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Module Handbook
2023/24
Personal and Professional Development
School Business Strategy, Operations & Enterprise (BUSI)
Level 7
Semester 1&2
Credits 20
CRN 18907-2310 / 36859-2320

Module Leader Sandra Obiora

Email Address s.s.obiora@leedsbeckett.ac.uk

Communication Protocol: Students' questions will be responded to by module staff

within a reasonable time. This will be normally within office hours only. Students
are advised to carefully read and understand this handbook and to keep an eye out
for any online/noticeboard announcements and the FAQ answers that deal with
their enquiry first before contacting the module staff.

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Contents
Introduction from the Module Leader........................................................................................................................3
Module Aim................................................................................................................................................................... 3
Module Learning Outcomes.........................................................................................................................................3
Module Learning Activities..........................................................................................................................................3
Graduate Attributes Developed and Assessed............................................................................................................3
Communication.............................................................................................................................................................4
Contact Hours...............................................................................................................................................................4
Key Resources to Support Learning............................................................................................................................4
MyBeckett Guide...........................................................................................................................................................4
Disability Advice and Support.....................................................................................................................................5
Weekly Schedule Semester 1........................................................................................................................................6
Weekly Schedule Semester 2........................................................................................................................................7
Assessments................................................................................................................................................................... 8
Assessment Summary...................................................................................................................................................8
Assessment Details........................................................................................................................................................9
Coursework...................................................................................................................................................................9
Assessment 1:.............................................................................................................................................................9
Assessment 2:...........................................................................................................................................................10
Student Instructions for Submission of Coursework................................................................................................10
Instruction to Students on Rubric:............................................................................................................................11
Feedback on Your Assessments.................................................................................................................................14
Understanding Your Assessment Responsibilities....................................................................................................14
Extenuating Circumstances and Mitigation..............................................................................................................14
Late Submission..........................................................................................................................................................14
Academic Integrity......................................................................................................................................................14
Your Feedback on the Module.....................................................................................................................................2

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Introduction from the Module Leader

This module is designed to support the personal and professional development of Graduate MBA students.
Its target is to make each student more knowledgeable and equipped with the necessary skills to succeed in
the higher education environment, particularly at the postgraduate level. Additionally, the module is
designed to increase the employability of each student beyond their time in academia. The module is
designed to improve their preparedness and profiles to enter the workforce with confidence and with a
distinct competitive edge.

Module Aim
1 Using reflective practice, the module will develop Graduate MBA student’s personal, academic
and professional skills which will allow them to maximise their potential at the University and
develop career progression strategies.

Module Learning Outcomes

1 Understand and evaluate the concept of reflective practice and its importance to ongoing self-
development.

2 Perform as an independent and critical learner with an understanding of postgraduate study skills
and effective academic practice.
3 Create strategies and action plans for future career development activities.

Module Learning Activities

At the beginning of their course, students will be introduced to the concept of lifelong learning, reflective
practice and its role in continuing personal and professional development. Progress will be made during this
period towards building introspection and helping students identify areas for personal and professional
development. A personal audit will enable the student to identify areas for skill and knowledge
development, while the learning agreement will set out an agreed schedule of learning engagement (e.g.
skills workshops) Students will then, with the support of their tutor, work towards achieving their learning
objectives. The module will incorporate practical exercises that will encourage students to practice key
aspects of personal and professional development such as effective communication skills both written and
oral. Additionally, workshops designed for expanding employability such as CV and cover letter writing,
building LinkedIn portfolios, and utilising information sources will be carried out.
The module will use guest speakers to deliver workshops on building careers, finding key resources,
interview skills, and continuing professional development/ Students will complete University online
modules on study skills, Academic Integrity, and related workshops from Library colleagues. The emphasis
will be on formative feedback to allow students to be in control of their own learning and development as
the module and course progresses.

