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MID-KENT COLLEGE IN ASSOCIATION WITH THE UNIVERSITY OF KENT

Foundation Degree, HND and HNC in I.T.

STUDENT HANDBOOK

September 2014

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CONTENTS Page 1. Programme specific information 3 2. Year Planner 5 3. Tutorials and your Personal Tutor 7 4. Assessment 8 5. Course work submission 11 6. Plagiarism and Duplication of Course work 13 7. Attendance 13

8. Discipline 14 9. Health and Safety 14

10. Report and Essay Writing 15 11. LRC 20 12. Careers information, advice and guidance 21 13. Future Employment 21 14. Study Skills 21 15. Student Union 21 16. Communicating with staff 22 Student Protocols 23

Programme Outcomes 24 Midkent College links 26

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1. 1 Programme specific information

1.1 Foundation Degree in Information Technology The Foundation Degree in Information Technology consists of 14 units which include two double weighted project units that are assessed in the work place.

The units are as follows : CO400 Introduction to Computer Architecture - OL CO401 Programming in a Modern Graphic Environment - W CO402 Information Systems and Tools - W CO403 Organisations and their IS Requirements (FD) * CO404 Systems Analysis and Design - W CO405 Introduction to Object Oriented Programming - W CO406 Multimedia on the Web CO407 Organisations and their IS Requirements (HND) * CO701 Database Design and Development CO702 Networks - OL CO703 Web Programming - OL CO704 Intranet Project (FD) * CO705 Operating Systems - W CO706 Intranet Implementation CO707 I.T. Management - W CO708 Intranet Project (HND) *

* Double weighted units OL = On-line Exam W = Written Exam

1.2 Higher National Diploma (HND) in Information Technology The majority of the units for the HND are the same as those for the Foundation Degree, the difference is that on the FD the modules CO403 and CO704 require a work placement component. The equivalent HND modules CO407 and CO708 do not require a work placement.

1.3 Higher National Certificate (HNC) in Inform 1.4 ation Technology The HNC in Information Technology consists of the following units : CO400, CO401, CO402, CO404, CO405, CO406, CO701, CO707 Worth 120 credits in the National Credit Framework.

1.5 Module Registration

Students are registered on all the appropriate modules on the University of Kent Student Data System by the administration staff at the University of Kent in the autumn term of the academic year in which the modules are taken.

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2 Year Planner

Week Week Beg Mon Tue Wed Thu Fri IT HE

1 22-Sep-14

Sem

este

r 1

2 29-Sep-14

3 06-Oct-14

4 13-Oct-14

5 20-Oct-14

27-Oct-14 Half Term

6 03-Nov-14

7 10-Nov-14

8 17-Nov-14

9 24-Nov-14

10 01-Dec-14

11 08-Dec-14

12 15-Dec-14

22-Dec-14 Xmas Holls

29-Dec-14 Xmas Holls

13 05-Jan-15

14 12-Jan-15

15 19-Jan-15

16 26-Jan-15 Exam Exam Exam

17 02-Feb-15

Sem

este

r 2

1 09-Feb-15

16-Feb-15 Half Term

2 23-Feb-15

3 02-Mar-15

4 09-Mar-15

5 17-Mar-15

6 23-Mar-15

7 30-Mar-15

06-Apr-15 Easter Holls

13-Apr-15 Easter Holls

8 20-Apr-15

9 27-Apr-15

10 04-May-15

11 11-May-15

12 18-May-15

25-May-15 Half Term

13 01-Jun-15

14 08-Jun-15

15 15-Jun-15

16 22-Jun-15 Exam Exam Exam

17 29-Jun-15

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2.1 Department Term Dates

The Foundation Degree, HND and HNC in I.T commence in the week beginning 22nd September 2014

2.2 Examinations and Final Unit Assessments Week 16 of both semesters

Resit examinations: Week commencing: 24th August 2015 2.3 Course Assessment Boards Provisional dates: Semester 1 5th Feb 2015 Semester 2 9th July 2015 Resit 10th Sept 2015

2.4 Course Committee Meetings Provisional dates: TBC

2.5 Course Review and Evaluation Provisional date: 15th July 2015

NOTE : WARNING!

