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DEGREE SCHEME HANDBOOK
www.aber.ac.uk/smb 2009/2010 Cledwyn Building Penglais Aberystwyth Ceredigion SY23 3DD Tel: 01970 622523 Fax: 01970 622524
This handbook has been produced to help you navigate your way through the MBA degree. It gives you dates and includes information covering the structure and content of modules, highlights the types of facilities that you will use and development opportunities that you can take advantage of during your period of study. This booklet also includes useful sections covering referencing, academic requirements and progression rules. We hope that it will help you to get the most from your time spent studying for a postgraduate degree here in Aberystwyth.
Please note that the School of Management and Business has made every effort to ensure the accuracy of the information appearing in this handbook, details of course content and structure may change without notice.
INDEX OF CONTENTS: Page Dates of Terms MBA Degree Scheme Structure Core Modules Semester 1 Core Modules Semester 2 Elective Modules Semester 2 Management Reports (MBM9260) Facilities Professional Development The Academic Year Assessment Criteria Academic Progress Progression Rules Welfare Matters Student Support Services Contact List Referencing Guide Staff Contact List 83 66 69 71 73 41 47 50 51 55 59 5 6 7 19 26 Session 2009/2010 Michaelmas Term (1) 5 .
It is our expectation that all students will be attending all activities/events scheduled during term time. Any personal travel arrangements must.Saturday 5th June 2010 Semester 2 Examinations Monday 17th May 2010 .Sunday 17th January 2010 Semester 1 Examinations Monday 18th January 2010 – Saturday 30th January 2010 (teaching begins Monday 1st February 2010) Easter Term (3) Monday 19th April 2010 .Monday 28th September 2009 . as far as possible. unless there are personal/medical circumstances preventing them to do so.Saturday 5th June 2010 Graduation Tuesday 12th July 2011 – Friday 15th July 2011 Please note: There may be activities and events where dates and times will be confirmed later during the terms.Saturday 19th December 2009 Lent Term (2) Monday 11th January 2010 . 6 .Saturday 27th March 2010 Revision Week Monday 11th January 2010 . be scheduled outside term periods.
The School of Management and Business may withdraw a module from offer where student take-up is too low to form a viable group. As a All elective modules are subject to availability and due to the number of elective modules on offer. 7 . or as a result of staffing changes. result. any core modules involved will take priority. If this occurs. they may occasionally clash with other MBA activities. choices may be restricted by timetable clashes.Degree Scheme Structure MBA N192 Part One Semester One Core Modules MBM1010 MBM2010 MBM3010 MBM6010 MBM7010 MBM9110 Economics for Managers Financial Reporting Marketing Principles Quantitative Methods (Statistics) Human Resource Management Information Systems and the Digital Firm Semester Two Core Modules MBM1110 MBM1610 MBM8010 MBM8810 Operations Management Financial Management Strategic Management Principles of Project Management 20 elective credits to be taken during Semester Two Semester Two Elective Options ACM2420 ECM4210 MBM1510 MBM3110 MBM9010 MMM1910 MMM3210 MMM4010 Financial Markets and Investment International Business: Opportunities and Risks International Markets and Marketing Supply Chain Management* Small Business Management* Managing in the Global Economy Marketing Communications Internet Marketing and E-Business* Part Two MBM9260 Management Reports *These elective modules are not timetabled onto the MBA (Monday/Tuesday) timetable.
CORE MODULES SEMESTER 1 8 .
Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff Course Delivery Lecture Seminars / Tutorials Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam MBM1010 Economics For Managers 2009/2010 Mr Dennis A Thomas Semester 1 Professor Peter R Midmore Introduction plus 10 x 2 hour sessions Fortnightly tutorials and group based activities Assessment length / details Group project 2 Hours 2 Hours Proportion 25% 75% 100% Learning Outcomes On successful completion of this module students should be able to: understand how economics can be used to formulate and inform business and everyday problems. in particular those involving choice. Competitive Firms and Perfect Competition 7. Firms Within Markets: Alternative Market Structures 6. Aims The aim of the course is to introduce selected economic concepts and demonstrate their application in practical decision-making contexts. Demand. in particular those involving choice. Strategic Decision Making and Game Theory 13. Optimisation and Equating at the Margin 9. Bidding. Principals and Agents: Incentive Contracts 15. Supply and Market Equilibrium 3. Separation of Ownership and Control 14. Producer Behaviour: Deciding How Much to Produce 10. Content 1. The Oligopoly Problem 12. Cost Minimisation and Cost Curves 11. Brief description This module is designed for students without significant background in economics. Contracting and Auctions 9 . and Why 'Economics for Managers' 2. On completion of the course students will understand how economics can be used to formulate and inform business and everyday problems. Introduction: What is Economics. Market Failure and Inefficiencies: Monopoly Imperfections and Externalities 8. Market Intervention 4. Profit Maximisation 5.
P. Ian (2000) Managerial Economics Alternative and additional sources Oxf. Petrochilos. Cambridge Voyager search Notes This module is at CQFW Level 7 10 . J (1995) Games.Reading List Recommended Text Kreps. and problems /George A. http://www.) Managerial economics :a European text : theory. Strategies and Managers Oxford Voyager search Petrochilos. Waschik.U. Avinash K.gov/catdir/description/hol041/2003060863. Timothy C. David M (2004) Microeconomics for Managers W W Norton & Company. New York and London Voyager Search Supplementary Text Dixit.) Managerial economics :a game theoretic approach /[by] Timothy C. Routledge Voyager search McMillan.Norton Voyager search Dobbs. (1991) Thinking Strategically Alternative and additional sources edition n.html Palgrave Macmillan Wilkinson. Fisher and Robert G. (2004. Voyager search Fisher. George A. G.G.e. (2002. N (2005) Managerial Economics: A Problem Solving Approach Cambridge University Press. policies.loc. W.W.
Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff Course Delivery Seminars / Tutorials Lecture Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam MBM2010 Financial Reporting 2009/2010 Ms Megan R Williams Semester 1 6 x 1 hour 18 x 1 hour Assessment length / details 2 Hours 2 Hours Proportion 30% 70% 100% Learning Outcomes Having completed this module. income and expense are determined for insertion into financial accounts interpret a simple trial balance and thence prepare a set of accounting statements (profit and loss account. rather. compare and contrast the different forms of UK business organisations explain. as pertinent to the non-specialist general manager. tying in numerical work to interpret underlying business history. that they should be able properly to discern and interpret financial accounting information. purpose and the regulatory framework). the recording of business transactions and the preparation. preparation and analysis of financial accounts. Content • context and purposes of financial reporting in the UK • regulatory framework and standards for financial reporting • accounting concepts. liabilities. Brief description This module is intended to provide a practical understanding of the context. policies and treatments • recording business transactions • preparation of financial statements (profit and loss account. perform financial ratio analysis and prepare a simple analyst style report. The over-riding concern is that students should not be panicked or cowed when faced with financial accounting information. understanding and analysis of financial accounts (being the profit and loss account. balance sheet and cash flow statement) • interpretation and analysis of financial statements 11 . balance sheet and cash flow statement) interpret simple financial statements. apply and illustrate the rules by which assets. student should be able to: • • • • • describe and explain the conventions which underpin financial accounting describe. and contribute usefully to discussions and decision making based on or about it. balance sheet and cash flow statement). position and prospects Aims This module aims to give students a practical grasp of the basics of financial reporting (context.
discriminate between relevant and irrelevant information for the purposes of decision making. participate actively in tutorials either by leading discussions or responding to issues raised.Transferable skills The module also aims to assist the development of a variety of personal transferable skills by encouraging students to: • • • identify and distil the key issues covered by lectures. E (2001) Accounting and Finance for Non-specialists Prentice Hall Voyager search Davies. tutorials and recommended readings develop basic information accessing and research skills. Brian (2001) Business Accounting and Finance McGraw-Hll Voyager search W Reid and D R Myddleton () The Meaning of Company Accounts 7th edition Gower Voyager search Notes This module is at CQFW Level 7 12 . P and McLaney. Tony and Pain. R H (1999) Understanding Company Financial Statements Penguin Voyager search Attrill. analyse data. and work under pressure and meet deadlines Reading List Supplementary Text Parker. apply judgement and solve problems communicate effectively both orally and in writing.
(2004. P.these behaviours are what distinguish marketing from other functional areas of business. be able to apply them in a prescriptive way to other organisations. 3rd ed.) The Oxford textbook of marketing /edited by Keith Blois. Wong. International Thomson Business Voyager search Doyle..) The IEBM encyclopedia of marketing /edited by Michael J. Hooley.. B and Wensley.. and Stern. John A. G. business processes. Nigel F. targeting and competitive positioning Marketing tactics: the 4 Ps Competitive marketing strategies: contexts and cases Reading List Essential Reading Hooley. 3.) Marketing strategy and competitive positioning /Graham J. 2. value-delivery.Baker. Financial Times/Prentice Hall Voyager search Recommended Text (2000. Michael John. Have a clear understanding of marketing principles and strategies. (1999. Brief description This module presents a strategic view of the distinctive role that marketing plays in core. V. (2005) Principles of Marketing 4 European Edition London: Prentice-Hall Voyager search Notes This module is at CFQW Level 7 13 . Saunders.Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff MBM3010 Marketing Principles 2009/2010 Mr Tony McGuinness Semester 1 Course Delivery Lecture 10 x 2 hours Assessment Assessment Type Semester Assessment Semester Exam Supplementary Assessment Supplementary Exam Assessment length / details Proportion One piece of assessed coursework 30% 2 Hours 70% One previous or supplementary piece of assessed coursework 30% 2 Hours 70% Learning Outcomes On successful completion of this module students should be able to: 1. and Armstrong. Content Introduction to marketing Strategic marketing planning External and internal environments of a makreting organisation Models of buyer behaviour Marketing strategy: segmentation. It treats marketing as those particular behaviours whose role is to develop the link between customers and some key proceses within the organisation . Saunders. Oxford University Press Baker. P. Graham J. R (editors) (2003) Handbook of Marketing Sage Publications Voyager search Supplementary Text Kotler. Piercy. J. be able to apply them in a reflective way to organisations in which they have prior managerial experience. Aims This module deals with the role of marketing in the strategic and functional management of organisations. P (2006) Marketing Management and Strategy 4 Edition Prentice Hall Voyager search Weitz.
pie and barcharts. symmetric situations. Comparing data sets. select an appropriate probability distribution for common types of data. calculate probabilities and conditional probabilities in a variety of situations. 14 . a student should be able to • • • • • • • • identify common types of data. Expected value. 3. The remaining part of the course is concerned with statistical inference. calculate confidence intervals for single random samples and paired data. The concepts and rules are generously illustrated with examples from business or administrative contexts. X-Y scatter plots. interpret the fitted model and use it for prediction. Bayes Rule. supplementary exam will be 100%. The latter requires material on properties of standard probability distributions. Applications. mark is carried 100% forward with weighting 30% and supplementary exam will contribute 70%. Elementary rules. calculator or computer package. Applications.] Learning Outcomes On completion of this module.Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff MBM6010 Quantitative Methods (statistics) 2009/2010 Dr John A Lane Semester 1 Dr John A Lane Course Delivery Lecture 1 Hours. Content 1. sampling with and without replacement. in class test) Proportion 30% 2 Hours (written examination) 70% 2 Hours [If open book test passed (50% or more). formulate. variance and standard deviation of multiples and sums of independent random variables. (4 x 1-hours example classes. descriptive statistics. To provide an understanding of. use a computer package to carry out simple data analyses. including the construction of control charts. 2. Aims To introduce students to basic methods for summarising and interpreting data. Types of data. probability and statistical inference. correlation. summarise and interpret them in business contexts. (computing practicals) 4 Hours. combinatorics. Probability. The module will make substantial use of a statistical package for some of the calculations. box and whisker plots. (2 x 1-hour lectures per week) Practical Other 1 Hours. plus tutorials as required) Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam Assessment length / details 2 Hours (open book. Brief description The first part of the course deals with the dual but distinct problems of summarising and interpreting data and providing mathematical models for situations where there is inherent uncertainty. The chain rule. stem and leaf. calculate the mean. find relevant probabilities using tables. Here the basic ideas and elements are introduced and applied to a variety of contexts including applications to quality control. If open book test failed. histograms. carry out and interpret tests of hypotheses in common business contexts. use a computer package to estimate a linear relationship between two or more variables. and interpret the output. Frequency tables. To illustrate the uses of probability and statistics in solving business problems. Summarising Data. Conditional Probability and Tree Diagrams. and working facility in.
Examples for Normal. Least squares estimates. the correlation coefficient. Louise.) Quantitative methods for business. SL (2003) The Practice of Business Statistics W H Freeman Voyager search Notes This module is at CQFW Level 7 15 . a refresher course Thomson Learning Voyager search J Curwin and R Slater (2001) Quantitative Methods for Business Decisions 5th edition Thomson Learning Voyager search M C Fleming and J G Nellis (2000) Principles of Applied Statistics 2nd edition Thomas Learning Voyager search Swift. Binomial and Poisson. distribution of the sample mean. basic properties. Central Limit Theorem. N A (1997) Introductory Statistics 4th Addison Wesley Voyager search Recommended Background Moore. DS. Limited Voyager search Newbold. Confidence intervals. 5. Applications. 7. approximation of the Binomial and Poisson distributions by the Normal distribution. Regression. power function. formulation of problems. Single Normal random sample. variance and standard deviation. Normal distribution. 6. and finance /Louise Swift and Sally Piff. prediction. J. Hypothesis Testing. P (1984) Statistics for Business & Economics Prentice Hall Voyager search Ryan. management. P-value. Duckworth. Simple and composite hypotheses. Binomial and Poisson data. Probability Distributions. McCabe.GP. Matched pairs. confidence levels. Reading List Recommended Text J Curwin and R Slater (2000) Improve your maths.decision making. the fitted line. critical (rejection) region. with variance both known and unknown. confidence interval for the mean. 2007) Quantitative Methods:Short Course Thomson Learning EMEA. Large sample interval for the Binomial and the Poisson. type I and II errors. Mean. tests on slope and intercept. Barbara (May 2006) Minitab Student Version 14 for Windows + Minitab Handbook Thomson Delmar Learning Voyager search Weiss. 4. (2005. Palgrave Macmillan Voyager search Supplementary Text Curwin. density function. applications in modelling. Control charts and quality control.WM and Sclove. Linear regression of y on x. (Aug. 'rare event' model for the Poisson. use of Statistical Tables. significance level.
