Leicester Business School MANAGEMENT OF HUMAN RESOURCES

Transcription

1 Leicester Business School MANAGEMENT OF HUMAN RESOURCES STUDENT HANDBOOK 2014/2015

2 HOW TO USE THIS HANDBOOK This handbook contains information on both academic and management issues relating to postgraduate programmes. It is designed to introduce you to some basic rules and regulations. It will also provide information to help you get the most from your period of study at this University. There are sections which tell you who's who in the Faculty, and where to find help should you need it. The programme section, which follows, contains key information about your subject area. Please make sure you read and become familiar with this handbook as it will help you to manage your studies. Wherever you see this symbol more detailed information about the subject is available on Blackboard or another on-line resource as specified. This handbook is an important source of general information for you, but it should be read in conjunction with: General Regulations and Procedures Affecting Students 2014/2015 Taught Postgraduate Programmes, University Regulations 2014/2015 Both are found by logging into my.dmu.ac.uk and clicking on the DMU tab. 2

3 CONTENTS HOW TO USE THIS HANDBOOK... 2 SECTION 1 INTRODUCTION AND WELCOME TO DE MONTFORT UNIVERSITY... 5 SECTION 2 PROGRAMME INFORMATION Introduction to the Programme Learning Agreement Masters Level Description People and the Programme Entry Requirements Programme Structure Programme Aims and Outcomes SECTION 3 FACULTY SERVICES AND SUPPORT Student Advice Centre (SAC) How to Find Staff Contact Details The Postgraduate Suite Resources Room (HU5.18PG) Syndicate Rooms My DMU/ /Blackboard Personal Development Planning Employability Change of Address Student Records Final Result SECTION 4 UNIVERSITY SERVICES AND SUPPORT Library Student Gateway DSU (De Montfort Students Union) Bookshop DMU Student Charter SECTION 5 PROGRAMME MANAGEMENT Programme Representatives Responding to your Views Attendance Full-time Study Recording of Lectures SECTION 6 ASSESSMENT Introduction Assignment Marking Notification of Provisional Marks Assessment Aims and Outcomes Postgraduate Business and Law Grade Descriptors Assignment Submission Coursework Deadlines Late Submission of Assessments Extensions Deferrals Special Exam Arrangements

4 SECTION 7 ASSESSMENT REGULATIONS Assessment Requirement Pass Requirement Dissertation Requirement (MA students only) Reassessment Award of MA Management of Human Resources Award of Postgraduate Diploma (PGDip) Management of Human Resources Award of Postgraduate Certificate (PGCert) Management of Human Resources Failure to Achieve the Requirements for the MA in the Management of HR Plagiarism Self Plagiarism SECTION 8 PROFESSIONAL DEVELOPMENT The Benefits of CIPD Membership, CIPD and Professional Development Personal Development and the Learning Community Skills Development Studying within a Research Active Human Resource Management Department and Wider Community of HR Expertise SECTION 9 MODULE INFORMATION APPENDIX A RESEARCH ETHICS FORM APPENDIX B HEALTH AND SAFETY APPENDIX C GETTING ABOUT APPENDIX D HESA STUDENT COLLECTION NOTICE Whilst every effort has been made to ensure the information is correct at the time of printing, the content may be subject to change. Please retain this Handbook; you will need the information for future reference. 4

5 SECTION 1 INTRODUCTION AND WELCOME TO DE MONTFORT UNIVERSITY Professor CILLIAN RYAN DEAN OF FACULTY OF BUSINESS & LAW I should like to take this opportunity to welcome you to De Montfort University and, more specifically, to the Faculty of Business and Law. The Faculty comprises Leicester Business School and Leicester De Montfort Law School and offers a wide range of postgraduate courses, a number of which incorporate professional qualifications. The Faculty is proud of its excellence in teaching and research. Our postgraduate courses are noted for combining academic rigour with practical application. We ensure that courses are relevant to the professional world and our graduates are highly valued by employers in both the private and public sectors. Courses at postgraduate level are both exciting and challenging. They require great diligence from you if you are to achieve a high level of success. The priority of our academic and administrative staff is to help you to produce your best work; to gain as much as possible from your course and to obtain the qualifications you are seeking. Both Leicester De Montfort Law School and Leicester Business School staff will do all they can to make your stay here in Leicester both enjoyable and rewarding. They are easily approachable and will be happy to help at any time. Enjoy your stay here: Leicester is a vibrant, exciting and welcoming city. I hope you will find your time here at DMU not only worthwhile but also an enjoyable learning experience. All good wishes Professor Cillian Ryan Dean of Faculty of Business and Law/Pro Vice-Chancellor 5

6 SECTION 2 PROGRAMME INFORMATION 2.1 Introduction to the Programme The role and functions of the Human Resources Manager have become increasingly complex and demanding over the past two decades. The increasing development of employment law has imposed obligations on how the employment relationship is undertaken within organisations and the emergence of strategic human resource issues creates new challenges for the effective management and development of people. One effect of these changes is that the place of the HR function and its role within organisations is being re-examined, with significant implications for the development of HRM as a professional specialism within management. In these circumstances and up-to-date, critical education in key aspects of Human Resource Management is a prerequisite for a successful career in HR related fields. The Postgraduate Diploma/MA Management of Human Resources programme is designed to achieve high levels of preparation and development for both new entrants and existing practitioners. Emphasis is placed on the experiences and skills of programme members, which are enriched and developed further through academic debate, analysis and discussion. In choosing this programme you are setting out on a programme of study that will help you achieve your own personal and professional goals. We sincerely hope that your experience of the programme will be enjoyable and rewarding. Best wishes, Amanda Thompson Head of Department of Human Resource Management 2.2 Learning Agreement The main purpose of the Learning Agreement is to formalise the agreement between the course participant, the course tutors, and the Business School all of whom have an active involvement in the learning process. You have been personally selected to take part in this programme because of your aptitude, qualifications and employment experience. We would like you to get as much out of the learning opportunities presented by this programme as possible. You may find the following points helpful to note at the outset of the programme. Tutors Tutors undertake to present learning material and learning sessions in their specialist areas. They will, depending on the topic area, either relate directly to practical situations and/or invite you to apply relevant concepts and models to your everyday work experience or case study material. All tutors are highly experienced in their respective fields and will use a variety of learning methods. Tutors will assess assignments and return work with feedback comments by the dates agreed if it has been submitted on time. 6

