MBA - Handbook - Univ of Wales

UNIVERSITY OF WALES
LAMPETER
PROGRAMME OF STUDY HANDBOOK
MBA Programme
2009-2010
Contents
INTRODUCTION ................................................................................................................................ 1
ACADEMIC YEAR 2009/2010 ........................................................................................................... 2
MODULAR TERMINOLOGY ............................................................................................................... 3
THE PROGRAMME SPECIFICATION MBA PROGRAMME .................................................................. 4
MODULAR STRUCTURE .................................................................................................................... 6
MODULE SUMMARIES ..................................................................................................................... 7
MODULE DESCRIPTIONS – COMPULSORY MODULES .................................................................. 7
MODULE DESCRIPTIONS – PATHWAY MODULES ..................................................................... 10
ASSESSMENT .................................................................................................................................. 19
DISSERTATION ................................................................................................................................ 20
GOOD PRACTICE IN ASSIGNMENT WRITING ................................................................................. 22
ADVICE FOR THE PRODUCTION OF COURSEWORK ....................................................................... 24
REFERENCING IN WRITTEN ASSIGNMENTS, DISSERTATIONS AND BIBLIOGRAPHIES ................... 26
PLAGIARISM ............................................................................................................................... 26
PLAGIARISM: REGULATIONS, PROCEDURE, AND PENALTIES .................................................... 26
AVOIDING PLAGIARISM ............................................................................................................. 27
PERSONAL TRANSFERABLE SKILLS ................................................................................................. 31
INTRODUCTION
This handbook provides you with detailed information about your course, or Programme of Study, and
about the modules that will be offered for study in the academic year 2009-2010.
The University has made every effort to make the information as full and as accurate as possible, but you
should note that minor changes in the organisation of modules between the planning stage and the actual
teaching are inevitable. We shall try to keep any such changes to a minimum, and you will receive plenty
of advance warning in the event of any alteration. We would also be grateful if you would let us know
about any changes that you think might be helpful if introduced into future handbooks.
CURRENT MEMBERS OF STAFF
The following members of staff will be teaching on your Programme of Study:
Conny Matera Rogers (Head of Department)

Dr Jill Venus (Entrepreneurship: Programme Coordinator)
Steve Emmens (HRM: Programme Coordinator)
(Leadership: Programme Coordinator
Huw Thomas (Marketing: Programme Coordinator)
Roisin Mullins (Information Management: Programme Coordinator)
Bernadette Byrne
Anthony Burns
Jeff Squirrel
Dave Batholomew
Lianfeng Quan
Rachel Casiday
Mike Hemming
Availability of Staff
All staff provide details of the times they are available each, clearly displayed on their office doors.
Appointments can also be arranged by e-mailing a member of the academic staff.
Pastoral Support
Each student will be allocated a personal tutor at the beginning of the academic year. Details of the
arrangements for Pastoral Support are contained in the University Regulations – Student Guide, and
reference is also made to it in the Student Survival Guide.
Academic Regulations & Procedures
The information provided in this handbook should be read in conjunction with the University Regulations
– Student Guide, and information provided by the University Registry and School Office concerning various
academic procedures.
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ACADEMIC YEAR 2009/2010
The academic year 2009/2010 will be divided up as follows:
Term 1: 05/10/09 – 18/12/09

Term 2: 11/01/10 – 26/03/10
Term 2: 26/04/10 – 11/06/10
It is vitally important that the University Registry has an accurate record of your personal details at all
times. It is equally important to ensure that you are registered on the correct Programme of Study and on
the correct modules. Failure to inform the Registry of any changes in this respect is likely to cause some or
all of the following problems;
• delay in obtaining your student loan;
• failure to keep you generally informed;
• failure to contact you in an emergency;
• clashes on your examination timetable and delays in its production;
• failure to progress to the next level of study as a result of not completing sufficient credits at the
correct level;
• delay in graduation as a result of not completing sufficient credits at the correct level;
• general inefficiencies in administrative processes resulting in delays for other students.
You are also required to provide the Registry with a Medical Certificate if you are unable to complete your
coursework by the published deadline or to attend an examination for medical reasons. Your doctor may
charge a fee for producing a Medical Certificate if you have been ill for less than 7 days. Since coursework
assessment tasks are set at the start of each Semester, it should be possible for you to plan your work in
such a way that production of a Medical Certificate is unnecessary unless you have been ill for more than 7
days. In other words, you should aim to complete each coursework assessment task at least a week before
the hand in date.
If you have any special needs in terms of assessment, it is your responsibility to liaise with student services
regarding those needs at the start of the academic year, so that they can be taken into account as the
assessment is planned.
Note that the period between the end of the summer examinations and the end of the summer term is an
independent study period, which should be used to prepare for your next year of study. Further details will
be provided by your Programme Co-ordinator.
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MODULAR TERMINOLOGY
Programme of Study (course)
A Programme of Study or course is the collection of modules leading to a particular award.
Module
A module is an academically coherent unit of learning activity with defined aims/learning outcomes,
content and assessment scheme.
Module Credit Rating
Every module has a credit rating. Credit is an award made to a learner in recognition of the verified
achievement of designated learning outcomes at a specified level.
Level of Study
A level is assigned to each module to define the standard of its academic demand. The basic
characteristics of study at Masters’ level, which is called Level 7 in the National Qualifications Framework,
may be defined as follows:
Learning accredited at this level will reflect the ability to display mastery of a complex and specialised
area of knowledge and skills, employing advanced skills to conduct research, or advanced technical or
professional activity, accepting accountability for related decision making including use of supervision.
Level 7 modules will be of the standard encountered in a Master's degree. Courses using Level 7
modules will require the academic experiences and skills of a student who possesses a degree or
equivalent qualification.
Students should note that the expectations and demands of work at Level 7 is higher than those at
undergraduate Levels 4-6, and that this will be reflected in the assessment and marking of the module
assessments.
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THE PROGRAMME SPECIFICATION MBA PROGRAMME
Section A: Basic Programme Description

1. Programme title MBA
2. Modes Minimum period of registration:
(min. and max. duration) 1 year full time – fee paying, (but one more year ‘free’ for
dissertation)
2 years part time – fee paying for 3 years (including
dissertation)
Maximum period of registration:
2 years full time
5 years part time
3. Awarding Body UWL
4. Teaching location(s) UWL and selected partner locations and utilising blended
learning
5. Final award(s)/title(s) Degree of Master of Business Administration (180 credits)
Postgraduate Diploma in Business Administration (120 credits)
6. Date of initial validation 2006
8. Programme Director C S Matera-Rogers
9. Pathway co-ordinators
MBA Leadership S Emmens
MBA HRM S Emmens
MBA Marketing H Thomas
MBA Entrepreneurship J Venus
MBA Information Management R Mullins
10. Date of first intake January 2007
11. Frequency of intake September
January
June
12. QAA Benchmark Statement(s) Benchmark Statement for Masters Wards in Business and
Management
Section B: Programme Details

1. Programme Aims The MBA is a Masters level programme of study for managers or aspiring
managers to be delivered in the context of the Quality Assurance Agency for
Higher Education Benchmark Statement for Masters awards in Business
Management.
The MBA aims to develop management and leadership skills. It aims to
develop students’ ability to apply knowledge and understanding to complex
management problems to improve business and management practice.
It aims to provide students with a level of skills, knowledge and
understanding, which will equip them with the professional skills needed in
today’s complex and turbulent business environment. The proposed
programme offers the necessary knowledge in the core functional areas of
business management and aims to provide opportunity for reflection on
current practice and developments in the field.
The programme aims to promote the practice of life-long and independent
learning and to develop managers and future leaders, equipped with the
ability to work autonomously, with creativity and originality and committed
to their own personal development.
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2 Programme Learning outcomes are set within the context of the QAA Benchmark
statements for Masters awards in Business and Management.
On successful completion of the postgraduate Diploma in Business
Management, students will typically have gained:
1. a critical understanding of organisational theories and a critical awareness
of current issues in business management
2. the ability to analyse critically organisational behaviour and to identify
potential consequences for stakeholders
3. the ability to analyse critically and develop organisational strategies which
meet the dynamic needs of stakeholders
4. a critical understanding of theory relating to the management of strategic
change and the ability to apply this to their organisational context.
On completion of the full award of MBA, students will be able to specialise in
an area of their choice and will typically also have gained:
1. a critical understanding of a wide range of research methods
2. the ability to appraise critically and synthesise extant theory
3. the ability to identify organisational issues requiring assessment and
analysis and to design, implement and report such organisational research
3. Development of The QAA Benchmark Statement for Masters awards in Business and
Key Generic and Management states that students achieving such awards are expected to be
Subject-specific able to demonstrate a range of cognitive and intellectual skills and techniques
Skills specific to business and management, as well as personal and interpersonal
skills. The following are some of the skills which the programme is designed to
develop:
1. critical thinking and creativity
2. problem solving and decision making
3. information and knowledge gathering
4. numeracy and quantitative skills
5. effective use of communication and information technology
6. two-way communication
7. personal effectiveness
8. effective performance within a team environment
9. leadership and performance management
10. ethics and value management
11. ability to conduct research into management issues
12. learning through reflection on practice
4. Teaching / The learning and teaching strategy aims to develop independent learners,
Learning and which is consistent with Masters Level study. There will be integration of
Assessment theory and practice in all modules and the dissertation requires students to
Strategies conduct empirical and original research into a current business management
issue. The class room based teaching will be interactive and students will be
expected to read and research widely and to participate freely during teaching
and seminar sessions.
5. Entrance Successful applicants must meet at least one of the following criteria:
requirements a) Possession of a good honours degree, defined as Second Class, Lower
Division (2:2) but preferably above that classification
b) An equivalent or appropriate professional qualification
c) Have relevant experience and, by support from an academic referee who
can attest to their ability to study at Masters level, show that they have the
ability to benefit from the programme
d) At least two years employment experience, preferably in a managerial or
supervisory capacity
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MODULAR STRUCTURE
CORE (TAKEN BY ALL STUDENTS)

