university of sunderland london campus mba 2012...

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UNIVERSITY OF SUNDERLAND

LONDON CAMPUS

MBA

2012-2013

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CONTENTS

Message from the Dean of the Faculty

Message from the Head of Sunderland Business School

Message from the Programme Leader

THE UNIVERSITY OF SUNDERLAND

2.0 Sunderland 2.1 The University

Campuses (Sir Tom Cowie Campus at St Peter's and City Campus)

Faculties

To Contact the University

Your University Student Email Account

THELONDON CAMPUS

Introduction to the London Campus

To Contact the London Campus

London Campus Student Services

London Campus Resources

STUDY SKILLS

Preparing for Assessment

UNIVERSITY OF SUNDERLAND LIBRARY SERVICES

Joining the University of Sunderland Library

Electronic Resources

Borrowing Books from the University

Using your Local Libraries

Need Help?

Bibliographical Referencing Using „Cite Them Right‟

PROGRAMME INFORMATION

Programme Structure

Programme Assessment and Study Hours

Programme Aims

Programme Objectives

Programme Outcomes by Module

MODULE INFORMATION

Module Descriptors

CHANGES IN CIRCUMSTANCES

Withdrawal and Leave of Absence

ASSESSMENT PROCEDURES

Assessment Distribution

Assessment Registration

Referred / Deferred Work

Extensions

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Extenuating Circumstances (Mitigation)

Loss of Assignments

Assessment Marking and Moderation

Results, Transcripts and Feedback

UNIVERSITY REGULATIONS AND PROCEDURES

Programme Support

Registration Period Programme Awards Equality and Diversity Statement

Student Complaints Procedure

Academic Appeals Procedure

PLAGIARISM: A GUIDANCE NOTE FOR STUDENTS

What is Plagiarism?

The University‟s Policy of Plagiarism

How to Avoid Plagiarism

What Happens if you‟re Suspected of Plagiarism

Your Views

Appendix 1 Useful Internet Links

Appendix 2 Assignment Coversheet

Appendix 3 Mitigation Form

Notes

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MESSAGE FROM THE DEAN OF THE FACULTY

Welcome to the University of Sunderland. I am delighted that you have chosen to study with the Faculty of

Business and Law and I hope that your time on the programme is fulfilling, challenging and fun.

The Sunderland brand is continually renewed and expanded through the inclusion of new programmes that

add to our international portfolio. The programmes that we offer provide a leading edge in international

skills and knowledge from the business world which will prepare you for your future career.

You will be joining a worldwide learning community covering four continents from Europe to Africa through

the Caribbean to South East Asia. Students on this programme currently study at a range of University

approved study centres worldwide and at a distance via our on line study options. The Faculty

acknowledges the need for flexibility in terms of the mode and timing of study therefore students can

engage in study at times that fit around their personal and professional lives.

I wish you every success in your studies and welcome the opportunity to meet many of you during the

University visits to the London Campus.

Prof Bernie Callaghan

Dean

Faculty of Business and Law

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MESSAGE FROM THE HEAD OF SUNDERLAND BUSINESS SCHOOL

Welcome to the Sunderland Business School, part of the Faculty of Business and Law.

The School offers a comprehensive range of study options ranging from Advanced Diplomas through to

doctoral studies. We have a wide range of degree programme for undergraduate and postgraduate

students bringing together students from all continentsin areas such as business, management,

finance/accounting, leadership, marketing, enterprise, Human Resource Management and Tourism. We are

home to a truly international campus of more than 2500 students and over 70 academic and associate

staff. The School engages with research and organisational training and consultancy for the business

community as well as providing high quality academic programmes consistent with the leading Business

School‟s of the 21st Century. Our mission is to focus on delivering a high quality student learning

experience and enhancing the employability options for our students both on and off campus.

The School views it‟s off campus students as a key part of our strategy going forward. We continue to

invest heavily in upgrading our academic materials to support the programmes, our support for partner

centres and in providing high quality customer service through our dedicated Academic Support Team. We

visit our partners on a regular basis and in so doing look forward to meeting as many of you as possible to

share your experiences of becoming a member of the extended Sunderland UK learning community.

Mr Chris Marshall


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MESSAGE FROM THE PROGRAMME LEADER

Welcome to the Postgraduate Distance Learning Programme operated by the Faculty of Business & Law.

You will be studying for the University of Sunderland Master In Business Administration (MBA). In an era

where knowledge is highly valued, Distance Learning is playing an increasingly important part in the life of

the University and in industry and commerce. The programme allows you to study for a Masters degree

using high quality materials, which have been written to accommodate the specific needs of distance

learners and supported by the relevant research expertise of the associated staff.

To support you in your studies, you will have access to the Library Services here at the University. Ensure

that you make full use of this facility.

The MBA programme is designed to equip you with the necessary, advanced business related skills and

knowledge to enhance and improve upon your previous academic or vocational studies. We pride

ourselves on listening to your feedback to permit us to tailor the style and delivery of the programme.

You will get the maximum benefit from your studies if you are able to work conscientiously through the

programme, relating what you learn to the workplace. The following handbook is aimed to help you get the

most from your studies. Please read it carefully.

Enjoy your studies. What you are able to achieve through the Faculty of Business and Law will help you

with your career in the future.

Jayne Adams

Programme Leader


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THE UNIVERSITY OF SUNDERLAND

SUNDERLAND

Sunderland has everything you would expect from a major city. Arts, culture, sport, heritage and history are

in plenty supply. But the city also has a few extras. Sunderland has the added advantage of being a city

by the sea in one of the most beautiful parts of the UK, with Newcastle, Northumberland and the North

Yorkshire Moors on the doorstep.

Sunderland is one of the UK's most up and coming cities. A vibrant music and club scene, café style culture, premiership football and riverside apartments are making Sunderland a desirable place to live. New industries - not just businesses - are seeing the benefit of having a presence in the city. The bold Sunderland Software City initiative will create a vibrant software industry expected to attract millions of pounds of investment, employ thousands of people and generate considerable wealth for the city. The University is seen as being key to the success of this vision. Sunderland has been an important centre for education since 674 AD, when Benedict Biscop built St Peter's Church and monastery. Among its early students was a seven-year-old boy who became known to history as The Venerable Bede, a renowned scholar and teacher. The broad sweep of river bank surrounding the ancient church of St Peter's is now the setting for our award-winning Sir Tom Cowie Campus at St Peter's. The first stained glass ever made in England was created for St Peter's Church and the modern site is, appropriately, home to the National Glass Centre - a prestigious building in which our glass and ceramics teaching and research are based.

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The National Glass Centre

THE UNIVERSITY The University has been providing higher education in the city since 1901. The key to this longevity is its ability to adapt to change - something that former Education Secretary Estelle Morris highlights: "The University is extremely good at adapting - constantly seizing new agendas and changing with society...when new ideas are announced academia trails in their wake, taking too long to adjust but Sunderland takes its opportunities and leads the field."

This approach has led to many awards and we are regularly asked to pilot new Government initiatives and

projects.

We're proud to be one the best 'new' universities in the UK for the overall quality, quantity and range of

research. Our links with business and industry are also strong. We have close working relationships with

some of the world's leading blue-chip companies.

The University is central to the £300m film academy and studios at Seaham, a coastal town just ten

minutes drive from Sunderland City Centre. We are working with local organisations and an international

consortium on the Centre of Creative Excellence. The project involves establishing a world class centre for

film and media, including a film studio complex, student campus and educational buildings, parkland, hotels

and leisure facilities.

CAMPUSES

The University has two perfectly placed campuses in Sunderland - one by the sea, the other in the city

centre. More than £60m has been spent on both in the past few years to ensure our facilities match the

quality of our courses.

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Sir Tom Cowie Campus at St Peter's

On the banks of the River Wear you'll find the Sir Tom Cowie Campus at St Peter's, which has won

numerous design awards and was recently named one of the top five campuses in the UK with a 'wow'

factor. The impressive David Goldman Informatics Centre - an extraordinary building which has been

described as a 'computing cathedral', is here as well as our Faculty of Business and Law.

Faculty of Business and Law Atrium

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Another addition to the Sir Tom Cowie Campus is the Media Centre, which is helping to put Sunderland at

the forefront of UK teaching and research in media with cutting edge studios, edit suites and equipment and

a 200-seat cinema.

City Campus

At our City Campus we have made a multi-million pound investment to create our new Gateway, a 'one

stop shop' for student services and information. It enables students to tap in to resources and help - from

careers and financial advice to welfare, accommodation and student support. It also provides an attractive

open access learning space and catering facilities helping students to get the most out of student life.

Our state-of-the-art Sports Science Centre has a range and quality of hi-tech equipment that is normally

used only by sports science professionals. We have exciting plans to significantly enhance our sports

development provision and are committed to the development of a new Sports and Social Centre. The new

centre will incorporate a six badminton court sports hall, spectator gallery, fitness suite, catering and retail

outlets, climbing wall, multi-purpose room, sports injuries service, as well as a large social space.

Our other excellent facilities include the impressive Murray Library and the science complex, a modern

range of laboratories for students undertaking science programmes.

FACULTIES

The University is made up of four academic departments known as Faculties. Our Faculties are

responsible for teaching and learning, academic development and research, and working with partners in

business and industry. The Faculties are:

Faculty of Applied Sciences

Faculty of Arts, Design and Media


Faculty of Education and Society

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The University also has a number of services that provide a variety of support to students. These include:

Academic Services

International Office

International Student Support

Learning Development Services

Libraries

Student and Learning Support

Students Union

As a registered student with the University you are entitled to make use of all its Faculties and services.

Your main contact with the University will be with the Faculty of Business and Law, which administers your

programme, and University Library Services (which includes the library), which will support your study.

TO CONTACT THE UNIVERSITY

In order to simplify your dealings with the University, your first point of contact should be to the

London Campus who will either deal with your request for information or ensure you are referred to

the correct person or department at the University for a speedy response.

Contact Details are:-

Jilani Balusu –

Programme Co-ordinator

University of Sunderland

London Campus

Tel: (+44)207 531 7333

[email protected]

YOUR UNIVERSITY OF SUNDERLAND STUDENT EMAIL ACCOUNT

As a student of the University of Sunderland, you will be provided with a University of Sunderland email address at the time of your first enrolment via your enrolment certificate. You will need to check your University email inbox on a regular basis, to ensure that you receive all communications sent to you. This enables us to communicate with you electronically in a reliable and effective way. (For further information regarding this please contact Student Services – 3rd Floor London Campus) The University has agreed a policy that all email communication with students will be through the address provided by the University and although students will have the ability to forward their email to another personal email service (such as hotmail or google) the University will always communicate through the email address provided by the institution.

LONDON CAMPUS

mailto:[email protected]

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INTRODUCTION TOLONDON CAMPUS

The University of Sunderland offers high quality business degrees in our new London Campus, based in Canary Wharf - the vibrant heart of the capital‟s business district. We are fully committed to providing the best possible teaching, state-of the-art facilities, cutting-edge technology and a life-changing student experience to allow you to thrive in your studies. Our dynamic range of career-focused courses are delivered along with first class support to assist your studies and over £4m has been invested in the campus‟s infrastructure and facilities to enrich your learning experience. As well as preparing you for a life-changing career in the fast-paced business world, your time as a student on our London Campus will probably be the best of your life. You'll make new friends, gain independence and you will be living and studying in one of the world's most vibrant, exciting and glamorous cities. As the English capital and Gateway to Europe, London is a world-famous cultural centre, famed for commercial activity and historical significance. Shops, bars, restaurants and famous landmarks are all within a short journey away and in close proximity to our London Campus.

TO CONTACT THE LONDON CAMPUS

You, the student, are ultimately responsible for your own learning, for undertaking the work required of you

to at least a satisfactory standard and complying with the London Campus and University rules and

regulations.

YourProgramme Co-ordinator is the person who has overall responsibility for ensuring that appropriate

learning opportunities are provided for you. They also see to the staffing of the Programme and monitor the

effectiveness of the course.

Your Programme Tutors are the persons whom you will see on a regular basis. They teach and support

you through the course. The method of delivery of the tutorial sessions is designed to offer complete

candidate flexibility and can therefore consist of a mix methods (Telephone, Post, E-mail, Fax, Face to face

and On-line). The tutorial process is viewed as an essential aspect of development and support for

students. It is informally based and designed to encourage two-way communication, either peer-to-peer or

student-to-tutor. As such it includes the following:

The channelling and dissemination of information.

Discussion regarding candidate personal development needs.

Counselling where appropriate.

http://www.sunderland.ac.uk/

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Contact details are as follows: (subject to change throughout your course)

Title Name Email Address Location/Office Telephone

Number

Programme Co-

ordinator

Jilani Balusu [email protected] London Campus (+44)207 531 7333

Technical Help [email protected] London Campus (+44)207 531 7333

Financial Management and Control PGBM01 Tutor

Francis Kuagbela

Francis. [email protected] London Campus (+44)207 531 7333

Managing and

Leading People

PGBM02 Tutor

Hassan Mahmood

[email protected]

London Campus (+44)207 531 7333

Operations

Management

PGBM03 Tutor

Tawfiq Elahi

[email protected]

London Campus (+44)207 531 7333

International

Business

Environment

PGBM04 Tutor

David.Kinnear [email protected] London Campus (+44)207 531 7333

Marketing

Management

PGBM15 Tutor

HassanMahmood [email protected]

London Campus (+44)207 531 7333

Global Corporate

Strategy PGBM16

Tutor

Tawfiq Elahi

[email protected]

London Campus (+44)207 531 7333

PGBM23

Information

Management Tutor

Magdi Tawafig

[email protected]

London Campus (+44)207 531 7333

MBA Dissertation PGBM73 Tutor

[email protected] London Campus (+44)207 531 7333

Management Accounting and Control PGBM64 Tutor

Raman Grewal

[email protected]

London Campus (+44)207 531 7333

International Marketing PGBM51 Tutor

David Kinnear,

[email protected] London Campus (+44)207 531 7333

e-Marketing PGBM39 Tutor

Global Logistics and Supply Chain Management PGBM63 Tutor

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International Human Resource Management PGBM18 Tutor

John Mullen London Campus (+44)207 531 7333

Organisational Development and Change PGBM47 Tutor

LONDON CAMPUS STUDENT SERVICES

Our brand new library provides a welcoming, practical environment for students to study, learn and carry

out research.

