Strategic Management & Marketing | My Assignment Tutor

Department: Strategic Management & Marketing Module Code/Title:   CORP5077 Operations and Service Quality Management Academic Year: 2020-2021             Credit value: 15 credits Module Leader: Professor Adel Hatamimarbini Email: [email protected] Advice & Feedback Hours: Hugh Aston Building, Room HU4.103 Wednesdays 11am-1pm (Email for appointment) Assessment Overview  Assessment 1Assessment 2TypeIndividual reportReflectionLength2700 words900 wordsWeighting75%25%Deadline11: 59am Wednesday 19th May 202111: 59am Wednesday 26th May 2021Return dateWeek 33Week 34 Note: all coursework must be submitted electronically via Turnitin by the deadlines unless there are mitigating circumstances. Information on penalties and late submissions can be found at: The Faculty is committed to a 20 day turnaround time for the marking and return of coursework. The turnaround time does not include weekends, bank holidays or university closure days. This handbook is correct at the time of writing and may be subject to change. Throughout your studies, to ensure you have the most up to date information, you should always consult the online version of this handbook held on Blackboard. Contents 1.    MODULE OUTLINE.. 4 1.1.    The Teaching Team.. 4 1.2.    Module Description (Including aims and objectives) 5 1.3.    Indicative Learning Outcomes. 5 1.4.    How will the Module be Taught?. 6 1.5.    How This Module Enhances Your Employability. 7 1.6.    Your Responsibility. 8 2.    Assessment 8 3.    Module resources list 9 Core textbooks. 9 Supplementary reading. 9 4.    Lecture/Seminar schedule. 12 5.    MODULE SUPPORT. 12 5.1.    BLACKBOARD AND MODULE COMMUNICATIONS.. 12 5.2.    ADVICE AND FEEDBACK HOURS.. 13 5.3.    LIBRARY SUPPORT. 13 5.4.    STUDY SKILLS.. 13 6.    ASSESSMENT BRIEFS.. 13 6.1.    GUIDEANCE ON ASSESSMENT 1. 14 6.2.    GUIDEANCE ON ASSESSMENT 1. 16 6.3.    MARKING.. 18 7.    OUR ENGAGEMENT WITH YOU.. 19 8.    ASSESSMENT REGULATIONS.. 19 8.1.    Reassessment 19 8.2.    Unauthorised Late Submissions. 19 8.3.    Attendance. 20 8.4.    Extensions. 20 8.5.    Deferrals. 20 8.6.    Plagiarism and Bad Academic Practice. 20 8.7.    Return of Submitted Work. 21 8.8.    Proofreading. 22 8.9.    Style and Referencing. 22 8.10.      Faculty of Business and Law Grade Descriptors. 22 8.11.      Module Level Feedback. 24 9.    HOW WE SUPPORT YOU.. 24 10.      USEFUL LINKS AND CONTACTS.. 24 Appendix 1: Leicester Castle Business School 27 Appendix 2: The Harvard System of Referencing. 28 1.   MODULE OUTLINE 1.1. The Teaching Team Module team contact details are: 1- Professor Adel Hatamimarbini (Module Leader) Office: HU 4.103 Email: [email protected] Phone: 207 8396 Advice and feedback hours: Wednesdays 11.00am – 1.00pm (Email for appointment via Ms-Teams) 2- Dr Hannan Amoozad Mahdiraji Email: [email protected] Advice and feedback hours: Wednesdays 9-11 AM Due to the COVID-19 pandemic, please send an email to request for an online meeting. Note: Each tutor holds advice and feedback hoursfor the benefit of a small group or individual discussions. The information can be also found under staff details on Blackboard. These hours might be subject to change, please check Blackboard for updated information 1.2.              Module Description (Including aims and objectives) Operations and service quality management is a vital field in today’s complex global economy and highly competitive business world. Therefore, 21st century students and future leaders are in need of understanding operations and quality as the indispensable elements of every business especially during difficult times such as the COVID-19 pandemic, trade tensions, hurricanes, etc. This module will provide students with a comprehensive appreciation in making decisions about the operation functions, develop students’ analytical skills and decision-making abilities related to issues in operations and service quality, and furnish students with state-of-the-art case studies to reinforce students’ understanding of basic principles and formulation skills. The indicative content includes exploration of cross-functional decision-making with operations and the provision of a decision-making framework for operations and service quality. The framework embraces five decision areas─process design, quality management, capacity planning, inventory management and supply chain decisions─that operations and service quality managers need to succeed in managing operations and the relevant functions. 1.3.              Indicative Learning Outcomes The combined assessment will assess your achievement of the following learning outcomes: To demonstrate a systematic and critical understanding of strategic objectives of operations and supply chain. To develop systematic knowledge and critical understanding of service organisations and new product/service development processTo understand process-flow analysis through process thinking to analyse and improve processesTo interpret and critically evaluate knowledge, concepts and ideas of product or service qualityTo develop a critical awareness of capacity planning decisions related to the production of goods and service and explainTo develop knowledge and understanding of inventory management to critically analyse its effects on all business functions including operations, accounting, information, marketing and finance. 1.4.              How will the Module be Taught? Delivery: 12 x 3 hour study sessions. The module has an arrangement framework of 1-hour synchronous workshop,1-hour asynchronous workshop and 1-hour synchronous seminars per week for 12 weeks. Synchronous and asynchronous workshops will be connected to the key characteristics and knowledge components of the module, and will introduce key concepts, theories and techniques. Workshops will be accompanied and reinforced by extra 1 hour seminars to not only assist you with illustration of concepts, theories and techniques, but also to develop your understanding and problem soliving skills in relation to real-world problems. The seminars also provide you with supporting and complete information regarding the assessment process with the aim of facilitating the preparation of your individual reports. Importantly, you may be asked through announcements on Blackboard to undertake some preparation and be supposed to be engaged in the classroom discussion. It is essential to spend at least 3-4 hours per week on your self-directed learning and studies to develop a deeper knowledge surrounding each subject and gain a basis for enhancing the level of your engagement in the lecturs and tutorials. A set of appropriate reading materials and study resources such as recording lectures and further supportive readings will be continuously supplied on Blackboard. Sessions will be used to introduce topics in order to stimulate your learning through individual study and group work. Once the term has started, you will be expected to complete additional reading and engage in online activities as directed by your tutor in preparation for your assessments. In order to successfully complete this module, students will need to: –  Undertake extensive research for their assignment –  Attend and participate in workshops and associated sessions at university –  Undertake extensive additional reading –  Keep abreast of current business issues in the quality press and leading academic journals –  Make full use of the module Blackboard site The full lecture programme is given in Section 4. Online seminars and workshops will operate on a weekly basis and are designed to help you with the topic covered in that week’s lecture. They are an opportunity to solve any problems or clarify issues which may be bothering you.  