Finance for non financial managers 10 credits
Human Resource Management 10 credits
Marketing Management 10 credits
Defining Entrepreneurship 10 credits
Introducing Leadership 10 credits
Research Methods 10 credits
Tools of Strategic Management 10 credits
Workplace Psychology 10 credits
PLUS PATHWAY OPTIONS:

1. MBA Leadership
Management Practice 10 credits
Developing Leadership 10 credits
Leadership & Events 10 credits
Leadership Project 10 credits
2. MBA HRM
International HRM 10 credits
Quality Systems 10 credits
Managing Diversity 10 credits
HR Project 10 credits
3. MBA Marketing
Consumer Behaviour 10 credits
Global Marketing 10 credits
Integrated Marketing Communications 10 credits
Marketing Project 10 credits
4. MBA Entrepreneurship
Management Practice 10 credits
Growing and Managing Entrepreneurial Business 10 credits
Innovation 10 credits
Entrepreneurial Project 10 credits
5. MBA Information Management

Management Information Systems 10 credits
Business Decision Making 10 credits
E-business Strategy 10 credits
Information Management Project 10 credits
MBA Dissertation 60 credits
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MODULE SUMMARIES
MODULE DESCRIPTIONS – COMPULSORY MODULES
MBA2310 Finance for the non Financial Manager

The role of the manager in the modern business environment demands a grasp of complex financial tools
that are available. These are of primary importance in contributing to the success of an organisation’s
strategy.
This module attempts to deal in some detail with the financial impact of routine business decisions that are
taken by the management of an organisation from the viewpoint of managers who are not directly
involved in the finance function. It attempts to make the student consider the financial impact of any
management decisions that may need to be made.
Particular topics will be:
• Capital investment decisions
• Company accounts
• Financial analysis
• The management of working capital
• Business performance
Teaching sessions attempt to be interactive and will involve case study analysis, scenario building and
discussions. This will facilitate the development of analytical, evaluation, communication, team and
leadership skills through self-directed, discovery and peer assisted learning.
MBA1710 Human Resource Management

People are an organisational resource, indeed, for some organisations, they are the key resource.
HUMAN RESOURCE MANAGEMENT is about the managerial and leadership processes which enable people
to give of their best in today’s turbulent working scenarios. To that end, the syllabus content is less
concerned with the academic study of human and organisational behaviour, but concentrates more on the
development of effective, pragmatic, yet innovative solutions to the issues surrounding the need to
maximise people’s productivity, efficiency and effectiveness.
Like any resource, however, people may be used wastefully: they may be employed at well below their
potential, performing tasks which do not stretch their capabilities and which are ultimately alienating in
their psychological impact on the employees involved. Alternatively, people may be managed and led in
ways which inspire them to be highly motivated and to demonstrate long-term commitment to both their
roles and the organisation which employs them. When this is achieved, the performance of its people
becomes a major differentiator for the organisation and a source of long-term competitive strength.
• To develop the student’s knowledge and understanding of:
Individual differences, especially in such fields as learning, personality, motivation and attitudes, with
particular reference to the relevance of such differences for recruitment, selection, deployment,
development, and employee performance in an organisational setting.
• The changing nature of the ‘psychological contract’ between organisations and their employees,
together with the implications for employability, flexible working, commitment, and managerial
leadership.
• Each major dimension of human resource management in practice, i.e., human resource planning,
recruitment, selection, induction, training/development, reward systems, and people
review/appraisal.
• Techniques for effective communication in all work-related situations, i.e., with subordinates and with
seniors, through collective representational procedures, and with teams.
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MBA2210 Marketing Management
Many people still think of marketing as the study of advertising or selling. However, the factors that need
to be considered when developing and executing marketing programmes are far more involved than this.
They include identifying and analysing markets and understanding buyers’ behaviour.
This module provides an overview of the basic elements and philosophies of marketing, as well as some
background knowledge on the evolution and development of marketing practices, right up to current
practice in this field. Particular areas to be addressed are:
• Definitions and evolution of marketing
• The purpose, role and function of marketing
• Relationship marketing
• The marketing mix
• New Product Development
• Marketing strategy and planning
• On-line marketing
Teaching session will be interactive and will involve students in practical exercises, case study analysis,
scenario building and discussions. This will facilitate the development of analytical, evaluation,
synthesising, communication, team and leadership skills through self-directed, discovery and peer assisted
learning.
MBA2110 Defining Entrepreneurship

Entrepreneurship has been recognised as an important driving force for economic development and
innovation. Both the characteristics of entrepreneurial firms and the entrepreneurs have been widely
discussed. In this module, we aim to provide the students with a broad range of contemporary work on
entrepreneurship and entrepreneurs. In particular, we would highlight:
• What makes an entrepreneur?
• The nature of entrepreneurship
• Entrepreneurial activities
• Intrapreneurship
• Government policy and entrepreneurs
• and, Regional aspects of entrepreneurship
By the end of the module, students should be able to:
• demonstrate appreciation of the leading theories in the field of entrepreneurship;
• articulate the differences between entrepreneurial activities and other activities of small business
owners;
• appreciate the advantages and challenges of entrepreneurial activities;
• understand intrapreneurship;
• appreciate the impact of government policies on the development of entrepreneurial businesses and
the entrepreneurs.
A mixture of methods will be adopted in the teaching of this module, including lectures, discussions, group
work, case studies, and student presentations.
MBA2410 Introducing Leadership

Both new and experienced managers can benefit from enhanced leadership skills, but developing
leadership capabilities can be challenging. It is hard to know which of the many theories of leadership to
put into practice: some are popular for a while until others seem to take their place.
This course helps you take a critical but constructive approach to these ideas and identify which is most
valuable to you. It will also offer opportunities to develop your own interpretations, practices and skills in
leadership. The course works through study material that examines different ways of understanding
leadership. This includes leadership traits, preferred leadership styles and matching leadership styles to
changing circumstances. Analysis of the different skills and capabilities required of leaders follows,
enabling you to identify those you may need to develop to realize and then maximise your own leadership
potential.
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The module also considers those situations in Leadership and Management when ‘things go wrong’ –
tension, conflict, problem solving and ‘dealing with difficult people’. In this sense, the Module is a useful
core study for those seeking general management principles. It is also a foundation for those seeking to
follow the Leadership Pathway of this MBA programme.
MBA1810 Tools of Strategic Management

Effective strategic development and management is dependent on comprehensive and current information
and data regarding an organisation’s internal competencies and its external operating environment.
This module provides students with an understanding of the principals of strategic management and
introduces a variety of analytical tools of environmental analysis. Students explore the use of models, such
as the Value Chain, Portfolio Analysis, Stakeholder Analysis, Porter’s Five Forces, etc.
Students will also explore the pros and cons of strategic choices and consider the impact of and
consequences of strategy implementation.
The following elements will be included:
• Definition, key elements, core areas and importance of strategy
• Tools of internal environmental analysis
• Tools of external environmental analysis
• Competitor and customer analysis
• Strategic choices at various levels of the organisation
• Suitability and feasibility
• Implementation issues
Teaching sessions will be interactive and will involve students in practical exercises, case study analysis and
discussions. This will facilitate the development of analytical, evaluation, communication, team and
leadership skills through self-directed discovery and peer assisted learning.
MBA1910 Workplace Psychology