The modern and inspiring library is fully air conditioned and equipped with the latest textbook publications

covering the following areas of study:

Accounting and Finance

Business Management

Business Law

Computer Science and Information Technology

Economics

English Language and Study Skills

Health and Social Care Management

Human Resource Management

Marketing

Methods of Research and Analysis

Statistics

Tourism and Hospitality Management

A wide range of reference books

Library facilities

The library not only supports the students in their business degrees but also provides the facilities and

support to develop their specific areas of research.

A selection of daily newspapers, journals and magazines are provided for academic research and general

interest reading.

Whether students are looking for the latest research materials online, course related textbooks, journals,

books to read to help improve their English skills or just books to read for pleasure, the London Campus

library is ready to meet all students needs.

The library contains over 7,000 books and students can access private rooms that are equipped with

interactive smart boards connected to fully networked PCs and projectors. This technology allows all

members of a group to keep a digital record of their discussions and presentations.

Live Campus

Live Campus is the Integrated Learning Environment (ILE) provided at the University of Sunderland's

London Campus that enables online learning and enriches the student learning experience.

ILEs offer not only facilities to structure learning content (web-pages, lecture notes, CAL applications,

audio, video clips), but also provide student management, communication and assessment tools,

attendance, an instant messenger, weather, grades, calendar events, announcements, web mail,

careers,scientific calculator, your fee payment details and a range of other useful functions.

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You can also customise Live Campus to see a personalised view, based on your course and the modules

and organisations you belong to.

IT labs

The University of Sunderland recognise the need for students to have access to computers, the internet

and IT support at our London Campus.

Our fast, reliable and cutting-edge IT facilities will enable you to quickly access key information, complete

important coursework and make the most of your student experience.

There are 415 computers available for students, so there is always a computer available when you need to

complete research, coursework or assignments. All computers provide essential applications as well as

high-speed internet with access to email and the Live Campus system.

Each student is provided with 50MB space on the secure networked servers and there is a campus-wide

wireless network so students bringing their own laptops can access the internet.

The campus has an exceptional team of IT professionals who are ready to help students with any computer

problems.

Students' lounge

The London Campus students‟ lounge area is the centre of campus life and the ideal place for students to

take a well-deserved break.

The lounge has excellent facilities including snacks, hot and cold drinks at very competitive prices and

microwaves for heating up your own lunch.

The common rooms have a fun-filled sociable atmosphere, comfortable seating, wide screen televisions as

well as areas to relax and play table tennis, table football or pool.

STUDY SKILLS Using Flexible Learning Effectively Definitions of open or distance or flexible learning vary but commonly they describe a form of learning that

has some flexibility. The flexibility can relate to the time, place or speed of learning and usually all these

factors are under the control of the learner. Think of flexible learning as being equal to a full-time place at

university. Remember all those things you have done and achieved in the past and appreciate that you

learnt them by actively practising. You can never be good at driving a car or word-processing if all you do is

read the manual! Using the activity-based approach to learning will enhance the way you learn and

research indicates that you will remember what you learn for longer.

Your Responsibilities

You have probably chosen this method of learning because of its flexibility. It allows you to fit your studies

with your lifestyle and gives you the freedom to choose when, where and how to study. But along with that

freedom comes responsibility. You will invest a lot of time and money into studying by this method and

therefore, you must be very clear about why you are doing it. You may find it worthwhile to list those

reasons and keep them in a prominent place to remind yourself when your motivation is low.

Planning your Time

Many people have experience of studying in a formal system of school or college but not many of studying

by this flexible method. When your first module arrives you may be a little anxious about starting because

you don't know how to begin. The first thing to consider is how to organise your time. You are likely to have

other demands on you already and now you need to study. Only you will understand your working habits

best and know when you are most alert, so try to identify which time of day is going to be most effective for

study. Plan your study carefully. Remember that the average attention span is about 20 minutes and after

that time you need to change your activity. This could mean that you read for 20 minutes, write for 20

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minutes and think for 20 minutes. You may find that it is more effective for you to study for an hour each

day rather than leave everything to the weekend. You are more likely to work without interruption, you are

more likely to pay attention and you are more likely to remember information. Hopefully, you will also still

find time to see your friends and family and do other things.

We have estimated that each 20 credit module requires about 200 hours of learning time. This is not meant

to be a precise figure, but a guide. You may find it takes longer than this to complete a module, especially

at the beginning when you are out of practice. You may find it takes less time because it relates to a subject

that you know about already or one that you find particularly interesting. The flexible learning material that

you have received contains all the information that you require to pass the course. This means that you can

sit down and start studying the material immediately. Nevertheless, you will find it useful to supplement the

module material with further reading and you will need to apply the knowledge that you gain.

Finding a Place to Study

Not all of us have our own private study. Most of us have to manage with the kitchen table, our bedroom or

a local library. Wherever you study you will need somewhere to keep your learning materials safely

together and a space where you can spread yourself out. Even if you have your own study it does not

mean that you will use it effectively. If you have a computer you might decide to check out a web site or

send a few emails. You might also decide that you can't begin studying until all your pencils have been

sharpened and your desk is clean and tidy. These are known as avoidance strategies and some of us use

them to avoid starting a task, which might be difficult. Remember that you can study in more than one

place. If you travel frequently by bus or train, or you can take a break at lunch time, you might try using

these „bits of time‟ to do a little studying. You don't have to carry all your study material around with you but

you could try carrying some of it, or a notebook, so you can write down ideas or summarise sections you

are studying.

Studying Actively

Perhaps in the past you have sat quietly and read a textbook for a couple of hours and convinced yourself

that you were studying hard and yet, you can't remember a lot of what you read. You wasted much of your

time because you were studying passively. There are several things that you can do to make your study

more active and the material you have been sent is intended to be used in this way.

The learning material contains many activities with feedback that you have to look at after you have

attempted the activities. It is very tempting to avoid these activities or just go straight to the feedback.

Behaving like this will make you a passive learner. Actually doing the activities and writing down your

responses will help you to remember what you have learnt. To be successful you must take the activities

seriously. At the end of most units there are self-assessment questions (SAQs) to help you to check your

progress.

Another way to make your learning active is to write down summaries of what you have read either in a

notebook or on file cards. This makes them portable and thus a useful tool for revision or refreshing your

memory when you have few minutes to spare. Making summaries also helps you to distil the information to

a few key points and allows you to identify what is important.

Guide to Reading and Making Notes

Reading is a core activity for most students. However, the sort of reading we are obliged to engage with at

university is very different from the sort of reading we might choose at home, such as reading novels and

magazines. When we read academic texts, we are often trying to understand ideas which we have not

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previously encountered, which may not be very interesting and which may be quite complex. Therefore, as

well as being able to read, we also need a way of „engaging with‟ or „getting into‟ the text.

One recommended method for effective reading is known as SQ3R, developed by Francis P. Robinson

(1946). At first this may seem like a very clinical approach to a task, which clearly involves thoughts and

feelings and it may not be appropriate for every text. However, if you are able to apply its broad principles

you may find it helpful. SQ3R is explained below:

S = Survey Q = Question. R1 = Read. R2 = Recall R3 = Review

Survey

Spend a minute or two, quickly scanning the text you are going to read in order to gain an overall

impression. With a textbook you might want to look at the title, date of publication, content‟s list, summary

and / or introduction. With a journal article there may be an abstract, which summarises the key ideas and

the text may be structured using subheadings. This process may prevent you from reading texts which are

not relevant or helpful to your studies.

Questions

Write down some questions which you expect to find answers for in the text. While this does not

necessarily make texts interesting, it does give reading a purpose. Do not be afraid to begin with very

simple questions and move on to more complex ones as you read more and begin to understand the

subject better. For example, you may begin by asking „what do x and y mean?‟ and then go on to ask, „what

is the relationship between x and y‟ or „to what extent does x affect y?‟

Read

Read the text once without making any notes. If the text is particularly long you may wish to break it into

sections or stages. Decide beforehand where the section breaks will be. As you read, keep in mind your

questions and also keep asking, is the text relevant? Is the author stating facts or opinions and can I make

use of this information?

Recall

Most of us forget what we have read within a few minutes. Therefore it helps to stop reading after a while

and try to recall the important points of a text. This activity encourages us to concentrate, helps us to

remember and allows us to put ideas into our own words. Note: you must acknowledge your sources in

assessed written work, evenwhen you are not using direct quotations.

Review

Reviewing is about checking your notes against the text to ensure you have either recalled all the main

points or recalled them accurately. It is also an opportunity to see if you can now answer any of the

questions which you set yourself at the start, and whether any new questions have emerged.

While this approach still requires some effort on your part, and it may not always be appropriate or

effective, it may encourage you to think more strategically about reading rather than avoiding it altogether

or spending lots of time reading with no obvious benefit.

Making Notes

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As with reading, effective note taking is an active process. It is not an active process to copy words from a

book onto paper. After all, a bright 7 year old could probably do that with any text but the result would not

be a set of good notes. Active note taking means asking yourself, what or who are the notes for? What is

the text about? What are the main ideas?

Why Take Notes

You might want to take notes for a variety of reasons; to focus concentration, to aid memory and

understanding, to summarise texts for revision so you can use the ideas in essays or written assignments

or perhaps so that somebody else can use them. Recognising that there are different reasons makes it

easier to see why there is no single way of making notes.

Main Ideas

Good notes should pick out the „bones‟ of an argument or key ideas in a text, especially those that are

relevant to your studies. Often the main idea in a single paragraph will be contained in the first or second

sentence. The supporting sentences may clarify the idea for you but you probably don‟t need to record

those once you have understood the main idea.

If you find it difficult to find the „main idea‟ in a paragraph or series of paragraphs, you could use a

procedure (Rubin, 1983), which is helpful. This approach is based on the following text analysis:

What is the topic of the paragraph or paragraphs?

What is special about the topic?

If you can answer these 2 questions you have identified the main idea.

Signposts

As you read, keep an eye open for words and phrases in the text which signal key ideas such as, „The most

important...‟, „Essentially...‟, In conclusion...‟. „The main point is...‟ and so on. You may even find it helpful to

read an author‟s conclusion first so you know in advance where an author is leading.

Style of Notes

Broadly speaking there are two styles of notes, linear and diagrammatic. It is perfectly acceptable to adopt

one style exclusively, alternate styles, or use different styles at different times. Unless you are making them

for someone else, notes are your personal record and as long they are meaningful and useful to you it

doesn‟t matter what they look like. There may be times when you need lots of detail and others when you

just need an outline.

Linear notes are most effective when used with wide margins so comments, questions and ideas can be

added subsequently with sub-headings, which will give your notes structure. Other annotations such as

circles, arrows, underlines and use of colour can help to highlight themes and show the relationship

between two ideas. You may also find using abbreviations for common words or words that occur

frequently help you to speed up the process.

Review Your Approach

If you spend time making notes, then it is important that they serve their purpose.

Keep checking that your notes make sense and are useful to you.

PREPARING FOR ASSESSMENT

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Try to think of the assessments as an opportunity to obtain external feedback on your performance. The

worst that can happen is that you do not pass, but you will still be able to breathe, the sun will still come up

the next day and you can always try the assessment again. If you have prepared yourself adequately and

used the materials actively as intended, then it is likely that you are well prepared. Remember also that the

assessor does not want to take marks off you, but to award you with marks for the correct information.

Preparing for an Assignment

If the module is to be assessed by an assignment or a report, at some stage you will have to turn your

attention to starting it. The questions will be given to you, along with a date for your work to be handed in.

There are two schools of thought about attempting the assignment, the first is based on the information

from the module being read and absorbed before you start formulating the answers to the questions; the

second allows you to study the module with the questions firmly in your mind and address the answers as

you go through the reading material. Whichever way you approach the task, you will have to start writing at

some time and it is suggested that you do not leave it too late.

Preparing for an Examination

One of the advantages of flexible learning is that it is up to you to decide when you are ready to take an

examination. Mature students can lack confidence if they have been away from study for a long time. They

may even find the thought of taking an examination causes anxiety.

If you can answer all the self assessment questions correctly in the module, and you have prepared

yourself by studying actively, then learning has taken place. You are ready to take the examination.

If you suffer from nerves during an examination, try to reduce your anxiety by practising good examination

technique:

Make sure you are adequately prepared, don't leave your revision until the last minute.

In the last 24 hours, ensure that you are well rested and not too tired to work.

Ensure that you know where the examination is to be held and that you have everything you need for it.

Arrive in good time, not too early and not too late.

Try not to listen to any anxious chatter of other students outside the examination centre, it might make you nervous.

When you see the examination paper, make sure that you read the instructions slowly and carefully before you begin.

When you know how many questions you are required to answer, determine which ones you will attempt and work out how long you have for each one.

Allow 10 minutes at the end of the examination period to check your answers for errors or ambiguity.

Read all the questions through slowly and carefully so that you are very clear about what is being asked.

Answer the question you feel most confident about first, this will help you relax into the examination. Take care not to spend more than the allotted time on it.

Always answer as many questions as the instructions tell you. It is much harder to achieve enough marks to pass if you omit questions.

As we tend to write more important information at the beginning of an answer than at the end, take care not to spend too long on one answer, you may miss out a question because you are short of time

If your mind goes blank don't waste time trying to remember; go on to another question and the information may come back

If you feel anxious try and relax by taking long, slow breaths

20

After the examination try not to waste time going over it in your head. There is nothing you can do to alter the result.

UNIVERSITY OF SUNDERLAND LIBRARY SERVICES

The library is here to support all learners with high quality learning and information services at a time and a

place that is best for you.

We offer a wide range of services to students who are registered on designated distance learning courses.