Graduate Attributes Developed and Assessed

Developed skills and attributes in this module include being enterprising, enhancing their digital literacy,
and establishing a global outlook.
First, they begin by gaining the capacity to technically excel as a postgraduate student. It involved being
equipped in terms of time management, communication skills, critical thinking skills, assessment planning
skills research skills required to pass all modules they enrol into. This leads them smoothly into the three
above-outlined developed skills.
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Second, in reflectively recognising their key strengths and capabilities, while improving on their identified
weaknesses as relates to their personal and professional development, they improve their employability
assets and become more competitive. As the students improve their competitiveness, they set themselves up
for a wider all-encompassing outlook beyond academia and improve how desirable they appear to
employers.
More information on graduate attributes is available here: https://www.leedsbeckett.ac.uk/student-
information/academic-skills-and-advice/graduate-attributes/
Relevant information is also available within your Course Handbook, which is available via MyBeckett and
https://www.leedsbeckett.ac.uk/student-information/course-information/course-handbooks/

Communication
Mybeckett will be used to communicate via emails which you will receive through your student email
addresses and you should check this regularly for updates from the module’s teaching team. You are
required to notify your Course Administrator if you are absent more than one day (for example for an
emergency, compassionate leave, or for unforeseen circumstances). If you are planning to apply for
mitigating circumstances, you are required to provide written evidence of the reason for absence (see section
3 of your Course Handbook).

Contact Hours
Every week, you have one-hour lecture and one hour seminar. In addition, you can freely maximise the
following drop-in times during the week.
Wednesdays 10:00-12:00 at RB507. You can also drop an email during this time or use teams.

Key Resources to Support Learning

The key learning resources can be found on the Reading List created for the module in the Virtual Learning
Environment (MyBeckett). All disabled students requiring additional support or alternative arrangements
must declare and provide evidence of their disability to the Disability Advice Team as early as possible:
www.leedsbeckett.ac.uk/studenthub/disability-advice.
Core Text
Morgan, P. (2020). The Business Student's Guide to Study and Employability. [online] SAGE. Available at:
https://catalyst.talis.com/beckett/books/9781529736472

Can be searched for via the library: https://catalyst.talis.com/beckett/books (using Discipline: Business and
Management + Subdiscipline ‘Management Skills’)

MyBeckett Guide
As this module is heavily integrated with the VLE ‘MyBeckett’, you are required to use it to successfully
access learning materials, and participate in learning activities and assessments. The module’s page on
MyBeckett includes weekly learning materials, recorded lectures, the reading listing, the handbook, and
assessment folder. MyBeckett can be accessed via the Leeds Beckett main website or via:
https://my.leedsbeckett.ac.uk/?new_loc=%2Fultra%2Finstitution-page

Disability Advice and Support

All disabled students requiring additional support or alternative arrangements must declare and provide
evidence of their disability to the Disability Advice Team as early as possible:
https://www.leedsbeckett.ac.uk/student-information/disability-advice/.

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Weekly Schedule Semester 1
Week Type of Reading/Journal Review etc Directed study and
Commencing Session (e.g. additional
Date Lecture / resources
Seminar)
Week 2 Lecture Approaches to learning and the importance of lifelong For the seminar
learning case study, papers,
(02/10/2023) presentations and
Seminar A look at the module handbook, resources, assessments, other resources
and deadlines. available please see
MyBeckett weekly
Week 3 Lecture Concept of reflective practice folder.
(09/10/2023)
Seminar See MyBeckett weekly folder

Week 4 Lecture Effective Study & communication skills

(16/10/2023)
Seminar See MyBeckett weekly folder

Week 5 Lecture Effective presentation skills

(23/10/2023)
Seminar See MyBeckett weekly folder.

Week 6 Lecture Time management skills & Assessment Planning

(30/10/2023)
Seminar Assessment 1 support and Q&A, and Assessment 2
information + Reviewing progress and evaluating
achievements from other modules
Week 7 Lecture Critical/creative thinking and logical argument skills
(06/11/2023)
Seminar Review of key points from weeks 1-6 Allow team prep
time for upcoming group presentations.
Week 8 Lecture Introduction to Postgraduate Research
(13/11/2023)
Seminar Assessment 1 group presentations – part 1

Week 9 lecture The portfolio approach to personal development

(20/11/2023)
Seminar Assessment 1 group presentations – part 2

Week 10 Module Overview and review of the module

Overview and
(27/11/2023) Assessment 2
support

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 Seminar Assessment 1 group presentations – part 3

Assessment Assessment Submission deadline 11th December 2023

due
*Important Note: module runs for 9 academic weeks each semester.

