Mba ft handbook sept 13(1)

MASTER OF BUSINESS ADMINISTRATION

(MBA)

Full-time

THE BUSINESS SCHOOL

STUDENT HANDBOOK

September 2013

© 2013 Bournemouth University

Document date: August 2013

Circulation: General

Bournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual property rights generated by participants in this

programme, to the benefit, as appropriate, of students, staff, industrial/ other third parties/ partners and the university

The Business SchoolBournemouth University

PooleDorset

BH12 5BB

Details in the handbook were correct at time of press. Students should note that programme details may be subject to change during the delivery of the programme.

Please note that not all option/ elective units may be offered or delivered in a given year.

MBA FT Student Handbook 2 Sept 2013

CONTENTS

Glossary Page 4Welcome to the Masters Programmes Page 5Programme Calendar Page 7Assessment Schedule Page 8About the Business School Page 11Framework Management Page 12Staff Contact List Page 14Sources of Student Support and Guidance Page 16Overview of Programmes Page 18Unit Specifications:

Personal and Professional Development Page 28Stage 1 Accounting & Financial Management Page 30

Contemporary Issues in the Global Business Environment Page 32Strategic Applied Marketing Page 34

Stage 2 Performance Management & Analytics Page 36Leadership & Organisational Behaviour Page 38Entrepreneurial Management (elective) Page 41Business Law and Intellectual Property (elective) Page 43Advanced Marketing (elective) Page 45Industrial Economics (elective) Page 48Financial Services (elective) Page 50Business in New Media Environments (elective) Page 52

Stage 3 Work Experience (optional) Page 55Strategic Management Page 58Consultancy (option) Page 62Research Project (option) Page 65

Programme Information, Advice and Help Page 68Assignment and Exam Arrangements Page 71

Appendices

Appendix A Campus Maps Page 75Appendix B Standard Assessment Regulations Page 77Appendix C Guide to Viewing Timetables On-line Page 82Appendix D Assessment in Masters Programmes, inc External Examiners Page 83Appendix E Electronic Submission of Assignments via myBU Page 98Appendix F Getting Started with myBU Page 100Appendix G About askBU Student Services Page 105Appendix H Citing Bibliographical References and Library Information Page 106Appendix I Library i-floor – 1st Floor, Executive Business Centre (EBC) Page 109Appendix J Links to Student Regulations, Rules and Policies Page 110Appendix K Level M Descriptors and Generic Assessment Criteria Page 111Appendix L Additional Learning Support (ALS) Page 117Appendix M What is Plagiarism? Page 121Appendix N IT Services Page 122Appendix O Alumni Association Page 123Appendix P Placement & Careers Service Page 124


GLOSSARY

Assignment A piece of coursework.

AssessmentSchedule

A schedule of the deadlines for your coursework submission and the dates for the return of your coursework.

Levels C, I, H, M, D

These are the different levels of higher education qualifications. Level C, I and H are Undergraduate and represent Certificate, Intermediate and Honours levels. M is Masters level. D is Doctorate level.

For full-time Undergraduate programmes, level C is taught in the first year, Level I in the second and Level H in the third year of a three year programme or the fourth year of a sandwich programme.

Programme Your course of study.

ProgrammeLeader

The academic who leads a framework, which is typically a set of related pathways or programmes.

ProgrammeTeam

The tutors and administrators who teach and administer a framework.

School A division of the University. The Business School is one of six schools in the University.

BS (TBS) Business School (The Business School).

RAE Research Assessment Exercise.

CPD Continuous Professional Development.

QAA Quality Assurance Agency.

WP Widening Participation.

askBU Centralised enquiry and information service for all current students.

myBU Personalised on-line learning environment.

FE Further Education.

HE Higher Education.

ALS Additional Learning Support.


WELCOME TO THE BUSINESS SCHOOL

We are a leading provider of innovative business education. The Business School attracts students from the United Kingdom and overseas seeking a challenging, career-oriented, research-informed business education in a friendly, student centred environment. Our students are actively recruited by major employers who value the skills and abilities that they bring, we are justifiably proud of our links with industry and commerce and the reputation that we have for the employability of our students.

The Business School has strong links to both employers and professional bodies and our curriculum reflects the needs of contemporary business. We are focussed on developing students as confident, capable business professionals. Your programme has been designed in this spirit, providing you with an intellectually stimulating, personally challenging and professionally demanding experience.

As the business environment is becoming increasingly competitive, employers look for self-reliant, creative and flexible graduates who are prepared to take responsibility, work independently and also work effectively with others. You will find that many opportunities await you to develop these essential qualities as you progress through your programme, and you will be expected to actively commit to your own personal development in order to equip yourself for your career having completed your course at the Business School.

This handbook contains essential information about your programme, including an outline of the curriculum, the programme learning outcomes and the assessment regulations and should be regarded as a reference source for details about your course.

I look forward to meeting you at some time during your stay at Bournemouth University. If my colleagues and I can help in any way please do not hesitate to contact us.

Professor Roger PalmerDean, the Business School


WELCOME FROM THE MBA PROGRAMME DIRECTOR

Dear Student

On behalf of the Business School and the Programme Team I would like to warmly welcome you to the Master of Business Administration programme.

The staff you will meet have a wide range of academic, professional and commercial experiences and interests which they will share with you and it is in your interest to take full advantage of this expertise. We aim to provide you with opportunities to engage with theories and practice which will equip you for your future managerial career. The detailed information relating to your programme is contained in this handbook.

If you require further information or assistance, please do not hesitate to ask any member of the Programme Team.

Finally, my colleagues and I hope that you find the MBA programme at Bournemouth both stimulating and enjoyable.

Dr Yasmin SekhonMBA Programme [email protected]+44 (0)1202 968757


mailto:[email protected]

PROGRAMME CALENDAR

STAGE 1 30 September 2013 – 13 December 2013

Core Units: Accounting and Financial ManagementContemporary Issues in the Global Business Environment Strategic Applied Marketing

Holiday Period:Christmas Vacation: 16 December 2013 – 05 January 2014University Closed: 24 December 2013 – 01 January 2014

STAGE 2 27 January 2014 – 11 April 2014

Core Units: Performance Management and Analytics Leadership and Organisational Behaviour

Electives: Entrepreneurial Management(will only run Business Law and Intellectual Propertydepending on Advanced Marketingnumbers) Industrial Economics

Financial ServicesBusiness in New Media Environments

Holiday Period:Easter Vacation: 14 April 2014 – 05 May 2014Bank Holidays: Good Friday 18 April 2014(University Closed) Easter Monday 21 April 2014

Bank Holiday 05 May 2014Spring Bank Holiday 26 May 2014

STAGE 3 05 May 2014 – 08 September 2014

Core Unit: Strategic Management

Options: Research Project Consultancy

Holiday Period:(University Closed) Summer Bank Holiday 25 August 2014

The Personal and Professional Development unit will run throughout the year.

Please note the following dates for the beginning and end of British Summer Time and remember to adjust your watches accordingly!

Summer Time Begins 30 March 2014 (put clocks forward 1 hour)Summer Time Ends 26 October 2014 (put clocks back 1 hour)


ASSESSMENT SCHEDULEPlease note that these submission dates are subject to confirmation by the

unit leaders in the unit assessment guidelines.THE SUBMISSION DEADLINE FOR ALL ASSIGNMENTS IS 12 MIDDAY ON THE DUE DATE

Any work submitted late without an agreed extension will get a mark of 0%

Stage/ Unit Type of Assessment

Date Due/Exam Date

Due Back to Students

STAGE 1Accounting & Financial Management Coursework

Exam09 December 2013w/c 20 January 2014

06 January 201321 July 2014

Contemporary Issues in the Global Business Environment

CourseworkPresentationExam

15 November 201326 November 2013w/c 27 January 2014

06 December 201317 December 201321 July 2014

Strategic Applied Marketing Presentation Coursework

09 December 201306 January 2014

10 January 201428 January 2014

STAGE 2Performance Management & Analytics Coursework 1

Coursework 214 March 201409 May 2014

07 April 201402 June 2014

Leadership & Organisational Behaviour Coursework Exam

06 May 2014w/c 02 June 2014

28 May 201421 July 2014

Electives:Entrepreneurial Management Coursework 06 May 2014 28 May 2014Business Law & Intellectual Property Coursework

Exam06 May 2014w/c 02 June 2014

28 May 201421 July 2014

Advanced Marketing Presentation Coursework

07 April 201406 May 2014

09 May 201428 May 2014

Industrial Economics Coursework 06 May 2014 28 May 2014Financial Services Coursework

Exam06 May 2014w/c 02 June 2014

28 May 201421 July 2014

Business in New Media Environments Coursework 06 May 2014 28 May 2014STAGE 3Strategic Management Presentation

CourseworkExam

19 May 201406 June 2014w/c 16 June 2014

16 June 201430 June 201421 July 2014

Research Project Proposal 01 April 2014 Not ApplicablePersonal & Professional Development Journal 22 August 2014 or

08 September 201415 September 2014 or 30 October 2014

Options:Consultancy Presentation

Coursework,Review, Journal

To be confirmed22 August 2014 or 08 September 2014

To be confirmed15 September 2014 or 30 October 2014

Research Project (early submission) 22 August 2014 15 September 2014Research Project 08 September 2014 30 October 2014


RE-ASSESSMENT SCHEDULE

Please note that these submission dates are subject to confirmation by the unit leaders in the unit assessment guidelines.

THE SUBMISSION DEADLINE FOR ALL ASSIGNMENTS IS 12 MIDDAY ON THE DUE DATEAny work submitted late without an agreed extension will get a mark of 0%

Stage/ Unit Type of Assessment

Date Due/Exam Date

Due Back to Students

STAGE 1Accounting & Financial Management Coursework

Exam18 August 2014August 2014 (TBC)

02 September 201415 September 2014

Contemporary Issues in the Global Business Environment

CourseworkPresentationExam

19 August 2014August 2014 (TBC)August 2014 (TBC)

02 September 201402 September 201415 September 2014

Strategic Applied Marketing CourseworkPresentation

20 August 2014August 2014 (TBC)


STAGE 2Performance Management & Analytics

Coursework 1Coursework 2

21 August 201421 August 2014


Leadership & Organisational Behaviour

CourseworkExam



Electives:Entrepreneurial Management Coursework 22 August 2014 02 September 2014Business Law & Intellectual Property Coursework



Advanced Marketing CourseworkPresentation



Industrial Economics Coursework 22 August 2014 02 September 2014Financial Services Coursework



Business in New Media Environments Coursework 22 August 2014 02 September 2014STAGE 3Strategic Management Coursework



Personal & Professional Development Journal 13 January 2015 12 March 2015

Options:Consultancy Coursework 13 January 2015 12 March 2015Research Project 13 January 2015 12 March 2015


IMPORTANT NOTES RELATING TO YOUR ASSESSMENTS:

You must submit an electronic copy of each assignment to myBU - Instructions on how to submit your electronic copy are available in Appendix E. There is no need for you to submit a hard copy of your assignment. Each assignment must be submitted by 12 midday – any work submitted late without an agreed extension will get a mark of 0%. It is your responsibility to submit your work on time.

If you require an Extension for any of your assignments, or you need to seek permission to Postpone an examination, for example because you are ill you should refer to the Mitigating Circumstances Procedure and submit a completed application form, together with supporting evidence, to your Programme Administrator before the assignment due date.

The application form can be found using the following link: www.bournemouth.ac.uk/student/mitigating

In addition you should speak to your Programme Director and explain your circumstances. Please note that computer or other equipment failures do not normally constitute grounds for an extension. You may be granted an extension to the hand in date, and this will need approval by the unit tutor and/or Programme Director. Your Programme Administrator will let you know if your request is approved and will confirm your new submission date.

If you feel your performance in any assessment has been affected by Personal or Medical circumstances that you wish the Assessment Board to consider then you should refer to the above Mitigating Circumstances Procedure and submit a completed application form, together with supporting evidence, to your Programme Administrator before the meeting of the Assessment Board. Announcements will be place on myBU during the year advising you of the deadline for submission completed application forms. Please note that any such matters that could have been raised before the meeting of the Assessment Board but, without valid reason, were not raised will not be considered in the event of an appeal

All re-sit examinations will take place during the University’s main re-sit exam period – 20 to 29 August 2014. Dates will be set by the Registry nearer the time and details will be published on the Exams website at the following link:http://studentportal.bournemouth.ac.uk/learning/exams/timetable.html.

If you are required to re-sit an examination it is your responsibility to make yourself available on the day and time set for the re-sit. In exceptional circumstances you may be given the opportunity to re-sit examinations in an approved institution overseas. The university charge for this is £20, which must be paid prior to the exam. You must make your own arrangements with a suitable venue, ie British Council Office/ local University and will be liable for any fees they may charge to invigilate/administer the exam overseas. The exams department (Avril Cooper – [email protected]) must be notified of where you are sitting the exam at least 10 days before the exam date and you must supply them with full contact details for the person administering the exam for you overseas.

It is the students responsibility to check the website to find out the date, time and location of any re-sit exams taking place during this time.

Academic staff will mark and return coursework to students on or within 3 weeks of the submission date (excluding periods when the University is closed ie Christmas and bank holidays), although if the 3 week date



http://studentportal.bournemouth.ac.uk/learning/exams/timetable.html

http://www.bournemouth.ac.uk/student/mitigating

falls during a vacation the expectation is that it will be returned on the first day of the next term.


THE BUSINESS SCHOOL

Undergraduate Programmes Over 2000 students study undergraduate programmes in the Business School. A wide portfolio of undergraduate programmes is available including opportunities for part-time and off-campus study. All of these programmes are vocational in nature and are designed to equip graduates with the requisite skills and knowledge base needed for the world of work in the 21st century. Full details are available at: http://business.bournemouth.ac.uk/undergraduate/index.html

Postgraduate Programmes The Business School has around 300 students studying on a range of Masters programmes both full and part-time. Vocational in nature: they offer opportunities to develop competence and expertise in a wide range of fields. Graduates are equipped to make an immediate contribution in a variety of roles, at home and in international organisations.

The Masters programmes attract a diverse population of overseas students and meet the needs of a variety of cultures. They embed curriculum content in a broad cross-cultural approach which is relevant for future graduates launching their careers in the globalised economy of the 21st century. International students are supported through a comprehensive programme which helps them to meet the expectations of postgraduate study at a UK university. This includes language support, as well as the development of study skills. Full details are available at: http://business.bournemouth.ac.uk/postgraduate/index.html

Research in the Business SchoolStaff in the Business School are actively involved in research, training and consultancy. There are a number of research centres which act as catalysts within their fields bringing organisation and government partners together at events and training sessions. The School offers supervision to full time MPhil/PhD postgraduate degrees which align with its key research themes. Further details on research in the School are available at:http://business.bournemouth.ac.uk/research/index.html

Programme Management

Every programme, or group of programmes, has a Programme Management Team/Framework Management Team responsible for the day to day management of the programme. This includes responsibility for aspects such as student recruitment, quality assurance and enhancement of teaching and learning. They will also respond to specific issues that arise throughout the year. On some programmes, the Framework Leader is supported by Programme Co-ordinators or Year Tutors who take specific responsibility for that year group. The team hold a series of meetings throughout the academic year. These provide a formal forum for staff and students to discuss issues related to the programme. The Student Representation process ensures that student views and feedback are formally represented in this forum.


http://business.bournemouth.ac.uk/research/index.html

http://business.bournemouth.ac.uk/postgraduate/index.html

http://business.bournemouth.ac.uk/undergraduate/index.html

Student RepresentationStudent Representatives are at the core of the student academic representation system run jointly by the University and the Students’ Union (SUBU). Student Representatives are students elected from each year or level of every programme to make sure that there is communication between the University, SUBU and all students. The student representation system is one of the most important mechanisms for ensuring student involvement and feedback in relation to the programme. Student Representatives are trained at the beginning of the year and receive support from SUBU throughout the rest of the year. There are three different types of student representative.

School RepresentativesSchool Representatives are elected in the Autumn Term. School Representatives are invited to attend the School Committee to ensure that student feedback is received. Normally between two and four School Representatives are elected each year.

Programme Representatives Programme Representatives are elected by their fellow students on their programme of study. Programme Representatives are invited to attend Programme Team Meetings to provide feedback on any issues of concern or good practice on their programme of study. There is normally at least one Programme Representative per year/level of each programme.

Seminar Representatives For programmes with very large student numbers, there is the option to elect Seminar Representatives. These representatives will feed back to group tutors on any group related issues, and also to Programme Representatives on any issues affecting the programme as a whole.

In all cases, student representatives are elected to provide the views of the students on their programme rather than their personal opinions.

The Programme/Framework Management team – role and responsibilities

All members of the programme team can offer advice and guidance on matters related to the programme or the University. However, students should pay particular attention to the following staff roles.

The Framework Leader (FL) (supported by the Programme Co-ordinators) is responsible for the overall management of the programme and ensuring that regular team meetings are held. The Framework Leader is a good source of advice on procedural matters and is also normally the first point of contact for students seeking advice on academic and personal matters.

The Programme Administrator (PA) is responsible for the day to day administration of the programme, including managing coursework submissions and collating marks. The PA is a good source of advice on general and administrative related issues. The PA is normally assisted by a Programme Administrative Assistant (PAA).


The Business School Academic Board

The Business School has a School Academic Board which has a remit to consider and agree all matters of policy for the School, and constitutes part of the formal management and committee structure of the University as a whole. The School Academic Board will consider areas such as student admissions, assessment and examination procedures and learning and teaching. The SAB is chaired by the Dean and membership includes representatives from staff at all levels, student representatives and representatives from Academic Services. The Committee receives the synoptic student rep report from SUBU to ensure that the student feedback is regularly received. It also receives reports from a number of Sub-Committees on aspects such as the quality of programmes, learning and teaching, research and enterprise.

IMPORTANT INFORMATION REGARDING ASSESSMENT

The standard assessment regulations are available at the ‘Rules and regulations’ page on the Student Portal and on myBU. You should note the following carefully:

"Failure to submit a piece of coursework by the required deadline will result in a mark of zero (0)% being recorded". You should comply with the submission times detailed on Page 8 of this handbook and note that these will be strictly adhered to. Students with genuine reasons for late submission should document their case through submission of the Mitigating Circumstances form available from their Programme Administrator or at the ‘Rules and regulations’ page on the Student Portal.

Failure by a student to sit any assessment (coursework or exam) at the first time, within each unit they are undertaking, without prior consent, may be deemed to be a non-completion.

Regulations relating to Mitigating Circumstances Code of Practice and the, Appeals and Complaints Procedures are available at the ‘Rules and regulations’ page on the Student Portal.

ETHICAL STANDARDS IN RESEARCH

Bournemouth University is committed to maintaining high ethical standards in research. All staff and students at BU are responsible for considering the ethical implications of their research. As such, all taught students are required to read and be familiar with the Research Ethics Code of Practice and review ethical consideration at the outset of their research by completing an Ethics Checklist. The Research Ethics Code of Practice can be found here: http://www.bournemouth.ac.uk/research/university-research-ethics-committee.html. Details of the updated policy, which includes access to the new Online Ethics Checklist, is available on The Business School tab on myBU, see link below:

http://blogs.bournemouth.ac.uk/research/researcher-toolbox/research-ethics/


http://blogs.bournemouth.ac.uk/research/researcher-toolbox/research-ethics/

http://www.bournemouth.ac.uk/research/university-research-ethics-committee.html

http://studentportal.bournemouth.ac.uk/help/rules-regulations/index.html



STAFF CONTACT LIST

Name Location Phone Email Responsibility

School Executive (01202)Roger Palmer (Prof) 5th Floor, EBC Dean of the Business SchoolGeoff Willcocks (Dr) C121, CH TC Deputy Dean, EducationAndy Mullineux (Prof) 5th Floor, EBC Deputy Dean, ResearchDean Patton (Prof) 6th Floor, EBC Deputy Dean, Enterprise/ Professor in EntrepreneurshipGelareh Roushan (Dr) 5th Floor, EBC Associate Dean, EducationMark Ridolfo C119, CH, TC Associate Dean, Student ExperienceTBC 5th Floor, EBC Director, International PartnershipsTBC 5th Floor, EBC Director, Executive EducationJulie Robson (Dr) 5th Floor, EBC Head of Department, Strategy and Marketing Jens Hӧlscher (Prof) 4th Floor, EBC Head of Department, Accounting, Finance & EconomicsSally Weston C202, CH, TC Head of Department, LawLois Farquharson (Dr) 5th Floor, EBC Head of Department, HR and Organisational BehaviourJulia Woodcock 5th Floor, EBC Director of OperationsSarah Green 5th Floor, EBC 968759 [email protected] Planning and Resources ManagerFiona Willcocks C120, CH TC 965155 [email protected] Academic Administration ManagerSarah Knox 5th Floor, EBC Marketing Manager

Administration (01202)Mandy Lynch 4th Floor, EBC 968729 [email protected] Programme Administrator – MBA ProgrammesSue Shilling 4th Floor, EBC 968731 [email protected] Programme Administrative Assistant – MBA Programmes






Name Location Phone Email Responsibility

Teaching Staff (01202) Uzo Anozie 5th Floor, EBC 968706 [email protected] Entrepreneurial ManagementChristos Apostolakis (Dr) 5th Floor, EBC 968717 [email protected] Strategic ManagementMilena Bobeva (Dr) C116, CH, TC 965193 [email protected] Performance Management and AnalyticsJonathan Edwards (Dr) C101, CH, TC 968739 [email protected] Financial ServicesMansi Ghodsi (Dr) 5th Floor, EBC 961876 [email protected] Performance Management and AnalyticsPaul Jones C211, CH, TC 961864 pa [email protected] Leadership and Organisational BehaviourConor O’Kane C102, CH, TC 961858 [email protected] Business in New Media EnvironmentsHossein Hassani (Dr) 4th Floor, EBC 968708 [email protected] Performance Management and AnalyticsPeter Lycett (Dr) [email protected] ConsultancyDonald Nordberg (Dr) 4th Floor, EBC 963538 [email protected] Contemporary Issues in the Global Business EnvironmentDean Patton (Prof) 6th Floor, EBC 968747 [email protected] Entrepreneurial ManagementDragana Radicic C208, CH, TC 963540 [email protected] Industrial EconomicsMark Ridolfo C119, CH, TC 965525 [email protected] Contemporary Issues in the Global Business EnvironmentJulie Robson (Dr) 5th Floor, EBC 968756 [email protected] Financial ServicesGelareh Roushan (Dr) 5th Floor, EBC 961798 [email protected] Contemporary Issues in the Global Business Environment/