It is not advisable to take holidays during college time. If you choose to ignore this, it is your responsibility to ensure that course work deadlines are met, to catch up on missed work and to arrange for a fellow student to collect any handouts on your behalf or photocopy them. If you are unable to take an examination at the appointed time because of holiday arrangements, you will be required to take the examination at the next available sitting. This may be the following year and would clearly delay completion of the course.

3 Tutorials and student support

Tutorials form an important part of your learning programme. As HE students you are expected to take responsibility for your own learning, how and when you study. A number of factors will probably have an influence on this, e.g. the need to undertake employment to finance your study, shift work, childcare. You have to decide how these factors are to be managed and ensure that there is sufficient study time available to complete the course successfully. If your circumstances changed dramatically it would be understandable to withdraw and resume study at a more convenient time.

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In the first instance the Course Tutor will act as Personal Tutor. The role of your Personal Tutor is to monitor your progress and to provide first-line advice and support. S/he will also

Help with any modules you may find difficult

Deal with any complaints

Represent your case at assessment boards

Draft any references

Advise you on personal statements on application forms

Refer you to appropriate Student Services

Your tutor is there to help you with problems. Do raise any concerns with them. Normally they will be treated in confidence. If your tutor is not able to help personally, s/he may suggest someone who can. Student Counsellors, contacted through Student Services, offer a strictly confidential and professional advice service.

If you have any particular learning difficulties, such as literacy, numeracy or language problems, or dyslexia, special support may be available. Your tutor will refer you to people who can help. It is also possible to apply for extra time, for use of foreign language dictionaries, enlarged question papers, or someone to write out your answers in examinations. This needs to be arranged well in advance of any examinations or assessments, as we cannot make extra arrangements if you have not told us of a problem. Similarly advise your tutor if you have any prevailing illness.

Generally your tutors are happy to help with any problems relating to their unit and will arrange to meet at mutually convenient times. However, students should, wherever possible, raise issues and difficulties during the lesson time so that all students may benefit from the response. Your unit tutors will want to gauge how well their unit is being received. They will judge this from the questions and feedback in lectures, problems raised in tutorials, responses to set exercises and from discussion during individual tutorials. Consequently you are expected to attend all scheduled individual tutorials not only for your own benefit but also for the benefit of others.

Occasionally a Tutor will wish to meet with all the students on the course to pass on information and for general administration purposes. This will be viewed as the most efficient way of accomplishing a particular requirement. Consequently we would hope that you co-operate to ensure that no administration is overlooked and that problems do not arise later. Your Course Tutor may have interviewed you initially and will probably at some time deliver a unit on the programme. However, s/he is responsible for the administration of your programme and, in particular, for the collating of assessment grades and the compilation of reports; not to resolve individual student’s problems. If the group is collectively concerned about some aspect of the course then they might approach the Course Tutor or Head of School. However, issues relating solely to a particular unit, as a matter of courtesy, should be discussed with the unit lecturer first.

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On-line support from Mid-Kent College support agencies is available at : https://sharepoint.midkent.ac.uk/sites/learningsupport

4 Assessment 4.1 Accreditation for Prior Learning

To obtain the end qualification a student must pass all specified units. Credit may be obtained for prior learning for some units or particular learning outcomes relating to a unit. This is achieved by approaching your Course Tutor and providing evidence that you are competent in the learning outcomes covered by the unit. Assessment of this evidence, however, may be a lengthy process and involve an assessment fee.

4.2 Unit Assessment

1. HNC and HND programmes leading to awards of the University of Kent under licence are subject to the conventions and procedures of the Credit Framework except insofar as they are amended or qualified by Annex 12. The following conventions apply:

2. Grading of Assignments The marks for individual assignments will be recorded as one of the following outcomes:

i. ‘Fail'

ii. ‘Pass'

iii. ‘Merit'

iv. ‘Distinction'

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3. Exams

Of the 14 assessed modules 10 modules include an exam in the overall assessment, the following modules include an on-line exam :

CO400 Introduction to Computer Architecture CO702 Networks CO703 Web Programming

The following modules include a written exam :