What our ancestors discovered a long time ago still remains true: ‘Groups can achieve much more than
individuals acting alone’. We are, like many other creatures on earth, social animals; we enjoy the
company of others and achieve psychological satisfaction and material gain from organised activity. In fact,
our society is dependant on collective organised activity. However, when individuals are engaged in
collective organised activities, conflict is never far away. Managing organisations is to a large extent about
managing people.
The study of Workplace Psychology draws on many disciplines, such as psychology, social psychology,
sociology, anthropology, economics, etc. This module explores the development of Workplace Psychology
as a discipline and probes the influences on individual and group behaviour. Other areas to be explored
include how we learn and how we develop effective communication skills.
The key elements of the module are:
• The background to and definition of Workplace Psychology
• Personality types and traits
• Interpersonal communications and the psychology of perception
• The nature of motives and motivation processes as influences on behaviour
• The main components of the cognitive and behaviourist approaches to learning
• The influences on group cohesiveness and performance
• The definitions and elements of empowerment
• The relationship between power and influencing
• Definition and benefits of the Learning organisation
Teaching sessions will be interactive and will involve students in practical exercises, case study analysis,
scenario building and discussions. Students will be encouraged to self and peer analyse. This will facilitate
the development of analytical, evaluation, synthesising, communication, team and leadership skills through
self-directed discovery and peer assisted learning.
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MBA6010 Frameworks for Research
The objective of this module is to provide a critical introduction to management research. It encourages
critical reflection about its character as a particular kind of social research. Students are required to
question their taken for granted assumptions and understandings about the nature of research and there
will be a lot of discussion about the ways in which research is conceptualized. There is a focus on research
as a philosophical endeavor and the need for researchers to be aware of and consider how their approach
to research fits in with their view of knowledge (epistemology) and their fundamental assumptions about
the nature of the world (ontology) and people’s parts therein. Such a focus inevitably demands
consideration of the ethics of research and research as a moral activity. The module will also look at
specific research approaches that can be particularly appropriate in a management context. The strengths
and possibilities, as well as the problems and inherent limitations of the range of methodologies, including
ethnography, case study, action research, auto/biographical approaches and experimental models of
research. The module is intended to prepare students for undertaking their own research for their
dissertation. Topics will include
• Approaches to management research – issues and approaches
• Research as a philosophical endeavor – epistemology and ontology
• Researcher reflexivity, bias and partisanship
• Ethics and research as a moral activity
• Ethnography, interviews, participant observation, texts, case study,
• survey, experiments
• Fitting the method to the topic, choosing the best approach
• Analytical framework: data description, interpretation, analysis and
• representation
The teaching style is to first present a perspective, followed by an in-depth discussion on relevant
questions or a case study or article with accompanying analysis, if available. The employment of case study
analysis and empirical material attempts to articulate theory in a clear and practical manner with cases
being illustrative of how theory informs practice. This encourages conceptual development through
assimilation and integration of ideas.
MODULE DESCRIPTIONS – PATHWAY MODULES
Leadership Pathway
MBA2710 Management Practice
This module allows students to review the personal management skills needed to operate effectively as a
manager, and to achieve full potential. The content also allows students to maximise their gains from the
learning process, and to review the skills and techniques necessary for career development and
progression. Organisations look for a range of transferable and personal skills, as well as sector specific
skills, whilst individuals are increasingly managing their own career development pathways.
Goal Setting & Planning
Continuing Profession Development and The Nature of Learning
Career choice & Employment trends
Assessing skills & values
Effective communication
Presentation skills; Interview techniques
Dealing with change
Building self-confidence and self-esteem
The classroom sessions will involve a variety of activities including lectures, review of media material, class
room discussion and exercises. Academic assessment will be formative through classroom discussion,
utilisation of quizzes, checklists and review. Summative assessment will be via a Personal Portfolio.
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MBA1110 Developing Leadership
Leadership – the most critical requirement for sustaining a successful organisation. The old saying ‘Too
many companies are over-managed and under-led’ remains true today. In rapidly changing markets,
economies and climates, high quality leadership is vital for success.
Both new and experienced managers can benefit from enhanced leadership skills, but developing
leadership capabilities can be challenging. It is hard to know which of the many theories of leadership to
put into practice: some are popular for a while until others seem to take their place.
For organisations to grow and remain healthy, managers must master certain basic skills in management
and leadership -- skills that will help them avoid the crisis situations where they have to do "whatever it
takes to stay afloat". The basic requirements include problem solving, decision-making, planning,
delegation, communication and self-management skills.
This module provides a balanced approach to teaching and learning. Whilst it delivers the academic
theories and models, it also delivers practical leadership training and, in tandem with the Leadership
Project, provides the opportunity to test out some of the theoretical aspects of leadership training in
practical scenarios.
The mixture of academic and practical sessions include the following elements:
• Definition of leadership
• Leadership theories
• Key influences on leadership
• The role of leadership
• Leadership Development
• Vision, direction and entrepreneurial leadership
• Team Work and Team Building
MBA1510 Leadership and Events

Leadership – the most critical requirement for sustaining a successful organisation.
Managing an event or outdoor activity is like managing in business – but at a faster pace and with a sharper
focus. It is full of unpredictable issues and involves a range of personalities. The pressure is on, a result
must be achieved – and there are limited resources and time available. As a result of the tasks being so
specific and different from the normal work situation, the underlying management competencies can be
clearly identified and the learning applied back to the ‘real world
Learning theory supports the realisation that event management and/or outdoor structured training are
potent means of dramatically changing both awareness and subsequent behaviour. It is also undoubtedly
true that physical movement and positive emotion are associated with lasting learning when experienced
in a non routine, free flowing environment.
Academic teaching sessions will be interactive and will involve students in planning a practical exercise
through the use of case study analysis and discussions. This will facilitate the development of analytical,
evaluation, communication, team and leadership and management skills through self-directed discovery
and peer assisted learning.
The planning and participating in an agreed event or outdoor activities practical weekend is a mandatory
part of the module. Planning and participation will be evaluated.
MBA0910 Leadership Project

The project is intended for those with an applied interest in leadership. It should form the focus of an in
depth investigation of a particular leadership issue or problem. This should not involve primary research
such as interviews or questionnaires etc. It should be a critical examination of a specific issue based on
existing data and information, and your own observation of one company/organisation /commercial
institution or aspect of that organisation.
Students should be able to demonstrate the ability to apply knowledge and skills gained from the
Leadership Core Module(s) together with an understanding of the wider context of that knowledge.
Through their project work, they will show:
• A rigorous understanding of the academic literature available by researching a subject area of their
choice; and the ability to summarise that literature coherently;
11
• The ability to present in an intelligible and appropriate manner, supporting case material such as
documentary and statistical evidence confirming an academic or practical argument;
• A critical awareness of their own professional experience in the context of the issue/topic being
addressed in the light of an understanding of knowledge and theory gained from the other modules of
the programme.
Human Resource Management Pathway

MBA1310 International Human Resource Management
This module is about managing the human resource in the international context, the international
environment. With business increasingly international in scope, and the management of human resources
critical to business success, the subject merits its own consideration. This module looks at IHRM issues
faced by multinational organisations and enterprises. There is a focus on the problems faced by businesses
that must perform in more than one country, the strategic implications and those for practices and
policies. Managing people in both the public and private sectors can be an extremely difficult and complex
process. However, people are an organisations most important resource and they are crucial for ensuring
its success. To be effective on an international scale, human resource management must address the
people management issues which can span international borders.
To develop the student’s knowledge and understanding of:
• Framing global HR within the context of economic, technological and strategic drivers of business
• The HR implications of a global strategy and the HR implications of working in different countries
• How multinational and other organisations ands enterprises adopt global solutions in delivering
international HRM.
• The impact of international HRM on Organisational effectiveness.
• The key areas to success in IHRM
• The professional function of IHR Departments within multinational enterprises
The learning and teaching strategy aims to develop independent learners, which is consistent with Masters
Level study.
There will be integration of theory and practice in all modules. Students will be encouraged to use
empirical and original research into a current business management issues. The class room based
teaching will be interactive and students will be expected to read and research widely and to participate
freely during teaching and seminar sessions.
Students are expected to be able to demonstrate a range of cognitive and intellectual skills and techniques
specific to business and management, as well as personal and interpersonal skills.
Students are expected to come to lecturers prepared, by reading the journal and/or chapter books
provided.
MBA1410 Quality Systems