To analyse the nature of power and authority in organisations in relation to the development of appropriate and effective Human Resource Management practices. 16 . Aims To equip students with a thorough knowledge and understanding of the work of the personnel function in various organisations. Micro issues influencing. Explain the shift from Personnel Management to Human Resource Management. empowerment. appraisal). Determine the case for managing diversity in a company. Determine the key concepts of Human Resource Management. and influenced by. Outgoing (labour turnover. Examine Human Resource Management from an international dimension. succession planning).Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff Course Delivery Seminars / Tutorials Lecture Assessment Assessment Type Semester Exam Semester Assessment Supplementary Exam MBM7010 Human Resource Management 2009/2010 Dr Michael Savvas Semester 1 10 x 2 hours Assessment length / details Proportion 2 Hours 70% 2000 Word Essay/Report 30% 2 Hours 100% Learning Outcomes On successful completion of this module students should be able to: • • • • • • Define the key terms in Human Resource Management. Organisational and national culture as a variable affecting the effective implementation of PM systems An evaluation of traditional personnel management versus strategic Human Resource Management. the myths and realities. To develop in some detail the human resource management contribution to the management of different organisations especially in the global context. To develop the knowledge and skills required by Human Resource Management in making an effective contribution to organisations. PMS and HRM: Entry (recruitment and selection). Ongoing (training and development. Apply the elements of performance management to a company. To assess the appropriateness of organisational behavioural contributions developed in the Organisation Behaviour module for current human resource management practices and opportunities. Brief description The module will take a macro to micro perspective and will consider the following issues: • • • • Human Resource Management within the context of overall organisational performance.
S (2005) Human Resource Management 6 Edition Prentice Hall Voyager search Notes This module is at CQFW Level 7 17 . L. A (2001) Contemporary Human Resource Management. PJ. D. P and Kay. Engle AD (2008) International Human Resource Management 5 Edition Thomson Pub Voyager search Redman. P. T (2007) Human Resource Management: A contemporary approach 5th edition Prentice Hall Voyager search Dowling. C and Harris H (2004) Globalizing Human Resource Management Routledge Pub Voyager search Torrington. (2008) Introduction to Human Resource Management Oxford University Press Voyager search Beardwell. L and Taylor. I. Hall. M. R.Reading List Recommended Text Banfield. T and Wilkinson. Brewster... Holden. Text and Cases Prentice Hall Voyager search Sparrow... Claydon. Festing.
Explain how information systems create new efficiencies in working practice. 100% Learning Outcomes On successful completion of this module students should be able to: Demonstrate a full understanding of the global environment that drives business change Analyse and critically evaluate the role of Information Systems in both mitigating and creating global business challenges. codification and output. Select appropriate implementation strategies for information systems development. Identify the core competencies required in the systems development process. 18 . Identify and discourse the Management Challenges of building and further developing Management Information Systems. Describe and fully articulate the decision processes seen in an organisation. 2 Hours Group 'seen' examination questions. Evaluate organisational inhibitors and understand the cost/benefit of information systems implementation. 2 Hours Resit or Resubmission as appropriate. Evaluate the principal causes of information system failure. researched in groups but 50% individually assessed at examination.Module Identifier Module Title Academic Year Co-ordinator Semester Mutually Exclusive Other Staff Course Delivery Lecture Seminars / Tutorials Assessment Assessment Type Semester Assessment Semester Exam Supplementary Assessment MBM9110 Information Systems And The Digital Firm 2009/2010 Dr Ian Harris Semester 1 ILM5810 8 x 2 hour lectures 2 x 1-hour tutorial Assessment length / details Proportion Critically evaluate one aspect in the planing. Evaluate the relationship between business processes and Information System input. Critically argue that the strategy and business plan drives the development and further planning of an information system. Analyse the relationship between an information system and an organisation. development or 50% implementation of an holistic information system within an organisation of your choice and comment critically on the management chanllanges and techniques that can be used. Compare and contrast the global strategies for developing a business information system.
Major emphasis is made on the humanistic influences of effective Information System implementation and transformation. Additionally. the students are made aware of the psychologies and methodologies associated with Information System implementation. Finally.and information-based service economies. Managing the Digital Firm 2. Understanding the Business Value of Information Systems and Managing Change 7. and perhaps profoundly change the way they conduct business. Management. Managing International Information Systems Reading List Recommended Text Kenneth C.Aims The aim of this module is to provide students with a full and experiential understanding of the challenges that managers have when choosing. implementing and using Information Systems. pose a number of new challenges to business firms and their management. Redesigning the Organization with Information Systems 6. Enhancing Management Decision Making for the Digital Firm 8. Information systems can help companies extend their reach to faraway locations. fifth edition Voyager search Christine Urquhart Information systems analysis and implementation Voyager search D E Avison Information systems development: methodologies. The second change is the transformation of industrial economies and societies into knowledge. techniques and tools Voyager search Diane L Bordent and Kerric Harvey The Electronic Grapevine Voyager search Donal J Flynn Information systems requirements: determination and analysis Voyager search Robert Schultheis Management information systems: the manager's view Voyager search Wendy Robson Strategic management and information systems: an integrated approach Voyager search Notes This module is at CQFW Level 7 19 . Laudon Essentials of Management Information Systems. because most organizations need information systems to survive and prosper. and Strategy 4. Organizations. The third is the transformation of the business enterprise. The first change is the emergence and strengthening of the global economy. These changes in the business environment and climate. Four powerful worldwide changes have altered the business environment. The fourth is the emergence of the digital firm. A substantial part of the teaching involves case study where the students can empathise fully with the issues and gain a more complete understanding of the issues. Information Systems. Brief description Today it is widely recognized that information systems knowledge is essential for managers. offer new products and services. Information Systems in the Enterprise 3. Managing Data Resources 5. the module seeks to create an awareness of the information systems that may be utilised by management in an attempt to make their actions more effective. Laudon and Jane P. reshape jobs and work flows. Content 1.
CORE MODULES SEMESTER 2 20 .
P. R Johnston () Operations Management 3rd edition Prentice Hall (Main text) Voyager search Selection of relevant Case Studies Heizer. concepts. R. Students will be able to address (both on an academic and practical basis) a variety of operations management issues both through a process of discussion and written work. S. well-integrated businesses. Reading List General Text D Waller (2003) Operations Management.. and to improve students' operations management topic-discussion skills. (2005) Operations Management Oxford University Press Voyager search Slack. B.. Students will also be expected to identify the various key components of Operations Management. students will be able to explain clearly the subject matter and its pertinence to/implications for the wider business. (2004) Operations Management FT Prentice Hall Voyager search Notes This module is at CQFW Level 7 21 .Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff Course Delivery Seminars / Tutorials Lecture Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam MBM1110 Operations Management 2009/2010 Dr Ying Yang Semester 2 10 x 2 hours Assessment length / details Proportion Case Study 1. Aims The main aims of the proposal are: To introduce students to and develop their understanding of the discipline. N. theories and practical models of Operations Management in the context of modern. (2006) Principles of Operations Management FT Prentice Hall Voyager search Kruger. K. and Ramdass. S Chambers. Wit. A Supply Chain Approach Thomson Business Press Voyager search M Christopher Supply Chain Management Voyager search N Slack. Chambers. D. and Johnston. To familiarise students with the use of case study material as a form of learning. and Bender. to build students' ability/skills to approach and analyse a variety of operations management issues and problems. J.500 words 20% 2 Hours 80% 2 Hours 100% Learning Outcomes On completion of the module.
Analyse the costs of long-term finance and capital structure decisions. 5th edition FT Prentice Hall Voyager search Notes This module is at CQFW Level 7 22 . .2. E J (2009) Business Finance: Theory and Practice. . 8th edition FT Prentice Hall Voyager search Pike. within the themes of financing. . students will be able to: .Apply relevant investment appraisal techniques.000 words 20% 2 Hours 80% 2 Hours 100% Learning Outcomes Having competed the module. G (2004) Financial Management.Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff Course Delivery Lecture Seminars / Tutorials Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam MBM1610 Financial Management 2009/2010 Miss Sarah Lindop Semester 2 10 x 2 hour lectures 8 x 1 hour sessions Assessment length / details Proportion Case Study . P (2007) Financial Management for Decision Makers. R and B Neale (2006) Corporate Finance and Investment.Apply the concept of the time value of money.Explain the key elements of the business finance environment. 5th edition FT Prentice Hall Voyager search Knott. Content The Business Finance Environment and Corporate Governance Costs of Financing and Capital Structure Time Value of Money and Investment Appraisal A Review of Investment Appraisal Techniques Mergers. Brief description The module introduces the fundamental concepts and techniques of corporate financial management.Analyse the role of mergers and acquisitions in coporate restructuring. 4th edition Palgrave McMillan Voyager search McLaney. Acquisitions and Restructuring Reading List General Text Attrill.Analyse the role of financial markets and institutions in supplying finance. investing and restructuring. Aims To provide theoretical and practical perspectives on corporate financing. investing and mergers. . .
To provide an awareness of how strategy functions within the wider internal and external business environment. market and competitive dynamics on the sustainability and development of such a market position. and. Recognize that change is rarely ad hoc but rather should be continuous and a feature of organizational health. Understand that the assumptions underlying the linear. Content Introduction to strategy and modes of strategy formation Analysis of various strategy frameworks International strategy and the impact of globalisation The role of the strategist Organisational culture Business ethics and corporate responsibility 23 . sequential and prescriptive models of strategic planning . approaches to strategic management and to critically reflect on the assumptions. To provide students with the necessary skills to apply their learning to a wide range of situations and scenarios. We examine a number of different theories and frameworks of strategic management and their origins and consider the prescriptions and shortcomings associated with each of them. content and context. Understand that there are various 'means' of an organization achieving competitive advantage in marketplaces and be able to recognize the effects of industry.Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff MBM8010 Strategic Management 2009/2010 Dr Sajjad Jasimuddin Semester 2 Course Delivery Lecture 12 x 2 hours Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam Assessment length / details Proportion One 2000-3000 word essay 40% 2 Hours 60% 2 Hours 100% Learning Outcomes On successful completion of this module students should be able to: • • • • • • Critically evaluate issues in strategic management process. often conflicting. recognize the value of complexity theory in strategy formation. Brief description For many. in turn. there is little agreement on what strategy is. However. possibilities and limitations of each approach. Aims To provide an increased understanding of the many. This is the backdrop that sets the concerns and problematics that this course deals with. Consider new and emerging forms of competitive activity ? specifically understanding the concept of 'coopetition' (collaborating with ones competitors). strategy appears to be the very pinnacle of the hierarchy of management subjects. Appreciate the strengths and weaknesses of environmental assessment tools and techniques.and.
Voyager search Scholes. R. London Voyager search Mintzberg. M.Reading List Essential Reading Hitt. Content. (2005) Exploring Corporate Strategy: Text and Cases. Johnson. and Lampel. and Whittington. B. Harlow: FT Prentice Hall Voyager search Notes This module is at CQFW Level 7 24 . Context 3rd edition International Thomson Business Press. K. H. et al Strategic Management: Competitiveness and Globalisation Voyager search Supplementary Text De Wit. R (2004) Strategy: Process. Ahlstand. R and Meyer. G. J (1998) Strategy Safari Harlow: FT Prentice Hall.
Module Identifier Module Title Academic Year Co-ordinator Semester Semester 2 Other Staff Course Delivery Lecture Seminars / Tutorials Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam MBM8810 Principles Of Project Management 2009/2010 Gary D Straw 8 x 2 hrs 2 x 1 hr Assessment length / details Proportion 1 piece of group coursework (maximum 2. Understand and critically assess the organisational dynamics that provide the context for using specific approaches. this will: a) improve the employability of students.5 Hours Supplementary exam: Resit examination or resubmission 100% as appropriate Learning Outcomes On successful completion of this module students should be able to: Understand the role of project management and project managers in the organisational environment. Brief description This module is intended to provide an insight into the context and application of contemporary project management approaches. Aims This module aims to provide an introduction to contemporary models of project management. Evaluate and compare different Project Management tools and techniques for their suitability. Content Primarily delivered through lectures. c) provide them with a sound basis for future development in the field.5 Hours 50% 1. of relevance in all organisational contexts. Describe the main components of project management. 25 . Complementing related modules. b) enhance their ability to manage comlex projects in changing and developing environments. both theoretical and practical. the module will include a small number of seminars and practical sessions. Deploy appropriate methodologies and assess their individual future development needs in the field.500 words) (40%) and 50% presentation (10%) 1. Communicate project content in a structured and coherent manner.
S et al. NCC Blackwell Voyager search Burke. J (editor) (2001) Project Management for Business Professionals 1st edition John Wiley & Sons Voyager search Lock. C (1992) Practical Prince 2 Manchester. R (2003) Project Management . Harvey (2003) Project Management 3rd edition Prentice Hall Voyager search Supplementary Text () International Journal of Project Management Elsevier Voyager search Bentley. () Project Management in Practice 6th Edition John Wiley & Sons Voyager search Maylor.Reading List Essential Reading Mantel.Planning & Control Techniques 4th edition John Wiley & Sons Voyager search Knutson. D (2003) Project Management 8th edition Gower Publishing Ltd Voyager search Notes This module is at CQFW Level 7 26 .