Strategic Applied Marketing/Advanced Marketing

Davide Secchi (Dr) 5th Floor, EBC 961399 [email protected] Leadership and Organisational BehaviourYasmin Sekhon (Dr) 5th Floor, EBC 968757 [email protected] MBA Programme Director

Strategic Applied Marketing/ Advanced Marketing

John Toth CH, TC 965937 jtoth @bournemouth.ac.uk Contemporary Issues in the Global Business EnvironmentCharlie Wilkinson (Dr) 5th Floor, EBC 968721 [email protected] Accounting and Financial ManagementGeoff Willcocks (Dr) C121, CH, TC 968745 [email protected] Accounting and Financial ManagementTBC Business Law and Intellectual PropertySupport Staff (01202)Anne Davey DL129, DH TC 965260 [email protected] Business School Subject LibrarianMelissa Bowden DL129, DH TC 965570 [email protected] Subject Librarian – LawMichael Mallia C107, CH, TC 965159 [email protected] Learning Technologist (myBU Support)Sue Barnes 4th Floor, EBC 968705 [email protected] International Academic Support Officer


























SOURCES OF STUDENT SUPPORT AND GUIDANCE

Contacts Room Telephone Number/e-mail

Academic Guidance & Learning Support

Study Support DLG20, Library & Learning Centre, Talbot Campus

01202 [email protected]

Subject Librarian DLG129, Library & Learning Centre, Talbot Campus

01202 [email protected]@bournemouth.ac.uk

Accommodation: Accommodation Office T122,Student Centre, Talbot Campus 01202 965377

Additional learning needs and disability:

Additional Learning Needs – enquiry desk Ground Floor, Library & Learning Centre, Talbot Campus


Cultural and Immigration advice

askBU The Base, Poole House, Talbot Campus1st Floor, Bournemouth House, Lansdowne Campus


Chaplaincy – Bill Merrington Student Centre, Talbot Campus 01202 965383 bmerrington @bournemouth.ac.uk

Student Union Bournemouth University (SUBU) Advice Centre

Above Dylan’s Bar, Talbot Campus BG06, Bournemouth House, Lansdowne Campus

01202 965778/ [email protected]

Clubs, societies and sport: SUBU Above Dylan’s Bar, Talbot Campus 01202 [email protected]

Financial advice: Student Financial Support Advisers – Keith Sutton The Base, Poole House, Talbot Campus 01202 [email protected]

SUBU Above Dylan’s Bar, Talbot Campus 01202 965778/ [email protected]

Medical advice: University Medical Centre Student Centre, Talbot Campus 01202 965378

Pastoral care: Counselling Service Student Centre, Talbot Campus 01202 965020 (term-time only)

askBU The Base, Poole House, Talbot Campus1st Floor, Bournemouth House, Lansdowne Campus


SUBU Advice Centre Above Dylan’s Bar, Talbot CampusBG06, Bournemouth House, Lansdowne Campus

01202 965778/ [email protected]

Bill Merrington - Chaplaincy Free ChurchesRoman CatholicAnglican

Student Centre, Talbot CampusT133T134T135

01202 965383 01202 96558701202 96558101202 965383














Jewish RabbiIslamic

T135T135

01202 55743301202 227072

Placements, careers, part-time employment and Careers events:

Placement and Careers Service PG04, Poole House, Talbot Campus 01202 [email protected]

Student representation and development:

Student Union Bournemouth University (SUBU)Reception/general enquiries

Above Dylan’s Bar, Talbot Campus 01202 965765

Raising and Giving (RAG) officer Above Dylan’s Bar, Talbot Campus [email protected]’s Officer Above Dylan’s Bar, Talbot Campus [email protected] Officer Above Dylan’s Bar, Talbot Campus [email protected] with Disabilities Officer Above Dylan’s Bar, Talbot Campus [email protected] Students Officer Above Dylan’s Bar, Talbot Campus [email protected] Post Graduate Taught Officer Above Dylan’s Bar, Talbot Campus [email protected]

Lansdowne Campus Officer BG06, Bournemouth House, Lansdowne Campus [email protected] Systems Manager Mark Doig PG12a, Poole House, Talbot Campus 01202 965265

[email protected] User Enquiries – Michael Mallia, Kathy Abbasirad C107, Christchurch House, Talbot Campus 965159/ 965076

[email protected]@bournemouth.ac.uk

The Student Portal

The student portal at http://studentportal.bournemouth.ac.uk is an excellent resource that brings together a wide range of information and services in a single place and we encourage all students to make use of this on a regular basis. Within the student portal you will find information on current news and events, quick links to the most used areas of information, access to log-in services such as myBU, your timetable and student e-mail, the library resources and the Student’s Union. The askBU link on the portal will take you to sources of useful information, help and advice and if you can’t find what you are looking for, our ‘Frequently asked questions’ tool allows you to search for an answer to your query.


http://studentportal.bournemouth.ac.uk/












OVERVIEW OF PROGRAMMES

Academic and Professional Context

The University and the Business School are committed to significant expansion of post-experience and executive education activities.

The objective in reviewing the programmes is to meet the University’s Quality Assurance review requirements. This will encompass a full-time programme, for which demand will be predominantly international, and a part-time programme that leverages the particular strengths of BU in order to appeal to “niche” markets both within the Wessex region and nationally. To this end there will be a common core curriculum to ensure that accreditation criteria are satisfied, plus electives that have strong market appeal and/or draw upon particular areas of expertise within the School and BU. Six electives are proposed here, with the expectation that others will be added later as demand permits.

The globalisation of business has produced a growing demand for highly educated individuals who can operate successfully on the international arena. The core content of the MBA is designed to provide all students with the opportunity to develop the core competencies and technical skills which will enable them to contribute to and to flourish in such an environment. Furthermore, the focus on ethics and corporate social responsibility in a global business context in the programme is intended to appeal to any student who wishes to develop strategic management and leadership skills to a high level in a global business context. This will appeal to many international students and also to significant numbers of UK based students who have to manage international operations.

The current Financial Services elective provides professional accreditation from Charted Institute of Insurers (CII). The proposed programme offers professional accreditation from Charted Institute of Marketing (CIM) for students who successfully complete the Strategic Applied Marketing Unit and, Advanced Marketing and marketing specific Research project.

The MBA programme is developed by a team of academics from across the three main Programme Frameworks (Business and Management; Accounting and Finance and Law). This draws on all academic Departments in the Business School. Colleagues from the Media School will help deliver the Business in New Media Environment elective.

The range of electives reflects specific areas of expertise within the Business School (Intellectual Property, Entrepreneurship, Finance, Marketing and Economics) and across BU (Media).


QAA Benchmarks

The only QAA benchmark statement that relates to this PG review is for Business & Management. This benchmark was updated in 2007.

The MBA falls into the Type 3 ‘MBA type’ category as described in the benchmark statement. Compliance with the benchmark was via the composition of the programme and unit specifications, in particularly the methods of teaching, learning and assessment, in forming the learning outcomes, and in the setting of entry qualifications.

QAA subject benchmark statement - Type 3: MBA type degree

The MBA is defined as a career development generalist programme for those who have significant post-graduation and relevant work experience on which the learning process should build. Normally, the experience required will be at least two years with the typical entrant having substantially more than this. The main emphasis of these programmes is positioned no differently from that of Type 2 programmes, there is strong practical and professional orientation to the curriculum and they may be linked to professional institute qualifications. Due to the maturity and work experience of the students, MBA programmes are expected to be different in their objectives, recruitment and pedagogical processes to other master’s degrees in business and management.

MBA degrees should be essentially generalist in nature although a limited amount of specialisation may be included.

QAA Qualifications Framework

This MBA programme is aligned with the QAA Qualifications Framework and FHEQ qualification descriptors at M level. The following table describes the programme in terms of volume of credit and levels

Level Credit Award and credit required

M 60 PGCert - 60 CATS points i.e. successful completion of three taught units

M 60 PGDip - 120 CATS points i.e. successful completion of six taught units

M 60 MBA - 180 CATS points i.e. successful completion of all taught units and the Dissertation.

This MBA is considered to require the equivalent of 12 months of full-time study and the award requires that the student has successfully achieved the learning outcomes for the level as outlined in section 6.


AIMS OF THE PROGRAMME

The aims of the programmes are as follows:

1 To provide an academically rigorous scheme of study of business and management at a postgraduate level for managers and professionals, to enhance their effectiveness as managers through the development of critical awareness of management theory and practice;

2 To develop a broad appreciation and understanding of the principles, concepts, terminology and practice of management;

3 To develop an awareness of the opportunities afforded and the constraints imposed by the environment in which organisations and managers operate at local, national and global level;

4 To develop practical research skills based upon appreciation of relevant research methods and analytical techniques;

5 To develop the facility to analyse complex organisational and managerial issues using appropriate theoretical and conceptual frameworks and to prepare well argued recommendations for dealing with the situation;

6 To develop individuals’ managerial and leadership competencies to enable them to operate effectively in a wide range of organisational contexts;

7 To provide individuals an opportunity to take a positive and contributing role in a participating organisation;

8 To promote continuing personal and professional development.

INTENDED LEARNING OUTCOMES

This M Level programme provides opportunities for students to develop and demonstrate:

A SUBJECT KNOWLEDGE AND UNDERSTANDING

A1 Critical knowledge and understanding of theoretical approaches and their relevance to practice in the core functional areas relating to the management of organisations, their resources, operations and strategy;

A2 Critical awareness of methods and techniques for the analysis of financial and other quantitative data;


A3 Systematic understanding of business research design, evaluation and application;

A4 Understanding of complex practices relating to the management of self, other individuals, groups and organisations in an international context;

A5 Critical comprehension and use of relevant Information & Communication Technologies (ICT);

A6 Critical understanding of corporate and social business

responsibilities as well as the growing global business and management context.

B INTELLECTUAL SKILLS

B1 The ability to acquire, summarise and synthesise data from a range of appropriate sources in order to abstract meaning to share information and develop knowledge;

B2 Critical appraisal of the merits of competing explanations and interpretations of organisational and managerial phenomena, using appropriate conceptual and theoretical perspectives and relevant evidence, and where appropriate develop new hypotheses;

B3 The ability to conduct research into business and management issues to produce reasoned arguments, justifying conclusions with reference to appropriate theoretical frameworks and supporting evidence;

B4 Critical reflection upon the relationship between the theory and practice of management as well as own managerial experiences and competencies, in order to develop as a ‘reflective practitioner’.

C SUBJECT SPECIFIC SKILLS

C1 Analysis of financial and other business-related quantitative data;

C2 Analysis of the environmental and internal characteristics of an organisation in order to identify actions for improvement where appropriate;

C3 Critical analysis and evaluate management practice from a theoretically informed perspective;


C4 Appraisal and selection of appropriate research methods in addressing organisational and management issues following ethical guidelines;

C5 Presentation of scholarly work using appropriate formats and conventions.

D TRANSFERABLE SKILLS

D1 Communication of ideas and arguments effectively orally, in a variety of written formats and in the context of formal presentations;

D2 Use of IT effectively, including the online resources and relevant applications including, spreadsheets and word-processing;

D3 Analysis of a range of empirical data and solve numerical and quantitative problems using appropriate techniques;

D4 Working in collaboration with others, often from diverse cultural backgrounds in the investigation of problems and in the presentation of arguments and evidence;

D5 Acting autonomously in problem solving, decision making and planning activities;

D6 Development at a personal and professional level to become independent and reflective learner-practitioners

LEARNING AND TEACHING STRATEGIES AND METHODS

Core knowledge and understanding is acquired through lectures, discussions, exercises, and independent learning. Students will be expected to undertake independent reading and case analysis. They will utilise and improve their research skills in preparing for classes and presentations. Discussions in class and feedback on assignments will allow students to refine and develop their understanding.

Intellectual skills are developed through the learning and teaching methods and strategies outlined above. Each taught unit of the programme involves extensive in-class discussions and the opportunity to deal with real data and 'live' problems, often through guest speakers. Students will be required to research material, and provide a rationale for decisions made based on often incomplete information.

Subject specific skills are developed through the learning and teaching methods and strategies outlined above. Each taught unit of the programme involves extensive in-class discussions and the opportunity to deal with real


data derived from recent research and 'live' management problems. Students will become effective researchers in identifying problem areas and finding appropriate information to provide solutions.

Transferable skills are developed through the learning and teaching methods and strategies outlined above. Students will be encouraged to contribute to seminar discussions which will allow them to develop not only their understanding but also their ability to communicate their ideas.

ASSESSMENT STRATEGIES AND METHODS

The core knowledge and understanding is assessed through appropriately structured coursework assignments and examinations and the requirement for the Research Project/Consultancy units.

The intellectual skills are assessed through assignments and examination, often involving case-studies, plus the Research Project/Consultancy units.

Outcomes C1 to 5 are assessed through examination and assessment. Outcomes C4 to 5 are also assessed through the Research Project/Consultancy units.

Effective communication of ideas is an important criterion in the assessment of all student work. D1 to 3 are assessed through the assignments and examinations across the course. D4 is assessed through feedback on case study presentations. D5 is assessed in all parts of the course. Although not formally assessed, outcome D6 is embedded in all units.

WORK PLACEMENT ELEMENTS

This part of the course is designed to provide the MBA students with a unique opportunity to take a positive and contributing role in a participating organisation. This aspect of the programme aims to attach further practical context to the value of the learning experience.


PERSONAL AND PROFESSIONAL DEVELOPMENT

This unit is core to the MBA. It is not a credit-bearing unit however it is hoped that this unit will give the added value required and expected on an MBA. The key aspects of this unit are to develop a number of skills over and above the core taught units on the course, from learning how to market oneself as a MBA student to participating with industry speakers in workshops and presentations. Throughout the year there will be a number of extra sessions, some of which will be timetabled and some of which will be announced nearer the time. This unit is not assessed however a portfolio including a reflective piece on the learning gained from these sessions is expected at the latter end of the course.

The assistance and guidance given will be in various ways including lectures, master classes, as well as workshops and one to one consultations.

The following are the Personal and Professional Development (PPD) sessions scheduled to date:

Anne Baugh – Careers Strategy Discussion

17 October 11.00 am – 3.00 pm

4 March 9.00 am – 11 am

Leslie Spiers – Boardroom Dynamics – Workshops

10 October 10.00 am – 1.00 pm

21 October 10.00 am – 1.00 pm

Institute of Directors Event (Vitacress Directors)

17 October 6.30 pm

Bill Faust – Pitch Yourself Effective Self Marketing

14 November 10.00 am – 4.00 pm (Masterclass 1)

5 December 10.00 am – 2.00 pm (Masterclass 2)

Nathaniel Hobby – Media Training

March (date and time to be confirmed)


CENTRE FOR ENTREPRENEURSHIP EVENTS:

If you are interested in attending any of the presentations or events hosted by the Centre for Entrepreneurship, please see events listed on the website (www.bucfe.com/events/) and to book your place so that they can plan and manage numbers.

THE FUTURE OF MARKETING

3.00-4.00 pm, Friday 27 September, Coyne Lecture Theatre, Talbot Campus

Nick Barley is Vice President, International Marketing at Savvis, a $1.1 billion organization that is the premier managed hosting and colocation provider. Nick is a thirty-year veteran of the IT industry holding senior management positions within a number of “blue chip” organisations. He has also run his own consulting company, Twofingers, whose clients have included Google, Invenias, Navigate, MHub, The Chartered Institute of Marketing and Bite Communications. His experience spans UK, European and US markets, both private and not-for-profit.

Nick will talk about the future of marketing and what are the success factors to building a career in marketing.

CAREERS FAIR

22, 23 and 24 October in Kimmeridge House, Talbot Campus.

INTERNSHIP (Work Experience)

This part of the course is designed to provide the MBA students with a unique opportunity to take a positive and contributing role in a participating organisation. The internship will give valuable experience on different aspects of a business, from Operations, Marketing, Finance to Management. The duration of the internship will vary from 2 to 6 weeks, depending on the organisation, its requirements as well as the preferences.

The Business School is developing links with a number of organisations to provide opportunities for MBA students. The course director will discuss potential opportunities with students late in the first semester to assess interest and levels of participation.

The internship is not formally assessed as it is not a core part of the MBA and it is optional for students to take this opportunity, however those undertaking an internship will be expected to submit a reflective account of their experience. The Business School cannot guarantee internship placements but will aim to support those interested in participating.


http://www.bucfe.com/events/

PROGRAMME DIAGRAM


Exit Qualification:Master of Business Administration

Requires 180 Level M Credits

Core Units (Compulsory)

PerformanceManagement & Analytics20

Leadership and Organisational Behaviour 20

Progression Requirements:No progression requirements to Stage 3

Exit Qualification:

PGDip Business AdministrationRequires 120 Level M credits

PGCert Business AdministrationRequires 60 Level M credits

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l M Master of Business Administration

Elective Units

Entrepreneurial Management 20

Business Law and Intellectual Property 20

Advanced Marketing 20

Industrial Economics 20

Financial Services 20

Business in New Media Environments 20

Work Experience

Cor

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- P

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ent

Core Units (Compulsory)

Strategic Management20

Option Units

Consultancy 40

Research Project 40

ADMISSIONS REGULATIONS

The regulations for this programme are the University Standard Admissions Regulations for taught postgraduate programmes.

Applicants for whom English is not their first language, must offer evidence of qualifications in written and spoken English. Acceptable qualifications are IELTS (academic) 6.5 and TOEFL 232 (computer based), 90 (internet based) or 575 (paper based), or direct equivalents.

Admissions with CreditThere will be no admissions with credit to the full time programme.

ASSESSMENT REGULATIONS

The regulations for this programme are the University’s Standard Postgraduate Assessment Regulations (see Appendix B).


UNIT SPECIFICATIONS

Unit title: Personal and Professional Development

Level: M

Credit value: 0 (0 ECTS equivalent credit value)

PRE-REQUISITES AND CO-REQUISITESNone.

AIMSThis core and non-credit bearing unit aims to help students develop the self-awareness, skills, behaviours, attributes and competences to make them effective, independent and credible professionals for the global business environment. The unit encompasses a variety of distinct subject matters: personal and professional development; emerging management topics through the use of master-classes offered by internal and external academics and practitioners.

INTENDED LEARNING OUTCOMESHaving completed this unit the student is expected to:

1 develop a practical understanding of academic writing skills;2 become familiar with statistical skills relevant to the business and management;3 become confident in their skills of advanced presentation skills;4 develop greater understanding of career development skills, tools and techniques to

help enhance individual employability;5 to be exposed to a range of key emerging management topics through a programme of

Masterclasses including ethical and responsible management6 develop their skills as reflective practitioners7 develop an understanding of business research and how established techniques of

research and enquiry are used to develop and interpret knowledge in business and management;

LEARNING AND TEACHING METHODSStudents will be given guidance and assistance in various ways including lectures and masterclasses, as well as workshops and one-to-one consultation.

ASSESSMENT

Summative AssessmentILOs 1 to 7 will be assessed through Coursework and awarded with Pass or Fail therefore all students are expected to complete the assessment successfully.

Indicative Assessment Information


Students will be guided to build a portfolio of all their learning activities on this unit including development of their reflective skills.

INDICATIVE CONTENT Academic writing skills Goal setting Self management Basic business statistics Advanced presentation skills Team building proficiency Cross-cultural communication, management and leadership Project Management Reflective practitioner Career development and employability Business Research skills Business Ethics

INDICATIVE KEY LEARNING RESOURCES Whetten, D. and Camron, K., 2005. Developing Management Skills, 6th edition. Pearson.

DfEE resources and links on lifelong learning available from http://www.lifelonglearning.co.uk/

This unit is structured to include a series of inter-related themes that focus on the key transferable skills to meet the challenges of today’s work environment.

The above Key resources are complemented by additional reading from monographs, journals and company data sources which can be located via the Library resources and relevant online databases and e-journal & e-book collections.


http://www.lifelonglearning.co.uk/

STAGE 1

Unit title: Accounting and Financial Management

Level: M



AIMSThis unit aims to equip students with the conceptual understanding, techniques and skills that are required to analyse and evaluate accounting and other forms of financial data for the purposes of performance evaluation, decision making and risk analysis. As well as providing a robust foundation for managerial action, the skills learned are also essential tools for consultancy, research and organisational analysis.


1 demonstrate an awareness of the general principles of financial and managerial accounting, and financial management and also the limitations of accounting data for the valuation of assets and evaluation of performance;

2 analyse accounting and other forms of financial data and produce reasoned evaluations of financial status and performance;

3 demonstrate ability to make sound operational and investment decisions based on an understanding of relevant costs, discounted cash flow and risk appraisal;

4 demonstrate an understanding of the ways in which business organisations are financed, the sources of capital available to them and their associated obligations;

5 apply sound principles of financial management, budgeting and cash flow forecasting in different organisational contexts.

LEARNING AND TEACHING METHODSIn this unit students will experience lectures, seminars, discussion sessions, individual and group exercises, case studies and on-line learning materials.

ASSESSMENT

Summative AssessmentILOs 1 and 2 will be assessed by coursework (40%) and ILOs 3 to 5 will be assessed by an examination (60%).

Indicative Assessment InformationThe coursework will involve the analysis of a company’s annual report and accounts in conjunction with other public information about the company. The examination will be a “closed book” unseen paper.


INDICATIVE CONTENT Corporate ownership structures and reporting requirements, accounting regulation,

audit, the role of directors and corporate governance The annual report and the key financial statements and notes contained therein Analysis of performance and financial position, ratio and trend analysis Budgeting, technical and behavioural issues, cash flow forecasting Costing: relevant costs, cost-volume-profit analysis, full absorption costing Recent developments in management accounting Sources of capital, obligations to providers of capital, cost of capital Investment decision making INDICATIVE KEY LEARNING RESOURCES

Key Text:

Atrill, P. and McLaney E., 2010. Accounting: An Introduction. 5th ed., FT Prentice Hall

“MyAccountingLab” – on-line resource from Pearson

Financial Times

Datastream/Thomson Analytics


Unit title: Contemporary Issues in the Global Business Environment

Level: M



AIMSThis unit explores a range of contemporary issues affecting businesses both internally and through developments in the macroeconomic environment. As part of this unit, the role government policy and international trade play in shaping the global business environment will be examined. The unit will also examine the issues that impact sustainable business and develop strategic management and leadership skills to a high level in a global business context.