They are compulsory. Seminars will not continue or repeat the lecture, but allow you to practise and explore the concepts you have learnt from the lectures therefore, you are expected to have studied the relevant topic(s) prior to the seminars. To get the full benefit you need to engage in the seminar and come full of enthusiasm and questions. Seminars will be an opportunity to cover any of the following material: Pre-seminar reading and questions – Pre-seminar questions and answers are released with the lecture and students must familiarise themselves with the topic and questions before the seminar.In-seminar work – This will also be released in advance of the seminar, but there is no requirement to complete it before the seminar but please familiarise yourself with the requirements before the seminar. You will only gain maximum benefit from the seminar if you have completed the lecture and pre-seminar work.Solutions – Seminar solutions will be discussed in class. You should attend the Seminar group allocated to you. Should you miss a seminar due to illness or encounter technical difficulties there will be a pre-recorded seminar available each week, but students ideally should attend the timetabled seminar and workshop to allow full engagement in class discussions and the opportunity for questions. The student charter sets out commitments from the university to students, from students to the university, and from the Students’ Union to students. You can consult it at: 1.5.              How This Module Enhances Your Employability This module aims to specialise students for entry-level jobs in managing the operations and distribution of goods and services. The Operations and Supply Chain-related jobs such as plant manager, department store manager, quality manager, supply chain manager, logistics manager, business process improvement analyst is trying to determine the best way to deliver the goods and services on-time and at low cost. DMU has great ambitions for its students and alumni and we want you to have opportunities that match your ambitions. We offer a wide range of work experiences and now we want to make these even better. DMUworks is our fresh programme to fit around what students, alumni and employers need, focusing on work experience opportunities that may be short, long, based in the UK or abroad – with options to suit different circumstances and aspirations. You can find out and sign up for DMUworks opportunities on MyGateway. You can also find out further information about our projects by visiting the following webpage: 1.6.              Your Responsibility Students are expected to engage, attend and participate in all asynchronous and timetabled synchronous activities.  Students are also encouraged to fully participate in the academic and cultural life of the Faculty and University, including guest lectures, seminars, public debates and external visits. As students, your responsibilities are: Preparation: Complete the required readings before coming to each timetabled session on this module and to undertake the required follow-up work. Participation: Participation in class is based on participation in class lecture/seminar, as well as group activities in class. To assist your engagement in class you should come prepared by writing down ideas, quotes, or concepts from the reading list that you find interesting as well as thought provoking.  You should come prepared so that you can fully engage in class discussions and activities. If you are late to class, then please take the first available seat and settle yourself as quietly as possible. Respect: Throughout your studies it is important that you treat other students with respect as well as engaging in a respectful manner with academic staff. It is imperative that you listen to others and treat their contributions with respect, even if you disagree with them.  In particular it is important that: You are respectful of your peers’ learning and resist talking through seminars, workshops and lectures.You do not answer your phone unless it is an emergency.If you are late, then please take the first available seat and settle yourself as quietly as possible. The student charter sets out commitments from the university to students, from students to the university, and from the Students’ Union to students. You can consult it at: The module teaching and assessment team will contribute to this environment by: Treating all students with respect.Welcoming diverse viewpoints, experiences, and interpretations of the class materials.Challenging your thinking, beliefs, and analysis of issues, concepts, and ideas in this class. 2.   ASSESSMENT Type of assessmentDuration or volumeAssessment weighting %Final assessment Y/NMinimum threshold mark % (if not 40% for UG, 50% for PGT)Essential component Y/N (approval needed for UG essential components)Anonymously markedY/N (if N select the relevant exemption code from below)Individual report2700 words75%Y50%YYReflective assignment900 words25%Y50%YY Minimum total overall weighted grade average to achieve a pass grade = 50%. 3.   Module resources list Core textbooks Sanders, N. (2011) Supply Chain Management: A Global Perspective, John Wiley & Sons Jacobs, F.R., Chase R, B. (2018). Operations and Supply Chain Management, 15th Edition, McGraw Hill (International Edition). Chopra, S., and Meindl, P., (2012), Supply Chain Management: Strategy, planning and operation, 5th edition, Pearson Stevenson, W. J. (2018). Operations management. McMcGraw-Hill. Heizer, J., Render, B., & Munson, C. (2017). Principles of Operations Management: Sustainability and Supply Chain Management (Global editon). Pearson. Tip: The core module text will support you through a significant proportion of the lectures, providing important additional numerical examples for practice and further reading.  