UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN. Diploma in Business Studies (DBS)

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1 UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN Diploma in Business Studies (DBS) SBUS1005D Returning to Learning and Academic Competencies STUDY GUIDE 2013/14 Copyright (c) September 2013

2 Author: Janice Byrne, Dr Linda Dowling-Hetherington and Dr Orna O Brien Amendments by Sinéad D Arcy, Mairead Hogan, Eva Kiss and Oonagh Sweeney (2013) This manual was prepared for University College Dublin as a comprehensive support for students completing the above mentioned Degree programme. This publication may not be reproduced, in whole or in part without permission in from University College Dublin. Module Co-ordinator and Year 1 Learning Support Officer: Ms. Eva Kiss Contact details Office: Q112, First Floor, UCD Quinn School of Business Office Hours: 9.30am 5pm Monday - Friday eva.kiss@ucd.ie Telephone:

3 TABLE OF CONTENTS PAGE Welcome message 4 1. INTRODUCTION 5 a. Background of the Topic 5 b. Module Aims 6 c. Programme Goals 7 2. MODULE OUTLINE 8 a. Learning Outcomes 8 b. Module Text 8 c. Themes and Topics 9 d. Learning Supports 9 e. Module Evaluation MODULE DELIVERY SCHEDULE 12 a. Module Study Planner ASSESSMENT DETAILS GRADING 23 a. University grading policy 23 b. Grade descriptors for assessment components TOPICS Topic 1: Managing your Learning at University 26 Topic 2: Planning and Organising Your Study 33 Topic 3: Learning from Classes 45 Topic 4: Reading 50 Topic 5: Note-Taking 56 Topic 6: Memory Techniques 61 Topic 7: Essay Writing 1 Planning & Structure 66 Topic 8: Essay Writing 2 Grammar & Punctuation 87 Topic 9 Sourcing and Evaluating Information 100 Topic 10: Referencing Guidelines 121 Topic 11: Preparing for Examinations 139 Bibliography CONCLUDING COMMENTS 154 APPENDICES Appendix 1: Important Documents Guidelines for the Late Submission of Coursework 2. A Briefing Document for Students on Academic Integrity and Plagiarism Appendix 2: SafeAssign Explained 156 Appendix 3: Sample Timetable 158 Appendix 4: Suggested Abbreviations 159 Appendix 5: Sample Assignment Cover Sheet 160 Appendix 6: Sample Essay Plan 161 Appendix 7: Sample of Well Presented Essay 163 Appendix 8: Sample of Poorly Presented Essay 174 Appendix 9: Assignment Checklist 177

4 Welcome Message As coordinator of the Returning to Learning & Academic Competencies module, I wish to welcome you to the module. This is the first of two study skills development modules you will be undertaking over the course of the coming year. This module has been specifically designed for mature students returning to education on a part-time distance learning basis. The module will assist students in developing the key study skills required to successfully complete a Diploma / Degree programme. Topics covered include: returning to education as a mature student; learning methods and study techniques and approaches, planning and organising study, time management, reading techniques, note-taking techniques, memory techniques, principles of good essay-writing, sourcing and referencing information, use of library and examination techniques. Should you require clarification on any matter pertaining to the module, please do not hesitate to contact me. I look forward to working with you over the course of your studies and wish you every success as you begin this programme of study. Eva Kiss Module Co-ordinator, Returning to Learning: Academic Competencies (SBUS1005D)

5 PART 1: INTRODUCTION This Study Guide is designed to provide you with details of the module Returning to Learning: Academic Competencies (SBUS1005D), the learning outcomes, delivery and assessment arrangements. The Study Guide consists of 5 parts. In Part 1, background details to the subject area are provided and the broad aims of the module are set out. Part 2, consists of the module outline. In this part the (a) module learning outcomes, (b) the themes and topics to be explored are explained along with the (c) learning supports to be used. Part 3 gives details of the module delivery arrangements. It sets out the session arrangements and the expectations in relation to your prior preparation and student engagement. Part 4, provides details of the assessment techniques used in this module explaining the assessment components and their rationale. In Part 5, the UCD grading policy is explained and grade descriptors drawing on the university document are given for each assessment component. Part 6 outlines the topics to be covered in studying this module. In Part 7, concluding comments are presented. a. Background to the Topic Semester 1 of the programme is often a steep learning curve as you develop new academic skills. This module is designed to support you in developing these key academic skills. You will continue to develop many of these skills during the duration of this programme. Particularly, academic writing and examination technique are two areas which students find they are constantly developing. Hopefully, this study guide will be one to which you return as you continue to develop your skills. Topic 9 on sourcing and evaluating information as well as Topic 10 on referencing are key skills and are topics which are especially important and ones which you will continue to use over the course of this programme. It takes time and practice to develop the key study skills and students should make use of the supports that are provided by the Centre for Distance Learning.