1 apply economic concepts and principles to understanding the role of government and financial institutions in shaping national and international markets;

2 show an understanding of analytical methods, both theory and model based;3 demonstrate a critical understanding of the theory and practice of management in a

global business context and the development of sustainable business practice; 4 Critical understanding of corporate and social business responsibilities as well as the

growing global business and management context.

LEARNING AND TEACHING METHODSThe unit will be delivered through a combination of lectures and seminars that will feature student centred activities including group discussion forums and individual learning activities.

ASSESSMENTSummative AssessmentILOs 1 and 2 will be assessed by exam (50%) and ILOs 3 and 4 will be assessed through a group assessment (50%).

Indicative Assessment InformationThe exam will be closed book and be 3 hours in length.

INDICATIVE CONTENT Using AD/AS analysis to examine the role of macroeconomic policy in managing

the business cycle Understanding fiscal policy and its impact on consumption, investment and public

expenditure/taxation Monetary policy and the role of financial institutions and markets in the current

business environment Understanding recent trends in international trade, exchange rates and

globalization


Cultural diversity Building and maintaining trust Global and dispersed working groups Globalisation and sustainability Corporate, Social Responsibility (CSR)

INDICATIVE KEY LEARNING RESOURCES Businessculture.com Worldbiz.com

Key text booksBuckle,M. and Thompson, J. 2004. The UK Financial System. 4th ed. Manchester: Manchester University Press

Carroll, A. B., 2010. Corporate Social Responsibility Evolution of a Definitional Construct. Sage Publications.

Chamberlin, G. and Yueh, L. 2006. Macroeconomics. London: Thomson Learning

Dalton, M., Earnest, Deal,C. and Leslie, J. 2002. Success For The New Global Manager. London: Jossy Bass

Griffiths A. and Wall, S. 2007. Applied Economics. 11th ed. London: FT Prentice Hall

Hill, C. W., 2006. International Business, 6th ed. McGraw Hill.

Hofstede, G., 2005. Cultures And Organisations; Software Of The Mind, 2nd ed. New York: McGraw Hill

Krugman, P., Wells, R. and Graddy,K. 2008. Economics. European Ed. New York: Worth

Miskin, F. 2010. The Economics of Money, Banking and Financial Markets. 9th ed. Boston: Pearson Education

Mulhearn, C. and Vane, H. 2012. Economics for Business. New York: Palgrave MacMillan

Parkin, M., Powell, M. and Matthews, K. 2012. Economics. 8 th ed. Harlow: Addison-Wesley

Trompenaars, F. and Turner, C. H., 2000. Riding The Waves Of Culture: Understanding Cultural Diversity In Business, 2nd ed. New York: N Bradley Publishing

Tueth, M. 2010. Fundamentals of Sustainable Business – A Guide for the Next 100 Years, World Scientific Publishing.

Wall, S. Rees, B., 2004. International Business, 2nd ed. FT Prentice Hall.Wood, D., Logsdon, J.M., Lewellyn, P.G. and Davenport, K. 2006. Global Business Citizenship: a transformative framework for ethics and sustainable capitalism, London: M.E. Sharp.


Unit title: Strategic Applied Marketing

Level: M



AIMSThis unit aims to equip students with an understanding and skills relating to the fundamental concepts and principles that underpin the marketing process. This will focus on the principles of marketing, incorporating the macro environment within which marketers operate.

This unit aims to develop and enhance the range of skills and attributes that marketers need in order to operate effectively in the marketing environment, also taking an international perspective.

INTENDED LEARNING OUTCOMESHaving completed this unit the student is expected to be able to: 1 demonstrate a critical understanding of the theory and practice of marketing,

nationally, internationally and globally;2 planning, developing and running strategic marketing campaigns;3 demonstrate understanding of co-ordinating the marketing mix;4 demonstrate a critical understanding of contemporary marketing issues.

LEARNING AND TEACHING METHODSIn this unit students will learn from lectures, case studies, class discussion, simulations, role-play exercises involving negotiations and review meetings.

ASSESSMENT

Summative AssessmentILOs 1 to 4 are assessed by 100% Coursework through a written assignment.

Indicative Assessment InformationAssessment will evaluate both conceptual understanding of the issues both in written and verbal form. The assessment will comprise of an individual report (70%) and a group presentation (30%).

INDICATIVE CONTENTTopics to be covered include:

Co-ordinating the marketing mix Organising marketing activities Planning strategic level marketing activities/marketing communication campaigns Understand the concepts of segmentation, targeting and positioning


Building and developing relationships and networks Dealing with language difficulties and ambiguity Administering the marketing budget Customer Relationship Management Strategic application of Social Media in marketing

INDICATIVE KEY LEARNING RESOURCES In addition to the suggested text, the study on this unit will be supported by guided reading from journals, professional publications, relevant online databases, e-journals and e-book collections.

Suggested Texts:

Blythe, J. and Megicks, P. 2010. Marketing Planning: Strategy, Environment and Context. Harlow, FT/Prentice Hall

Palmer, R., Cockton, J. and Cooper, G. 2007. Managing Marketing: Marketing Success Through Good Management Practice. Oxford: OUP

Cole, G.A. and Kelly,P. 2011. Management: Theory and Practice. 7th ed. London, Cengage Learning

Baines, P., Fill, C. and Page, K. 2010. Marketing. 2nd ed. Oxford: Oxford University Press

Pickton, D and Broderick, A. 2004. Integrated Marketing Communications. 2nd ed. Harlow: Prentice Hall


STAGE 2

Unit title: Performance Management and Analytics

Level: M

Credit value: 20 credits (10 ECTS equivalent credit value)

PRE-REQUISITES AND CO-REQUISITESNone. AIMSThis unit aims firstly to develop students’ numeracy and quantitative skills that will support decision-making, and secondly to equip students with the techniques and skills that are required to evaluate and outline opportunities for improvement of organisational performance and its management.


1 demonstrate critical understanding of core theories, frameworks, models and tools for measuring and managing organisational performance;

2 appraise organisational performance using appropriate analytical tools;3 be able to identify feasible management solutions for enhancing business

performance;4 be able to use and understand statistics and basic econometrics;5 apply these techniques to financial modelling and investment analysis.

LEARNING AND TEACHING METHODSThe unit will be delivered via a mixture of lectures and seminars, supplemented by workshops, formative assessment, on-line material, discussion sessions, case studies and a surgery.

ASSESSMENTSummative AssessmentILOs 1 and 2 will be assessed via group-based coursework (50%). ILOs 3, 4 and 5 will be assessed by individual coursework (50%).

Indicative Assessment InformationThe group-based coursework for ILOs 1 and 2 will be based upon a case study. The individual work for ILOs 3, 4 and 5 will be a combination of sub-elements.

INDICATIVE CONTENT The role of performance management Performance management approaches, frameworks, methods and tools Theories, frameworks and methodologies for measuring organisational performance Performance metrics, key performance indicators and practical implications of their use Descriptive statistics


Inferential statistics Regression and time series analysis

INDICATIVE KEY LEARNING RESOURCES

Thompson AnalyticsSPSSE Views

In addition to the above sources, the study on this unit will be supported by guided reading from monographs, journals, professional standards which can be located via the Library Catalogue and relevant online databases, e-journal and e-book collections.


Unit title: Leadership and Organisational Behaviour

Level: M


PRE-REQUISITES AND CO-REQUISITESNone AIMSThis unit aims at providing a framework to critically evaluate and assess group and team building, development, dynamics, emergent leadership, and performance.


1 Understand and appreciate different roles and structures for groups and teams;2 Determine critical factors affecting group dynamics and performance;3 Demonstrate an understanding of leader-member exchange mechanisms in groups;4 Critically evaluate how teams and groups develop and change;5 Critically appreciate and analyse how decisions are made within groups.

LEARNING AND TEACHING METHODSThe unit is delivered using a mix of methods such as front lectures, seminars, exercises, case studies, e-learning support platforms, video-cases.

ASSESSMENT

Summative AssessmentILOs 1 to 2 are assessed by coursework (60%) and ILOs 3 to 5 by exam (40%). Indicative Assessment InformationThe coursework is assessed by a mix of tools that range from class participation to presentations of student work, poster sessions, and/or paperwork. The exam is a paper of 2,000 words.

INDICATIVE CONTENTThe unit focuses on:

Group/team dynamics & development Emergent leadership Group/team critical factors and structure Motivation mechanisms Group vs individual decision making



Baltes, B.B., Dickson, M.W., Sherman, M.P., Bauer, C.C. and LaGanke, J.S., 2002. Computer-mediated communication and group decision making: A meta-analysis. Organizational Behavior and Human Decision Processes, 87(1), 156-179.

Bettenhausen, K.L., 1991. Five years of group research: What we have learned and what needs to be addressed. Journal of Management, 17, 345-381.

Bonaccio, S. and Dalal, R.S. 2010. What types of advice do decision-makers prefer? Organizational Behavior and Human Decision Processes, 112, 11-23.

Cohen, S.G. and Bailey, D.E., 1997. What makes teams work: Group effectiveness research from the shop oor to the executive suite. Journal of Management, 23, 239-290.

Colquitt, J.A., Noe, R.A. and Jackson, C.L., 2002. Justice in teams: Antecedents and consequences of procedural justice climate. Personnel Psychology, 55(1), 83-109.

Cropanzano, R. and Schminke, M., 2001. Using social justice to build effective work groups. In: Turner, M.E. ed., Groups and Work: Theory and Research. Mahwah, NJ: Lawrence Erlbaum,143-172.

Dane, E. 2011. Paying attention to mindfulness and its effects on task performance in the workplace. Journal of Management, 37(4), 997-1018.

Hare, A.P., 1981. Group size. American Behavioural Scientist, 24, 695-708.

Jones, T.M., 1991. Ethical decision making by individuals in organizations: An issue-contingent model. Academy of Management Review, 16(2), 366-395.

Karau, S.J. and Williams, K.D., 1993. Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65(4), 681-706.

Kerr, N.L. and Tindale, R.S. 2004. Group performance and decision making. Annual Review of Psychology, 55, 623-655.

Kidder, D.L. and Parks, J.M., 2001. The good soldier: Who is s(he)? Journal of Organizational Behavior, 22(8), 939-959.

Lindell, M.K. and Brandt, C.J., 2000. Climate quality and consensus as mediators of the relationship between organizational antecedents and outcomes. Journal of Applied Psychology, 85, 331-348.

Levi, D. 2011. Group Dynamics for Teams. Thousand Oaks, CA: Sage.

Moore, D., Kurtzberg, T.R., Thompson, L.L. and Morris, M.W., 1999. Long and short routes to success in electronically mediated negotiations: Group affiliations and good vibrations. Organizational Behaviour and Human Decision Processes, 77, 22-43.

Secchi, D. 2011. Extendable Rationality. Understanding Decision Making in Organizations. New York: Springer


Strauss, S.G. and McGrath, J.E., 1994. Does the medium matter? The interaction of task type and technology on group performance and member reactions. Journal of Applied Psychology, 79, 87-97.

Wang, L., Howell, J.P., Hinrichs, K.T. and Prieto, L., 2011. Organizational citizenship behaviour: The role of value/identity-based motivation. Journal of Leadership and Organizational Studies, 18(1), 14-24.Woolley, A.W., Chabris, C.F., Pentland, A., Hashmi, N. and Malone, T.W., 2010. Evidence for a collective intelligence factor in the performance of human groups. Science, 330, 686-688.

Other resources are available via BU’s library stacks and its e-resources (e-journals databases and e-books catalogue)


ELECTIVE UNITS

Unit title: Entrepreneurial Management

Level: M


PRE-REQUISITES AND CO-REQUISITESNone. AIMSThe aim of the course is to examine the nature of strategy and strategic management in entrepreneurial ventures. Particular prominence is given to growth strategies and managing the consequences of growth. A strong emphasis is placed upon strategic management style and managerial activities that best cope with the challenges facing entrepreneurial ventures, especially alternative competitive advantage-seeking behaviour. Importance is placed upon the actions taken by management to both facilitate and control growth and development in the context of the venture and participants will have the opportunity to gain a practical appreciation of the facilitating mechanisms and obstacles to growth and development.

INTENDED LEARNING OUTCOMESHaving completed this unit the student is expected to demonstrate:

1 an understanding of the relationship between entrepreneurship and strategic management;

2 the ability to identify the characteristics of growing enterprises and the influences upon growth;

3 the application of appropriate theoretical concepts, models, frameworks, tools and techniques which facilitate strategy development and strategic management;

4 alternative approaches to strategic management in entrepreneurial ventures;5 understanding of the relationship between entrepreneurial opportunity and competitive

advantage in successful strategies.

LEARNING AND TEACHING METHODSThe module will be delivered through a combination of lectures, case vignettes, internet sourced materials, and in-class discussion of readings/journal articles. The lectures and journal articles will be used to examine key ideas and concepts associated with the topic while case studies introduce an applied perspective to the module and will investigate in more detail selected topics of interest that are associated with the lecture programme. All of this requires that students actively engage with the material, the lecturer and with each other.

ASSESSMENTSummative AssessmentILOs 1 to 5 will be assessed by 100% coursework.


Indicative Assessment InformationThe coursework will consist of a report, no more than 5,000 words, on an entrepreneurial venture that, in the recent past has displayed a period of sustained growth, and, for which, the student can obtain sufficient primary and/or secondary data to undertake the following tasks. An identification of the business and the environmental and competitive context in

which it started operations, ENTRY A strategic analysis of the internal and external environment and an assessment of

particular attributes that could have underpinned the sustained growth, GROWTH An analysis of how the business has managed to create and sustain competitive

advantage, i.e. how has the business managed to protect its advantage, SUSTAINABILTY

An evaluation of what the business would need to do to sustain such an advantage into the future. A discussion of future strategies informed by the analysis from the first 3 sections.


The importance of strategy and its application to entrepreneurship

Strategic Management and Entrepreneurial Growth Strategy Making and the Environment Generic Strategies, Direction and Method of Growth External Fit

Growth and Entrepreneurial Firms Evaluation of Small Firm Performance: Failure, Success, Growth Reasons Why Firms Might Not Want To Grow Relationship between Growth and Organisational Change Growth as Revolution and Evolution

Constraints/Barriers upon Entrepreneurial Growth Areas of Market Failure Methods of Overcoming Barriers to Growth

Resources, Competitive Advantage & Leadership Resource-Based View Resources, Capabilities & Competencies Resource Accumulation & Inimitability VRIO Framework & Performance Integrating VRIO with Competitive Strategies Analysing for Sustainable Advantage Organisational Learning

Strategic Networks Collaborative Strategies External Drivers and Internal Prerequisites of Collaboration Costs of Collaboration


Forms of Collaboration Reasons for the Failure of Collaboration

INDICATIVE KEY LEARNING RESOURCES Key Texts

Hitt, M. A., Ireland, R. D., Camp, S. M., and Sexton, D.L. 2002. Strategic Entrepreneurship Oxford: Blackwell.

Burke, G., Clarke, L., Molian, D., and Barrow, P. 2008. Growing Your Business: A handbook for ambitious owner-managers, London: Routledge.

Other Readings

Analoui, F., and Karami, A. 2003. Strategic management in Small and Medium Enterprises. London: Thomson.

Bowman, C., and Faulkner, D. 2000. Competitive and Corporate Strategy. London: Irwin.

Birley, S. And Muzyka, D. F. 2000. Mastering Entrepreneurship. London:Financial Times Pitman.

Bridge, S., O’Neill, K., and Martin, F. 2008. Understanding Enterprise, Entrepreneurship and Small Business. New York: Macmillan.

Cummings, S. and Wilson, D., 2003. Images of Strategy. Oxford: Blackwell.

Deakins, D. and Freel, M. 2009. Entrepreneurship and Small Firms. London:McGraw Hill.

De Wit, B. and Meyer, R. 2003. Strategy Process, Content, Context: An International Perspective. New York: West.

Grant, R. 2002. Contemporary Strategy Analysis: Concepts, Techniques and Applications. 4th ed. Oxford: Blackwell Business.

Mintzberg, H., Ahlstrand, B. and Lampel, J. 2002. Strategy Safari. London: Prentice Hall

Mintzberg, H., Quinn, J., and Ghoshal, S. 2003. The Strategy Process: Concepts, Contexts and Cases. London: Prentice Hall.

Penrose, E. T. 1995. Theory of the Growth of the Firm. 3rd. ed. Oxford: Oxford University Press.

Storey, D. 1994. Understanding the Small Firm Sector. London: Routledge.

Stutely R. 2002. The Definitive Business Plan. Harlow: Pearson Education.


http://www.routledge.com/books/Growing-your-Business-isbn9780415405188

http://www.routledge.com/books/Growing-your-Business-isbn9780415405188

http://bookshop.blackwell.co.uk/jsp/id/Strategic_Entrepreneurship/9780631234104%20

http://bookshop.blackwell.co.uk/jsp/id/Strategic_Entrepreneurship/9780631234104%20

Unit title: Business Law and Intellectual Property

Level: M


PRE-REQUISITES AND CO-REQUISITESNone

AIMSThis unit aims to develop students’ knowledge and understanding of the essential commercial legal framework and legal context in which business operates and to equip students with the ability to critically evaluate the impact of legal regulation, procedure and practice on business management.


1 demonstrate a critical awareness and understanding of key concepts of business law;2 critically understand and assess the rationale and implementation of key regulatory

issues;3 appreciate and demonstrate awareness of the impact of legal frameworks and

concepts on an organisation’s structure, management and performance;4 demonstrate an ability to use and apply the law to identify, protect and exploit the

intangible assets of an organisation.

LEARNING AND TEACHING METHODSThe unit will be delivered through a combination of lectures, seminars, tutorials and workshops that will feature student centred activities including computer-aided materials, guided reading and workbooks.

ASSESSMENTSummative assessmentILOs 1 to 4 will be assessed through coursework (50%) and examination (50%). Indicative assessmentThe coursework may be a written assignment of 2000 words. The examination may be a 2 hour paper comprising a combination of essay type and problem questions.

INDICATIVE CONTENT Principles and concepts of business law The law relating to management and regulation of resources Legal and policy issues relating to corporate governance Regional and national laws of Patents, Designs, Trade Marks, and Copyright Current policy and legal issues



Marson, J. 2011. Business Law. 11th ed. Oxford: Oxford University Press.

Kelly, D. 2011. Business Law. 6th ed. London: Routledge.

Dine, J. 2007. Company Law. 7th ed. Basingstoke: Palgrave Macmillan.

Sargeant, M. 2012. Employment Law. 6th ed. London: Longman.

MacQueen, H. 2011. Contemporary Intellectual Property: Law & Policy. 2nd ed. Oxford: Oxford University Press.

http://www.ipo.gov.uk/ http://www.bis.gov.uk/


http://www.bis.gov.uk/

http://www.ipo.gov.uk/

Unit title: Advanced Marketing

Level: M


PRE-REQUISITES AND CO-REQUISITESNone

AIMSThis unit aims to critically evaluate key emerging themes impacting the marketing industry and critically assess their significance for a specific sector or industry. Students are expected to develop understanding at a strategic marketing level relating it to the key themes identified, whilst understanding the ever-evolving nature of these themes. Responses should reflect contemporary marketing practice, reflecting new developments, demonstrating innovation and creativity in thinking. This unit aims to develop and enhance the range of skills and attributes that marketers need in order to operate effectively in the marketing environment, as well as developing understanding from a global and international perspective.

A key focus of the unit is understand the changing nature and evolvement of marketing and how this can impact decision making, strategic direction as well as the longer term strategic focus of the organisation.

INTENDED LEARNING OUTCOMESHaving completed this unit the student is expected to be able to: 1 critically evaluate key emerging themes and assess their potential impact upon one

specific sector or industry, both internally and externally;2 develop contemporary strategic marketing and business responses to a particular

emerging theme;3 demonstrate a clear understanding of emerging marketing themes at a national and

international and global level;4 demonstrate a critical understanding of emerging themes in different contexts and their

impact on organisational decision making;5 critically analyse the changing and evolving nature of marketing and its impact at an

organisation and industry level.

LEARNING AND TEACHING METHODSIn this unit students will learn from lectures, case studies, class discussion, simulations, role-play exercises involving negotiations and review meetings. There will also be directed learning, where students are able to work on different scenarios and case studies to discuss in class.

ASSESSMENTSummative AssessmentILO’s 1 to 5 are assessed by 100% Coursework.


Indicative Assessment InformationILO’s 1 to 3 are assessed by a written assignment (60%) and ILO’s 4 to 5 are assessed by a presentation (40%). The written part of the assessment may take a number of forms for example a report, a discussion paper, a practitioner paper, a research paper, a white paper.

INDICATIVE CONTENTTopics to be covered include: Identifying key emerging marketing themes Emerging themes across different contexts Communication in the marketing industry Service Dominant Logic Understanding how macro environmental factors impact marketing activities at both

a strategic and tactical level Understanding emerging themes in marketing at a national, international and global

level

INDICATIVE KEY LEARNING RESOURCES Due to the nature of the unit, the study on this unit will be supported by guided reading from journals, professional publications, relevant online databases, e-journals and e-book collections.

Example of Articles (subject to change)

Piercy, N.F. 2001. Market Led Strategic Change: New Marketing For New Realities. The Marketing Review, 2(4), 385- 404.

Russo, J. and Clarke, K. 2008. 15 Trends for 2015. Convenience Store News, 44(1), 44-46.

Paddison, A. and Calderwood, E. 2007. Rural Retailing: A Sector in Decline? International Journal of Retail & Distribution Management, 35(2), 136-155.

Cooke, M. and Buckley,N. 2008. Web 2.0, Social Networks and the Future of Market Research. International Journal of Market Research, 50(2), 267-292.