7 Participants may contact any member of the course team by phone or via . It is part of the Learning Agreement that participants manage this contact appropriately. Tutors will be contactable and will deal with s from participants during normal office hours. They will post general messages on a participant network (e.g. BlackBoard) Tutors will not respond to high volume s for example, draft reports, chapters of reports or final assignments delivered in electronic format. Tutors will respond to, or acknowledge, messages within four working days. If they are going to be out of contact they will place an out of office message on their and inform the Programme Administrator of their absence. Tutors retain the right to terminate protracted and unproductive exchange of e- mails. Participants should endeavour to contact the relevant member of the course team in the first instance. If they receive no reply within four working days they should contact the Programme Administrator who will seek to arrange a firm consultation time with the tutor. Participants Participants undertake to attend all learning sessions of the programme. Participants are expected to complete preparatory work and be prepared to actively contribute to learning sessions. Participants undertake to submit assignments by the due dates unless there are extenuating circumstances. If there are exceptional and extenuating circumstances they should contact the Programme Leader as soon as possible. N.B. Pressure of academic work will not normally be accepted as an extenuating circumstance. DMU is strongly committed to this programme and will seek to offer participants maximum support and assistance. However, it must be stressed that at this level of education the emphasis is on self-managed learning. It is the participant's responsibility to adhere to the programme schedule of attendance, assignment submission dates and to accept responsibility for their own actions. 2.3 Masters Level Description The Management of Human Resources is a programme of study leading to a Masters qualification. Therefore, study at the this level requires participants to demonstrate that they are able to explore a particular topic, problem or field of enquiry, pursue logically and convincingly a line of argument based on such exploration, draw supportable conclusions from their argument, suggest (possibly alternative) practical approaches to the problems they have identified and recognise the practical implications of their proposed actions. They need to be able to convey their exploration, conclusions and proposals effectively: this calls for good basic English, a clear style and a clear and appropriate structure to the work they submit. The University adheres to the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) and what is called level 5 or M (postgraduate) within the University maps to FHEQ level 7. The FHEQ level descriptors will be shown on your Diploma Supplement and any transcripts which you receive. 7

8 More information about standards expected in satisfactory work at Masters level can be found by logging on to Blackboard clicking on My Communities, Faculty of Business and Law and Postgraduate Students. 2.4 People and the Programme The full-time Programme Leader is Dr Julia Pointon. The part-time Programme Leader is Dr Deborah Price The Programme Administrator, Karen Wallace-Jones, is based in the Faculty of Business & Law s Postgraduate Office. The best means of communication with Karen is , general programme queries should, however, be channelled through the Student Advice Centre on the ground floor of Hugh Aston in the first instance. The key contact names are summarised below: Head of Graduate Studies Programme Leader Full-time (Personal Tutor) Programme Leader Part-time (Personal Tutor) Programme Administrator External Examiners Mr Martyn Kendrick Dr Julia Pointon Dr Deborah Price Ms Karen Wallace-Jones Mr A Blackburn Oxford Brooks University Mr J Kenney Note for students: The details provided relating to external examiners appointed to this module/programme are for information only. You must not contact external examiner(s) directly, and particularly with respect to your individual performance in assessments. If you wish to make a complaint or an appeal regarding your assessment you should follow the University s procedures for Academic Appeals, guidance on which is available via the following link: Entry Requirements The minimum entry requirement for the Postgraduate Diploma is a Level 3 (Foundation) CIPD qualification (or equivalent) plus 12 months HR work experience in a relevant role. For the MA it is an honours degree (or equivalent) in any subject at lower second class (2:2). All candidates for the part-time Postgraduate Diploma/MA are expected to be currently working in a role related to Human Resources. While it is not normally a requirement that we interview graduate applicants, the programme team are happy to offer informal advice to prospective students on professional progression. Non-graduate applicants will normally be interviewed. Non-graduates currently working in Human Resources who possess either a CIPD Foundation or Intermediate Qualification or equivalent are encouraged to apply for the Postgraduate Diploma, and may then be invited to interview. Based on an assessment of qualifications and professional experience, candidates will then be counselled as to the 8