CO401 Programming in a Modern Graphic Environment CO402 Information Systems and Tools CO404 Systems Analysis and Design CO405 Introduction to Object Oriented Programming CO701 Database Design and Development CO705 Operating Systems CO707 I.T. Management

In all modules, except PMGE, the course work / exam weighting is 70% / 30%, in PMGE the course work / exam weighting is 80% / 20%

4. Assessment Grading

All module assignment briefs include grading criteria for Pass, Merit and Distinction grades. Generally a Pass grade is achieved if the assignment meets the Learning Outcomes as laid out in the assignment brief. Improving this grade to a Merit or Distinction grade will largely depend on the nature of the assignment itself but generally would include evidence that the student has shown a greater degree of analysis, more in depth research, a greater degree of insight, a clear grasp of the problem area and an appropriately written and formatted submission.

4.1 Overall Module Outcomes

1. Pass To achieve the overall module outcome of ‘Pass', the student must have achieved all learning outcomes or criteria for the module, with all assignments graded at ‘pass' level or higher.

2. Merit To achieve the overall module outcome of ‘Merit', the student must

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have achieved all learning outcomes or criteria for the module, with a preponderance of assignments graded at ‘merit' or ‘distinction' level.

3. Distinction To achieve the overall module outcome of ‘Distinction', the student must have achieved all learning outcomes or criteria for the module, with a preponderance of assignments graded at ‘distinction' level.

4.2 In-Module Resubmission of Failed Assignments

1. Failed assignments may be resubmitted on two further occasions during the module.

2. Such resubmitted assignments may achieve no higher mark than ‘pass' or 40%.

3. Three failures of an assignment will entail the failure of the module.

4. Failed HN modules will be subject to the conventions of the Credit Framework with regard to the number and nature of further attempts permitted.

4.3 Late-Submitted Work Unauthorised late-submitted work will be accepted for marking at the discretion of the tutor concerned but will receive a mark no higher than ‘pass' (HN) or 40% (FD).

4.5 Condonement, Compensation and Concessions Failing performance may not be condoned or compensated. Students may submit concessionary applications or appeal on the grounds of mitigating circumstances or the failure of examiners to consider concessionary evidence.

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4.6 Classification HNC/D programmes will be classified according to the following rubric:

Qualify for HND

Achieve credit for all [normally 16] modules;

Qualify for HND with Merit

Achieve credit for all [normally 16] modules with at least 55% or more of the credits [normally 9 modules] obtained at merit or distinction grade of which at least 5 must be at Stage 2;

Qualify for HND with Distinction

Achieve credit for all [normally 16] modules with at least 50% or more of the credits [normally 8 modules] obtained at distinction grade of which at least 5 must be at Stage 2 and at least 50% or more of the remaining credits [normally 4 modules] obtained at either merit or distinction grade;

Qualify for HNC

Achieve credit for all [normally 8] modules;

Qualify for HNC with Merit

Achieve credit for all [normally 8] modules with at least 55% or more of the credits [normally 5 modules] obtained at merit or distinction grade;

Qualify for HNC with Distinction

Achieve credit for all [normally 8] modules with at least 50% or more of the credits [normally 4 modules] obtained at distinction grade and at least 50% or more of the remaining credits [normally 4 modules] obtained at either merit or distinction grade.

4.7 Credit Transfer, Accreditation of Prior Certificated Learning (APCL) and other Forms of Accredited Learning Where considered appropriate by the Board of Examiners, and within the limits set by the University, the following conventions will apply: Where credit is imported via credit transfer, the marks achieved by a candidate at another institution on a cognate HNC or HND programme will be used for the purposes of classification; Where credit is awarded for prior certificated learning on a cognate HNC or HND programme, the marks achieved will be used for the purposes of classification; Credit awarded via other forms of accredited learning, such as the

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accreditation of prior experiential learning, will be treated as a pass for the purposes of classification.

4.8 Foundation Degree For the Foundation Degree only the University allows for narrow failure in a small proportion of modules to be compensated by good performance in other modules or, in cases of documented illness or other mitigating circumstances, condoned. Failure in certain modules, however, may not be compensated or condoned, the following modules cannot be compensated or condoned : Introduction to Computer Architecture, Organisations and their Information Systems Requirements, Introduction to Object Oriented Programming, Database Design and Development, Intranet Project and Operating Systems.