As a student studying off-campus you are able to access all these services from the comfort of your PC

desktop, wherever you are in the world. These services include:

Automatic Registration

Help from library staff

Access to electronic journals and databases

Access to the library‟s online catalogue

Information Skills support

Document Delivery

Postal book loans (UK only)

Access to other libraries (UK only)

Distance Learner Blog

If you are visiting the University at any time, staff will be happy to meet you help you to find your way

around the library. Just send us an email or give us a call to let us know when you will be arriving.

Using the Library Off-Campus You may access all library services from the My Sunderland website at: https://mysunderland.ac.uk. There are dedicated web pages for students studying off-campus:

1. Click on the Library Services icon and you will be taken to the library website. 2. Click on the „University Library Services‟ link and then „Specialist Services‟. 3. Click on the „For Off-campus students‟.

The library web pages contain information on all of our services and how you can use them to find the resources you need. JOINING THE UNIVERSITY OF SUNDERLAND LIBRARY You are automatically registered with the library once you are enrolled on your programme. For more information please e-mail [email protected] – please quote your name and student number in all correspondence. ELECTRONIC RESOURCES From the library website you have access to a range of resources, including electronic journals, online databases and electronic books. Where to find Electronic Resources All electronic resources can be accesses through the library web pages. Journal Articles: use Journal Search to search for and download full text journal articles – you will need to login to Journal Search with your University User ID and Password.

https://mysunderland.ac.uk/

mailto:[email protected]

21

Electronic Books: Use the Library Catalogue to search for electronic books. When an e-book is available a link will be provided on the catalogue record.

Online help…...whenever you need it The library website provides a range of online support to help you make the most of library services. We recommend before using the library online that you take some time to work through the Online Distance Learner Induction. This includes video tutorials, screenshots and self test questions to introduce you to our resources and services. We also provide a range of help guides which you can download from the library web site. Simply Visit the „Ask Us‟ area of the library web site. Requesting Documents not Available Electronically If you require material that is not available electronically we will try to obtain it for you by either photocopying from our own stock or from the British Library. Check the Library web pages for more information. BORROWING BOOKS FROM THE UNIVERSITY We will send books from University Library stock to UK based distance learners by mail without charge. Requesting books couldn‟t be easier - simply go to the Off-campus area of the library website and click on the postal book loanslink where you will find an online postal book loans form. You will need your library card number when requesting items from the library.

USING YOUR LOCAL LIBRARIES

We would encourage you to use your local public or academic library. University libraries often allow

students of other institutions to use their library facilities free of charge and we can assist with any

permission required.

The University of Sunderland is a member of the Sconul Access scheme which allows Sunderland students

to access and borrow from over 170 participating University libraries within the UK.

You can find out more about the scheme from the Library Website.

NEED HELP?

Library FAQ’s

If you have a specific question about any aspect of library services, a good place to start is the FAQ area of

the library web site – just click on the „Ask Us‟ link.

Library Blogs

Check regularly for news, information and advice about using library resources.

The Distance Learner Blog is available from the off-campus pages on the library web site and the Subject

Blogs are available from the Subject Resources web pages.

Contact Us

Library staff are here to help and support you throughout your time with Sunderland. Please ask us any

questions you have about library resources.

Email: [email protected]

22

Distance Services Officer

Leanne Young

Email: [email protected]

Tel : (+44) (0) 191 515 3306

Fax: (+44) (0) 191 515 3061

For full details of all your Sunderland services visit the My Sunderland website at: https://my.sunderland.ac.uk BIBLIOGRAPHICAL REFERENCING USING 'CITE THEM RIGHT' 'Cite them Right' is an excellent guide to the Harvard and British Standard systems of bibliographical

referencing and to avoiding plagiarism. It replaces the Guide to the Harvard Style of Referencing, that was

formerly produced by University Library Services.

Students and staff of the University can access the electronic version of 'Cite them Right' by logging into

https://my.sunderland.ac.uk with your User ID and Password then clicking on the 'Me' tab along the top and

then choosing 'Library Resources.'

The book can also be purchased from bookshops. Bibliographical details are Pears, R. and Shields, G.

(2008) Cite them right: the essential referencing guide. Newcastle upon Tyne: Pear Tree Books.

PROGRAMME INFORMATION PROGRAMME STRUCTURE The Programme comprises of 180 credit points.Credit points are broken down into units of study, which

equate to a certain amount of learning and study requirements. Each credit point equates to approximately

10 hours of learning and study time, which should help you to plan the time you spend on the programme.

More details of the Modular Credit scheme are included for reference later in this handbook. Each Unit of

study has an assessment attached and this must be successfully completed before the award of MBA can

be made by the Assessment Board. The modules have been designed to be studied consecutively, or in

sequence. The Dissertation will be concluded at the end of the programme. By embarking on the full MBA,

you will be taking the modules shown below.

PROGRAMME ASSESSMENT AND STUDY HOURS To achieve the award of MBA students will be required to successfully complete the following 9 core

modules plus one option module:

MODULE MODULE CODE STUDY HOURS CREDITS ASSESSMENT

Financial Management and Control PGBM01 150 15 Assignment

Managing and Leading People PGBM02 150 15 Assignment

23

MBA Options

MBA Choose 1 from any of the modules below (subject to availability)

MBA (Finance)

MBA (Marketing) Choose 1 from

MBA (Supply Chain Management)

MBA (Human Resource Management) Choose 1 from

Please note that the content of the programme may change as a consequence of the University's Quality Assurance procedures. This is to ensure that the curriculum is constantly kept up to date.

PROGRAMME AIMS AND OBJECTIVES

The aims of the MBA programme are to:

provide opportunities for students to develop their management knowledge, competence and problem

solving ability in a manner that will significantly enhance their capability to function as managers at a

senior level within a wide range of commercial and not-for-profit organisations and functions.

Operations Management PGBM03 150 15 Assignment

International Business Environment

PGBM04 150 15 Assignment

Marketing Management PGBM15 150 15 Assignment

Global Corporate Strategy

PGBM16 150 15 Assignment

Information Management PGBM23 150 15 Exam

MBA Dissertation

PGBM73 600 60 20% Proposal /

80% Dissertation

Management Accounting and Control PGBM64 150 15 100% Assignment

International Marketing PGBM51 150 15 100% Report

E-Marketing PGBM39 150 15 100% Assignment

Global Logistics and Supply Chain Management PGBM63 150 15

30% In-class problem solving

exercise 70% Assignment

International Human Resource Management PGBM18 150 15 100% Research

Paper

Organisational Development and Change PGBM47 150 15 50% Group Report

50% Individual Report

24

provide knowledge of international management and of different cultures; an awareness and

understanding of issues that affect organisational effectiveness in different parts of the world and an

international perspective on issues of strategic significance.

develop managers who can improve organisational performance and bring about change within their

organisations.

The Master of Business Administration (MBA) programme is a postgraduate degree aimed at helping

participants to become capable and competent managers in a range of organisations operating within an

increasingly international setting. The programme is modular in design and covers all of the main areas of

management within a balanced curriculum.

The programme will enhance participants‟ knowledge, develop their management skills and potential and

provide an environment where students can learn from each other as well as from the teaching staff. It is

particularly designed to develop a range of conceptual and analytical skills for dealing with a variety of

practical management problems of an operational and strategic nature. Emphasis will be given throughout

the programme to:

developing the participants‟ awareness and understanding of contemporary business concepts and

models and how those concepts and models may be applied to the solution of complex business

problems within and across business functions.

developing the skills of participants so that their employment potential is enhanced across different

business sectors and in a range of management roles

enhancing awareness of how interpersonal and cross-cultural factors and perspectives affect

decision-making.

promoting a critical and reflective approach to the solution of business problems

assisting participants with their current and future personal development

The importance of management as a discipline in a wide range of organisations from private sector

management to public agencies and non-profit making bodies continues to generate the need to spread

management skills more broadly through the workforce.

The MBA is a long established qualification for the training and development of managers. The Association

of Business Schools (ABS) and the Association of MBAs (AMBA) have undertaken research into MBA

provision in a range of delivery modes. The Quality Assurance Agency has built upon this and developed

the Subject Benchmarks for Masters Awards in Business and Management. This has endorsed the view

that there should be a core underpinning to the programme that deals with knowledge and understanding of

organisations, their external environment, the way in which they are managed and in which they respond to

change. Course participants should be provided with a conceptual framework that facilitates their

understanding of the operational and strategic demands that are placed on managers working in business

environments that change quickly as a result of external pressures.

MBA programmes, as well as providing a conceptual setting should however also provide participants with

a range of transferable skills that equip them to enhance their mobility in the future both between

organisations and between different business sectors. It is a fundamental aim of the programme that

participants leave with the ability to practice these skills at a significantly higher level than when they

entered the MBA. Key inter-personal skills addressed include developing each participant‟s ability to:

communicate clearly in speech, writing and other appropriate modes of expression

argue rationally and draw independent conclusions based on a rigorous analytical and critical

approach to data and argument

25

propound balanced arguments which underpin sound judgement

be sensitive to people from other cultures in a team working environment

On completion of the programme the student will be able to:

Knowledge

K1 demonstrate a broad range of management knowledge and an integrated view of management

practice.

K2 employ a comparative conceptual framework, informed by current research and practice, to analyse

and appraise management ideas and philosophies.

K3 understand the theoretical perspectives, concepts and issues involved in managing people and

organisations

K4 apply knowledge, interventions and analytical techniques to formulate innovative solutions to

complex business problems.

K5 appraise the development of appropriate business policies and strategies within a changing context

to meet stakeholder interests.

K6 understand the processes available to collect information and synthesise it into an appropriate form

to evaluate decision alternatives.

K7 evaluate and monitor the success or failure of the medium/long term business mission, objectives and policies of an organisation.

K8 develop systems for the enhancement of organisational performance, and business processes, and for appropriate organisational development.

K9 evaluate the impact of contextual forces on organisations including ethical, economic, environmental, social and technological change issues.

K10 compare the use and limitations of a range of research methods / techniques, both qualitative and quantitative, and an understanding of their strengths and weaknesses for providing information and evaluating options.

Skills S1 demonstrate a broad range of management skills and an integrated view of management practice. S2 critically evaluate the process of management in a range of enterprises in diverse business

environments. S3 demonstrate effective communication using a range of media, including the preparation of business

reports S4 set up collaborative and consultative working relationships and demonstrate the ability to reflect on

and to enhance his/her learning from practice and experience. S5 Critically evaluate how strategic decision-making enables an organisation to relate to its markets,

resources, objectives and environment. S6 Analyse and appraise the skill repertoires and personal competencies required to provide effective

and creative management across cultural and international boundaries in pursuit of competitive advantage.

S7 demonstrate skills in the planning and management of organisational change using a cross-disciplinary perspective.

S8 demonstrate critical thinking skills and the ability to conduct research into business and management issues

S9 demonstrate problem solving and decision making skills to provide effective solutions to business problems.

S10 Critically evaluate and apply appropriate personnel and development approaches to enhance organisational, group and individual performance.

MODULE INFORMATION

26

TITLE: FINANCIAL MANAGEMENT AND CONTROL

CODE: PGBM01

CREDITS: 15

LEVEL: 4/ MASTERS

FACULTY: BUSINESS AND LAW

MODULE BOARD: POSTGRADUATE BUSINESS AND MANAGEMENT

PRE-REQUISITES: NONE

CO-REQUISITES: NONE

LEARNING HOURS: 150 hours, the exact nature of which is specified in the module guide

LEARNING OUTCOMES

Upon successful completion of this module, students will have demonstrated

Knowledge

K1. A critical understanding of the key strategic financial statements of an organisation

K2. Understanding and evaluation of the uses of both quantitative and qualitative accounting information

within an organisation

K3. Knowledge and understanding of theoretical concepts and frameworks to a range of practical

situations in order to propose solutions to strategic business problems

Skills

S1. The cognitive skills of critical thinking and analysis in showing how the finance function can make a

significant contribution to the successful strategic management of an organisation

S2. The skills necessary to communicate effectively at a senior level and be able to put these skills into

practice

S3. Development of the skills required to independently access and process financial data

CONTENT SYNOPSIS

Main areas of study:

Introduction to the module: the role of accounting in the preparation of strategic plans

Measuring and comparing financial performance

Using knowledge of an entity‟s cost in operational and strategic management

Cost management and analysis

Costing methods and control

Strategic planning, decision taking and budgeting

Budgetary preparation and financial control

Appraising investment opportunities

Business financing decisions

The role of working capital in providing finance for the business

TEACHING AND LEARNING METHODS

The teaching and learning strategies are based around material from the set text book and additional

learning materials. Class contact is detailed in the learning plan later on, but has a one hour lecture each

week supported by a series of two hour workshops.

Overall, the primary method of engagement with the subject material is through structured directed reading

and directed questions.

27

Topics are introduced in the lecture in order to guide your reading. You then have directed reading and

questions to complete before the workshop in that topic. Workshop topics are then designed to assist and

consolidate your understanding of what you have learnt in each topic.

This is a Masters level module combining subjects in accounting, finance and strategic management. There

is a lot of ground to cover and only limited class contact time. You are strongly advised therefore to

complete the directed questions or work before each workshop. It will be assumed that this is the case and

all workshops are aimed at students who have completed the directed work. Directed questions will be set

from the text or posted on Sunspace.

This (15 credit) module has 150 learning hours associated with it. These hours are split as follow for this

module:

Lectures 1 hours per week for 10 weeks 10

Workshops 2 hours per week for 10 weeks 20

Course work assessment 20

Directed Study 100

150

ASSESSMENT METHODS

Assessment 001

The module is assessed by one piece of course work, taking into account a student‟s learning performance.

The course work will be handed out in week 5 and is due in week 12. The formal assessment schedule

provides precise dates. The piece of course work will be the form of a 2500 – 3000 word report or essay.

Meeting K1, K2 K3, S4, S1 &S2

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass Mark

001 Coursework PCMS 100 40 40

INDICATIVE READING LIST

Main text:

Peter Atrill and Eddie McLaney (2008): Accounting and Finance for Non-Specialists, 6th edition, Financial

Times/Prentice Hall.