9 appropriate qualification route. Some applicants with a CIPD Foundation (level 3) Certificate or Diploma (eg. Certificate or Diploma in HR Practice or Certificate or Diploma in Learning and Development) may have a sufficiently strong experiential profile to progress directly to the Advanced level. For others, who may have spent only a short time in an entry-level HR role, the underpinning knowledge gained through an Intermediate Certificate or Diploma may be appropriate before attempting the rigours of Post Graduate study. Candidates without a first degree will not normally be permitted to enrol for the MA Management of Human Resources in the first instance but will be eligible to proceed to MA subject to attaining pass marks in all elements of the Postgraduate Diploma Management of Human Resources and payment of an additional tuition fee. Students electing to graduate with Postgraduate Diploma will be eligible to apply to top up to the MA as long as their application is made within three years of graduation. In this case, candidates successfully completing the MA will be required to surrender the Postgraduate Diploma qualification. A student who has been awarded the Postgraduate Diploma as a result of failure in a previous attempt to meet the requirements of the MA would not normally be permitted to re-enrol for the MA. We welcome applications from international students. Students whose first language is not English will be expected to have IELTS 6.5 or equivalent. Subject to University APL rules module exemptions will be considered for anyone holding equivalent qualifications. 2.6 Programme Structure Blended Learning Mode The induction programme and the initial modules within the first Semester of the programme, (Leading, Managing & Developing People; Developing Skills for Business Leadership) lay the foundations for the study of Employee Resourcing and Designing, Delivering & Evaluating Learning & Development Provision later in Year One. These modules also provide essential context for the second year of the programme. Importantly induction and the early modules help to create the learning community which recognises the shared responsibility for making use of the wide range of learning opportunities and resources on the programme, and develops agreed plans for students self development. Specifically, this stage of the programme maps out the contextual framework within which organisations manage human resources, and the range of management and leadership activities involved. The second year of the programme examines the principal operational aspects of human resource management in greater depth, drawing upon and developing the introductory material and framework established in year one. In the first semester of year 2 students will study Employment Relations and will examine aspects of contemporary concern and business relevance through the module Investigating a Business Issue from an HR Perspective. In the second half of Year Two students examine HRM in a Legal Context which is designed to develop the ability to analyse complex business issues and apply professional judgement and legal expertise to solve employment and employee-related problems. Students also study HRM in Context which consolidates an appreciation of the breadth of human resource management activities and considers how human resource management and development contributes to wider business objectives. The modules support the development of individual professional expertise in line with the HR profession map, in that all professional areas are addressed across the two years of study. We 9

10 believe it is important to give students the opportunity to gain a broad perspective of the profession, particularly given the diversity of role profiles that make up the population of our contemporary Postgraduate Diploma/MA student body. In common with other study centres we have found that this can include individuals who may be in relatively senior positions as HR business partners in large and complex organisations, individuals who may represent almost the entire sum of HR expertise and input in a small or medium sized enterprise (SME), individuals working in the HR shared services in public sector or health service trust organisations, specialists in training and development or employment law, and last but by no means least colleagues in traditional, broad based roles who engage with a wide variety of HR tasks. We value this diversity, and utilise this through the practical and discursive nature of our problem-based teaching and assessment that complements the lecture/seminar approach, which in turn supports the development of the behaviours identified in the HR profession map. Programme Outline Blended Learning Mode Year 1 Leading, Managing & Developing People (15 credits) Developing Skills for Business Leadership (15 credits) Employee Resourcing (15 credits) Designing, Delivering & Evaluating Learning & Development Provision (15 credits) HRMG5051 HRMG5052 HRMG5056 HRMG5055 Year 2 Investigating a Business Issue from an HR Perspective (15 credits) Human Resource Management in Context (15 credits) Managing Employment Relations (15 credits) HRM in a Legal Context (15 credits) Research Methods & Dissertation (60 credits) MA ONLY HRMG5054 HRMG5053 HRMG5057 HRMG5058 HRMG5060 The Postgraduate Diploma/MA Management of Human Resources requires considerable commitment from its participants. In addition to weekly class contact students will be provided with detailed learning materials and will be expected to devote further time to private study. It is therefore very important that students regularly attend scheduled tutor facilitated tutorials to help anchor learning and understand how to optimise self-directed study time between class contact hours. Attendance on the University-based programme is one evening per week (see Blackboard for details of the academic calendar). Full Time Mode Full-time students are welcomed to De Montfort University with an induction programme which aims to familiarise them with the University, and with what it means to be a postgraduate student on a flagship programme in one of the UK s most highly regarded business schools. The induction programme and the initial modules within the first Semester of the programme, (Leading, Managing & Developing People; Developing Skills for Business Leadership) complement the study of Employee Resourcing and Designing, Delivering & Evaluating Learning & Development Provision which are also in the first Semester. In addition, MA 10

11 students on the full-time course will develop their post graduate study skills through the Research Methods module which also commences in Semester One. These modules lay the foundation for the further depth added to the programme in Semester Two. Importantly induction and the early modules help to create the learning community which recognises the shared responsibility for making use of the wide range of learning opportunities and resources on the programme, and develops agreed plans for students self development. Specifically, this stage of the programme maps out the contextual framework within which organisations manage human resources, and the range of management and leadership activities involved. This first stage of the programme is followed by a range of modules in the second Semester, including HRM in Context. This module exposes students to the breadth of human resource management activities and requires them to consider how human resource management and development contributes to wider business objectives. Students on the full-time programme have an especially valuable opportunity to enhance their practical HR experience and thus their employability, through the module Investigating a Business Issue from an HR Perspective. This provides an exciting opportunity to tailor individual studies to particular career interests; examples of recent projects have included topics as diverse as an investigation into the employer brand of a major public sector employer, developing employee engagement in a manufacturing company in the East Midlands, and the impact of open-plan workspaces on professionals in the creative industries. This investigation can be a valuable part of the portfolio of activities from the course that students can show to a potential employer. An important part of the second semester is the ability to tailor the course to individual needs by selecting two from a choice of four option modules, Managing Employment Relations, International HRM, Managing Organisational Change and HRM in a Legal Context. The first two modules in particular are strongly informed by the department of HRM s excellent research profile, while the Legal module is essential for individuals looking to develop their career in HRM in a UK context and Managing Organisational Change has universal appeal for students embarking on a career inhrm. The options allow students to examine some of the more problem-based aspects of the human resources role and build on the individuals previous studies in developing the ability to analyse complex business issues and apply professional judgement. All of the modules support the development of individual professional expertise in line with the HR profession map. We believe it is important to give students the opportunity to gain a broad perspective of the profession and welcome students from a broad range of experiential, cultural and national backgrounds. We value this diversity, and utilise this through the practical and discursive nature of our problem-based teaching and assessment that complements the lecture/seminar approach. Programme Outline Full Time Mode Semester 1 Leading, Managing & Developing People (15 credits) Developing Skills for Business Leadership (15 credits) Designing, Delivering & Evaluating Learning & Development Provision (15 credits) Employee Resourcing (15 credits) Research Methods & Dissertation (60 credits)*- MA ONLY HRMG5051 HRMG5052 HRMG5055 HRMG5056 HRMG5060 Semester 2 11