Supplementary reading Branch, A.E., (2009), Global Supply Chain Management and International Logistics, Routledge Christopher, M. (2011) Logistics and Supply Chain Management, FT/Prentice Hall Cohen, S., and Roussel, J., (2013), Strategic Supply Chain Management: The five disciplines for top performance, 2nd edition, McGraw-Hill Professional Cousins, P., Lamming, R., Lawson, B. and Squire, B. (2007) Strategic Supply Management: Principles, Theories and Practice, FT/Prentice Hall Harrison, A. (2010) Logistics, Management and Strategy: Competing through the Supply Chain, FT/Prentice Hall Mangan, J., Lalwani, C., Butcher, T., and Javadpaur, R., (2011), Global Logistics and Supply Chain Management, 2nd edition, Wiley Manners-Bell, J., (2014), Supply Chain Risk: Understanding emerging threats to global supply chains, Kogan Page Myerson, P. (2012) Lean Supply Chain and Logistics Management, McGraw-Hill Olson, D. (2012) Supply Chain Risk Management: Tools for Analysis, Business Expert Press Schary, P.B., and Skjott-Larsen, T., (2001), Managing the Global Supply Chain, 2nd edition revised, Copenhagen Business School Press Waters, D., (2011), Supply Chain Risk Management: Vulnerability and resilience in logistics, 2nd edition, Kogan Page Waters, D., (2009), Supply Chain Management: An Introduction to Logistics, 2nd edition, Palgrave Macmillian Examples of Journals Journal of Operations Management International Journal of Operations and Production Management Production and Operations Management Journal of Supply Chain Management International Journal of Production Economics International Journal of Production Research Manufacturing and Service Operations Management European Journal of Operational Research Journal of Purchasing and Supply Chain Management You are expected to identify a wide range of ACADEMICALLY TRUSTED /  RELIABLE SOURCES. These are readily available via DMU Library resources, which give you search facilities and access to all electronic library sources and databases via “ATHENS”. Trusted and reliable JOURNALISTIC SOURCES are encouraged to reflect the CONTEMPORARY nature of this module’s material, BUT MUST BE USED WITH CAUTION and BALANCE. Journalists are not subject to Academic Peer review, so may give a biased perspective. Examples of useful media publications:   4.   LECTURE/SEMINAR SCHEDULE WeekSynchronous timetabled lectures (1 hour)Asynchronous lectures (1 hour)Synchronous timetabled seminars (1 hour)Core textbook18Tutorial 1. Module review, assessment, ground rulesCM- Chapters 1, 2 and 319Tutorial 2. Paper 1: How to Find the Right Supply Chain Strategy. An Analysis of Contingency Variables (Part 1)JC-Chapters 7, 8 and 920Tutorial 3. Paper 1: How to Find the Right Supply Chain Strategy. An Analysis of Contingency Variables (Part 2)JC- Chapter 5 and 11 St- Chapter 521Tutorial 4. Paper 2:  A social media analytic framework for improving operations and service management  CM- Chapters 4, 5 and 6  22Enhancement Week23Tutorial 5. Paper 3: Service implementation in manufacturing- An organisational transformation perspectiveSt- Chapters 9 and 10 JC- Chapters 12 and 1324Tutorial 6. Paper 4:  Lean Six Sigma- yesterday, today and tomorrow (part 1)25Tutorial 7. Paper 4:  Lean Six Sigma- yesterday, today and tomorrow (part 2)JC- Chapter 14 St- Chapter 1426-28Easter break29Inventory Management- Part 1Tutorial 8. Feedback and support for assessmentSt- Chapter 13 Sa- Chapter 9 JC- Chapter 2030 Tutorial 9. Paper 5:  The impact of supply chain practices and quality management on firm performance (part 1)JC- Chapter 17 St- Chapter 1231Tutorial 10. Paper 5:  The impact of supply chain practices and quality management on firm performance (part 2)St- Chapter 3 Sa- Chapter 8 JC- Chapter 1332Tutorial 11. Paper 6:  Impact of COVID-19 on logistics systems and disruptions in food supply chain (part 1)JC- Chapter 16 Sa- Chapter 633  Tutorial 12. Paper 6:  Impact of COVID-19 on logistics systems and disruptions in food supply chain (part 2)Sa- Chapter 7 St- Chapter 15 JC- Chapter 15 Note: This timetable and readings subject to modification. 5.   MODULE SUPPORT Each weekly topic area will be divided into a number of activities that should be completed in numerical order. Students will be provided with a weekly activity list they are being asked to undertake. In addition, students will be supported in the following ways: 5.1.              BLACKBOARD AND MODULE COMMUNICATIONS The module will be supported by DMU’s online learning on Blackboard and by DMUreplay. Important information relating to this module can be found on Blackboard. This includes information on the module, lecture and seminar materials, all communications and announcements, as well as the procedure for submitting assignments via TurnitinUK. You can access Blackboard by going to this link: Login using the same username and password that you have for access to the University’s computer services. Lecture material will be provided on Blackboard a minimum of one week in advance of the lecture to allow you to review and complete the activities prior to attendance at seminars. If desired students may want to print out lecture notes in the format suitable for their learning requirements. Further information on Blackboard can be accessed from the Centre for Enhancing Learning through Technology (CELT): If you have any difficulties logging into any computer on campus, then you should contact the Help Desk located on the 1st floor of the Kimberlin Library. In addition, you might contact the ITMS helpline (+44 (0)116 250 6050) or send an email to [email protected] noting your name and degree programme). 5.2.              ADVICE AND FEEDBACK HOURS The module team (see section 1.1 above or the staff contacts in Blackboard, for contact details) will also be available during weekly surgery hours to answer questions regarding the module. Advice and feedback hours will be offered in a variety of formats including question time via blackboard collaborate and Microsoft Team meetings. If students have the MS Teams app installed they can request an appointment by email and tutors will send the link for a MS Teams meeting in surgery hours. The time and method of Advice and feedback hours will be published in the staff contacts section of Blackboard. Advice and feedback hours is not a replacement for lectures and seminars. Academic staff will expect you to have attempted lecture tasks and seminar work, or the assignment, before asking questions about it. 5.3.              LIBRARY SUPPORT Adele Creak is our subject librarian and a specialist in books/journals for the subject area.  She is based in the Kimberlin Library, and can be contacted on [email protected] Library Services and Study Guides are available in 5.4.              STUDY SKILLS The Centre for Learning and Study Support (CLaSS) are based in the Kimberlin Library and can provide a variety of small-group or one-to-one session aiding with essential study skills. 6.   