Unit title: Industrial Economics

Level: M


PRE-REQUISITES AND CO-REQUISITESNone. AIMSThe unit aims to develop students’ understanding of firm conduct and performance in various market structures. Students will be introduced to a traditional microeconomic analysis of firms and markets, with a focus on imperfect competition and government intervention. Students will also examine more recent developments in the area including pricing theory, game theory and theory of the firm. The unit also aims to develop students’ ability to analyse various business practices (e.g. pricing, advertising, innovation) with reference to the latest research.


1 apply fundamental economic concepts and principles to understanding firm strategy and market structures;

2 show understanding of analytical methods, both theory and model based;3 demonstrate an ability to apply knowledge through clear and effective communications

in a written format.

LEARNING AND TEACHING METHODSThe unit will be delivered through a combination of lectures and seminars that will feature student centred activities including group discussion forums, presentations and individual learning activities.

ASSESSMENTSummative AssessmentILOs 1 to 3 will be assessed by 100% coursework.

Indicative Assessment InformationThe coursework will consist of two summative presentations during term and a final written explanatory case-study of approximately 2,500 words

INDICATIVE CONTENT Outline of the Structure-Conduct-Performance paradigm and discussion of resent

developments in the area Understanding market behaviour with the use of microeconomic theory in the areas

of demand, supply, elasticity, production and costs Examination of various market structures and the implications for firm conduct, with

an emphasis on monopolistic competition (product differentiation) and oligopoly (collusion, game theory)


Examination of the role government intervention (market failure) and regulation play in influencing market structure and firm conduct

Using theory of the firm (including information asymmetry and contracting) to understand firm strategy

Analysis of firm conduct in relation to pricing, collusion, integration, advertising, innovation and international trade

INDICATIVE KEY LEARNING RESOURCES Key text books

Baye, M. 2009. Managerial Economics and Business Strategy. 6th ed. London: McGraw Hill.

Carlton, D. W. and Perloff, J.M. 2005. Modern Industrial Organisation. 4th ed. Harlow: Addison Wesley

Krugman, P., Wells R. and Graddy, K. 2008. Economics. European ed. New York: Worth.

Mulhearn, C. and Vane, H. 2012. Economics for Business. New York: Palgrave MacMillan.

Parkin, M., Powel, M. and Matthews, K. 2012. Economics. 8th ed. Harlow: Addison-Wesley.

Pepall, L., Ricards, D. and Norman, G. 2008. Industrial Organisation: Contemporary Theory and Empirical Applications. 4th ed. Oxford: Blackwell Publishing.

Png, I. and Lehman, D. 2007. Managerial Economics. 3rd ed. Oxford: Blackwell Publishing.

Waldman, D. and Jensen E. 1997. Industrial Organisation: Theory and Practice. Harlow: Addison-Wesley


Unit title: Financial Services

Level: M



AIMSThe aim of this unit is to develop the knowledge and skills of managers in, or planning to work in, the financial services sector. Particular prominence is given to regulation and marketing in this specific context. Students will develop the necessary knowledge and skills to enable them to work constructively and responsibly as a manager within financial services regulatory parameters; and to critically evaluate and develop marketing strategies/plans in the financial services sector.

INTENDED LEARNING OUTCOMESOn completion of the unit the student will be able to:

1 critically assess and understand the rationale for the key regulatory theories applicable to current regulatory issues;

2 critically review the various forms of regulation from the regulator’s and the regulated’s perspective;

3 demonstrate an awareness and understanding of marketing as it applies to financial services;

4 critically assess the marketing strategies and plans of Financial Services organisations.

LEARNING AND TEACHING METHODSThe unit will be delivered through a combination of lectures, seminars, tutorials and workshops that will feature student centred activities.

ASSESSMENTSummative Assessment ILOs 1 to 2 are assessed by coursework (50%) and ILOs 3 and 4 by exam (50%).

Indicative AssessmentThe coursework will be based on current regulatory financial services topic. The exam will be closed book.

INDICATIVE CONTENT The key regulatory theories and concepts relating to financial regulation The key aspects of the regulatory rationale and framework of the financial services

sector in terms of prudential and conduct of business regulation. The regulatory policy of rule use and the making of rules in the regulatory context

and the role of ethics Buyer behaviour and segmentation of financial services Measuring and enhancing service quality


Customer relationship management and practice Managing and developing financial services products Marketing communication in financial services International development in financial services

INDICATIVE KEY LEARNING RESOURCESStudy on this unit will be supported by guided reading from monographs, journals, professional standards together which can be located via the Library Catalogue and relevant online databases and e-journal & e-book collections.

Key journals

International Journal of Bank MarketingJournal of Financial Service MarketingJournal of Service Marketing

Indicative Web-based sources fsa.gov.ukbankingcommision.independant.gov.uk hm-treasury.gov.ukbankofengland.co.uk

The above Key Texts are complemented by additional reading from monographs, journals, professional standards together which can be located via the Library Catalogue and relevant online databases and e-journal & e-book collections.


http://www.hm-treasury.gov.uk/

http://www.fsa.gov.uk/

Unit title: Business in New Media Environments

Level: M


PRE-REQUISITES AND CO-REQUISITESNone. AIMSMore than a decade since Harvard Business Professor Michael Porter predicted the disruptive influence of the Internet for business, we continue to witness significant impacts of new media on all aspects of culture, politics and the economy. To a varying degree, every sector of the economy is touched by the influence of computer-mediated communication technologies. Understanding this influence and charting its future direction is the central aim of this unit. In order to achieve these aims, students will first be provided with an overview of academic research and theory pertaining to new media environments, with the expectation that they will gain a deeper understanding of the socio-economic transformations and new kinds of behaviour anticipated by electronic media. A second objective of this unit is to apply these understandings to developing managerial competencies including research and evaluation of market trends.

INTENDED LEARNING OUTCOMESHaving completed the unit, students will be expected to be able to demonstrate:

1 a critical awareness and understanding of the structural changes taking place across the media and related communications industries;

2 a comprehension of the social, cultural and economic effects resulting from the diffusion of new media and communications technology within broader society;

3 the ability to draw critically upon and synthesize ideas from both professional and academic sources of knowledge and to apply such ideas to the practice of management as it relates to the new media environment;

4 the ability to work effectively in a team to conceptually propose and develop innovative business models in a new media environment.

LEARNING AND TEACHING METHODSThe unit will consist of both lecture materials and student-directed activities. Lecturer-led presentations will provide introduction to and elaboration upon the key issues and related academic research and theory (Learning Outcomes 1 to 3). These lectures will be complemented by a practical, student led activity comprised of pitching and prototyping a business model for an emergent media service or platform, and critically evaluating the process and outcomes (Learning Outcome 4).

ASSESSMENTSummative Assessment ILOs 1 to 4 will be assessed by 100% coursework.


Indicative Assessment InformationThis unit will be assessed by coursework comprising one assignment of 5000 words (Learning Outcomes 1 to 4). This is likely to comprise of a research report on a specific aspect of new media or emerging platform, a literature review situating the research findings in academic and business context, and a set of proposed recommendations for managing change in light of the research and literature reviewed. The assignment may draw upon the practical activity carried out by students in the unit.

INDICATIVE CONTENT Socio-political impact of new media New media and communications technologies Socio-economic transformations Media regulatory frameworks

INDICATIVE KEY LEARNING RESOURCES JournalsNew Media & SocietyConvergenceEuropean Journal of CommunicationNew Media AgeTelevision & New MediaCritical Studies in Media CommunicationThe International Journal of Media ManagementJournal of Media EconomicsMedia, Culture & Society

Websiteswww.wired.com www.eff.org www.media.mit.edu/ www.bbc.co.ukwww.boingboing.net www.mediaguardian.co.ukwww.slate.com www.salon.com/www.opendemocracy.net www.medialens.org/www.ofcom.org.uk www.pewinternet.org/

Books

Aris, A. and Bughin, J. 2009. Managing Media Companies: Harnessing Creative Value. Chichester: John Wiley & Sons.

Deuze, M. 2012. Media Life. London: Polity Press.

Gauntlett, D. 2010. Making is Connecting. London: Polity Press.

Harcourt, A. 2005.The European Union and the Regulation of Media Markets. Manchester: Manchester University Press.

Hesmondhalgh, D. 2007. The Cultural Industries. London: Sage.

Hindman, M. 2009. The Myth of Digital Democracy. Princeton, NJ: Princeton University Press.


http://www.pewinternet.org/

http://www.ofcom.org.uk/

http://www.medialens.org/

http://www.opendemocracy.net/home/index.jsp

http://www.salon.com/

http://www.slate.com/

http://www.mediaguardian.co.uk/

http://www.boingboing.net/

http://www.bbc.co.uk/

http://www.media.mit.edu/

http://www.eff.org/

http://www.wired.com/

Jarvis, J. 2009. What Would Google Do? New York: Harper Collins.

Jenkins, H. 2006 Convergence Culture: Where Old and New Media Collide. New York: NYU Press.

Mattelart, A. 2003. The Information Society: An Introduction. London: Sage.

Shirky, C. 2008. Here Comes Everybody. New York: Allan Lane.


STAGE 3

Unit title: Work Placement (Optional)

Level: M


PRE-REQUISITES AND CO-REQUISITESThere are no pre-requisites or co-requisites to this aspect of the MBA.

AIMSThe part of the course is designed to provide the MBA students with a unique opportunity to take a positive and contributing role in a participating organisation, subject to availability. This aspect of the programme aims to attach further practical context to the value of the learning experience.

INTENDED LEARNING OUTCOMESHaving completed the practical experience the student is expected to:

1 gain first-hand knowledge of a specific organisational environment;2 experience a working environment and in particular the problems encountered in trying

to meet organisational objectives and to understand how such problems are tackled;3 evaluate the business context through application of theoretical concepts; 4 make an effective contribution to the learning process within the course after returning

to the University;5 reflect on the learning experience and develop further understanding of management

practices.

LEARNING AND TEACHING METHODSStudents will be given guidance and assistance specifically in the Personal and Professional Development Unit and throughout the Programme including:

a) detailed information contained in the Course Handbook on the nature and purpose of the work experience;

b) guidance through work placement and career advice workshops;c) close working relationship with the Employability and Career Services to develop

further relationship with existing and new participating organisations.

ASSESSMENTSummative AssessmentThis aspect of the programme will assess ILOs 1 to 5 through a reflective journal.

Formative AssessmentStudents will be expected to conduct a reflective account of their work-based learning experience during their internship to build towards a long-life learning portfolio.

Relevant criteria applied in assessing the Work-based Learning will include:


a) reflective practitioner;b) clarity and suitability of expression, explanation and communication;c) an appropriate level of technical detail;d) suitable practical application of the relevant theoretical principles;

INDICATIVE CONTENT Placement search strategies Deconstructing job and person specifications Team working, leadership and delegation of tasks Planning, organising, implementing and evaluating recruitment techniques and devices Identification of career interests Assessment of individual strength and weaknesses Evaluating workplace performance Life-long learning


Adler, S. 1991. The reflective practitioner and the curriculum of teacher education. Journal of Education for Teaching, 17, 2, 139-150.

Boud, D., Keogh, R. & Walker, D. 1985. Reflection: turning experience into learning, London: Kogan Page.

Boyd, E. M. & Fayles, A. W. 1983. Reflective Learning: key to learning from experience, Journal of Humanistic Psychology, 23, 2, 99-117.

Kolb, D. A. 1984. Experiential Learning: Experience as a Source off Learning and Development. Englewood Cliffs, NJ: Prentice Hall.

Moon, J, A. 2000. Reflection in Learning & Professional Development: Theory and Practice. London: Kogan Page.

Schon, D. 1983. The reflective practitioner: How professional think in action. New York: Basic Books.

Wedman, J and Martin, M. 1986. Exploring the development of reflective thinking through journal writing, Reading Improvement, 23, 1, 68-71.

The above Key Texts are complemented by additional reading from monographs, journals, professional standards together with economic and company financial data sources which can be located via the Library Catalogue and relevant online databases and e-journal & e-book collections such as

DatabasesBusiness Source CompleteEmerald InsightFame

E-Journal & E-Book* CollectionsBlackwell Publishing Reference Collection*CREDO Reference*


Ebrary*Emerald InsightOxford Reference Online Premium Collection*Wiley Jnls Online

Developing skills to enable students to use these online resources effectively will form a part of individual Intended Learning Outcomes within the curriculum and will be achieved by a mix of tutor-led mediation, student-led learning and information skills workshops and 1-to-1 advice provide by the School’s Library Subject Team.


Unit title: Strategic Management

Level: M


PRE-REQUISITES AND CO-REQUISITESNone. AIMSThis unit aims to review the main concepts, methods and tools which are used in the strategy analysis, formulation and implementation processes. These processes intend to be linked to corporate, business and operational levels of an organisation.

The perspective of the unit is that of a general manager whose responsibility is to take into account the realities and practices of managing and subsequently maximise the overall performance of an organisation. In this respect, the unit analyses the drivers of an organisation’s performance and identifies external and internal changes that affect this performance. Other important issues such as leadership, globalisation, innovation, entrepreneurship and practice of strategy are explored within the remit of this unit.

Ultimately, the unit aims to provide a balance between theories of strategy and their application to real-life situations in a way that institutional analysis leads to strategy formulation, which in turn leads to the successful implementation of strategy by the management of the organisation.

INTENDED LEARNING OUTCOMESHaving completed this unit the student is expected to demonstrate:

1. A critical understanding and knowledge of the theories and practices of strategy and how these can be utilised effectively to optimise a manager’s individual and team work contributions to business performance;

2. core knowledge of strategic management and strategy practices, to include: critical awareness of corporate, business and operational strategies; the impact of the organisation’s external, global and internal environment; the effect of contemporary change in organisations and their environments. Students should be able to analyse strategic opportunities, critically apply the tools and techniques presented and develop a coherent, evidence based argument for action as well as to evaluate strategic alternatives from various relevant stakeholder perspectives;

3. practical skills that focus on developing the ability to critically evaluate and implement specific concepts and techniques to manage in a strategic fashion that would include a range of business scenarios and case studies;

4. transferable and key skills to include: working autonomously as well as with others; showing initiative and personal responsibility through critical engagement with ideas and situations; and communicating effectively with a range of audiences.


LEARNING AND TEACHING METHODSThe unit will be delivered based upon an interactive approach, which will actively encourage effective student participation. Theory and practice will be introduced, explored and critically examined, through assorted methods of delivery such as: tutor-led discussion; student-led research; and group-based learning. Tutors and students will together rely on a broader variety of resources such as: directed reading; independent learning; case study analyses. The Virtual Learning Environment (myBU) will be used extensively, employing multi-media methods, to facilitate the sharing of ideas and assessment.

ASSESSMENTSummative AssessmentILOs 1 to 4 will be assessed by coursework (60%) and exam (40%).

Indicative Assessment Information Participation and contribution to class discussions (20% of the final mark);

particular attention will be given to the degree of preparation of the case studies to be discussed in class;

an individual 2,500 word assignment (40% of the final mark) and; a written 2 hour examination (40% of the final mark).


Definition, nature and phases of the strategy process Tools and techniques of strategic analysis Alternative approaches to strategy formulation such as Blue Ocean Strategy Managing contemporary trends in strategic management such as Innovation,

Entrepreneurship, and Strategy as Practice Evaluation of principal organizational topics such as Leadership and Managing

Change.

INDICATIVE KEY LEARNING RESOURCES Key Texts

Johnson, G, Scholes, K and Whittington, R. 2011. Exploring Strategy: Texts and Case. 9th

ed. Harlow: Pearson Education.

Johnson, G, Scholes, K & Whittington, R. 2008. Exploring Corporate Strategy: Texts and Cases. 8th ed. Harlow: Pearson Education.

Grant, R.M. 2010. 7th ed. Contemporary Strategy Analysis: Text and Cases. Chichester: John Wiley & Sons. (Supplementary text book – Editions 5th and 6th could also be used)

Other Readings

Apostolakis, C, 2007. Strategy for Collaboration: An Operational Framework for Local Strategic Partnerships, In: British Academy of Management Conference Proceedings Coventry: Warwick Business School, University of Warwick.


DuBrin, A. J., 2006. Leadership; Research Findings, Practice and Skills. 4th ed. London: Houghton.

De Wit, B. and Meyer, R. 2004. Strategy Process Content. 3rd ed. London:Thomson.

Ellis, J & Williams, D. 1995. International Business Strategy. Pitman: London.

Fitzroy, P., Hulbert, J.M. and Ghobadian, A. 2012. Strategic Management – The challenge of creating value. 2nd ed. Oxford: Routledge.

Haberberg, A. and Rieple, A. 2001. The Strategic Management of Organisations, New York: Prentice Hall.

Jenkins, M., Ambrosini, V. and Kollier, N. 2007. Advanced Strategic Management: A Multi-Perspective Approach. 2nd ed. Basingstoke: Palgrave McMillan.

Johnson, G. and Scholes, K. 2001.Exploring Public Sector Strategy Harlow: Prentice Hall.

Johnson, G., Langley, A., Melin, L. and Whittington, R. 2007. Strategy as Practice - Research Directions and Resources Cambridge: Cambridge University Press.

Kelley, T. 2006. The Ten Faces of Innovation London: Profile Books.

Lynch, R. 2012. Strategic Management. 6th ed.Harlow: Pearson Education.

Mellahi K. 2005. Global Strategic Management. Oxford: Oxford University Press.

Mintzberg, H. 2009. Managing. Harlow:Pearson Education.

Mintzberg, H., Lampel J., Quinn J. and Ghoshal, S. 2003. The Strategy Process, Oxford: Prentice Hall.

Pettigrew, A., Thomas, H. and Whittington, R. 2000. Handbook of Strategy and Management. Sage: London.

Thompson, J. and Martin, F. 2005. Strategic Management: Awareness and Change. 5th

ed. New York: Thomson Learning.

White, C.2004) Strategic Management. New York: Palgrave Macmillan.

Whittington, R. 2000. What is strategy and does it matter? 2nd ed. London: Thompson.

JournalsBritish Journal of Management Harvard Business Review


Strategic Management Journal

Online Resources

DatabasesBusiness Source CompleteJSTORScience DirectEmerald Insight FameThomson AnalyticsWestlaw Financial Journals Index

E-Journal & E-Book* CollectionsBlackwell Publishing Reference Collection*CREDO Reference*CCH Online* (full text online of UK and International Accounting Standards, GAAP, etc.)Ebrary*Emerald InsightOxford Reference Online Premium Collection*Wiley Jnls Online

The above sources are complemented by additional reading from monographs, journals, professional standards, together with economic and company financial data sources, which can be located via the Library Catalogue and relevant online databases and e-journal & e-book collections.

Developing skills to enable students to use these online resources effectively form a part of individual Intended Learning Outcomes within the curriculum and will be achieved by a mix of tutor-led mediation, student-led learning and information skills workshops and 1-to-1 advice provided by the University’s Library.


Unit title: Consultancy (option)

Level: M



AIMSThis unit aims to develop an understanding of principles and practice of consultancy and equip students with the required techniques and skills to work as a team in undertaking a consultancy project.


1 demonstrate critical understanding of consultancy processes and trends;2 demonstrate ability to apply analytical and evaluative skills gained through the MBA

programme; 3 an ability to carry out a consultancy project for an external client that is of practical and

useful benefit to that client;4 Demonstrate a critical awareness of the issues of creating an effective small team5 ability to reflect critically on their own performance throughout the activity;

LEARNING AND TEACHING METHODSThis unit is introduced by presentations on models of consultancy prospecting and negotiating briefs. Participants will be encouraged to generate their own clients. This will be followed by a series of workshops on various aspects of consultancy e.g. negotiating, producing a brief, report writing and presentation skills. Participants will then work in groups of 2-4 to develop and carry out a consultancy project. Each group will be allocated a member of staff as a mentor.

ASSESSMENTSummative AssessmentOutcomes 1 to 4 will be assessed through a group presentation (20%) supported by a group report (20%) and an individual assignment on theory of consultancy in practice (20%). Individual contribution will be further determined through a peer review exercise (10%). Outcome 5 will be assessed through an individual reflective journal (30%). Summative feedback will be provided throughout the process of the project but mainly prior and post meetings with clients.

Indicative Assessment InformationAssessment will be based on carrying out a consultancy project for an external client. The group report is expected to be approximately 5000 words, with an accompanying presentation of approximately one hour (expected to be equivalent to approximately 2500 words written submission), and the students will be required to rate peers in the group to


help assess individual contribution. The individual reflective journal approximately 2500 words.

The group presentation element must evidence contribution by all individual members of the group, all group members are expected to have the knowledge and understanding to answer any questions.

INDICATIVE CONTENT Introduction and trends in consultancy Marketing and selling/developing a proposal Conducting a Consultancy Assignment Models of Consultancy The Consultancy Cycle Models of Consultancy Organisational Intervention Consultancy Processes Idea generation and creativity Conflict resolution Writing Consultancy reports Report Writing Writing reflectively


Key Text:

Czerniawska, F. 2004. Management Consulting in Practice: award winninginternational case studies. London:Kogan Page.

Neighbour,R. 2005. The Inner Consultation: How to develop an effective and intuitive consulting style. London:Radcliffe.

Stroh, l. and Johnson H. 2006.Basic Principles of Effective Consulting. New York: Mahwah.

Grundy, T. and Brown, L. 2002. Be your own Strategy Consultant. London: Thomson.

Margerison, C.J. 2001. Managerial Consulting Skills - a Practical Guide. 2nd ed. London: Gower.


DatabasesBusiness Source CompleteEmerald InsightFame

E-Journal & E-Book* Collections


Blackwell Publishing Reference Collection*CREDO Reference*Ebrary*Emerald InsightOxford Reference Online Premium Collection*



Unit title: Research Project (option)

Level: M


PRE-REQUISITES AND CO-REQUISITESThere are no pre-requisites or co-requisites to this unit, however it is expected that the students will have acquired research methods skills underpinned in the Personal and Professional Development stream. AIMSThis unit aims to develop Masters level students with an opportunity to undertake a substantial self-managed research in a relevant business area of particular interest. The project may be based upon live organisational issues.