ELECTIVE MODULES SEMESTER 2 27 .
Explain and apply portfolio theory in the context of capital markets. Analyse portfolio management in practice.000 WORDS) 3 Hours EXAMINATION 3 Hours EXAMINATION Proportion 20% 80% 100% Learning Outcomes On successful completion of this module students should be able to: Evaluate the structure. theories and practices in managing portfolios and investing. Analyse the risk-return trade-off in investments. foreign exchange and derivatives trading c) The role of financial institutions and financial intermediation d) The efficient markets hypothesis e) Analysis of investment concepts. operation and role of financial markets. Critically analyse the efficient markets hypothesis. Content a) Introduction to financial markets and investment b) Functions and mechanics of equity. risk and return f) Portfolio theory and capital markets g) Asset pricing models h) Portfolio management in practice Brief description The module will analyse the role of financial markets in supplying finance and managing financial risk within companies and financial institutions. It will also address some key concepts.Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff Course Delivery Lecture Seminars / Tutorials Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam ACM2420 Financial Markets & Investment 2009/2010 Miss Rasha Al Sakka Semester 2 10 x 1 hour lectures 6 x 1 hour tutorials Assessment length / details COURSEWORK ESSAY (3. Explain and analyse the role of financial institutions and financial intermediation. Explain and analyse the dominant asset pricing models. 28 .
The student will need to know how to exploit the available sources of information to their best advantage. Tutorial sessions will include group discussions where the students are obliged to discuss the core issues as a group. Collecting and understanding data and literature on the module content. Evaluating alternative perspectives and practices. Communication Improving own Learning and Performance Information Technology Personal Development and Career planning Problem solving Research skills Subject Specific Skills Team work Reading List Recommended Text Blake. The need to locate appropriate research resources (e. Internet sources and other electronic information sources will be vital resources in preparing the essay submission. the essay submission will require the student to develop independent research skills and problem solving skills. D. Oral communication skills will be developed in the tutorial sessions.) The UK financial system :theory and practice /Mike Buckle and John Thompson. from the internet and academic journals) will develop research skills. Written communication skills will be developed via the essay submission in particular. Also. Students will improve their own learning and performance by undertaking directed but independent study and research. specifically on aspects of portfolio theory. Students will also be expected to submit their work in word processed format. The process of developing their essays will also contribute to their transferable skills. This will be developed through the need for research and preparation required for tutorial sessions. The module provides content which may prove highly valuable for many students in their later careers in management or finance. (2000) Financial Market Analysis 2 Edition Wiley Voyager search Buckle. Time management will be crucial in preparation for the assessments. The aim is to promote self management within the context of assistance from the module coordinator. They will be expected to submit their work in word processed format and the presentation of the work should reflect effective expression of ideas and competent use of language skills. Demonstrating subject specific research skills. Applying a range of subject specific quantitative techniques. Manchester University Press Voyager search Notes This module is at CQFW Level 7 29 . J. The submission of an essay will reflect the independent research skills of the student.Module Skills Application of Number This will be developed in tutorial work. (c2004.g. and deciding upon the direction taken for their essay submission. The final examination will ensure that an assessment of the students ability to work independently can be undertaken. M.
manage their time. work in groups. financial management aspects as well as risk management by assessing and evaluating the risks involved when transacting business across the national boundaries. Attendance at lectures should help note taking and inculcate critical thinking. Content Introduction The process of internationalisation The role of trading houses Multinationality and location Joint ventures. More specifically it will focus on the problems involved in going international. risk assessment and arbitration procedures. Essay writing will enhance writing as well as time management skills and problem solving. multinationality. 30 . Brief description The intention of this module is to equip students with a thorough understanding of the main opportunities and risks that firms face when making decisions to operate internationally. ie. mergers and acquisitions.Module Identifier Module Title Academic Year Co-ordinator Semester Pre-Requisite Pre-Requisite Other Staff Course Delivery Seminars / Tutorials Lecture Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam ECM4210 International Business: Opportunities And Risks 2009/2010 Dr Sangeeta Khorana Semester 2 MBM1010 ECM4110 5 x 1 hour 18 x 1 hour Assessment length / details Individual Report 2 Hours 2 Hours resit exam or resubmit failed element(s) Proportion 30% 70% 100% Learning Outcomes On successful completion of this module students should be able to: • • • • • • • have and understand a specific body of knowledge. It also seeks to enable students to assess the global environment and analyse international markets and industries. mergers and acquisitions Payments systems and methods Dispute resolution Financial risks and risk transfer Transferable skills More specifically by taking this module students will enhance several transferable skills. The inclusion of web sites and encouragement to use the library fully should help to enhance basic IT and research skills. carry out independent tasks. Classroom participation and presentations will enhance teamwork. direct and indirect exporting. present material both orally and in written form. Specific issues covered include the mode of internationalisation. be able to analyse and think critically. the entry modes. payment and exchange rate risks. Aims To provide students with both subject specific and transferable skills. joint ventures. interpret statistics. communication and presentational skills and reinforce further time management skills.
. L. () International Business 6th Edition Irwin McGraw-Hill Voyager search Recommended Text Ball. H. (2003) The Economics of International Business Chapman and Hall Voyager search Notes This module is at CQFW Level 7 31 . S.Reading List General Text Rugman. A. Geringer. A. and Perdikis. Hamill. Bronwen Rees. T.. McCulloch. W.) Global and transnational business :strategy and management /George Stonehouse . D. (2004) International Business: The Challenge of Global Competition 5th Edition Irwin McGraw-Hill Voyager search Bodie. Stuart (2004. R (2000) Finance 1st Edition Prentice Hall Voyager search Kerr. W. D. [et al. C. Alan M (Jan. P. Limited Voyager search Stonehouse. (c2004.) International business /Stuart Wall. M and Minor.. M. Frantz. Z and Merton. L.]. 2006) Rugman:International Business_P4 Pearson Education. W. Campbell. G. J and Purdie. Wiley Voyager search Wall. N. Financial Times/Prentice Hall Voyager search Essential Reading Hill.
Brief description The delivery mechanism is a series of lectures but also case studies and student led debates on selected topics. The issues facing organisations in terms of marketing strategy and the external pressures and opportunities. The session will run on specific weeks during the semester as outlined in the course plan. The emphasis throughout is on the application to current business issues and practice. This will be based on the fundamental principles of marketing and the international context. Students will be encouraged to read around the subject with a focus on current articles to show the reality of the issues and the challenges organisations face. Content • • • • • Market Selection Market Entry Strategy The Internationalisation Process Designing the Global Marketing Programme The Role of Culture 32 .Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff MBM1510 International Markets And Marketing 2009/2010 To Be Confirmed Semester 2 Professor Nicholas S Alexander Course Delivery Lecture 10 x 2 hours Assessment Assessment Type Semester Assessment Semester Exam Supplementary Assessment Supplementary Exam Assessment length / details A prepared group report with a limit of 2000 words 2 Hours An individual report with a limit of 2000 words 2 Hours Proportion 30% 70% 30% 70% Learning Outcomes On successful completion of this module students should be able to: have an understanding of: The rationale for undertaking international marketing activities Market selection Market entry methods The internationalisation process The role of culture in the internationalisation process International marketing strategy Aims The course aims to increase the awareness of students of the international context in which organisations operate.
V and Sarathy. 4th ed. Development and Implementation 3rd edition Thomson Learning Voyager search Terpstra. Financial Times Prentice Hall Voyager search Recommended Text Dickens. Doole. R (1999) International Marketing 8th edition Dryden Voyager search Notes This module is at CQFW Level 7 33 . P (1998) Global Shift 3rd edition Paul Chapman Publishing Voyager search Phillips. Svend.) Global marketing :a decision-oriented approach /Svend Hollensen. I and Lowe. R (2001) International Marketing Strategy: Analysis. C. (2007.Reading List Essential Reading Hollensen.
To introduce various lean tools and techniques. Daniel T. To examine risk associated with supply chain management and lean principles.. (c1990.) Lean evolution :lessons from the workplace /Nick Rich . Womack and Daniel T.) The machine that changed the world :based on the Massachusetts Institute of Technology 5-million dollar 5-year study on the future of the automobile /James P. Daniel Roos. various types of customer/supplier relationships are assessed along with the mechanisms required to reduce supply chain risk.) Lean solutions :how companies and customers can create value and wealth together /James P. Martin. lean. James P. FT Prentice Hall Voyager search Lamming. Malcolm. (2005. Cambridge University Press Voyager search Christopher. Financial Times/Prentice Hall Voyager search Saunders. (2005. Aims To introduce the concept of supply chain management. Prentice Hall Voyager search Lysons. Jones. James P. Rawson Associates Voyager search Recommended Text Womack.].) Strategic purchasing and supply chain management /Malcolm Saunders.) Logistics and supply chain management :creating valueadded networks /Martin Christopher. Reading List General Text (2006. (1993. D (1994) Lean thinking: Banish waste and create wealth in your corporation Simon & Schuster. [et al.. Kenneth.) Purchasing and supply chain management /Kenneth Lysons.Module Identifier Module Title Academic Year Co-ordinator Semester MBM3110 Supply Chain Management 2009/2010 Dr Ying Yang Semester 2 Course Delivery Delivery Type Delivery length / details Lecture 10 x 2 hours Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam Assessment length / details Proportion 2000 word essay/report 30% 2 Hours 70% 2 Hours 100% Learning Outcomes On successful completion of this module students should be able to: Understand what constitutes a supply chain Assess the roles and requirements of various tiers within the supply chain Distinguish between a lean production system as compared with an ordinary mass production system Analyse the requirements expected from a business organisation to be recognised as a 'preferred supplier' by a customer Understand the different types of relationships within the supply chain Analyse the risk and uncertainty around supply chains Distinguish between various 'lean' tools Brief description This module examines the management implications of implementing an efficient business organisation operating within a present day. supply chain network. In particular. Brian Farrington. Womack. Richard. New York Voyager search Notes This module is at CQFW Level 7 34 . Jones. To examine the differences between 'mass produce' and 'lean production'. To assess the importance of customer/supplier relationships. (2006. the problems faced by management arising from implementing various 'lean' tools and techniques are exmained.) Beyond partnership : strategies for innovation and lean supply. Simon & Schuster Voyager search Womack. Pitman Voyager search Womack. In addition. (1997. J and Jones.
E () Entrepreneurship: Globalisation.20 pages maximum 2 Hours 2 Hours Proportion 20% 80% 100% Learning Outcomes On successful completion of this module students should be able to: • • • • Discuss the theoretical aspects of entrepeneurship and analyse the impact of social and environmental factors on the entrepreneurial personality Determine the skills necessary to run a small business effectively Analyse the effectiveness of government intervention to encourage enterpreneurship and SME's prepare and present a business plan to raise finance for a new venture. Innovation and Development Thomson Learning Voyager search Wickham. Prepare and present a business plan to raise finance for a new venture. Marketing and raising finance for small business are also included as well as growth and failure. including developing the original concept. D F () Mastering Enterprise Financial Times/Pitman Publishing Voyager search Supplementary Text Carter. S and Muzyka. building a team and marketing. Brief description This module looks at the theories of entrepreneurship and their practical implications as well as the characteristics of the entrepreneur. The entrepreneurial personality is examined as well as the sources and structuring of finance. Reading List Recommended Text Birley. S and Jones-Evans. The module looks at the role of government in encouraging entrepreneurship and SME's as well as the problems of developing a small business. D () Enterprise and Small Business Financial Times/Prentice Hall Voyager search Chell.Module Identifier Module Title Academic Year Co-ordinator Semester MBM9010 Small Business Management 2009/2010 Mrs Nerys Fuller-Love Semester 2 Course Delivery Delivery Type Delivery length / details Lecture 11 x 2 hours Seminars / Tutorials In groups by arrangement Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam Assessment length / details Business Plan . Content Entrepreneurship The small firm in the economy Marketing in a small business Growing a small firm Failure Government support for small firms The Business Plan Transferable skills Transferable personal skills developed in this module include tam building and presentation skills. P A () Strategic Entrepreneurship: A Decision-making Approach to New Venture Creation and Management Financial Times/Pitman Publishing Voyager search Notes This module is at CQFW Level 7 35 . Aims The aim of this module is to consider entrepreneurial topics from the formation of a small business. The role of the small firm in the economy and its contribution to the economy is explored as well as a comparison between male and female entrepreneurs.
organisational. Formulative international strategies. students will be able to: • • • • • describe and evaluate appropriate organisational models to support global strategies devise effective communication strategies.000 word report 100% One 3. reinforce time management. strategy and behaviour 5th edition McGraw-Hill Voyager search Stonehouse. G. HRM issues.communication skills. report writing skills. ie. strategic. IT and information systems infrastructures outline key ethical and cultural issues in international business evaluate international markets identify the key elements in the design of a global strategy Aims To provide students with subject specific skills. in particular. Content Introduction and identification of contemporary issues in the global economy Strategic perspective: internationalisation and growth strategies Organisational models to support global strategies Cross-cultural challenges of international business Ethical issues in international business Global HRM issues Transferable skills Students following this module will enhance note taking skills. Brief description Introduction. etc. Ethics.000 word report 100% Learning Outcomes On completion of this module. To provide students with transferable skills .Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff MMM1910 Managing In The Global Economy 2009/2010 Dr Michael Savvas Semester 2 Course Delivery Lecture 10 x 2 hours Assessment Assessment Type Semester Assessment Supplementary Assessment Assessment length / details Proportion One 3. Postscript. Reading List General Text Charles W L Hill (2002) Global business today Postscript 2003 with CD. et al (2000) Global and Transnational Business Wiley Voyager search Notes This module is at CQFW Level 7 36 . cultural and ethical issues. N (2003) The Economics of International Business Estey Centre for Law and Economics in International Trade Voyager search Richard M Hodgetts and Fred Luthans (2002) International management: culture. The inclusion of web sites and encouragement to use the library will enhance IT and research skills. the principla issues involved in managing interntional companies. Maps and Powerweb 2nd edition McGraw-Hill Voyager search Kerr W A and Perdikis. International maufacturing and R & D activities.
