HRMM055 Organisational Behaviour Assignment 2 (worth 50% of the module mark) Submission date: 20 January 2017 Assignment Brief A. Identify from your research and academic theory, two of the paired topic areas from the module that apply to an organisations effectiveness. You must cover: 1. Work groups and teams And either (not both): a) Power and Politics or b) Conflict and Negotiation B. Using your organisation or one that you are familiar with as a case study, analyse and critically discuss the impact that your topic areas may have on the culture of the organisation. Your analysis must be based upon relevant academic literature. It must also make specific reference to conceptual models and theories. Presentation Your assignment should be in a report format and not be any longer than 3,000 words, excluding the reference page(s) and appendices (which should be kept to the minimum). All references to both academic literature and other published sources must be attributed using the Harvard referencing system, which must be used accurately. Improper citations or plagiarism will result in work being referred to the School Academic Misconduct Officer who will 1 make a decision about any penalties that may be applied to the grade. Assignment Submission A copy must be submitted electronically via the submit button on your HRMM055 NILE site by 20 January 2017 Failure to submit the assignment on the NILE site by the stated deadline will lead to a zero grade for non-submission. Assessment Criteria Your assignment will be assessed against the postgraduate marking scheme;  Achievement of the Assessment Brief (To what extent does the work address the task set?) (25%)  Content & Analysis (45%)  Structure, Presentation & expression.(15%)  Referencing (15%) P. C. Canavan 2 Assignment 2 advice – Management and Organisational Behaviour (UAE intake) Prof. Tim Campbell This advice is in addition to the assignment brief – make sure you consider all of the points in the assignment brief carefully Format Executive summary (about 200 words) A summary of the entire report (not an introduction – a summary) Introduction (about 300 words) An introduction ‘sets the scene’. By that I mean it introduces the topics and tries to engage the reader. Then the introduction should state the aim of the assignment and how it will be structured. If you read the assignment brief carefully, you will see there are three topics mentioned: 1. Work groups and teams 2. The topics you choose (either Power and politics or Conflict and negotiation. Not both) and 3. Organizational culture. Briefly introduce each in turn. Analysis (about 1,500 – 1,800 words) Use sub-headings where appropriate The question: a) Identify from your research and academic theory, two of the paired topic areas from the module that apply to an organisations effectiveness. You must cover: 1. Work groups and teams And either (not both): a) Power and Politics or b) Conflict and Negotiation b) Using your organisation or one that you are familiar with as a case study, analyse and critically discuss the impact that your topic areas may have on the culture of the organisation. This assignment has a more practical focus than assignment 1. It requires you to analyse your own organisation (or if you think this is not suitable, one you are familiar with) and critically discuss how work groups and teams, power and politics or conflict and negotiation are affecting the organisation’s culture. A good starting point would be to choose a model (or maybe two) to analyse the culture of your organisation (for example, Schein). Then critically discuss the impact the topic areas have on the organisation’s culture. Conclusion (100 – 200 words) Conclude by summarising the most important points from your analysis Notes:  I would like at least 10 references (with at least 3 from journal articles) Further general advice - Consider the following:  What am I expected to find out about – what is the question asking?  What do I know about this topic? How much information has the tutor already given me?  How much time can I give to this particular project?  Must answer the question!  It must be your own work  Must provide an informed answer to the question – not opinions! i.e. arguments and explanations should be supported by reference to relevant evidence (literature)  Demonstrate critical thinking  Use examples  Well referenced  Always aim for a professional look and ‘feel’ to the report  Use diagrams/tables etc. where appropriate – but apply them. STRM042 Critical Issues in Business Module Guide 2016 Module Leader – Mr Hugh Davenport Tel. 01604 893668 Hugh.Davenport@northampton.ac.uk DESCRIPTION This module is designed to provide participants with an introduction to study on the MBA programme by enabling the students to explore the complex, uncertain and global issues which shape Leadership into the 21st Century. The module takes a critical perspective throughout, and sets the standards expected and required for students as they progress. OVERALL AIM(S) FOR THE MODULE · To develop a critical understanding of thematic nature of the study of organisations and the business environment. · To enable participants to critically evaluate the tasks and responsibilities of business leaders from an integration perspective through the introduction of contemporary issues. LEARNING OUTCOMES On successful completion of the module, participants will be able to: Knowledge and Understanding a) Critically explain the value and importance of an integrated perspective to organisational leadership b) Apply a range of analytical models and conceptual tools and techniques in the analysis of organisations. c) Demonstrate knowledge applied to practical situations of business management. Subject Specific skills d) Engage in critical, developmental reflection about professional knowledge. e) Produce evidence based arguments and conclusions. Key Skills e) Demonstrate an ability to work effectively as an individual and group member in order to carry out tasks linking theory to practice f) Make discriminating use of a range of learning resources in order to solve business related problems. g) Communicate the solutions arrived at, and the thinking underlying them, In written form INDICATIVE CONTENT    The Skills of Business Leaders Critical Reflection Integration and Analysis     Using Learning Resources in MBA Study Pervasive Issues in Business Leadership Globalisation and the International Agenda People in Organisations JUSTIFICATION OF TEACHING, LEARNING AND ASSESSMENT STRATEGY: The teaching and learning strategies adopted for this module are appropriate for all modes of learning and are designed to enable the participants to meet the rigorous requirements of MBA study: that is, to be able to develop cognitive, critical intellectual and relevant personal and interpersonal skills at a leadership level. Therefore, the teaching, learning and assessment strategy is designed to ensure that participants consider concepts and theories in a practical context. There is explicit consideration of the pervasive or integrative issues that cross all topics of MBA study such as ethical behaviour, corporate social responsibility and the development of competencies that will enable leaders to operate globally. This Module is delivered in the first weeks of participants interaction with the university. Members of the group will be expected to read widely to keep in touch with current business issues. Those with work or other relevant experience will be expected to share this experience with others. For distance learning modes, there will be similar levels of expectation in preparation and contribution, but this will be facilitated through technology to enhance the learning experience. There will be support from the NILE platform which will provide additional information and help administrative arrangements such as submission through the Turnitin process. The contact time will have to be supplemented by independent study using books and journals and also relating to individuals own experiences. TEACHING, LEARNING + ASSESSMENT ACTIVITIES STUDY HOURS Workshops, Lectures & Seminars (real or virtual) (9x3hr) Preparation, pre-reading and analysis (9x3hrs) Assignment Work TOTAL 27 27 46 100 ASSESSMENT STRUCTURE Assessment Item Units Weighting LearningOutcomes AS1- Individual Lit Review 2.5 100 a,b,c,d,e,f,g,h,i ASSESSMENT CRITERIA There is one assessment for this module involving critical writing and evidence based argument. This will be underpinned by an assessment scheme which will include a learning outcomes coverage analysis, a marking scheme and worked solutions. This procedure is designed to assure that assessment of all learning outcomes is covered by one or other of the assessment vehicles. Assessment will take place within the grade descriptors and overall assessment criteria of the UMF. Clear guidelines will be given as to the nature of the project, any word limits, the deadline for submission, the need for appropriate academic referencing and the standard declaration re plagiarism. For assessed coursework, for example, standards would be made explicit to participants by articulating how a range of grades would be awarded. Learning outcome e) might require, for example, participants to research describe and critique the gains from mergers. Threshold participants would articulate a technically accurate, but possibly descriptive analysis, whereas higher grades would be available for participants who could additionally locate and reference academic studies, which permit a deeper, more critical analysis. The strategy has been designed to ensure a mix of work that supports the variety of student activity and the greater depth of research and analysis permitted by an appropriate piece of in-course assessment. ASSIGNMENT DETAILS The purpose of this assignment is to write a critical literature review on the topic of “21st Century Leadership.” Using 21st Century leadership as a basis for your literature review, outline the key academic themes on this topic. Using good quality academic sources you should outline the following:     What are