6 An important way of continually developing and improving your academic skills is to make use of the feedback provided by tutors on assignments submitted. The points of feedback provided by your tutors can be used to improve future assignments. Should you need additional feedback at any stage, please don t hesitate to contact your Learning Support Officer. A Mock exam will also be scheduled during your first year on the programme and I would encourage you to avail of this opportunity. Mock examinations provide you with an excellent opportunity to attempt a past examination paper under examination-like conditions. Feedback will also be provided on these mock examinations. In Semester 2, you will complete the module Developing Academic Competencies. This second study skills module is an opportunity to explore some of the topics covered in this module in more depth. Topics of interest on this module include an investigation of your learning style and further development of your academic writing style. b. Module Aims The aim of this module is to develop key study skills. As highlighted in the Welcome Message section of this study guide this module focuses on the development of key learning methods and study techniques and approaches.

7 Programme Goals Programme Goal Learning Outcome Module Title: SBUS1005D Returning to Learning and Academic Competencies Explain current theoretical underpinnings of business and x organization management Management specific knowledge: Apply business models and theory to identify and resolve problems in functional and across functional areas Demonstrate knowledge of and the usefulness of quantitative techniques and controls in the business environment Prepare short business presentations (written and oral) on a current topic to key stakeholders Business Communication Research and analyze specific business case studies / problems / topics and write a concise report detailing the findings and recommended actions Personal development / reflective learning: Global, multicultural and diversity perspectives: Strategic thinking: Locate information sources to facilitate the completion of research projects and the technologies to analyze and interpret the data collected. Engage in module-related team activities within and outside class Explain the essence of organization behaviour pertinent to business managers and how they may apply in the workplace environment Identify the main factors and variables that influence multinational entities business operations, planning and competitive positioning Recognize ethical and social responsibility issues in the business environment and know how to apply a process of ethical inquiry. Examine ethical and legal implications of managerial decisions and their effect on organizational stakeholders Identify business opportunities/problems and develop alternative solutions, taking account of possible consequences (intended or unintended) Evaluate qualitative and quantitative data from multiple perspectives paying attention to sourcing, biases and logic Analyze developments in key business sectors and comment critically on a firm operating in the sector x x

8 PART 2: MODULE OUTLINE Module Title: Module Code: No. of ECTS: Returning to Learning: Academic Competencies SBUS1005D 5 ECTS a) Learning Outcomes On completion of this module you should be able to: 1. Identify and develop different learning and study approaches 2. Effectively plan and organise your study time 3. Develop key note-taking skills and memory techniques 4. Understand and apply the key principles of essay writing 5. Understand how to source and evaluate material from an academic perspective 6. Reference according to academic conventions 7. Identify the important elements in planning, structuring and writing an examination answer b) Module Text This study guide should be read in conjunction with the following core textbook which will be provided to all students: Moran, A. (2000): Managing Your Learning at University, Dublin: University College Dublin Press In addition to this textbook, students are encouraged to consult additional recommended reading outlined in the introduction sections of relevant topics and the sources outlined in the bibliography section of this study guide. The textbooks included in the bibliography are available for consultation in the office library in the Centre for Distance Learning as well as the UCD library.

9 c) Module Themes and Topics ( Mind Map) The following topics are covered in detail in this study guide: d) Learning Supports This study guide and the module text are the key material for this module and reading the relevant chapters in the core textbook is imperative for successfully completing this module. Each topic provides you with a 'road map' to guide you through the module and the required reading from the prescribed text book. The required readings are provided in the introduction section of each topic. The readings are important in relation to assignment completion and in-class discussions and tasks. The textbook readings will be supplemented by lecture notes and class discussions and exercises. Students are also expected to attempt the exercise s and revision questions included in this guide as a means of assessing and deepening their understanding of the individual topics. Class discussions and exercises are additional vital parts of the learning support tools. They give students the opportunity to express their understanding and application of the topics under discussion in practice. Furthermore, students benefit