Weekly Schedule Semester 2

Week Type of Session Reading/Journal Review etc Directed study and
Commencing (e.g. Lecture / additional
Date Seminar) resources
Week 1 Lecture Understanding and Developing Employability assets For the seminar
(Employment vs. employability) case study, papers,
(29/01/2024) presentations and
other resources
Seminar See MyBeckett weekly folder available please see
MyBeckett weekly
Week 2 Lecture A look at the UK/Global work environment folder.
(05/02/2024)
Seminar Analyses and discussion on differences between UK and
Global work environments.
Week 3 Lecture Decision-making and problem-solving
(12/02/2024)
Seminar Assessment 2 support and Q&A

Week 4 Guest Lecture Continuing Professional Development & Information

Gathering
(19/02/2024)
Seminar Practice outlining types of employment opportunities
students want, and finding key resources
Week 5 Lecture Ethical issues in the workplace
(26/02/2024)
Seminar See MyBeckett weekly folder

Week 6 Lecture Introduction to LinkedIn and other key platforms

for PD
(04/03/2024)
Seminar Creating or upgrading their LinkedIn accounts/profiles.

Week 7 Lecture How to build a strong CV and cover letter

(11/03/2024)
Seminar Students work on their CVs according to lecture + Q&A

Week 8 Lecture/guest Tips on improving your interviewing skills

lecture
(18/03/2024)
Seminar Practice answering a list of interview questions tailored
to students' target fields in pairs. (students take up role

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 of interviewer and interviewee then switch around).
Week 9 Lecture A look at personality types + tips on writing your
Professional Development Plan
(08/04/2024)
Seminar Assessment 2 support + Q&A & formative feedback

Week 12 Module Assessment support and deadline

overview and
(29/04/2024) assessment 2
support

Assessments
Assessment Summary
Assessment 1
Assessment Method: In-person Re-assessment Improvement of first sit
Group presentation Method:
(4-5 members/group)

Word Count 1400 words (+/- 10%) Word Count 1400 words (+/-10%)

Assessment Release 10/10/2023 Assessment Release 10/10/2023

Date: Date:
Assessment Deadline 11/12/2023 Reassessment Deadline By appointment between
Date & Time: Date & Time: week 10-12

Feedback Method: Formative + Written Feedback Method: Formative + Written

feedback feedback

Feedback Date: Oral feedback given after Feedback Date: Oral feedback offered after
presentation + written presentation + written
feedback 4 weeks after the feedback 4 weeks after the
deadline deadline

Type / Component Weighting: Coursework / 30%

Learning Outcomes Assessed: 1&2

Assessment 2
Assessment Method: Reflective essay + portfolio Re-assessment Improvement of first sit
compilation Method:
Word Count 3500 words Word Count 3500 words (+/-10 %)

Assessment Release 01/2024 Assessment Release 01/2024

Date: Date:
Assessment Deadline 06/05/2024 Reassessment Deadline 08/07/2024

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 Date & Time: Date & Time:
Feedback Method: Written feedback Feedback Method: Written feedback

Feedback Date: 4 weeks after the deadline Feedback Date: 4 weeks after the deadline

Type / Component Weighting: Coursework / 70%

Learning Outcomes Assessed: 1-3

Assessment Details

Coursework
Assessment 1: In-person group presentation using PPT slides
For assessment 1, students are required to work in groups of 4-5 members. A presentation of 16 minutes (for
groups of 4), or 20 mins (for groups of 5) is to be made in class. This time frame maxes out at 4 mins
presentation per person per group.
The presentation file should be around 1400 words (+/-10%) This includes the presentation slides plus
appendix slides. References are not included in the wordcount. Do not jampack the presentation slides with
text to make up the word count. You can, however, cram extra research and information into appendix slides
at the end which will not be presented but reviewed upon submission. 70% of the score is based on
presentation quality and teamwork quality during the allotted time. 30% is based on how richly the content
was researched and how well-thought-out the presentation is.
The presentation must respond to the following key points
1. Using Kolb’s reflective cycle, discuss the importance and role of reflection in your personal and
professional development.
2. Outline 3-5 challenges faced by youths in personal and professional development.
3. Discuss feasible solutions to the points made in section 2.
4. Outline 5 action steps towards your academic development and success at LBU LBS.
5. Outline 5 practical action steps towards your professional development.