the predicted key competencies for 21st century leaders? How are these similar or different to classical leadership capabilities? What are the underlying causes of changes to leadership competencies? Compare, contrast, synthesise and critically analyse the academic research on this topic. Present an overall, evidence based conclusion on the topic. You must write a 2,500 word critical literature review on this topic. You must use good quality academic sources to give an overview of 21st Century Leadership, such as academic journals and quality practitioner materials and sources. You must discuss and critique the sources that you use in order to reach evidence based conclusions. You are required to use good quality academic sources throughout your work to support your arguments. A critical literature review requires you to look at good quality research on your chosen topic to give an overview of the research in this area. This will require you to discuss academic definitions, identify key themes in the literature, and discuss the potential applications and implications of the literature and to show that you understand the quality of the sources that you are using. Complete your discussions with an overall conclusion which is based on and referenced with quality academic material. Your work must be fully Harvard referenced and include a separate reference list at the back of your work. You can access support for critical writing, writing literature reviews and master’s level writing, referencing and other academic guidance on the skills hub: http://skillshub.northampton.ac.uk/ Post Graduate GRADE CRITERIA: Level 7 An outstanding Distinction A very strong Distinction A+ Work which fulfils all the criteria of the grade below, but at an exceptional standard A Work of distinguished quality which is evidenced by an authoritative comprehensive, detailed and systematic knowledge base and understanding for specialised area of study. A key feature will be the ability to work with creativity and originality using knowledge and insights at the forefront of the area of study. There will be a confident grasp of disciplinary methodologies for the discipline/area of study which will be consistently reflected in both own research and advanced scholarship, effectively integrating advanced skills of analysis, synthesis, evaluation and application on a firm foundation of critical facility. Work will be characterised by strong technical expertise to high professional standards, and there will be sustained evidence of confident, autonomous operation and judgment in complex and unpredictable professional situations both in relation to working with others and in relation to own functioning. Self-direction, creativity, practical understanding will be combined to demonstrate the qualities expected of an effective self critical independent learner exercising excellent measured judgment, and will be a consistent feature of work. A clear Distinction A- Work of very good quality which displays most but not all of the criteria for the grade above An outstanding merit B+ Work of highly commendable quality which clearly fulfils the criteria for the grade below, but shows a greater degree of capability in relevant advanced intellectual or specialised skills. A very strong Merit B A Merit B- An C+ Outstanding Pass Work of commendable quality demonstrating a detailed and systematic knowledge base and understanding in specialised areas, informed by critical awareness of current issues, research based/theoretical insights at the forefront of the area of study. This will be supplemented by a good comprehensive understanding of disciplinary methodologies relevant to own research or advanced scholarship, which will be reflected in work which integrates skills of advanced analysis, synthesis, evaluation and application with critical awareness. There will be some evidence of originality in application of skills/knowledge, underpinned by good technical expertise which permits confident, autonomous operation in a range of complex and unpredictable professional situations. The ability to work autonomously, as a self critical independent learner exercising good and considered judgment, will be a consistent feature of work. Work of good quality which contains most, but not all of the characteristics of the grade above. Work which clearly fulfils the criteria for the grade below, but shows a greater degree of capability in relevant advanced intellectual or specialised skills. A Very Work of capable quality which clearly demonstrates a systematic C Good Pass understanding of knowledge in specialised areas and a critical awareness of current issues, research based/theoretical knowledge at the forefront of the area of study, together with a sound understanding of methodologies applicable to own research or advanced scholarship. There may be limitations to the application of this knowledge and/or conceptual understanding of advanced scholarship, but there will be evidence of critical awareness in relation to analysis, synthesis, evaluation and application. The ability to exercise initiative as an independent and self critical learner in complex and unpredictable professional contexts will be demonstrated, as will threshold levels of technical expertise, although the scope of expertise may be limited. A Pass C- Work of satisfactory quality which contains most, but not all of the characteristics of the grade above. Fail F+ Work which indicates some evidence of a systematic, coherent and analytical engagement with key aspects of the field of study, including familiarity with current scholarship, and evidence of ability to utilise specialised skills, but which also contains significant limitations. F Work that falls well short of the threshold standards in relation to one or more of knowledge, intellectual, subject based or key skills at this level. F- Work of poor quality which is based on only minimal understanding, application or effort. It will offer only very limited evidence of familiarity with knowledge or skills appropriate to the field of study at this level. G Nil submission Guidelines are drawn using the following as reference points: The Framework for higher education qualifications in England, Wales and Northern Ireland (QAA, 2001) Credit and HE Qualifications: Credit guidelines for HE qualifications in England, Wales and Northern Ireland (CQFW, NICATS, NUCCAT, SEEC, 2001) SEEC Credit Level Descriptors 2001 Handbook (Study Guide) Part-time Master of Business Administration (MBA PLUS) October 2016 Page 2 CONTENTS 1 Introduction 1.1 Welcome to the MBA Programme 1.2 Purpose of this guide 1.3 Introduction to Faculty of Business and Law. 1.4 Location 1.5 Reputation for quality 1.6 Relevant Policies and Procedures 1.7 Important contact details 2 The MBA Programme 2.1 Rationale 2.2 Overall aims and learning outcomes 2.3 Overall structure and content 2.4 Description of MBA modules 2.5 Programme timetable 2.6 Teaching and learning strategies 2.7 Outcomes 2.8 …..PLUS 3 You as an MBA Student 3.1 Introduction 3.2 What is expected of you studying for your MBA degree 3.3 Studying effectively 3.4 How to learn from lectures 3.5 Forms of communication 3.6 How to reference written work 3.7 Information services 3.8 How to stay informed about the subject 3.9 Academic/personal tutors and administrative staff 3.10 Voicing your opinion 3.11 Student programme and module evaluation 3.12 Board of studies 3.13 Support and guidance 4 MBA Assessment and Grading 4.1 Grading of work 4.2 Grade criteria 4.3 Module assessment 4.4 Submission of assignments 4.5 Assessment regulations 4.6 Illness or extenuating circumstances 4.7 Late submission of assessments 4.8 Pass marks and assessment criteria Page 3 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 Crediting modules Progression Requirement for award Academic advice and other forms of support Handing in and return of assignments Termination and appeals Plagiarism Assessed work Procedures Mitigating circumstances policy Appendices Appendix A: Grade criteria Page 4 1. INTRODUCTION 1.1 Welcome to the MBA Programme On behalf of the staff of The Faculty of Business and Law, I warmly welcome you to The University of Northampton’s part-time MBA programme. You are joining an international community of students – the Programme has cohorts running fulltime, part-time, through online learning, and delivered by International partnerships across the world. You can connect with your colleagues throughout your study online and during the MBA Conferences and annual European business trip. We will keep you up to date with all opportunities through the Programme website on which you are enrolled. The programme of study that you are embarking on is demanding. I am convinced, however, that you will very much appreciate your endeavor personally and professionally. This guide contains important information about the Programme. Separate module guides, individually prepared by the relevant module tutors, supplement this guide. Your study is supported by online materials, and hosted on our learning platform – NILE. You will find more information about NILE in this guide. Please read this guide thoroughly and refer to it for information during your Programme. Should you experience any challenges that are not addressed or if you need to clarify any concerns, please contact me, your Programme Leader. You may also approach any of your module tutors for assistance or clarification. If at anytime you are unsure about any aspect of your Programme, or you experience any challenges or have questions, please do not hesitate to contact either your personal tutor or any other member of the Programme management team. Best wishes for your study on the Programme. Maggie Andersons MBA Programme Leader 1.2 Purpose of this Guide This document guides you through most of the academic and administrative questions that you may encounter while on this MBA Programme. Please retain this guide for the duration of the Programme. In addition to this guide and the support of the programme leader and module tutor, information can also be obtained on the Programme WEB Board. The ‘Northampton Integrated Learning Environment’ (NILE) is referred to extensively throughout the Programme and training will be provided to you. For a further vital source of information, please refer to www.northampton.ac.uk/students. Page 5 1.3 Introduction to Northampton Business School With over 30 years of experience in management education the Faculty of Business and Law is a large and very successful component of The University of Northampton. The most recent increase in the UK league tables shows the fruits of considerable change and a strong student orientation. It offers a full range of full-, part-time and distance learning management and professional courses at certificate, diploma and masters levels. With over one hundred full-time staff and a similar number of part-time staff we draw on expertise for teaching, research and consultancy in:         Accounting Business Strategy Economics Human Resources Information Sciences Languages Management Marketing. The Faculty has more than 2,000 students, including 800 students that study part-time or by distance learning, and, further, 300 international students from outside the European Union. Additionally, the Faculty of Business and Law serves many distance-learning students. In 2016/17 we will have almost 1,000 students enrolled on our Programmes internationally, in locations such as Dubai, Vietnam and New Zealand. 