4.9 Appeals

If you are dissatisfied with an assessment grade, discuss it with your unit tutor. S/he will probably arrange for the work to be remarked by a second assessor if this has not already been carried out as part of the Internal Verification process.

4.10 Internal Verification (Quality Assurance)

Every assignment brief is subject to internal verification where a brief is checked that it meets the Learning Outcomes and is deemed to be at the correct level by a tutor other than the tutor who prepared the brief. A record of this process is made using the form IV3 which is then kept on file. Also a percentage of student work is internally verified to ensure that marking is fair and consistent. This process is recorded using the form IV4 which is then kept on file.

5 Course work submission

5.1 Course work When course work is set the unit lecturer will indicate when and how the work is to be submitted. Often the same work is being set to a number of groups so the submission date is not negotiable. Your Course Tutor will attempt to ensure that course work submissions are spread as evenly as possible over the latter stages of the semester. Note it quite possible for several pieces of course work to be set at the same time. You are required to organise and prioritise the tasks. Normally it should be possible for most students to complete a course work assignment in no more than 5 additional hours outside scheduled class

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contact time. This, however, will depend on the nature of the unit and the unit’s assessment strategy. If you are spending an inordinate amount of time on an assignment, it is possible that you have misunderstood what is required. In such circumstances discuss it with your Unit or Personal Tutor. Generally quantity does not guarantee quality. Aim to be comprehensive and concise. An assessor may well have 50 responses to a given assignment. If s/he were to spend approximately 10 minutes on each, this involves over 8 hours marking! If your response is unacceptably long, i.e. exceeds the guidelines given, this will have a deleterious effect on your grade.

5.2 Report and essay writing, assignment presentation, bibliography and referencing Assistance will be provided on report writing, assignment presentation, referencing and the creation of a bibliography during the weekly timetabled tutorial sessions.

5.3 Deadlines As part of the assessment you are required to demonstrate that you can work to deadlines. If you feel that there are exceptional reasons why you are unable to meet a course work submission date, you should complete a Late Submission form. This should then be handed in place of the required work on or before the deadline to your Course Tutor. The work should then be submitted as soon as possible afterwards. On the form you be required to explain in reasonable detail why you are unable to meet the deadline. Your Course Tutor will then decide whether your work will be marked and the maximum grade it might be awarded. Once, however, work for a particular assignment has been assessed and returned no other work for that assignment will be accepted. Assessment has not only to be fair, it must be seen to be fair. Late submission for reason of

Bereavement

Certified extended illness

Other trauma, e.g. being involved in a road traffic accident, being a victim of crime

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will be treated sympathetically and marked without restriction provided the work is received before any other marked work has been returned. Accordingly, work may only be submitted late if 1. A Late Submission form has already been submitted by the

deadline, or 2. It is accompanied by a Late Submission form signed by the

student’s Course or Personal Tutor accepting the reasons given. 6. Plagiarism and Duplication of Course Work

6.1 A student must not reproduce in any work submitted for assessment any

material derived from work authored by another without clearly acknowledging the source.

6.2 A student must not reproduce in any work for assessment any substantial amount of material used by that student in other work for assessment, either at this college or elsewhere, without acknowledging that such work has been so submitted. Where it is agreed by the appointed assessor and second assessor that a breach of 6.1 or 6.2 has occurred, the work in question will be referred. The student will be informed of this decision and invited to appeal against the decision. Where a student is found to have committed plagiarism then disciplinary procedures are likely to follow.

7 Attendance 7.1 Policy Statement

Good attendance and punctuality are important if you want to achieve well on your course. All college staff work to ensure that we offer high quality learning to students and we want to ensure that you benefit from this.

The college expects 100% attendance at all timetabled learning sessions. Your personal tutor will monitor your attendance throughout the year and will work with you to make sure that you don’t miss any time.

Non-attendance will be dealt with as part of the college’s disciplinary procedure and may result in a final written warning or expulsion.