1 be able to identify specific business and management issues and associated research questions;

2 demonstrate an understanding of a range of business data, research sources and appropriate methodologies;

3 be able to distinguish relevant techniques and be able to conduct investigation into relevant business and management issues;

4 acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of findings;

5 develop an understanding of how established techniques of research and enquiry may be used to develop and interpret knowledge in business and management.

LEARNING AND TEACHING METHODSStudents will be given guidance and assistance in various ways including:

a) detailed information contained in the Course Handbook on the nature and purpose of the Research Project;

b) guidance through research project start-up workshops;c) general assistance in the selection and formulation of the topic; andd) more specific support by their supervisor in the completion of the Research Project.

ASSESSMENTSummative AssessmentOutcomes 1 to 5 will be assessed by a research project (100%) 10,000 words.

Formative AssessmentStudents will be expected to complete a research proposal successfully and feedback will be provided on this and throughout discussions with the supervisor.


Indicative Assessment InformationRelevant criteria applied in assessing the Research Project will include:

a) research skills;b) clarity and suitability of expression, explanation and communication;c) an appropriate level of technical detail;d) suitable practical application of the relevant academic principles;e) an appropriate bibliography.

INDICATIVE CONTENTThe subject area and general form of the Research Project will be negotiated with the Research Project supervisor allocated to the particular student subject to the final agreement of the Course Leader.

It is expected that a Research Project will include:

a) an introduction defining the scope and aims of the study;b) a comprehensive literature review in the chosen area, culminating in detailed research

questions;c) an appropriately detailed methodology, outlining research approach, data collection

and analysis methods;d) a data analysis appropriate to the research purpose;e) conclusions, and where appropriate, recommendations for action and further research.


Bryman, A. and Bell, E. 2007. Business Research Methods. Oxford: Oxford University Press.

Clough, P. and Nutbrown, C. 2002. A Students Guide to Methodology. London: Sage.

Hart, C., 1998. Doing a Literature Review. London:Sage.

Jankowicz, D., 2005. Business Research Projects. London: Thomson.

Mason. J. 2002. Qualitative Researching. London: Sage.

Rugg, G. and Petrie, M., 2007. A Gentle Guide to Research Methods. New York: McGraw Hill.

Saunders, M., Lewis, P. and Thornhill, A., 2007. Research Methods for Business Students. London: Prentice Hall.

Wallace, M. and Wray, A. 2006. Critical reading and Writing for Postgraduates. London: Sage.



DatabasesBusiness Source CompleteEmerald InsightFameThomson AnalyticsWestlaw Financial Journals Index

E-Journal & E-Book* CollectionsBlackwell Publishing Reference Collection*CREDO Reference*CCH Online* (full text online of UK and International Accounting Standards, GAAP, etc.)Ebrary*Emerald InsightOxford Reference Online Premium Collection*Wiley Jnls Online



PROGRAMME INFORMATION, ADVICE AND HELP

Notice Boards

There are no Notice Boards at the EBC. Information for students is available on the electronic notice boards (myBU) which form part of the BS Learning & Teaching website. On enrolment, all students will be issued with their own computer 'user name' and 'password' in order to access this website. The address is: http://mybu.bournemouth.ac.uk. Students should regularly check the electronic notice boards for updates, which may include class notes, timetable changes, urgent messages or other important information. Instructions on getting started with myBU are at Appendix F.

As many of these may be subject to change at short notice, it is essential that students keep a regular look-out for changes.

Change of Address or Contact Details

Please remember to advise the School Office, 4 th Floor of the EBC, or askBU of any change of home or term address. It is essential to notify us of any change of your address as soon as you move, as failure to provide us with an up-to-date address may mean that you do not receive notification of your assessment results or other important correspondence.

Attendance

Our expectation is that a student will attend all classes and activities timetabled for him/ her. If you have reason to be absent for more than three consecutive days, in the first instance please inform the Programme Administrator in writing.

Students and lecturers share a common goal – the students’ successful completion of the course. We do not operate a quota system in respect of passes, or grades of passes. Everybody who is accepted on to a course should have the capacity to successfully complete that course – and we hope that they will.

Attendance at lectures, seminars and workshops is essential if you hope to be successful in assessments.

A clear correlation has been established across the programmes in the school between poor attendance during the year and poor performance in the examinations. Don’t get drawn into the downward spiral of poor preparation, poor attendance and poor performance.

If you are in the UK with a Student Visa in your passport, one of the conditions of your visa is that you attend classes regularly. In order to extend your leave to remain in the UK when your visa expires, you will need the University to confirm details of your attendance. If your attendance has not been good, we will have to say this on your visa extension form, and it is likely that your visa extension will be refused.

Much support and guidance is available centrally by the University or the partner institutions. Within the School there are additional support and guidance mechanisms for


https://mybu.bournemouth.ac.uk/

both academic and personal problems. There is also askBU, see Appendix G for further information.

Personal Problems:

If the problem results in academic issues, such as the need to seek an extension to your coursework submission date, then contact your Framework Co-ordinator.

It is very common and perfectly acceptable for students with personal problems to approach any member of staff with whom they can relate. All staff within the School will treat you sympathetically and where appropriate put you in contact with other support mechanisms.

Academic Problems:

Unit Tutors will help if you do not understand part of their subject.

For Dissertations, you will be allocated a Supervisor, who is the first port of call for any project discussion.

More generic issues can be fed in to the course team via the mechanisms discussed above.

Whatever the type of problem, it may be necessary to meet a member of staff. All staff operate an “Open Door policy”. If they are at their desks and not engaged then they will be happy to discuss any issues with you. The academic staff, due to the nature of their work, are less likely to be available during normal working hours. If tutors are not at their desks then students should e-mail the tutor to make an appointment to see them at a mutually convenient time. You can of course discuss issues at any time if they are available and free.


English Language for Academic Purposes

If English is not your first language, you may wish to use the English for Academic Purposes toolkit which is an interactive site that looks at both Academic Study Skills and English Language Skills for international students on Higher Education courses in the UK. Bournemouth University helped to pilot this course which was developed by Southampton University. In order to access this website you will need a user name and password which is: User name: eaptoolkit4Password: croeso07 Please visit the website: http://www.elanguages.ac.uk/eaptoolkit11/

You can also access this site and additional materials via the myBU community ELSIS. To enrol in the ELSIS community you should email the Language Centre on [email protected]

Language and academic support are also available to Business School students with Sue Barnes, International Academic Support Officer, based on the 4th Floor of the EBC. You can contact her to make individual tutorial sessions on [email protected]. In such sessions, she can help with conventions of academic communication (referencing and plagiarism, essay structuring, understanding assignment requirements, presentation skills, report writing, researching) and English writing in the academic context (using appropriate writing styles, formulating paragraphs).

Please note: she does NOT provide a proofreading service for writers of English as a second language.




http://www.elanguages.ac.uk/eaptoolkit11/

ASSIGNMENT AND EXAMINATION ARRANGEMENTS

Submission of Coursework

Assignments (i.e., assessed coursework) must be submitted by the dates specified in the Assessment Schedule and in the required way (see below).

It is of vital importance that you follow the correct procedure for handing in completed written assignments.

(i) All assignments for your programme should be submitted electronically only via myBU in accordance with the assignment submission guidelines as follows. Instructions on how to submit your assignments via myBU are in Appendix E.

Please ensure that your assignment has the following on the front page of your assignment:

The name of your course (eg ‘MBA FT) The unit (subject) name (eg ‘Strategic Applied Marketing’ or ‘Strategic

Management’) The assignment title (given to you by the unit tutor) The name of the unit tutor

(ii) Please insert the Assignment Submission Form at the start of all your assignments. A copy of the form is on myBU.

(iii) All completed assignments must be submitted by 12.00 noon on the due date. Late submissions will be penalised (see below).

Please DO NOT e-mail your completed assignments directly to tutors.

(iv) You are required to keep a copy of each element of coursework that you submit.

Failure to submit a piece of coursework by the required deadline will result in a mark of 0% being awarded and the matter will be considered by the Assessment Board at their meeting.

In cases of illness or genuine mitigating personal circumstances, and on the submission of written evidence of the above, the procedure outlined below must be followed.

Extensions may be allowed provided the application is made before the due date, there is good supporting evidence and the application is made in writing. Students’ requesting an extension to their assignment ‘hand in’ date should complete the ‘Mitigating Circumstances form’, which must be approved by the Programme Director. Written evidence should accompany the form. Mitigating Circumstances form can be found at: http://portal.bournemouth.ac.uk/C11/Mitigating%20Circumstances/default.aspx


http://portal.bournemouth.ac.uk/C11/Mitigating%20Circumstances/default.aspx

Examinations

Examinations are normally scheduled at the end of each taught stage of the programme. Students are reminded to regularly check their notice boards for any changes to these dates and times. Additionally, exams timetables can be checked on the university website at https://studentportalservices.bournemouth.ac.uk/examtimetable/default.aspx. It is possible to sit or re-sit an exam overseas in either a British Council Office or a local University. The Exams department will need at least 10 days notice of where you will be sitting the exam, plus the contact details.

Results

Results of all assessments are published 7 days after the meeting of the Assessment Board (Dates will be published on myBU).

Results lists are published on myBU by student ID number only. These results lists will only show the decision of the Assessment Board and not the results of individual units, for example:

Proceed – this decision means that all units for which assessments have been submitted have been successfully completed.

Refer (e.g. ‘Re-sit’, ‘Re-submit’ or ’Repeat Unit’) – this decision means that a student has been unsuccessful in one or more elements of their assessments and must re-sit and examination and/ or re-submit coursework in the unit(s) stated or repeat with attendance the unit stated.

Award (e.g. MBA) – this decision means that all elements of the course have been successfully completed and the student is eligible to graduate.

If you do not see your ID number on the Results Lists, please contact your Programme Director as soon as possible.

Please note that we are not able to send students their results by e-mail and cannot advise you of your results by telephone.

Further detailed information on this section can be found at Appendix D.


https://studentportalservices.bournemouth.ac.uk/examtimetable/default.aspx

ASSESSMENT EXPECTATIONS AND CRITERIA

Introduction

The University’s Standard Assessment Regulations as reproduced at Appendix B.

The assessment regulations could be subject to minor change, see link to Assessment Regulations in case of any updates: http://portal.bournemouth.ac.uk:81/C17/Assessment%20Regulations/default.aspx

Assessment Criteria

These generic assessment criteria are derived from good practice developed in various Schools of the University and in other universities.

Using these Generic Assessment Criteria

These criteria may be used as they stand, or as an essential frame of reference for the development or review of Schools’ assessment criteria.

These criteria are primarily intended for use in the assessment of written assignments or examinations. They will, of course, need to be appropriately adapted for the assessment of, for example, fieldwork, student presentations, and laboratory work.

Details of the Level M Descriptors and Generic Assessment criteria that apply to taught postgraduate programmes can be found at Appendix K.


http://portal.bournemouth.ac.uk:81/C17/Assessment%20Regulations/default.aspx

APPENDICES

Appendix A Campus Maps

Appendix B Standard Assessment Regulations

Appendix C Guide to Viewing Timetables On-line

Appendix D Assessment in Masters Programmes

Appendix E Electronic Submission of Assignments via myBU

Appendix F Getting Started with myBU

Appendix G About askBU Student Services

Appendix H Citing Bibliographic References and Library Information

Appendix I Library i-floor – 1st Floor, Executive Business Centre (EBC)

Appendix J Links to Students Regulations, Rules and Policies

Appendix K Level M Descriptors and Generic Assessment Criteria

Appendix L Additional Learning Support (ALS)

Appendix M What is Plagiarism?

Appendix N IT Services

Appendix O Alumni Association

Appendix P Placement & Careers Service


APPENDIX A – CAMPUS MAPS



APPENDIX B – STANDARD ASSESSMENT REGULATIONS

ASSESSMENT REGULATIONS FOR TAUGHT POSTGRADUATE PROGRAMMES(as from September 2013)Please note – the assessment regulations could be subject to minor change, see link to Assessment Regulations in case of any updates: http://portal.bournemouth.ac.uk:81/C17/Assessment%20Regulations/default.aspx

1. PRINCIPLES

1.1 These regulations conform to the principles set out in the current version of the University's Academic Regulations, Policies and Procedures.

2. PERIOD OF REGISTRATION

2.1 The maximum periods which a student may take to complete the programme, from first registration, are normally as follows:

Full-time maximum (years) Part-time maximum (years)PGCert 1 2PGDip 2 3MA/MSc/LLM 3 5CPD As above from first registration to a CPD framework

2.2 Periods of registration may be formally adjusted by the Assessment Board on reasonable grounds. Maximum periods of registration may be set for students who enter with credit.

3. PASS MARK

3.1 The pass mark for each unit will be 50%. Where the unit is assessed by a combination of formally defined separate elements of assessment a pass will be awarded where the total unit mark is at least 50% and the mark in each separate component of the unit assessment is not less than 46.0%.

4. COMPENSATION

4.1 When the total mark for a unit is less than 50%, but not normally less than 48.0%, and providing that no formally defined element contributing to the unit assessment has a mark of less than 46.0%, the Assessment Board will normally compensate for up to 40 credits at any one level and award a pass provided that the student to date has obtained a pass mark of 50% in the remaining credits in the same level as the unit or units for which compensation is considered. Such compensation will only apply to the first attempt (including any subsequent attempt taken as a first attempt due to mitigation) and may not normally apply to a unit or units with a total value of more than 40 credits at any one level. Where compensation has taken place the pre-compensation unit mark will be recorded.


http://portal.bournemouth.ac.uk:81/C17/Assessment%20Regulations/default.aspx

4.2 As compensation is based on the appraisal of the student’s performance to date in the level for which compensation is considered, it cannot be applied before the student has attempted a minimum of 60 credits at that level.

5. PROGRESSION

5.1 Progression requirements are defined in the Programme Specification for the programme concerned.

6. SUBMISSION OF COURSEWORK AND ATTENDANCE AT EXAMINATIONS

Submission of coursework6.1 Failure to submit a piece of coursework by the required deadline will result in

a mark of zero (0%) being recorded.

6.2 Extensions, without penalty, may be allowed in cases of illness or genuine mitigating personal circumstances provided that an application is made before the submission deadline, normally before the submission date, and there is good supporting evidence. The application must be made in writing and the signed form submitted to the relevant administrator for authorisation before the deadline. Coursework submitted after the extended deadline will result in a mark of zero (0%) being recorded.

Attendance at examinations6.3 Failure to attend an examination will result in a mark of zero (0%) being

recorded.

6.4 Examination postponement requests, without penalty, may be allowed in cases of illness or genuine mitigating personal circumstances provided that an application is made before the start time of the examination, normally before the examination date, and there is good supporting evidence. The application must be made in writing and the signed form submitted to the relevant administrator for authorisation before the deadline. Failure to attend an examination on a revised date will result in a mark of zero (0%) being recorded.

7. AWARDS

7.1 All named awards are based on credit. The credits required for each named award are defined in the Programme Specification for the programme concerned.

7.2 A Postgraduate Certificate will normally be awarded to a student who has been credited with at least 60 credits at Level M, and who does not wish to progress further on the programme or who fails a subsequent stage.

7.3 A Postgraduate Diploma will normally be awarded to a student who has been credited with at least 120 credits at Level M, and who does not wish to progress further on the programme or who fails a subsequent stage.


7.4 A Masters degree will normally be awarded to a student who has been credited with at least 180 credits at Level M.

7.5 An Aegrotat award may replace any of the above awards when the student has not achieved the required number of credits for the level they are considered (see section 10.3). An Aegrotat award is always unclassified.

7.6 In the absence of a named award, or eligibility for a named award, the award of credit is given for the successful completion of individual units.

8. CLASSIFICATION

8.1 All units will normally have a weighting towards final classification. 8.2 For a Postgraduate Certificate and Postgraduate Diploma classification

will be based on the credit-weighted aggregate mark as follows:

Pass 50 - 59% Merit 60 - 69%Distinction 70% or more

8.3 For a Masters degree classification will be calculated in whichever of the following is more advantageous to the student:

Credit weighted aggregate mark as calculated in 8.2.

Mark profile. Where a student achieves an aggregate mark which is not more than 3 marks below a classification boundary (60 or 70) and has at least 120 credits in a higher classification than the aggregate mark, the Assessment Board will recommend that the higher classification be awarded.

8.4 A viva voce examination may be required, at the discretion of the Assessment Board, at any stage of assessment at Level M.

9. PROVISION FOR FAILED CANDIDATES

9.1 Normally students will be required to make good a failure in one of the following ways.

Failure and reassessment

9.2 The Assessment Board will permit a student who fails at the first attempt to be reassessed within the limit for reassessment for the level (up to 3 units with a total value of no more than 100 credits), on one occasion only, in one of the following ways:

resit the examination; resit the examination and resubmit the coursework; resubmit the coursework; resubmit a piece of work of equal weight and comparable standard as

directed by the Assessment Board.


Where a student exceeds the level entitlement for reassessment as detailed above, the Assessment Board will act in accordance with 9.6 thereafter.

9.3 Where a student fails a 120-credit dissertation or project at the first attempt, the Assessment Board will permit the student to be reassessed in this unit only.

9.4 Where a reassessment has taken place, the formal element mark will not exceed 50%.

9.5 Any late resubmission(s) will be regarded as a fail. A mark of zero (0%) will be recorded for coursework resubmitted after the specified resubmission deadline.

Repetition of units

9.6 Once a student’s reassessment allowance has been exhausted, i.e. the total amount of credits of failed units is beyond the credit limit for reassessment entitlement for the level (see 9.2 above), the Assessment Board will normally permit the student to repeat the remaining failed unit(s) for that amount of credit once only, or to withdraw from the programme. The Assessment Board should decide how reassessment and repetition should be applied to the student’s profile.

9.7 Where a student fails in a reassessment for a unit as described in 9.2 above, the Assessment Board will normally permit them to repeat the failed unit(s) once only, or to withdraw from the programme.

9.8 In the case of unit(s) which are no longer current or available, an acceptable alternative will be identified.

9.9 Where a unit has been repeated, the unit mark will not exceed 50%. The Assessment Board will permit a student who fails at the first attempt in a repeated unit, to be reassessed, on one occasion only, in one of the ways identified in 9.2 and the unit mark will not exceed 50%.

10. PROVISION FOR FAILED CANDIDATES WITH VALID REASONS FOR POOR PERFORMANCE

10.1 If it is established to the satisfaction of the Assessment Board that a student's absence, failure to submit work or poor performance in all or part of an assessment for an award was due to illness, or other cause found valid on production of acceptable evidence, the Assessment Board will act as follows.

10.2 Where mitigating circumstances are confirmed, a student may be reassessed as if for the first time in any or all of the elements of assessment, as specified by the Assessment Board. If an assessment affected by illness was itself, a second attempt the student will be permitted to be reassessed as if for the second time. Where a student has passed a unit at a first attempt but his/her performance has been affected by mitigation, the Assessment Board may allow the student an opportunity to be assessed as for the first time. In such cases the second mark will stand.


10.3 In exceptional cases, where the student’s ability to complete his/her studies is affected by serious circumstances (such as terminal illness of the student), and it is established that the student is likely to be unable to complete/return to complete his/her studies within a reasonable time period, the Assessment Board may act in one of the following ways:

where the Assessment Board is satisfied that there is sufficient evidence of the student's achievement to determine the classification of an award, the student may be recommended on the basis of the available evidence for the award for which he or she is a candidate, or for an intermediate award specified in the Programme Specification. The decision of the Assessment Board must be ratified by the Chair of Senate.

an Aegrotat award may be recommended when the Assessment Board does not have enough evidence of the student’s performance to recommend the award for which the student is a candidate, or an intermediate award specified in the Programme Specification. Before such a recommendation is made the student must have demonstrated achievement at the level for which an Aegrotat award is considered. The Assessment Board must be satisfied that on the balance of probabilities but for illness or other valid cause the student would have reached the standard required. The decision of the Assessment Board must be ratified by the Chair of Senate. Where appropriate, the student must have signified that he or she is willing to accept the award.

10.4 The above awards in 10.3 may only be considered when the student has not achieved the required number of credits. Although the award title is conferred, the student will only be accredited with the credits achieved.

11 ACADEMIC OFFENCES

11.1 Where an assessment offence has been committed, the Academic Offences Panel/Board will stipulate the mark to be awarded for the affected unit or element of assessment and the Assessment Board should consider whether the student is eligible for reassessment under Section 9 above.

11.2 Where the Academic Offences Panel/Board has stipulated that no opportunity of reassessment shall be permitted, the Assessment Board will withdraw the student from the programme. In such cases, the Academic Offences Panel/Board will stipulate whether the student may or may not be considered for an intermediate award in accordance with the assessment regulations.


APPENDIX C - GUIDE TO VIEWING TIMETABLES ON-LINE

Go to the Student Portal - http://studentportal.bournemouth.ac.uk/?srclnk=home

Click on the ‘Online Timetable’ link under Quick Links.

Log in with your user name and password.

The system will recognise what course you are enrolled on, you need to confirm that this is correct.

Click on ‘Personalise’ (at top right of the page) choose the Class (Seminar) group and

Options (if applicable) you require from the drop down list.

Choose the dates you require at the top left of the page

Click ‘Get Timetable’.

You can choose either ‘Calendar View’ or ‘List View’. Click on Next Week if you wish to see your timetable for the week after or

select different dates to view a different week. If required click on BU Week to view the teaching week calendar. Click Logout when you wish to end the session.


http://studentportal.bournemouth.ac.uk/?srclnk=home

APPENDIX D – ASSESSMENT IN MASTERS PROGRAMMES

INTRODUCTIONMasters Frameworks are designed to provide learning opportunities at a higher level than first (Bachelors or Undergraduate) degree level. First degrees are generally progressive in the way they are structured and typically take between 3 and 5 years to complete, depending on the pattern of study. Masters degrees tend to be seen as study at one (higher) level, based on the assumption that the learner has gained study skills and a state of intellectual development that prepares for the higher level challenge. However, it is common to include some study of underpinning subjects, particularly in programmes that do not require previous study in the discipline area. Most UK Masters use a credit system based on student study hours which includes time spent on own research and preparing assessment as well as formal classes. The expectation is that study hours are 1800 (i.e. 10 hours for each credit point), and this normally takes 12/15 months full time and 2/3 years part time. Simple arithmetic will show that this is full time in every sense of the word for study in that mode!