1.4 Location Students enrolled on a residential Master’s programme (full-time or part-time) will enjoy the School’s learning facilities in Cottesbrooke building, which is located on Park Campus in Northampton (NN2 7AL). Students enrolled in other formats of the Masters courses, please consult with your point of contact for further information regarding delivery time, location and conditions. 1.5 Reputation for Quality Beginning with your first day with us, we will provide you with a high quality course in postgraduate business related disciplines. We hope that in studying for your degree you will increase your knowledge of business but will, further, develop both practical and intellectual skills. The vocational nature of the curriculum becomes evident from the recognition many of our courses receive from professional bodies in accounting, computing, management, marketing, and human resource management. Our past students have been very successful, both academically and in terms of future employment. We have reason, and, therefore, great expectation for you to continue this tradition. We wish you all the best in your studies, and are looking forward to witnessing your success. 1.6 Relevant Policies and Procedures The University has many policies and procedures, which have an impact on your study, assessment and progression. It is your responsibility to read and keep up to date with these and to understand their impact on your Programme. From time to time, the policies or procedures change and may Page 6 supersede information provided within this handbook. Full information is available at: http://www.northampton.ac.uk/students You should familiarize yourself with the resources on this and associated pages. In particular, you will find detailed information about policies and procedures at: http://www.northampton.ac.uk/students/about-your-studies As a postgraduate student, you must read The Postgraduate Student Handbook, which is available on the above webpage and on your Programme NILE site. 1.7 Programme Leader’s Contact Details: Maggie Anderson MBA Programme Leader The University of Northampton E-mail address: Maggie.Anderson@northampton.ac.uk Phone +44 (0) 1604 89 - 2014 (Reception 2036) Page 7 2. THE MBA PROGRAMME 2.1 Rationale The MBA Programme is designed to meet the needs of participants working at an advanced level of Masters study, as employer expectations. Significant responsibility sits with the participants to engage with the materials provided so as to apply concepts and theories to their experience of the workplace. All participants enrolled in the Programme have at least two years management experience. The Programme builds on this experience to provide a thorough grounding in management and leadership: strategic competences, leadership capability, functional knowledge and management tools and skills. Participants come from a range of disciplines with different academic abilities and skills (quantitative skills; oral presentation skills). The courses thus offer opportunities for all students to develop their capabilities and understanding, and relate these to the global management environment. 2.2 a) b) c) d) e) f) g) Overall Aims and Learning Outcomes Providing a stimulating and intellectually demanding management development programme Enhancing participants’ ability to apply knowledge, skill and analytical tools for effective work performance Enabling participants to identify their sustainable personal learning and development needs beyond the provision of the programme Fostering close relationships between Northampton Business School and local employers Developing transferable intellectual skills by:  Applying to practical management situations what has been learned  Making conclusions and proposing recommendations that are based on critical analysis within a rigorous approach  Communicating clearly in speech and writing Empowering participants to achieve their fullest potential by developing their selflearning and -development ability Advancing the scholarly aspect of postgraduate study, particularly the ability to progress from analysis to synthesis and evaluation This Programme provides a stimulating and intellectually demanding management development opportunity to existing senior, or potentially senior managers in a large variety of industry sectors. The Programme offers rigorous education by adhering to the concepts and techniques of business and management. This base is a fruitful foundation for advancing skills and analytical tools of relevance to senior management. This enables managers to effectively perform. Understanding the importance of holistic perspective taking and facilitating students’ ability to apply this knowledge in a business environment enables the identification of strategic components, their impact and analyses and possible implementation. The Programme, thus, seeks to enhance the acquisition and application of new management skills including the ability to critically evaluate appropriate academic literature. Similarly, participants will be encouraged to identify their personal learning and development needs beyond the provisions of the Programme. They will do so through critically reflecting upon issues impinging upon their personal circumstances. 2.3 Overall Structure and Content All participants complete the same, compulsory modules. Each module attracts ‘M’ level CATS points (Credit Accumulation and T r a n s f e r S c h e m e ). 180 CATS points are required to successful in the MBA Programme. The sequencing of the modules is designed to take participants through a logical progression of learning, starting first with more operational aspects of business and progressing to tactical/strategic issues in an MBA Programme. 2.4 2.4.1 Description of MBA Modules Critical Issues in Business (STRM042 - 10 Credits): This module is designed to provide participants with an introduction to study on the MBA programme by making explicit the pervasive issues in business to which they will return to. The module takes a critical perspective throughout, and sets the standards expected and required for students as they progress. 2.4.2 Managing Organisational Behaviour (HRMM055 – 20 Credits): This module equips managers with a thorough grounding in organisation theory, behaviour and HRM so as to develop their awareness of the processes and problems of general management at an operational and strategic level. Every organisation is made up of individuals whose behaviour, individually or collectively will impact on its ability to succeed. This module considers a range of theories, tools and techniques which will help participants to understand organisational environments and the impact on organisational behaviour. 2.4.3 Leadership in a changing context (HRMM057 – 20 Credits): The search for competitive advantage has highlighted an increased emphasis on effective leadership skills as a major contributor to the success of an organisation. Allied to this is the need for these leadership skills to be anchored in a global perspective. This module seeks to develop an understanding of different business cultures across the world and the impact this may have on effective leadership. It will assess the relevance of classical theory and explore modern research and perspectives to establish how organisations can balance leadership and a global perspective. There is a strong emphasis on developing personal adaptability in cross cultural work environments, synthesised with a rigorous understanding of what is required for global leadership aspirations. 2.4.4 Strategic Marketing (MKTM028 – 20 Credits): Strategic Marketing is an essential management & leadership competence to guide senior management in today's increasingly dynamic & complex environment. The strategic marketing module will equip senior and aspiring senior managers with the skills to help shape organisational success. A cornerstone of this is the value of the leadership and planning of marketing activity. To reflect the increasing business emphasis on practitioner perspectives. A key benefit of this MBA component is the embedding of a Chartered Institute of Marketing (CIM) professional qualification. The CIM Introductory Certificate will be an additional aspect of this module which will be made available to participants. To reflect the increasing financial pressures on all elements of business to 'pay their way' there will be an increased emphasis on the justification of marketing strategy and related expediture. ROI & other metrics will be considered as legitimate tools for benchmarking marketing success. Strategic Marketing is a critical organisational mechanism for creating and sustaining superior performance in the marketplace. Significant focus will address the 2 central tenets of marketing strategy formulation: (1) The identification of target markets. (2) The creation of competitive advantage. Moreover, the module will give participants a strategic perspective of marketing management with respect to the analysis, planning, implementation and control of marketing activities. 