ASSESSMENT BRIEFS The assessment for this module consists of TWO elements: First assessment–Individual Written Report 1 weights 75% of the total marks Second assessment– Reflection weights 25% of the total marks The aim of these assessments is to provide opportunities to assess both the surface and the deep learning and knowledge of students in subject-specific areas. The assignment allows you to explore a modern operations and service quality in real-world organisations as well as seeking purposive solutions at low cost while satisfying your customers’ needs. Besides, your coursework help you assess your understanding and knowledge on the typical processes and important techniques for designing, producing and distributing a product and service. Please note that according to the DMU assessment policy, there is a University requirement for written coursework, at all levels, to be checked for originality using Turnitin where this is appropriate to the learning outcomes and assessment design. It is a web-based plagiarism detection tool widely used in UK universities and schools/ colleges. It searches the current and archived internet documents, papers submitted by other students, and identifies any similarities between texts. There will be specific Turnitin Assignments for each assessment in the Assessment area of the Blackboard site. Students are required to upload an electronic version of their work (e.g. as a Microsoft Word document) by the submission date. Turnitin will then compare the submitted work with that of fellow students and against billions of items in its database collected from the Internet, journals and other sources. Ensure that you upload the correct file as your submission cannot be deleted and the ‘correct’ file uploaded. It is your responsibility to ensure that the correct file is uploaded. Importantly, paper or e-mailed copies of your work, whether draft, work in progress or completed, will not be accepted by your Tutor for review or as an official submission. Only documents/files uploaded to Turnitin will be accepted as an official submission. 6.1.              GUIDEANCE ON ASSESSMENT 1    Assessment 1TypeIndividual reportLength2700 words (±10%)Weighting75%Deadline11: 59am Wednesday 19th May 2021Return dateWeek 33 STEP 1: CHOOSING YOUR RESEARC QUESTION You first need to select one of the following research questions: While a key objective of a supply chain is to minimise total cost, how does modern slavery affect technical operations and supply chain? Critically evaluate this issue in a given organisation or sector (e.g. Textile, Pharmaceuticals, Motor Vehicles and Parts, telecom, Commercial Banks or other hi-tech sectors etc.).  This report needs to be supported by the taught theories and seminar articles in this module along with primary/secondary data to assess modern slavery including the pros and cons and discuss how your organisation/sector can tackle the negative impacts on its supply chain. Remarkably, your focus must be on a given topic such as Supply Chain Performance, Inventory Management, Demand Planning, ERP, Logistics, Quality management to explore this research in depth. The supply chain is increasingly considered as a vital determinant of competitive advantage while productivity growth in the United Kingdom has slowed in recent years. What are the barriers of UK manufacturing productivity and how to address barriers to productivity in supply chains? Critically evaluate this problem in a given organisation or sector (e.g. Textile, Pharmaceuticals, Motor Vehicles and Parts, telecom, Commercial Banks or other hi-tech sectors etc.).  This report needs to be supported by the taught theories and seminar articles in this module along with primary/secondary data to assess the productivity puzzle for the UK and discuss how your organisation/sector can address productivity barriers and improve the productivity of operations and supply chain. STEP 2: CHOOSING YOUR ORGANISATION/SECTOR you need to select an international British company or an international organisation that one stage (e.g. supplier, manufacturer, etc.) of the supply chain is located and operated in the UK. Your choice can be an organisation that is characterised by its good/not-so-good practices in the field of Operations and Supply Chain Management. STEP 3: PROVIDING YOUR INTRODUCTION AND LITRATURE REVIEW Start with an introduction and a very brief explanation of your rationale for a selected topicProvide a quick literature reviewDescribing the problem STEP 4: COLLECTING AND ANALYSING DATA It is recommended to collect primary or secondary data helping you to assess the problemExplain your research methodologySituation analysis (application of theories)Examine the status quo of the chosen topic in detailDiscuss the problemsElaborate other apparent problems/advantages/disadvantages you have found STEP 5: FINDINGS, DISCUSSIONS, MANAGERIAL IMPLICATIONS STEP 6: CONLUSIONS 6.2.              GUIDEANCE ON ASSESSMENT 2   Assessment 2TypeReflectionLength900 words (±10%)Weighting25%Deadline11: 59am Wednesday 26th May 2021Return dateWeek 34 REFLECTION Reflective writing requires the following components (Graham Gibbs,1988) Ethics Approval Ethical approval is needed for any research undertaken by staff or student at the university that involves human participants, their tissue and /or their data. This is to ensure that the dignity, rights, safety and well-being of all participants (including yourself) are the primary consideration of the research project. Your tutor will fully explain the ethics process required for this module prior to any data collection. Please note that full ethics approval is a mandatory requirement of the University and must be sought before the start of any data collection for any research project. Failure to do say may well affect the grade you receive. Information on Ethics procedure can be found at: Summary of report structure It is suggested to follow the generally accepted following structure: Title page (excluding your name) Contents pageIntroductionMain body (with sections to suit your report)ConclusionReferencesAppendix (all must be referenced and prepared in maximum 3 pages) Report style All written work must be typedFont Arial size 12 ptLine spacing 1.5Your report must be 2700 words in length (no less than 2430 words and no more than 2970 words).Your reflective report must be 900 words in length (no less than 810 words and no more than 990 words).Appendicesareprepared in maximum 3 pages General marking criteria for assessment 1 AspectMarkIntroduction and Literature review16%Situation analysis30%Findings and discussions30%Referencing and conclusion10%Presentation7%Coherence7%Total100% Attentions: Appendicesinclude any documents or information which add to the reader’s understanding of the report. They should be given numbers and titles and listed in the contents. Refer to them in the appropriate places in the report, otherwise their relevance will not be clear.Consider headings/sub-headings, margins and the spacing of sectionsProvide at least eight academic references and use the correct referencing format. The correct referencing system (see Appendix 2) can be found in the this link: the correct report format, see Report Structure and Report Guide.More guidance and support for assessment 1 will be given during the tutorials. Please make every effort to attend your online sessions.All the research activity conducted by students within the Faculty of Business and Law requires ethics approval. Please complete the form (see and hand in to your tutor BEFORE starting this assessment. The ethics form can also be found on Blackboard. What to do in the event that Turnitin is not available: Check the module site on Blackboard for any announcements regarding assignment submission.If there are no announcements, notify your tutor, particularly if you experience problems within 24 hours of the assessment deadline. Wherever possible, do so using your DMU email account. If the problems occurred during or after you submitted your work, keep the submission receipt (and receipt number) for the Turnitin submission. Also record any possible error messages displayed. If you are able to do so, take a picture or a screen-grab of the error message. Please include these in your email notification to the tutor.  