Universities increasingly use what are called Level Descriptors to describe what is expected of students. The current Bournemouth University “M” Level descriptors can be found in Appendix K. You will see the emphasis on words such as complexity, evaluation, synthesis, argument and research and you will find these words being used both in the specifications of the units of study in your Masters degree and in the individual assessment tasks that are set for you to do.

PHILOSOPHY OF LEARNINGThe Business School has a distinctive (though not unique) approach to learning that determines the structure of its Masters frameworks. Bateson (1970) saw learning in three stages, firstly the acquisition of new knowledge, that is facts, figures, relationships; secondly learning how to apply that knowledge in particular situations; finally what he calls “transformational” learning by which he means the way that we interface with the world (including other people) around us. Learning is about changing as a result of going through this process.

We also use the work of Kolb (1984) who developed what he calls a Learning Cycle which seeks to explain not only how individuals go through a cycle, but each individual has a preference for going through the cycle in a particular way. In recognition of this, we design the learning activities in such a way that we cover all preferred styles. You will be introduced to Kolb early in the programme as an understanding of your own style will help your learning.

Staff in the School recognise that the student population comes from a wide range of educational backgrounds and individuals have studied in a way that is probably different from that offered in our programmes. Our emphasis is on individual learning, albeit often in a group setting or working with others, so the role of staff as “teacher” is


less obvious than perhaps you will be used to. You will therefore need to be perhaps more active in your own learning than in your previous studies.

ROLE OF LITERATUREYou will see and hear much reference to the “Literature” during your studies. This term is used generically to refer to a wide range of sources of material. We use the word mainly to signify what is written about a subject and is central to academic debate as it is the permanent record of the debate.

Types of LiteratureThe obvious form of literature is books. You will need to use text books that are usually written to provide instruction about a particular topic area. In some cases a unit is structured around a specific text and you should expect to buy this. The second major form is Journals which are published regularly on a wide range of topics. You would not normally buy these as the library subscribes to the most important and others are available through on-line services. In recent years the web has become a major source of literature, either directly by having information and debate posted directly onto sites or by access to more conventional material such as journal articles through databases. You will receive instruction on how to access all forms of literature from the library staff.

Using the LiteratureYou will be expected to read extensively during your programme. Text books are a source of knowledge about a topic. They are written by experts in their field and often bring together a range of other peoples’ work on the topic in a digestible form for students. Some such as those in Accounting and Finance also give instruction in techniques that you need to learn. Each unit will have a list of suggested texts and at the start of the unit you will be told which, if any, you should buy.

The literature is also the place for academic debate and knowledge development. It is where the results of research are published and opposing views are debated. Academic journals have a particular role to play in debate and it is in these that you will find up-to-date material although increasingly the web is being used for conducting such debates.

When using the literature to support your work you will need to make reference to the original author. This is known as “citing” and the University uses the Harvard referencing system. This allows the reader to identify the original source and provide enough information to consult and check the source. Guidelines on Referencing are included in Appendix H.

ROLE OF ASSESSMENTStudy for a Masters degree is made up of a number of units, each of which has a Unit Specification.


Each Unit of study has:

a title, which indicates the discipline or specific study area number of credits allocated which indicates how many hours you should expect to

spend studying Rationale – why this unit is included Aims – what we expect you to get from this unit Objectives (or Learning Outcomes) the specific things you should be able to do at

the end of the unit Indicative Content – the main topic areas that will be covered in the unit. Note that

not all may be covered to the same extent. Assessment – an indication of the type of assessment vehicle that will be used.

There is a wide variety of assessment vehicles and each programme will use a range depending on the content of the unit, the expected outcomes and the overall balance in the programme. The primary role of assessment is to measure the achievement of outcomes. In all cases you should be able to see a connection between the Aims, Objectives and assessment.

Other units have what is known as “Coursework” or “Assignments” which are done in your own time, either individually or as a member of a group and submitted by a deadline. Typically the tasks set are “Active” rather than “Passive”. That is they require you do something on your own to research and develop ideas rather than simply remember and repeat what you have been told in the classroom. Assessment is therefore part of the learning process.

Assessment also provides the University with a record of your achievement that is essential in awarding you the degree if successful and providing through the transcript of marks evidence of your level of achievement which you can use for example when applying for a job. It is important, therefore that work submitted is your own (except where a group piece of work is specifically required) and the mechanisms we use to ensure this are discussed later.

TYPES OF ASSESSMENTEach piece of assessment will specify the format to be used. The most common formats are explained below. Most units have more than one piece of assessed work intended to assess different outcomes. Often there is a smaller, interim piece of work on which you will get feedback before your final piece of work. There is a link between the number of credits and the size of the assessment task. Most Business School units are rated at 20 credits, and the total size of assessed work in each unit is 4000-6000 words - although part of the assessment may be a presentation.

EssaysThis is a general term that is used for what is now seen as traditional academic work, where you will be asked to write about a specific topic (or a choice of topics). Because


Business and related disciplines are what we call “Applied” you will often be asked to relate theory to either practice or current real world issues. Examiners will be looking for both content, that is the range of material you have used and how it relates to the question; and structure, that is how you have assembled and presented the material. It is common in this type of work to use ideas and material from other sources, but it is essential to provide a reference of the source so that we can identify what is your own original work. You will be given guidance on referencing other people’s work.

ReportsSome tasks require a “Business Style” report that is different from an essay in that it is not intended to be read necessarily as a whole, although it is expected to have a logical structure. Reports tend to use headings and sub-headings and may also use a numbering system which makes cross-referencing and searching easier. The document that you are currently reading has many of the characteristics of a report. It has a contents page and although there is (I hope!) a logical structure it would be possible for the reader to go straight to the sub-heading on “Reports” and it should make sense without reading everything what went before. This section does, however, compare reports with essays, but it would be easy to refer to the section above for clarification. Reports are commonly used in business, and many organisations have a “House” style that you will learn when you start work. We do not therefore, prescribe a style, but will give you guidance about what makes a good report.

PresentationsIncreasingly in work you will need to make presentations, to peers, subordinates, superiors or clients. These can be nerve-wracking experiences, particularly if you are operating in your second language. We therefore believe that you should have the opportunity to try out presenting in a “safe” environment. Usually you will be asked to prepare and make the presentation in a group, which relieves the pressure in one way but in another makes it important that you work well with your colleagues. A feature of modern presentations is the use of computer based presentation packages such as PowerPoint and we will show you how to use this. Presentations are usually made to a member of staff who may have a colleague or an outside visitor with him or her. Please note: Presentations may be filmed/ recorded to assist in the marking process. They will not be distributed to any 3rd party.

ExaminationsMany of you will be familiar with this kind of assessment. They are usually used for the “Knowledge” units where it is possible to assess your understanding of the principles of the subject with a set of questions. We also use this medium for assessing some “Application” units when we often use case studies so that you can apply your knowledge to a particular situation. Sometimes the case studies are issued in advance so that you can do some preparation, although you will not know what the questions will be until you get into the examination room.

For security and fairness examinations take place in a formal setting at a prescribed time and you will be provided with clear instructions about the process. You will be


identified by your number and not name for security. Although they can be stressful (and we will give you information on what help you can get to relieve the stress) they have the advantage of being over in a finite time. From an educational point of view they have distinct advantages in allowing us to make a check on your progress and give us a record of work that is solely yours. Examiners try to design the exam so that it adds to your learning rather than just being a test of memory.

Group WorkLater on in this Appendix you will find a rationale for assessing the work of groups. Essentially we recognise that we increasingly work in groups or teams, particularly in an international setting. The Business School has worked for a number of years with multi-national clients helping them build effective work teams. On the one hand many tasks can only be carried out by a team of people and on the other it is important that the individuals understand how groups operates. We call this “Task” and “Process”. Our group working activities are structured to explore both sides. We also recognise that the Masters degree is awarded to individuals so in all units where group work is used there is an element of individual assessment. This might include a reflective diary that explores what you have learned through the process.

ResearchThe “M” level descriptors in Appendix K mention Research 4 times and its importance is emphasised by the University’s Masters Curriculum Framework that requires a minimum of one third (60 credits) of assessment to be allocated to individual research work. Whilst this is formalised into the Research Project at the end of the programme you are encouraged to research in a more general sense throughout the programme. The final piece of work is what earns you the Masters degree and we will provide underpinning preparation to help you do this work. You will be provided with a detailed handbook as guidance in addition to classes and individual supervision.

ASSESSMENT MARKING

Defining TasksEach unit has its own assessment, set by the tutor responsible for delivering the unit and agreed by the programme team. You will be issued with a set of instructions that explain what is required to complete the work. You may well be directed towards particular sources or texts that might prove useful in preparing your assignment. In some units, particularly where case studies are used, the tutor may offer specific workshops to help you develop your ideas. For examinations, samples of past papers are available and you will be advised of the specific format for your examination in time to help your revision. The instructions for both assignments and examinations will clearly indicate the allocation of marks to particular aspects of the task if appropriate.

Setting CriteriaThe assignment brief may indicate what is required to achieve a pass and whether marks will be given for example for the use of a particular style of presentation. The


marking scheme for Masters programmes sets the pass mark at 50%, a mark of 60% represents Merit and a mark of 70% represents Distinction. This is a relatively narrow range of marks but usually proves adequate to differentiate between individual pieces of work. It is important to remember that by the very nature of the work you do in Business and Management there are no absolute and correct answers. Therefore examiners are looking for how well you have presented your answer, partly in relation to what they are expecting and partly in relation to what your peers have done.

Marking ProcessYour work will be marked by the tutor who set it, or in some cases where more than one tutor is involved there may be a joint mark. The School operates a system of Independent Marking which means that a proportion of work is marked by a second person. This helps to ensure fairness and consistency. Every piece of work that does not meet a pass standard is also second marked. This is particularly important for examinations where failure means that you will be required to re-sit.

You may receive details of your assignment marks before the end of a stage, but they will be subject to confirmation by the Assessment Board. Examination marks are not available until after the Assessment Board has met and you will be able to get details of your marks from the Programmes Office. You will also get a record of all your marks at the end of the programme.

Assessment RegulationsMasters programmes are each covered by a set of assessment regulations, a copy of which is at Appendix B. The regulations contain details of what you need to do to progress on the programme, how the Assessment Board deals with fails and marginal fails and procedures for considering candidates who might have circumstances that affect their performance. The Assessment Board has discretion to ensure that all candidates receive fair treatment.

DOING YOUR ASSIGNMENTS

What is ExpectedThe University’s Student Assessment Procedures Handbook can be found using the following web link – please ensure that you read this:http://portal.bournemouth.ac.uk/StudentRegulations/default.aspx

This Programme Handbook includes a schedule of assignment dates. This is set to provide you with a balanced workload. You will therefore do some assignments before the end of the taught part of the unit. This does not mean you can stop attending classes. The units are designed as a coherent whole and there is an assumption that you have completed all the work before progressing to the next stage.

You will receive a briefing sheet for the assignment which will specify the format required and indicate, where appropriate, weightings of the marks.


http://portal.bournemouth.ac.uk/StudentRegulations/default.aspx

What Help is AvailableThe programme of study is a progressive learning experience. We do not expect all your work to be perfect from the beginning. We offer a comprehensive learner support programme in the School covering English and study skills. The University also provides workshop and tutorial sessions on a range of study skills including how to cope with exams. Details of the University provision are available on our website (http://studentportal.bournemouth.ac.uk/learning/study-support/).

We recognise that some students may require help with English language, particularly in reading drafts of assignments and correcting spelling and grammar. This kind of help is acceptable, provided it is limited to language help and the content remains the same. Remember, you have to declare that the work is your own. Submitting work that is not your own is an offence (see link to Assessment Offences at Appendix J) and may lead to failure of the unit and in extreme cases you may be asked to leave the course. If you have any doubts about the level of help you are getting you should speak to the unit tutor or Programme Director.

Assignment SubmissionAssignments are normally word-processed. You are required to submit an electronic copy by 12 midday on the hand-in date. (See Appendix E for instructions on how to submit electronic copies.) You should insert the Assignment Front Sheet, filled in as appropriate to confirm that it is your own work.

The submission date must be met - any work submitted late without an agreed extension will get a mark of 0%. It is your responsibility to submit your work on time.

Extension RequestsIf you require an Extension for any of your assignments, or you need to seek Permission to Postpone an examination, for example because you are ill you should refer to the Mitigating Circumstances Procedure and submit a completed application form, together with supporting evidence, to your Programme Administrator before the assignment due date.

The application form can be found using the following link: www.bournemouth.ac.uk/student/mitigating

In addition you should speak to your Programme Director and explain your circumstances. Please note that computer or other equipment failures do not normally constitute grounds for an extension. You may be granted an extension to the hand in date, and this will need approval by the unit tutor and/or Programme Director. Your Programme Administrator will let you know if your request is approved and will confirm your new submission date.



http://studentportal.bournemouth.ac.uk/learning/study-support/

Mitigating CircumstancesIf you feel your performance in any assessment has been affected by Personal or Medical circumstances that you wish the Assessment Board to consider then you should refer to the above Mitigating Circumstances Procedure and submit a completed application form, together with supporting evidence, to your Programme Administrator before the meeting of the Assessment Board. Announcements will be placed on myBU during the year advising you of the deadline for submission completed application forms. Please note that any such matters that could have been raised before the meeting of the Assessment Board but, without valid reason, were not raised will not be considered in the event of an appeal.

Role of FeedbackYou will receive electronic feedback on your assignment work. In normal circumstances you will get this within 3 working weeks of submission, although it may be longer, for example when the expected hand back date is close to a meeting of the Assessment Board. Some units may also provide general feedback to all students on how well the task had been carried out. As already discussed, assignments are designed to aid and reinforce your learning as well as testing you for the award so feedback is helpful in improving your work.

You will be advised of the mark you have gained on assignments, but this will always be subject to confirmation by the Assessment Board. If you fail an assignment you may be permitted to re-submit for a pass. Because of their nature it is not easy to give individual feedback on examinations although tutors will provide general feedback including model answers where appropriate. If you fail an examination you will normally be allowed to re-sit for a pass. You will be advised whether you need to re-sit/re-submit after a meeting of the Assessment Board.

A message will be put on myBU when your feedback and marks are available to view on-line.

ASSESSMENT AS A RECORD OF ACHIEVEMENT

Determining AwardMasters Programmes are structured in a way that allows the award of Certificate and Diploma for the achievement of a specific number of credits. Progression from one stage to another is by completion of the units of study at each stage.

Assessment OffencesIn Appendix J is a link to the University policy on Assessment Offences together with the procedures for dealing with suspected offences. This policy is designed to ensure that awards are made only for work that is produced by the individual student. It is important that everybody obeys the rules as this safeguards the integrity of the award.


The policy identifies a range of offences, but the most common is what is termed as Plagiarism – broadly defined as presenting another’s work as your own (see Appendix M). There is no absolute distinction, as academic work requires you to refer to other people’s work. The University policy requires us to provide advice to prevent offences. We do this in two ways. This handbook directs you to the policy and explains what it means. In addition you will be given direct advice during the Induction sessions.

Tutors set assignments that allow individuals to present their own ideas or solutions to a problem or discuss an issue. They expect you to discuss the assignment with others and consult the literature and information sources such as websites and government statistics (for example). However, if you use such material to illustrate your work you must acknowledge the source and reference it correctly. It may be tempting to use passages verbatim from published or internet sources, but this is very easily spotted by tutors, usually because of changes in style and language. Also do not be tempted to submit another student’s work as yours. All assignments in a unit are marked by one tutor (with independent marking as described earlier). It is therefore easy to spot similarities in work. Remember also that we keep a copy of all your work, partly so that we have a record of everything you have done and partly for security.

If we suspect an offence then we will review all your work to identify any inconsistencies and you may be subject to the procedures outlined in the appendix. If an offence is admitted you may be permitted to resubmit the work, but in serious cases or where an offence is repeated you may be asked to withdraw from the programme.

If you have any doubts about whether a piece of work is acceptable you should speak to the tutor concerned. Assessment BoardsThese are constituted in accordance with the University’s Academic Policies Procedures and Regulations. You can view this on myBU. The Assessment Board meets regularly during the programme, to review work to date and advise on re-sits and re-submission. In this way you will be able to make good failed work without waiting until the end of the programme. Once the Assessment Board has made its decisions the results are posted on myBU using student numbers to preserve anonymity. It is your responsibility to find out your results.

Note. Unit marks will be capped at a maximum of 50% where a re-sit, re-submission or repeat unit has taken place.

After the Assessment Board has met, the Programmes Office will advise you when you can collect results letter and transcript from the office. You will receive your assignment marks on the feedback sheet that is returned to you with your assignment copy (some assignments will be sent as a sample for the External Examiner). If you wish to discuss your results please make an appointment to see your Programme


Director. At the end of the year you will receive a record of your marks up to that point. Please note that the University policy does not allow the notification of results or marks by telephone or e-mail. We can however send this information by post or in urgent cases by secure fax. You will need to give us written confirmation that you wish this information to be faxed and supply the fax number.

AppealsAll students have the right to appeal against the decision of an Assessment Board. The permitted grounds for appeal and the required procedure are outlined in Academic Appeals Procedure available in the Academic Procedures at http://portal.bournemouth.ac.uk/Documents/default.aspx.

Please note that you cannot appeal against academic judgement. This means that you cannot appeal the marks you have received, unless there has been an error in calculation.

External ExaminersThe University appoints external examiners, usually academics from other Universities to be members of Assessment Boards. Their role is explained in detail in the Academic Policies and Regulations. From a student point of view, they are required to comment on how standards compare with other similar courses. They do this by agreeing all assessment tasks, including examinations and reviewing samples of student work. Your assignment work may therefore be retained and sent to the external examiner for review. It is possible that this review process may result in a change of marks, which is why all marks are subject to Assessment Board approval. However, this very rarely happens and once marks are approved they will become part of your transcript.

A list of the current External Examiners for your course can be found in the BS Community pages within myBU, see link below. Please note that appointments are listed for transparency and students should not contact External Examiners directly.

https://mybu.bournemouth.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_283_1




http://portal.bournemouth.ac.uk/Documents/default.aspx

ADDITIONAL ASSESSMENT INFORMATION FOR POSTGRADUATE STUDENTS

1. UNITS

Your programme is made up of a number of units. The ‘size’ of a unit is measured in credits. Normally, 180 credits is required for a master’s qualification, 120 credits for a Postgraduate Diploma and 60 credits for a Postgraduate Certificate. The programme will be divided into units usually worth 20, 40, or sometimes 60 credits or more.

Each individual unit specification in this handbook has a “Summative” Assessment” section which specifies the formal assessment requirements, or formal elements, for that unit. Formal elements can be either ‘coursework’ (such as essays, projects and presentations) or ‘examinations’ (which typically happen at the end of the unit, under formal examination conditions).

Formal elements are weighted and this weighting is shown in the “Summative Assessment” section. For example, a unit may have two formal elements assessed by two pieces of coursework (eg, an essay and an exam). The essay may be worth 40% of the total unit mark, and the exam worth 60% of the total unit mark. In another unit, there may only be one formal element worth 100% of the unit total.

Formal elements may be sub-divided into informal sub elements, i.e. a number of pieces of work which together make up a formal element. The nature and number of assessment tasks will depend on the content and credit size of the unit. You will be given detailed information of the exact work required for each unit.

2. SUCCESSFULLY COMPLETING A UNIT

2a. Formal Elements

As explained above, the “Summative assessment” section in each unit specification shows the number of formal elements for each unit.

To pass the unit, you need to achieve at least 46% for each formal element and achieve an overall unit total of at least 50%.

2b. Sub Elements

In some cases, a formal element is made up of a number of tasks, known as informal ‘sub elements’ of assessment. For example, the formal assessment may be written in the Summative Assessment section as 100% coursework (that is, one formal element). However, the tasks set may, in fact, be two or more ‘sub elements’ such as a presentation, and a number of written pieces of work. The presentation and written work would be marked separately and returned to you, all marked out of 100%. The marks you receive from these sub elements of assessment are then combined to produce one mark which is recorded as the formal coursework mark. The sub elements may be weighted differently.

2c. The different formal elements and sub elements make up what is required to pass a unit


Let us look at an example:

A unit is assessed by two pieces of coursework, each given a weighting of 50% of the overall unit mark. A student receives his/her marks for the work and sees that he/she has obtained marks of 35/100 for the first piece and 65/100 for the second.

(a) If the Summative Assessment section shows the two pieces are formal elements, the student FAILS the unit overall as one element has been given a mark of less than 46%. (See 2a above).

(b) If the Summative Assessment sections shows one formal element weighted at 100% and the two pieces are informal sub elements the student PASSES the unit overall as the marks are added together, with equal weighting, to produce one overall score: (35/100 + 65/100) = 100/200 = 50% (See 2b above). The overall score would be different if the sub elements were weighted in a different way. However, provided the overall score was at least 50%, the unit would be passed.

2d. Further information

Details of the formal elements are provided in the unit specifications and also in any unit guides issued separately to you. Details of sub-elements and any weightings will be given to you in Unit Guides/Assignment Briefs.

If in doubt, contact your Programme Administrator.

3. COMPENSATION

As Section 2 explains, to pass a unit, an overall unit mark of at least 50% is required. To pass the master’s award, you need to successfully gain 180 credits. If you fail no more than 40 credits with overall unit marks of not less than 48% (and formal element marks of not less than 46%), the Assessment Board, on the basis of your overall performance, may allow you to obtain the credit for those units although the actual marks obtained will not change. This is called “compensation”. Compensation can only be applied if you have completed at least 60 credits and only for up to 40 credits across the whole programme.

4. DEADLINES AND THE CONSEQUENCES OF MISSING THEM

All hand-ins of assessment tasks, both formal and ‘sub elements’, have a deadline. You should have a calendar of assignment deadlines in your area of myBU to help you plan your time. This is critical as work that is submitted after the deadline is automatically recorded as LATE however soon after the deadline it is handed in eg, within the next minute. LATE submissions are awarded a mark of 0%.

It is important to remember that the deadline you are given is the FINAL time to submit your work by, not the ONLY time to submit your work. Try to manage your time and submit in advance of the deadline time.