Modern writers propose that Quality should not be separated from production. Everyone has to take
responsibility for his or her proportion of the quality effort – including those outside the organization who
nevertheless contribute towards the total quality of the supply chain. Quality and customer satisfaction
are responsibilities for all in the business. This module seeks to chart the development of Quality systems,
to describe their use and application, and to assess their continuing development in the context of
organizations seeking to meet the changing demands of customers and of ‘globalisation’.
This module covers the key ideas:
• Defining Quality
• Getting systems right
• Measuring performance
• Finding and eradicating faults
• Reducing waste
• Organizational commitment
• Costs and failures
• Control and improvement
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MBA1210 Managing Diversity
The Managing Diversity Module aims to improve the effectiveness of organisations by ensuring that
everyone who works and volunteers for them can realise their potential.
The module gives a brief introduction to the concept of managing diversity in the workplace and reviews
current thinking on what works (and what doesn't). It is motivated by the belief that organisations and
managers must grasp the significance of changes to the workplace in relation to globalisation, increasing
diversity and the complexity of management.
Managing diversity is about valuing differences. It is about treating people with dignity and allowing
everyone to be able to perform to their level of ability. Diversity differs from the traditional view of equal
opportunities because it covers a much wider framework than legal requirements; it is an important
change of emphasis. All employees must accept the differences between individuals and to value the
benefits that such diversity brings.
Workplace Diversity incorporates the principle that all workers should receive equal rights but, rather than
ignoring the differences between people in terms of their gender, age, ability or dis-ability, ethnicity, race
and so on, this diversity should be recognised and respected. By valuing the varying qualities that different
workers bring to their job and organisation, managers may create an environment where everyone feels
valued for their individual talents, and where his or her skills and competencies are fully utilised.
Unleashing all employees' full potential benefits the bottom line. Embracing diversity brings to an
organisation a wide range of experience, ideas and creativity whilst giving the individual employee a feeling
of being enabled to work to their full potential.
This module will assist the manager in the context of a modern business or other complex organisation
managing the world’s workforce.
MBA1010 Human Resource Management Project

The project is intended for those with an applied interest in Human Resource Management. It should form
the focus of an in depth investigation of a particular HR issue or problem in people or organisational
management. This should not involve primary research such as interviews or questionnaires etc. It should
be a critical examination of a specific issue based on existing data and information, and your own
observation of one company/organisation /commercial institution or aspect of that organisation.
Students should be able to demonstrate the ability to apply knowledge and skills gained from the HR
modules together with an understanding of the wider context of that knowledge. Through their project
work, they will show:
the programme.
Marketing Pathway
MBA0710 Consumer Behaviour
Understanding consumer behaviour is now a fundamental part of modern marketing management. This
module will provide an analysis and description of consumer behaviour as it relates to the study of
marketing issues. It will give students a thorough understanding of the influences on and processes of
consumer behaviour.
Particular areas to be addressed are:
Introduction to consumer behaviour
The psychology of consumer behaviour
Decision making processes
Impact of individual & group factors on consumer behaviour
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learning.
MBA0510 Global Marketing

Global marketing is an inescapable reality for businesses today. Although the same marketing principles
apply in general, the challenges of building ongoing relationships with customers in different marketing
environments, with different levels of economic development, political regimes, cultural norms and
technical standards are great.
A successful international marketing initiative requires a sound understanding of the marketing discipline.
The module will build on the understanding, which was developed in the module Marketing Management
and seeks to broaden students’ skill-set by emphasising its application in an international environment.
In addition, the module strives to develop a greater appreciation for external forces shaping marketing
decisions for example various economic, cultural, legal, and political environments.
The following key elements will be addressed:
• A review of basic marketing principles
• The global market place
• The marketing channels
• The cultural aspects of international trade
• Free trade and trade barriers
• Global marketing communication
• Global marketing strategies
Teaching sessions will be interactive and will involve students in practical exercises, case study analysis,
learning.
MBA0610 Integrated Marketing Communications

Marketing communications are often the most visible aspect of an organisation. The effective
management of the communications programme is therefore an essential activity within strategic
marketing process, and can be viewed as an interface between departments within organisations and
between an organisation and the outside world. Getting the right message, to the right people, at the right
time and in a profitable way requires research and planning, insights into consumer behaviour, as well as
an appreciation of ethical and legal issues, and corporate objectives.
This module develops the promotional aspects of the marketing mix introduced in ‘Marketing
Management’ and concentrates on communication channels and methods. Active student participation is
an integral element of this module. This module will greatly enhance students’ learning and development.
The teaching sessions will provide an overview of the following key elements:
• Marketing communications
• Advertising
• Public relations
• Direct Marketing
• Ethics and social responsibility
• The role of marketing channels
• Strategic marketing management
learning.
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MBA2510 Marketing Project
The project is intended for those with an applied interest in marketing. It should form the focus of an in
depth investigation of a particular marketing issue or problem in marketing management. This should not
involve primary research such as interviews or questionnaires etc. It should be a critical examination of a
specific issue based on existing data and information, and your own observation of one
company/organisation /commercial institution or aspect of that organisation.
Marketing modules together with an understanding of the wider context of that knowledge. Through their
project work, they will show:
addressed in the light of an understanding of knowledge and theory gained from the marketing
modules of the programme.
Entrepreneurship Pathway
MBA2710 Management Practice
This module allows students to review the personal management skills needed to operate effectively as a
manager, and to achieve full potential. The content also allows students to maximise their gains from the
learning process, and to review the skills and techniques necessary for career development and
progression. Organisations look for a range of transferable and personal skills, as well as sector specific
skills, whilst individuals are increasingly managing their own career development pathways.
Goal Setting & Planning
Continuing Profession Development and The Nature of Learning
Career choice & Employment trends
Assessing skills & values
Effective communication
Presentation skills; Interview techniques
Dealing with change
Building self-confidence and self-esteem
The classroom sessions will involve a variety of activities including lectures, review of media material, class
room discussion and exercises. Academic assessment will be formative through classroom discussion,
utilisation of quizzes, checklists and review. Summative assessment will be via a Personal Portfolio.
MBA2810 Growing and Managing Entrepreneurial Businesses

Growing and managing an entrepreneurial firm is an art of administration relying on the synergy of various
interacting contingencies – entrepreneur, market opportunity, business organisation and resources. Quite
often, the entrepreneur plays a critical role in business in identifying opportunity, leading the organisation,
and attracting and managing resources. More important, the entrepreneur can create an entrepreneurial
culture within the business, even in the corporate environment. Empirical research demonstrates that the
level of entrepreneurship in businesses is directly related to business growth, while entrepreneurial growth
can further effectively press down business failure rate, leading to the business long term prosperity.
The module aims to help students understand entrepreneurial activity in corporate environment, realise
the necessity of entrepreneurial growth, appreciate different governmental supporting schemes, and
recognise the regional aspects of entrepreneurship. Specifically, the following topics are covered
Entrepreneurial culture and innovation
Intrapreneurship
Entrepreneurial growth firms
International perspectives on entrepreneurship
Concept of International Entrepreneurship
Social Responsibilities of Entrepreneurial Businesses
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questions or a case study with accompanying analysis. Meanwhile, extensive illustrative material and
evidence from company practices will be provided. The employment of case study analysis and empirical
material attempts to articulate theory in a clear and practical manner with cases being illustrative of how
theory informs practice. This encourages conceptual development through assimilation and integration of
ideas.
MBA2910 Innovation
This module investigates the concept of innovation from an inter-disciplinary perspective. It specifically
looks at innovation from an individual, group, organisational, intra- and inter-organisational level. By taking
stock of recent technological changes, it compares and contrasts closed and open innovation models.
The underlying theme running throughout the module is that the increasing costs and complexity of R&D,
the shortening of the technology life cycles, the presence of increasingly-knowledgeable suppliers and
clients, the growth of venture capital and the diffusion of leading-edge knowledge in Universities and
research labs around the world have led to a situation where knowledge emerges outside of the
organisational boundaries, thus requiring an outward-focus approach to innovation which is broadly
defined as open innovation.
Through teaching, group discussions, seminars, workshops and impromptu presentations, it is anticipated
that students will deepen their understanding of innovation in general and open innovation models in
particular and enrich the link between theory and practice with the help of empirical cases.
Specifically, the following topics will be explored
The concept of innovation
Individual innovation
Group innovation
Organisational, intra-organisational and inter-organisational innovation
New product development
Models of innovation: closed v. open innovation
Open source software development and user-led innovation
questions or a case study with accompanying analysis. Meanwhile, extensive illustrative material and
evidence from company practices will be provided. The employment of case study analysis and empirical
material attempts to articulate theory in a clear and practical manner with cases being illustrative of how
theory informs practice. This encourages conceptual development through assimilation and integration of
ideas.
MBA0110 Entrepreneurship Project