If you are unable to upload your assignment due to Turnitin failure, please submit your work via email to the assessing tutor or the Module Leader to meet the original deadline. Students will not be penalised for the late submission of work if there is a technical failure in the mechanism for submission (eg Blackboard).  If necessary, an alternative method of submission will be made available and a new deadline set. . 6.3.              MARKING Anonymous marking will be implemented for all forms of module assessment. All types of assessment will be subject to both internal and external moderation within the module teams and department, as well as by an academic member of staff external to the university. 7.   OUR ENGAGEMENT WITH YOU The feedback that we receive from you is vital to the student experience. We gather this feedback through module and course surveys as well as via meetings and engagement with student representatives. Module and programme teams reflect on the comments that students provide and take action accordingly. If you have any comments about the module then you should consult the module leader in the first instance. 8.   ASSESSMENT REGULATIONS 8.1.              Reassessment If a student fails the module they may be eligible for reassessment of any other failed component as follows:  Students should ensure their availability for an August resit as failure to do so may have an impact on progression. Students are automatically enrolled onto reassessments as per the University’s regulations but there is no right to reassessment in a low-scoring, but passed, assessment. The assignments on a module must be completed and in the case of an assignment mark less than 50%, the students can resubmit their assignments. The mark on a resubmission is capped at 50%. Students failing to achieve an aggregate grade of 40% across the various assessed components may be re-assessed during the summer re-assessment period. This opportunity will only be offered if their grade profile permits re-assessment (as determined by the Marketing Assessment Board). 8.2.              Unauthorised Late Submissions If an assessment is submitted later than the deadline without an approved extension or deferral the mark received will be capped. If an assessment is submitted 1-14 calendar days late the mark for the work will be capped at the pass mark of 50% for undergraduate modules. If an assessment is submitted beyond 14 calendar days late the work will receive a mark of zero per cent. This policy uses: Actual days rather than working days (Since a weekend and Bank Holidays, gives students real extra days)A single penalty for work that is handed in late, but up to 7 days late.The definition of ‘late’ in the Business School will continue to be after 4 p.m. to the SAC in the Business School on the date for submission; in the Law School, the coursework boxes will continue to be opened at the beginning of the day after the submission date and ‘late’ will be any work not in the box by that time.‘Submission’:  From Academic year 2017/18, all coursework is to be submitted electronically.Remember: all applications for late submission of assignments must be made in writing to the Module leader (or designated deputy) for authorisation, using the appropriate University form. Any late submissions not authorised in writing by the Module leader (or deputy) will incur the penalties outlined above. 8.3.              Attendance Attendance and engagement in all learning activities are expected in all Faculty of Business and Law modules. You are expected to attend all timetabled sessions. In order to register your attendance, it is important that you sign the register in class or swipe your student card against the reader (in rooms fitted with card readers). Fraudulent use of student cards for attendance monitoring ie swiping in other students who are not in attendance or asking other students to swipe your card when you are not in attendance, will not be tolerated.  If you are caught doing this, you will be asked to attend a meeting with the Associate Dean Academic and if found in breach of university regulations, this may be recorded on your student record. Please note that you will be recorded as absent if your attendance is not recorded at your timetabled activities.  Your attendance will be monitored weekly; if you miss classes you will be contacted by the Faculty, initially by email (to your University email address) and thereafter, if you fail to respond and/or you continue to miss classes, by post to your term-time and permanent address. Monitoring your attendance allows us to identify and assist students who are experiencing difficulties. You will be expected to respond promptly to any correspondence we send you; failure to do so could result in termination of your student registration. 8.4.              Extensions Extensions to relevant deadlines are only granted where there is a satisfactory explanation provided in advance. Module leaders may be able to grant a short extension of up to 14 days or they can, if appropriate or practical, make alternative arrangements for the assessment. Remember it may not always be possible to make alternative arrangements. In exceptional circumstances extensions beyond 14 days can be granted by the Associate Dean Academic or their nominee. Do not leave an extension request until the day of submission as it is unlikely to be administered in sufficient time to be valid. 8.5.              Deferrals If your circumstances are such that an extension of 14 days would not be sufficient, or if you feel that, despite being granted an extension of up to 14 days, your performance in a piece of coursework has been seriously impaired, you may apply formally to your faculty panel for a deferral of assessment of coursework. This application should be completed before the end of the 14 day extension period. You will have to fill in the appropriate form that is obtainable from the Faculty Student Advice Centre and supply supporting evidence.  Forms should be submitted to the Faculty Student Advice Centre. Further information on the deferrals policy can be consulted at: 8.6.              