7.2 Implementing the Policy Statement

This document can only cover most situations that will occur. Therefore when the procedures and guidance do not appear to cover a given situation, you

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should either use your own judgement to resolve the matter, or consult with your tutor. Any feedback on the suitability of the procedures and guidance should be fed back to the Academic Standards Committee.

8 Discipline

8.1 Classroom Behaviour Expected behaviour: Although it is expected that you are all adults and will behave in this way it has become necessary to include this page due to the actions of previous year’s students. The do’s and don’ts of class room behaviour: Do :

Be on time

Have writing implements and note paper

Be ready to take part in discussions

Take an active part in group activity

Ensure that you play your part in any group orientated sessions

Make sure your mobile is switched off or on silent Do not :

Have bags on the desk in front of you

Have your mobile device on the desk in front of you

Talk amongst yourselves when the tutor is speaking (There will be plenty of time for your opinions later)

9 Health and Safety There will be induction sessions to familiarise you with the procedures and environment of the College and to the department. Your induction will include information on Health & Safety. The college has systems in place to comply with legal requirements. However, you are also responsible for your own Health & Safety and that of others. You must not do anything which may adversely affect the Health and Safety of yourself or others. Tell your tutor immediately if you notice anything which looks dangerous or unsafe. Risk Assessments have been carried out for all your practical activities and are displayed appropriately. Your tutor will explain these before you carry out such activities. Ask your tutors if you do not fully understand how to carry out activities safely. You must use Personal Protective Equipment (PPE) when it is provided for you.

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10 Report and essay writing

Good written skills are essential throughout your course and necessary it you are to develop a worthwhile career. Having an understanding of the key words in assignment or exam questions and what you should be aiming for when writing your report or essay is given below:

Key words

What is required

Account for Answer the questions “Why?” (you may need to answer where? When? And What? Along the way). Show how the situation came about.

Analyse Show consideration of something carefully and in detail in order to understand and explain it.

Argue Persuade by showing evidence that something is true, or the course of action which should be taken. Give reasons why something should or should not be done.

Clarify

Simplify and make clear.

Comment on Do not just describe it! Offer your own opinion on the issue. Remember to make it clear what you are offering your opinion on. You could offer other opinions and compare them.

Compare Identify similarities. Concentrate on the similarities and list as many as you can. It is worth including something on the differences – especially if the wording is “compare and contrast”.

Contrast Identify differences. Deliberately single out and emphasise the differences between two or more things.

Critically analyse Investigate and explain the nature and relative importance of the components, definitions or concepts of a question and explain the way they are inter-related. Also discuss the strengths and weaknesses of the definitions and concepts.

Criticise Give a reasoned judgement about the merits of theories, or opinions about the truth of facts. Back your judgement by a discussion of evidence or reasoning involved.

Define Give a very short answer to the question “What is it?”. Give a precise statement to provide a short, unambiguous explanation of the meaning of a term, a concept or a word. A definition should only contain certain information.

Demonstrate Show how and prove by giving examples.

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Describe What is it? How does it work? Within the time limit available give an overview and make it as clear as possible.

Differentiate or distinguish

Bring out the differences between two (possible confusable) items.

Discuss Debate advantages and disadvantages. List pros and cons. Argue the merits of different points of view about something.

Enumerate List some relevant items, possibly in continuous prose (rather than note form) and perhaps ‘describe’ them (see above) as well.

Evaluate How valid is it? How good is it? How well does something work? Come to a conclusion after analysing the evidence. Give your opinion, quote supporting evidence. Give arguments against your opinion and your view of their validity.

Examine Enquire into, attempt to discover, look closely into something.

Expand Go into more detail.

Explain Answer the question “How? What is the principle? You may need to answer the questions why, where and when as part of your description of “How”?

Explore Approach in a questioning manner and consider from a variety of viewpoints.

Give an account of Describe in some detail and explain fully.

How: In what way, by what means or method and to what extent.

How far…: Similar to questions that begin ‘To what extent…?’ You are expected to make your case or present your argument, whilst showing an awareness that alternate or even contradictory explanations may exist. Careful assessment and weighing of evidence are called for.

Identify Pick out the key features or important issues of something.