2.4.5 Managing Operations and the Supply Chain (STRM046 – 20 Credits): This module is designed to provide business leaders with strategic knowledge and capability in the concepts and applications of operations, supply chain management and project management. The module will equip participants with skills which will enable their critical interpretation and interrogation of the operation of organisations globally, providing them with the knowledge, understanding and skills necessary to operate effectively beyond the bounds of their own organizations in an era of increasing outsourcing activity and off-shoring of manufacturing and service provision. It enables participants to critically consider the workings of the whole supply chain, to coordinate and manage strategic decisions within their own organizations, and to manage relations effectively with internal and external stakeholders. Operations and supply chain decisions often require numerical analysis and the application of quantitative techniques; hence the module will include appropriate numerical analysis and interpretation. 2.4.6 Competitive Strategy and Innovation (STRM043 – 20 Credits): Successful organisations need to be flexible and adaptable to rapidly changing circumstances. For managers, this means being able to reconcile a diversity of strategic issues, no matter what their professional background. All managers need the capability to develop and interpret strategies for their organisations, both at corporate and business levels in order to seek competitive advantage in a fast-changing world where innovation and adaptability are key strategic weapons. 2.4.7 Financial Decision Making (FINM036 – 20 Credits): The module is designed to provide business leaders with strategic knowledge and capability in the concepts and applications of accounting, quantitative methods and management information, including the use of IT applications. The module will equip participants with skills which will enable their critical interpretion and interrogation of accounting and financial information in corporate decision making contexts. 2.4.8 Business Research Project (STRM044 – 50 Credits) In the current international economic environment managers are frequently required to undertake project work in addition to their core responsibilities. Frequently these projects are focused upon investigating new opportunities or potential strategic changes in order to retain and extend competitive position within a turbulent business environment. This module aims to equip managers and aspiring managers with the necessary skills to undertake independent project work within a business environment. It will achieve this via asking participants to conduct an independent piece of research based upon an actual business case situation which may be industry or specific corporate focused. Specifically, participants are invited to pursue one of two possible approaches: 1. An inductive study whereby participants are required to carry out a research project within a particular corporate or industry setting and derive some general management principles or theories. 2. A deductive approach whereby participants are required to examine or test the validity of an existing management theory to a particular management context. 2.5 Programme Timetable The programme timetable for students commencing studies in November 2016 is shown below, MASTER OF BUSINESS ADMINISTRATION (MBA Plus) Teaching Block 1 Module Code Module Title Tutor Introduction to the University of Northampton, programme and student involvement Critical Issues in Business (10 credits) Hugh Davenport 1 STRM042 2 HRMM055 Managing and Organisational Behaviour (20 credits) Tim Campbell 3 STRM046 Managing Operations and the Supply Chain (20 credits) 4 FINM036 Financial Decision Making (20 credits) Luciano Batista (staying for GRA8004, cohort 2) TBC Hugh Davenport Stafford meeting Weds, 09/11/2016 13:00 – 16:00 Skype call Thurs, 19/01/2017 13:00-16:00 Thurs, 06/04/2017 13:00-16:00 Workshop Dates Assignment hand in dates (Friday’s) Thurs, 10/11/2016: 09:00-16:00 Assign: 13/01/2017 Fri, 11/11/2016: 09:00-16:00 Sat, 12/11/2016:09:0016:00 Fri, 20/01/2017: 09:00-16:00 Sat, 21/01/2017: 09:00-16:00 Assign 1: 16/12/2016 Assign 2: 20/01/2017 Fri, 07/04/2017: 09:00-16:00 Sat, 08/04/2017: 09:00-16:00 Portfolio 1 – 5 Submission between 10/04/2017 – 12/05/2017 Assign 1: 24/02/2017 Assign 2: 07/04/2017 Assign 2: 30/06/2017 5 STRM043 Competitive Strategy and Innovation (20 credits) Andrew Bean Skype call Fri, 19/05/2017: 09:00-16:00 Sat, 20/05/2017: 09:00-16:00 Assign 1: 07/07/2017 Assign 2: 11/08/2017 6 STRM044 Business Research Project (50 credits) TBC Thurs, 31/08/2017 13:00-16:00 Fri, 08/09/2017: 09:00-16:00 Sat, 09/09/2017: 09:00-16:00 Draft: 09/03/2018 Final: 18/05/2018 7 HRMM058 Samer Yamak Skype call 8 MKTM028 Leadership in a changing context (20 credits) Strategic Marketing (20 credits) TBC Thurs, 11/01/2018 13:00-16:00 Fri, 03/11/2017: 09:00-16:00 Sat, 04/11/2017: 09:00-16:00 Fri, 12/01/2018: 09:00-16:00 Sat, 13/01/2018: 09:00-16:00 Assign 1: 08/12/2017 Assign 2: 12/01/2018 Assign 1: 16/02/2018 Assign 2: 23/03/2018 2.6 Teaching/Learning Strategies The wide range of learning outcomes requires a range of teaching, learning and assessment methods. Participants’ backgrounds on the Programme spread widely across culture, ethnicity, work experience and age. Apart from that such diversity - certainly - represents challenges, they – most importantly – provide unique and wonderful opportunities for Programme enrichment. We, therefore, encourage YOU to actively participate and share your personal and professional stories and experiences with your peers. Across the Programme modules instruction strategies vary: approaches are outlined within each module description. In all modules, however, there is very strong emphasis on student centered learning. Modules employ current case studies and videos as well as practical exercises, role-plays and more traditional lecture and seminar activities. In some modules, and your tutor will advise you accordingly, essential preparatory reading is required. Preparatory learning is essential as basic knowledge needs t o be transferred prior to any later [value-adding] critical reflection. Therefore, there will be checks on its understanding through review and recalling content in class sessions. In this way class sessions reinforce and extend learning. They also provide opportunities for student centered activities to facilitate application, analysis, synthesis and evaluation. The module assessments are shown below: Teaching Module Bloc Code k 1 STRM042 Academic Value 10 credits 2 HRMM055 3 Module Title Assessment Critical Issues in Business Individual report (2,500 words) 20 credits Managing Organisational Behaviour 1. Critical Essay (2,500 words) 2. Case Study Report (2,500 words) STRM046 20 credits Managing Operations and the Supply Chain 1. 2. Essay/Report (2,000 words) Case Study (3,000 words) 4 FINM036 20 credits Financial Decision Making 1. 2. 5 x Portfolio entries Assignment (2,500 words) 5 STRM043 20 credits Competitive Strategy and Innovation 1. 2. Management Report (2,500 words) Individual Case Assignment (2,500 words) 6 STRM044 50 credits Business Research Project 1. Management Research Project (15,000 words) 7 HRMM058 20 credits Leadership in a Changing Context 1. Individual Critical Reflection (3,000 words) 2. Essay (1,500 – 2,000 words) 8 MKTM028 20 credits Strategic Marketing 1. 2. 2.7 Outcomes 2.7.1   Assignment (2,500 words) Assignment (2,500 words) Improve Knowledge and Understanding, specifically: Development of a deep and systematic understanding of knowledge within and across business and Management areas that can work with theoretical research-based knowledge at the forefront of related academic disciplines. 2.7.2 Ethical issues The awareness and ability to manage the implications of ethical dilemmas and work proactively with others to formulate solutions, such as:   Disciplinary methodologies, which are a comprehensive understanding of techniques/methodologies that are applicable within business and management. Analysis, synthesis and evaluation is the ability to collect relevant information across a range of areas that pertain to a current situation and includes analysing and synthesising of   information. This is required in order to evaluate research, advanced scholarship, methodologies and management decisions, and to argue alternative approaches. Application, which is initiative and originality in problem solving, the ability to act autonomously in planning and implementing tasks, and an ability to take decisions in complex and unpredictable situations. Reflection is the ability to consider and draw upon learning experiences that show high levels of self-awareness and self- management in order to improve personal and organizational learning processes 2.7.2      Development of work-related skills, which is the ability to demonstrate the development of skills that are necessary for employment in a business, management or public sector organization, including a wiliness to take responsibility, exercise initiative and to take decisions in complex and unpredictable situations Application of skills, which is the ability to operate proactively in management roles, and in complex and unpredictable and/or specialised contexts, working autonomously and/or closely with other colleagues. Application of subject knowledge refers to the ability to make use of management concepts, ideas, data and skills and an ability to relate theory to practice in order to manage both routine and exceptional situations effectively Career development is the ability to rapidly assimilate organizational/management experiences to enhance management competence and career progression Further skills development: an ability to manage their own professional development in the management field, as part of an ongoing process of lifelong learning. 