10 from the experiences and insights of their peers challenging their own perspectives and actions. Readings from Prescribed Text: Relevant readings from the module text are outlined for each topic throughout this study guide. Other Recommended Readings: It is recommended that in addition to the Moran (2000) module text Students also refer to some of the following recommended readings. Theses texts are available in the UCD library and the office library in the Centre for Distance Learning. Other recommended readings can be found in the bibliography of this study guide. Cottrell, S. (2003): The Study Skills Handbook, 2nd edition, Hampshire: Palgrave Macmillan Peck, J. and Coyle, M. (1999): The Student s Guide to Writing: Grammar, Punctuation and Spelling, Basingstoke: Palgrave McMillan, K. and Weyers, J. (2007): How to Write Essays and Assignments, London: Pearson Education Ltd. Payne, E. and Whittaker, L. (2006): Developing Essential Study Skills, 2 nd Edition, Essex: Prentice Hall Truss, L. (2003): Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation, London: Profile Books Ltd. (This is a particularly useful text on punctuation/grammar)

11 Other useful sources:there are numerous websites available which are appropriate for this course. The following list is by no means exhaustive but should be explored: Module Evaluation Following the first block release weekend and at the end of the semester, you will be asked to provide feedback on this module through an online evaluation that will be sent to your UCD Connect account. The gathering of such feedback is an important part of our quality assurance and accreditation processes and I would encourage you to complete these evaluations.

12 PART 3: MODULE DELIVERY SCHEDULE The module delivery relies on students ability to engage in prior preparation, to seek confirmation and clarification as appropriate and to be actively engaged during the sessions. a) Session Arrangements Each student is expected to attend and be prepared for all sessions. Table 1 below outlines the structure for the sessions (September- November 2012 ) Table 1: Module Delivery Schedule themes, readings, cases No. Theme /Topic title Date / Time Text chapters articles/ Readings* 1 Topics 1, 2, 4, 5, 6, 7, & 9 Induction N/A Weekend 6 th and 7 th September Topic 9/10 Revision of Topics 2, 4, 5, 7 Brock Release Weekend 1 Friday, Saturday 21 st September 2013 Moran (2000) Chapters 1, 2, 3, 6 McMillan, K. & Weyers, J. (2007): How to Write Essays and Assignments 3 Revision of Topic 9 & 10 Block Release Weekend 2 Friday, 18 th October 2013 Moran (2000) Chapters 4, 9 4 Topic 6, 11 Block Release Focus on Preparing for Weekend 3 Moran (2000) Examinations Saturday 23 rd Chapter 10 November 2013 * Some chapters in the text are assigned for more than one theme and some topics which are not covered in class are expected to be covered at home.

13 b) Preparation Required in Advance of Sessions / Seminars In addition to the module assignments, you are expected to have read the above topics and chapters in advance of meeting the module co-ordinator at the above block release lecture sessions. DBS modules are 5 ECTS and the workload reflects that fact. It is essential to set out your study schedule so that you can plan your learning activities for the semester ahead with the aim of balancing study, work and family demands. The readings detailed above have been assigned and students are expected to be fully familiar with them. These readings are an important learning source and supplement the lecture session content and materials. c) Student Engagement During the sessions, students are expected to be able to discuss issues arising from the assigned chapters and readings for the topics as scheduled above. Session participation is a vital element in the design of this module. Therefore, all students are expected to engage in class discussion and debate in order to facilitate the formation of their critical judgements. To support your learning, Power-Point slides will be available which (on certain occasions) may need to be upgraded / modified during or following the sessions depending on the issues raised. d) Office Hours I will be available during block release lecture sessions to address any queries you may have on module content or assessment. I am also available Monday Friday from 9.30am 5pm at eva.kiss@ucd.ie or should you wish to meet me individually to discuss any aspect of this module.

14 e) Module Study Planner The following table acts as a Module Study Planner which identifies key dates and indicates how you might plan your work on this module to best effect. The purpose of this planner is to allow you to chart your progress through the module and to ensure that you do not fall behind in your studies. Each course planner indicates when you should be starting and finishing each topic, when the marked assignments are due, and the dates for attendance at University College Dublin. You are encouraged to use the course planner as an integral part of your own study programme.