12 HRM in Context (15 credits) Investigating a Business Issue from an HR Perspective (15 credits) HRMG5053 HRMG5054 Managing Employment Relations (15 credits)** option HRMG5057 HRM in a Legal Context (15 credits) ** option HRMG5058 International HRM (15 credits) ** option HRMG5059 Managing Organisational Change (15 credits) ** option HRMG5027 * taught Research Methods workshops situated in Semester One **students are required to choose two of these modules. Students will be required to submit their choice of electives by the end of Wednesday in week 9 (Semester One). The full-time Postgraduate Diploma/MA Management of Human Resources requires considerable commitment from its participants. Students can expect to spend at least 35 hours per week studying; i.e. an average of 12 hours class contact per week supplemented by self-directed study activities and private study time. It is therefore very important that students regularly attend scheduled classes to understand key concepts and learn how to optimise self study time between class contact hours. 2.7 Programme Aims and Outcomes Aims The primary aim of the programme is the development of individuals who are not only academically and technically qualified in HRM but also able to operate more broadly as managers using a range of practical and analytical skills. The programme seeks to enable members to identify, develop and apply appropriate interpersonal, organisational and functional skills. More specifically the programme enables students to: develop a critical awareness of key debates and issues in HRM and how they influence organisational performance and development; understand and appreciate the impacts and effects of contextual and environmental factors on human resource strategies and policies and the dynamics that shape those policies; understand the relationship between the theoretical principles which underpin the management of human resources and how those principles may be translated and applied in a variety of organisational contexts; refine the practical knowledge and skills to undertake the role of a human resource management practitioner in a number of specialist areas, e.g. Employment Relations, HRM in a Legal Context Managing Organisational Change; develop the necessary academic, intellectual and personal capacities to undertake and successfully complete original research in a human resource management - related area and present that research. 12

13 Objectives develop the abilities in students to assess and manage their own learning to meet the exigencies of a rapidly changing professional and personal work context and to ensure they maximise opportunities for ongoing professional and career development and so demonstrate a formal and recorded commitment to Continuing Professional Development (CPD) The two key objectives are to: * equip students with the specialist knowledge, skills and competence required to embark on a career in HRM; * provide students with the underpinning knowledge and understanding to support access to professional grades of CIPD membership. 13

14 SECTION 3 FACULTY SERVICES AND SUPPORT 3.1 Student Advice Centre (SAC) Where are we and what do we do? The Student Advice Centre is located on the ground floor of the Hugh Aston building (0.37) next to the Café. The primary function of the Centre is to provide advice on a wide range of student issues as well as take in coursework. We hold leaflets detailing University procedures and protocols in respect of all areas as well as copies of the University Regulations and all of the standard forms. We are able to give you contact numbers, addresses and surgery hours of all academic members of staff. We also hold a small reference library of past dissertations which are available for all masters programme. The process for borrowing dissertations, together with an index of titles available can be found by logging on to Blackboard, clicking on My Communities, Faculty of Business & Law and Postgraduate Students. In short we should be your first port of call if you require any help or advice; if we are not able to help you we will know who can! Although we do not offer counselling we do have a separate room available should your problem be of a private or confidential nature. Opening hours: Monday Friday 8.50am 4.45pm Please note that the deadline for handing in coursework at the Student Advice Centre is 1.30pm. 3.2 How to Find Staff Contact Details There are two main ways to find contact details for academic and support staff (and faculty departments or university departments): Contact the Faculty Student Advice Centre (the SAC), located on the Ground Floor of the Hugh Aston Building (next to the Café entrance) Telephone: (0116) [email protected] The SAC can check timetables for staff and provide you with their surgery hours, addresses, room numbers, direct telephone numbers, as well as providing one to one support. Call the main University Telephone number: The Postgraduate Suite Postgraduate and professional programmes from both the Law School and the Business School are accommodated primarily in a dedicated area within the Hugh Aston building a 14

15 suite of rooms on the 4 th and 5 th floors and can be entered by a separate staircase/lift on the Oxford Street side of the building as well as the other main entrances. For larger classes, use is also made of the spacious lecture theatres housed on the floors below the suite. The Postgraduate Suite is open from 9 am 9 pm during term time and 9 am 7 pm during the vacation. The suite is not open at weekends. Students wishing to use IT facilities at the weekends can use the Kimberlin Library which has both fixed PCs and wireless access. Please check on the library website for more information: Resources Room (HU5.18PG) The Resources Room has 35 PCs for casual use all day long. There is one black and white and one colour printer. Students will be issued with a personal log on during enrolment week to allow them to use these facilities. All formal lab based classes will take place in one of the Faculty s four computer labs, all of which can be found on the second floor. 3.5 Syndicate Rooms The suite has three small syndicate rooms (HU5.15PG, HU5.16PG & HU5.17PG) which are available to staff and students for activities such as meetings, group work, interviews etc. Bookings should be made on the sheets which are posted on the doors to each room. As this is a self-managed resource, you are asked to respect the bookings system, vacating promptly at the end of your booked slot. 3.6 My DMU/ /Blackboard MyDMU is your personalised portal to the university information and systems. It can be accessed via any computer which has an internet connection my.dmu.ac.uk. MyDMU allows you to view news about the university, your personal information (e.g. name, date-ofbirth and address) that the university currently holds, the modules that you are enrolled on and, at certain times of the year, your assessment results. Using your university login details you can also log in to MyDMU to access the following: Your University Account The university will automatically create an account for you. It is expected that you check your DMU student account daily for urgent issues. Please note that all from the university will be sent to your official DMU student address. We are not able to use personal accounts. You will be provided with your timetable at the beginning of each semester, and details of other scheduled events such as examinations, guest lectures and assessment deadlines will be provided by . It is your responsibility to keep yourself informed of any examinations or assignment dates, changes to class times or location, scheduled meetings, mentor sessions and seminars/talks by checking your regularly. 15

