’ is also blamed (Bennett, 2005; Ashworth et al, 1997).

Essentially cheating (which plagiarism is) is no longer seen as a ‘big deal’ (Groark et al, 2001).

There are various methods that students use to plagiarise. Paper mills, cutting and pasting from other sources, asking assistance through internet channels such as newsgroups or chat clients, methods which, are only constrained by the ability of the student concerned (Austin & Brown, 1999, 22). Briggs (2003) however, argues that plagiarism in a ‘humanities’ setting is often very different from that in a more scientific setting such as computer science, suggesting that plagiarism should be considered from both a moral and ethical perspective.

Accepting that plagiarism does happen due to a number of factors, rather than a singular evil, does not make it acceptable if students are to be assessed on academic content or research is to be valued.

Once any organisation - small, independent journal or major university - decides to

investigate, it immediately confronts questions of what type of evidence will be

required to prove or disprove the allegation, whether such evidence exists and can

be obtained, and who should be required to supply or obtain it’ (LaFolette 1992).

(Zobel & Hamilton, 2002, 28)

The initial stages of detection and the collation of evidence are largely left to the individual tutor concerned.

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Schneider (1999) notes, ‘the real sticking point is time. Tracking down a plagiarist’s

sources can take days, sometimes weeks - time that professors can ill afford at the

end of a semester, when papers start flooding in.’ (Zobel & Hamilton, 2002, 29)

The time, stamina, and simple willingness of professors to do such cross-checking

is open to question. (Gibelman & Gelman, 2003, 240)

Academics may not and, in many cases do not have the resources or in some cases the skills required to prove plagiarism through finding original text. (Larkham & Manns, 2002; Zobel & Hamilton, 2002)

It is clear that as the use of the Internet becomes more widespread and its influence becomes more imposing, that other software solutions inevitably ‘come to the rescue’ of bale agued academics, however, the use of detection software could be seen to undermine the trust relationship between the student and lecturer (Wood, 2004), assuming one exists in the first place.

The detection of plagiarism should really be the last line of defence. Best practice would dictate that prevention and deterrent is surely better than detection (Gibelman & Gelman, 2003). As Sutherland-Smith, (2005, 83) states, "plagiarism is a multi-layered phenomenon encompassing a spectrum of human intention." and as such it is reasonable to suggest that a range of measures are necessary to limit its popularity. Surprisingly however,

Bear F. Braumoeller and Brian J. Gaines found that although verbal and written

warnings not to plagiarize had a negligible effect on rates of plagiarism, plagiarism

detection sotware, such as EVE and WordCHECK, proved to be successful in

discouraging students from plagiarizing. (Ercegovac, Z. & Richardson, 2004)

Clearly the introduction of plagiarism detection procedures supported by a range of penalties has reduced the amount or plagiarism in some cases, but, those procedures and penalties must remain consistent across a broad number of academics with differing opinions and methods which is where problems can arise (Zobel & Hamilton, 2002; Briggs, 2003).

The literature surrounding the ‘policing’ or prevention of plagiarism is reasonably clear in terms of the methods and practices suggested by various authors. Zobel & Hamilton (2002), Austin & Brown, (1999), Scribner (2003), Hyland (2001), Groark et al (2001), Gibelman & Gelman (2003), Ercegovac, Z. & Richardson (2004), Lampert (2004), Park (2003) and Briggs (2003) suggest a recipe of measures to reduce the problem (see Table 1). The measures taken singularly and with little preplanning might have little impact, but if taken together the results could be enormous.

39

Measure Author"promotion of appropriate study practices". Zobel & Hamilton (2002), Gibelman & Gelman,

(2003) Require students to submit additional information such as photocopies and proof of literature search methods, rough drafts

Zobel & Hamilton (2002), Austin & Brown, (1999)

ensure electronic submission to enable easy checking

Zobel & Hamilton (2002)

Let them know its happening and know the consequences

Zobel & Hamilton (2002), Gibelman & Gelman (2003)

Limit the references that the student can use so that it limits the possibility of plagiarism, test understanding and argument.