Additional readings

Gowthorpe, C.,(2005), Business Accounting and Finance for non-specialists 2nd edition, Thomson

Weetman, P., (2006) Financial and Management Accounting, An Introduction, 4thedition, FT, Prentice Hall

McLaney, E. and Atrill, P., (2010), Accounting: An Introduction, 5thedition, FT/Prentice Hall

Glautier, M.W.E and Underdown, B., (2001), Accounting Theory and Practice, 7th edition, Prentice Hall.

Holmes, Sugden and Gee.(2004), Interpreting Company Reports and Accounts, 9th edition, Financial Times

/ Prentice Hall.

Drury, C. (2004) Management and Cost Accounting, 6th edition, International Thomson Business Press

Watson and Head (2009), Corporate Finance Principles and Practice, 5thedition, Financial Times, Prentice

The module will draw upon a range of printed and electronic sources suitable to reflect on the

contemporary issues of the subject material. Some texts are regarded as key to understanding the

development of the subject and may not therefore be the current edition of a particular text but the reading

list will be reviewed annually to ensure its relevance and appropriateness.

28

TITLE: MANAGING AND LEADING PEOPLE

CODE: PGBM02

CREDITS: 15

LEVELS: 4/ MASTERS




CO- REQUISITES: NONE

LEARNING HOURS: 150 hours, the exact nature of which is specified in the module guide.

LEARNING OUTCOMES


Knowledge

K1. Understanding and critical evaluation of the attitudes and beliefs, players and influences that exist

and the extent to which these help or hinder people and their organisations as they strive to achieve

success.

K2. Understand, explain and critically evaluate a basic knowledge of the systems, processes and

routines that underpin people leadership and management and the basics of people resourcing,

learning/development and performance management.

K3. Understand, explain and critically evaluate knowledge of the characteristics of successful

organisations and of high performance people.

Skills

S1. The understanding, explanation and critical evaluation of how an employee's performance is

measured and the impact of individuals and groups on business performance.

S2. A critical awareness of line managers' roles and responsibilities especially with regard to the

management and leadership of employees.

S3. Analysis of a line managers' role and responsibilities, the corporate strategy and Human Resource

plans and processes to effectively integrate the organisation's interests.

S4. The critical evaluation of the strategic and business-related benefits to be gained from a

psychologically-engaged workforce.

S5. The skills necessary to assemble and apply analytical tools to identify and expediteremedial action,

performance improvement and transformational change to promote corporate excellence.

CONTENT SYNOPSIS

• The Bath model - performance differentiators. The relationship between individual performance and

organisational policies and practices.

• Organisational cultures, definition, relation to organisational behaviour, roles and responsibilities of

line managers in supporting and promoting appropriate organisational cultures.

• Recruitment and retention - how to find and recruit the best candidates, the recruitment interview,

preparation and procedure, line manager contribution.

• Performance management - implementing and maintaining a performance management system -

models of performance management. Identifying and retaining high performers.

• Motivation and reward of individual employees - relation to performance. Definition of motivation,

generic model, content and process theories, extrinsic and intrinsic factors.

• Involvement - organisational strategies to promote involvement: team work, empowerment, job

design - line manager roles and responsibilities.

29

• Leadership - levels of operation. Definition, leadership and management contrasted, theories,

leadership's cultural contribution. Transformational leadership.

• Learning and development: definition, learning and development distinguished, contribution of L&D

to overall organisational success, line manager roles and responsibilities. Knowledge workers and

knowledge management.

• Flexibility and change - change model. The organisation's internal and external environments, types

of flexibility, emerging work patterns, managing change, the role of the line manager.


The learning strategy will introduce core concepts, carry out group exercises and respond to case study

materials to test ideas and develop relevant individual and line-manager skills. Responsibility is placed on

students to undertake the necessary reading. Preparation for the workshops is directed in the module

guide.

Lectures 10 x1 hour 10 hours

Workshops: 10 x 2 hours 20 hours

Directed Study (pre-reading and exercises): 120 hours

Total time: 150 hours

ASSESSMENT METHODS

Assessment 001:

For this module there is one piece of assessment which is an unseen, time constrained individual exam

which will be provided during the assessment period.

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark

001 Exam PCMS 100 40 40


Primary text:

French, R., Rayner, C., Rees, G., Rumbles, S. (2011) Organisational Behaviour (2nd Ed.), New York: John

Wiley and Sons, Inc.

Secondary texts:

Pettinger, R. (2010) Organisational Behaviour: Performance Management in Practice, Abingdon, Oxon:

Routledge

Wilson, F. M. (2010) Organisational Behaviour and Work: A Critical Introduction, Oxford: Oxford University

Press

Additional reading:

Armstrong,M& Stephens, T ( 2005) A Handbook of Management and Leadership - a R. To managing for

results Kogan Page

Rollinson, D., Broadfield, A., and Edwards, D., ( 2005) Organisational Behaviour and Analysis: an

integrated approach, third edition , Addison-Wesley, Pearson Education Limited

Watson,G&Gallagher,K ( 2005) Managing for Results CIPD publishing



30



TITLE: OPERATIONS MANAGEMENT

CODE: PGBM03

CREDITS: 15

LEVEL: 4/ MASTERS


BOARD: POSTGRADUATE BUSINESS AND MANAGEMENT


CO-REQUISITES: NONE


LEARNING OUTCOMES


Knowledge

K1. A critical understanding and explanation of the systematic nature of the Operations Management function K2. Critical knowledge of the contribution made by operations management to corporate strategy K3. Critical understanding of the interdependence of the operations function and the other key activities of the organisation.

Skills

S1. The skills required to recognise and evaluate the factors involved in the management and control of projects. S2. Their ability to evaluate the operational processes available to accommodate variations in volume and variety for a range of products and services. S3. Effective communication skills using a range of media including the preparation of business reports. S4. Problem solving and decision making skills to provide effective solutions to business problems.

CONTENT SYNOPSIS

The central role of operations management in the organisation

Operations strategy: process design and its relevance to meeting market requirements

The management of innovation and new product design

Managing quality, both in services and manufacturing

Managing the supply chain

Introduction to project management


The module is based on a normal total contact time of 30 hours, in workshops or formal lectures,

supplemented by 120 hours of directed learning using appropriate texts and a module study guide. In the

workshops, case studies drawn from as wide a range of management activities as possible will be used as

a basis for class discussion and analysis. Practical evidence of the topics discussed will be provided by

video material and wherever possible, by site visits and contact with practitioners. Students will be

provided with a range of teaching material and journal articles on webCT.

ASSESSMENT METHODS

Assessment 001:

31

This will consist of one major assignment worth 100%. The task will require students to analyse the

operational issues raised in a suitable case study and provide an individual report (3000 words). The case

may be provided or originate from the students own experience or investigation and research.

Formative feedback will be given through workshop discussions and group working.

Sequence Assessment

Type

Marking

Scheme

Weighting Qualifying

Mark

Pass Mark

001 Individual

Report

PCMS 100 40 40

INDICATIVE READING

Slack,N., Chambers,S. and Johnston,R.J. (2010) Operations Management, 6th Edition, Pearson

Hill. T, and Hill, A. (2011) Essential Operations Management, Palgrove Macmillan Business.

Hill,T.(2005) Operations Management, 2nd Edition, Macmillan Business.

Waters,D.(2002) Operations Management, 2nd Edition, Addison-Wesley.

Chase,R.B., Jacobs,F.R., Aquilano,N.J. (2006) Operations Management for Competitive Advantagewith

Global Cases, 11th Edition, McGraw-Hill.

Fitzsimmons,J.A., Fitzsimmons,M.J. (2008) Service Management: Operations,Strategy andInformation

Technology, 6th Edition, McGraw-Hill.

Johnston, R. and Clark, G. (2005) Service Operations Management, 2nd Edition,Financial Times-Prentice

Hall.

Lovelock, C, (2000) Services Marketing, 4th Edition, Prentice-Hall.

Zeithaml, V.A. and Bitner, M.J. (2003) Services Marketing, 3rd Edition, McGraw-Hill.





TITLE: INTERNATIONAL BUSINESS ENVIRONMENT

CODE: PGBM04

CREDITS: 15

LEVEL: 4/ MASTERS

FACULTY: BUSINESS and LAW


PRE – REQUISITES N/A

CO -REQUISITES: N/A


LEARNING OUTCOMES


Knowledge

K1. Their understanding of the concepts, terminology & theoretical models associated with international

business policies and strategies.

K2. An understanding of the political, socio-cultural, economic and technological factors that have been

found to influence variations in international organisational business structures and management

styles.

K3. An awareness of the relationship between national and organisational cultures

32

K4. Their knowledge of the conceptual theory of „internationalisation‟, innovation and competitive

advantage to different industries and locations

Skills

S1. The skills necessary to apply relevant behavioural concepts to real-world scenarios/organisations,

and participate in/lead discussion on related dilemmas and issues.

S2. Howto apply relevant theoretical concepts to real-world business (environment) dilemmas and

issues, producing a diagnosis and possible solutions.

CONTENT SYNOPSIS

This module examines aspects of the key concept of strategic management within an international

business context. It begins by introducing and understanding of corporate strategy as it relates

transnational corporations as players in an increasing global environment. The impact of Foreign Direct

Investment (FDI) and actions of global players as they seek to identify competitive advantage is

considered. As the role cultural differences play in determining the success/failure of a company within the

global context activity, the applied research results of Hofstede are explored. Growth of the global

marketplace has been accompanied by national and international regulations governing the openness of

trade. Thus trade agreements, e.g. under the banner of WTO, are examined as well as the issues which

link this to the “hyperglobalisation” debates. A distinction is made between those companies operating in

market, state and transitional economies. The impact of the growth of technology in general and

communication technology in particular are explored. The role played by the international financial

environment in influencing international business is also reviewed.

TEACHING & LEARNING METHODS

Teaching & learning will take place through a series of core lectures and programmed learning activities

undertaken in seminar workshops. Students will have a learning opportunity to participate as team

members by presenting findings from case studies through short presentations with interactive questions

and answers and class discussion to broaden the teaching and learning experience. This will provide

formative feedback in advance, broadly related to the summative assessment. Directed reading will be

specified; with students being actively encouraged to pursue a variety of other learning resources; journal

articles, internet sources as well the recommended core text.

Lecture: One hour x 10

Seminar /workshop: Two hours X 10

Directed Study: 70 hours

Research: 50 hours

TOTAL: 150 hours

ASSESSMENT METHODS

Assessment 001: Formative assessment - Group/syndicate discussions, virtual learning, class debates and

small group presentations will act as the formative assessment throughout the module. Formative

feedback will regularly be given through plenary discussion of class activities.

The module is assessed by an individual written assignment the end of the module worth 100% of the overall grade Students are required to attain at least 40% in order to pass the module. All learning outcomes are assessed.

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark

001 Individual written PCMS 100 40 40

33

assignment


Morrison, J. (2009) International Business: Challenges in a Changing World, Palgrave MacMillan.

[An excellent comprehensive and challenging text with links to Marketing, HR Finance, and

Operations Management.]

OR

Morrison, J. (2006) The International Business Environment, 2nd edition, Palgrave MacMillan.

Hamilton, L. and Webster, P. (2009) The International Business Environment,Oxford University Press.

(mostly for Undergraduates but very good knowledge/concepts

base ).

Hill, Charles W.L. (2009) International Business: Competing in the Global Market, 7th Edition, New York:

McGraw Hill.

Daniels, J., Radebaugh, L. and Sullivan, D, (2009) International Business, 12th Edition, Pearson

The World in 2010, The Economist.

And for a more specialist area:

Brummer A. (2009)The Crunch: How Greed and Incompetence Sparked the Credit Crisis, RH Business

Books.





TITLE: MARKETING MANAGEMENT

CODE: PGBM15

CREDITS: 15

LEVEL: 4/MASTERS




CO-REQUISITES: NONE


LEARNING OUTCOMES


Knowledge

K1. That they understand the merits of particular marketing concepts when applied to selected business

situations.

K2. That they can understand the potential impact of factors in the external environment on the marketing

activities of organisations

K3. That they have understanding of the major decisions that organisations confront in satisfying market-

place needs.

K4. That they understand market planning in organisations.

34

Skills

S1. How to conduct research using relevant marketing journals and business documentation

Learning Opportunities

Students will have an opportunity to develop skills in giving presentations, working in groups, and in

discussing case material in workshops.

CONTENT SYNOPSIS

• Perspectives on the role of marketing from an operational and strategic context.

• The external environment and how it shapes marketing opportunities for different types of organisations.

• Information needed by organisations to aid decision making.

• The role of segmentation in strategic marketing thinking.

• The development of consistent and coherent marketing mixes in ensuring a successful presence in the

market-place.

• The alternative approaches to communicating with markets within the context of developing and

sustaining effective relationships with customers, suppliers, other publics and stakeholders.

• The approach of organisations to the development of marketing plans and strategies.


Directed reading will provide students with an insight into the relevant theories and concepts underpinning

the module. Workshops will be used to facilitate students ability to apply the concepts to a range of different

business situations. Extensive use will be made of case studies, journal articles and newspaper reports in

the workshops to develop key module themes and enable students to reflect on contemporary business

issues. Surgeries will be used to help students to clarify problems arising in the progressing of their

assignments and to find appropriate solutions.

INDICATIVE BREAKDOWN OF LEARNING HOURS

Workshops 30 hours

Surgeries 6 hours

Directed Reading 114 hours

Total 150 hours

ASSESSMENT METHODS

Assessment 001: Summative assessment will consist of one major assignment, assessing all learning

outcomes, worth 100%. The task will require students to investigate marketing practices in a business sector

and present their findings via an individual report [3000 to 4000 words].

Formative feedback will be given through workshop discussions, and group work.

Sequence Assessment

Type

Marking

Scheme

Weighting % Qualifying

Mark

Pass Mark

001 Assignment PCMS 100 40 40

INDICATIVE READING

Kotler, P. and Keller, A.L. (2009) Marketing Management, 13th Edition, Prentice Hall.