2.7.3        Improve subject specific/practical skills, specifically: Improve key skills, specifically Group work, which is the ability to work effectively as a leader or member of a team and, to clarify tasks, make use of the capacities of the group and to negotiate and effectively manage conflict. Learning resources refer to the ability to use a full range of learning resources t h a t a r e appropriate to the masters’ level study of business and management. Self-evaluation, which is the ability to reflect on his/her own and others' functioning in order to improve practice. Management of information that is the ability to undertake research tasks competently and with minimum guidance. Autonomy, w h i c h i s t h e ability to function as an independent and self- critical learner, guiding the learning of others and managing own requirements for continuing professional development. Communications, which is the ability to engage confidently in academic and professional settings Problem-solving, which is the development of the independent learning ability required for continuing professional study 2.8 ……. PLUS The Northampton MBA Plus is distinctive from other MBA programmes that are available in, because the ‘plus’ elements that are associated with the Programme are very unique and have a strong practical orientation. In 2016/17, the following eight elements are available. Please visit the Programme website at http://www.northampton.ac.uk/study/courses/courses-by-subject/business-andmanagement/master-of-business-administration-distance-learning-mba from which a .pdf version is also available for download. Here you will find up to date information about any processes for engagement and costs associated with the opportunities. 3. 3.1 You as an MBA student Introduction Students on residential programmes (full-time and part-time) as well as international partnership students and distance learning students are all taught through a system of lectures, seminars and intensive workshops. Lectures are designed for imparting information to you, while seminars focus more on specific issues or ideas and usually take the form of structured discussions/activities in smaller student groups. While residential students benefit from regularly recurring lectures and seminars on a weekly basis, are international partnership students able to enjoy intensive block lectures/seminars that often run over extended weekends or other cohesively organized days. Lecturers have their own particular style. Some will lecture in the traditional manner and students are expected to take notes. Other lecturers will provide handouts, which students are expected to read or annotate. Either way, you are "reading" for a degree, and as such the onus is on you to compile your own set of notes. This can be in the form of information gained from the lectures, and more importantly, information gained from books and periodicals in the library. For some seminars you may be randomly divided into groups, while in others you may be allocated according to your academic background or work experience. However those interventions are organised, a n d YOU will be expected to prepare prior to the seminar session according to the specific instructions your tutor provides you with. The prepared material may itself guide you toward discussion via a short presentation, or it may enable you to contribute to a discussion that is led by someone else, including one or several of your peers. In few cases, individual students may think they have covered some of the topics before, particularly if you have done a related undergraduate degree course prior to joining this University. The temptation is to give such topics low priority. However, our experience reveals that this is a risky attitude. It is far better to look at all topics with a fresh outlook, undertake the required reading and compile a fresh set of notes. This MBA Programme places strong emphasis on independent study and the need to develop study techniques for maximum retrieval of value-add out of lectures, seminars etc. Your module tutor will provide you with corresponding learning materials and suggestions. But it is YOU who will need to develop his/her skills in searching for useful learning materials. It is also important to learn how to approach effective [academic and non-academic] reading, and to make notes that will be of most use to you in the future. While lectures and seminars introduce research and business areas, and put subjects within context, it is the additional reading and research you do that provides you with the depth of knowledge that - in the end - will be reflected in your work. YOU NEED to organise your time effectively, give yourself realistic work schedules, and allow yourself time for other interests, hence, you need to keep a balance in life. 3.2 What is expected of YOU during YOUR MBA degree studies? You may be wondering how hard you will have to study and at first the teaching methods may be different to your previous experience. The aim of most degree qualifications is to make you an independent/autonomous learner - capable of the sort of motivation to:       Think things through Solve problems Research topics Engage in projects that enable the integration of areas of study Look for relationships between the different concepts and areas studied Develop a critical approach to your readings, lectures and seminar activities Across your degree you will find that different subjects place differing priorities on these activities. Tutors will provide you with a wide range of information and guidance. They will, however, not do the work for you. Remember, you were offered admission to the Programme based on you fully engaging and complying with the school’s expectations. This involves not only meeting Programme requirements in each of your modules (this includes reading, the submission of assignments and participation in seminars) but also making your own personal value-adding contribution. For many subjects, group work is an important element. Study and work ethics suggest that students have a responsibility to support g r o u p peers by participating in meetings, doing research etc. You are, therefore, expected to attend lectures and seminars regularly, and to be punctual for all official and Programme-related activities. Degree studies require a considerable proportion of independent study. This is expected to increase as you progress through your studies. Your tutors will do their best to enable you to fulfill your potential. This, however, is a two way process. Interaction (both with peers and staff) plus commitment and enthusiasm on your part as a student ensures that your Programme is both enjoyable and career enabling. 3.3     Studying Effectively Make a timetable once a week, in which you plan the times when you are going to work. Put down the lectures and seminars you will be attending as well as the work you will be doing yourself Be realistic about this timetable; set reasonable targets for yourself. Leave enough free time for recreation (including sleep) and leisure activities. It is important not to let your studies bring you down - or your academic work will suffer. Try to be precise when you plan what you are going to do. Specify what you are intending to study, which activity you are undertaking etc. Study in a good place where you will not be disturbed or distracted. It is all too easy to find a place where you know you will be disturbed and therefore have an excuse for not working.  3.4    3.5 Avoid this temptation. Make sure you concentrate. Decide what you want to achieve from a particular period of study and then get down and do what you planned. End-up by reviewing what you have achieved. Do, however, take a total of 5 to 10 minutes definite break within each hour of study - especially when you are studying for several hours at a stretch. How to learn from lectures Check the subject of the lecture beforehand and try to do some preliminary reading and thinking about it. Normally, the lecturer will use the student guide to outline the lecture topics; take special note of any reading that they recommend. Always go prepared to lectures. If lecture slides are available from NILE then read these in advance. You could also print them (for example, 3 or 6 slides to a page) to help with your note taking during the lectures. Pay close attention to the main lines of argument in the lecture. Try to distinguish between fact and opinion and to identify the source of all opinions stated. Make a mental note of points that you are unclear or seem questionable to you. You may be able to check them in your reading or discussion. Forms of Communication Like in any other relationship also, your relationship with your tutors, the Course Leader and other authorities within the Business School can only be fruitful through effective communication. Therefore, kindly take note of the well-established practices and communication routines within our institution: Shall you need to discuss any module related issues, concern or encouragements, kindly address those directly with your module tutor. If he/she finds the time after the lecture/seminar, please approach your tutor accordingly. However, sometimes tutors are obligations that do not permit them to engage with you immediately. In this case, or for more complex matters, please contact your tutor via his/her E-mail. It may be necessary that you contact the Course leader, which at the moment is Maggie Anderson. You may want to speak to him in case of all course-related concerns or as a means of escalation, shall your information needs not have been satisfied with your tutor. Maggie Anderson can be contacted via her contact details that are shared in the beginning of this handbook. 