Module Identifier Module Title Academic Year Co-ordinator Semester Other Staff Course Delivery Seminars / Tutorials Lecture Assessment Assessment Type Semester Assessment Semester Exam Supplementary Exam
MMM3210 Marketing Communications 2009/2010 Mr Damian M Gallagher Semester 2
11 x 2 hours
Assessment length / details One 2,000 word project 1.5 Hours 1.5 Hours Resit exam and/or resubmission of project
Proportion 40% 60% 100%
Learning Outcomes On successful completion of this module students should be able to: 1. Define the key terms in marketing communications 2. Appraise the impact of contexts on marketing communications 3. Evaluate the power of branding 4. Apply the campaign planning process 5. Explain the merits of the marketing communications tools 6. Appraise the importance of agencies 7. Evaluate the performance of the marketing communications plan Brief description This module helps students to develop an understanding of the variety of communication concepts, tools and practices required by organisations to communicate with their stakeholders effectively. It will begin with the introduction to communication process focusing on communications theory and the understanding of the communication environment. In the second part particular marketing communication tools will be introduced, analysed and evaluated in terms of their ability to communicate effectively with different stakeholders. Content Communications plan Communications media Communications environment Communications mix - advertising and direct marketing, personal selling, sales promotions, pr, sponsorship, corporate identity E-marketing Communications mix - supportive communications Creative aspects of marketing communications Branding and brand management
Reading List Recommended Text Belch, G E and M A Belch (2001) Advertising and Promotion: An Integrated Marketing Communications Perspective 5th Edition Boston: McGraw Hill Voyager search Fill, C (2006) Simply Marketing Communications Harlow: FT Prentice Hall Voyager search Supplementary Text Kitchen, P J (1999) Marketing Communications: Principles and Practice London: Thompson Voyager search Pickton, D and A Broderick (2005) Integrated Marketing Communication 2nd Edition London: Pearson Education Voyager search Smith, P R (1999) Marketing Communications: An Integrated Approach London: Kogan Page Voyager search Notes This module is at CQFW Level 7
Module Identifier Module Title Academic Year Co-ordinator Semester
MMM4010 Internet Marketing And E-business 2009/2010 Dr Ian H Harris Semester 2
Course Delivery Delivery Type Delivery length / details Lecture 8 x 2 hours Assessment Assessment Type Semester Assessment Semester Assessment Supplementary Assessment Assessment length / details Individual project 2,500 word report Group research project To be delivered as a 15 minute business briefing and maximum of 1,000 word briefing summary per group Proportion 75% 25%
2000 word management report on a topic relating to Internet Marketing 100%
Learning Outcomes On completion of this module, students should be able to: • • • Understand and critcally evaluate the various marketing and communicative processes employed by e-businesses to promote goods and services on the internet. Determine (and justify) best practice internet marketing strategies for a diverse range of goods, services and types of organisation. Successfully communicate and manage strategic internet-related marketing intentions to other members of an organisation.
Aims The aim of this module is to provide students with: i) an understanding of the marketing and communicative strategies required to conduct and successfully promote business over the internet: as well as ii) an awareness of how these strategies are similar to or different from those practice in more traditional marketing environments. Particular attention will be paid to the various (visual, textual and aural) advertising and promotional strategies employed by e-Business to market their goods and services in a variety of e-commerce related electronic mediums (eg computer, TV, mobile phone etc). This module also aims to develop an awareness within students of the various marketing associated problems and opportunities associated with internet commerce, such as: i) the implementation of e-Business within an established marketing mix; ii) developing customer loyalty and trust: iii) dealing with consumer information empowerment; iv) internet retailing and brand development; v) pricing; vi) customer profiling and segmentation. Brief description The lectures for this module are separated into four themed sections: A. Establishing and maintaining a web presence; B. The online purchase experience; C. Online customer service marketing/management; and D. Online advertising and web-site promotion. In each of these themed sections we will focus on a small number of crucially important aspects of real-life Internet marketing activity. For example, in part B ? `The online purchase experience? - we examine the following topics: i) Web site accessibility/navigation; ii) Security and trust; iii) Product presentation and description; and: iv) The order process (the `shopping cart?). Content Lecture One: An Introduction to Internet Marketing and Ebusiness Lecture Two: An introduction to Search Engine Optimisation Lecture Three: Search Engine Optimisation ? the basics Lecture Four: Search Engine Optimisation ? the finer details Lecture Five: Email Marketing Communication
Lecture Six: Customer Relationship Management Lecture Seven: Managed Customer Relationships Lecture Eight: Ethical Considerations and Security for Ebusiness Lecture Nine: Ethical considerations and security for Ecommerce Lecture Ten: The purchase and checkout process Reading List Recommended Text Dave Chaffey, Richard Mayer, Kevin Johnston, Fiona Ellis-Chadwick () Internet Marketing - Strategy, Implementation and Practice 2nd Edition FT - Prentice Hall Voyager search Supplementary Text Brian Austin (2000) Web Page Design in Easy Steps Computer Step Publications Voyager search C Clark (1999) Effective Business Briefings Kogan-Page, London Voyager search C Westland and T Clark (1999) Global Electronic Commerce: Theory and Cases MIT Press Voyager search E Lawrence (et al) (1998) Internet Commerce John Wiley & Sons, New York Voyager search J Strauss and R D Frost (1999) Marketing on the Internet: Principles of On-Line Marketing Prentice Hall, New York Voyager search Jennifer Niederst (1999) Web Design in a Nutshell O'Reilly, Beijing Voyager search Jim Buyens (1999) Running Microsoft FrontPage 2000 Microsoft Press, Washington Voyager search S Sangwan Internet Commerce and Consumer Marketing Voyager search Stephen Copestake (2000) Paint Shop Pro in Easy Steps Computer Step Publications Voyager search Notes This module is at CQFW Level 7
PART TWO MANAGERIAL REPORT 42 .
for instance. a sector or issue within a sector. financial data and product-market strategy). techniques. Use appropriate referencing (both managerial and academic sources) so as to anchor analyses to 43 . Financial Management and Management Accounting.000 words on a specific company or issue within a company. * Gain an awareness of the professional and academic literature available by researching the subject area prior to the writing of the report * Gain further knowledge and experience by working with the module co-ordinator and/or practitioner during both the research and writing-up stages of the project * Write the project conclusion in a form consistent with the typical 'management report' format employed in business and industry Brief description The Report should not simply describe the company/organisation/institution (although aspects of the Report will inevitably provide some description of. Demonstrate an appreciation of 'time' illustrating the dynamic elements involved in strategic and organisational evolution (students are strongly recommended to consider the longitudinal issues over time rather than purely adopt a static viewpoint of the issues today). interpersonal communication. Demonstrate the use of tools. Marketing and Strategy.Module Identifier Module Title Academic Year Co-ordinator Semester Mutually Exclusive Other Staff MBM9260 Managerial Reports 2009/2010 Mr Elton A W St George Semester 3 (Dissertation) MBM9160 Course Delivery Other 12 Hours. 4. leadership and other skills related topics and be able to utilise this knowledge in a practical and efficient manner * Focus on a specific company/organisation/institution or Management related issue/problem and equip themselves with an increased knowledge and understanding of this field with respect to the four key areas of business outlined previously. the remaining 30% must cover the subject of Leadership and Managerial skills. Critical analysis of the company/organisational/institutional situation 2. examiners will seek to specifically award grades to students that address the following: 1. frameworks and analytical approaches to diagnose the company/organisational/institutional situation 3. a business plan or a conultancy report for a client. HRM and OB. workshop + ongoing contact during the programme Assessment Assessment Type Semester Assessment Assessment length / details One written Company report of no more than 14. Proportion 30% Semester Assessment Learning Outcomes On successful completion of this module students should be able to: 70% * Gain experience of working within a team in a more effective way via the experience and theory gained during the programme * Focus on their personal development with regards to their managerial skills * Critically assess their own and their colleagues managerial skills performance * Further their knowledge in the theory of team-building. Usually 70% of the report must cover one or more of these key subject areas: Economics.
Aims The main aims of the module are to: • • • • Bring together the knowledge and practical experience acquired (regarding the subject of managerial skills and the managerial skills ability of the student and their team) from the Masters programme. Human Resource Management / Organisational Behaviour 4. Marketing 2. Focus on: a) a specific company. Human Resource Management/Organisational Behaviour Financial Management/Management Accounting. This latitude provides an opportunity for students to compile the most incisive report that analyses the company/organisational/institutional situation. There is no definitive structure and the scope given in the brief above is designed as integral to the assessment process. Transferable skills • • • • • • • Working within a team Communication skills Presentation skills Report writing Leadership skills Report Writing Research skills 44 . academic and prescriptive literature in each (or a selection of) the following business sub-disciplines: 1. To utilise the existing professional and academic literature and their practical business/management experience (where relevant) in order to critically evaluate their personal managerial skills related performance and development as well as that of their team members. An implicit part of the assessment is that students devise the structure that they feel is most appropriate to their critical analysis. Managerial Economics 5. Strategy 3. event or problem selected using the existing professional. Bring together the knowledge and practical experience acquired during Management Skills events (such as communication workshops. Use the professional and academic literature to extend their knowledge and add to the depth of coverage during the report writing. and style Managerial Styles Leadership and Motivation Delegation Effective Communication Recruitment and Selection Team-Building Presentations Research methods Sources of information Company/organisational/institutional analysis Relevant. practical and current theory and practice in the sub-disciplines of: Economics. organisation or institution and/or b) a management related issue. Students should appreciate that this assignment is deliberately broad. Financial Management / Organisational Behaviour Content • • • • • • • • • • • • Report Writing: structure.literature rather than make the project self-opinion-based. Marketing and Strategy. leadership weekends and team-building activities) that are held during the relevant masters programme and apply it in the production of the report. event or problem AND Investigated the theory and practice of the specific management issue.
• • Self-management Analytical skills Notes This module is at CQFW Level 7 45 .
There will also be the opportunity for the student to critically analyse their own managerial skills capabilities.Managerial Reports (MBM9260) Following successful completion of the taught part of the programme. Deadlines for Management Reports The deadline for Management Reports and Dissertations is two years from the date of registration. shall be completed within the following periods from the date of the initial registration: Full-time candidates following one year schemes Part-time candidates not more than 2 years not more than 5 years If the dissertation/management report is not submitted within the University's time-limit the candidature will be deemed to have lapsed and there will be no further opportunity for submission. The report could either examine a specific issue within the company. for example if you register in September 2009 your Report/Dissertation must be submitted by the 30th September 2011. The practical. Human Resource. Further information and guidance on the rules and regulations governing the submission of your dissertation or management report can be found at: http://www. The full degree scheme. A reasoned application. 46 . If a dissertation/management report is failed by the examiners the candidate may re-present it once only. The report provides the opportunity to utilise the knowledge and experience gained during the taught period of the programme. The second part of this report will be based upon the area of Managerial Skills. They are also flexible in design. Economics and Strategy. including submission of the dissertation/management report in the prescribed form. not more than twelve months from the date of the official communication to the candidate of the result by the University Registry. The first part of this report will focus upon the analysis of an individual company. Students will research the area of Managerial Skills with particular relevance to the skills requirements of the current business environment. relevant nature and style of the reports are ideally suited to a management degree and they will help to prepare students in their career and personal development. or involve a more general analysis of the company incorporating any or all of the four main areas of management: Finance. must be submitted by the candidate's department to the University for consideration. The University time limit may be extended in exceptional cases only and in accordance with criteria laid down in Standing Orders. you will then begin work on your Managerial Report.ac.uk/en/regulations/contents/modular-masters/ The Postgraduate Office will inform you about all the submission requirements during Part Two of your degree. selected by the student. supported by appropriate independent evidence. A fee shall be payable for the examination of such a re-presented dissertation/management report. allowing students to focus their reports more specifically towards their own interests and experience.aber.
FACILITIES 48 .