Illustrate Show what something is like. Give some clear examples. In many subjects use diagrams and graphs to help.

Interpret What does it mean? Explain what something means and give your opinion. Make sense of it. Pull the threats together. Come to a conclusion.

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Justify Show adequate grounds for decisions or conclusions and answer the main objections likely to be made to them.

Outline Give the main features, or general principles, of a subject omitting minor details and emphasising structure and arrangements.

Prove Demonstrate the truth of something by offering irrefutable evidence and / or logical sequence of statements.

Relate Show how things are connected to each other and to what extend they are alike or affect each other.

Review Make a survey of, examine the subject carefully.

Show Reveal or disclose (in some kind of logical sequence).

State Present in clear, brief form.

Summarise Give a concise account of the chief points of a matter, omitting details and examples.

Trace Follow the development or history of a topic from some point of origin.

Verify Show to be true, or confirm.

Assignment Presentation

It is important that you do exactly what the assignment tells you to do. If you

are asked to produce a report, then produce a document in report format. If

you do not produce the correct document you will receive a referral.

It is also important that your assignment is readable. Silly fonts prove that you

can do silly fonts and are very irritating for any lecturer who has to mark your

work.

The main text should be in single 12 point font e.g arial or similar. Use bold for

emphasis within the text and section headings.

Each page should be numbered with page numbers at the foot of the page.

Each assignment should contain a variety of sources, unless the lecturer

advised you otherwise. YOU MUST CITE YOUR SOURCES.

All assignments must include a bibliography that should be set out in the

correct format.

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You are responsible for the accuracy of the finished work so after it has been

completed you should use spell-checker to catch any typographical and

spelling errors. You should also proof read it to yourself, or have it ready by

someone else.

Please note that we are unable to accept assignments by e-mail of fax, unless

by prior arrangement with your subject lecturer and this must be followed by a

paper copy.

The Basic Structure of Reports Formal / Informal Reports – these can be large documents with sections, subsections, paragraphs, sub-paragraphs, indexes, appendixes etc. or a single sheet of paper in memorandum form. Reports are produced at regular intervals: monthly, annually etc. Occasional reports include accident or disciplinary reports. Special reports may be asked for one-off planning and decision-making. The information contained within a report may be used in several ways:

A. To help management with:

Information – from files and other sources

Description - eg one-off events such as an accident or the justification of new

equipment

Analysis – which involves the further breakdown of information to make it

more useful

Instruction – advice on how to do something

Evaluation and recommendation – assisting the decision-making process

Explanation – tracing causes and effects

B As a permanent record and source of reference C To provide information to interested parties D To express your own views

Types of information in a Report Descriptive of Factual – consists of a description of the facts and the objective Instructive – this tells the report user how to do something Dialectical – this consists of opinions and ideas based on an objective assessment of the facts and with reasons explaining why these opinions and ideas have been reached.

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Planning the Report Who is the user? What type of report will be most useful? What does the user need to know and for what purpose? How much information is required, how quickly and at what cost? Are recommendations required or just information? Short Formal Report Title: At the top of every report (or on a title page for lengthy ones) should be the title of the report (its subject) who has prepared it; for whom it is intended; the date of completion and the staus of the report (confidential or urgent). 1.0 Terms of Reference

This is the purpose of the report: what is to be investigated, what kind of information is required, whether recommendations are to be made etc. Parameters within which he/she may investigate. This section may more simply be called the introduction and may include the details set above under ‘Title’. 2.0 Procedure / Method This outlines the steps taken to make an investigation, collect data, put events in motion etc. Telephone calls, visits made, observations made; documents or computer files consulted, computations or analyses made etc., should be briefly described with the names of other people involved. 3.0 Findings In this section, if it is required, the information itself is set out with appropriate heading and sub-headings, if the report covers more than one topic. The content should be clearly structured. 4.0 Conclusions This section allows for a summary/synopsis of the main findings (if the report is complex and lengthy). For a simpler report it may include action taken or decisions reached (if any) as a result of the investigation or an expression of the overall message of the report. This area is particularly helpful to those who may not wish to read the entire report. 5.0 Recommendations This type of report is divided into four or five sections (depending on whether recommendations have been asked for in the ‘Terms of Reference’ 1.0 Terms of Reference 2.0 Procedures 3.0 Findings