3.6 How to reference written work The most important reason for correctly referencing any mentioning of another person's work is to enable the reader to trace and study that work for him/herself. This enables the reader not only to verify the statements that have been made about the original work, but also to consider the original author's arguments as first presented. This allows the reader to make a better evaluation of the arguments that are presented in the new work. No matter which subjects you are studying, the produced assignments should represent your own analysis of a specific subject or theme (according to the nature of the question). They must N O T simply involve the reproduction of material from lectures, textbooks or other sources. In producing assignments you are expected to read widely. Academic convention requires when you use ideas, quotations, statistics or material from other authors that you must acknowledge it formally for that the reader is aware of how and from where from you acquired your knowledge in the field. It is also for the reader will be able to see where your ideas and statements come from so they can check the original sources, if they agree or disagree with your interpretations. Hence, it is essential that you distinguish primary from secondary sources. All ideas and work, which are not solely your own, must be cited correctly in your coursework assignments. Using other people's words or ideas without acknowledging them f o r m a l l y a n d c o r r e c t l y is considered misleading or dishonest and is referred to as plagiarism. Universities in the UK, and the University of Northampton in particular, view plagiarism as a very serious matter. Please refer to the section on Plagiarism in the Student Code that is accessible via the "Publications & Documents" section at the top of the Student Services website. However, you receive formal and proper advise in the field, so you can avoid running into complications with obtaining your degree. Although a number of different referencing systems exist, at Northampton Business School the Harvard Referencing System is used for referencing and citation, and must be followed for all MBA assignments and reports. 3.7 Information Services Upon registration you will receive a temporary password. Subsequently you have to register your secure password in the first few days. This enables you access to NILE and your personal timetables. For your study success it is essential that you strongly familiarize yourself with the operational aspects of NILE. Details about the service can be found at: www.Information services.northampton.ac.uk 3.8 Library services You can access the Learning Resources home page of the library via library.northampton.ac.uk. J o a n n e F a r m e r ( j o a n n e . f a r m e r @ n o r t h a m p t o n . a c . u k ) is your exclusive point of contact. Her phone number is +44 (0) 1604 89 2769 You can also search the library catalogue and access on-line journals or business sources on the web. 3.9 How to stay informed about the subject The first few weeks of the year may feel strange for you. It may take you a while to sort everything out. Student numbers in each Programme and module remain uncertain until a student fully registers. The nature of short-term applications paired with some students applying with multiple institutions and than withdrawing their application on short notice requires the rearrangement of rooms, School and other learning resources. You may, indeed, experience a few challenges with rooms and module times of classes. Please don't let this get you down, as this is a normal process in a university. 3.10 Academic/personal tutors and administrative staff It is important that you contact the most relevant member of staff for you to deal with your query. In case you have questions about a specific module, please contact your respective module tutors. Shall you experience any Programme related challenges, or need to raise a concern, please contact Dr Holger Siemons, who is the MBA Programme leader. He can be contacted via E-mail at ross.thompson@northampton.ac.uk. 3.11 Voicing your opinion At least twice a year we individually and anonymously inquire about your experiences of individual modules (student module evaluations), and the course as a whole. It is important that you complete these accurately since they form an important element of course monitoring and redesign, and you can ultimately benefit from suggestions you make for the remainder of your course. Please do not wait until the evaluations are distributed before letting us know about problems with the Programme. If you think that there are problems or have any suggestions as to how the Programme could be improved please contact either your module tutor or the Programme leader. If you have any academic problems we suggest you try and resolve them with the relevant tutor in the first instance. However, if you feel unable to do this, you can then approach Maggie Anderson. The Student Code offers advice on making such formal complaints. It can be downloaded at: http://tundra.northampton.ac.uk/public/showimage.asp?j=code%20of%20conduct&index=121 52. 3.12 Student programme and module evaluation Student evaluation is carried out informally throughout the year. Students are encouraged to directly bring up any emerging concerns with course team members. Student representatives are available to canvass student opinion prior to attending course team meetings. The formal student evaluation for each module is carried out through individual completion of questionnaires. Following the analysis of the results a full report is produced. This report, and any proposed actions, are summarised to the students. Student programme and module evaluation reports will be sent to you by email using our online evaluation system EVASYS. Please respond to emails promptly. 3.13 Programme Committee - Board of Study (BOS) The programme-specific Board of Study meets regularly throughout the year. It consists of students’ representation (in writing or in person) and Learning Resources, ex-officio members including the Dean of the School and the Head of Postgraduate Programmes. Copies of minutes are forwarded to all members. Those highlight any relevant issues. Additional monitoring of course team operations is provided via External Examiners. We will inform you of outcomes of the board that are relevant to your study on the Programme. Please use your student representative to take issues to the board on your behalf. 3.14 Student support As well as your Programme team, there are many sources of support available for you as you progress through your studies. For example, - Academic support is available through the Centre for Achievement and Progression http://www.northampton.ac.uk/students/academic-support E-mail: cfap@northampton.ac.uk - ASSIST Support for specific learning difficulties, disabilities or health issues. Letting the University know may entitle you to additional and practical support. You may be eligible for special arrangements for exams. http://www.northampton.ac.uk/students/student-support/disability E-mail: disability@northampton.ac.uk - Student services provide information about financial matters, chaplaincy, doctors and counseling services http://www.northampton.ac.uk/students/student-support E-mail: ssid@northampton.ac.uk - Centre for Employability and Engagement which provides careers and vocational guidance 4 MBA Assessment and Grading 4.1 Grading of your academic work All assessments are graded according to the schemes shown on the following pages. The work will be marked as a letter grade (A+ down to F- but excluding any D grades). A sample of assignments and all examination scripts are double marked by another tutor, and sampled by an external examiner. Samples will be taken to reflect the spread of marks. This moderation process for the MBA will be repeated across The University of Northampton and partnership institutions. Individual dissertations are double marked and an external examiner moderates it. Specific criteria for individual pieces of work will be provided either in module guides or as part of separate assessment briefs. Important note: All academic work must be referenced using the Harvard referencing system. A guide to this can be found on the University of Northampton homepage (Academic Departments/Learning Resources). 4.2 Grade Criteria The University Modular Framework (UMF) generic level 7 (Masters) marking criteria, is applied to all academic work submitted for assessment (Appendix 1). 4.3 Module Assessment The Postgraduate Assessment Scheme shall achieve the following:     Ensure that the standard of all awards is guaranteed Provide an effective measure of student performance Facilitate a range and diversity of assessment methods Provide feedback to students to develop a critical self-appraisal of their strengths and weaknesses, and to facilitate self-monitoring of their progress Module assessments are designed for students can demonstrate achievement of learning outcomes. Module assessments are set at a standard appropriate for Masters’ level study. The individual assessment patterns of each module are agreed and published to students before formally registering for the module. Upon commencement of their module students are informed about:     The number, nature and weighting of assessable pieces of work, which must be completed The dates by which they must be submitted The place where they must be submitted to The number, nature and weighting of any formal examination  The timetable and place for these assessments are published prior to their commencement. Each of the award and/or module guides contains details of the respective assessment schedule. Please observe the due dates for each item of assessment. If experience time conflicts (i.e. where assessments for two modules are due on the same day, or on nearby dates) it is the responsibility of students to ensure they begin work on the assessments sufficiently in advance of the deadline, so that all work can be completed by the date required. The p r o v i d e d deadlines represent the latest dates for submission. When specific assignment front sheets (cover pages) are required they are provided as part of the