The project is intended for those with an applied interest in entrepreneurship. It should form the focus of
an in depth investigation of a particular entrepreneurship issue or problem in entrepreneurial
management. This should not involve primary research such as interviews or questionnaires etc. It should
be a critical examination of a specific issue based on existing data and information, and your own
observation of one company/organisation /commercial institution or aspect of that organisation.
Entrepreneurship modules together with an understanding of the wider context of that knowledge.
Through their project work, they will show:
the programme.
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Information Management Pathway
MBA0810 Management Information Systems
Management Information Systems (MIS) is the application of computer technology (hardware and
software) to the management of information in a business context. It is used by individuals, groups, and
organizations for the purposes of conducting business.
MIS combines computer technology with management decision-making methods - to analyze, design,
implement, and manage computerised information systems in an organisational environment. Typically, in
a large corporation, "MIS" or the "MIS department" refers to a central or centrally-coordinated system of
computer expertise and management, often including mainframe systems but also including by extension
the corporation's entire network of computer resources.
In the beginning, business computers were used for the practical business of computing the payroll and
keeping track of accounts payable and receivable. As applications were developed that provided managers
with information about sales, inventories, and other data that would help in managing the enterprise, the
term "MIS" arose to describe these kinds of applications. Today, the term is used broadly in a number of
contexts and includes (but is not limited to): decision support systems, resource and people management
applications, project management, and database applications. In the 21st century, the scope of MIS has
expanded due to the emergence of the digital firm, which defines enterprise systems by e-business
functions, such as Customer Relationship Management, Supply Chain Management, Enterprise Resource
Planning and Knowledge Management Systems.
The module reflects and analyses case studies to examine how MIS may be used, designed, implemented,
and managed for business success. The module is designed to equip students with sufficient knowledge
and conceptual tools in MIS.
MBA0310 Business Decision Making

Business Decision Making is the application of decision support modeling and computer software to
problems in business, government, and other types of organizations. It is a value-added activity dedicated
to improving the quality of the decision making process.
Business Decision Making is closely related to, and has its origin in, the field of management science, also
called operations research. It is a scientific approach to decision making, with the use of mathematical and
computer modelling.
The module will introduce a number of key quantitative methods used in operations management, a
typical branch of management science combining theory and practice emphasizing quantitative and
statistical models or approaches for decision making.
The module reflects and analyses case studies to examine how business decision making models may be
used and how they may be employed. Students will learn to understand the importance of, and benefits to
be gained from, quantitative modelling for management.
The main idea is to make the students aware of the power and value of quantitative business decision
making models, rather than to create a technical specialist practitioner for business quantitative analysis.
MBA0210 E-business Strategy

Electronic Business offers real and abundant opportunities for small, medium and large companies
throughout the world. These firms use electronic technologies to buy and sell products and services; to
stay connected with customers, internal workforce, suppliers and business partners; to reduce costs; to
speed up business processes; to create more efficient supply chains; to expand their business efficiently;
and for many more reasons to numerous to list here.
Although thousands of companies worldwide are already using e-commerce business solutions and getting
positive results, it rarely happens easily and never without some degree of planning. That is when strategy
counts! When undertaking a new method or way of doing things, it is always wise to define your strategy
first. Each business needs a strategy to determine its intentions within the marketplace.
This module is well designed based on the E-business Logic Triangle, which define an E-business into three
levels: Strategy, Business Model, and Process & Infrastructure. This module is mainly about formulating
business strategy for e-business, using various toolkits for strategic analysis, In addition to this, a discussion
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of operative strategies for an e-business (such as e-marketing strategy) will be also covered. This module
will also explore the e-business model, e-business application portfolios, and performance measurement.
The module is designed to put participants in the role of IT management consultant; it is not designed to
discuss technical implementation issues. The module is taught using a combination of lectures, case
studies, seminar, independent reading, and team work. Small student teams will be given the opportunity
to analyze e-business projects of their choice in detail and present them in class, as a part of the module
assessment. The purpose of the group work is to explore and discuss new cutting-edge e-business
approaches.
MBA0410 Information Management Project

The student is required to produce a competent management report that will enable them to
communicate effectively with non-technical managers.
The assignment will require students to submit a written report analysing a business. This will entail the
student identifying and applying appropriate techniques that could support management decision making.
The student should analyse both quantitative and qualitative data; drawing conclusions from their analysis
and making relevant recommendations.
OR
The student is expected to use Microsoft Excel and other Windows applications to demonstrate use of a
wide variety of mathematical techniques that could support management decision making in a selected
business. The student should analyse both quantitative and qualitative data; drawing conclusions from
their analysis and making relevant recommendations.
Through their project work, the student will show:
• A rigorous understanding of the academic literature available by researching management decision
making; and the ability to summarise that literature coherently;
documentary and statistical evidence and data confirming an academic or practical argument;
• A critical awareness of their own professional experience in the context of the management decision
making issues/topics being addressed in the light of an understanding of knowledge and theory gained
from other modules on the programme.
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ASSESSMENT
At the start of each module, tutors will provide full details of the means by which you will be assessed in
that module. This will include clear guidelines on the criteria that will be used for marking your work.
You will receive a transcript of your assessment marks at the end of each academic year. Note that any
marks released prior to formal approval by the summer Progression / Award Examination Board are
provisional.
QUALITY ASSURANCE POLICY
The Department of Management and Information Technology recognises and adheres to the College's
Quality Assurance Policy as set out in the Academic Quality Handbook (AQH) and as revised from time to
time. Of particular relevance in this respect are those parts of the AQH which refer to Validation and
Monitoring of Programmes. These sections of the AQH set the framework for the development of the
School's work.
PROGRAMME MONITORING
Programme monitoring entails regular discussion of any programme of study through a representative
Board of Study. It includes the scrutiny of the programme of study by an Annual Review, and the detailed
evaluation of the programme in a Quinquennial Review, at which external scrutineers are expected to
make a thorough and critical examination of all aspects of the programme’s functioning. Student feedback
is continuous, and is received from specific module questionnaires administered by the School, as well as
from General Programme Questionnaires. Full details of the programme monitoring arrangements are
included in the Academic Quality Handbook.
INTERMEDIATE AWARDS
It is anticipated that most students will wish to complete the MBA programme but it is also possible to gain
a Postgraduate Certificate of Higher Education on attaining 60 credits, and a Postgraduate Diploma of
Higher Education on attaining 120 credits
It is not possible to specify exactly the length of time required to complete a module as this depends on
the individual student. However, a 10 credit module will incorporate 100 notional hours of study, and pro
rata for modules with a different credit value. This represents the total study effort for a typical student to
complete the module successfully. Each 10 credits module will include between 16 and 20 hours of
teaching time (lectures, workshops and seminars), the remaining time will be spent in individual student
work (including class preparation, follow-up and directed reading, private reading, synthesis and reflection,
preparation for examinations, writing of assignments)
ASSESSMENT OF PART ONE
Each module will be assessed independently in ways which reflect the objectives of the module and the
learning and teaching strategies.
Details of assignments, guidance on the objectives of the assessment and criteria applied in marking will be
provided at the beginning of each module.
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A mark of 70% and over will be classed as a distinction, a mark of 60% and over will be classed as a merit,
and a mark lower than 40% will be considered a failure. At the discretion of the Progression/Award Board,
a student may be re-examined in a failed module or in those parts of the module which he/she has failed.
The college regulations for the re-submission of work (see Academic Quality Handbook) will apply to
failures and retrieval procedures.
DISSERTATION
Each candidate accepted into Part Two will be required to submit a dissertation not exceeding 20,000
words or the equivalent. The module code for the dissertation/portfolio is MBA9360.
It is expected that students reaching the dissertation stage of a Masters’ Programme of Study will have
acquired and practised research skills relevant to the modules studied. Students will be allocated a
supervisor who will advise them on the issues arising at various stages in the research project.
In addition to submitting two hard copies of the dissertation as required by the College, students may also
wish to submit an electronic version of the dissertation. The multimedia format selected should be
approved by the Programme Co-ordinator. The electronic version of the dissertation may subsequently be
stored in an institutional repository, and content will be made available on the Web. Students are advised
that the dissertation will then be "open access", i.e. freely available to be used in accordance with
copyright and end-user permissions.
Responsibilities of the Student
Dissertation students are responsible for:

(i) ensuring that the dissertation produced is first and foremost his/her own work, albeit achieved
with benefit of advice and guidance from the supervisor;
(ii) agreeing a timetable with the supervisor for the submission of work and the scheduling of regular
meetings;
(iii) keeping a careful record of all such formal meetings, including dates, action agreed and deadlines
set;
(iv) ensuring that a summary of the outcomes of each meeting is recorded on the Postgraduate
Dissertation Supervision Record Form (see the Administrative Procedures for Taught Masters’
Programmes of Study), and signed by both the supervisor and the student;
(v) contacting the supervisor should additional meetings be considered necessary;
(vi) ensuring that their work is appropriately edited, particularly with reference to accuracy of
grammar and spelling;
(vii) ensuring that any relevant material resulting from his/her research, such as transcripts, are
included in the dissertation or are presented as appendices;
(viii) completing the work within the agreed framework, with any problems relating to late or
unsatisfactory submission being brought to the supervisor’s attention in writing as soon as
possible.
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Dissertation Support Entitlement
Dissertations shall not normally be accepted for assessment unless they have undergone a process of
tutorial supervision.
The student and the supervisor are expected to form an agreement based on partnership, with both
parties providing inputs and having responsibilities. This section is intended to offer guidance to students
and to supervisors regarding the amount of support that a supervisor can be expected to provide during
the course of a student’s dissertation.
(i) A dissertation contract should be prepared for each student at the start of Part II, the dissertation,
in order to formally agree the terms of the dissertation supervision.
(ii) Students must be provided with clear guidelines regarding the assessment criteria for the
dissertation.
(iii) The total amount of supervision should not normally exceed 25 hours, including any preliminary
work in identifying a dissertation topic. Tutors are required to keep a record of the supervision
time spent with each student, using the Postgraduate Dissertation Supervision Record form. This
will include time spent on providing support by different means including phone, e-mail and letter.
(iv) A proportion of the dissertation supervision for students should take the form of group tutorials.
Such supervision should not exceed 15 hours in total.
(v) The maximum amount of individual dissertation supervision should not exceed 10 hours per
student.
(vi) Within the dissertation contract, it should be agreed that students are required to report to the
dissertation supervisor at regular intervals, and are also required to produce draft versions of the
dissertation.
(vii) Supervisors should monitor student progress on a Postgraduate Dissertation Supervision Record
Form, reporting absences from tutorials and taking any appropriate subsequent action.
(viii) Students that require additional time and students that are re-submitting a dissertation will
normally be required to pay for the additional supervision at an hourly rate.
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GOOD PRACTICE IN ASSIGNMENT WRITING
Before starting to look specifically at the assignment(s) for a module you will –
Attend the lecture and classroom sessions
Read, understand and assimilate the course material
Read around the topic, firstly using any core texts and then using various academic sources
(increasingly academic papers at levels 5, 6 and 7)
Undertake any follow-up activities suggested by the lecturer, and complete any formative assessment
activities that have been provided
Discuss topics from the module within class workshops and seminars, and possibly with small, informal
student groups
Look carefully at the assignment brief. Think about exactly –

What is the topic of the assignment?
What does the brief expect you to do? If you are uncertain check the meaning with the module
lecturer.
Consult the marking criteria for the distribution of marks
What are the parameters – word limits, submission deadlines etc.?
Are there specific requirements in terms of format, use of empirical data, reference to particular
academic (or other) information sources?
Stages in constructing an assignment –