Key Presentation Requirements:

- Good presentation design. Not crowded and jampacked or difficult to see slides. Properly put
together PPT files.
- No constant reading from notes or slides during the presentation. Students are expected to prepare
and practice well in advance. Students’ ability to cohesively present their research ideas from their
minds without relying on slides or notes will be assessed.
- Students are required to engage the audience during their presentation.
- Formal appearance during the presentation is recommended.
- There will be point penalisations for exceeding the 16-minute(for groups of 4), or 20 minutes (for
groups of 5) time limit.
- Teamwork and ability to answer questions asked will be assessed.

Assessment 2: Individual reflective essay accompanied by a Portfolio (evidence of completion of

university skills modules, CV, cover letter, LinkedIn Profile, PDP, Completed Job Application, etc)
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Students are required to write a 3500-word (references not included) reflective essay of their learning
through the module discussing their reflections and lessons learned on the topics covered in semesters 1 and
2
They should discuss their learning based on all the topics as it relates to:
1) academic development,
2) personal development, and
3) professional development
4) For each point (1-3), carry out a SWOT analysis discussion on the strengths, weaknesses, opportunities,
and threats.
5) Discuss 5-10 action steps/ strategies for each section (1-3) you will employ towards improving yourself
in that area moving forward.
6) Attach your personal portfolio files including a) evidence of completion of your university skills
module, b) your updated CV, c) cover letter, d) LinkedIn profile, e) personal development plan, and f) a
completed job application pdf, and any extra evidence related to improving your professional portfolio
(maximum 2 extra).

Student Instructions for Submission of Coursework

For this module, you are required to submit your work online.
You MUST submit your work through MyBeckett using the link set up by the tutor close to assessment
submission deadline. Receipt of your work will be recorded.
Your "Turnitin assignments" in MyBeckett can be set up so that you can check your assignment yourself as
you submit it. This is done by creating a "Similarity Report". If this report indicates that there are some
issues with your work, such as un-cited quotations, or high plagiarism, you should be able to make
corrections and re-submit the work again just before the due date. More information about Turnitin is
available online here: https://libguides.leedsbeckett.ac.uk/it_support/mybeckett/turnitin
Academic Integrity & the Use of Generative Artificial Intelligence Tools (GAIT): Tutors will follow up
on any suspected breach of academic integrity including any usage of artificial intelligence tools for writing
observed after the submission date as per the University’s policy. Please visit
https://www.leedsbeckett.ac.uk/student-information/academic-skills-and-advice/academic-integrity/ and
read through the interim guidance on the use of Artificial intelligence. You can also read other library
resources related to the use of ChatGPT and other GAIT via https://libguides.leedsbeckett.ac.uk/srch.php?
q=generative+AI&t=290. Late penalties will also apply as per University Regulations.

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Instruction to Students on Rubric:
Please carefully read the grade/marking descriptors overleaf for both assessments:

Assessment 1 Rubric: In-person Group Presentation Weighting: 30%

Criteria Weight 100-86% ** 70-85% 69-60% 59-50% 49-20% 19-0%

Distinction Distinction Merit Pass Fail Fail
A display of excellent
presentation skills, A display of high-level
Presentation skills, A good display of A sound display of
high-level coherence, presentation skills by An inability to
quality of PPT presentation skills, ability to present,
high-quality PPT slide almost all group present, incoherent,
slides, creativity, some coherence, PPT general coherence,
design techniques, members. High-level no real form of
teamwork, slides can be followed some forms of
excellent audience coherence, high-quality articulation, PPT
coherence, audience and understood, some articulation, PPT
engagement, not under PPT slide design, good slides can be
engagement, display audience engagement, slides can be
or over time. Utilised audience engagement, generally understood,
of knowledge by all generally acceptable generally understood,
time excellently. clear articulation, and a no attempt at No attempt to
members, and articulation, and a an attempt at audience
Excellent articulation showcase of strong audience engagement/ deliver a
articulation. showcase of some engagement,
by each team member, teamwork abilities. closed off from the presentation.
level of teamwork. generally acceptable,
70 Marks a showcase of very Almost all team audience, poor
70% Acceptable formal some showcase of
strong teamwork. members shined within teamwork. Group
appearance. Some some level of
Each team member proposed time. Formal members do not
members display teamwork. Adequate
shined. Formal and and neat appearance. All understand all the
(Individual effort may good knowledge of understanding of
neat appearance. All members are able to work. Poor response
influence final score the work during group work by all
on this component)
members are able to respond well to questions to questions posed.
Q&A. members.
respond well to posed.
questions posed.

How well the Excellent and in-depth High level and in-depth A good attempt at A general albeit not A lack of attempt at No attempt to follow
research and research has been research has been done. research. Assessment in-depth attempt at research basis. assessment brief
Content are in line done. Students has Assessment brief brief specifications research has been Assessment brief specifications. No
with the assessment clearly intricately specifications have been have been generally made. Assessment specifications have signs of reading or
brief’s understood the well understood and all understood and all brief specifications not been properly understanding them.
specifications. assignment and its key points have been key points have been have been read or understood. No research
purpose. Action points well touched on and generally touched on somewhat/partially Almost no key points attempts were made.
30 Marks 30% are actionable and discussed. and discussed understood and a few have been touched on

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(Teamwork based. All feasible. All key
key points have been
team members will get points have been well
the same score for this
touched on and and discussed
touched on and
component) discussed
discussed.

Assessment 2 Rubric: Reflective Essay and Portfolio Weighting: 70%

Criteria and Weight 100-86% 70-85% 69-60% 59-50% 49-20% 19-0%

Weighting
Distinction**
Student displays
Learning outcome excellent/high-level
1: Understanding understanding of all
and evaluating the concepts covered through
reflective practice the module particularly the
and its importance centrality of reflective
on ongoing-self- practice to their holistic
development development through both
semesters. Their SWOT
30 Marks 30%
analysis and action steps
are coherent and feasible.
Distinction Merit Pass Fail Fail
Student displays a Student displays a Student does not
good level of sound level of manage to display
Student displays high-
understanding of all understanding of all any understanding of
level understanding of
concepts covered concepts covered the concepts covered
all concepts covered
through the module through the module through the module
through the module
from semesters 1-2 from semesters 1-2 from semester 1-2 as
from semesters as
as relates to their as relates to their relates to their No attempt has been
relates to their personal
personal and personal and personal and made.
and professional
professional professional professional
development 1-2. Their
development. Their development. Their development. Their
SWOT analysis and
SWOT analysis and SWOT analysis and SWOT analysis and
action steps are
action steps are action steps are action steps are
coherent and feasible.
somewhat coherent barely clear or incoherent and or
and feasible feasible infeasible