Something may happen to you which you could not anticipate, which is outside of your control, and which impacts on your ability to complete the assignment and/or hand in by


the designated deadline time. Valid reasons for non-submission by the designated deadline are called “mitigating circumstances”. If you believe you have mitigating circumstances, you must let your Programme Administrator/Programme Leader know as soon as you can – before the hand-in deadline, if at all possible.

The Mitigating Circumstances: Policy & Procedure outlines what circumstances may or may not be accepted as mitigating circumstances. You will also find at this address the application forms for mitigating circumstances to be taken into account. Please note, in particular, that experiencing problems with printing is not in itself considered an acceptable reason for late submission.

If you consider you have mitigating circumstances that mean you are unable to submit on time, then you should submit an application for an extension, and obtain an extension before the deadline. Further advice may be obtained from your Programme Administrator. Applications will require supporting evidence.

If you submit work up to three weeks after the deadline without an approved extension, the mark will be formally recorded as “0” but you will receive feedback.

If you submit over three weeks after the deadline without an approved extension, the outcome will be presented to the Assessment Board as a non-submission and you may not receive any feedback and normally your work will not be marked.

If you submit the work after the deadline without an extension but consider you had mitigating circumstances for doing so, you should apply for Assessment Board consideration of mitigating circumstances. Again, the form and process may be downloaded from the Student Portal. Your assignment will still formally be recorded as “0” but you will obtain feedback if the work is submitted within three weeks of the deadline. The Assessment Board will decide whether or not the work should be given a mark.

5. WHAT HAPPENS IF UNITS ARE NOT COMPLETED SUCCESSFULLY

If units are not completed successfully, the Assessment Board will decide what you would have to do next, taking into account any mitigating circumstances submitted and accepted by the Assessment Board. The decision may include:

Resubmit coursework:

You would be required to resubmit coursework within a timeframe specified by the Assessment Board. This may be a re-working of the original assignment, or a new assignment. You would receive details of exactly what is required. Regardless of the mark given to the resubmitted work, the overall unit mark would be capped at 50%. Refer to the assessment regulations for further information on the capping of marks for resubmitted work.


Submit coursework as if for the first time (or, as first time):

You would be required to resubmit coursework as above but the mark would not be capped. This normally only occurs where mitigating circumstances have been accepted by the Assessment Board.

Resit exam:

You would be required to take an exam with a new set of questions within a specified timeframe. You would be required to pay a small fee to cover administrative costs for exam resits. Always check the website for details of the resit exam period so that you can avoid booking holidays at this time as the exam dates are not negotiable. Overall unit marks are capped. Refer to the assessment regulations for further information on the capping of marks.

Sit exam as for the first time (or as first time):

If the Assessment Board accepts submitted mitigating circumstances, you may be allowed to sit a new exam paper in the resit exam period with marks uncapped. Always check the website for details of the resit exam period so that you can avoid booking holidays at this time as the exam dates are not negotiable.

Note: If all resubmitted/re-sit work is successfully completed, you would normally be able to proceed to the next stage/graduate with the rest of your cohort.

Repeat units with attendance:

If asked to repeat units with attendance, this means that you have to re-enrol for the units concerned in the next academic cycle and attend all lectures etc and complete all assignments. There will be a charge for the units being taken based on the number of credits affected. Overall unit marks are capped. Please refer to the assessment regulations for further information.

Repeat units with attendance as for the first time (or as first time):

If the Assessment Board accept that you have mitigating circumstances, you may be allowed to re-enrol in the next academic cycle to re-take any failed units by attending all lectures and completing all assignments with marks uncapped. Please refer to the assessment regulations for further information.

Note: It is not normally possible for students to improve their performance by resubmitting coursework, re-sitting exams or repeating units they have already passed. In some circumstances, the Assessment Board may offer students with severe mitigating circumstances the opportunity to do so.


BUSINESS SCHOOL POLICY ON GROUP WORKING/ MARKING

Most courses in the Business School include units that are assessed through group activities. There are many benefits of this type of work, both in enhancing the learning through tackling a complex problem with a group, and in replicating working in a team which is increasingly common in the world of work.

Within each course, the tutors select a balance of working and assessment patterns to maximise the learning opportunities for you.

These guidelines indicate the School’s policies on selection of group, the different ways in which group work can be assessed and how tutors and course management ensure the smooth operation of the process.

1. Group Selection

Tutors will make it clear to participants the basis for selection, as this will vary dependent on the objectives of the work. Possible means are:

a) Tutor selected - usually to gain a balance of skills or nationalities for a particular taskb) Self-selected according to topicc) Self-selected according to preferred working relationships

2. Group Assessment

Usually group work results in a presentation and a written report - usually split 50/50 for marking purposes.

a) Presentation usually results in a group mark, with all members assumed to have contributed equally

b) The group as a whole may submit written reports with all members getting the same mark

c) Individual reports with individual marks may be requiredd) Participants may be offered a choice of b or c, but the choice must be unanimous within

the groupe) Peer group assessment is sometimes used, but the tutor will make it clear why this is

used, what level of influence it has on the marks and all participants will need to agree to the process.

3. Resolving Difficulties

Part of the value of working in a group is taking part in the process of managing group relationships while achieving the group task. There may well be times when one or more group members feel that others are not playing their part. The primary responsibility for resolving these difficulties lies with the group. If a group feels that differences cannot be resolved in this way then the members should discuss the problem with the tutor responsible for the unit, who may involve the course tutor. This process should lead to a satisfactory solution.


APPENDIX E – ELECTRONIC SUBMISSION OF ASSIGNMENTS

Assignment Submission via myBU – A Guide for Students

1. On the unit screen, click Assessment in the left-hand panel.

On this screen you will see details of the assignment plus the due date.

2. Click on the title in red at the top of the message.

3. On the next page you will see details of the assignment again plus any attachments you will need.


4. Scroll down the page to the Assignment Materials section.

5. Click on either of the Browse buttons (depending on where you have saved your assignment) to select your assignment and download it.

NB. Please DO NOT add any text in the text box or use the text box to download your assignment.

6. Click Submit.NB. Do not use the ‘Save as Draft’ option, this does not submit the Assignment.

Your assignment has been successfully submitted.

Please note:You can check to see if your Assignment has uploaded correctly – go through the "My Grades" option (or you can try again, if successful you will get an "already submitted" message).

Also, if it is still before the 12 noon deadline you can request your attempt be removed to enable you to submit again. All requests to remove your attempt must be through your Programme Administrator.


APPENDIX F – GETTING STARTED WITH myBU

A GUIDE FOR THE BUSINESS SCHOOL POSTGRADUATE STUDENTS

During your study programme at Bournemouth myBU will be your Virtual Learning Environment (VLE). You can access myBU from any computer with a web browser and an internet connection. It is important that you access myBU on a daily basis to see what announcements and other materials have been posted relating to your programme.

This guide takes you through the simple steps required to access the notices, lecture notes, presentations and Library resources relating to your programme, and to the University-wide organisations/communities that may be of interest to you.

Please note that some screens and terminology may differ from those shown below as developments to the program are ongoing at the time of writing these guidelines. This should not cause you any problems.

IT IS ADVISABLE TO LOG INTO myBU USING MOZILLA FIREFOX.

LOGGING ON

1. Open your Web browser. If you are on campus, myBU will have been set as your Home page. From off campus the url is http://myBU.bournemouth.ac.uk

2. Find the Login box on the myBU Welcome to myBU page:

3. Type in your Username and Password – these are the same as your normal login to the University network.

Note – If you have any problems with the login process, contact IT Services on 01202 965515 or https://bournemouth.service-now.com/. They will need to know your username and programme.


https://bournemouth.service-now.com/

http://myBU.bournemouth.ac.uk/

ACCESSING YOUR COURSES

WELCOME PAGE

When you log into myBU you will see the Welcome page with tabs along the top linking to other pages. In the centre of the Welcome page you will see a box containing links to your programme (My Communities) and individual units. The information you see here comes from the Student Record System. If the information is incorrect, contact your Programme Administrator immediately. To the right of this is another box which will tell you whether or not there are any Announcements (messages) relating to your programme and units which have been posted in the last 7 days.

MY UNITS

When you select a programme unit, the left-hand side of your screen will show the navigation links to all the information posted relating to that unit.

Click a link to view unit information, materials, etc.

MY COMMUNITIES

This gives you access to your Programme page and the communities (organisations) you may have joined, for example Special Interest Groups or Student Union Clubs and Societies. To view all University-wide communities, under Tools (on the left-hand side of the screen), click Browse all communities. This will allow you to view the communities set up under each of the subject areas listed.


BUSINESS SCHOOL PG IT SUPPORT (Within ‘BS PG Students’ Community)

As a student in The Business School at Bournemouth University, there are numerous ways in which you can get help with your IT problems. These can be via:

IT Services 24 hour IT Helpline on 01202 965515 A visit to IT Services Help Desk situated on the ground floor of the Sir Michael

Cobham Library on Talbot Campus IT Services online IT help facility entitled ITS-I Skills accessed via your My

Community tab on myBU IT Workshops provided by IT Services

Your attention is also drawn to a community set up on myBU specifically for Business School students. After registration, you will be enrolled in The Business School PG IT Support Community. Here you will find workshop exercises and user guides relating to:

myBU – How to get started, working in groups and online assignment submission

The Bournemouth University IT Network – using the wireless network or the blue sockets provided for your laptop

Assignments and Final Project Office 2007 – all you need to know to format your dissertation

Excel 2007 – from basic to more advanced exercises MS Project – if you are interested in project management PowerPoint 2007 – how to create an animated presentation SPSS – a basic user guide on how to set up a database to analyse quantitative

data Word 2007 – all you need to know to create your assignments and dissertation

LIBRARY TAB

Here you can access specific library modules such as a federated search engine to access Databases, E-journals and E-books. There are also links to myBU Integrated Library Resources, as well as other resources such as past exam papers.

You might find the Academic Skills tab very useful, they have information about assessment, plagiarism and much, much more.

THE BUSINESS SCHOOL TAB

Here you can view your class lists, see contact details of key people there are also links to regulations, forms and resources.


ACADEMIC SKILLS TAB

It may have been some time since you wrote an essay; if you require development of your learning and presentation skills, select the ‘Academic Skills’ tab on your myBU home page. Here you will find resources which can assist you in developing academic skills that are essential to presenting your work and effectively demonstrating your subject knowledge. The materials located here will enable you to evaluate your current skills and then provide you with activities that guide you in building up the appropriate expertise you will need for success in your academic work.

If you require advice and support which relates specifically to research or other library skills then you may prefer to go directly to the ‘Using Information Community’ which can be accessed by clicking on the link under the heading ‘Communities in which you are participating’ on your myBU home page.

Here is a brief outline of some of the topics you can find by clicking on the ‘Academic Skills’ tab on your myBU home page:

Academic writing: Generally, academic writing means adopting an objective approach and using correctly referenced evidence to underpin your argument. However, different types of assignments may require particular types of academic writing. Locate the ‘Reading and Writing’ heading and click on ‘Academic Writing’. You will find a range of resources to help you successfully complete your academic assignments no matter what the style.

Critical analysis: Problems with academic writing often reflect an inability to critically analyse. Yet this is an academic skill that can be learned and improved upon like any other. The most fundamental skill is applying critical awareness to your reading. Learning how to identify the strengths and weaknesses in academic texts not only provides grounding in the production of good literature reviews, it also helps to embed an understanding of what expectations lecturers will have of your own written work. Go to ‘Learning Activities’ and select ‘Critical Thinking’ for a variety of useful resources.

Electronic communication: Electronic communication within our lives provides greater potential for flexible study. This is reflected in the integration of online learning and assessment into academic programmes. For a basic introduction and guidelines for these study tools follow the link for ‘Electronic Communication’ under the heading ‘Communication’.

Reflective Learning: Reflective learning may be required in some units, for example maintaining a ' reflective' journal or submitting a 'reflective assignment'. If you wish to become more familiar with this particular style of learning and writing then go to ‘Learning Activities’ to access the information provided on this topic.

Study strategies: Use this link in the ‘Learning Activities’ area to find interactive materials which will help you recognise the best conditions for studying, assess your own particular learning style, adopt good study habits, cope with stress and manage your time.


These are just a few examples of the material available, but there is much more on offer in the Academic Skills tab.

For further help and advice on any of the topics in the Academic Skills tab, please e-mail [email protected] or telephone +44 (0)1202 965959 and the team will respond quickly to any enquiry.

HELP

Here you will find student guides and information about myBU plus contact details if you require further help.

OTHER TOOLS AND RESOURCES

Each screen within myBU contains links to other screens and help pages. The following 3 will be of particular interest and help to you:

Tools: provides links to Unit and Community Catalogues which you can browse. You can enrol in a community where the enrol button is visible. You can also view your grades via My Grades.

BU Resources: provides access to your University e-mail, your timetable and h: drive (read only). Also provides access to the Student Portal.

LOG OUT

Don’t forget to Logout at the top of the screen when you exit myBU.



APPENDIX G – ABOUT askBU STUDENT SERVICES

askBU is a centralised accessible and convenient enquiry and information service for all students at Bournemouth University.

This service is able to offer guidance and assistance with all routine non-academic enquiries such as:

Student Financial Support including Bursaries, Scholarships and Funding International Student Support including immigration, visa issues and working in the UK Changes to Addresses and Personal Details Re-setting and Re-issuing Computer Passwords Council Tax Exemption Certificate replacements Exam Timetables Graduation Queries Orientation Queries (where to find…) Student ID Card replacements Standard letters to confirm student status, to open bank accounts, or to apply for

extensions to an international student visa

In addition, the askBU Students Service will offer advice and guidance in relation to procedural issues such as University rules and regulations, mitigating circumstances, complaints, appeals etc., as well as acting as a signposting service, referring students to the correct department or contact as appropriate.

The askBU Students Service can be contacted in person at either of the following locations:

Talbot Campus Lansdowne CampusThe Base, Poole House 1st Floor, Bournemouth HouseFern Barrow 17-19 Christchurch RoadPoole BournemouthBH12 5BB BH1 3LE

Standard Term Time Opening Hours:8.30 am – 5 pm, Mondays to Thursdays8.30 am – 4.30 pm, Fridays

The service will normally be closed between 2.00 pm and 3.30 pm on Wednesdays for team development/training.

E-mail: [email protected]: +44 (0)1202 969696

(internal ext: 69696 including from University managed accommodation)



APPENDIX H – CITING BIBLIOGRAPHIC REFERENCES AND LIBRARY INFORMATION

BU Guide to Citation in the Harvard Style

Available in alternative formats. Please ask: Tel. +44(0)1202 965959 E-mail [email protected].

When writing a piece of work you will need to refer in your text to material written or produced by others. This procedure is called citing or quoting references. Consistency and accuracy are important to enable readers to identify and locate the material to which you have referred. The same set of rules should be followed every time you cite a reference.

The principles used in the Harvard System, also known as the ‘Author Date’ method, are widely applied and interpretations exist which differ from the Bournemouth University guide. However, our guidance is based on British Standards for the citation of references in the Harvard Style and interpretations of that system used in academic and research institutions.

You are also recommended to consult our InfoSkills web pages - where you will find worked examples of references using, as appropriate, either the Harvard System or the OSCOLA system for citing legal materials.

When you submit work for external publication please follow the guidelines for authors issued to you by your publisher. These may differ from the guidelines set out here: http://www.bournemouth.ac.uk/library/citing_references/citing_refs_main.html

Remember that you must acknowledge your source every time you refer to someone else's work. Failure to do so amounts to plagiarism, which is against the University rules and is a serious offence. Further information on how to avoid plagiarism can be found on the following web page: http://www.bournemouth.ac.uk/library/how-to/plagiarism.html

When you are copying or downloading material, you must also ensure that you comply with copyright rules. Further information about copyright can be found on notices next to photocopiers, and on the copyright compliance web pages at http://www.bournemouth.ac.uk/library/using-the-library/copyright.html. When including third party material in theses and dissertations it is the responsibility of the individual to ensure the appropriate copyright permission has been obtained.

A version of the Bournemouth University Harvard Style is available for EndNote users from http://www.bournemouth.ac.uk/library/how-to/citing-refs.html


http://www.bournemouth.ac.uk/library/how-to/citing-refs.html

http://www.bournemouth.ac.uk/library/using-the-library/copyright.html

http://www.bournemouth.ac.uk/library/citing_references/citing_refs_main.html


LIBRARY INFORMATION

Sign-on to Bournemouth University Library E-resources

Off-campus you will be able to access the majority of Library e-resources using your Bournemouth University login.

On-campus access to e-resources from within Bournemouth University campuses will not normally require a login.

To access Library e-Resources it is recommended that you use the links on the Library tab on myBU or the Library web pages. These links have been created specifically to optimise ease of access.

A small number of e-resources have specific usernames and passwords. Details are available, via the Library tab on myBU. If you have any questions about this please do not hesitate to contact the Library staff.

Library Catalogue

Access the Library Catalogue at: http://catalogue.bournemouth.ac.uk/TalisPrism/index.do or via myBU to search for books, journals and multimedia. You can search many of the resources by title, subject, keyword or author. If you know the item you're looking for, simply type the author and title in the boxes. Otherwise type what you are looking for into the keyword box. Then choose where you want to search from the list of Library Sites and simply click the Search button. Reading lists, provided by your tutors, are a good starting point for your search.

mySearch

Access mySearch at: http://www.bournemouth.ac.uk/library/resources/mySearch.html or via the library tab on myBU. mySearch is an interface which allows you to search across a range of library resources simultaneously. Resources can be selected by using pre-defined subject categories or by selecting resources from an a-z list. The mySearch quick search box allows you to search databases, e-journals and e-books by selected category.

Databases

Access specific databases at: http://www.bournemouth.ac.uk/library/resources/databases.html by selecting either the A-Z or the subject options. Alternatively use myBU to select ‘Databases’ under the ‘Further Information’ heading on your library page. Information located on the databases may include bibliographic information, giving reference to journal articles, conference proceedings, book chapters and newspapers. Frequently you will be


http://www.bournemouth.ac.uk/library/resources/databases.html

http://www.bournemouth.ac.uk/library/resources/mySearch.html

http://catalogue.bournemouth.ac.uk/TalisPrism/index.do

able to access full text documents. You will also find data such as company financial information here.

E-books, Journals and Newspapers

You can also locate electronic books, journals and newspapers. Approximately 57,000 e-books are available; most can be found by searching the library catalogue. Access to a wide range of full text electronic journals or e-journals is also available. Links may be to individual titles or packages of titles, grouped by subject or publisher. A selection of newspapers can be accessed in full text with the option to search across a number of newspapers simultaneously. In addition, links to a range of newspaper web sites are available. Simply select the appropriate link under the ‘Further Information’ heading on your myBU library page.


APPENDIX I – LIBRARY I-FLOOR

Library i-floor – 1st Floor, Executive Business Centre (EBC)

The Library i-floor on the 1st Floor of the Executive Business Centre is the focus of Library service provision for all Business School postgraduate students based at the Lansdowne Campus.

It provides access to the Library’s extensive portfolio of online resources, via both 5 'technobooths' with PC and interactive touch screens and also 16 PCs, plus silent and group study spaces and a social learning zone.

To support EBC students, during Autumn Term 2009, weekly timetabled Subject Advice support, where no prior appointment is necessary, will be provided, 4pm - 6pm, Monday - Friday. Students wishing to make a separate 1-2-1 appointment can do so. However, please try to use the above-mentioned Subject Advice times for an initial consultation.

Scheduled Library Induction and ‘information skills’ sessions will also be timetabled during the Autumn Term. Following the Autumn Term, patterns of use of the weekly timetabled Subject Advice support will be reviewed and, if appropriate, revised as needed for the rest of the year.

In addition, students can access all existing library services provided by ‘virtual means’ – both School-specific, via.

Direct telephone contact with members of the Business School Subject Team, with expert support on Business, Management and Law, via:

Anne Davey ext. 65260 Melissa Bowden ext. 65570 Jean Harris ext. 65477 Martin Foy ext. 65461

E-mail to BS/SM Subject Team names as above or to [email protected]

and generic, with referral onwards as required via the Library’s Information Line 01202 (9)65959 or, via the Library tab on myBU, the Library Chat and Ask BU service at: https://us.refchatter.net/chat/[email protected]?skin=705&identity=Librarian

Print postgraduate Business, Management and Law textbooks and journals plus additional access to printing, photocopying and open access computing facilities are provided at Bournemouth House Library, and Open Access Centre at Studland House. Wherever possible, key texts are made available in full or as scanned chapters accessible via Unit Reading Lists or Unit Materials on myBU. Likewise, the vast majority of relevant journals are accessible e-journals via the Library tab on myBU.


https://us.refchatter.net/chat/[email protected]?skin=705&identity=Librarian

https://us.refchatter.net/chat/[email protected]?skin=705&identity=Librarian


APPENDIX J – LINKS TO STUDENT RULES, REGULATIONS AND POLICIES

Academic Offences www.bournemouth.ac.uk/student/academic-offences

Accommodation www.bournemouth.ac.uk/student/accommodation-rules

Admissions www.bournemouth.ac.uk/student/admissions

Appeals www.bournemouth.ac.uk/student/appeals

Assessment www.bournemouth.ac.uk/student/assessment-rules

Complaints www.bournemouth.ac.uk/student/complaints

Conduct and Welfarehttp://portal.bournemouth.ac.uk/C6/Welfare/default.aspx

Finance www.bournemouth.ac.uk/student/financial-rules

Intellectual Property www.bournemouth.ac.uk/student/ip-rules

Library www.bournemouth.ac.uk/student/library-rules

Mitigating Circumstances www.bournemouth.ac.uk/student/mitigating

Research www.bournemouth.ac.uk/student/research-rules

Student Policies, Procedures and Regulations www.bournemouth.ac.uk/student/rules

Transport www.bournemouth.ac.uk/student/transport-rule

Use of IT Facilities www.bournemouth.ac.uk/student/ict-rules


http://www.bournemouth.ac.uk/student/ict-rules

http://www.bournemouth.ac.uk/student/transport-rule

http://www.bournemouth.ac.uk/student/rules

http://www.bournemouth.ac.uk/student/research-rules


http://www.bournemouth.ac.uk/student/library-rules

http://www.bournemouth.ac.uk/student/ip-rules

http://www.bournemouth.ac.uk/student/financial-rules

http://portal.bournemouth.ac.uk/C6/Welfare/default.aspx

http://www.bournemouth.ac.uk/student/complaints

http://www.bournemouth.ac.uk/student/assessment-rules

http://www.bournemouth.ac.uk/student/appeals

http://www.bournemouth.ac.uk/student/admissions

http://www.bournemouth.ac.uk/student/accommodation-rules

http://www.bournemouth.ac.uk/student/academic-offences

APPENDIX K – LEVEL M DESCRIPTORS AND GENERIC ASSESSMENT CRITERIA

1 General

1.1 Intellectual /cognitive skills

1.1.1 The student acquires and demonstrates great depth of knowledge in a complex and specialised area, and/or across specialised or applied areas. This may include work at the current limits of theoretical and/or research understandings.