Blythe,J.(2009)Principles and Practice of Marketing, 2nd Edition, Thomson.

Jobber, D. (2009) Principles and Practice of Marketing, 6th Edition, McGraw Hill.

The module will draw upon a range of printed and electronic sources suitable to reflect on the contemporary

issues of the subject material. Some texts are regarded as key to understanding the development of the

35

subject and may not therefore be the current edition of a particular text but the reading list will be reviewed

annually to ensure its relevance and appropriateness.

TITLE: GLOBAL CORPORATE STRATEGY

CODE: PGBM16

CREDITS: 15

LEVEL: 4/MASTERS




CO-REQUISITES: NONE

LEARNING HOURS: 150 hours, the exact nature of which is specified in the Module Guide

LEARNING OUTCOMES


Knowledge

K1. Their critical understanding and application of relevant theories associated with global corporate policies and strategies.

K2. Understanding of the holistic nature of strategy and apply analytical techniques to solve complex problems in real life organizations

K3. Knowledge of the strategic decision making process through critical analysis of how strategic decision making enables an organization to relate to its global business environment.

Skills

S1. How to critically evaluate and monitor the business mission, objectives and policies of international organizations.

S2. How to use critical reflective skills to reflect on the impact of their understanding on the problem solving process

CONTENT SYNOPSIS

The above learning outcomes will be developed through an exploration of key areas in strategy. Business is

increasingly moving towards a global perspective. The global view relates not only to an assessment of

competitors but also the geographic/demographic arenas in which they function. This module will examine

key contemporary issues surrounding international and global corporate strategy. A framework will be

established to enable participants to understand the management processes involved in organizations. In

this context, strategy can only be analyzed and understood when the various stakeholders and their complex

relationships are considered as part of the management of multinational organizations. This is achieved by

examining the design of strategic management processes and how strategic decisions affect the functioning

of the organization. The module seeks to establish the „holistic‟ nature of corporate strategy and how this

affects organizational decision making processes. By examining aspects of the internal and external

environment and associated forces on the organization, participants will develop an appreciation of business

and management within a global setting.


This module will draw upon the independent learning skills of the course participants. A range of teaching

and learning methods will be employed during the sessions to achieve the learning outcomes. Each session

will focus on key contemporary strategic issues using a range of learning techniques e.g. syndicate working,

group debates, consultant / client role play, audio and visual case studies. The learning strategy will be

36

based on a variety of delivery methods focused around a series of interactive workshops supported by

directed reading, preparatory work on case studies and other relevant material.

Breakdown of 150 Learning Hours

Lectures / Workshops 30 hours

Directed Study 70 hours

Self Directed Study 50 hours

Total 150 hours

ASSESSMENT METHODS

Assessment 001: The module will be assessed by a single individual written assignment. All learning

outcomes will be assessed.

The standard University Regulations relating to the Infringement of Assessment Regulations apply. All work

must be referenced using the Harvard Referencing System.

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark



Participants are encouraged to read relevant newspapers including The Financial Times (www.ft.com) and

journals in particular The Economist, (www.economist.com) to keep abreast with current developments in

the field.

Key Text: De Wit, B. and Meyer, R. (2010) Strategy Process, Content, and ContextInternational Perspective, 4th

Edition, CENGAGE Learning.

Main Supporting Texts: Lynch, R. (2006) Corporate Strategy, Fourth Edition, Financial Times Prentice Hall.

Mintzberg, H., Ahlstrand, B. and Lampel, J. (1998) Strategy Safari, Financial Times Prentice Hall.

Mintzberg, H., Ahlstrand, B., and Lampel, J. (2008) Strategy Bites Back, Financial Times Prentice Hall.

Other Supporting Texts: Bennett, R. (1999)International Business, 2nd Edition, Financial Times Pitman Publishing.

Cummings, S. and Wilson, D. (2003) Images of Strategy, Blackwell Publishing.

Ferguson, P. R. and Ferguson, G. J. (2000) Organisations – A Strategic Perspective, Macmillan Press Ltd.

Grant, R. M. (2002) Contemporary Strategic Analysis – Concepts, Techniques, Applications, 4th Edition,

Blackwell Publishers.

Haberberg, A. and Rieple, A. (2001) The Strategic Management of Organisations, Financial Times Prentice

Hall.

Johnson, G., Scholes, K. and Whittington, R. (2005) Exploring Corporate Strategy: Text and Cases, 7th

Edition, Financial Times Prentice Hall.

Joyce, P. and Woods, A. (2001) Strategic Management – A Fresh Approach to Developing Skills, Knowledge

and Creativity,Kogan Page Limited.

Lasserre, P. (2003) Global Strategic Management, Palgrave McMillan.

Stacey, R. D. (2000) Strategic Management & Organisational Dynamics – The Challenge of Complexity, 3rd

Edition, Financial Times Prentice Hall.

Stonehouse, G., Hamill, J., Campbell, D. and Purdie, T. (2000) Global and Transnational Business –

Strategy and Management, John Wiley & Sons.

http://www.ft.com/

http://www.economist.com/

37

Thompson, A. A. and Strickland A. J. (2003) Strategic Management – Concepts and Cases, McGraw-Hill

Irwin.





TITLE: INFORMATION MANAGEMENT

CODE: PGBM23

CREDITS: 15

LEVEL: 4/MASTERS



PRE-REQUISITES: None

CO-REQUISITES: None


LEARNING OUTCOMES

Upon successful completion of this module, students will have demonstrated:

Knowledge

K1. A critical understanding of the role of information systems at different levels in business operations

within different sectors.

K2. Knowledge of different methods of obtaining data/information.

K3. Critical understanding of various statistical analyses in processing data/ information in different

situations, in particular, with a view to decision making in business operations

K4. Their knowledge of data using appropriate statistical methods.

Skills

S1. The necessary skills in data handling, analysis and presentation.

CONTENT SYNOPSIS

The module commences with an overview of the requirements for/ uses of information at different levels in

business operations in different sectors then the role/function of information systems in business operations

is discussed. Methods of obtaining data/ information and the importance of statistical analysis in processing

data/ information are considered. Focus is on practical applied statistics and the link with decision making is

emphasised. Data handling, analysis and presentation are considered, linked with appropriate statistical

analysis. Descriptive statistics, relationships between variables and comparisons of means will be covered

in relation to parametric and non-parametric data. Special focus will be placed on time series analysis and

forecasting. Use will be made of relevant software packages where appropriate


A range of teaching and learning strategies will be employed. Formal lectures will be used for providing

information, comparing and contrasting schools of thought, demonstrating skills and providing a framework

for the subject. Seminars will explore theories and issues in more depth using team work and small group

discussions to develop key skills and encourage a deeper approach to learning by encouraging critical

reflection. Examples will be drawn from a range of sectors in order to compare and contrast the various

38

roles and styles of businesses and organisations. Case studies, peer assessment, newspaper and journal

articles, set readings, video and debate may be used.

Lectures 10 x 1 hour = 10 hours

Workshops 10 x 2 = 20 hours

Virtual Learning 10 x 1 = 10 Hours

Self Directed Study = 110 hours Total = 150 Hours

ASSESSMENT METHODS

Assessment 001 Exam (open book) 100% meeting K1, K2 K3, K4 & S1

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark

001 Exam PCMS 100 40 40


Main text:

Bee, R. and Bee, F. (2008) Managing Information and Statistics, 5th Edition, London UK: CIPD

Publications.

Additional reading

Black, K. (2004)Business Statistics for Contemporary Decision Making, Hoboken, NJ, US: Wiley

Publications.

Pearlson, K. E. and Saunders, C. S. (2006)Managing and Using Information Systems:

A Strategic Approach, 3rd Edition, Hoboken, NJ:Wiley Publications.





TITLE: MBA Dissertation

CODE: PGBM73

CREDITS: 60

LEVEL: 4/MASTERS




CO-REQUISITES: NONE

LEARNING HOURS: 600 the exact nature of which is specified in the module

guide

LEARNING OUTCOMES


Knowledge

K1. That they can understand specific substantive problems or issues within an organisation or

business sector placing them into a strategic context within the research investigation.

39

K2. A critical understanding of valid research questions via a review of the academic literature; a critical

review of the activities and operations of the organisation/sector and the environment in which it

operates.

K3. A clear understanding of different research methodologies and their limitations, and be able to

critically explain when one might be more appropriate than another in the context of the chosen

research topic.

K4. That the project findings have been logically derived and that the conclusions/solutions and

recommendations are fully supported by the evidence presented.

K5. That the recommendations for strategic change in the organisation/business sector investigated are

capable of implementation

K6. How the personal and organisational learning that has taken place has affected the development of

your skills and competences during the completion of your programme of study.

Skills

S1. The necessary skills to design and undertake appropriate qualitative and quantitative research as

necessary to analyse your chosen organisation/business problem or task.

S2. How to interpret, record and analyse data relating to the research topic.

CONTENT SYNOPSIS

Utilising an applied business research methodology the dissertation will include the following elements:

A clear abstract.

A clear account of the organisation/business sector being investigated.

A review of relevant academic literature and derivation of valid research questions both from the literature

and the organisation/business sector issues.

A review of the methodological issues concerning the research question including critical evaluation of

alternative research methodologies and their limitations.

A review of the research method adopted and data collection techniques including interviews, observations,

and participant observation and their implications and limitations.

Interpretation and analysis of qualitative, and if appropriate quantitative data, using appropriate statistical

and computational techniques.

A clear presentation of empirical findings and implications for the activities and operation of the

organisation/business sector.

Reflection on the personal and organisational learning as a result of undertaking the project and how that

learning relates to the programme as a whole.

AMPLIFIED CONTENT

By examining a specific problem or issue the student will be able to apply the knowledge and techniques

learned during their studies. The purpose is to equip the students with some of the necessary tools and

transferable skills which they can take with them into their subsequent careers. Part of the formal teaching

input will incorporate a series of lectures which will signpost students to the key research issues. Themes

for the lectures will be:

Theme 1

Conducting a critical literature review in practice for applied research in business and management-

Research question and research objectives, illustrative examples.

Theme 2

Choosing and justifying a research framework and methodology for applied research in business and

management. Illustrative examples.

40

Theme 3.

Ethical issues relating to doing applied research in business and management, types of business and

management data and data sources.

Theme 4.

Qualitative data and applied qualitative business / management research. Data collection,data

presentation and methods of data analysis.Illustrative examples.

Theme 5.

Quantitative data and applied quantitative business/ management research. Data collection,data

presentation and methods of data analysis.Illustrative examples.

Theme 6.

Mixed methods for doing applied research in business and management- key issues and methods-

Illustrative examples.

The workshops will reflect and develop the lecture content to enable a research proposal of approximately

1500 words to be developed during the initial phase of the module and working with the academic

supervisor, the student will identify the key issues to be analysed within the main body of the

dissertation.Following the approval of the chosen topic the student will begin the dissertation phase and its

constituent research process will involve a series of one-to-one meetings. During these meetings the

academic supervisor will:

aid the student with the strategic context in which the project is being set as well as determining the scope of the literature review to be undertaken by the student.

help the student to clarify the research methodologies that will be used by the student in gathering data/ intelligence for the project.

discuss with the student the findings arising in the project and help the student to reflect upon the conclusions and recommendations of the project.

review with the student any final issues before submission.


The project work will be conducted independently by the student, helped by an academic supervisor. The

formal teaching component will be provided through the applied research methods element, which is

scheduled to take place before commencement of the dissertation. In this element of the module a detailed

research proposal will be developed by the student with support from the academic supervisor. The

supervisor will assist the student to:

help to refine and finalise the research proposal

provide academic expertise and advice on literature review and use of appropriate methodology to underpin the project

monitor the student's progress during the period of the dissertation preparation

keeping records of all meetings

encourage student to keep appropriate records of action and progress which could subsequently be included in the dissertation

provide general support, direction and guidance as required throughout the research process

Lectures 6 x 1hour

Workshops 6 x 2 hours

Formal supervision: 6 hours

41

Directed study: 576hours

ASSESSMENT METHODS

Assessment 001: As part of the development of the dissertation, the student will be required to complete a

1500 word research proposal which the academic supervisor will confirm as appropriate to enable the

student to continue with the dissertation. Whilst this element will represent 20% of the final mark it is not

intended that it will require a pass mark as it will contribute to the final mark awarded.

Assessment 002: Each dissertation is assessed internally by two members of staff. A sample

ofdissertations are also sent to external examiners. Students will be required to submit one written report of

approximately 15000 words,containing a literature review, methodology, data analysis and

recommendations. The issue of how recommendations for change could be implemented given the studies

undertaken and will be based on prior experience of the organisation or business sector which has been

investigated. Within the recommendations an outline plan detailing the timescales, management

interventions and resources that would need to be available to implement the recommendations will be

included. There will also be a critical reflection upon the development of skills and competences derived

from the experience of undertaking the project.

This assessment will assess all learning outcomes.

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark

001 Proposal PCMS 20 1 40

002 Dissertation PCMS 80 1 40

EXTENDED READING LIST

Saunders, M.N.K., Lewis, P. and Thornhill, A. (2009) Research Methods for Business, 5th Edition London,

Pitman.

Silverman, D. (ed) (2010) Qualitative Research: Theory, Method and Practice. 3rd Edition.Sage.

De Wit, B and Meyer, R [2010] Strategy Process, Content and Context 4th Edition Thomson

Easterby-Smith, M. , Thorp, R and Lowe, A, [2008] Management Research 3rd Edition Sage

Brewerton, P, and Millward, L ,[2004]Organisational Research Methods 1st Edition Sage Coghlan, D and

Brannick, T , [2005] Doing Action Research in your own Organisation. 2nd Edition. Sage

Relevant journals will be consulted by the students depending upon the area of study and chosen topic





TITLE: MANAGEMENT ACCOUNTING AND CONTROL

CODE: PGBM64

CREDITS: 15

LEVEL: 4/MASTERS




CO-REQUISITES: NONE

LEARNING HOURS: 150 hours the exact nature of which is specified in the module guide

42

LEARNING OUTCOMES


Knowledge

K1. A critical understanding of a range of key strategic management accounting models and concepts. K2. A critical understanding of the strategic role of management accounting at local and international

level K3. A critical understanding of the merits and limitations of management accounting theory

Skills

S1. How to apply the key management accounting concepts and methodologies in order to contribute to successful decision making in an organisation

CONTENT SYNOPSIS

An introduction to strategic management accounting

Relevant costs for decision making

Activity based costing

Pricing decisions

Budgeting

Management control systems

Variance analysis

Performance management

Transfer pricing

Current issues in management accounting


This module is taught by means of lectures and workshops. In order to develop skills in critical reasoning and

judgment, lectures and workshops will be used to both deliver the formal input and to develop practice

through case studies and practical application of the subject area. These will be supported by group activities

and Sunspace.