Learning outcome The student through the The student through The student through The student through The student through No attempt to do the
2: Perform as an quality of their reflective their reflective essay their reflective essay their reflective essay their reflective essay work or establish
independent and essay showcases an showcases an excellent showcases a good showcases a sound showcases a poor any action points
critical learner with excellent level of acquired level of acquired study level of acquired level of acquired level of acquired towards personal,
an understanding study skills and skills and understanding study skills and study skills and study skills and academic, or
of postgraduate understanding of effective of effective academic understanding of understanding of understanding of professional
study skills and academic practice. Their practice. Their formal effective academic effective academic effective academic development.
effective academic formal written written communication practice. Their practice. Their practice. Their
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communication skill is
practice. highly coherent and
30% excellent by all standards,
30 marks logical, and the report is
excellently put together.
Student’s portfolio is
Learning outcome
expertly put together. They
3:
display excellent acquired
knowledge put into
Create strategies
practice in all their
and action plans for
portfolio components.
future career
Each piece of the student’s
development
professional portfolio
activities. 40%
shows a readiness to not
40 Marks just enter the workforce
but to excel at it.
formal written
communication skill formal written formal written
skill is coherent, is generally coherent communication skill communication skill
logical, and the report is and logical. Their is generally coherent is incoherent. Their
well put together. report is moderately and logical. Their report is poorly and
put together except report is error prone. full of errors.
for a few errors.
Student’s portfolio is
Student’s portfolio is Student’s portfolio is
well put together.
soundly put together. poorly put together.
They display a good
They display a sound They display a poor
Student’s portfolio is level of acquired
level of acquired level of acquired
excellently put together. knowledge put to
knowledge put to knowledge put to
They display excellent practice in all their
practice in all their practice in all their
acquired knowledge put portfolio No attempt at putting
portfolio portfolio
to practice in all their components. together a plausible
components. components.
portfolio components. Student’s professional
Student’s Student’s
Student’s professional professional portfolio.
professional professional
portfolio shows a portfolio is not yet
portfolio is not yet portfolio is not yet
readiness to enter the quite ready for
ready for entering ready for entering
workforce. entering the
the workforce and the workforce and
workforce and
requires some major requires a major
requires a few
adjustments. adjustment.
adjustments.
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Feedback on Your Assessments
Feedback is a large part of your learning experience and is fundamental to your personal and professional
development.
Whatever your academic level, developing on your feedback is crucial. Taking note and acting on feedback
whether formative or summative is key to independent learning, long-term success, and continued progress.
https://libguides.leedsbeckett.ac.uk/skills-for-learning/building-on-feedback
Feedback on assessments will be provided using assessment grid in MyBeckett.

Understanding Your Assessment Responsibilities

Extenuating Circumstances and Mitigation

If you are experiencing problems which are negatively affecting your ability to study (called 'extenuating
circumstances'), then you can apply for mitigation. You can find full details of how to apply for mitigation
at: https://www.leedsbeckett.ac.uk/student-information/exams-assessments-and-awards/mitigation-and-
extenuating-circumstances/.
For students requiring 5-day extensions on coursework submissions, you do not have to apply for this.
Instead, you will be permitted to submit up to 5 working days after the deadline without incurring a late
penalty. This will be called the flexible submission period. Full details of this policy can be found here.
The University operates a fit to sit/fit to submit approach to extenuating circumstances which means
students who take their assessment are declaring themselves fit to do so. More information is available at
the above link and here: https://www.leedsbeckett.ac.uk/student-information/exams-assessments-and-
awards/examinations/

Late Submission
Without any form of extenuating circumstances, standard penalties apply for late submission of assessed
work. Full details of the penalties for late submission of course work are available at
https://www.leedsbeckett.ac.uk/our-university/public-information/academic-regulations/.

Academic Integrity
Academic integrity is a fundamental principle within the University and is strongly linked to good academic
practice. All assessments must be submitted with due attention to issues of academic integrity, expression,
and good academic practice, including clarity in grammar, semantics and syntax.
Any suspected breach of academic integrity will be investigated by the University and could have serious
consequences on your studies. Breaches of academic integrity include (but are not limited to) plagiarism,
self-plagiarism, collusion, the use of artificial intelligence to put together a piece of work, and contract
cheating. Definitions and the potential consequences of an admitted or found breach of academic integrity
are detailed in the Academic Regulations at: https://www.leedsbeckett.ac.uk/our-university/public-
information/academic-regulations/.
There are a range of resources available to help you understand what is and what is not permitted and how to
use other people’s ideas in your assessed work. These include the LBU Academic Integrity tutorial, which
is available on Academic Integrity Tutorial for 2023/24 and the Skills for Learning website which you can
access here https://libguides.leedsbeckett.ac.uk/skills-for-learning/. An Academic Integrity Factsheet for
Students is available to view at: https://www.leedsbeckett.ac.uk/student-information/academic-skills-and-
advice/academic-integrity/.

13
Your Feedback on the Module
A mid-module review will be timetabled into your module between week 5 and 7. This is an opportunity to
resolve modular issues early on in the module. In addition, you will have the chance to provide feedback
formally at the end of your module. These comments will be reviewed by your module team and some may
be considered via the module monitoring and enrichment process, in which your Course Representative is
involved.

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