16 Blackboard Blackboard is the university s Virtual Learning Environment. You will use Blackboard as an integral part of the teaching and learning experience throughout your time at DMU. All of your modules will have a Blackboard site which Module Leaders will use to post information to support formal, face-to-face teaching. You will also submit work through Turnitin (see section 6.6) via the specific module Blackboard sites. Please be aware that when you complete your course and are no longer enrolled as a student at DMU you will not be able to access MyDMU, Blackboard, DMU student and file storage. For help, support or more information about our IT systems please visit Personal tutor scheme DMU provides all of its postgraduate students with a personal tutor who can be contacted regarding any general academic matter or personal concerns relating to such matters as adjustment to life at DMU. For postgraduate students, your personal tutor is often also your programme leader. New students will have the opportunity to meet with their personal tutor during the first three weeks of study, either individually or within a group. The initial role of the tutor is to help you make a smooth transition to university life. They, along with the Student Advice Centre, will be your port of call if you have any kind of problem or confusion. Your programme leader/personal tutor may also be the tutor you approach for an academic reference at the end of your course. Each personal tutor will: 1. Provide reliable and consistent advice and guidance 2. Provide regular opportunities for feedback on general academic progress and action planning for students in relation to their academic progress 3. Meet with new students within the first three weeks of the commencement of their studies and monitor their attendance so that the faculty can encourage participation 4. Be proactive in arranging meetings with students 5. Support personal development planning (PDP) by promoting reflective learning and ensuring students can review their own progress against action plans 6. Make systematic use of information about students' overall progress, including utilising attendance records and academic performance profiles 7. Explain the options available regarding progression, as appropriate, including general advice on module choice 8. Know when it is appropriate to refer the student to another individual or service for specialist support or guidance 9. Advise students on the importance of career planning 10. Operate the faculty system and keep records in accordance with published faculty protocols 11. Liaise with your module tutors to identify any programme related issues highlighted in tutorials having regard for confidentiality in relation to individual tutees. 16

17 3.7 Personal Development Planning The University recognises the positive impact of Personal Development Planning (PDP) on students learning, achievement and enhanced employment prospects. Commitment to, and integration of PDP, will be a feature of the Management of Human Resources programme. Students will be introduced to the process in semester one and the process will culminate in the development of a reflective statement to be included in the final dissertation. 3.8 Employability At De Montfort University employability is seen to be: A set of achievements skills, understanding and personal attributes that makes graduates more likely to gain employment and be successful in their chosen occupations which benefit themselves, the workforce, the community and the economy. The Management of Human Resources Programme will seek to nurture the development of these skills and achievements through the embedding of key skills and the identification of transferable skills. Faculty-based Careers and Employability Team We have a graduate careers team based in the faculty to: deliver employability and careers sessions within some programmes and offer workshops outside of your timetable promote opportunities that will give you the skills employers want organise visits by a range of graduate employers offer 1:1 appointments including: career options, finding temporary or graduate jobs, CV and application form reviews, mock interviews, other employer selection methods. Students undertaking an in-company project are strongly encouraged to book an appointment We have a Careers Hub of information for students seeking work experience and graduatelevel employment. It is located near the Student Advice Centre and along the adjacent corridor. An additional PG-specific information board is located in the PG suite. A wide range of careers resources are available online 24/7 via our one-stop employability portal, MyGateway at: Careers appointments in the faculty and centrally in the Student Gateway (see section 4.2) can be booked online via MyGateway. Log on using your student P number to find information on how to book. Information on how to book is also available by logging into Blackboard clicking on My Communities, Faculty of Business and Law and then clicking Careers and Employability. 3.9 Change of Address In order to ensure that students can be contacted promptly as necessary, changes in term time and home addresses, telephone numbers or addresses should be submitted via MyDMU or to the Student Advice Centre Student Records 17

18 Student files will be kept electronically on the University s Student Records system. In addition, the Faculty will also retain the files, including application forms and final results for six years after completion of study. Thereafter, only a copy of the results will be retained Final Result Once you have completed the programme you will be issued with a Diploma Supplement showing your results, endorsed with a secure hologram. Should you require any further copies of this Diploma Supplement, there will be a fee charged prior to dealing with your request. The fee at the time of writing is 20 per copy. 18