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3.1 Main Section Heading 3.2 Main Section Heading 3.3 Main Section Heading

3.3.1 First sub-heading of section 3.3 3.3.2 Second sub-heading of section 3.3 etc

4.0 Conclusions 5.0 Recommendations

5.1 First main recommendation 5.2 Second main recommendation

How to do a bibliography When you refer to another piece of work you must always acknowledge the source of that information. This is to:

Demonstrate the evidence supporting your arguments

To credit the author of the idea

To avoid accusations of plagiarism and

To enable staff or researchers to identify your sources and follow up your

work In order to have an accurate record of what you have researched and

therefore an accurate reference,

There are two parts to referencing using the Harvard System. These are:

1. Citing in the text of your work and

2. The reference list

Example of book: Rees, J. (1995) ABC of Asthma. 3rd Edition. BMJ Books Example of newspaper: Dombey, Daniel. (2003) Row looms over VAT on children’s clothes. Financial Times (UK) 11 July: p1. Example of internet site: Dee, Marianne (ed). (1998) Quote, unquote. The Harvard Style of Referencing Published Material. http://www.lmu.ac.uk/lss/ls/docs/harvfron.htm [Last visited 30 September 2012]

11 The Learning Resource Centre (LRC)

Here is a link to the Mid-Kent College Learning Resource Centre Moodle page where you can find out about the opening times of the various LRCs within the college, examine the books catalogue, the e-books available, videos and much more.

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Link to LRC Moodle Page

12 Careers information, advice and guidance

Here is a link to the Mid-Kent College Careers information, advice and guidance Moodle page, where you can find information on employability, careers advice, work experience, labour market information and much more.

Link to Moodle Page

13 Future employment and study within I.T. A student who successfully completes a Foundation Degree or HND in I.T. usually either goes into employment or continues with their education. Many of our students have gone into employment from the Foundation Degree or the HND in I.T. The employment itself often depends on the student’s particular interest, for example students whose main interest was computer hardware have gone into Technical Support, also our students have gone on to become programmers, applications developers, database managers, web developers, network managers and I.T managers. Most years more than half of our students, who successfully complete the Foundation Degree or HND, progress to the University of Kent at Medway where they join the 3rd year undergraduate program on the BSc Honours Degree in I.T. Two of our previous students who graduated from the BSc at the University of Kent in June 2014 achieved a first class degree and were in the team who won the University of Kent prize for the best project. 14 Study Skills Study skills are those things that helps us to be successful when undertaking a course of study. A list of study skills will include, note taking, preparing for exams, how best to remember information, writing properly and many other topics. Follow the link below for useful information on study skills. http://www.how-to-study.com/ 15 The Student Union

Any student who joins the Foundation Degree or HND in I.T. becomes a member of the University of Kent Student Union, follow the link for the Student Union web site.

http://www.kentunion.co.uk/

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16 Communicating with staff

If you have a query about any of the topics covered in the Handbook, or anything else

regarding the course or a of a personal nature, the first thing to do would be to speak

to one of the tutors or e-mail the tutors, any conversation or e-mail will be treated as

confidential.

The tutors :

Mark Hair mark.har@midkent.ac.uk

Craig Robinson craig.robinson@midkent.ac.uk

When e-mailing staff please remember to fill in the subject box and do your best to be

clear, precise and professional.

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MKC Access & Higher Education - Student Protocols 2014-15

Our Expectations

- As a student we expect that you will abide by all the Campus rules which will be

shared with you at your induction.

- We expect 100% attendance and we will ask you to explain any absences. We are

legally required to check and monitor your attendance and repeated absence will

be challenged and dealt with as a disciplinary issue.

- If your employer is paying the fees for your course we will inform them of your

absences.

- We expect you to treat other people and their views with respect.

- We expect you to meet deadlines for the submission of work.

- We expect you to abide by the academic policies and regulations that are

referenced in your course handbook.

Our Commitment

- That all your classes will start on time.

- That marked work will be returned to you within three weeks with useful and

constructive feedback.