Plagiarism and Bad Academic Practice De Montfort University’s Academic Regulations describe plagiarism as: “the significant use of other people’s work and the submission of it as though it were one’s own in assessed coursework (such as dissertations, essays, experiments etc.)”. This includes: Copying from another student’s workCopying text from sources such as books or journals without acknowledgementDownloading information and/or text from the Internet and using it without acknowledgementSubmitting work which you claim to be your own when it has been produced by a groupSubmitting group work without acknowledging all contributors. De Montfort University describes bad academic practice as: Low level duplication without citation for example errors made through carelessness or misunderstanding orPassing off ideas, data or other information as if originally discovered by the student. Information on academic offences can be found at: Further advice on academic offences can be obtained by emailing [email protected] Full details can be found in the University regulations Students are reminded that module assessment results are provisional until ratified by the programme management boards and that results released to students can be revised or redacted if there are concerns regarding academic practices. 8.7.              Return of Submitted Work All students will be informed via a Blackboard announcement when their assessment is marked. You are strongly encouraged to discuss your written or in some cases audio feedback with your module leader if you have any questions or concerns. Modules assessed wholly or in part by examination may have generic feedback on examination performance made available via Blackboard. All marks on assessed work are provisional marks only and they will not be confirmed until the Assessment Board meets. Marks and feedback on assessed work will be available within 20 days. The turnaround time does not include weekends, bank holidays or university closure days The full Assessment and Feedback policy can be consulted at: Good academic conduct and discipline: All students are expected to adhere to the University’s regulations in relation to expected standards of behaviour. Information on student regulations can be viewed at: Academic Practice Officer (APO): The faculty’s APO is Bob Webber and his contact details are as follows:           Bob Webber               HU5.99          [email protected]         Ext 6208 Further advice on academic offences can be obtained by emailing [email protected] Full details can be found in the University regulations 8.8.              Proofreading If you do use a third party to proof read your work or a professional proof reading service you must discuss this with your tutor and declare this in a written statement accompanying your work when you submit it for assessment. 8.9.              Style and Referencing Students in the Faculty of Business and Law follow specific referencing guides for all written work.  There is a guideline for students in the Leicester Castle Business School ( Leicester Castle Business School students follow the Harvard referencing system: Click to access Harvard.pdf 8.10.          Faculty of Business and Law Grade Descriptors This is a guide to the criteria used by staff in the Faculty of Business and Law assigning a mark to a piece of undergraduate work.  The final mark awarded to a piece of work will be informed by its predominant correspondence to these descriptors.  The University generic descriptors as well as advice for students can be accessed at: Modules are marked on a range of 0-100%.  Mark descriptors are given in the table below.  A mark below 50% indicates a Fail grade (the shaded boxes). Mark RangeCriteria90-100% DistinctionDemonstrates an exceptional ability and insight, indicating the highest level of technical competence. The work has the potential to influence the forefront of the subject, and may be of publishable/exhibitable quality. Relevant generic skills are demonstrated at the highest possible standard.80-89% DistinctionDemonstrates an outstanding ability and insight based on authoritative subject knowledge and a very high level of technical competence. The work is considered to be close to the forefront of the subject, and may be close to publishable/exhibitable quality. Relevant generic skills are demonstrated at a very high level.70-79% DistinctionDemonstrates an authoritative, current subject knowledge and a high level of technical competence. The work is accurate and extensively supported by appropriate evidence.  It may show some originality.  Clear evidence of capacity to reflect critically and deal with ambiguity in the data. Relevant generic skills are demonstrated at a high level.60-69% MeritDemonstrates a sound, current subject knowledge.  No significant errors in the application of concepts or appropriate techniques.  May contain some minor flaws. The work is well developed and coherent; may show some originality.  Clear evidence of capacity to reflect critically. Relevant generic skills are demonstrated at a good level.50 – 59% PassDemonstrates satisfactory subject knowledge. Some evident weaknesses; possibly shown by conceptual gaps, or limited use of appropriate techniques. The work is generally sound but tends toward the factual or derivative.  Limited evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level.45 -49% Marginal FailDemonstrates satisfactory subject knowledge to some degree. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques. The work is generally sound but tends toward the factual or derivative.  Little evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level.40-44%Demonstrates limited core subject knowledge.  Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques. The work lacks sound development.  Little evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task.30-39%Demonstrates inadequate subject knowledge.  The work lacks coherence and evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task.20-29%Demonstrates seriously inadequate knowledge of the subject. The work contains minimal evidence of awareness of relevant issues or theory. The quality of the relevant generic skills do not meet the requirements of the task.10-19%The work is almost entirely lacking in evidence of knowledge of the subject.  No evidence of awareness of relevant issues or theory. The quality of the relevant generic skills do not meet the requirements of the task.0-9%The work presents information that is irrelevant and unconnected to the task. No evident awareness of appropriate principles, theories, evidence and techniques. 8.11.          Module Level Feedback Your feedback helps guide the choices the University will make. Your opinions are essential to ensure that we provide every student with the best possible education. The Module Level Feedback (MLF) survey is one way we gather student feedback on your teaching and learning experience. The feedback you give us via the MLF helps us to meet your needs at module level as well as programme level. It lets us know what kind of enhancements will mean the most to you during your time here. This survey is confidential and administered online; you will be invited to complete this before the end of your module. The questions ask you to evaluate your teaching and learning experience for each module you take on a five-point scale from ‘Definitely Agree’ to ‘Definitely Disagree’.  