15 Module Study Planner Topics to be Due dates for Block Release Dates Week Week Starting covered Assignments 1 Monday 2 nd September Topic 1 Induction Weekend 5 th and 6 th September Monday 9 th September Topic 2 & 3 3 Monday 16 th September Topic 3 & 4 Block Release Weekend 1 4 Assignment 1 (30%) due Monday 23 rd September Monday, 23 rd September at 11.55pm via Blackboard 5 Monday 30 th September Topic 5/6 6 Monday 7 th October Topic 6/7 7 Monday 14 th October Assignment 2 (30%) due Friday, Block Release Weekend 2 19 th October 8 Monday 21 st October Topic 8 9 Monday 28 th October Topic 9 10 Monday 4 th November Topic Monday 11 th November Revision of Topic Monday 18 th November Topic 11 Block Release Weekend 3 14 Monday 25 th November Monday 2 nd December Monday 9 th Dec Assignment 3 (40%) due Monday, 2nd December at 11.55pm via Blackboard

16 Monday 16 th December Monday 23 rd December Monday 30 th December Monday 6 th January PART 4: ASSESSMENT DETAILS Assessment is undertaken to establish the extent of student learning on completing a module and this module has three assessment components with specific weightings and marks awarded totalling In the following pages, further details of each assessment component are presented along with expectations in relation to prior preparation and completion. You are required to submit THREE assignments for this module. You are advised to read the relevant section of the study guide before attempting each assignment. The weighting for each assignment is outlined below: Assignment 1 30% Assignment 2 30% Assignment 3 40% Please submit assignments 1 and 3 via the relevant assignment upload link on Blackboard which can be located under the Assignments section of the Returning to Learning: Academic Competencies module.

17 Assignment 1 will be completed online through Blackboard. The purpose of each assessment is as follows: Assessment One (Assignment) is designed to develop your awareness of academic writing including planning your assignment, drafting an essay plan, sourcing information and referencing Assessment Two is a note taking exercise and it aims to develop your note taking ability to prepare for end of semester revision Assessment Three (Assignment) is an exercise which helps develop your exam technique in preparation for your written end-of-semester examinations. Students are expected to complete all assignments ensuring that they are submitted by the specified date. All submissions must be typed, be well laid out, written in an academic style with appropriate headings (introduction, main part and concluding comments) and sections. Please ensure that all submissions are entirely your own work for UCD s policy on plagiarism click on the link below (please see Appendix 1 for further information on Plagiarism and the policy on the Late Submission of Coursework):

18 The weighting assigned for each component is shown in Table 2 below. Table 2 Assessment Components Assessment Components Weighting I / G* 1. Assignment One 30% I 2. Assignment Two 30% I 3. Assignment Three 40% I (* I = Individual; G = Group) Assessment Details In the following pages, further details of each assessment component are presented along with expectations in relation to prior preparation and completion. All assignments are submitted online through Blackboard. All assignments are scanned for plagiarism upon submission through a system called SafeAssign. Appendix 1 outlines what SafeAssign is. Assignment 1 (30%) You are required to submit an essay plan and an essay assignment Submission due - Monday 23 rd September 2013 by 11.55pm There are two parts to this assignment:- 1. Essay Plan 2. Essay Part 1:

19 There are two questions available to choose from. The first question covers a topic in the Employee Relations module and the second questions covers a topic in the Organisational Behaviour module. 1) Discuss the different stages in the historical development of HRM. Or 2) Discuss the importance of studying Organisational behaviour Part 2: (complete this part first, before Part 1) Essay Plan: Using guidance provided during the induction session draw up a one-page plan for the essay outlined below. This essay plan should outline the overall planned layout of this essay and should identify the main sections and sub-sections to be included in your essay. Guidelines: Students should firstly review the topics in this study guide on Essay Writing. Students should pay particular attention to the layout and structure of the essay (introduction, main body, conclusion, use of headings and paragraphs etc.) There are a number of parts to this essay and students should ensure that they answer each part adequately. This submission should not exceed the maximum of 1500 words which includes the essay plan). A bibliography is required for the submission. This would not be required in an exam but is necessary for this assignment.