- That we will provide you with advice and guidance on progression and

employability to ensure that your course at MKC leads to a positive outcome for

you.

- That when you have problems we will offer you appropriate advice and support.

Signature: Date:

Print Name:

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Programme Outcomes: The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. The programme outcomes have references to the subject benchmarking statement for Computing (CO-SB), Foundation Degree (FD-SB) and E-Skills IT Professional Sector (IT-SB). Knowledge and Understanding

A. Knowledge and Understanding of:

1. Knowledge and critical understanding of the established principles of an IT Professional and of the way in which these principles have developed. (FD-SB 27) (IT-SB)

2. An ability to apply underlying IT concepts and principles outside the context in which they were first studied, including, where appropriate, the application of these principles in an employment context. (FD-SB 27) (IT-SB)

3. Knowledge of the main methods of enquiry and an ability to evaluate critically the appropriateness of different approaches to solving problems in the IT field. (FD-SB 27) (IT-SB)

4. An understanding of the limits of their IT knowledge and how this influences analyses and interpretations based on that knowledge. (FD-SB 27) (IT-SB)

5. Hardware: the major functional components of a computer system. (CO-SB 2.1)

6. Software: programming languages and practice; tools and packages; computer applications; structuring of data and information. (CO-SB 2.1)

7. Communications and interaction: basic computer communication network concepts; communication between computers and people; the control and operation of computers. (CO-SB 2.1)

8. Practice: problem identification and analysis; design development, testing and evaluation. (CO-SB 2.1)

Skills and Other Attributes B. Intellectual Skills:

9. Modelling: knowledge and understanding in the modelling and design of computer-based systems in a way that demonstrates comprehension of the trade-off involved in design choices. (CO-SB 2.2)

10. Requirements: identify and analyse criteria and specifications appropriate to specific problems and plan strategies for their solution. (CO-SB 2.2)

11. Criteria evaluation and testing: analyse the extent to which a computer-based system meets the criteria defined for its current use and future development. (CO-SB 2.2)

12. Methods and tools: deploy appropriate theory, practices and tools for the specification, design, implementation, and evaluation of computer-based systems. (CO-SB 2.2)

C. Subject-specific Skills:

13. Effectively communicate information, arguments and analysis, in a variety of forms, to specialist and non-specialist audiences and deploy key IT techniques effectively. (IT-SB)

14. Design and implementation: specify, design and implement computer-based systems. (CO-SB 2.2)

15. Evaluation: evaluate systems in terms of general quality attributes and possible trade-offs presented within the given problem. (CO-SB 2.2)

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16. Information management: apply the principles of effective information management, information organisation, and information retrieval skills to information of various kinds. (CO-SB 2.2)

17. Tools: deploy effectively the tools used for the construction and documentation of software, with particular emphasis on understanding the whole process involved in using computers to solve practical problems. (CO-SB 2.2)

D. Transferable Skills:

18. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. (IT-SB)

19. Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. (IT-SB)

20. Qualities and transferable skills necessary to enhance on-going employability, i.e. requiring the exercise of personal responsibility and decision-making. (IT-SB)

21. Communication: make succinct presentations to a range of audiences about technical problems and their solutions. (CO-SB 2.2)

22. Information Technology: effective information-retrieval skills (including the use of browsers, search engines and catalogues). Effective use of general IT facilities. (CO-SB 2.2)

23. Numeracy: understanding and presenting cases involving a quantitative dimension. (CO-SB 2.2)

24. Self-management: managing one’s own learning and development including time management and organisational skills. (CO-SB 2.2)

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MidKent College links

http://www.midkent.ac.uk/help-advice/higher-education/higher-education-policies-and-procedures/ - this page lists all our policies and terms and conditions for Higher Education Students Please note the awarding body that your course is validated by – such as Canterbury Christ Church University, University of Kent or Pearson, or BTEC – their academic policies will apply to you. http://www.midkent.ac.uk/help-advice/higher-education/employability-development-programme/ - students are encouraged to engage with CV Minder and build up their employability skills. http://www.midkent.ac.uk/help-advice/students-union/ - for fun, for support and much, much more.