Questions  cover the following topics (you can see the full list of questions at Module Level Feedback ): TeachingThe learning environmentLearning outcomesAssessment and feedbackOrganisation and managementLearning resourcesOverall learning / educational experience You will also have the opportunity to tell us about the module’s best aspects, what can be improved or what should be changed. 9.   HOW WE SUPPORT YOU Sometimes things happen that are beyond your control, for example, illness or personal problems.  If things start to affect your studies, you need to let someone know.  There are processes and people to help you. Your personal tutor is an important starting point for help.  He or she will be able to advise you about the various University procedures.  Many things can be dealt with by your Programme Leader. Academic matters within the Faculty are led by the Associate Dean Academic in conjunction with Associate Professor Student Experience. The staff in the Student Advice Centre are there to provide support and guidance.  There are in addition a number of sources of help that are listed in the Useful Links and Contacts section below, such as the Student Gateway. 10.      USEFUL LINKS AND CONTACTS Careers Service: Website: Counselling and Wellbeing Disability Advice and Support Website: Student Advice Centre Website:  Student Finance and Welfare Website: Student support Website:  Students’ Union Website: Support for Mature Students Website: The Student Gateway Other Services and Links Academic Appeals Change in student circumstance (e.g. suspension of studies) – Complaints Procedure Information Technology and Media Services (ITMS) Nightline Student Code of Conduct Click to access Student-Code-of-Conduct.pdf Appendix 1: Leicester Castle Business School Our MissionOur VisionOur Values  To transform lives in our global community of students, staff and partners through outstanding education and research To go beyond business as usual by fostering creative, distinctive and pioneering solutions to real-world problems To promote the public good through critical analysis of the purpose of business and through active engagement in initiatives aimed at tackling business, social and community challenges  Through our unsurpassed commitment to the public good and transformational scholarship, we will position ourselves as the definition of a 21st century global Business School  LEADERSHIP: Confidence and courage to shape a better future INTEGRITY: Taking personal pride in our work CREATIVITY: Thinking beyond the usual and embracing ideas GLOBAL MINDEDNESS: Finding opportunities in our diversity COMMUNITY: Realising the purpose and power of business  Appendix 2: The Harvard System of Referencing It is extremely important to develop a professional approach to written academic work. The mark you get for a piece of work will be affected by the professionalism with which it is presented. One aspect of professionalism in academic work is clear referencing of source material. When presenting any serious piece of academic work such as a presentation, an essay, a report or a dissertation, you must be able to show that you have used appropriate sources of information and considered relevant theories and debates within the field. To be able to do this you must be able to show where you have got your information and ideas from. If you do not indicate your sources clearly, then at best your work will be regarded as being of inferior quality, and at worst you may lay yourself open to a charge of plagiarism. In order to indicate the sources of your information, you need to use a system of referencing. There are many different systems of referencing, known as conventions. The system that you should use is that which is most widely used by academics studying business and management. This is the Harvard system. It is explained below. Quoting from a source. Sometimes you will want to quote the exact words from a book or article because You want to use it as evidence to support your argumentYou want to use it to illustrate your argument When you are quoting from a source you indicate this by putting the phrase or sentence in single quotation marks followed by the author’s name, the date of publication and the page number from which the quote is taken. Example: Numerical labour flexibility is defined as the ‘ability to adjust the level of labour inputs to meet fluctuations in output’ (Atkinson and Meager, 1986, p.3). Long quotes, of more than two or three lines, should be set apart from the main text, indented without quotation marks, and single spaced. Example:  From some employers’ points of view, there may be good reasons for not attempting to introduce the sophisticated policies for managing employees that are associated with Human resource Management. As one writer has observed: Why should managers persist with complex, often delicate, schemes to involve workers in production systems, when the grim state of the market required swift and abrasive action? Far quicker and cheaper to play on employees’ fears and kick a few arses, while trusting that the law has taken care of the unions (Dunn, 1993, p. 18). Citing a source. Sometimes you will want to refer to someone’s work without reproducing their exact words. For instance, you may want to explain in your own words a point that someone else has made, or you may want to indicate the source of information upon which you have based your argument or observation. In this case you would make the point in your own words, followed by the author’s name in brackets, usually without a page number. Example: Research evidence shows that part-time workers are concentrated in low-skilled, low-paid jobs (Legge, 1998). Quoting or citing works by multiple authors. Sometimes the book or article that you want to reference has been co-written by a large number of authors. If you include all their names this will look very messy on the page. Therefore if there are more than two or three co-authors you should use the first named author followed by et al. This is a Latin abbreviation meaning ‘and others’. Example: Rather than (Gallie, White, Cheng and Tomlinson, 1998), you would put (Gallie et al, 1998). Quoting or citing authors in edited books. Some books consist of chapters or essays written by different authors, the whole collection having been put together by an editing author. When referring to such work, you should reference the name of the author of the individual chapter or essay, not that of the editing author. For example, the textbook edited by Ian Beardwell and Len Holden, Human Resource Management: a Contemporary Approach is made up of chapters by different authors. Therefore if you wished to quote from or cite material from a chapter of that book, the reference would be to the author of that chapter, not to Beardwell and Holden. Your references should only include works that you have actually consulted yourself.  