Collect together relevant information from various sources – take notes in your own words, jot down
short quotations that you might use verbatim, make an accurate record of the source of all items of
information with precise bibliographic references
Plan what you want to say to answer the assignment brief – you might use mind-mapping to connect
information/concepts/ examples/theory together. Develop a structure/framework (perhaps headings
and subheadings if a report)
Start writing – if you have a planned structure you can start writing anywhere and then gradually fill
out the different sections, although some people like to write from the beginning to the end.
As you write – make sure all information, ideas, concepts, theories etc. are correctly referenced
Make sure your writing engaged with the hierarchy of process –
1. Knowledge
2. Manipulation
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Purely describing situations and theories is only reaching level one. You must show by using critical
writing and logical thinking that you have higher level skills. The higher the level of study the higher up
this sequence your approach should sit.
Correct and re-correct your writing. Read through from the beginning several times, check back that it
answers the question in a logical and critical way. Check for spelling and grammar. Check for
appropriateness and consistency of style and presentation.
Check that all information is referenced both in the text, and in a bibliography. Check that this
formatting of this referencing is appropriate and consistent (Harvard system)
Check that you have answered the assignment brief, and addressed each of the marking criteria.
Check your writing against the published criteria for different grade bands (see programme handbook)
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Mistakes to avoid –
Using too many quotations. Quotations should only be used occasionally – when the way in which the
original author has said something is crucial to what you want to say; in all other situations quotations
are not necessary. If you want to include case study details and/or bibliographic details these can be
copied from a good source, or sources, and should be included as appendices with the source clearly
indicated.
Writing a description only. Your assignment must demonstrate that you can analyze and synthesise
information together.
Not answering the question/brief set. Read the question carefully – what does it want? Do not
provide too much background breadth or contextual material; this is important but the focus must be
on answering the question.
Not writing sufficient yourself. If the word limit is 2500 words most of these should be written by you
in your own words (not as quotations etc.) If the word limit is 2500, your work should be close to this,
+ - 10% is acceptable. Paraphrasing (with appropriate referencing) is useful to summarise another
person’s point of view, but should be limited. Most of what you write in an assignment should be your
own words, critique and discussion.
DO NOT –
Re-use text that you have previously submitted for another assignment. Each assignment is a new
piece of work and must be an entirely new piece of writing.
Copy text/paragraphs from a proposal (for project or dissertation) into the final project report or
dissertation.
When re-sitting an assignment you should NOT re-use and upgrade a previously submitted piece of work.
You should write a new assignment. There will normally be a new assignment brief. In modules where a
generic assignment is used you should produce a new piece of work – this will mean using new case
studies/ developing a new example etc. If you are allowed to revise a previous submission you will be
clearly told this, and so should assume this is not the case (unless told).
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ADVICE FOR THE PRODUCTION OF COURSEWORK
ESSAYS
Essays are essentially prose pieces of work and are usually set on discussion-type questions. They are
typically exercises in thinking and allow some freedom in terms of subject. The use of diagrams, headings,
bullet points and so on is not appropriate – do not use them for essays. Essays are less structured than
reports, but most will need an introduction and a conclusion. Headed sections are generally inappropriate.
REPORTS (please read the guidelines on http://www.lamp.ac.uk/mit/current/reports_essays.htm)
Reports differ from essays in that they are concerned primarily with the efficient presentation of
information. While the bulk of the work will normally be prose other means of presenting information
(such as diagrams bullet points etc) should be used whenever appropriate (i.e. when these devices convey
the information more effectively). Subdivision into headed sections is vital in most cases and reports need
to be logically structured. This handbook is an example of report style writing – it attempts to
communicate information in an efficient and comprehensive manner and to that end is heavily structured
with 3 levels of headings, tables, bullet points etc. It is however, not a report in that it is not trying to
reach a conclusion or make a recommendation.
WORDS TO LOOK OUT FOR IN QUESTIONS
‘Discuss’ or ‘Comment on’
These imply that you should be looking fairly broadly at the question – proffering your reasoned opinions,
discussing alternatives, etc. These questions are your chance to show that you can think around the
subject, although this does not mean that you should ignore what you know – use your knowledge as a
basis for your discussion. These answers will normally be essays rather than reports.
‘Explain’, ‘Detail’, ‘Describe’ and ‘Outline’
These questions are asking you to show understanding and knowledge of the subject rather than what you
think about it. You should stick to the point – don’t drift off the topic and don’t drift into a discussion
answer. These answers should normally be a fairly straightforward setting down of facts and will normally
be in a report format.
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‘Compare and Contrast’
These questions invite you to look at the differences between two or more things. You should concentrate
in most cases on how they differ and should avoid prolonged discussion of things they obviously have in
common.
As a silly example, when comparing and contrasting the qualities of dogs and cats as pets, don’t dwell on
the fact that they both need food (as all animals need food this is obvious). You could point out that they
are both carnivores, and that they both have a lot of different breeds – these are less universal attributes
of animals so are worth some comment. Your main thrust, though, would be to point out and discuss the
ways in which they differ as pets. This may seem extremely obvious, but many people fail to apply the
same principles when producing reports, essays and exam scripts.
The most common mistake by far….the easiest and silliest way to lose marks (and the one most
guaranteed to annoy the person marking the work) is not answering the question properly, i.e. writing
everything you know about a subject, or answering the question you would like to have been asked, rather
than actually answering the question posed and following the instructions given.
READ THE HANDOUTS CAREFULLY AND ANSWER THE QUESTION
ALWAYS read the question carefully and make sure that you spend a minute or two thinking about what it
actually means before beginning. If you are not sure, ASK!
REFERENCING
ALL information that you have not worked out for yourself or consider common knowledge should be
referenced (although this is not a requirement for examinations). This includes material that you take from
lecture notes! If you do not reference you are plagiarising (appropriating another person’s work) and this
may result in serious penalties.
MARKING CRITERIA
The pass mark for modules is 40%. Students will be advised by lecturers as to what percentage of their
mark is for which element of the submitted coursework. Read the marking scheme carefully before
embarking on the work. Unless informed otherwise, assume that part of the mark is for presentation (this
includes spelling and grammar).
Note that heavier weighting of final year modules has been implemented with effect from 2004 (see
Academic Regulations relating to Final Degree Classification available from the Administrator’s
office/Academic Registry).
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REFERENCING IN WRITTEN ASSIGNMENTS, DISSERTATIONS AND BIBLIOGRAPHIES
You must acknowledge all sources of information and ideas from which you have drawn in the preparation
of your work. Acknowledgments identify the intellectual owners of the ideas you have used, and failure to
provide them constitutes a type of theft known as plagiarism. Plagiarism is a very serious academic
offence.
PLAGIARISM
Plagiarism is passing off, or attempting to pass off, another’s work as your own. It includes copying the
words, ideas, images or research results of another without acknowledgement, whether those words etc.
are published or unpublished. It is plagiarism, for example, to copy the work of another student, of a
member of staff or a published article without crediting the author. Persons who allow their work to be
plagiarised are also guilty.
Plagiarism is one of the worst offences in academic life, and its consequences can be severe. It undermines
the integrity of scholarship, research, and of the examination and assessment process. The guidance that
follows explains what is meant by plagiarism, describes the University’s regulations for dealing with it, and
provides help in avoiding it.
When registering as a student at the University of Wales Lampeter you have consented to your work being
scrutinised both electronically and in person to check for cases of plagiarism. In many Schools your work
will be submitted electronically via Blackboard. Academic Staff have been required, as part of your
Blackboard/Moodle induction to alert you to JISC Turnitin software, through which both the student and
the tutor can check for instances where the assignment contains sections that exactly mirror material
found elsewhere on the internet. It is important that you use this system to check your work prior to final
submission. In this way you can ensure that you have properly acknowledged all of your sources of
information.
For submissions outside of the Blackboard/Moodle platforms, it is equally important that you reference
your sources accurately. In some cases you will be expected to submit both hard and electronic copies,
which can be checked against the database of the UK Higher Education Plagiarism Detection Service. For
handwritten, portfolio and process workbook submissions check with your module tutor if you are in any
doubt about whether you have infringed the regulations. They are here to assist you; ensure that you take
advantage of their expertise.
PLAGIARISM: REGULATIONS, PROCEDURE, AND PENALTIES
If a module tutor believes that plagiarism has occurred the student concerned will be informed of the
allegation and an initial meeting with the Head of Faculty or relevant Head of School will be arranged. At
the meeting, the student will be presented with the evidence of plagiarism, and will be invited to offer an
explanation for the alleged incident.
• If the student accepts the allegation of plagiarism, and if the student has not been found guilty of
plagiarism by the University on a previous occasion, the module component that contains plagiarised
work shall not be marked and the student may be allowed to undertake reassessment of a module
component(s), and a re-examination fee may be payable. A new task will be determined that is
clearly distinct from that originally presented for assessment.
• If the student denies the allegation of plagiarism and/or the student has been found guilty of
plagiarism by the University on a previous occasion, the case will be considered by the Academic
Registrar. If, after consideration, the Academic Registrar considers that there exists a case that
requires further investigation, he/she shall inform the Vice-Chancellor and a Committee of Enquiry
26
will be established to investigate the allegations. The procedure thereafter is laid out in the Unfair
Practice Procedure (see Section 7.8 -7.11 of the Academic Quality Handbook).
• If the allegation of plagiarism is upheld, then the penalties available to the Committee of Enquiry
range from the issue of a formally recorded verbal or written reprimand to the candidate, to the
cancellation of the candidate’s marks in all of the modules for the particular level of study and the
disqualification of the candidate from any future University examination.
Full details of the University’s procedures for dealing with issues of plagiarism can be found in Chapter 7 of
the Academic Quality Handbook, which can be seen on the University intranet or obtained from the Faculty
Offices. These details are also available in Chapter 3 of University Regulations - Student Guide.
AVOIDING PLAGIARISM
Coursework, dissertations, or creative work are meant to be your own original work. Obviously you will
use the work of others. Not only is this inevitable, it is expected. All scholarship builds on the work of
others. The important thing to remember is always to acknowledge your sources. Observe the following
guidelines:
• Anything that is copied or quoted from another source, including electronic sources such as the internet,
must be in quotation marks and attributed to the original author. This may be in the body of the text or
as a footnote. Full details of a source should be contained in a bibliography. Whatever method is used,
always acknowledge your source and give full details of it (i.e.author, date, page number).
• Synthesising the work of others involves putting their ideas into your words. This is fine, but again,
acknowledge your source. This can be done in a number of ways depending on the context. For
example: 'Hart (2003, 52) maintains that...’ 'Hart (2003, 52) provides evidence for..’: 'It is argued, or
submitted by Hart (2003, 52) that...’ Then give the source of the original work.
• Where you are generally indebted for your ideas to one or two main sources, this can be a bit trickier. If
the ideas or the way they are presented come from one or two sources, make this clear. Do the same if
they come from lectures. It is important not to claim originality where it does not exist but to indicate in
general where the information comes from.
• Full citations in timed unseen examinations are obviously not expected, but you should indicate general
indebtedness and always credit any quotations you have managed to remember.
The golden rule is; `if in doubt, provide references'. Consult your tutors if you have any problems, in
particular with the method of citing books and articles, which may differ from subject to subject. There are
no penalties for asking for advice and guidance; there are severe penalties for plagiarism!
The following notes were issued by the School of Theology and Religious Studies in preparation for a Long
Essay.
Consider using the following forms of referencing:
Acceptable......
It seems likely that the Essenes wrote the Dead Sea Scrolls (Campbell, 1996, 77).
Better......
Scrolls scholar Jonathan Campbell argues that there is an `overwhelming' case for identifying the writers of
the Dead Sea Scrolls as `some kind of Essene community' (1996, 77).
27
The Harvard form of referencing, used in the above quotations, is one of the more simple systems of
citation. It requires you to cite the surname, date of publication and page number, in brackets, in the
actual text of your essay. The way you do this will depend upon the way the quotation fits into what you
are saying. The following examples of good practice should help you.
Direct quotes
Sacred places are `meeting points between heaven and earth' (Eliade, 1958, 375)
Mircea Eliade claimed that sacred places are `meeting points between heaven and earth' (1958, 375).
Paraphrasing
Even if you paraphrase writers (i.e. don't quote them directly, but weave their ideas into what you are
saying), you must show from whom you got the idea.
Sacred places can be understood as the points at which heaven and earth meet. (Eliade, 1958, 375)
Bibliography
When using the Harvard system, your bibliography must be set out in a special way, because it is designed
so that your reader can quickly and easily find the full reference from the clues in brackets in your main
text. The bibliography should contain all the items to which you have referred in the text of your
assignment, together with any other works which helped you in writing the assignment, even if you did not
quote them or refer to them.
The format for books is as follows:
Author(s)/editor(s) (surname first). Title of book (preferably in italics, failing this then underlined). Place of
publication: publisher, year of publication.
The format for journals is as follows:
Author(s) (surname first). 'Title of article'(in single quotation marks), name of journal (preferably in italics,
failing this then underlined). Volume number, issue/part number, pages (first page of the article - the last
page of the article), year of publication.
Examples
Eliade, Mircea. Patterns in Comparative Religion. London: Sheed and Ward, 1958.
Mantin, Ruth. 'Hearing into Speech: the feminist study of religion and an education for equality', Journal of
Beliefs and Values. 17, no.2, pp.6-12, 1996.
Items published the same year
If an author has produced more than one book or article, from which you have drawn, in any year, then
you need to identify this with a letter next to the year, both in your main text when you refer to the work,
and in the bibliography.
Example
28
Francis, Leslie, J. 'The decline in attitudes towards religion among 8-15 year olds', Educational Studies. 13,
1987a.
Francis, Leslie, J. Religion in the Primary School: partnership between church and state? London: Collins
Liturgical Publications, 1987b.
Biblical References
References to Biblical passages should be given as simply and neatly as possible. All that is required,
whether you are quoting them in full or merely referring the reader to them, is the name of the book of
the Bible, the chapter number and the verse number(s).
Names of books may be abbreviated. The New Revised Standard Version pp.ix-x gives a list of standard
forms of abbreviation.
There are various conventions for indicating chapter and verse. Of these conventions, the simplest is to
separate chapter number and verse number by a full point.
Jn 14.6= John chapter 14, verse 6
Jn 14.1-6= John chapter 14, verses 1 to 6
Jn 14.1,6= John chapter 14, verses 1 and 6
Citing the Internet
You are advised to use Internet ‘sources’ with a certain amount of CAUTION when researching for the
extended essay. Most Internet material is not subject to review, nor does it have to conform to the
standards of the publishing companies.
On the rare occasions when reference to the Internet may be appropriate, the following guidelines should
be adhered to:
(i) You should keep a copy of everything to which they have referred. Sites are updated frequently,
so having a hard copy to include date and the Website address is important.
(ii) You should maintain a critical awareness. All kinds of people produce material about religions on
the Internet; very little of it is objective or scholarly. It is preferable, wherever possible, to find
book/journal sources for the information you have gleaned from the Net.
(iii) As with books, you need to be aware of the dangers of plagiarism. Full references are required
whenever Internet material, e-mail or group discussions are used.
The following conventions must be followed:
World Wide Web (WWW) Sites
To cite files available for viewing/downloading via the World Wide Web by means of Lynx, Netscape or
other Web browsers, provide the following information.
* author's name (if known)