20 A cover page similar to the sample provided at the end of the study guide should be included as page 1 of your essay. Assignment 2 (30%) Note Taking Exercise Submission Date Friday 18 th October 2013 Students are required to develop a handwritten set of notes for Chapter 4 Motivation and empowerment from the Organisational Behaviour textbook. Using this chapter and your study guide for this module, draw up an outline of the main points covered in this chapter. You are encouraged to utilise one or a combination of note-taking techniques when preparing this assignment, e.g. linear notes, mind-maps, spider diagrams, etc. Guidelines: Students may present this assignment in whatever format is deemed appropriate (linear notes, mind maps, diagrams etc.). This submission should not exceed three handwritten pages in length. A cover page similar to the sample provided at the end of the study guide should be included as with your assignment. This assignment should be submitted by hand at the sign in desk on the morning of Friday 18th October 2013 at the second block release weekend.

21 Assignment 3 (40%) - Examination Answer Submission due - Monday 2 nd December 2013 by 11.55pm Students are required to answer both examination questions below from the modules Employee Relations and Organisational Behaviour past examination papers. Employee Relations: With reference to theories of motivation and need for effective performance management, discuss the advantages and disadvantages of flat-rate and incentivebased reward systems. Organisational Behaviour: What are the likely performance outcomes for a highly cohesive team? How can team cohesion be increased or decreased? Guidelines: This submission should not exceed eight pages in length (max. 1,250 words per question 2,500 in total). A cover page similar to the sample provided at the end of the study guide should be included as page 1 of your assignment. A bibliography is required for this submission, but is not required in an exam. Students are required to reference in the main body of each answer if referring to theories, frameworks or concepts. The deadline for this submission is Monday, 2 nd December 2013 by 11.55pm via Blackboard. This assignment is compulsory and, must be submitted via Blackboard. Assignments must be submitted by the date specified, unless permission is granted by the Learning Support Officer.

22 NOTE: Please retain this assignment and the feedback provided by your module co-ordinator as it may be required as part of an assignment for Semester 2 module Developing Academic Competencies. 2. Examination: There will be no end-of-semester examination for this module.

23 PART 5: GRADING This section of the Study Guide provides students with details of the UCD grading system and also explains criterion referenced grading (UCD Policy). Under criterion referenced grading, students are graded on the quality of their work without reference to other students (norm referenced). For instance, the submission that meets the required guidelines in terms of writing style, analysis, description and / or summary will be awarded according to the standards set out. All students work is graded to indicate the standard attained using the criterion referenced approach. Table 3: UCD Grading System Grade Description Grade Point A + A A- Excellent B+ B B- Very good C+ C C- Good D+ D D- Acceptable E Marginal 1.6 F Fail (unacceptable) 1.0 G Fail (Wholly unacceptable) 0.4 NG Fail (Wholly unacceptable; no relevant attempt) 0.0 More specific grade descriptors are set out for your assessment components in the following pages. Table 4 below provides descriptors for the Module Assignment 2 & 3 please read them prior to submitting your work. Table 4: Grade Descriptors Assignment 1, 2 and 3

24 Grade Criteria A B C A deep and systematic engagement with the assessment task, with consistently impressive demonstration of a comprehensive mastery of the subject matter, reflecting; a deep and broad knowledge and critical insight as well as extensive reading; a critical and comprehensive appreciation of the relevant literature or theoretical, technical or professional framework an exceptional ability to organise, analyse and present arguments fluently and lucidly with a high level of critical analysis, amply supported by evidence, citation or quotation; a highly-developed capacity for original, creative and logical thinking fully referenced and inclusion of a bibliography both aspects of the question are tackled. A comprehensive essay plan A comprehensive discussion and analysis of the key difference between the poorly and well presented essay Comprehensive use of the essay checklist as basis for discussion in part B an academic, rather than a personal writing style A substantial engagement with the assessment task, demonstrating a thorough familiarity with the relevant literature or theoretical, technical or professional framework well-developed capacity to analyse issues, organise material, present arguments clearly and cogently well supported by evidence, citation or quotation; some original insights and capacity for creative and logical thinking. fully referenced and inclusion of a bibliography both aspects of the question are tackled. an academic, rather than a personal writing style Very good detailed account of the essay plan A very good discussion and analysis of the key difference between the poorly and well presented essay Very good use of the essay checklist as basis for discussion in part B An intellectually competent and factually sound answer with, marked by, evidence of a reasonable familiarity with the relevant literature or theoretical, technical or professional framework good developed arguments, but more statements of ideas arguments or statements adequately but not well supported by evidence, citation or quotation some critical awareness and analytical qualities some evidence of capacity for original and logical thinking fully referenced and inclusion of a bibliography both aspects of the question are tackled somewhat. an academic, rather than a personal writing style Detailed account of the essay plan Discussion and analysis of the key difference between the poorly and well presented essay Use of the essay checklist as basis for discussion in part B Grade Criteria D An acceptable level of intellectual engagement with the assessment task showing some familiarity with the relevant literature or theoretical, technical or professional framework mostly statements of ideas, with limited development of argument