Austin & Brown (1999)

Encourage the use of bibliographic software and introduce tests in class after submission to recall knowledge to the written paper.

Austin & Brown (1999)

Use Plagiarism Detection software Ercegovac, Z. & Richardson (2004)

Ensure a consistent response Briggs (2003), Gibelman & Gelman (2003)

Hyland justifies cultural difference and stresses the need for one to one formative feedback rather than relying on written communication

Hyland (2001)

"Research by Donald McCabe has indicated that there is an inverse correlation between the rate of plagiarism and the emphasis on academic integrity by institutions or instructors."

Groark et al (2001, 43)

“The university's policy on academic dishonesty should be specific and direct, should define academic dishonesty and should provide a process for handling charges of academic dishonesty. The university should publish the policy and distribute it widely to both students and faculty. Copies of the policy should be posted on the university web site, in the library, student centers, dorms, and other prominent places.”

Austin & Brown (1999, 23)

Introduce Honour codes and instil ethical practice Gibelman & Gelman (2003), Austin & Brown (1999), Ercegovac, Z. & Richardson (2004), Groark et al (2001, 43), Lampert (2004), Park (2003)

Table 1: Plagiarism Prevention & Detection

Table 1 highlights the fact that there is no singular accepted method to prevent plagiarism. Janowski (2002, 28) states that, “Plagiarism has always existed; the Internet has just made it faster and easier”, a view supported by (Eastment, 2005). Carroll (2005, 4) suggests that “most students fail to comply with regulations due to confusion or ignorance” but also accepts that some students that do understand and “do it anyway”. Briggs (2003, 19) takes this view a step further suggesting that plagiarism is a ‘complex issue’, the complexities of which have not been fully considered.

Howard (1995, 788) states the copy and paste methodology is a “pedogogical opportunity, not a juridical problem” and “To treat it negatively as a 'problem' to be 'cured' or punished, would be to undermine its positive intellectual value thereby obstructing rather than facilitating the learning process.”. This is view that would not appear to be upheld by other research or the experiences of the author.

Ethical codes of conduct, is an area which has received some attention but this causes significant problems for Academics when a minority would appear to ignore the values they are meant to be advocating.

Expressions of outrage about student cheating are obviated by behavioural role

modelling of academic conduct (or misconduct). “Do as I say, not as I do,” is a poor

model of ethical behavior. (Gibelman & Gelman, 2003, 246)

40

Gibelman & Gelman (2003) rightly highlight that external media attention has focused not only on students plagiarising but also on the plagiarist activities of some Academics. Academics also plagiarise (Jones, 2001; Kock, 1999) and plagiarist activity solicits media attention. Plagiarism clearly is of public interest, a straightforward search of the BBC News website highlights this fact (see Appendix 1: BBC News Articles linked with Plagiarism).

Plagiarism at the University of Portsmouth

The University of Portsmouth has clear guidelines in relation to plagiarism set out in Hand Book of Student Regulations (2005).

Although the University clearly define what plagiarism is and the procedures that should be followed, little consideration is given to the time it takes to prove plagiarism. Although the University does have a number of measures at its disposal the Hand Book of Student Regulations (2005, 6) states, “Serious or repeated acts of plagiarism will result in the requirement to appear before a disciplinary panel and a potentially substantial penalty, which may include exclusion from the University.”

This statement can be (and probably is) interpreted in two ways; either as an insight into the seriousness of the issue or alternatively, ‘it is Ok to plagiarise at least once’ or at worse ‘don’t’ get court more than twice’. The seriousness of the offence is not defined and is therefore open to interpretation and differing methods of judgement by academics. Something that goes against all the recommendations from previous research highlighted earlier.

During the course of the last year the author has carried out a small scale enquiry into plagiarism within the Human Resource Management and Marketing Department. The enquiry has largely taken the form of informal discussions with other Academics as well as the discussion of plagiarism at Marketing Subject Group Meetings. In additional to this the author purchased a piece or plagiarism detection software (EVE) and signed up for an online service (www.mydropbox.com) to check assessments as the department does not at this time provide those facilities. In addition to scanning documents for checking the author also checked all Post Graduate Dissertations submitted electronically to the department for 2005 in Marketing subjects.