19 SECTION 4 UNIVERSITY SERVICES AND SUPPORT 4.1 Library The Directorate of Library and Learning Services comprises two libraries and registered De Montfort University staff and students may access the services and facilities in both of these. The libraries consist of the main Kimberlin Library (Mill Lane) and the Law Library in the Hugh Aston building. The Kimberlin Library is the largest library, offering over 1,200 study spaces and a variety of learning environments - silent, group and quiet discussion. As well as loaning books the library holds numerous other resources such as journals, DVDs, and IT suite etc. During Induction and Enrolment Week all students will have a library induction scheduled to introduce these resources. During this time you will have a chance to meet library staff and ask questions. Library and Learning Services offer two Learning Zones, on the Ground Floor of the Kimberlin Library and within Eric Wood as well as the Greenhouse learning space on Richmond Street. These are flexible learning spaces designed to facilitate collaborative working. A number of library resources such as book reservations, e-journals, the library catalogue, subject databases etc can be accessed on-line from any computer with internet access by visiting: library.dmu.ac.uk. The library opening hours are also available here. There is also a link to this site on the front page of MyDMU. More information about the library can also be found by logging on to Blackboard clicking on My Communities, Faculty of Business and Law and Postgraduate Students. The Centre for Learning and Study Support (CLaSS), based in the Kimberlin Library, is available for all students and offers workshops, tutorials and on-line resources: One-to-one or small group tutorials. Book 30 mins to discuss strategies to develop your writing or study skills. Assignment drop-in Wednesdays during term time 3 4. Just come along to the Learning Development Zone on the ground floor of the Kimberlin Library. E-tutorials for distance learning students only [email protected] Study skills and writing development workshops. Work with your study skills and academic writing on a diverse range of topics. More information and booking information is available at Check the site regularly. New workshops are always being added. Online guides and resources 19

20 Maths Learning Centre The Maths Learning Centre is here to offer extra help with Maths and statistics in the Kimberlin Library, room 2.10 on the top floor. These include: Drop-in sessions weekdays term time and exam time 12:30-2:30. We cater for individual needs at all levels. Just come along. Statistics advice for Dissertations. A limited number of 50 minute tutorials available [email protected]. GSCE workshops [email protected] for information. Limited places. 4.2 Student Gateway Student Gateway dmu.ac.uk/studentgateway The Student Gateway, Ground Floor, Gateway House is an accessible and welcoming integrated reception for all non-academic student enquiries including money and welfare, counselling and well-being, ordering and collecting your student ID card, Council Tax Exemption Certificate or bank letter: Opening Hours Monday Friday: 9 am to 5 pm Please note that opening times may vary so please [email protected] for details if you are planning to visit outside the core hours of The details of the teams located in the Student Gateway, and an outline of the services they offer are given below. Some services and 1:1 appointments with trained and professional advisors are drop-in with no need to book. Others are bookable 24/7 via our online portal MyGateway: Student Finance and Welfare dmu.ac.uk/studentfinance The Student Finance and Welfare team offers: Information, advice and guidance on student funding, including: tuition fees, scholarships and bursaries Liaison with Student Finance England / Student Loans Company Administration of the student funding processes Operation of the Access to Learning Fund (ALF) Advice on budgeting and money management Designated contacts for care leavers and estranged young people. T: E: [email protected] The Cashier s Office The Cashier s Office offers the following services: Enquiries relating to any charges, amends to accounts and possible refunds Making Payments for tuition and accommodation fees, sundry items such as replacement ID cards and field trips etc. Information on the University s payment policy and payment options Disability Advice and Support dmu.ac.uk/disability 20

21 The Disability Advice and Support (DAS) team works with applicants and current students with a wide range of physical and sensory disabilities, medical conditions and Specific Learning Differences (SpLD). DAS provides help for students to manage the effects of their disability on their studies and ensures that disabled students know about the support available and how to access it, including the Government s Disabled Students Allowances (DSAs). T: E: [email protected] Mental Health Inclusion Team dmu.ac.uk/mentalhealth The Mental Health Inclusion team work with students to offer professional advice and support in relation to mental health difficulties. The team are able to assess the student s needs and offer the appropriate intervention. This may include practical advice on how to manage mental health difficulties, short term interventions, recommendations for adjustments under the Equality Act and assistance in applying for the Disabled Student Allowance (DSA) where longer term support may be required. The overall aim is to assist students to reach their full potential at university, improve their employment prospects, and promote emotional wellbeing. T: E: [email protected] Counselling and Wellbeing dmu.ac.uk/counselling Counselling develops insight, helps to put effective life strategies in place and builds personal resources and resilience. It brings about change to help wellbeing, functioning and study effectiveness. Life coaching (face to face or exchange) Enhances potential and develops life and employability skills. Life coaching can help you develop ways of being more assertive, confident, organised and positive. Self help Resources and information to help your wellbeing for example e books, videos, information and useful websites. T: E: [email protected] International Student Support dmu.ac.uk/international The International Student Support team provides ongoing specialist support, including advice and guidance on issues such as working in the UK and opening a bank account, as well as lots of general information about living and studying in Leicester. T: E: [email protected] Advice and assistance on immigration issues is provided by the Student Union s Welfare and Education Team who are based on the first floor of the Campus Centre building. The team can also assist you in applying to extend your student visa. Call in for an appointment or telephone (0116) Careers and Employability dmu.ac.uk/careers Our Careers and Employability team offers information, advice and guidance on managing your career before, during and after your course. See section 3 for details of the faculty- 21

22 based support. 1:1 careers appointments are offered in faculty and centrally via MyGateway. MyGateway also provides: Online jobs board including part-time jobs, internships and graduate jobs Online booking to attend events such as employer visits, employability workshops, Psychometric testing workshops and much more. A wide range of resources, access to FAQs and the option to submit a career query online If you have any queries about accessing MyGateway: T: E: [email protected] The Careers and Employability team deliver a wide range of initiatives to provide our students with the experience and skills for the workplace including: Frontrunners dmu.ac.uk/frontrunners Paid work experience at DMU to enhance your employability skills. NB The application deadlines are very soon after you start so look out for the publicity! Campus Enterprise Opportunities (CEO) dmu.ac.uk/ceo Support to start up your own business. Regular drop-ins are held in the faculty. Unitemps dmu.ac.uk/unitemps A DMU based recruitment service which can help you find part-time work on campus to fit around your studies. Academic Support Office For information and guidance relating to student complaints, academic appeals, academic offences and deferrals please refer to - dmu.ac.uk/aso. 4.3 DSU (De Montfort Students Union) DSU (De Montfort Students Union) is based in the Campus Centre. DSU is a student led and student focused organisation. It aims to represent, inspire and involve its members to enhance the University experience. DSU has a huge number of societies and sports teams for you to get involved in during your time at university. DSU Volunteering offers a wide range of volunteering opportunities in the community. It's a great way to gain work experience, give something back to the local community, and increase your employability skills to prospective employers. Visit demontfortstudents.com for more information about events and support available through DSU. De Montfort Students' Union First Floor, The Campus Centre, Mill Lane Leicester LE2 7DR