appropriate module guide and the corresponding NILE site. 4.4 Submission of assessments - definition of terms a. Item of assessment - A piece of assessed work, e.g. an essay, project, assignment, examination or dissertation. b. Resit - Is a requirement to retake assessment for the module, as a second attempt, following initial failure. Attendance as specified for the module is not required. c. Defer - Is a requirement to retake a deferred module assessment. This surfaces in the case of first time following non-completion or initial failure as a result of extenuating circumstances. d. Repeat - Is a requirement to retake a failed module. This includes attendance in accordance with the module specification and the completion, of all assessments. You may have to pay to repeat a module. Please note that all assessment – unexceptionally and exclusively – have to be submitted via NILE. Please refrain from sending tutors and other members of staff unsolicited pieces of work. This is not the appropriate channel for successful delivery of your work. You need to familiarize yourself with the proper functionalities of NILE. 4.5 Assessment regulations Link to PG Handbook [above] All assessments must be submitted latest by the due date. All students must submit their textbased assignments electronically. You will be given proper instructions by your module leader. Students will receive an E-Mail confirmation, and the system will record the date and time of your submission. In the unlikely event of work getting lost, these receipts will prove that work has been submitted. Without a receipt there is no evidence to show that the work has been submitted, and you may be given a “G” grade. Marking of assessments: The module leader or one of the module tutors first marks assessments. A sample of these assessments is then second marked in accordance with the outlined school’s internal moderation of assessment marking procedures. After marks have been agreed between all the internal markers, a sample of assessments is sent to the relevant external examiner for comments. The final marks are then presented to the relevant Field Examination Board for confirmation. Finally, when all modules taken in a semester have been processed through the relevant Field Examination Boards, each student’s profile of marks is presented to the University Award Board for final confirmation. The respective award is confirmed if that stage in the Programme of studies has been reached. Students should receive their results in the sixth week after the assessment submission date. Return of assignments and notification of results: Marked examination scripts are not returned to students. Assignment work is marked electronically in addition to comments by the marking tutors. A letter sent to the student’s registered address informs students who fail a module as soon as possible after the School Award Board confirmed that grade. This letter will contain the requirements for re-submission of the assessment and the date by which this should be done. 4.6 Illness or extenuating circumstances Where, due to illness or other extenuating circumstances, a student cannot meet the deadline, he or s he may seek extension. The module leader can grant an extension of up to 14 days. If a longer extension period is required, students must officially apply for mitigating circumstances (see ‘The Student Code’ on the registry web pages). Be informed that all initial requests for extension of assessment deadlines to the module leader should be sought, when possible, in writing no later than three working days before the submission deadline. You need, where possible, support your application by documentary evidence. Unless the module l eader, in his or her absence, delegates responsibility for agreeing to requests for deferment of assessments, only the module leader can grant the first 14 days extension to an assessment deadline. 4.7 Late submission of assessments Where work is submitted late and no extension to the deadline has been requested or granted, the following applies:   Where an item of assessment is submitted up to seven days past the deadline, and the student has not obtained a formal extension, the maximum achievable Grade is C-. Where an item of assessment is submitted more than seven days post the deadline, and the student has not gained an extension to the deadline as described above, the item shall receive a grade of G. A student may not repeat or be referred in an item of assessment or a module, which has already gained a pass mark to improve a mark. Please note that, in the case of late submission of assessments, there is no guarantee that the assessment marks will be presented to the next examination and award boards. 4.8 Pass marks and assessment criteria Modules and the dissertation are marked in letter grade terms with the pass mark set at C-. To pass a module students must obtain a mean average mark of C- or above. For the average or mean all items of assessment are considered together in the manner stated in the module specification. A student who fails a module for the first time has the right, whilst retaining credit for subcomponents of the assessment, which have achieved a mark of C- or more, to be referred in the failed assessment(s) once only. The Postgraduate Field Board of Examiners shall determine the nature, form and timing of the assessments to be referred. A module passed at the second attempt following referral shall receive a maximum mark of C-. Where a student, due to illness or other extenuating circumstances, fails an assessment, he/she can apply for mitigating circumstances and be permitted to retake the failed assessment as if w a s for the first time (i.e. no penalty of marks). 4.9 Crediting modules All modules passed outright will be credited to the student. Where a student, at the point of admission, is awarded an exemption from one or more of the modules he/she will be encompassed by the term ‘credit’ for the purposes of these regulations. 4.10 Progression A student, who, as per the outlined criteria, has failed one or more modules, has the opportunity to repeat, under the requirement of attendance. The student can then, where the award regulations allow so, repeat the failed module(s) or c h o o s e a n alternative module(s). A student who, having taken all the available opportunities for re-assessment as described above, and has attempted and failed modules to the value of 40 credits, shall be required to withdraw from his/her studies. 4.11 Requirements for awards In order to be eligible for the Award of Postgraduate Certificate (fall back only), a student must have obtained at least 60 credits at level M. In order to be eligible for the Award of Postgraduate Diploma, a student must have obtained at least 120 credits at M level. In order to be eligible for the award of an MBA Masters Degree, a student must have obtained at least 180 credits at M level including a module requiring a piece of independent academic work amounting to at least 60 credits. All Masters students will have their classifications calculated based on p u b l i s h e d framework regulations. Students will not have to achieve an A- or above in their dissertation in order to obtain an overall distinction, or a B-, B or B+ to obtain a degree with merit. The number of credits discounted when calculating the classification will be 20. The class awarded will be derived from this set of grades as the higher of the mean or the median. A distinction will be awarded when a student has achieved a grade of at least A- across modules amounting to 160 credits, including the dissertation. Merit will be awarded when a student has achieved a mean/median grade of at least B- across modules amounting to 160 credits, and is not eligible for a Masters degree with distinction. 4.12 Academic advice and other forms of support Studying for a postgraduate qualification can be straightforward and without major challenges. However, in the case that problems surface, there are several sources of information and advice that you can draw from. No one can assist you with possible difficulties unless you inform others about your problem. Please remember that a problem tackled early on is usually less difficult to solve than one that has had time to fester. The following people have (as part of their job) the responsibility to give you help and advice if you ask them. The module leader or tutor All modules you study will have a module leader/tutor who is responsible for the scheduled activities of the School who teach on the module. Shall you experience any challenges with the module, such as:   Problems that relate to the academic content of the module Your ability to fulfill the requirements to pass the module o Understanding the assessment requirements for the module o Meeting an assignment deadline o Difficulties obtaining reading material Please consult with your module tutor. In cases in which the module leader/coordinator cannot help, or the difficulty is beyond this module please consider talking to the: The Programme leader – in the case of the MBA Plus – Maggie Anderson The modules you are studying form part of a dedicated course and contribute towards the award for which you are registered (MBA). All Programmes have a programme leader who has overview of the modules that make up your course. The programme leader has overall administrative responsibility for the academic integrity of the course and for the experience of all students on all the modules that make up the course. Although you should, initially, consult the module leader/t u t o r about an extension to the assessment hand-in 'deadline' date, it is the programme leader who must formally agree with this. All documentation relating to requests for deferring assessments beyond the hand-in dates should be submitted to the programme leader. The programme leader, in conjunction with module leaders, will advise you on your choice of modules for your Programme, transferring between modules, interrupting your studies, termination of studies, appeals etc. 4.13 Handing in and return of assignments Procedure Apart from the occasional seminar papers which you may be asked to produce, you will have written assignments during the year in the form of essays or management reports. You will be given deadlines for assignments at the start of the academic year and it is very important that assignments are handed in on time. The submission dates have been set to help you progress through the Programme and avoid undue ‘overload’. Module staff will also advise you about submitting written work using a SAGE portal will be created on the relevant module NILE site and module tutors will give full instructions as to how you should submit using this procedure. Return of Assignments Assignments, where possible, will be marked and feedback comments given to you within five weeks of their being submitted. They are always returned with your grade and provides you with a short commentary on what you have written, dealing with both its content and its technique and presentation. If for any reason assignment work is returned to you without adequate tutor commentary, you contact the appropriate tutor and request this feedback. 