The results (although not unsurprising) showed that a number of students had plagiarised their dissertations. This does not suggest in anyway that the lectures concerned would not have spotted such plagiarism but the consensus from the lecturers was that it was certainly quicker and saved a significant amount of time in ‘proving beyond any reasonable doubt’ that the dissertation was plagiarised.

In addition to this the author was at the receiving end of a dissertation from a student that he believed was plagiarised. The document was scanned by the I.T. department (176 pages) and uploaded to an online plagiarism checking service. The plagiarism service found nothing suspicious. Convinced that the dissertation was plagiarised, largely because it was ‘too good’ given his knowledge of the student concerned, the author made further investigations. After trying to contact persons and companies mentioned in the dissertation the author telephoned a number of UK university libraries and marketing departments. Finally the author spoke to the Head of the MBA programme at Southampton Solent who recognised the description of the work given as belonging to a student who graduated from that programme a couple of years earlier. Unfortunately the library at that institution could not locate a copy of the said dissertation believing that it had been stolen. Luckily however the Head of Department was able to obtain a second copy for comparison. The dissertations were identical. It transpired that the sister of the Portsmouth student had access to the Southampton Solent library through her employment with the institution although no accusation was made about this connection. The student who consistently denied any plagiarism was subsequently excluded without graduating from her degree.

This case does show that one should not rely on one technology, but it also shows the time and effort required to prove such a case.

There is considerable consensus that International students plagiarise more readily that home

41

EU students often because of cultural differences in education. This may be the case some of the time, but it may also be the case that they are just not as good at plagiarising compared to other students.

The author has made a concerted effort to advertise the fact he uses plagiarism checking software to the students he has contact with. This has resulted in various reactions ranging from students being happy that something is finally being done to one student saying ‘oh, shit!’. More importantly it has resulted in a reduction in the number of plagiarised assessments he had had to deal with.

There are inconsistencies in the approach taken by the University to assessment. If a student hands in an assessment after the submission date (without valid reason) but within two weeks the mark is capped at 40%. After the two week period the mark is 0%. If a student plagiarises an assessment they may get the mark reduced (something the marker often does anyway) or possibly an opportunity to resubmit. Rarely do they fail outright, suggesting that to plagiarise is not as serious as late submission?

Conclusions

Prime Minister Blair is well known for a delivering a speech that stated that the government would be “tough on crime, tough on the causes of crime” (http://news.bbc.co.uk/1/hi/uk_politics/3907651.stm). It is not unreasonable to regard plagiarism as a crime within Higher Educational boundaries, and conclude that in order to truly deal with the issue it is necessary to deal with the causes of plagiarism as well as ‘policing’ the consequences. Unfortunately it would appear that some of the causes highlighted by authors are a direct result of the University framework as much as it is the student. If plagiarism can in some part be attributed to assessment design, unitisation, class sizes, lack of student contact, inconsistent handling by academics, and a lack or resources to tackle such a problem when it does arise then, universities are essentially guilty of undermining the academic standards they seek to uphold.

“Plagiarism is like an infectious disease and can spread rapidly amongst students, if

the environment is conducive.” (Balaram, 2005, 1353)

Universities (including Portsmouth) have limited budgets and resources. There are good financial reasons why the business school recently built a lecture theatre that can hold 300 students at a time. The current university and economic environment ‘is conducive’ and is enabling plagiarism to spread. Resources such as plagiarism detection software, and changes to the culture of education in terms of class sizes and tutor contact time, the encouragement of foreign students who in some cases understand little, and the promotion of unitisation under the guise of ‘student choice’ may be seen by some as additional costs to the business that can be ill afforded. Alternatively there may well be essential to the long term survival of everything a true teacher holds dear.