23 4.4 Bookshop The university bookshop is based on the ground floor of the Hugh Aston Building. It is open from 9.00am until 5.00pm each weekday and stocks core texts and some of the other books on your reading lists (available from module leaders at the beginning of term). 4.5 DMU Student Charter The aim of this Charter is to achieve continuous improvement in teaching and learning in an environment where staff and students work together to maximise learning opportunities. The Charter sets out the rights and responsibilities of staff and students and complements the DMU Student Charter. In order to be effective it is important that everyone reads the Charter carefully and refers to it throughout the programme of study. Please read the full version of the Charter It should be read in conjunction with the section on Student Rights and Responsibilities in The University Handbook for Students, ASK and any additional protocols that are also adopted by relevant Programme Assessment Boards. 23

24 SECTION 5 PROGRAMME MANAGEMENT Assessment Boards these meet three times a year in March, June and November, to consider student results and assess whether they meet the university and programme regulations allowing them to progress to the next part of their studies or to achieve their final award. Once the Board has met, results are deemed to have been approved or ratified. They are then released to students on a specified date via MyDMU and by post. Management Boards - these also meet three times a year to discuss any issues that affect the programme and its modules e.g. student performance overall on a module or programme, changes of curriculum or assessment, new programme proposals etc. More information on programme boards can be found in the chapter on Scheme Management in the Taught Postgraduate Programmes, University Regulations which is found by logging into MyDMU and clicking on the DMU tab. 5.1 Programme Representatives Programme Student Representatives are chosen by the group and they form an independent link between students and programme tutors. Representatives attend Management Board meetings where items of specific interest to students may be raised, but also meet with the Programme Leader prior to the Board meeting. The Students Union produce an information booklet for Student Representatives. Nominated representatives will also be invited to attend a short familiarity session at the beginning of the programme. 5.2 Responding to your Views The University values student input and welcomes your views on your experience of studying at De Montfort. There are a number of different ways of making your views known and offering constructive feedback on your programmes. Some of these are identified below and will be the most effective way of making sure your voice is heard and that, where necessary, action is taken. The formal channels for offering feedback are: Through student representation on your Programme Board and University committees Completing feedback questionnaires which evaluate your programme and modules Answering student surveys about central facilities, such as the Library There are also informal ways of making your views known. For example, Discussions with your Programme Leader and subject tutors Contacting the Students Union Getting in touch with your Programme Administrator We want to know what you think about De Montfort University and your programme. We value your feedback because listening to your views is an important way to make things even better. Please make use of the formal and informal ways of making your views known it will be time well spent. 24

25 5.3 Attendance Part-time Stream It is expected that students will attend all classes/module activities. It is regarded as a courtesy that students who are aware in advance of missing a class due to illness or any other reason will communicate this to the appropriate module tutor. Students who continue to absent themselves from classes without due cause may ultimately be withdrawn from the programme. Only holidays booked prior to the commencement of the programme will be accepted as a justifiable reason for absence from class, but these would not be suitable grounds to request an extension to coursework as it is a planned and manageable situation. Full-time Stream The full-time Masters degree is a programme requiring a high level of motivation and input by students. With its intensity and pace of academic study, and the importance of group interaction and debate to enrich the programme content, a full pattern of attendance by programme members at all modules of study is regarded by the programme team as essential. It is expected that students will attend all classes/module activities. In the case of absence due to illness or any other reason, students should inform their module tutor or Programme Administrator. Registers of attendance will be taken at every session and patterns of attendance will be monitored very closely. Any unauthorised absences will be followed up and any students deemed not to be meeting attendance expectations will be called to an interview. Students who continue to absent themselves from classes may be withdrawn from the programme. 5.4 Full-time Study Students on full-time programmes of study are expected to remain at the University for the duration of their 12 month programme of study. Students are strongly discouraged from returning overseas during this time, but should they decide to do so, they must first obtain permission from their Programme Leader and the Head of Graduate Studies by completing an Absence Request form available from their Programme Administrator. They will be asked to specify the exact dates of absence on this form. Students choosing to return overseas must understand that they do so at their own risk (in terms of being able to re-enter the country) and that any extension requests resulting from absence abroad will not be viewed favourably. 5.5 Recording of Lectures There is no objection to students using recording equipment to record lectures where this is part of the arrangements between the student and the University relating to special provision. Students with such an arrangement should identify themselves to the lecturer. Students without such an arrangement formally in place may only record the lecture with the express permission of the lecturer. However, any such recordings may only be used for personal study and may not in any manner be shared with other students, reproduced, copied, transcribed, broadcast, placed on the internet or personal webpages, or otherwise exploited in any form. Specifically the lecturer, in association with the University, asserts the 25

26 ownership of performance rights and copyright in all such recordings. Any breach of these rules is classed as an infringement of University regulations and amounts to a serious academic offence. As such, it may result in formal proceedings being taken and the student being excluded; such action does not prevent civil action being taken to recover any losses caused to the owners of the performance rights and copyright. 26