A wide range of networked databases and other electronic information sources are also available to you. ephemera. you will enjoy access to a modern.000 current periodicals. free of charge. The team-building experience is designed to encourage and facilitate individual development and team working and will enable you to gain maximum benefit from the very start of the programme. The National Library of Wales The National Library of Wales is one of the great libraries of the world and is situated just below the main University campus. It contains computing facilities. sound recordings and moving images. Since 1911 it has enjoyed the right to collect. a resource section and work space. maps and prints. Attendance is compulsory. houses more than 700. The dates for the event this year are: Friday 16 October 2009 – Sunday 18 October 2009 MBA Resource Room The MBA programme has a dedicated MBA resource and breakout room which is situated on the lower ground floor of the School building. microforms. The Library is not only a library. it has thousands of manuscripts and archives.300 readers. magazines and newspapers. pictures and photographs. The main Hugh Owen Library is open for up to 77 hours a week during term time and trained library and computing staff are constantly on hand to assist you with enquiries and provide assistance when needed. It also arranges exhibitions throughout the year. as well as lectures and other events. Hugh Owen Library When you become a student at Aberystwyth.Team-Building From the outset of your MBA programme it is important that you get to know your fellow students in order to work effectively both as an individual and as a team member. and a wealth of electronic material.000 volumes and subscribes to more than 3. available for all students to consult in the building. well-equipped library service which has seating for over 1. maps. As a student at Aberystwyth you have free access to the National Library's 6 million volumes. You will need to contact the Postgraduate Office to obtain the security code to access this facility. 49 . In addition it has a huge collection of works about Wales and the other Celtic countries: books and pamphlets. a copy of every printed work published in Britain and Ireland.
is a centre for conferences. 50 . making Gregynog one of the most peaceful and relaxing venues imaginable.000 volumes Over 900 PCs for your use. woodland and farmland. Aberystwyth's local area network serves as a gateway to the Internet and the World Wide Web.Computing Facilities The University provides a wide range of the latest computing facilities to meet your requirements. • • • • • • • • • National Library of Wales with over 6 million volumes University Library with 700. The Hall is surrounded by 750 acres of gardens. A wide range of short intensive courses are organised to ensure that you get the most from the services. education and the arts. hidden away in the peaceful Montgomeryshire countryside. Gregynog Hall. Specialist staff are on hand to provide you with help and guidance. many available on 24 hour access Computing facilities located in Halls of Residence and throughout teaching buildings Specialist learning support for students with dyslexia Free access to the Internet and the World Wide Web Language and Learning Centre to offer specialist help in writing skills Computer assisted Language Laboratory to help you to acquire new language skills Easy and free access to all these facilities Aberystwyth has an excellent range of learning facilities to help you to succeed in your chosen subject. There is an extensive range of software available to you. These range from word-processing packages and databases to design and artistic packages. A large number of workstations are located on campus and in halls of residence providing unlimited 24 hour access. Gregynog Hall Gregynog Hall is a residential Conference Centre managed by the University of Wales.
17. Two web browsers allowing Internet access and e-mail facilities for students and graduates to use.Professional Development and Alumni As an AMBA accredited Business School we are committed to assisting our MBA students with the development of their future careers. We provide this service in partnership with the Association of MBA’s Career Horizons. bookable on the day) Appointments (long or short discussions. seminars and information sessions.www. Funderfinder and other packages Prospects Planner . TopCareers. Civil Service Commission’s aptitude tests. Full details will be provided to all MBA students on how to access the interactive web based services. careers advisers and others Workshops on applications.a careers guidance package for students and graduates (staff included) to use. practice psychometric tests. and to graduates of Aberystwyth University and elsewhere. Aberystwyth University graduate staff are also welcome to use the service. 51 .00 hours with early closing at 16. bookable in advance) Available to all undergraduates and postgraduates at Aberystwyth University. as well as dates for all of the Careers Development workshops. interviews and management skills Psychometric tests (run under strict exam conditions by qualified advisers).aber.ac. vacancy bulletins.uk/careers/ Careers Library • • • • • • Open 10.00 . Career Development Workshops: 28 & 29 October 2009 University Careers Advisory Service . etc) Micro-computer available to users in the Library giving access to employer and vacancy databases.30 on Fridays Information Officer or Information Assistant available to answer users’ queries Comprehensive careers library (reference and take-away information. Interviews with careers advisers • • • Duty adviser service (15-minute interviews. careers video collection. Group work • • • Careers talks by employers.com and external consultants. specific recruitment agencies available on the WWW.
each of fifteen weeks. depends on all its members. Lectures are a valuable source of information and simplification of material. The success of a seminar group. you may wish to ask your tutor for an employment reference. This will be set out in the module outline and further details will be provided in the first lectures. You are. attendance at tutorials is compulsory. The module outline or tutor will tell you what topic is to be discussed in each seminar. Your attendance is recorded and monitored. Those of you who have mobile telephones are asked to ensure that they are “switched off” for the duration of a lecture. In the future. 52 . the ability to contribute effectively to the work of a group is an important skill. Lectures Lectures are central to the information process and usually take students systematically through the topics or issues outlined on a syllabus. Your contributions and performance in seminars are likely to be important in the tutor’s evaluation of you. Tutorials/Seminars On the relevant modules. It is in these groups that you can seek clarification of points made in lectures or issues that you have come across in your reading which you have not understood. seminar or tutorial. Use of mobile telephones Please note that the use of mobile telephones in lectures. For modules taken in other departments you must ask the relevant module co-ordinator about the tutorial arrangements. Some prefer to use overheads for example. You should prepare by doing some background reading on the topic. or the lack of it. Non attendance will be penalised and you will be reported as an unsatisfactory student. seminars and tutorials is forbidden. while others eschew the practice and. The relevant dates for 2009/2010 are set out at the front of this handbook. This reading will be of more use if you set aside some time to think about the important points or issues.The academic year Like most other Universities Aber has adopted an academic year with two semesters. You should be prepared to contribute in seminars. also able to see your lecturer or tutor at other specific times to discuss problems related to your work. 1. What to do at tutorial and seminar classes Most lecture programmes have an accompanying tutorial or seminar programme. This could lead to exclusion from the University. Lectures and tutorials will take place over the first eleven weeks in each semester (with breaks at Christmas and Easter). How much you get out of tutorials depends on how much you and other students put in. of course. Please check your e-mail and noticeboards for instructions about tutorials. You should be willing to comment on the topic and on what other people say. The tutorial programme normally starts a few weeks after the lecture programme. Below we make some suggestions regarding what you can do to help the process. With regard to future employment. The remaining four weeks are for revision and examinations. There are as many different styles of lecturing as there are lecturers. They are designed to help you understand a subject and give you an opportunity to discuss it with your fellow students and tutor. The use of mobiles is also forbidden on the top two floors of the Cledwyn Building. 2. The following notes are for your guidance. in some instances the content of a particular module imposes its own constraints on the way in which it can be taught. as their use is highly disruptive to other students and staff.
class attendance and examination performance. 4. if you feel these are useful ways of presenting material. The dates of terms. you have a duty to your fellow students to provide a good presentation on the assigned topic.00pm.00 – 4. direct to Module Coordinators.aber. you can contact the Student's Union Advice and Counselling Centre.ac. In presenting seminars.uk/en/student/regulations) are clearly spelt out in that satisfactory academic progress is subject to satisfactory attendance throughout the course in the same way as the submission of coursework and the taking of examinations. This can only be prevented by the participation of students.this can be very boring! You should work on your presentation so that you can deliver it at an appropriate pace without reading word-for-word from notes. one should be attached to the assignment.00). 53 . Typically.g. You will be advised of the submission date for coursework at the beginning of the semester in which the module is taught. You should be willing to ask questions about points you do not understand. left in pigeonholes. The School acknowledges that medical or personal circumstances do sometimes affect significantly the progress of studies. Such matters are treated in strict confidence. you! Attendance and submission of work Regular attendance at lectures. You are advised to notify the Postgraduate Office of any special circumstances that may impinge on your attendance and progress.ac. No submissions will be accepted after 3. Coursework has to be submitted to the Postgraduate Office (S10) in the Cledwyn Building during office hours (office hours are 10. common courtesy would expect you to inform the relevant lecturer(s) in person or by email.e. lecturers are entitled to expect that you will be attending regularly and doing the work that has been required of you during term time.aber. Do not encourage fellow students and tutors to give mini-lectures. It is unlikely that you are the only one who does not understand.uk/en/regulations/contents/student/regulations and http://www. Presentational skills are important in many jobs and seminars are a good place to improve them. absenting yourself from one class simply because there is an assignment due on that day is not condonable . It is reasonable to expect that students intending to be absent from classes for one full week or more will notify the relevant Programme Leaders or the Postgraduate Office. and no submissions should be made in any other way. For each assignment. The tutor will give you an opportunity to ask questions. vacations and examination periods are clearly outlined at the beginning of this handbook. In other cases of shorter absences.00 pm on the deadline date for submission. Staff may refuse to mark coursework not submitted in the approved manner. tutorials and seminars is expected of all students at all times. or slipped under office doors.particularly when coursework/assignment deadlines are usually communicated well in advance. 5. but no later than 3. unless there are clear personal or medical circumstances. you can use the board or an overhead projector. which will then write to the School making recommendations. i.3. please ensure that you complete two copies of the cover sheets available from the Postgraduate Office. The presentation should not last for the whole seminar the tutor will indicate the length of presentation required. You should not read out your presentation . As such. The University examination conventions available from these web-pages (http. e. If you are presenting a seminar. You should cover the main points of the relevant theories and empirical evidence and not go into too much detail.//www. Should you feel unable to discuss the details of your circumstances with the Postgraduate Office.00 – 12. and the other will be date-stamped and returned to you as a receipt.30 and 2.
ac. You will find it an invaluable resource and should familiarise yourself with its system. is NOT accepted as a reason for late submission. by inventing an illness or problem) will be viewed as infringing the University’s regulations covering ‘unfair practices’. Assessment of your coursework and exams will depend on evidence that you have read widely about a subject. Private study It is as important to organise your own private work as any other part of the course. supporting evidence from a medical practitioner or student counsellor will normally be required. Applications must be initially approved by the relevant Degree Scheme coordinator. The ability to do it well is a vital transferable skill which will stand you in good stead in the wider world. (Normally only medical problems or adverse personal circumstances qualify).inf. Tidy them and add to them as necessary. remembering and regurgitating have virtually no educational value and are not what a university education is about). please bring the form to the Postgraduate Office for processing. You should establish an effective pattern for yourself. It is much easier to do this straight-away than just before the exams. Forms for completion are available from the Postgraduate Office. What to do at lectures Do not attempt to take down everything that the lecturer says. Lectures are not intended to proceed at dictation speed (writing down. while for others a longer period of uninterrupted work produces results. Any students found to be abusing the system (for example. Check any points that are not clear in textbooks or other recommended reading. with late submission subject to the standard penalty. Assessed work. If an extension of 7 days or more is requested.uk/locations//libraries. while the material is still fresh. Listen. There is no more rewarding experience than reading about a subject and exploring its literature in your own way. 54 .Late Submission of Assessed Work The School operates Faculty policies concerning penalties for assessed work submitted late without good cause: Work submitted up to 10 working days late: 5 marks deducted per day Work submitted later than 10 working days: mark of zero awarded An extension will only be granted in exceptional circumstances and must be requested in advance and in writing. When completed. with regards to daytime and evening study. digest and make just sufficient notes to recall the gist of what has been said or covered. Failure of computer/printer etc. This way your notes will be of much more use when you come to revise. Extension requests made within 24 hours of the submission deadline will NOT be considered without exceptional and documented reasons. This is the intellectual freedom that a university course affords you. its services and its contents as soon as you can. the Library. Opening hours of the University Libraries can be found at: http://www. Application for extension) or collected from the Postgraduate Office. Forms for completion are available on Blackboard (under School of Management and Business. of course. supporting evidence from a medical practitioner or Student Counsellor will normally be required. Where an extension of 7 days or more is requested. short bursts are more productive. Postgraduate Administration. Application for Extension to Coursework Deadline To be used only where there are genuine unforeseen circumstances which make it impossible to meet a submission deadline.asp. An important part of any private study is.aber. For some students. Go over your notes as soon as you can after lectures (and tutorials). Analysing what you hear in this way is the key to the learning process.
55 . Some modules involve essays or projects as part of the assessment. Be sure you understand the nature of the question and what it is demanding of you. you will of course get marks and comments on your coursework. In many of your modules the essay will be central to the learning and assessment process. 7. However. then you will lose marks. 2. normally within 3 working weeks (term-time) of the submission deadline. Use the material wisely. The essay should be in your voice and not in that of a textbook or lecture notes. Present your work neatly and correctly. All coursework for modules taught within the School must be word-processed. Choose five or six main points in response to the title and structure your essay round them. there is very little time for catching up just before exams. In addition. select relevant material to illustrate your points and support your line of argument. 6. The following is a non-exhaustive list of the criteria which will be applied by teaching staff in the marking of coursework. you may also be required to do a number of exercises in addition to one or two essays but for many students it is essay writing which provides the greatest challenges and you should learn to write them convincingly and effectively. 4. crisp introduction to your work. which as well as recording your progress should permit you to make more informed choices about modules as your degree programme unfolds. Other formats which may be included are reports. rather than a set of “hard” and “fast” rules. case study analysis or project. Having read around the subject. 3. If this is the case stick to the set deadlines. Masters Assessment Criteria The purpose of these guidelines is to provide you with an indication of the general grounds on which marks are given. 5. the most common being in essay form.Don't fall behind! Under the modular system it is more important than ever to keep pace with all your modules. one of the great advantages of the modular degree structure is that you will get your results semester-by-semester. Written work This may take many different forms. It is intended to provide you with guidance. If you have difficulties with essay writing and language the Language and Learning Centre (Llandinam Building) will be happy to help you (tel: 01970 622545 e-mail Language+Learning@aber. You should aim to write succinctly and focus on essentials. not an aimless outpouring. Ensure that your essay conforms to word limits and does not ramble. You should also feel no inhibitions about meeting staff (in their Office Hours) to go over any problems you have with your work. With “examining-as-you-go”. Discussion with other students can also give you a feel for how you are getting on. Depending on the module being studied.uk). Feedback on your work One of the things you may need to get used to is that you will probably get less frequent feedback on your progress than you have been accustomed to at earlier stages in your education. If you do not. Remember it is the "value added" which comes from thinking for yourself which gives the essay its worth. The first paragraph should be an effective. Here is some useful advice: 1.ac.