4.14 Termination and Appeals All students have the right of appeal in accordance with the School appeals procedure, which is outlined below. Any correspondence/communication regarding a specific appeal should be addressed to the University Registrar. Termination and Appeals Procedures The School Faculty Management Team has approved the following procedures for all courses within the School, which do not have procedures prescribed by the validating body. The Faculty has the right to terminate the course of those students who:    Fail to reach the academic standards required by the Programme. Neglect their academic obligations. This may include inadequate attendance, nonsubmission of coursework, lack of participation, application, etc. Are deemed to have committed plagiarism (IMPORTANT: Where the reason for termination is ‘neglect of academic obligations’ the student will have previously been formally warned). Students whose courses are terminated will be informed, in writing, of the reason for that termination, and will be advised of their right of appeal, the admissible ground of appeal and the procedures of appeal. Details of the procedures for course termination and appeals can be found in the ‘Student Code’. 4.15 Plagiarism University Statement on Plagiarism The University unequivocally condemns plagiarism, which it considers being comparable to falsifying data and cheating in an exam, and warns students that the Examination Irregularities Panel looks gravely upon incidences of plagiarism and is empowered to impose severe penalties where students are found guilty of plagiarism. Definition The University considers plagiarism involves an intention to deceive and entails the submission for assessment of work, which purports to be that of the student but is in fact wholly or substantially the work of another. Since it is difficult to establish such an intention to deceive except through practice the University defines plagiarism as the incorporation by a student in work for assessment of material which is not their own in the sense that all or a substantial part of the work has been copied without any attempt at attribution or has been incorporated as if it were the student’s own when in fact it is wholly or substantially the work of another person. 4.16 Assessed Work Students, on most courses at the University, are required to submit a number of pieces of work for assessment. These contribute to a student’s total assessment and are as seriously seen by the Board of Examiners as the results of examinations. Work submitted for assessment is evaluated in terms of a range of criteria. These are specified in the requisite Programme guides. One of these criteria concerns the need for proper referencing. Inadequate referencing does not per se constitute plagiarism. It does, however, constitute an example of poor scholarship and will, therefore, be penalised by examiners. The University does, however, wish to distinguish poor scholarship from the offence of plagiarism, which is based on the intention to deceive. 4.17 Procedures The Programme teams will in the first instance deal with instances of suspected plagiarism. On each occasion t h e P r o g r a m m e t e a m s will normally conduct an interview with the expressed purpose to establish whether there is a prima facie case of plagiarism. In all cases the Programme Leader will consult with the School Registrar prior to setting up an interview. In exceptional circumstances the interview may be waived after consultation between the Programme Leader and the Registrar. Only when such a case of suspected plagiarism has been established will the matter be referred to the Examinations Irregularities Panel. This panel is empowered to recommend to the Board of Examiners that severe penalties be imposed. These may result up to and including termination of the course in cases when students are found guilty of plagiarism. 4.18 Mitigating Circumstances Policy And Procedures Relating To Assessment Mitigating Circumstances is the term we use to describe non-academic factors that affect your ability to take assessments, for example illness. In order to be regarded as a legitimate cause for special treatment, such circumstances must be unexpected, unavoidable, and serious. Minor difficulties you are expected to work through; predictable problems you are expected to work around. See the following website for more details: - http://www.northampton.ac.uk/students/about-your-studies/assessment/mitigatingcircumstances Appendix A: GRADE CRITERIA: Credit Level M/HEQF Masters Level HE Credit level M (7)/HEQF Masters Level Distinction A+ A AMerit B+ B B- Work, which fulfils all the criteria of the grade below, but at an exceptional standard. Work of distinguished quality, which is evidenced by an authoritative comprehensive, detailed and systematic knowledge base and understanding for specialised area of study. A key feature will be the ability to work with creativity and originality using accurate knowledge and insights at the forefront of the area of study. There will be a confident grasp of disciplinary methodologies for the discipline/area of study which will be consistently reflected in both own research and advanced scholarship, effectively integrating advanced skills of analysis, synthesis, evaluation and application on a firm foundation of critical facility. Work will be characterised by strong technical expertise to high professional standards, and there will be sustained evidence of confident, autonomous operation and judgment in complex and unpredictable professional situations both in relation to working with others and in relation to own functioning. Self-direction, creativity, practical understanding will be combined to demonstrate the qualities expected of an effective self critical independent learner exercising excellent measured judgment, and will be a consistent feature of work. Work of very good quality, which displays most but not all of the criteria for the grade above. Work, which clearly fulfils the criteria for the grade below, but shows a greater degree of capability in relevant advanced intellectual or specialised skills. Work of commendable quality demonstrating a detailed and systematic knowledge base and understanding in specialised areas, informed by critical awareness of current issues, research based/theoretical insights at the forefront of the area of study. This will be supplemented by a good comprehensive understanding of disciplinary methodologies relevant to own research or advanced scholarship, which will be reflected in work, which integrates skills of advanced analysis, synthesis, evaluation and application with critical awareness. There will be some evidence of originality in application of skills/knowledge, underpinned by good technical expertise, which permits confident, autonomous operation in a range of complex and unpredictable professional situations. The ability to work autonomously, as a self-critical independent learner exercising good and considered judgment, will be a consistent feature of work. Work of good quality, which contains most, but not all of the characteristics of the grade above. Pass C+ Work, which clearly fulfils the criteria for the grade below, but shows a greater degree of capability in relevant advanced intellectual or specialised skills. C Work of capable quality, which clearly demonstrates a systematic understanding of knowledge in specialised areas and a critical awareness of current issues, research based/theoretical knowledge at the forefront of the area of study, together with a sound understanding of methodologies applicable to own research or advanced scholarship. There may be limitations to the application of this knowledge and/or conceptual understanding of advanced scholarship, but there will be evidence of critical awareness in relation to analysis, synthesis, evaluation and application. The ability to exercise initiative as an independent and self critical learner in complex and unpredictable professional contexts will be demonstrated, as will threshold levels of technical expertise, although the scope of expertise may be limited. Work of satisfactory quality, which contains most, but not all of the characteristics of the grade above. CFail F+ Work, which indicates some evidence of a systematic, coherent and analytical engagement with key aspects of the field of study, including familiarity with current scholarship, and evidence of ability to utilise specialised skills, but which also contains significant limitations. F Work that falls well short of the threshold standards in relation to one or more of knowledge, intellectual, subject based or key skills at this level. Work of poor quality, which is based on only minimal understanding, application or effort. It will offer only very limited evidence of familiarity with knowledge or skills appropriate to the field of study at this level. Nil submission or nothing of worth or relevance. F- G
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