The following example is appropriate if you have not read Dunlop but you have read Blyton and Turnbull: Example: Dunlop argued that industrial relations could best be analysed from the perspective of systems theory (Blyton and Turnbull, 1994). Your list of references Having referenced your sources by author and date of publication in the main body of your essay, report or dissertation, you should list the full details of those references in alphabetical order at the end of it. Each reference should be single-spaced, with double spaces between each reference. Titles of books and names of journals and newspapers should be underlined or italicized. Titles of articles in journals or chapters in edited books should be put in single quotation marks. Books with only one author: author’s surname, followed by initials and then date of publication (in brackets). Then the title of the book, underlined or italicised as in the example below. Then the place of publication and the name of the publisher. All this information can be found on the inner title page of the book you are using. If you are referring to a second or third edition of the book, this should be indicated after the title. Example: Legge, K. (1995) Human Resource Management; Rhetorics and Realities. Basingstoke: Macmillan. Books with more than one author: Gallie, D., White, M., Cheng, Y. and Tomlinson, M. (1998) Restructuring the Employment Relationship. Oxford: Clarendon Press. Chapters or essays in edited collections: page numbers of the chapter should be included at the end of the details. Note that while the title of the book has initial capital letters, the title of the individual chapter does not. Example: Claydon, T. (2001) ‘HRM and the labour market’, in I. Beardwell and L. Holden (eds), Human Resource Management: A Contemporary Approach. 3rd edition, London: Financial Times/Prentice-Hall, pp. 69-123. Articles in periodicals and journals: Author’s surname followed by initials, then date of publication (in brackets). Then the title of the article or report, followed by the name of the journal, underlined or italicised. This should be followed by the volume number, part number, if any (in brackets), and the page numbers of the article. Note that the name of the journal has capital initial letters but the title of the article does not. Example: Holden, L. (1996) ‘HRM and employee involvement in Britain and Sweden: a comparative study’, International Journal of Human Resource Management, 7(1), pp.59-81. Newspaper articles: Where the article has a named author you should supply author’s surname followed by initials and (in brackets) year of publication. Then the title of the newspaper, underlined or italicised, the day and month of that edition of the paper, and finally the page number. Example: Dunn, S. (1993) ‘Hard times for workers’ rights’, Guardian, 19 May, p. 18. Where there is no named author, just put Guardian, 19 May, 1993, p. 18 Citing from electronic information. If you are planning to refer to material you have found on the Internet in your assignment, presentation or dissertation, you must provide enough information so that, in theory at least, any reader can trace your references back to where they appeared originally. There is no agreed and fixed standard for electronic references, so this guide adapts guidelines used at South Bank and Bournemouth Universities for citing using the Harvard System, which is currently used for books and journals. There are a number of web sites, which consider electronic referencing, so you might also want to have a look at the following: Referencing electronic sources (South Bank University) A guide to citing Internet sources (Bournemouth University) Excerpts from final draft international standard ISO 690-2 What should an electronic reference include? Information needed for a complete and accurate reference should normally include: Author’s name and initials (if more than one, list them). Much information is put up on the Internet by organisations without citing a specific author. In such cases, use the smallest identifiable organisational unit as the author. Year of publication. Write [No date] or [n.d.] when the electronic publication date is not available. It is often harder to find the date of an Internet resource, and this is important to consider when assessing its usefulness as an information source. Title of the document being cited, with an edition or version number if later than the first. The title of a web page will normally be the main heading on the page, or in the blue strip at the top of the screen. The title of messages/postings is the subject line. Medium or Type of resource – to show that this is not a printed book or article. The rules of citation are based around the assumption that everything is paper-based – unless you say it isn’t. Location – URL, ftp address, etc. – wherever the user has to go to in order to locate the document in question Publisher (optional) The term publisher is used here to cover both the traditional idea of a publisher of printed sources, as well as organisations responsible for maintaining sites on the Internet, such as the BBC or De Montfort University. Commands needed to locate the document (if relevant). You might also want to indicate the search strategy you adopted to find the material. Date accessed – essential if a document is likely to change or move; for e-mails or newsgroups use posting date, to allow tracing of message through archives. The ‘accessed date’ is the date on which you viewed or downloaded the document. This allows for any subsequent modifications to the document common with this medium of communication. CD-ROM databases Only cite full-text items from CD-ROM databases – if you get an abstract, you should find the full version elsewhere and refer to that. AUTHOR, INITIALS (year) Article title. Periodical name, volume (part) / date, pages. [CD-ROM] CD-ROM title used, Version/Date Example: KING, J (1996) Revenge of the IS worker in Computerworld, October 7th, p.1 [CD-ROM] Computer Select, December 1996 Getting organized. You will have noticed that you need to supply a lot of information about your sources; author, title, date and place of publication, volume and part numbers in the case of journals, and very often page numbers. This means that when you are reading and note-taking you should start by making a note of all these details so that you can refer to them when finalising your work. It is easy to forget this and very time-consuming to have to go checking back if you do, so be methodical in your approach to note-taking. Always write down the full details of the source that you are taking notes from when you start. It will save a lot of time and effort later on.


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