there will be clear evidence of an ability to add to the literature via theoretical insights and/or original empirical investigation. At the MBA level. The task will be addressed in a coherent and fluent manner. Masters Pass (50 – 59%) This will be a piece of work that demonstrates a solid grasp of the subject area and the literature. At the MBA level. there will be some tangible evidence of an ability to add to the literature via theoretical insights and/or original empirical investigation. The candidate has largely. At the MBA level. there will be inadequate evidence of adding to the existing theoretical or empirical literature. there will be some attempt to add to the literature via theoretical insights or original empirical investigation. and an ability to deploy arguments in a convincing fashion. there will be inadequate attempts to link and/or apply the literature to practical applications. 56 . Fail (Below 50%) This will be a piece of work that demonstrates little or no critical powers of analysis. Masters Merit (60 – 69%) This will be a piece of work that demonstrates a reasonably sophisticated grasp of relevant literature. At the MSc level.SMBA Masters Assessment Criteria Masters Distinction (70%+) This will be a piece of work that demonstrates a sophisticated understanding of relevant literature and clear evidence of independent thought. there will be clear evidence of an ability to effectively link and/or apply the literature to practical applications. The analysis will be concise and focused. The analysis will be deep and insightful. Good analytical skills will be evident. address or explain the issues involved in the task. or wholly. At the MBA level. At the MSc level. there will be some attempt to link and/or apply the literature to practical applications. At the MSc level. failed to understand. At the MSc level. there will be some tangible evidence of an ability to effectively link and/or apply the literature to practical applications. The work will display considerable evidence of critical thought but will lack the sophistication and depth of distinction level work.
effective and clear introduction .use of supporting evidence .closeness to answering the question .usefulness of the conclusion .overall Background Reading/Evidence and its use .bibliography and referencing .fluency of writing .application of analytical material .structure and coherence of the argument .degree of conformity to required word limit .overall Use and Application of Analytical Material .appropriate use of references and quotations .spelling/grammar/punctuation .use of an appropriate analytical framework .accuracy in the use of evidence .presentation and legibility .understanding of relevant analytical material .overall 57 .spread of issues covered .Masters Distinction (70+) Masters Merit (60-69) Masters Pass (50-59) Not Adequate (below 50) Structure and Argument: .overall Style and Presentation .
with key points highly developed and critically assessed As for 60-69% with additional evidence of reading and research beyond 58 . and a style which makes reading compelling and interesting (60 .59%) Reasonably good flow of writing with fair grammatical and spelling accuracy Reasonably good flow of writing with fair grammatical and spelling accuracy High level of writing accuracy. Structure and Argument Weak.49%) Inadequate (50 .69%) Coherent and well-argued around a solid essay structure (70% or above) Essay has a clear logical structure. with minimal structure in place Clear presentation of a basic essay structure Use and Application of Analytical Material Inadequate critical analysis and/or explanation of issues Reasonable and fairly complete grasp with some demonstration of application of material Solid and complete demonstration and application of analytical material Evidence of a very firm grasp with the ability to apply material very imaginatively Background Reading and Evidence Inadequate evidence of reading from lecture notes and a key text Complete reading of relevant textbook material and key items from reading list Evidence of wide reading of all relevant reading list material Style and Presentation (0 .In summary the following might apply as descriptions of coursework which fall under each category and will translate into grades/marks as given in the Table below.
People who do this do it for various motives. b) persistently unsatisfactory performance. the point of the deception is normally to obtain higher marks than you think you would get for your own unaided efforts. Sometimes. or because there is a course in which s/he is relatively weak. A student may feel that s/he will get away with downloading material from the Internet and presenting it as his/her own work.Academic progress In the rare event of unsatisfactory progress by a student. A poor student might do it because s/he has been in the pub when s/he ought to have been working and has no work to submit. you will be citing articles and books that are especially relevant to your enquiry. But it is probably worth noting that if you find it there then the lecturer setting the topic in the first place is also aware of it. especially in the early years of a degree programme. be your own. something that is entirely the work of another mind. Most of the time. You might decorate your essay with some choice expressions from some other source(s). Each Department will have its own subject-specific account of the best ways in which to avoid plagiarism. That contribution might not be a great one. students are expected to demonstrate familiarity with the established literature in their fi eld: indeed. that they really find it difficult to tell what is acceptable borrowing from other sources and what is not. or should. You might copy from notes or essays written by fellow students or even taken from the internet. University Statement on Plagiarism Plagiarism is the act of using someone else's work with an intent to deceive. A good and ambitious student might do it because s/he desperately wants a very good degree result. plagiarism is intellectual dishonesty. the chances of it being spotted are very high indeed. i) interview with the Director of School. You might take substantial chunks. students might actually submit work to which they have contributed nothing at all. Whatever they are. the following procedures apply: a) unsatisfactory attendance or submission of work. without making it clear that you have done this. In more extreme cases. ii) a meeting with the Director of the School. but it will. And in most intellectual disciplines. Similarly if you copy a fellow student's work. unacceptable degrees of borrowing can occur when a 60 . There is of course a very real risk of plagiarism being detected. No intellectual endeavour is ever absolutely original. this is one of the key competences that you need to demonstrate in most academic fields. again especially early on in their studies. i) a meeting with the Director of Programmes. and is doubtful if s/he can achieve that on his/her own. There are several ways of going about this. Sometimes the motives can be very complex. ii) a report to the Dean of the Faculty. and making your own contribution to it. Even the most original minds depend on the thoughts and discoveries of their predecessors. appearing elsewhere in the Departmental Handbook and you should familiarise yourself with it. In academic contexts. Sometimes students can be so weak or under-confident in a subject.
and the course that most students do pursue. For this reason. when a member of the academic staff reads work that s/he suspects is not the unaided work of its supposed author. s/he may not at once notify this to the Chairman of the relevant Examining Board but may discuss it first with the student. The most signifi cant part of this is reproduced in this Handbook. is not unfair. the penalties can be very severe indeed and can result in your permanent exclusion from the University. In most such cases. is to develop enough academic judgement and self-confidence for them not to be in any danger of such an accusation being made against them. Clearly. but bad practice. and if the course element constitutes more than 20 credits' worth of the overall assessment weighting for the year of study. they may then think. University staff will exercise proper academic judgement. The panel may decide that there was not. 0 for the module as a whole). If. This. however. the Chairman will notify the University authorities and what happens next will be governed by the University's Academic Regulation on Unfair Practice. 61 . Most students have no wish to gain credit for what they have not themselves contributed. a bogus achievement. Where the assessed element is worth 20 credits or less. the most sensible course for a student to pursue. the mark for the assessed element will be 0 with possibly no opportunity to resit. departments are authorised to handle the case wholly internally. however. the Chair will normally interview the student in the presence of the staff member making the enquiry.g.student has not actually intended to engage in unfair practice. More severe punishments may also be imposed (e. If a case of plagiarism is established. If and when s/he decides to do so. to establish whether there was an intention to benefit unfairly. They will probably assign an appropriately low mark to the examined element. even in part. the panel is convinced that there is on the face of it a case of unfair practice. or to gain a qualification that is. unless the student chooses to appear before the University's Unfair Practice Committee.
submission of work actually written or dictated by others or materially attributable to them. 2. Whatever sources you have used. listing all the sources you have used.g. Surround all direct quotations with inverted commas. and cite the precise source (including page numbers) either in a footnote or in parentheses directly after the quotation. 4. and should not rely wholly on lecture notes to form the structure of your essay. when you actually sit down to write. It is usually also not necessary to cite or attribute lecture material. or work which has been memorised from a common source or otherwise jointly done. and similarities in what they write are to be expected. and perhaps also the notes you have made on them. though again you should avoid copious direct quotations or near quotations. 3. Append a bibliography to your essays. But keep a sense of proportion in all this. Of course students tend to use the same sources. For example. 1. copying from the notes or essays of others. Judgement is needed to avoid straying from legitimate and desirable co-operation into the area of plagiarism. unattributed use of other peoples' ideas or scientific results. to which University of Wales regulations. and so forth. Remember that it is your own 'value added' that gives an essay merit. The following simple guidelines are intended to help avoid problems (see also the ‘Referencing Guide’ at the end of this booklet). "many business sectors were affected by globalisation and technological changes in the 1990s"). procedures and penalties apply. use quotations sparingly and make sure that the bulk of the essay is in your own words. it constitutes an example of ‘unfair practice’. Except in the case of explicitly textual analyses. To achieve this. A number of cases have been detected in SMB over the last few years and dealt with accordingly. it is not generally necessary to attribute to a source statements which have passed into the public domain and become commonplace (e. and exercise judgement. the structure and the presentation of the argument should be your own. Where plagiarism occurs in the context of formal assessment or examinations. and are encouraged to discuss their work. that you have used.SMBA’s Policy on Plagiarism Examples of plagiarism include unattributed quotation from a published source. 62 . you will find it helpful to 'distance' yourself from your sources by putting aside the books etc.
remember to start the next question on time. but without prejudice to the generality of the foregoing. Be in a fit state to take the exam . 1. Where part of the assessment is based on coursework make sure that this has been handed in by the appropriate deadline. keep calm and read the questions carefully. (See below. exams should pose few problems. Failure to do so will cost you marks. Follow mark guidelines and. If you have worked steadily for each module. Calculators are not allowed in most exams. Unfair Practice in Examinations It is an unfair practice to commit any act whereby a person may obtain. supported by a medical note) will result in you failing the paper and may result in your being denied the opportunity of sitting a Supplementary Examination. Remember that you lose marks unnecessarily. or any source of unauthorised information Copying from. Find out well in advance when and where the exam is going to take place. Smith and online suppliers). Class tests should be addressed in a similar manner to examinations. from W. 7. In the few SMB modules where calculators can be used. it is unfair practice to: i. Remember your good writing techniques. 2. if you answer too few questions. data or loose papers. or communicating with. 3.get a good night's sleep before the day. Check the paper on the desk to make sure you are sitting the correct paper before you start. PDAs. Breath deeply. Time yourself carefully. only two types of calculator is permitted: Casio FX83ES and Casio FX85ES (these can be purchased from the student union shop. See paragraph 15 “Absence from Exams” – the Students’ Examination Handbook. both undergraduate and postgraduate. information obtained via any electronic device. as you will be earning marks at a faster rate in the first half of an answer rather than towards the end. Remember that you are not allowed to take dictionaries or electronic equipment (mobile phones.H. etc) into examinations. a manuscript. any other person in the examination room and/or associated facilities except as authorised by an invigilator ii. notified illness. Note how many questions have to be answered. an unpermitted advantage. for himself/herself or for another. MP3 players. Failure to turn up for an exam without good reason (e. 4. Introducing into an examination room and/or associated facilities any unauthorised form of material such as a book. In particular. Read the timetable carefully to make sure you attend the correct exam.Examinations Preparing for exams Ensure you are familiar with what is required of you by reading the ‘Students’ Examination Handbook’ carefully. 5. Don't start writing straight away. 6.) 8. 63 . Take some time to choose your questions. Remember that some modules have names or identifiers which can be very similar to those of other modules.g. You may find the following advice obvious but useful.
ac. Cledwyn Building.e. except as authorised by an invigilator Impersonating an examination candidate or allowing oneself to be impersonated Presenting an examination script as one's own work when the script includes material produced by unauthorised means Presenting evidence of special circumstances to Examining Boards.aber. in any way. the penalties available to the Committee are: 1.iii. who can advise on the academic impact of any problems you encounter. If the allegations are substantiated. then some other form of independent documentation is required (e. bereavement or other compassionate grounds. before the meeting of the relevant exam board.ac. the University may convene a Committee of Enquiry to investigate the case. The Postgraduate Office should be your first port of call and they will be only too willing to help or at least guide you as to where best to seek help. severe financial problems. in any event. Disqualification of the candidate from any future examination in the University What to do and who to see when things go wrong For the vast majority of students university life is straightforward and they encounter very few difficulties of an academic or non-academic nature. You may also wish to see your Program Leader. the University and the Students Union. The University also has a medical officer who may be contacted at the Medical Centre situated in G27 Cledwyn. class test or coursework submission and. iv. If you have financial difficulties the University administers a hardship fund and application forms can be obtained from the Student Welcome Centre (third floor). Exclusion of the candidate from the University for a specific period or permanently 3. which is false or falsified or which is. intended to mislead Examining Boards Should an allegation of unfair practice be made against an individual. You may make an appointment to see medical staff by telephoning 622087. If you do feel that you have problems of an academic or personal nature (i.uk) in the Postgraduate Office (S10). v. you are free to seek the help of the Students Advice and Counselling Staff. The Special Circumstances form and all documents relating to medical or other problems which might have affected attendance and/or academic performance should be handed in to Sarah Norrington-Davies (sgh@aber. If you prefer. Communicating electronically with any other person. Examples of Special Circumstances include. but are not limited to: short or long-term illness or disability. vi. Cancellation of the candidate's marks in part or in whole for any or all assessments taken during the semester or year in question 2. 64 . a letter from the Students’ Union Advice and Counselling Centre). Guidelines on completion of ‘Special Circumstances’ form The University aims to assess all its students rigorously but fairly according to its regulations and approved procedures.uk/en/academic/special-circumstances/). Special Circumstances affecting academic performance A medical certificate is needed in the case of medical problems likely to affect performance and this must be obtained and presented as soon as possible after the examination. If the problem is personal but not of a medical nature.g. It does however rely on students to notify it of special circumstances which may affect their performance so that it can treat all students equally and equitably. Information and the Special Circumstances form can be found on the Aberystwyth University website under ‘Learning and Teaching’ (follow link under ‘Guidelines and Regulations’ to http://www. health or finance) then there are a number of support facilities that are provided by the School. major accommodation problems.