“Plagiarism will certainly never be completely prevented though there will probably

always be a stream of media pundits who suggest simple ways to solve the

problem.”(Carroll, 2005, 6)

Recommendations

The purpose of this assessment was to answer the following,

• Why do students plagiarise assessments?• How do students plagiarise assessments?• Is plagiarism a problem at the Portsmouth University Business School?• What strategies or procedures are in place within the University framework to

counteract plagiarism?

http://news.bbc.co.uk/1/hi/uk_politics/3907651.stm




42

• What (if any) additional measures should be taken to reduce plagiarism?• Is plagiarism an academic ‘crime’ or is it an inevitable element of modern higher

education that should be accepted?

Clearly there are a number of reasons as to how and why students (and academics) plagiarise their work, reasons that have been highlighted in earlier parts of this document. Clearly plagiarism is a problem within the Business School. The extent of the problem is still unknown but given the levels of plagiarism highlighted at other institutions by previous research there is no reason to believe that Portsmouth University is any better at prevention, deterrent, or detection. The strategies currently in place are minimal, with references made to regulations and some attempt to educate through the Academic Skills Unit and additional academic English sessions for those students that want them. Little or no assistance however, is given to the academic staff in the detection or collation of evidence to prove plagiarism exists.

Plagiarism detection software should be implemented as a matter of urgency. Assessment processes should be changed to facilitate the checking of assessments centrally prior to marking by a tutor. All students should be told (in no uncertain terms) about the use of such software and the penalties for plagiarism. Penalties should be imposed such as fines (as in the case of library books). There should be a code of ethics within the University that students (and academics) adhere to and plagiarists should be named and shamed with notes made on references to potential employers. Students should be encouraged to take additional classes in academic writing and the technologies available to them without it becoming part of their specific degree programme.

There has been a considerable body of research in recent years conducted around the subject of plagiarism. A simple search of http://zetoc.mimas.ac.uk will produce in excess of 500 articles with plagiarism in their title. Howard & Sharp (1983 p6) cited Bell (1999 p2) describe research as,

seeking through methodical processes to add to one’s own body of knowledge and,

hopefully, to that of others, by the discovery on non-trivial facts and insight.

The Microsoft Encarta Online English Dictionary defines research as the,

"methodical investigation into a subject in order to discover facts, to establish or

revise a theory, or to develop a plan of action based on the facts discovered"

Part of an Academic’s role within a university is to work towards publication in a research field. Given the enormous body of knowledge available surrounding the issue of plagiarism it is very difficult to understand why few appear to have taken sufficient notice of these findings. It strongly suggests that plagiarism is accepted unless it’s easy to prove or there is current interest from other parties such as the media. It does not however mean that plagiarism is ‘acceptable’ in whatever format it takes.

References

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Austin, M. J. and Brown, L. D. (1999). Internet Plagiarism: Developing Strategies to Curb Student Academic Dishonesty. Internet and Higher Education 2(1): 21-34..

Balaram, P. (2005). Plagiarism: A Spreading Infection. Current Science 88: 1353-1354..

Bell, J. (1999). Doing your research project: a guide for first-time researchers in education. 3rd ed. Buckingham, Open University Press.

http://zetoc.mimas.ac.uk

http://zetoc.mimas.ac.uk

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Bennett, R. (2005). Factors Associated with Student Plagiarism in a Post-1992 University. Assessment and Evaluation in Higher Education 30: 137-162..

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Carroll, J. (2005). Handling Student Plagiarism: Moving to Mainstream. Brooks ejournal of Learning and Teaching, 1(2), 1-6. [Electronic Version]http://www.brookes.ac.uk/publications/bejlt/volume1issue2/perspective/carroll.pdf!

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Groark, M., Oblinger, D. & Choa, M. (2001). Term Paper Mills, Anti-Plagiarism Tools, and Academic Integrity. Educause Review 36: 40-49..

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Janowski, A. (2002). Plagiarism: Prevention not Prosecution. The Book Report, Oct, 26-28.

Jones, E. L. (2001). Metrics Based Plagiarism Monitoring. Consortium for Computing in Small Colleges, Middlebury, VT, Ccsc..

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Larkham, P., & Manns, S. (2002). Plagiarism and it's Treatment in Higher Education. Journal of Further and Higher Education, 26(4), 339-349.