25 limited use of evidence, citation or quotation limited critical awareness displayed limited evidence of capacity for original and logical thinking no bibliography or referencing Essay plan not covered in any great detail Very little discussion and weak analysis of the key difference between the poorly and well presented essay Not using the essay checklist as basis for discussion in part B D- The minimum acceptable level of intellectual engagement with the assessment task with the minimum acceptable appreciation of the relevant literature or theoretical, technical or professional framework ideas largely expressed as statements, with little or no developed or structured argument minimum acceptable use of evidence, citation or quotation little or no analysis or critical awareness displayed or is only partially successful little or no demonstrated capacity for original and logical thinking no bibliography or referencing Essay plan not covered in any great detail Very little discussion and weak analysis of the key difference between the poorly and well presented essay Not using the essay checklist as basis for discussion in part B E A factually sound answer with a partially successful, but not entirely acceptable, attempt to integrate factual knowledge into a broader literature or theoretical, technical or professional framework engage in reflective discussion develop arguments support ideas or arguments with evidence, citation, quotation or bibliography Essay plan not covered in any great detail Weak discussion of the key difference between the poorly and well presented essay Not using the essay checklist as basis for discussion in part B F G An unacceptable level of intellectual engagement with the assessment task, with no appreciation of the relevant literature or theoretical, technical or professional framework no developed or structured argument no use of evidence, citation or quotation no analysis or critical awareness displayed or is only partially successful no demonstrated capacity for original and logical thinking Essay plan not covered Little or no discussion of the key difference between the poorly and well presented essay Not using the essay checklist as basis for discussion in part B No intellectual engagement with the assessment task NOTE: Grades awarded will reflect the extent to which these attributes are demonstrated in assignments. Each piece of assessment completed will be awarded a letter grade (e.g. A+, B- etc.). Once all elements of assessment have been completed, an overall letter grade is awarded for the module.

26 Topic 1: Managing Your Learning at University Recommended Reading: Moran, A. (2000): Managing Your Learning at University, Dublin: University College Dublin Press Chapters 1 and 2 At the end of this topic, you will: understand why studying at university is different understand the importance of independent learning and study understand Critical Thinking at University Introduction Returning to education and completing a University Degree can be a time of mixed emotion. It is often an exciting time for new students. It can also be a daunting experience for some. Before starting University, you should think about the following: decide what sort of student you want to be think about what it means to be an active, independent learner think about how you can go about taking responsibility for your own learning Before you start University, you should firstly identify your motivation and reasons for completing a degree. It is also important to then try and understand what type of learner you have been and what type of learner you can be. The key to achieving success at University is to manage your own learning. Why is Studying at University Different?

27 Some learning environments, such as those you may have experienced in school or as part of work training programmes can be highly structured. You are normally given short assignments/tasks with detailed instructions so you know exactly what is expected of you and when you are supposed to do it. In higher education, you are given a greater deal more responsibility when it comes to your learning and study habits and studying at University allows you to study in more ways that suits you. Learning at University allows you more freedom to shape your learning experience to suit yourself. Often at university, students are expected to take ownership of their learning. Independent Learning/Study: It is important to understand the idea of independent learning/study, in other words, working on your own between your taught lectures. The better your study skills are, the easier you will find this to achieve. Therefore it is important to avail of the student support structures that are put in place on this programme, for example study groups, discussions in class, learning support and also attending the study skills modules and reviewing the class material. At university you are normally given a limited number of assessable tasks, i.e. assignments and exams and you can do as much or as little work as you want; you can choose to study a topic in great depth or simply skim the surface of it. You can also choose to study solely from the textbook or you can choose to study from a variety of different resources, even using a combination of studying from the textbook, study guides and journal articles. You can also decide on the pace of your study, you can choose about how much energy you will put into certain topics. In Topic 2, we advise you on how you might structure your study by providing a sample weekly study plan. To be responsible for you own learning, the first thing you must do is to get to know yourself as a learner. The exercise below will help you to identify your motivation to learn: How would Your A B you rate