The School web address is www. submit the evidence in a sealed envelope. University and SMBA World Wide Web Pages Students should be aware that the University and SMBA publish a great deal of useful information on their websites. Disability Awareness Students with special needs are asked to discuss them at the earliest opportunity with the Postgraduate Office and Student Support Services http://www. marked 'confidential' but please ensure that your Full Name and Student ID number also appear on the envelope. It will be treated in accordance with the University's Statement on Confidentiality (see http://www.ac.It is in your interests to let us know of any special circumstances before your module results are confirmed: sorting out appeals against your results afterwards takes a considerable period and leads to unnecessary worry for you.uk/smb/ 65 . Please note the University requires students to notify it of special circumstances as soon as possible and in any case before results are confirmed. Please check your e-mail on a regular basis.aber. especially when problems arise over sponsorship. your current module registration and your exam marks from the University website. You may. If you do wish to let the University know of special circumstances.aber.ac. loans or accommodation. if you wish. exceptionally.aber.uk/welfare-disability/ Mail All communications from the School will be via e-mail. the relevant evidence becomes available only after the release of results.uk/en/regulations/student/appendix-6/) and will be used by Examination Boards to assess its impact on your performance on the relevant assessments. You will under no circumstances be disadvantaged by submitting this information. In particular you may access your student record. It will not be used for any other purposes. The university publishes a full module directory and degree scheme structures. It will not consider appeals based or special circumstances which could reasonably have been notified to departments before the Examination Boards or where.ac. please complete the enclosed form and forward it to the designated people in all your departments together with copies of the supporting evidence. All mail sent to you via the School will be placed in the pigeon holes located on the second floor of the Cledwyn Building.
MBA Student Forum The MBA Student Forum’s role is to act as a link between students and staff. MBA programme leader and nominated academic staff. 66 . The role of the representatives is to liaise with fellow students and represent their views at the Forum meetings. The MBA student Forum is essential to the success of the partnership between students and staff and ultimately the success of the School. This is a two way process through which ideas. You will receive an e-mail at the beginning of term with information of how to become an MBA representative. suggestions and concerns relating to teaching and learning can be discussed (if you have more immediate concerns you may wish to raise these with your personal tutor and/or degree scheme coordinator). It meets three times a year and comprises of student nominated representatives from the MBA programme.
In order to gain a Master's Degree with Distinction. an average of at least 50 overall over 60 taught credits. Part One and Part Two are equally weighted]. A candidate who has attained an overall mark of 70% or above shall be eligible for the mark of Distinction. To qualify for progression to the dissertation/project phase of a Taught Master's scheme a candidate must obtain: i. To qualify for the award of a Postgraduate Certificate a candidate must obtain: i. ii. an average of at least 50 overall. ii. [In calculating the overall mark. ii. In exceptional circumstances the examining board may allow candidates to progress into Part Two if he/she has met all of the above with the exception of gaining marks below 30 in no more than 20 credits. including any core requirements as specified by Departments. marks of 50 or above in at least 40 credits’ worth of modules in the 60 taught credits assessed for the Certificate. an average of at least 50 overall over 120 taught credits. 2. Candidates resitting failed modules shall be eligible for a maximum of 50 in each. 3. including any modules which have been specified as core for the Certificate. marks of 50 or above in at least 80 credits of the modules taken in Part One of a Taught Postgraduate scheme. including any of the scheme's core modules which have been specified by the Department as having to be passed with a minimum of 50. Candidates who have failed Part One or Part Two at the first attempt shall not be eligible for the award of Distinction. the examining board should not operate this convention.PROGRESSION RULES FOR TAUGHT POSTGRADUATE SCHEMES 1. marks of 50 or above in at least 80 credits of the modules taken in Part One of a Taught Postgraduate Scheme. 5. a candidate shall achieve an overall mark of not less than 70%. ii. In order to gain a Master’s degree a candidate must pass Part One and Part Two. an average of at least 70 overall. marks of 50 or above in at least 80 credits’ worth of modules in Part One including any modules which have been specified as core for the Postgraduate Diploma. To achieve Distinction level in Part One of a Taught Master’s scheme a candidate must obtain: i. No marks below 30 on any of the modules taken. To qualify for the award of a Postgraduate Diploma a candidate must obtain: i. 67 . 4. having achieved not less than 65% in Part One and not less than 70% in Part Two. No marks below 30 on any of the modules taken. Where there is evidence that a student has not pursued a module diligently.
NB: A merit award has been introduced this year for students registering September 2009. It follows therefore that candidates achieving a mark of 70% or greater in part One. The merit will be awarded to overall averages of 60 – 69%. Where the Part Two mark is 70% or greater. but 69% or lower in Part Two cannot be considered for the award of a Master’s degree with Distinction: Part One Mark 65% 66% 67% 68% 69% 70% Notes: Candidate is eligible for the award of Distinction Where the Part Two mark is 75% or greater.Final Degree Classification The following extract is from Standing Order 21: When introducing the formula which regulates eligibility for the award of a degree with Distinction. 68 . Where the Part Two mark is 72% or greater. Updated progression rules will follow later in the Academic year. (i) candidates who have failed the dissertation element at their first submission are not permitted to be eligible for the award of a Distinction subsequently. the University was concerned to permit candidates who had been more successful in Part Two than in the examined component – Part one – to be eligible for a Distinction overall provided that the aggregate mark obtained is 70% or greater. Where the Part Two mark is 71% or greater. Where the Part Two mark is 74% or greater. Where the Part Two mark is 73% or greater.
Resits will be taken at the next available opportunity usually this will be the supplementary examination period in August of the same academic year. unless otherwise stated in the module outline. 3. Where the student has failed both the coursework and the exam the student should re-sit the exam only at 100%.POSTGRADUATE RESIT OPTIONS Students re-sitting modules offered by the School of Management and Business will have the following options. Where the student has passed the coursework but failed the exam. the student should re-sit the exam only and carry their coursework mark forward. Students re-sitting modules offered by other departments will follow the above unless there are clear guidelines to the contrary from the relevant department. the student should re-submit the coursework only and carry their exam mark forward. 1. 69 . Where the student has failed the coursework but passed the exam. 2.
Our team of counsellors is here to help with problems of a more personal nature. Glenview Day Nursery. In addition. Those who are late in applying (after 15 January) or in accepting an offer (after 28 April) are likely to be at a disadvantage in finding a childcare place. behind the Porters Lodge. and drugs and alcohol management. and the Student Financial Support Office. a number do experience difficulties and it is reassuring for you to know that we have an extensive provision to maintain your wellbeing and welfare. for students.Welfare Matters Looking after you Student Support Welfare Aberystwyth has always prided itself on being a very happy University and the majority of our students encounter no problems during their period here. Therefore student parents who accept an offer from Aberystwyth are advised to make early enquiries about childcare. please contact the Manager of Childcare. 70 . The Director of Student Support Services oversees the extensive range of welfare services offered by the University. The professionals involved in the service can provide you with confidential advice on a wide range of issues ranging from money matters. advisors from the health authority attend on a sessional basis to provide advice on sexual health and family planning. Childcare The University’s nursery provides full. Nightline This is an independent information and listening service run by students. childcare and general welfare issues. The SACC Manager and elected student officer work together to provide practical advice and information. However. These include a full-time Welfare Officer based at the Student’s Union. The availability of childcare places in University-managed facilities is limited. For details about all childcare services in the University and private sector. medical care provided by the University Medical Centre. Telephone (01970) 622995. Telephone (01970) 623325 or the Director of Student Support. The service is located below Branwen’s in Penbryn hall of residence. Half Term and Holiday Play Schemes. Brynmôr Road.or part-time nursery care for children over the age of three months. This confidential help line and drop in service runs every day from 8pm to 8am during term time on (01970) 621717. organised by the Students Union. It should be noted that provision in the private sector is also limited. is one of the biggest and most comprehensive in the UK. Students' Union Student Advice and Counselling Centre This service. The University also provides After-School Clubs.
Medical Services Based at the student Health Centre the service is staffed by the University Medical Officer (MO) and the University Nurse. The service is non-prescribing and supplementary to that provided by the NHS. Students are required to register with a local General Practitioner at the earliest opportunity. The Medical Officer is available for advice. consultation and support on a wide range of problems including health. emotional difficulties and stress-related problems. 71 . and the staff work closely with the local general medical practitioners and hospital services. supported by a Medical Secretary. The nurse can evaluate minor injuries and ailments as well as give general advice on health matters. general welfare.
Disability .Student Support Services The following services can be found in the Student Welcome Centre Aberystwyth University Penglais Campus Aberystwyth SY23 3FB Telephone: 01970 621971 Money Doctor . and assistance from the University’s financial contingency fund. Aberystwyth University Telephone: 01970 622955 E-mail: ejp@aber. debt. accommodation fees. examination arrangements and accommodation for students with physical disabilities. Penglais Campus. wellbeing and stress.a broad range of services for students with disabilities. Learner support .uk University Medical Officer Student Health Centre G27 Cledwyn Aberystwyth University Telephone: 01970 622087 nurse@aber. Key Contact Details: Director of Student Support Services Dr John Powell Student Welcome Centre. Student Fees Office Enquiries concerning tuition fees.uk 72 . including learning support in the form of note takers. time management and advice on dyslexia Student Health Centre – advice on medical and health issues. and bursaries. Assistance for students encountering difficulties.ac.a new service available from September 2009 that will provide advice on financial self management.study skills. Guidance and support on the University’s mechanisms for resolving complaints. lifestyle.ac.
School of Management and Business Ysgol Rheolaeth a Busnes Referencing Guide 2009-2010 74 .
All sources. journal articles.firstly. with problems of languages and meaning in relation to the 'interpretative understanding of human action.i..Introduction to referencing Several different methods of referencing are in common use within Universities. p. must be cited in the text. (O'Connell & Davidson 1994. in some sense or another.30). So the necessary components are author. newspaper articles. that you have found a citation in someone else's work. p.34) states that: “Obtaining funding for a research project entails drawing up a detailed research proposal which is then closely examined either by colleagues in the same or another university or by members of a funding body”. There are two kind of textual citation . a direct quotation. Sometimes you might want to use a quotation which is not taken from the original source . The School of Management and Business at Aberystwyth University uses the Harvard APA style. p. report or dissertation where particular sources were used. (b) it means you will not be accused of plagiarism because you have acknowledged your sources. or 75 . The purpose of the referencing system is to describe your sources in an accurate and consistent manner and to indicate within the text of your paper. whether academic texts.and use it consistently throughout your work. year) of text and page number. Here the format is as follows: “All are concerned. This is essential for three reasons: (a) it demonstrates a disciplined approach to your work (academic rigor). material from the Internet etc.as approved by your School . (c) anyone who reads your work at a later date will be able to follow up on citations which interest them.. Referencing is important in all academic work as it indicates to the reader the sources of your quotations and borrowed ideas. Failure to indicate your sources is tantamount to plagiarism. where you use the author's own words in your text and for which the format is as follows: “Obtaining funding for a research project entails drawing up a detailed research proposal which is then closely examined either by colleagues in the same or another university or by members of a funding body”.34) or O'Connell & Davidson (1994.e. It is essential that you adopt one method . date of publication (that is.” (Giddens cited in O'Connell & Davidson 1994.
Here the format is author .page number in this text.As Giddens (cited in O'Connell & Davidson. more than two lines) should be separated out from the rest of the text. [sic] can be used after a particular word in a quote to mean 'so written'. 76 . You should also use the author / date of publication / page number format when citing the source of any diagrams or tables which you have reproduced from other people's texts. but make sure that you indicate that you have added this emphasis .e. that this is the way that the author worded the original. p 33 ... with problems of language and meaning in relation to the 'interpretative understanding of human action”. to show that you have not lifted the entire sentence from the source that you consulted.e.e. in some sense or another. 1994. You can either use single space long quotations (in a double spaced text) or indent them.. you may. The brackets indicate that you have inserted you own words in place of the original author's words. If you wish to add emphasis to a quote.30) argues “All are concerned.to make it clear that these are their words and not yours.. p... to make them stand out. 'he' or 'his' when speaking about managers . NB three dots are sufficient.. Also note that longer quotations (i..date of publication of this text .author of text that you have found the citation in . Also you can use square brackets if you want to slightly alter the quotation from the way it is in the source text .for example: [Elements of discourse create] problems of language and meaning in relation to the.cited in . This is often useful when quoting an author who used sexist languages .g. You can use dots. i.for example: “It assumes that any social phenomena are continually changing .emphasis added) Always remember to use speech marks or some other form of notation to make it clear that certain sections of your dissertation are direct quotes. or both. “ (Easterby-Smith 1997.
if the ideas that you are using only appear once in the text.e. 1998) This should be done either in date of publication order (as above) or in alphabetical order of author. Also do not use ibid. Make sure you stick to one format and use it throughout. under any other circumstances: it is only appropriate when you are quoting or using ideas from the same place in a text several times without citations from other sources intervening. Here the format is as follows: As Mullins (1999) has pointed out. you can string citations together.) used after a quotation would mean 'the same as the last citation'. McGregor's argument is based on several assumptions about the nature of management. 1997) would become (Saunders et al. Lewis and Thornhill. that it is a good idea to include the number of the page/s on which they appear. (Easterby-Smith. should be used in in-text citations where there are more than two authors. meaning 'and others'.. or an indirect reference: Social phenomena are in a constant state of change. So (ibid. Also note that.so the citation (Mullins. 1997 and May. ibid. 1997). 1997) If more than one person has come up with this idea.. 1999) might become (Mullins. for example. 77 . p 275). as follows: Many writers have suggested that social phenomena are constantly changing. page number and all. can also be used to stand in for a citation where the citation is exactly the same as the one immediately preceding it.The second kind of textual citation comes into play when you want to indicate that an idea or a concept has come from another source without using that source's own words. and should be italicized and abbreviated .. as follows: According to Easterby-Smith (1997) social phenomena change constantly. 1997. (Saunders. You can do this either by using a direct reference. Giddens. Do not use ibid.i. to refer to a citation on the previous page. 1999. (Easterby-Smith. Sometimes you might want to make reference to material which is not taken from the original source . However. even though you are not lifting the original words .. the authors should be listed in full in the bibliography. meaning 'in the same place'. that you have found someone else's work. et al. or only in a small section of the text.so. It should be italicized and abbreviated.