* full title of the document in quotation marks
* title of the complete work if applicable in italics
* date of publication or last revision (if available)
* full http address (URL) enclosed with angle brackets
* date of visit in parentheses
29
Model:
Burka, Lauren P. 'A Hypertext History of Multi-User Dimensions.' MUD History. 1993.
<http://www.ccs.neu.edu/home/lpb/mud-history.html> (5 Dec 1994)
E-mail messages
To cite electronic mail correspondence, provide the following information:
* author's name
* author's e-mail address, enclosed in angle brackets
* subject line from the posting in quotation marks
* date of publication
* kind of communication (i.e. personal e-mail, distribution list)
* date of access in parentheses
Model:
Smith, John. <J.B.Smith@Trinity-cm.ac.uk> 'Aztec Religion' 12 March 1997. Personal e-mail. (15 Apr 1997)
Synchronous Communication
To cite synchronous communications such as those posted in MOOs MUDs IRCs, etc., provide the following
information:
* name of the speaker(s) (if known)

* type of communication (i.e. Group Discussion, Personal Interview)
* address if applicable
* date in parentheses
Models:
Harnack, Andrew. Group discussion. telnet.moo.du.org/port=8899 (4 Apr 1996)
WorldMOO Christmas party. telnet world. sensemedia.net 1234 (24 Dec 1996)
GOPHER Sites
To cite information obtained by using gopher search protocols, provide the following information:
* author's name
* title of the document in quotation marks
* any print publication information, italicised where appropriate
* gopher path followed to access the information, with slashes to indicate menu......
selections, or full http address (URL) enclosed within angle brackets
* date of access in parentheses.
Model:
Quittner, Joshua. 'Far Out: Welcome to their world built of MUD.' Published in Newsday 7 Nov. 1993.
gopher University of Koeln/About MUDs, MOOs and MUSEs in Education/Selected papers/newsday (5 Dec
1994)
30
PERSONAL TRANSFERABLE SKILLS
Unpalatable though the prospect may be, most of you will eventually find yourselves in need of paid
employment. At one level, and a very important one, your University career should be seen as preparing
you for the world of work, which is increasingly a world that lays a premium on flexibility and ability to
adapt to changing situations. Within this context Personal Transferable Skills (PTS) have come to feature
very prominently. PTS are skills acquired in the course of academic study which can be independent of the
discipline in question and, therefore, transferable and usable in other contexts, including the world of
work. Four main categories of such skills have been identified: problem solving, managing/organising, team
work and communication. Each Programme of Study has been designed to include opportunities for you
to acquire and develop your personal skills. Examples are as follows:
Problem Solving
A great deal of your work in this School could be categorised under this heading. It could require you to:
define and identify the core of a problem

investigate what resources are available to solve it
enquire of, and research into, the available resources
assess the relevance of data/information
analyse data/information
evaluate data/information
display independent judgement of data/information
relate data/information to a wider context
data appreciation: draw conclusions from complex arrays of data
organise and synthesise complex and disparate data
apply knowledge and theories
consider alternative strategies
show flexibility/versatility in approach
use observational/perceptive skills
show resourcefulness
Managing/Organising
This heading relates basically to time- and work-management. It is concerned with the ability to:
identify which items need to be done and the time scales involved
evaluate each item
formulate objectives, bearing in mind those evaluations
plan work to achieve objectives/targets
carry out work required
cope and deal with change, i.e. new items
withstand and deal with pressures
ensure appropriate resources are available
organise resources available
show initiative
demonstrate sustained effort
make quick, appropriate decisions
show personal motivation
execute agreed plans
31
Team Work
Tutorials and seminars, and other methods of learning, give scope to show a capacity to:
listen to others
be aware of one’s own performance
observe others’ performance, and use perceptions gained
show assertiveness (set own agenda)
co-operate with others
constructively criticise
produce new ideas or proposals
clarify, test or probe others’ ideas or proposals
elaborate on own/others’ ideas or proposals
summarise: bring ideas together
Communication
This aspect of academic work is central. It places emphasis on such qualities as the ability to:
explain clearly
deal effectively with conflicting points of view
develop a logical argument
present data clearly and effectively
take account of audience/reader in speech/writing
show evidence of having marshalled facts
give appropriate examples
show enthusiasm and interest
show critical reasoning
use appropriate presentation techniques
compare and contrast effectively
listen and query where necessary
discuss ideas, taking alternatives into account
32

MBA - Handbook - Univ of Wales

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UNIVERSITY OF WALES

PROGRAMME OF STUDY HANDBOOK

CURRENT MEMBERS OF STAFF

The following members of staff will be teaching on your Programme of Study:

Conny Matera Rogers (Head of Department)

Academic Regulations & Procedures

The academic year 2009/2010 will be divided up as follows:

Term 1: 05/10/09 – 18/12/09

Programme of Study (course)

A Programme of Study or course is the collection of modules leading to a particular award.

Module Credit Rating

Section A: Basic Programme Description

Section B: Programme Details

CORE (TAKEN BY ALL STUDENTS)

PLUS PATHWAY OPTIONS:

5. MBA Information Management

MBA Dissertation 60 credits

MODULE DESCRIPTIONS – COMPULSORY MODULES

MBA2310 Finance for the non Financial Manager

MBA1710 Human Resource Management

MBA2110 Defining Entrepreneurship

MBA2410 Introducing Leadership

MBA1810 Tools of Strategic Management

MBA1910 Workplace Psychology

MODULE DESCRIPTIONS – PATHWAY MODULES

MBA1510 Leadership and Events

MBA0910 Leadership Project

Human Resource Management Pathway

MBA1410 Quality Systems

MBA1010 Human Resource Management Project

MBA0510 Global Marketing

MBA0610 Integrated Marketing Communications

MBA2810 Growing and Managing Entrepreneurial Businesses

MBA0110 Entrepreneurship Project

MBA0310 Business Decision Making

MBA0210 E-business Strategy

MBA0410 Information Management Project

QUALITY ASSURANCE POLICY

ASSESSMENT OF PART ONE

Responsibilities of the Student

Dissertation students are responsible for:

Look carefully at the assignment brief. Think about exactly –

Stages in constructing an assignment –

REPORTS (please read the guidelines on http://www.lamp.ac.uk/mit/current/reports_essays.htm)

WORDS TO LOOK OUT FOR IN QUESTIONS

‘Discuss’ or ‘Comment on’

‘Explain’, ‘Detail’, ‘Describe’ and ‘Outline’

READ THE HANDOUTS CAREFULLY AND ANSWER THE QUESTION

PLAGIARISM: REGULATIONS, PROCEDURE, AND PENALTIES

Consider using the following forms of referencing:

The format for books is as follows:

The format for journals is as follows:

Items published the same year

Citing the Internet

The following conventions must be followed:

World Wide Web (WWW) Sites

* author's name (if known)

To cite electronic mail correspondence, provide the following information:

* name of the speaker(s) (if known)

define and identify the core of a problem

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