1.1.2 The student develops and demonstrates ability in some or all of the following areas, as appropriate to the subject or course:

mastery of a complex and specialised area of knowledge and skills;

handling of complexity, lacunae and/or contradictions in the knowledge base;

confident selection of tools for a job;

expert use of highly specialised and advanced technical, professional and/or research skills;

effective conduct of research or advanced technical or professional activity;

formulation of solutions in dialogue with peers, clients, mentors and others;

autonomous synthesis of information and ideas;

creation of responses to problems that expand or redefine existing knowledge and/or develop new approaches in new situations;

independent evaluation and argument of alternative approaches to situations, issues or problems;

accurate and justified assessment and reporting of own and others work;

design and application of appropriate research methodologies;

communication of results of own research to peers.


1.2 Operational contexts

1.2.1 The student develops and demonstrates ability to:

operate in complex, unpredictable and normally specialised contexts demanding innovative work which may involve exploring the current limits of knowledge.

work autonomously within bounds of professional practice, taking a high level of responsibility for self and possibly others;

accept accountability in related decision-making, including use of supervision;

take consideration of ethical dilemmas likely to arise in research and professional practice.

2 Descriptor for a qualification at Masters (M) level: Masters degree

2.1 Masters degrees are awarded to students who have demonstrated:

a systematic understanding of knowledge and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice;

a comprehensive understanding of techniques applicable to their own research or advanced scholarship;

originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;

conceptual understanding that enables the student:

to evaluate critically current research and advanced scholarship in the discipline;

to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

2.2 Typically, holders of the qualification will be able to:

deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences;

demonstrate self-direct and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;


continue to advance their knowledge and understanding, and to develop new skills to a high level.

and will have:

the qualities and transferable skills necessary for employment requiring:

the exercise of initiative and personal responsibility;

decision-making in complex and unpredictable situations;

the independent learning ability required for continuing professional development.

3 References

Inter-Consortium Credit Agreement (InCCA) 1998 A Common Framework for Learning

Higher Education QualityCouncil (HEQC) 1997 Graduate Standards Programme: Final Report

4 Source documents

Northern Ireland Credit Accumulation and Transfer Scheme (NICATS):

Revised Level Descriptors (1998)

South-East England Consortium for Credit Accumulation and Transfer (SEEC): Level


LEVEL M GENERIC ASSESSMENT CRITERIA

Very weak fail (0 - 39%)Assessment category

Performance criteria

Subject knowledge and understanding

Little or no evidence of factual and conceptual understanding of the subject, appropriate to this level. There will be little or no evidence of extensive independent study and thinking, or of relevant reading/ research. The student will be clearly unable to work at the forefront of theoretical understanding in their field of study.

Intellectual skills - including analysis, evaluation, and critical judgement

No evidence of appropriate analysis. An inability to independently critically analyse current research /knowledge. Unsubstantiated opinions reflecting a lack of familiarity with key concepts.

Subject-specific skills including applications and problem solving

No evidence of ability to demonstrate the synthesis of ideas and place them within an appropriate context. No original ideas or insights evident.

Transferable skills - including communication and presentation

Unstructured and/ or incoherent. Markedly poor English and/ or inappropriate style. Other presentational aspects, including citations and bibliography may be incorrect or missing. May be seriously deficient in quantity.

Variations within this mark range will generally relate to the adequacy of the approach to the question, and the relative lack of understanding of the material, the paucity and weaknesses of the arguments used, and the factual and conceptual inadequacies. This is likely to be coupled with responses that are largely unrelated to the question and often limited in quantity.

Fail (40 - 49%)Assessment category

Performance criteria


Has been unable to develop in-depth knowledge, appropriate to this level, across specialised and applied areas. There will be insufficient evidence of extensive independent study and thinking. The student will be unable to work at the forefront of theoretical understanding in their field of study.


Has not demonstrated an ability to deal with complexity, contradictions and incomplete data in the knowledge base. An inability to independently critically analyse current research knowledge and argue alternative approaches. Unable to assess own and others’ work with justification and judgement appropriate to postgraduate level.

Subject-specific skills - including applications and problem solving

Unable to independently synthesise information and ideas and seldom, if ever, offers new insights/original responses to problems that expand or redefine existing knowledge. Not able to develop new approaches to unpredictable situations.


Unable to communicate effectively. Presents poorly structured and reasoned arguments that show a lack of maturity appropriate to postgraduate level.

Variations within this mark range will generally relate to the level of understanding, the approach to the question, the factual and conceptual inadequacies, and the relative levels of weakness of the arguments used.


Pass (50 - 59%)Assessment category

Performance Criteria


Has developed in-depth knowledge across specialised and applied areas. There will be some evidence of extensive independent study and thinking. The student will, at times, be working at, or their work will be informed by, the forefront of theoretical understanding in their field of study.


Has demonstrated an ability to deal with complexity, contradictions and incomplete data in the knowledge base. Can independently analyse current research/ knowledge and present alternative approaches. Can independently assess own and others’ work with justification and appropriate judgement.


Can independently synthesise information and ideas and occasionally offer new insights/ original responses to problems and/ or develop new approaches to unpredictable situations.


Can effectively communicate their work to specialist and non-specialist audiences. Presents structured arguments that show a level of maturity appropriate to postgraduate level.

Merit (60 - 69%)Assessment category



Has developed a good in-depth knowledge across specialised and applied areas. There will be clear evidence of extensive independent study and thinking. The student will be working at, or their work will be informed by, the forefront of theoretical understanding in their field of study.


Has demonstrated an ability to deal effectively with complexity, contradictions and incomplete data in the knowledge base. Can independently critically analyse current research/ knowledge and argue alternative approaches. Able to reason effectively. Can independently assess own and others’ work with clear justification and sound judgement.


Can independently synthesise information and ideas and offer new insights/ original responses to problems and/ or develop new approaches to unpredictable situations. Will be able to demonstrate an ability to undertake further specialist research.


Can effectively communicate their work clearly to specialist and non-specialist audiences. Able to present tightly structured, rigorous arguments that show a high level of maturity appropriate to postgraduate level.


Distinction (70 - 79%)Assessment category



Has developed very good in-depth knowledge across specialised and applied areas. There will be clear evidence of very extensive independent study and thinking. The student will generally be working at, or their work will be informed by, the forefront of theoretical understanding in their field of study.


Has demonstrated an ability to deal very confidently and effectively with complexity, contradictions and incomplete data in the knowledge base. Can independently critically analyse current research knowledge and cogently argue alternative approaches. Able to reason in a clear and effective manner. Can independently assess own and others’ work with very clear justifications and sound judgement.


Can independently synthesise information and ideas and create a range of new insights/ original responses to problems that may expand or redefine existing knowledge and/ or develop new approaches to unpredictable situations. Will be able to demonstrate a clear ability to undertake further specialist research. Outstanding problem solving skills.


Can effectively communicate their work clearly to specialist and non-specialist audiences. Able to present confident, tightly structured, stimulating, and rigorous arguments that show a high level of maturity appropriate to postgraduate level.

High Distinction (80% +)Assessment category Performance CriteriaSubject knowledge and understanding

Has developed an exceptional in-depth knowledge across specialised and applied areas. There will be clear evidence of very extensive independent study and thinking. The student will generally be working at, or their work will be demonstrably informed by, the forefront of theoretical understanding in their field of study. Shows considerable mastery of facts and concepts.

Intellectual skills – including analysis, evaluation, and critical judgement

Has demonstrated an outstanding ability to deal with complexity, contradictions and incomplete data in the knowledge base. Can independently critically analyse current research/ knowledge and cogently argue alternative approaches. Able to reason in an exemplary manner. Can assess independently and with confidence own and others’ work with very clear justifications and sound judgement.


Can independently synthesise information and ideas and create a range of new insights/ original responses to problems that may expand or redefine existing knowledge and/ or develop new approaches to unpredictable situations. Will be able to demonstrate a clear ability to undertake further specialist research and make significant contributions to the subject. Outstanding problem solving skills.


Can effectively communicate their work clearly to specialist and non-specialist audiences. Able to present exemplary, tightly structured, highly stimulating, and rigorous arguments that are likely to be at the limits of may be expected at this level.


APPENDIX L – ADDITIONAL LEARNING SUPPORT (ALS)

Accessibility Statement: The ALS Service Operational Statement is available on the University website and is also available in the following alternative formats on request: large print on various coloured paper, audio-cassette and Braille.

1. INTRODUCTION

1.1 The following is a statement of the standards of service that students with additional learning needs can expect to receive from the Additional Learning Support Service (ALSS). Examples of additional learning needs, as understood by Bournemouth University, are:

Specific learning difficulties such as dyslexia, dyscalculia, dyspraxia and dysgraphia;

Physical disabilities, such as deafness, visual impairments or mobility issues; Medical conditions such as chronic fatigue syndrome (ME), multiple sclerosis,

asthma, diabetes or epilepsy; Mental health issues such as depression, anxiety / stress, obsessive

compulsive disorder, bi-polar affective disorder or social phobia, schizophrenia;

Developmental disorders such as Asperger’s syndrome and ADD/HD.

Please note that this list is not definitive but provided as examples only.

1.2 The services outlined below are for students with declared additional learning needs and who are undertaking Bournemouth University programmes at the Talbot and/or Lansdowne campus as well as at the Anglo European College of Chiropractic (AECC). Students studying at partner institutions (e.g. University Centre Yeovil, Bournemouth & Poole College etc.) should contact the learning support or disability officer at the Partner Institution. We can provide you with the contact details for these staff. Students studying at any other locations other than the above should contact the ALSS at the Talbot Campus to discuss their support needs.

2. COMMUNICATION BETWEEN ALSS AND PROSPECTIVE/CURRENT STUDENTS

2.1 The ALSS undertakes to:

a) deliver an appointment with an ALS Adviser within 15 working days during term time and 7 working days during vacations

b) offer an appointment with a Dyslexia Tutor within 15 working days during term time and 10 working days during vacations, subsequent to referral by an ALS Adviser

c) if appropriate, arrange an appointment with an external assessor (e.g. Educational Psychologist, DSA assessor or other Medical or Psychological Practitioner). As these services are provided through individual contracts by an external provider, we cannot be responsible for the frequency or availability of appointments


d) provide information to external assessors about Bournemouth University facilities and support

e) provide communication support workers (BSL interpreter, note-taker or lip-speaker) for appointments if required, subject to notice and the availability of appropriately-trained staff

f) refer you to other University services as appropriateg) provide information in alternative formats on request

2.2 The ALSS expects prospective and current students to:

a) contact the ALSS as early as possibleb) provide evidence of any additional learning needs when requestedc) provide information about any needs relating to academic support,

accommodation, personal care, and any other support that may be requiredd) notify the service as soon as possible if you are unable to attend your

appointment, preferably giving at least 48 hours’ noticee) attend all booked appointments promptlyf) complete appropriate paperwork relating to your additional learning need as

requestedg) keep contact details up to date and notify the ALSS if there are any changes

in your circumstances h) provide any external assessor with an accurate indication of your difficulties

and support needsi) raise any concerns you may have about any assessment undertaken and

the content of any report provided at the earliest opportunity

3. CONTACT WITH OTHER UNIVERSITY DEPARTMENTS

3.1 The ALSS will undertake to:

a) make appropriate recommendations to your School and Registry about support for your additional learning need for non-timed/timed assessment

b) make recommendations to your School, in the case of any issues arising from these recommendations

c) communicate with the Placement Development Unit, Practice Educators and Mentors in Practice, as well as School staff, to ensure appropriate support is identified for off-campus study

d) communicate with the University Estates and Accommodation services to negotiate timely adaptations if reasonable to residential and campus buildings as required

3.2 To ensure that other University departments have adequate information about their needs, potential and current students are expected to:

a) complete all ALSS appropriate documentation, and confirm their agreement with, and acceptance of, recommendations at the earliest possible opportunity

b) raise any potential support requirements for placements/ field trips with the ALSS far enough in advance to allow appropriate arrangements to be made


c) raise any potential support requirements that may affect their accommodation or learning space needs at the earliest opportunity

4. PROVIDING ACADEMIC SUPPORT

4.1 The ALSS can provide academic support such as access to a dyslexia tutor, time and task management mentor, note takers, library assistants, etc. Support workers will not normally provide subject-specific support

4.2 If you have been assessed as needing individual specialist academic support, the ALSS will complete an individual Service Level Agreement with you

4.3 Students are expected to seek permission from academic staff and, if appropriate, peers, to record any teaching sessions for personal study use

5. ACCESSING SUPPORT AND ASSESSMENT THROUGH EXTERNAL PROVIDERS

5.1 The ALSS undertakes to:

a) provide information about appropriate sources of funding e.g. Disabled Students’ Allowance

b) work with Social Services, Occupational Health Practitioners, Personal Care Agencies, equipment suppliers and others, as necessary, to ensure as far as possible that appropriate support arrangements are in place

c) advise on appropriate action if you identify changing or new needsd) help you to investigate alternative sources of funding for academic or

personal care support, if necessary

5.2 The ALSS expects students to:

a) provide appropriate medical or other evidence of any additional learning needs

b) co-operate in making the external assessment appointment and completing relevant paperwork as quickly and accurately as possible

c) contact your Social Services Department as early as possible (and ideally before applying to the university) to discuss your needs in preparation for coming to university and to agree where possible what support and equipment the Social Services Department or Department of Health will fund

d) raise any concerns you may have about the content of any assessment, report, recommendations or process, as appropriate, with the ALSS

e) apply, as appropriate and as early as possible, for additional funding resources, once you become aware of them

6. CONFIDENTIALITY

6.1 Bournemouth University is registered as a Data Controller and collects personal information for the purposes registered with the Information Commissioner. All information is held and processed in accordance with the requirements of the Data Protection Act, 1998 (DPA). Any information provided to the University by


an applicant or student will remain confidential and will only be provided to those University staff who need to know for a particular purpose.

6.2 As required by the DPA, the University will not normally disclose your information to a third party other than with your explicit permission: except where there is a legal obligation to do so. Likewise it is not possible for the University to obtain information about you from a third party (such as a doctor) without your explicit consent.

7. COMPLAINTS

7.1 If you are not satisfied with the provision of services from the ALSS you are advised to follow the students’ complaints procedure which is available on the University website.

7.2 All procedures are available at: http://portal.bournemouth.ac.uk/StudentRegulations/

7.3 Complaints procedures can be provided in hard copy from:

Assistant Registrar (Regulation)Registry, 1st Floor Melbury House1-3 Oxford RoadBournemouthBH8 8ES

8. CONTACT DETAILS

Additional Learning Support ServiceDLG 17, Talbot Campus Library & Learning CentreAcademic ServicesTalbot CampusBournemouth UniversityFern BarrowPooleBH12 5BB

Tel: 01202 965663 Fax: 01202 965844

Email: [email protected]: http://studentportal.bournemouth.ac.uk/learning/als/come-and-talk-to-

us.html

ALSS will be having Drop in Sessions in term time only on Tuesdays from 10 am to 4 pm in S212 (2nd Floor, Studland House).


http://studentportal.bournemouth.ac.uk/learning/als/come-and-talk-to-us.html

http://studentportal.bournemouth.ac.uk/learning/als/come-and-talk-to-us.html


http://portal.bournemouth.ac.uk/StudentRegulations/


APPENDIX M – PLAGIARISM

What is plagiarism?

Plagiarism is the act of using another person's work, or a portion of work, as your own, without attributing it to its original author. Plagiarism is a serious offence and the Student Handbook provides context for how Bournemouth University views and provides support for avoiding plagiarism in your academic writing.

Plagiarism also includes self-plagiarism. This primarily occurs when a student submits a piece of work to fulfil the assessment requirement for a particular unit and all or part of the content has been previously submitted by that student for formal assessment on the same/a different unit.

Further definitions of what constitutes plagiarism and self-plagiarism can be found within the Academic Offences Procedure for Taught Awards information.

For information on student workshops please contact Library and Learning Support on +44 (0) 1202 965959.

Where can I find support for avoiding plagiarism?

The University's guide to Citing References tells you how to acknowledge other people's work properly.

The Academic Skills Community on myBU (Referencing and Plagiarism section) contains further advice and related activities for students.

The Copyright Compliance web page helps you to ensure that you are also working within the copyright regulations.

The JISC Plagiarism Advisory Service offers general advice and guidance on plagiarism to both staff and students.


http://www.jisc.ac.uk/whatwedo/services/pas.aspx

http://www.bournemouth.ac.uk/library/using-the-library/copyright.html

http://mybu.bournemouth.ac.uk/

http://www.bournemouth.ac.uk/library/how-to/citing-refs.html

http://portal.bournemouth.ac.uk/C17/Academic%20Offences/default.aspx

http://studentportal.bournemouth.ac.uk/help/arriving-students/student-handbook.html

APPENDIX N – IT SERVICES

Student Computer Accounts

A student user account, including a home directory (H drive) and e-mail account, will be set up for you at the beginning of your first course at the University. Log-in details and passwords will be sent to you as part of the on-line registration procedure. When you change your password remember that a minimum number of 8 characters must be used and there should be a mix of UPPER and lower case characters, numbers and symbols. Please do not include 3 consecutive letters from your name in your password, as the system will not allow this. Note your password has a lifetime of 115 days and that your account will lock after 5 failed log-ins.

Student E-mail Accounts

All students are given an e-mail address. The e-mail address is your [email protected]. When you access your e-mail for the first time using Outlook Live you will need to provide some information. Follow the instructions on screen. You only need to do this once. The web address is www.outlook.com and click Log-in Services box. Please do not change your password again. Your Outlook Live password is linked with your log-in at the University. Please note – your Windows Live ID is your e-mail address.

Off-Campus Access

When you are studying off campus, access to your H drive and e-mail is available at all times through myBU, the University’s virtual learning environment.

For further information go to: http://studentportal.bournemouth.ac.uk/learning/it-support/index.html

If you experience any problems, telephone the IT Service Desk, which provides 24 hour telephone support 7 days a week, on +44 (0)1202 965515.

Student Portal

The student portal at http://studentportal.bournemouth.ac.uk is an excellent resource that brings together a wide range of information and services in a single place and we encourage all students to make use of this on a regular basis. Within the student portal you will find information on current news and events, quick links to the most used areas of information, access to log-in services such as myBU and student email, the library resources and the Student’s Union. The askBU link on the portal will take you to sources of useful information, help and advice and if you can’t find what you are looking for, our ‘Frequently asked questions’ tool allows you to search for an answer to your query.


https://taw.bournemouth.ac.uk/owa/redir.aspx?C=15a553263ecd4be38d416e05644dd997&URL=http%3A%2F%2Fstudentportal.bournemouth.ac.uk%2F

http://studentportal.bournemouth.ac.uk/learning/it-support/index.html

http://www.outlook.com/


APPENDIX O – ALUMNI ASSOCIATION

ALUMNI ASSOCIATION

Alumnus (n), alumni (npl), a graduate of a college or university, from the Latin alere to nourish

Did you know that (exams permitting!) you’ll be a BU alumnus next summer?

As a BU graduate you are automatically a member of the Alumni Association and have access to a wide variety of fantastic services and benefits. You can also use our new alumni website to

stay in touch with your friends see what’s going on at BU find out about reunions look at how we can continue to help you and much more…

You will also receive our free, bi annual magazine, Talbot. It’s a great way to keep in touch and find out what your fellow graduates are up to.

Have a look at www.bournemouth.ac.uk/alumni, click through from the BU homepage, or contact us at [email protected] for further info.

Alex LiivetAlumni Association Manager



http://www.bournemouth.ac.uk/alumni

APPENDIX P – PLACEMENT & CAREERS SERVICE

Jobs, Placements and Careers

Our service is here to support you in all of these activities during your time at BU.

JobsWe advertise part-time jobs through the university Job Shop. Come to the Placement & Careers Service to view job adverts, or access them throughhttp://www.gradsouthwest.com/cms/ShowPage/Home_page/Student_Zone/p!eaLjbXl

We can support you with applications and your CV to ensure you have the best opportunity to secure jobs. Pop in and see us for a quick CV review, we can provide practical and constructive suggestions and feedback.

CareersNot sure where your degree could take you?No idea what you want to do?Need help with job search strategies?Need advice on what makes an effective application?Want to know what different job sectors offer, and how to go about finding available jobs?Looking for alternatives to employment when you graduate?Don’t know where to find information?

Our professionally qualified staff are here to support you. Contact them either through your School Office or in the central Placement & Careers Service, locations and contact details below.

In addition, check the website for our ongoing programme of Placement & Careers and company led presentations and workshops.

You can access information, advice and guidance in any of the following ways;

At the central Placement & Careers ServicePG04Poole House (by the lifts)Talbot Campus01202 [email protected]

Web based resourcesPlacement & Careers Service websitehttp://www.bournemouth.ac.uk/careers/Access this website for loads of information, resources, help, learning materials and further links.Use our e-guidance facilities

myBUFind your School Placements and Careers pages under the ‘BS Students’ link under ‘My Communities’ on the welcome page. In addition, visit the Placement & Careers Community also under ‘My Communities’.

Don’t forget to access Destinations® career learning materials.


http://www.bournemouth.ac.uk/careers/


http://www.gradsouthwest.com/cms/ShowPage/Home_page/Student_Zone/p!eaLjbXl