Lectures 10 hours

Workshop 20 hours

Sunspace interactive activities 20 hours

Self directed study 100 hours

Total 150 hours

ASSESSMENT METHODS

Assessment 001 Individual Assignment 100% assessing all learning outcomes.

The module will be assessed by a single integrative individual assignment and this will test all learning

outcomes from the module. This will be based on either a case study or developed scenario that will form a

synthesis of all elements of the module.

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark

001 Assignment PCMS 100 40 40


Main text:

43

Procter R. (2009) Managerial Accounting for Business Decisions, 3rd Edition, Financial Times Press.

Supporting texts:

Weetman, P, (2010) Management Accounting, 2nd Edition, Financial Times Press.

ACCA study text for paper F5; latest edition BPP.

Atrill, P. and McLaney, E. (2010) Management Accounting for Decision Makers, 6th Edition, Financial Times

Press.





TITLE: INTERNATIONAL MARKETING

CODE: PGBM51

CREDITS: 15

LEVEL: 4/MASTERS



PRE-REQUISITES: None

CO-REQUISITES: None

LEARNING HOURS: 150, the exact nature of which is specified in the module guide.

LEARNING OUTCOMES


Knowledge

K1. That they can understand the differences between marketing in domestic and international markets

K2. That they can understand the processes by which organisations internationalise their activities and

enter new markets

K3. That they can understand the suitability of specific international marketing strategies

Skills

S1. How to utilise a broad range of sources for finding appropriate information

S2. The analysis of market data in order to assess marketing opportunities across different regions of

the globe.

CONTENT SYNOPSIS

This module is designed to explore key elements of international marketing activity taking place in the

current era of globalization.

• Internationalisation processes for firms and their goods and services.

• Market entry options and strategies.

• Marketing strategies for international markets

• International marketing planning and control systems.

• International trading in practice

• European markets and their characteristics

• American markets and their characteristics

• Asian markets and their characteristics

44

African markets and their characteristics


The directed reading undertaken will provide students with a range of perspectives on how organisations

approach international marketing. In the workshops case studies and journal articles will help students to

assess and evaluate marketing strategies that can be used to benefit organisations. Discussions will take

place in workshops to encourage students to consider and develop balanced arguments when reflecting

upon international marketing issues.

Indicative breakdown of learning hours:

Tutor-led workshops and lectures: 30 hours

Guided Reading: 70 hours

Self directed study: 50 hours

Total: 150 hours

ASSESSMENT METHODS

Assessment 001

One written report focusing on key issues of international marketing such as business environmental

analysis and market entry strategy. This assessment will assess all learning outcomes.

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark

001 Report PCMS 100 40 40

INDICATIVE READING

Albaum, Duerr, and Strandskov, (2005) International Marketing & Export Management, 5th Edition, Pearson

Education.

Ghauri, and Cateora, (2010) International Marketing, 3rd Edition, McGraw-Hill.

Hollensen, (2008) Essentials of Global Marketing, Pearson Education.

Hollensen, (2010) Global Marketing, 5th Edition, Pearson Education.

Usunier, and Lee, (2005) Marketing Across Cultures, 4th Edition, Pearson Education.

„The World in 2011‟ (2010) The Economist publications.





TITLE: E-MARKETING

CODE: PGBM39

CREDITS: 15

LEVEL: 4/MASTERS




CO-REQUISITES: NONE

LEARNING HOURS: 150 the exact nature of which is specified in the module guide

45

LEARNING OUTCOMES


Knowledge

K1. That they can critically understand the role of e-marketing in the context of both off- and online business.

K2. That they are aware of how the internet can be considered in a strategic marketing context. K3. A critical understanding of the processes and techniques used in analysing, planning and executing

e-marketing campaigns. K4. An understanding of the complex issues and problems facing practitioners of e-marketing.

Skills

S1. Critical and creative thinking, analysis and synthesis S2. That they can apply theoretical tools, concepts and techniques to e-market contexts

CONTENT SYNOPSIS

The learning outcomes will be developed through an exploration of the following subject areas:

Role of e-marketing

Online trading

Online buyer behaviour

Applications of e-technology in a marketing environment The module identifies the role of e-marketing in the context of e-commerce, e-business and offline business

as well as how it sits in a strategic, operational and multi-channel marketing context. Methods of pure online

trading, online buyer behaviour and the online buying cycle are considered before the content concentrates

on a number of marketing specific applications that e-technology makes available to the marketer. These

include email marketing, viral marketing, online advertising, search engine marketing, web site design and

content, affiliate marketing, e-metrics and e-public relations.


Delivered through a series of workshops and tutorials, the module will use a problem-based approach

requiring students to analyse key conceptual and theoretical models of the discipline as well as

contemporary industry practice and apply that learning in strategic and operational situations that may be

encountered in an e-marketing environment.

The total learning time will be as follows:

Workshops and lectures 30

Guided reading 50

Self-directed study 70

Total hours 150

ASSESSMENT METHODS

Assessment 001

The assignment is an individual submission based on a case study and tests the students‟ capacity to take

the theories and concepts of the subject and apply it in an operational context.

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark

001 Individual

course work

PCMS 100 40 40

46


Charlesworth, A. (2009) Internet Marketing – a Practical Approach, Butterworth Heinmann.

Charlesworth, A. (2007) Key Concepts of e-Commerce, Palgrave MacMillan.

Gay, R., Charlesworth, A. and Essen, R. (2007) Online Marketing: A Customer Led Approach, Oxford

University Press.

A number of journals are all available on the Emerald system, including: International Marketing Review,

European Journal of Marketing, Journal of Services Marketing, Journal of Consumer Marketing and the

International Journal of Retail & Distribution Management.

Students will be encouraged to use the internet as a source of contemporary material for their studies. To

facilitate this, students will be given a list of websites where relevant information is not only freely available,

but is always up to date.





TITLE: GLOBAL LOGISTICS AND SUPPLY CHAIN MANAGEMENT

CODE: PGBM63

CREDITS: 15

LEVEL: 4/MASTERS




CO-REQUISITES: NONE

LEARNING HOURS: 150, the exact nature of which is specified in the module guide

LEARNING OUTCOMES


Knowledge

K1. A critical understanding of the key concepts and theories of logistics management, and the core principles underpinning lean and agile thinking in supply chain management.

K2. The principles underpinning the resource efficiency and market responsiveness of supply chains and ways in which hybrid logistics solutions can be devised combining both cost reduction and service enhancement.

K3. The logic for supplier integration, partnering and network sourcing, and how the concepts can be applied to improve supply chain performance.

Skills

S1. The skills to critically assess the methodological strengths and weaknesses in established logistics and supply chain thinking.

S2. How to apply those supply chain frameworks and techniques introduced to provide solutions that improve the effectiveness and efficiency of working logistics systems.

S3. Their explanation and evaluation of the role logistics function plays in managing business operations and link supply management concerns with the strategic and market context of the organization.

CONTENT SYNOPSIS

Over the past few decades there have been many new ideas, tools and frameworks advanced to enable

organization become both more efficient and more effective. However, few of these have had as much

47

impact on actual business practice and performance as what we now term logistics and supply chain

management. The idea that the processes by which we serve customers and fulfill demand are critical may

seem obvious, and yet only recently have we seen these concerns elevated to a strategic level in the

business. It is now widely accepted that the development of effective logistics strategy and supply

management practices can impact directly upon the competitive position and operational efficiency of

organizations. In this module, students are introduced to a number of the leading approaches to supply chain

management and alternative logistic strategies that are linked to the types of products being sold and the

processes used to make and deliver them.


Teaching media will be a series of lectures supplemented by participative and action learning employing

videos and video discussions, syndicate-based case studies, analysis of scenarios and small group

exercises. Formal lecturers will be used for providing information, comparing and contrasting school of

thought, demonstrating skills and providing a framework for the subject. Seminars will explore theories and

issues in more depth using teamwork and small group discussions to develop skills and encourage a deeper

approach to learning by encouraging critical reflection. Examples will be drawn from a range of sectors in

order to compare and contrast the various roles and styles of businesses and organizations. Newspaper and

journal articles, set readings and debate will also be used.

Normally the delivery pattern for this module will be made up of 30 hours contact in workshops including

lectures, seminars, tutor support and plenary sessions.

Lecture/Workshop = 30 hours

Self Directed Study = 120 hours

Total = 150 hours

ASSESSMENT METHODS

The assessment of this module will adopt a portfolio format and will consist of the following two elements:

Assessment 001 (30 %) In-class problem solving exercise (assessing learning outcome S1, S2 and S3):

Service Level and Safety Inventory ROL and ROC Calculations

Assessment 002 (70%) Individual Written Assignment (assessing all learning outcomes): An individual

case study report; minimum of 3000, maximum of 3500 words

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark




Chopra S &Meindl P (2007) Supply Chain Management - strategy, planning and operation, 3rd Ed. Prentice

Hall International. Library class no. 658.7 C35

This book provides the basic Business Logistics and Supply Chain Management theory necessary to support

the module. There are a reasonable number of copies of this text in the library.

Harrison A (2008) Logistics Management and Strategy, 3rd Ed. Financial Times Prentice Hall. Library class

no. 658.78 H07

Mangan J., et al (2008) Global Logistics and Supply Chain Management, 1st Ed. John Wiley & Sons, Ltd.

ISBN:978-0-470-06634-8

The recommended readings for this module are:

48

BallouR (2004) Business Logistics Management: planning, organizing, and controlling the supply chain, 5th

Ed. Prentice-Hall International. Library class no. 658.78 B04

Christopher, M (2004) Logistics and Supply Chain Management: strategies for reducing cost and improving

service, 3rd Ed. Financial Times Prentice Hall.

Waller D (2008) Supply Chain Management – an introduction to logistics, 2nd Ed. Palgrave Macmillan. Library

class no. 658.5 W08

The supplementary readings for this module are:

Books

Chase R. B., Aquilano N. J., Jacobs F. R. (2004) Operations Management: for Competitive Advantage, 10th

Ed., McGraw-Hill

Markland R. E. Vickery S. K., Davis R. A. (1998) Operations Management: Concepts in Manufacturing and

Services 2nd Ed. West

Handfield, R.B., Nichols, E.L., (1999) Introduction to Supply Chain Management. Prentice-Hall,

Lamming, R.C., (1993) Beyond Partnership: Strategies for Innovation and Lean Supply. Prentice Hall.





TITLE: INTERNATIONAL HUMAN RESOURCE MANAGEMENT

CODE: PGBM18

CREDITS: 15

LEVEL: 4/MASTERS




CO-REQUISITES: NONE

LEARNING HOURS: 150 hours, the exact nature of which is specified in the module

guide

LEARNING OUTCOMES


Knowledge

K1. That they can critically understand the human resource management issues, strategies,

developments and practices adopted by different organisations and applied in a range of different

institutional contexts.

K2. That they can examine the implications of multinational organisations for human resource

management practices in host developed and developing market economies.

K3. That they have knowledge of the major employment policies of multinational companies and the

problems that may arise within different countries.

Skills

S1. A critical understanding of the theories, systems, processes and aspects(national, strategic,

operational) of international human resource management.

S2. That they can effectively apply knowledge, capacities and skills in managing an international

workforce.

http://www.sciencedirect.com/#bbib115

http://www.sciencedirect.com/#bbib162

49

CONTENT SYNOPSIS

This module examines the context and organisation of international business within which human resource

management occurs as well as the differing forms of human resource management in a variety of

international contexts. The first part of the module explores the international aspects of HRM (i.e. the

policies and processes of HR management in multinational corporations); the second part looks at

comparative HRM issues (i.e. an understanding of the reasons for cross-national differences and

similarities in HR practices); and the third part examines the challenges associated with building and

managing an international workforce (i.e. resourcing and developing of staff). The first part of the module

tends to be rather theoretical in its tone whereas parts two and three are more practical in their approach.


The teaching methods for this module are designed to appeal to a range of learning styles and to integrate

argument, action and reflection. As such, the format of the workshops combines elements of formal

lecturing and various individual/group activities (i.e. discussions, debates, presentations, exercises, role

plays, case study analysis).

All students will be expected to prepare thoroughly for each workshop and to conduct self-

directed/independent study for each theme covered in this module. This is intended to encourage the

widest engagement with the theoretical aspects of international human resource management, as well as

stimulating lively and imaginative participation in the practical aspects of this area.

Class contact (10 sessions x 1 hr): 10 hours

+ (10 workshop x 2hrs) 20 hours

Directed learning for reflection: 75 hours

Self directed study for assessment: 45 hours

Total: 150 hours

ASSESSMENT METHODS

Assessment 1: The assessment comprises of one piece of individual written work of no less than 3,000

words assessing all learning outcomes.

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark



There is no single text recommended for this module. However, the texts listed below provide useful

reading.

Edwards, T. and Rees, C. (2010) International Human Resource Management: Globalization, National

Systems and Multinational Companies, 2nd Edition Pearson.

Harris, H., Brewster, C. and Sparrow, P. (2004) International Human Resource Management, CIPD.

Harzing, A. W. and Van Ruysseveldt, J. (2004) International Human Resource Management, Sage.

Lucas, R., Lupton, B. and Mathieson, H. (2006) Human Resource Management in an International Context,

CIPD.