Microsoft Encarta Online English Dictionary: http://encarta.msn.com/dictionary_/research.html

Park, C. (2003). In Other (People's) Words: Plagiarism by University Students-Literature and Lessons. Assessment and Evaluation in Higher Education 28(5): 471-488..

Park, C. (2004). Rebels Without a Clause: Towards an Institutional Framework for Dealing with Plagiarism by Students. Journal of Further and Higher Education 28(3): 291-306..

Rosamond, B. (2002). Plagiarism, Academic Norms and the Governance of the Profession. Politics 22(3): 167-174..

Saltmarsh, S. (2004). Graduating Tactics: Theorizing Plagiarism as Consumptive Practice. Journal of Further and Higher Education 28(4): 445-454..

Scribner, M. E. (2003). An Ounce of Prevention: Defeating Plagiarism in the Information Age.

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Library Media Connection 21: 32-35..

Sutherland-Smith, W. (2005). Pandoras Box: Academic Perceptions of Student Plagiarism in Writing. Journal of English for Academic Purposes 4(1): 83-95..

Underwood, J., & Szabo, A. (2003). Academic offences and e-learning: individual propensities in cheating. British Journal of Educational Technology, 34(4), 467-477.

(21/01/2006). University of Portsmouth | glossary of terms http://www.port.ac.uk/startUP/glossaryofterms/

Woessner, M. C. (2004). Beating the House: How Inadequate Penalties for Cheating Make Plagiarism an Excellent Gamble. Ps 37(2): 313-320..

Wood, G. (2004). Academic Original Sin: Plagiarism, the Internet, and Librarians. Journal of Academic Librarianship 30(3): 237-242..

Zobel, J. and M. Hamilton (2002). Managing Student Plagiarism in Large Academic Departments. Australian Universities Review 45(2): 23-30.

Appendices

BBC News Articles linked with Plagiarism

(16/01/06). BBC NEWS | Education | Software 'cannot stop cheating' http://news.bbc.co.uk/1/hi/education/4460702.stm:.

(16/01/06). BBC NEWS | Education | Moves to curb coursework cheating http://news.bbc.co.uk/1/hi/education/4457938.stm:.

(16/01/06). BBC NEWS | Education | Coursework copying internet fear http://news.bbc.co.uk/1/hi/education/4459544.stm:.

(16/01/06). BBC NEWS | Education | 'Blatant copying' in coursework http://news.bbc.co.uk/1/hi/education/4399590.stm:.

(16/01/06). BBC NEWS | Education | Teachers 'ignore' coursework cheats http://news.bbc.co.uk/1/hi/education/3180576.stm:.

(16/01/06). BBC NEWS | Education | Moves to curb coursework cheating http://news.bbc.co.uk/1/hi/education/4457938.stm:.

(16/01/06). BBC NEWS | Education | The problem with exam coursework http://news.bbc.co.uk/1/hi/education/4545035.stm:.

(16/01/06). BBC NEWS | Education | Net cheats 'devaluing coursework' http://news.bbc.co.uk/1/hi/education/3362351.stm:.

(16/01/06). BBC NEWS | Education | Features | Mike Baker | Your concerns over coursework http://news.bbc.co.uk/1/hi/education/features/mike_baker/1647523.stm:.

(16/01/06). BBC NEWS | Education | Features | Mike Baker | Parents 'need advice over coursework' http://news.bbc.co.uk/1/hi/education/features/mike_baker/1634426.stm:.

(16/01/06). BBC NEWS | Education | Features | Mike Baker | Where are universities heading? http://news.bbc.co.uk/1/hi/education/features/mike_baker/2692711.stm:.

(16/01/06). BBC NEWS | England | Public focus on university expansion http://news.bbc.co.uk/1/hi/england/2578657.stm:.

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(16/01/06). BBC NEWS | Education | Top head attacks exam coursework http://news.bbc.co.uk/1/hi/education/3624116.stm:.

(16/01/06). BBC NEWS | Education | 'Epidemic' of student cheating? http://news.bbc.co.uk/1/hi/education/3854465.stm:.