g. A. Genesis of the Higher Mental Functions. (The Guardian. Woodhead.If there is no obvious author for a piece that you are using. McGillis. The reference list at the end of the report. Encyclopaedia of psychology.). Progress in experimental personality research.. 32-41). & White. London: HMSO. B.. S. S. (1994). (1984). 1999). Article in Edited Book (Chapter) Vygotsky. Dangerous offenders: the elusive target of justice.e. an editorial in a newspaper. Moore. use the name of the publication in which the piece appears as the author . Sheldon & M. & Spelman. (1964-1972). D.).B. in: P. H. S. The latter has been adopted in this guide. Note: List up to 6 authors. (1976). E. (1973). 78 . The Harvard format requires book and journal titles etc.. (Ed. Command Papers. (1991). L. London: Author. Prisons policy for England and Wales. Strunk. Government Publication Great Britain. to be underlined or italicised.H. New York: Wiley. This also applies to the bibliography. London: Routledge.). W.. Institute for Financial Studies.. (1979). Learning to think (pp. (1995). Health of the nation.). Light. Book reference Gardner. Edited Book Maher. London: HMSO. The elements of style (3rd ed. Estrich. New York: Macmillan. New York: Academic Press. Analysis of conservative budget strategy in the 1990s. Home Office. Great Britain. (1991). paper or dissertation should be arranged alphabetically by the author’s surname. for example. M. W. (Eds. Cambridge: Harvard University Press. (Cm 1523). The arts and human development. London: Routledge. (6 vols. Anon. The 7th and subsequent authors are abbreviated to et al.
p. Battle of snakes and ladders.. 79 .M. Newby. In J.. Noguchi. NJ: Learned Information. Caffeine linked to mental illness. (1991. For example: Harding. (1996. H. Medford. Proceedings of the 52nd ASIS annual meeting: Vol.J. The instability of the analytical categories of feminist theory. (1989). Washington. 15.. D. M. Journal of Steroid Biochemistry and Molecular Biology. T.). pp. D. (Eds. (1993) Individual differences and subgroups within populations: the shopping bag approach. T. E. & G. 44(4-6). . & Hall. 657660. B15. 74-77. Ithaca: Cornell University Press. H.B. (1993).. H. Kanno. & Krieger. Katzer. 81-502). & McCloskey. Anon. S. Tamura. 11(4). Two or more works. Conference Paper in Published Proceedings Borgman. . When referred to in the text these letters following year of publication are also used.. Aviation Space and Environmental Medicine. From hands-on science to hands-on information retrieval.. by the same author(s) with the same publication date: where an author (or particular group of authors) has more than one work in a particular year list them in title order and follow the date with a lower case letter a. July 13). The Guardian. Journal Article Popper. 64(l). C. (1986b).L. 26.. Relationship between aromatase activity and steroid receptor levels in ovarian tumors from postmenopausal women. J. & Okada. T. .C. (1981). K. c. (1986a). Yamamoto. Kim. b. Signs. S. Managing information and technology (pp. S. Early identification of children with written language difficulties.Report Birney. B13. (Report No. T. The science question in feminism. Newspaper Article Young.. 645-64. Kittawaki. Bower.: National Educational Association. July 25). Harding. J. A. 96-100). New York Times.
etc.com/eurobus/ 80 . initials. from: European Business ASAP. Title. followed by date etc.at:70/00/archives/Psycholoquy/95.uk/ Online Journal Article Korb. from: http://www.univie. 2004. day.eb.). If no author is shown. Britannica online: Macropaedia. Retrieved August 29. The Medium (CD-ROM. Parts of Online Works Daniel.searchbank. 19-27. (1995). This is used because Internet sources are liable to frequent change. Smith. year. 2004. (1992). Online. L.J. Pritzker.co. from Oxford University Press on CD-ROM. (n. [Electronic version]. “Retrieved August 29. T. 2004. use n.d. Retrieved September 12. as normal. 35(2).com/~astanart/pritzker. Information Access Company Web site: http://www. 2003” refers to the date that the resource was accessed. K. and where possible the URL you give should link directly to the article itself. Retrieved July 24 2004.ai.Individual Works Anonymous. Note: These references contain important elements common in citations of electronic sources: author. Oxford English Dictionary. Persons and things: book review on Bringsjord on robot-consciousness.B.) The expression “Retrieved from” is used to refer to the publisher and the Internet address (URL). (1995) The history of Western music.d. p. put the title in the normal author position. Retrieved August 29. from gopher://wachau.T. An early fragment from central Nepal.html If no date is shown on the document. Journal of Economic Analysis. Psycholoquy 6(15). 2004. (1996) Keynesian economic policy in France. (year). How your gestures reveal inner thoughts.ingress. 209. R. Retrieved September 10.V6/0162 Note: for articles in Internet-only journals page numbers are not given. Retrieved month. If a work is signed “Anonymous” your reference must begin with the word Anonymous.ac. [Electronic version]. from: http://www. from Internet address.
Online Discussion List Message BLAXTBRM.uk/lists/parasite-genome Note: the author name is given as it appeared in the e-mail message.org [Accessed: 3 October 1996].the-times.com Where referencing an online article where the format differs from the printed version or which includes additional data or commentaries. Retrieved August 27. Thoughts on disarmament conference. PsychNET [Online]. Battle of snakes and ladders. Dividing the spoils. K. Howard. The case of the red-handed leak. 18-19.janet. multi-page newspaper articles and chapters or articles in edited books.uk). 15. [Electronic version]. P. from: http://www. Personal E-mail Communication Davis. p. 167(2). The Guardian.uk). (bill. (1995.co. 2004. Use pp. Parasite-Genome. Intestinal intraepithelial lymphocytes respond to systemic lymphocytic choriomeningitis virus infection. [Electronic version].apa. Retrieved September 10.ox. you should add the date you retrieved the document and the Web address (URL). WWW site (whole site) American Psychological Association [No date]. Parasite nucleotide sequences. before the numbers). from: http://www. 2003. (1996). for page ranges only for encyclopaedia entries.davis@port.C. 2004. W. H.ac. 23 December). 2004. Retrieved September 22. Cellular Immunology. Newspaper Article (online and on CD-ROM) Young. (1996). from IDEAL. Available from: http://www. (1995. from The Guardian on Chadwyck Healey CD-ROM database. 2004. (1994). pp.idealibrary. Retrieved August 21. For articles in journals or magazines use the numbers alone (not pp. from The McCarthy Database on Chadwyck Healey CD-ROM database.ac..Sydora.mailbase. Academic Press Web site: http://www. (1996). B. 161-169.uk Bloxwich. October 13). E-mail to Robert Jones (jonesr@intpol. Financial Times.ac. 81 . The Times. Retrieved August 13.
Jankowicz. W. Doing your research project. J. New York: Ellis Herwood. Avoiding misuse of new information technologies: legal and societal considerations. (3rd ed. Journal of Marketing Research. M. (1994). 2001). 132-142. Hughes.N. 82 . J. Survey design and analysis. How to research. Bell. Jolliffe. J. T. London: Paul Chapman. Sample survey principles and methods. Bloom. Doing your research project.edu/pub/harnad/conscious-ness/1 1/bixley For this Referencing Guide extensive use has been made of the University of Portsmouth Library leaflet “Bibliographic References Harvard Format – APA Style”. F. (1991). (1986). (2nd ed. (2001). & Goldstucker. C. Buckingham: Open University. (1994). Using computer software for the analysis of qualitative market research data.. London: Business Press Thomson Learning. the following references have been used: Bell. The Dynamics of the Group Interview’. Advances in Consumer Research. & Tight. Chicago: American Marketing Association. Bagozzi. (1977). (1998).). 207-221. London: Edward Arnold. Focus groups and the nature of qualitative marketing research. Business research projects.R.L. Bellinger. Research methodology in business. California: Sage. Milne.D. R. & Johnson. P. Retrieved September 14.). (1988).P. Bernhardt. Blaxter. This leaflet is a summary of the APA style guidelines as contained in The Publication Manual of the American Psychological Association. (1987). M. January.R. F. (1991). 58. N. Journal of the Market Research Society.Document From an FTP Site Bixley. Gill.. London: Harper and Row. S. 437-441..L. (3rd ed. B. Adventures in social research: data analysis using SPSS. F. L. and Rummel. In addition. R. K. Journal of the Market Research Society. 14 (August). V. Oxford: Open University Press. 30(2). D. M. E. J. & Adler. 353-364. G. (5th ed. (1975). Babbie. Journal of Marketing Research. 40(3).princeton. The rebirth of attitude research in marketing. Barnett. Ballaine. Buckingham: Open University Press. (1976). Catterall. 98-110. (2000). P. & Halley. (1999). & Maclaran.J. P..). A. Qualitative marketing research. Research methods for managers. (1995) Sentient microfilaments: a tempest in a tubule. Calder. Some other references which may be of benefit are as follows: Axelrod. 3. 2003 from: ftp://blahblah. (1963).
D. A. (1997). W. J.). Denscombe. (2000). T. Designing qualitative research. (1994).L. M. London: Sage. (1996). Marketing research: methodological foundations. Constructing social research.K. Ghauri. (1995). Greenbaum. Harlow: Financial Times Prentice Hall. (1998).R. R. Buckingham: Open University Press. London: Sage. Mason. 83 . J. P. London: Sage. (1991). & Rossman. London: Sage Publications. (1996). (1997). Research methods for business students. The research student’s guide to success. B. Buckingham: Open University Press.). Taking the fear out of data analysis. & Miller. (1995). M. C. Real world research: a resource for social scientists and practitionerresearchers. Oxford: Blackwell.M. London: Prentice Hall. A practical guide. & Gronhaug. & Stevens. T. (1996). Proctor. Newbury Park: Sage. Harlow: FT Prentice Hall. G. (1991). B. Silverman. (3rd ed. an applied approach. California: Sage. Lewis. The market research toolbox: a concise guide for beginners. The hard-pressed researcher: a research handbook for the caring professions. Marketing research. Buckingham: Open University Press. New York: Longman. Churchill. Diamentopoulos. D. (5th ed. (1997). Thousand Oaks: Sage. E. Orna. P. (1997). (5th ed. London: The Dryden Press. (1993). Girden. Malhotra. 175-187. Kinnear. N. Social Science Journal. California: Sage.L. A. & Fontana. Crabtree. Focus groups as qualitative research. Doing qualitative research: a practical handbook. Marshall.Chisnall. Evaluating research articles.F. J. (1998). C. Essentials of marketing research. Managing information for research. E.). Berkshire: McGraw-Hill. Frey. Edwards. & Schlegelmilch.A.). & Talbot. (1994). Qualitative researching. Cryer. Research methods in business studies. (2nd ed. H. MA: Lexington Books. The group interview in social research. London: McGraw Hill. P. (2003). P. (2002). Saunders. Doing qualitative research. Lexington. (1993). & Taylor. Morgan.B. G. (1996). & Thornhill. Marketing research. E. T. The good research guide. Orlando: Dryden Press. Robson. Ragin.F. C. (1996). A. G. K. London: Pitman.). The practical handbook and guide to focus group research. Marketing research: an applied orientation. A. 28(2). (1996).B. (2nd ed. McQuarrie.
SCHOOL OF MANAGEMENT AND BUSINESS .ac.ac.ac. 2848 2520 2208 2503 2500 2511 2212 2213 2210 2206 2523 2510 2542 2205 2529 2251 2202 2549 2517 2506 2522 2507 2211 2505 8780 2207 2502 2509 2987 2260 2874 e. Teerooven Straw.ac.STAFF TELEPHONE/E-MAIL Name Alexander.ac.uk firstname.lastname@example.org. Nick Prytherch.uk det@aber.MMM7010 IMPS 2763 Roberts.ac. Su Jasimuddin.uk email@example.com firstname.lastname@example.org sdd@aber. Ying PhD Room PhD Room Porters Room F14 S21 S9 S3 F11 F4 F10 S18 F3 F18 S10 F6 F11 S13 F1 F19 F11 S10b F17 F20 F13 F15 S1 S17 F5 S2 F11a S4 S5 S15 Tele No.uk email@example.com iim@aber. Pam Yang.ac.ac.ac.uk firstname.lastname@example.org email@example.com 84 .ac.ac.ac.ac. Tony Midmore.uk firstname.lastname@example.org. Iain McGuinness. Ian – MBM9110.uk jim@aber. MMM4010 2243 Lane.uk amm@aber. Peter Miles.ac. Damian Gaskell. Julia Norrington-Davies. Anna Ruziev.ac.uk email@example.com. Glenda – AC10410.ac.ac.ac. Kobil Savvas. Brigitte Fuller-Love.uk firstname.lastname@example.org ajl@aber. Sajjad Khorana.uk email@example.com Staff from other departments teaching SMB modules Harris. Dennis Williams.ac. Gary – MBM8810 S17 2505 firstname.lastname@example.org email@example.com gds@aber. Jennifer Lennon. Sarah Perdikis. Richard James.uk trs@aber. Nick Biehl. Carys Lindop Sarah McDougall. John – MBM6010.uk firstname.lastname@example.org email@example.com grr@aber. EC10910 IMPS 2774 Straw.uk firstname.lastname@example.org mvs@aber. Wendy Godfrey.ac.uk kkr@aber. Michael Soobaroyen.ac. Nerys Gallagher.uk email@example.com firstname.lastname@example.org email@example.com abp@aber. Gary Thomas. Megan Williams. Sangeeta Lane.uk pxm@aber. Awen McDougall.uk nnf@aber.
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