50



TITLE: ORGANISATIONAL DEVELOPMENT AND CHANGE

CODE: PGBM47

CREDITS: 15

LEVEL: 4/MASTERS



PRE- REQUISITES: None

CO- REQUISITES: None


LEARNING OUTCOMES


Knowledge

K1. That they can understand the strategies and techniques for the successful implementation of

organisational change derived from a range of internal and external pressures.

K2. They can understand and evaluate a diverse range of complex methods of change including

process and system based methods e.g. OD, process consultation, BPR etc and assess their

suitability in achieving performance enhancement.

K3. That they understand organisational and corporate culture and asses the value in change

management and performance.

K4. That they are aware of the importance of a multi tiered programme of change at the individual,

group, inter group and organisational level through the life cycle of the project.

K5. That they critically understand the role and internal consultancy skills involved in the leadership of

change.

Skills

S1. The skills necessary to critically evaluate and apply strategies to enhance individual and collective

learning to support change objectives.

CONTENT SYNOPSIS

The effective management of change is becoming a core strategic activity for senior managers and

increasingly all managers as well as specialist consultants. This module addresses the sources, methods,

processes and skills of managing complex change. The module will identify a blueprint for creating a learning

approach to change and address the necessary competence for individuals and organizations. Learning will

discussed as a strategic variable in change. The module will address the causes and context in which

organizations face change. The module will introduce the methods of planned change and the approaches to

designing a planned change programme. Culture will be examined critically as a variable in performance and

the implications for employees. A detailed review will take place of the participative processes necessary to

achieve commitment to change and to deal with the varied reactions to the impact of change in

organizations. The module will consider the process from information gathering, diagnosis of the desired

change in culture, structures and systems, making change interventions through the process of

implementation to the evaluation of the performance outcomes. The module will introduce students to a

variety of HR and OD skills and tools.

51

TEACHING AND LEARNING METHODS Indicative breakdown of learning hours:

Class contact 30 hours

Group activity 12 hours

Self directed learning 108 hours

TOTAL 150 hours

Course participants will be expected to engage in action based workshops that will take them through the

change management cycle and enable them to plan change through at the intra and inter organizational

level. Much of the learning will be achieved outside the workshop through a series of planned activities that

enable participants to practice and apply skills in information gathering, evaluation and implementation to

enhance their appreciation of the practical aspects, intentions and implications of change. There will be

scope for participants to work jointly in planned group activity to support the action research set learning

objectives. Course members will form into Consultancy groups and apply their skills to live projects and will

take a learning based approach to change management where the results of their work will be jointly

evaluated by the University and consultants active in change management Workshops will emphasize

problem solving and process based activities building on a foundation of pre workshop data evaluation and

directed reading. The lecture input will be confined to early steerage on concepts and models and thereafter

as an Action Learning Set facilitator. Workshop contact of 30 hours will cover concepts and models and

action based (participant led) activity. The self directed learning will include directed reading, work based

information gathering and group based work and change planning.

ASSESSMENT METHODS Assessment 001:Students are required to prepare an essay addressing one of the following questions, supported by the relevant literature: This assessment covers all learning outcomes

a) Critically examine the relationship between organisational culture and corporate performance in managing the change process

b) Discuss the factors that lead to the failure of organisational change and how these may be overcome

c) Discuss the influence of organisational design on the performance of the organization

Sequence Assessment

Type

Marking

Scheme

Weighting

%

Qualifying

Mark

Pass

Mark

001 Essay PCMS 100 40 40


Core Text

Schein, E. H. and Gallos, J. (2006) Organization Development, San Francisco, CA: Jossey-Bass.

Additional Reading List

Carnall, C. A. (2007) Managing Change in Organizations

Darwin, J., Johnson, P. and McAuley, (2002) Developing Strategies for Change, FT Prentice Hall.

Hayes, J. (2010) The Theory and Practice of Change Management, 3rd Edition, Palgrave MacMillan.

Hughes, M. (2006 ) Change Management, CIPD.

McMillan, E. (2008) Complexity, Management and the Dynamics of Change, Routledge.

Senior, B. and Fleming, J. (2006) Organisational Change, 3rd Edition, FT Prentice Hall.

52





CHANGES IN CIRCUMSTANCES Any changes to your personal details e.g. name or address should be reported to the programme

coordinator on the appropriate form which will then be sent onto the University. A copy of the changes to

personal details form can be found in appendix 2. If you change your name, you must submit a copy of

legal documentation supporting the change. Please make it clear which address the University is to use as

a correspondence address for you. Failure to keep the University informed of your correspondence address

will mean that your assessment information letter, results letter, etc., may be sent to the wrong address.

The University may impose a charge for re-issuing certificates where students have moved and not notified

them correctly.

WITHDRAWAL AND LEAVE OF ABSENCE

A leave of absence is, when you withdraw from the programme temporarily but intend to return to your

studies at some point in the future. If you wish to withdraw or to request a leave of absence from the

programme, you must inform your Programme Co-ordinator and complete the relevant form. The

completed form will be sent onto the University for processing. The form must be completed in advance

and include details of the last day of attendance and expected return date for leave of absences. Before

considering taking a Leave of Absence, careful thought should be given to the consequences and future

difficulties that this may cause, such as a lack of continuity, or pressure on time at a later stage or the

financial and fees implications. When you return from a leave of absence, a return to study form will be

required. Please note that students cannot take leave of absence during the first year of study and that the

withdrawal policy should be followed. A copy of the Withdrawal form can be found in appendix 3 and the

Leave of Absence Request form / Return to Study form can be found in appendix 4.

A link to the University Leave of Absence Policy can be found in appendix 1.

ASSESSMENT PROCEDURES Module leaders at the University write assessment papers for all modules. A breakdown of the assessment methods for each module can be found in the module and programme section of this handbook. Marking and moderation is undertaken at the University. The Assessment of students is conducted in accordance with the Postgraduate Regulations (see appendix

1). A student guide to the regulations is also available to you (see appendix 1).

You will have a maximum of four attempts to pass a module. The maximum mark obtainable if the re-

assessment is referred work (at the 2nd, 3rd or 4th attempt) is a pass at 40%. Where the re-assessment is

deferred work the mark stands, but this would follow acceptance of mitigation (see below).

REFERRED / DEFERRED WORK

53

If you fail a module, please refer to theindividual assessment feedback provided by the marker. This will

assist you, should you decide to retake the assessment. Re-assessments will only be awarded a „pass‟ (or

fail) grade unless mitigation has been accepted.

If you are referred or deferred in an assessment, you are expected to submit your referred piece of work at

a time to be specified by the Assessment Board. Failure to submit within this timeframe will again mean

that a non-submission with a mark of zero will be entered onto your record for that assessment. The

Assessment Board may then decide not to allow you to repeat the module with attendance.

EXTENSIONS

You can apply for a brief extension to the hand-in deadline for a piece of work. This extension can be for

no more than 72 hours and must be agreed by the Programme Co-ordinator. Only one extension can be

given for each module and examinations are exempt from extensions.

The maximum time given is (3 days) 72 hours which includes weekends and bank holidays. There must be

a „good reason‟ for you to request an extension, such circumstances that are exceptional and not

foreseeable or preventable. Pressure of work, computer breakdown, loss of disk etc. would not be

regarded as examples of good reason.

EXTENUATING CIRCUMSTANCES (MITIGATION)

Mitigation or extenuating circumstancesare exceptional circumstances, outside your control, that have

prevented you from either demonstrating or acquiring the skills, knowledge, competencies required to meet

the learning outcomes associated with an assessment that contributes to the qualification for which you are

studying.

Examples of extenuating circumstances might include bereavement, serious short term illness or accident

(for example, something that in employment would have led to absence on sick leave), evidenced

worsening of a long term health condition, or significant adverse family or personal circumstances.

Examples of what would not be considered as extenuating circumstances are claims of medical condition

without reasonable evidence, or with retrospective medical evidence i.e. a doctor‟s note which states that

the student was seen (after the illness occurred) and declared they had been ill previously; a long-term

health condition for which the student is already receiving reasonable adjustments and which has not

changed in severity or impact, minor illness or ailment, which in a work situation would be unlikely to lead to

absence from work, poor practice (for example, failing to keep back-ups of documents), holidays and

financial issues, or where there is a reasonable case that the circumstances were foreseeable and

preventable.

Any student who presents themselves at an examination and takes that examination, or who

submits a piece of coursework, or attends and takes part in a presentation, practical session, or any

other form of assessment cannot then put in a later request for extenuating circumstances. They will

be deeming themselves 'Fitto Sit' if they thereby engage in the assessment and no allowance will be made

forany difficulties they later wish to claim affected their results. Only in extremesituations where illness

occurred during an examination or presentation will anyconsideration be given and only then if this has

been reported at the time to theinvigilator or presentation examiner.

54

Applications for Extenuating Circumstances after the relevant assessment board has met will not be

considered. You must complete a mitigation form (see appendix 7), making sure to include all modules

affected and submit this to London Campus so that it can be forwarded to the University within one week of

the examination/assignment hand in date. Mitigation forms must be accompanied by appropriate supporting

evidence such as a sick note from a GP. This evidence must be sent to the University along with a

completed mitigation form in order for mitigation to be considered.

The mitigation panel will meet to discuss all mitigation claims. All mitigation decisions will be included on

your transcript of results.

A link to the University procedures for Extenuating Circumstances Policy can be found in appendix 1.

Note to students on medical and similar evidence: If you wish to submit evidence from a doctor or other

professional (e.g. counsellor, physiotherapist etc.) in relation to a claim for extenuating circumstances or

extension, you should be aware that this will be given only on the basis of that person‟s professional

judgement. This means that if the person giving evidence does not believe that he or she can reliably

provide this evidence (e.g. a doctor cannot retrospectively certify an illness you had the week before which

has now gone), this judgement must be accepted and the University will not support students claiming that

they „need‟ such evidence to comply with University procedures.

LOSS OF ASSIGNMENTS

It is your responsibility to retain a duplicate copy of your assignment answer. The University takes all due

care and diligence in delivering assignments to markers via secure methods; however, should assignments

go astray you will be requested to provide a duplicate copy.

ASSESSMENT MARKING AND MODERATION

All assignments should be submitted in electronic (disc or CD) form as well as in hard copy with a

University assignment cover sheet (see appendix 6) and Turnitin report. Electronic copies will not be

accepted via email; you must submit in hard copy with disc or CD enclosed. The University will submit a

sample of work through the Turnitin software for the prevention of plagiarism and collusion therefore failure

to submit an electronic copy may result in your work not being accepted for marking.

Assessment scripts will be marked and a sample will be internally and externally moderated in accordance

with University procedures. All results are then ratified by an Assessment Board.

RESULTS, TRANSCRIPTS AND FEEDBACK

Once your work has been marked and moderated, your results will be communicated electronically to your

programme co-ordinator. You will also be provided with individual assessment feedback from the marker

for each assessment you have submitted. This feedback will be made available to theLondon Campus.

Your individual student transcript will also be sent in hard copy once your marks have been ratified by the

Assessment Board.

Please contact theLondon Campus for details of your results – please do not contact the University

or London Campus for your results before the published release dates.

55

Please note that assignments and examination scripts will not be returned by the University.

When you successfully complete your studies, you will be issued with a transcript which states that you

have been awarded a University of Sunderland award, and the award parchment that you are also issued

with will make reference to that transcript.

Your final degree parchment will be issued via London Campus. Please note there is a fee of £35 for a re-

print of a parchment.

As an off-campus student you will be entitled to attend a graduation ceremony at the University of

Sunderland in July or November/December.

UNIVERSITY REGULATIONS AND PROCEDURES

REGISTRATION PERIOD Students have a maximum of three times the minimum period of registration in which to complete. So, for

the full MBA (180 credits) the minimum period of registration is 12 months and consequently the maximum

period is 36 months. This includes any periods of absence including a leave of absence.

PROGRAMME AWARDS A Master‟s degree is awarded for the achievement of 180 credits at Level 4 as required by the programme regulations. A Master‟s degree with Distinction will be awarded to students who achieve at least 70% in modules to the value of 60 credits including the project or dissertation or equivalent. A Master‟s degree with Merit will be awarded to students who achieve at least 60% in modules to the value of 60 credits including the project or dissertation or equivalent. EQUALITY AND DIVERSITY STATEMENT

The University of Sunderland celebrates and values the diversity of all students and staff. We are a

multicultural community that values and promotes equality and diversity. We do not tolerate discriminatory

practices of any kind. In line with our strategic aims, we work to continue to deliver a positive environment

for the conduct of all our activities, where all members of our community treat one another with mutual

respect and dignity. Through our policies and practices we work to ensure that all students and staff are

welcome in our community and do not face discrimination with regard to any aspect of their identity, such

as race, disability, gender, age, religion and belief or sexual orientation.

Copies of the University‟s position policies on this are available on the University‟s Equality and Diversity

website:http://services.sunderland.ac.uk/hr/equalityanddiversity/

STUDENT COMPLAINTS PROCEDURE

The University of Sunderland is committed to providing high quality services. The University of Sunderland

welcomes the opportunity to correct mistakes and misunderstandings and to respond positively and

constructively on any occasion when you feel the need to express dissatisfaction with a particular service. If

http://services.sunderland.ac.uk/hr/equalityanddiversity/

56

you have a complaint about any aspect of the Master of Business Administration programme please

contact your programme co-ordinator in the first instance.

The Complaints Procedure is available on the web please refer to appendix 1 for details.

ACADEMIC APPEALS PROCEDURE An Academic Appeal is a request from a student that an academic decision made by an Assessment Board

or Research Degree Panel should be reconsidered.A student can only make an Academic Appeal on one

of the two groundslisted below. An Appeal cannot be made on the basis of disagreement withacademic

judgment. Disagreeing with the academic judgment of a marker oran Assessment Board or Research

Degree Panel in their decision about themerits of an individual piece of work, or of overall performance

does notconstitute grounds for an Appeal, and any submissions on this basis will berejected.