(16/01/06). BBC NEWS | Education | Net closes on essay cheats http://news.bbc.co.uk/1/hi/education/2639765.stm:.

(16/01/06). BBC News | Education | Catching the internet cheats http://news.bbc.co.uk/1/hi/education/488333.stm:.

(16/01/06). BBC News | Scotland | Second university in 'cheat' probe http://news.bbc.co.uk/1/hi/scotland/431314.stm:.

(16/01/06). BBC News | Scotland | E-mail 'cheat' student to sue http://news.bbc.co.uk/1/hi/scotland/428736.stm:.

(16/01/06). BBC News | Education | Students 'used e-mail to cheat' http://news.bbc.co.uk/1/hi/education/419230.stm:.

(16/01/06). BBC News | Education | University in Net cheating probe http://news.bbc.co.uk/1/hi/education/390044.stm:.

(16/01/06). BBC News | Education | Students online: Lying, cheating. http://news.bbc.co.uk/1/hi/education/338205.stm:.

(16/01/06). BBC News | Education | Software catches the exam cheats http://news.bbc.co.uk/1/hi/education/251419.stm:.

(16/01/06). BBC News | Education | Homework for cheats http://news.bbc.co.uk/1/hi/education/features/180241.stm:.

(16/01/06). BBC News | Education | British students 'cheat less' http://news.bbc.co.uk/1/hi/education/106232.stm:.

(16/01/06). BBC News | Education | Net teaching: More than a substitute http://news.bbc.co.uk/1/hi/education/127519.stm:.

(16/01/06). BBC News | AMERICAS | Computer catches university 'cheats' http://news.bbc.co.uk/1/hi/world/americas/1328606.stm:.

(16/01/06). BBC News | EDUCATION | Online shopping for student essays http://news.bbc.co.uk/1/hi/education/970452.stm:.

(16/01/06). BBC News | EDUCATION | Anti-cheat software to hit UK students http://news.bbc.co.uk/1/hi/education/702953.stm:.

(16/01/06). BBC NEWS | Education | 'Quarter of students cheating' http://news.bbc.co.uk/1/hi/education/3852869.stm:.

(16/01/06). BBC NEWS | Education | Web checks for student cheating http://news.bbc.co.uk/1/hi/education/3765927.stm:.

(16/01/06). BBC NEWS | Education | Students using the net to cheat http://news.bbc.co.uk/1/hi/education/3265143.stm:.

(16/01/06). BBC News | EDUCATION | Students accused of cheating in ethics essay http://news.bbc.co.uk/1/hi/education/1899731.stm:.

(16/01/06). BBC News | EDUCATION | Essays website to pay students http://news.bbc.co.uk/

46

1/hi/education/787707.stm:.

(16/01/06). BBC News | EDUCATION | Cheats stay one step ahead http://news.bbc.co.uk/1/hi/education/631204.stm:.

(16/01/06). BBC News | Education | Legal action against fake degrees http://news.bbc.co.uk/1/hi/education/436807.stm:.

(16/01/06). BBC News | Education | Student praised for hoax essay http://news.bbc.co.uk/1/hi/education/474853.stm:.

(16/01/06). BBC NEWS | Education | Essay copying is 'self-teaching' http://news.bbc.co.uk/1/hi/education/3598161.stm:.

(16/01/06). BBC NEWS | UK | The plagiarism plague http://news.bbc.co.uk/1/hi/uk/2736575.stm:.

(16/01/06). BBC NEWS | Education | Student plagiarism 'on the rise' http://news.bbc.co.uk/1/hi/education/4257479.stm:.

(16/01/06). BBC NEWS | Education | High costs 'causing student plagiarism' http://news.bbc.co.uk/1/hi/education/3072061.stm:.

(16/01/06). BBC NEWS | Politics | A piece of plagiarism? http://news.bbc.co.uk/1/hi/uk_politics/2736149.stm:.

Prepare answers to following:

1. As a group define plagiarism in your own words?2. Highlight the main points / arguments expressed in the article?3. What are your own opinions of what has been put forward by the author?