28 Learning: Motivation to learn: Learning Resources Time Reflection on I am motivated to get my degree as long as it s a respectable grade I don t mind. I expect my lecturers to provide me with interesting material to keep me on track. I will only do work if I am going to get assessment. If I get a bad degree, it is probably due to the course. The content and resources are determined by the lecturer and I limit myself to what is provided for me. I think exams are passed by memorising facts and I have a good memory. Lecturers tend to set assignments deadline too close together, so when I try to get the work done, I am having to cram everything in at the same time to meet these deadlines/ I prefer working to tight deadlines and this means I leave all my work to the last minute. If the lecturers spread out the deadlines that would suit me better. I find little opportunity in my studies to do this and we are generally not encouraged to You expect a well organised course and good teaching, but you know this is a two way process and you have to find out information yourself in order to complete assignments as well as seek support from people. You know that your final degree will reflect not only on the course organisation but also on the amount of work you put in yourself. Although most lecturers have given me guidance on the resources I need I will happily seek out my own resources. I really want to understand the principles and concepts of my subject. Although, we get assignments deadlines set close together, we are told in advance and I try where possible to set my own staggered deadlines so that I am not working on all coursework at the same time. I am keen to reflect on what and how I learn. Lectures are good for this and as discussion yourself ( A or B)

29 Learning do it, so why bother. helps me see what I understand and don t understand. I always want to know how I can improve (Adapted from Price and Maier, 2007) Are you predominantly A or B? A represents a dependent learner whereas B represents an independent learner. To understand this in more depth, review the following features of an active learning style (independent) and a passive (dependent) learning style. Active learners Prepare for lectures and tutorials Learn by thinking analytically Question (overtly or in the head) Consider the broad picture (relate details to whole) Passive learners Arrive in time but with no preparation Learn by rote (memorizing without real understanding) Do not question the lecturer or tutor just accept that what he/she says is right Focus on details (e.g. What does this word mean?) Take notes and think analytically while reading Copy sections of the textbook and reproduce them in essays and exams Participate actively in tutorials Discusses modules with other students and in the study group. Take brief notes in lectures Sit quietly and think about other things in tutorials Never talk about the modules. Copy all the information from overheads / transcribe full text of the lecture from a tape Adapted from: Review the questions below to help you understand the idea and the importance of independent study and learning at University. Areas for thought: 1. How independent and responsible do you feel in relation to your learning? 2. What three things can you do to improve this?

30 3. Take a moment to think about what are the benefits and challenges to independent learning.

31 Critical Thinking at University What do we mean by critical thinking and why is so important at University? When you are thinking critically, you are not just thinking passively and accepting everything you see and hear. How do I develop my critical thinking skills? In order to develop your critical thinking skills, start asking questions about what you are hearing in lectures, what you are reading and aim to evaluate and look for arguments for and against theories, also look to finding relationships and links between theories. There is more about how you can improve your critical reading skills in Topic 4 also how you can improve your critical writing skills in Topic 7 and Topic 8 and Topic 9 We will also return to look at this subject in more depth in the Semester 2 module Developing Academic Competencies. Engaging with your programme of study In addition to the characteristics above of active learners, it is also important that you use the online communication tools on the DBS and BBS programmes. Blackboard and UCD Connect are the two key tools which you should engage with every week. A demonstration of Blackboard and UCD Connect will be provided at the Orientation weekend. UCD Connect provides access to a wide range of University services and information. Further information on UCD Connect is available from Accessed via the Internet, UCD Connect is always available whether you are on or off campus. UCD Connect will be used to communicate any urgent programme information. Advisory s will also be forwarded to your UCD Connect account on the Wednesday before your block release weekend, advising you of your schedule. Blackboard is the main online resources on these programmes. The website Blackboard can be accessed from Blackboard will update students on a daily basis of the date of the release of results, any upcoming deadlines and general notices for students. You will be registered to four folders in Blackboard. There will be a programme folder entitled Bachelor of Business Studies

32 Degree which provides general information, timetables, etc. You will also be registered to three other folder; one for each of your modules of study in that semester. Each module folder provides useful internet links and additional readings for each module which might be useful for assignments. It is strongly advised that you check Blackboard and your UCD Connect account at least once a week. Summary Tips on Managing your own Learning at University Identify your reasons and motivation for undertaking a degree Understand the difference between active and passive learning Learn how to develop your critical thinking skills