Grounds for Appeal are:

i) Material Procedural Irregularity:That the student can demonstrate that there has been an

administrativeerror, that proper process has not been followed, or that the academicdecision

(including decisions on accreditation of prior learning) was notarrived at in accordance with the

regulations of the programme, in a waywhich is relevant to the outcome of the academic decision.

An Appeal willonly be considered where any such error has a direct bearing on the outcomeof the

assessment decision which is the subject of the Appeal

ii) Unconsidered Extenuating Circumstances:That student performance in assessment was

adversely affected by illnessor other factors which the student was unable, or for valid reasons

unwilling,to communicate to the Assessment Board or Research Degree Panel throughthe

established procedures for managing extenuating circumstances.It is the student's responsibility to

ensure that any extenuating circumstancesare properly communicated through these established

procedures. If astudent submits evidence of such circumstances after the assessmentdecision has

been reached, and there is no good and valid reason for nothaving submitted them at the right time,

then the Appeal will not beconsidered.

The Academic Appeals Procedure is available on the web please refer to appendix 1 for details.

PLAGIARISM: A GUIDANCE NOTE FOR STUDENTS WHAT IS PLAGIARISM? The University‟s Rules and Procedures Governing Infringement of Assessment Regulations define

plagiarism as “the unacknowledged insertion into a student‟s work of material taken from the work,

published or unpublished, of another person”. It is an offence which, if you don‟t take steps to guard against

it, can lead to a range of penalties, from being required to resubmit work to being withdrawn from your

programme of study.

Examples of plagiarism are:

a) Including in your work a piece, or pieces, from someone else‟s work (e.g. from a lecture, video,

book, journal or website) without indicating - by the use of references in the text or footnotes/

endnotes - where the work is taken from

57

b) Using someone else‟s ideas without identifying that person‟s name in your work

c) Paraphrasing someone else‟s work - i.e. expressing someone else‟s ideas in your own words -

without acknowledgement

d) Copying, without acknowledgement, the work of someone else, including the work of another

student.

Plagiarism isn‟t just about written work: it covers other people‟s ideas, designs and inventions. Essentially,

plagiarism is the act of representing someone else‟s work as your own. If academic staff suspect that you

have submitted work which is, in whole or in part, not your own, then they will not be able to accurately

assess your performance and, therefore, not be able to mark it as your own work. And remember, whether

you do this intentionally or accidentally, you are liable to be penalised.

Collusion - defined in the same University Rules and Procedures – is another form of plagiarism which can

result in your being similarly penalised. Whilst, during your programme of study, you may often be required

to work collaboratively with other students - exchanging ideas and submitting work as a team - you must

always be clear about the guidelines covering this kind of work. If you write up and submit a team

assignment because you‟re required to work as a group, that‟s fine. If, on the other hand, you submit work

which is set as an individual assignment, but which you‟ve done in collaboration with another person

without acknowledgement - this is not acceptable.

THE UNIVERSITY’S POLICY ON PLAGIARISM The University is committed to the universal academic standard which requires that students do not submit

work which contains someone else‟s words, ideas, observations or conclusions without due

acknowledgement. However, we do recognise that, if such standards are to be upheld, then the University

has ongoing responsibilities towards its staff and its students to ensure that, for example:

a) You are given the fullest information and advice on all aspects of plagiarism, including how to avoid

it and what to do if suspected of it b) Staff are aware of how you were expected to present your work in your previous educational setting

and the extent to which your experience has influenced your practices and understanding of University requirements

c) Staff are aware of anti-plagiarism strategies in the design and setting of assignments d) Electronic plagiarism detection systems are available to assist staff e) The University‟s regulatory framework is regularly reviewed with the objectives of

- maximising fairness and consistency of treatment towards those suspected of plagiarism - seeking to ensure that the most serious penalties are imposed in circumstances in which it is clear that students have sought to gain unfair advantage through acts of plagiarism.

To give effect to the above, the University has issued: a) A policy statement on plagiarism b) Revised Rules and Procedures Governing Infringement ofAssessment Regulations

58

c) Guidelines to all staff, including those serving on the newlyestablished Faculty Infringement Panels, on how to apply the Rulesand Proceduresall of which you can find on the University‟s website.

HOW TO AVOID PLAGIARISM Obviously, when preparing your assignments, you will be making use ofsomeone else‟s words, ideas or

conclusions. That‟s fine providing that,whenever you do so, you make sure that the source of those words,

ideas or conclusions is clearly identified and attributed at the points in your work wherethey are used.

Remember that you‟re doing this in the body of your textthrough the use of quotation marks, the citing of

authors and the otherstandard conventions for referencing which will be given to you or which areotherwise

available on the University‟s website (see Information ServicesHelp and Support which provides notes on

plagiarism and on standardreferencing systems). It is not sufficient to merely list your sources in

abibliography at the end of your work.

Ignorance of the rules is no defence against an accusation of plagiarism. Soplease do: a) Read, understand and comply with the University‟s published policies,rules and procedures b) Make sure that you fully understand the referencing conventions whichare used in your subject area

and that you ask for information on these ifyou have not already received it c) If, before you begin work on an assignment, you feel uncertain about howto apply the rules and

conventions in the subject area in question, alwaysseek guidance from the member of staff setting the assignment and/orthe Module Leader. You can expect clear guidelines relating to allcoursework requirements and, indeed, early warning, in cases in whichyou, or a relevant member of the academic staff, believe that you are atrisk of breaking plagiarism rules

d) Read the guidance to staff on “Tackling Plagiarism”. WHAT HAPPENS IF YOU’RE SUSPECTED OF PLAGIARISM? If you follow the rules and are confident that you fully understand yourprogramme and module referencing

requirements, then it won‟t happen toyou. However, if it does, the Rules and Procedures Governing

Infringement ofAssessment Regulations are invoked.

The Rules provide, as far as possible, for each case of suspected plagiarismto be treated on its merits and

for the penalty to reflect the gravity of theoffence and, for example, whether you admit or deny an

allegation, the stageyou have reached on your programme and/or whether you are known to

havecommitted previous offences. So, for example, a minor infringement,committed in your first year of

study, will be viewed very differently from say,repeated infringements or a major infringement committed in

the course ofsubmitting a dissertation or project which counts towards your final award.

Minor infringements will generally be dealt with by the person marking yourwork. Where a member of staff

indicates to you the ways in which you haveinfringed, and you accept that staff member‟s judgement, that

staff member isauthorised to respond in a manner appropriate to the case. Appropriateresponses might

include, for example:

a) Counselling and/or the provision of additional information aboutreferencing standards and

conventions and a requirement that the workbe resubmitted with no further penalty (in effect, a

deferral)

b) A deduction of marks commensurate with the extent of the plagiarismcommitted. In such a case, the

deduction will need to be reported to, andagreed by, the Chair of your Faculty Infringements Panel

59

and details ofthe infringement committed, and the marking adjustment made, will beentered onto

assessment board reports (but not onto your formal resultstranscripts).

You can normally expect that all communications with you – from theinvitation to discuss an accusation or

suspicion of plagiarism through tonotification of an assessment outcome – will be conducted in writing.

In cases where either:

a) You wish to contest an accusation made about an allegation of minorinfringement or

b) Whether you admit or deny an accusation of major infringement – thecircumstances are such that a

member of staff believes that theinfringement is so significant as to warrant, as an absolute

minimumpenalty, a failure and referral of the work (or, indeed a much moreserious

response)arrangements will be made for the evaluation of your caseby the Faculty Academic

Misconduct Panel.

Of course, the range and extent of possible offences and penalties forplagiarism is great and you might be

concerned about the way in which yourcase is being handled and about whether the Rules and Procedures

arebeing properly applied. Procedures of this sort can be complex and timeconsuming.

Bear in mind that:

a) Should an allegation of plagiarism be made against you, you have theright to be presented with all

of the evidence and an explanation, by themember of staff concerned, as to why the allegation is

being pursued.When contacted by a member of staff, and notified of a suspicion or anallegation,

you will be given the opportunity, should you wish to make useof it, of being accompanied by

another member of the Universitycommunity (for example, a Students‟ Union representative) when

you areasked - as you will be - to meet with the member of staff to discuss theallegation

b) If you wish to contest an allegation, you will always be given theopportunity to present your case to

the body charged with investigatingyour case and deciding what recommendation to make to the

relevantassessment board: i.e. the Faculty Infringements Panel. You have a rightto be

accompanied, at a hearing, by another member of the Universitycommunity of your own choosing

c) When investigating a claim of plagiarism, it is desirable, but not absolutelyessential, for an individual

member of staff, or a Panel, tohave to identify the sources used but not acknowledged. After as full

aninvestigation as is possible, a decision may be made on “the balance ofprobabilities”. This

means, for example, that, even if it has not beenpossible to identify the original works which are

believed to have beenused, a member of staff, or a Panel, may conclude that the style(expressions,

vocabulary etc.) of the work is so different from otherssubmitted by you that it is probably the work

of another person or persons

d) When attempting to defend yourself against an accusation of plagiarism,just as ignorance of the

rules is not a defence, neither will “reasons” suchas “I was under pressure” or “I ran out of time”, for

example, be acceptedas mitigating circumstances. Offences of plagiarism are often committedby

students who, for whatever reasons, are experiencing difficulties inmeeting submission dates. If you

are having problems with deadlines, thecorrect approach is for you to make your circumstances

known to therelevant staff member in advance of the deadline date in order thatconsideration might

be given to your circumstances.

60

e) As pointed out above, a member of staff or a Panel does not have toprove that you intended to

cheat to find you guilty of plagiarism. Intentionis only relevant when determining the appropriate

penalty.

f) Whether you admit to, or contest, an accusation of plagiarism, you retainthe right to request a

review of the decision made by the relevantassessment board(s)

g) There are University services outside of your Faculty which you canapproach for advice on any

aspect of your case or, indeed, regarding theprocedure by which you might wish to lodge an appeal

against a penaltyalready imposed. The Student Service Unit of the Student Office and/orthe

Academic Affairs Officers of the Students‟ Union are your first pointsof contact in these respects.

The Rules and Procedures set down timescales for these processes. Pleaserefer to them. YOUR VIEWS The University will be seeking to ensure that these guidance notes, togetherwith its related policies and

procedures and guidance notes for staff are madeas widely available as possible. We are also anxious that

we are in aninformed position so as to be able to regularly review and develop ourapproaches to the

prevention, as well as the detection, of plagiarism. If youdo have views about ways in which we might

develop the information - or ourpolicies or practices for preparing and distributing information - which

weprovide you with, then please do so by contacting either the Student ServiceUnit or a Students‟ Union

Academic Affairs Officer.

The University Policy Statement on Plagiarism is available on the web please refer to appendix 1 for details.

61

APPENDIX 1 USEFUL INTERNET LINKS

University Academic

Regulations

https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2780

Leave of Absence Policy https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2779

Programme Specification Available on request from the London Campus

Regulations Governing

Extension of Assessment

Deadlines and Consideration

of Extenuating

Circumstances

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2995/AQH-F6-

13%20Procedures%20for%20Extenuating%20Circumstances.pdf


Assessment Policy


6+Assessment+of+Off+Campus+Students.pdf


Generic Assessment Criteria

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-3848/AQH-

B5+Generic+Assessment+Criteria.doc

Student guide to

TheRegulations

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-

4850/Microsoft+Word+-+AQH-F0+Student+guide+to+the+regulations.pdf


Equal Opportunities Paper


160/EqualOps.pdf


Infringement of Assessment

Regulations



Policy Statement on

Plagiarism


12+Policy+Statement+on+Plagiarism.pdf


Academic Appeals

Procedure


H1+Academic+Appeals+Procedure.pdf


Student Complaints

Procedure


H2+Student+Complaints+Procedure.pdf


Student Handbook


6248/Student%20Handbook%20-

%20Regulations%20Policies%20and%20Procedures%202012-13.pdf


Students Union

http://www.sunderlandsu.co.uk/


Web Page




https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2995/AQH-F6-13%20Procedures%20for%20Extenuating%20Circumstances.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2995/AQH-F6-13%20Procedures%20for%20Extenuating%20Circumstances.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2990/AQH-F6-6+Assessment+of+Off+Campus+Students.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2990/AQH-F6-6+Assessment+of+Off+Campus+Students.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-3848/AQH-B5+Generic+Assessment+Criteria.doc

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-3848/AQH-B5+Generic+Assessment+Criteria.doc

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-4850/Microsoft+Word+-+AQH-F0+Student+guide+to+the+regulations.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-4850/Microsoft+Word+-+AQH-F0+Student+guide+to+the+regulations.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-160/EqualOps.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-160/EqualOps.pdf


https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2994/AQH-F6-12+Policy+Statement+on+Plagiarism.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2994/AQH-F6-12+Policy+Statement+on+Plagiarism.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-3077/AQH-H1+Academic+Appeals+Procedure.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-3077/AQH-H1+Academic+Appeals+Procedure.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-3078/AQH-H2+Student+Complaints+Procedure.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-3078/AQH-H2+Student+Complaints+Procedure.pdf

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-6248/Student%20Handbook%20-%20Regulations%20Policies%20and%20Procedures%202012-13.pdf



http://www.sunderlandsu.co.uk/


62

APPENDIX 2 ASSIGNMENT COVER SHEET


MASTER OF BUSINESS ADMINISTRATION (MBA)

APPENDIX 3 MITIGATION FORM

Student ID:

Student Name:

Module Code:

Module Name / Title:

Due Date:

Centre / College:

Hand in Date:

Assignment Title:

Students Signature: (you must sign this declaring that it is all your own work and all sources of

information have been referenced)

63


MASTER OF BUSINESS ADMINISTRATION (MBA)

NAME & REGISTRATION NO:

BRIEF EXPLANATION:

FORM OF EVIDENCE

I.e. Doctors note

MODULES AFFECTED

DATE OF EXAM / ASSIGNMENT AFFECTED

SIGNATURE DATE

(Tear-here)---------------------------------------------------------------------------------------------------------------------------(Tear- here)

UNIVERSITY OF SUNDERLAND RECEIPT OF MITIGATION FORM

NAME/REG NO:

AUTHORISED SIGNATURE & DATE:

NOTES