27 SECTION 6 ASSESSMENT 6.1 Introduction The assessment of students work will be undertaken by a Programme Board whose constitution and responsibilities are in accordance with those approved by the University. The current Taught Postgraduate Programmes Regulations will also apply in all instances where they are not superseded by the programme regulations in this Handbook. All programme work and examination marking will be the responsibility of internal examiners appointed by the Board and will normally be module tutors. Log into my.dmu.ac.uk and click on the DMU tab to find the Taught Postgraduate Programmes Regulations. Assessment will be via a number of different methods and further details can be found in each module outline. All assessed work may be made available to External Examiners. The Programme Board (Assessment) will meet three times during the year, in March, June and November. 6.2 Assignment Marking Assignments will be marked by the module tutor/leader and a sample moderated by another lecturer. Samples will then be sent to the relevant External Examiner for confirmation. 6.3 Notification of Provisional Marks All marks are provisional until confirmed by moderation and approved by the Assessment Board. 6.4 Assessment Aims and Outcomes The assessment procedures are intended to achieve a number of objectives. These are: (a) To provide continuous feedback to both the participants and the tutors regarding progress at each stage of the course and to provide information for counselling where needed. (b) To check that the required academic standards are being maintained. (c) To provide a mix of assessment methods by which the participants can demonstrate their understanding of the issues presented. (d) To provide information to the examiners on which the decision can be made regarding the award of the MA/PG Diploma in Management of Human Resources 27

28 6.5 Postgraduate Business and Law Grade Descriptors Assessment on all modules will operate to the generic marking criteria for different types of assessment. The grade descriptors can also be accessed by logging on to Blackboard clicking on My Communities, Faculty of Business and Law and Postgraduate Students. 6.6 Assignment Submission Full Time Stream Coursework should be handed in at the STUDENT ADVICE CENTRE on the ground floor of the Hugh Aston building, which is open to students from 9am 4:45pm, Monday to Friday. FULL-TIME students are asked to note that the deadline for submission of all coursework (hard copy and Turnitin copy) is 1.30pm on the deadline day. Any work submitted after 1.30pm will be marked as late. Students must submit a printed version of each piece of coursework, and submit an electronic copy to BlackBoard. The electronic copy will not be marked, but used for checking for possible plagiarism. Please note that the date of receipt of the hard copy coursework is taken as the submission date and NOT the date submitted via Turnitin should this differ. Instructions for submitting work via Turnitin and a Guide to Interpreting your Turnitnin Report can be found by logging on to Blackboard clicking on My Communities, Faculty of Business and Law and Postgraduate Students. Students must complete a Coursework Declaration & Receipt Form (available from the Student Advice Centre) for each piece of work submitted. This will be date stamped and a copy returned to you as a receipt. Students should keep their receipt as proof of submission and always keep a second copy of each assignment submitted. Students are requested not to ring-bind or staple assignments (unless advised otherwise in their assignment brief) and to note that the preferred font and size is Arial 11. Once a piece of work has been handed in it will not be possible for students to ask for it back in order to make modifications Full-time students should note that the post box next to the Student Advice Centre is for the use of PART-TIME students only. Work from full-time students will not be accepted by this method of submission. Part-time Stream Students must submit a printed version of each piece of coursework and submit an electronic copy to BlackBoard. The electronic copy will not be marked, but used for 28

29 checking for possible plagiarism. Please note that the date of the hard copy coursework is taken as the submission date and NOT the date submitted via Turnitin. Students are requested not to ring-bind assignments and to note that the preferred font and size is Arial 11. You may submit your paper copy in any of the 3 following ways. 1. In person at the Student Advice Centre on the ground floor of the Hugh Aston building which is open from 9.00am to 4.45pm, Monday-Friday. In this case you will be given your receipt immediately. Students should keep their receipt as proof of submission and always keep a second copy of each assignment submitted. 2. In person at the Student Advice Centre when the office is closed. There is a post box by the Reception for use by part-time students. Please remember to complete a Coursework Receipt Form (available on the Reception desk). Your work will be stamped with the previous working date to when the office next opens, and en sent to you to confirm receipt the following day. 3. By post (it is recommended that you use recorded delivery or at least obtain proof of postage). Please address your work to your Programme Administrator (not the tutor) at: Faculty of Business and Law Hugh Aston Building De Montfort University The Gateway Leicester LE1 9BH 6.7 Coursework Deadlines This section should be read in conjunction with Section of the Taught Postgraduate Regulations. Coursework deadlines are published in order to facilitate equity for students and sound administration by assessors. It is expected that course deadlines will be met at all times. Only in exceptional cases with the prior consent of the Programme Leader, supported by the appropriate module leader, will extensions to deadlines be provided. Mitigating circumstance forms must be completed and signed off by the appropriate Programme Leader, prior to the submission date. 6.8 Late Submission of Assessments Work submitted prior to deadlines will be accepted and marked as normal. Policy for the unauthorised late submission of work (hard copy and Turnitin copy): 29

30 Late Submission up to 14 actual days after the submission date The work will receive a mark of up to a maximum of 50% ** 14 or more actual days after the submission date 0% ** Please note that this applies to first submissions ONLY. Late submission of a referred piece of work will result in a 0% fail mark. This policy uses: Actual days rather than working days (since weekends and Bank Holidays give students real extra days) A single penalty for work that is handed in late, but up to 14 days late Submission is normally defined to be in hard copy, unless the module specifies something else. Module tutors may accept work after a deadline, but in accordance with the above regulations. Module tutors will also inform the Programme Leader of the names of all students who have not submitted work by stipulated deadlines. 6.9 Extensions It is expected that coursework deadlines will be met at all times. Only with prior consent of the Programme Leader will, in exceptional cases, extensions to deadlines be given. In such circumstances, you must submit a Request for Extension to Coursework form. You can collect this form from the Student Advice Centre up to the date of the assessment (coursework deadline, exam sitting or presentation day). Requests after the assessment date will not be considered unless the most exceptional circumstances are demonstrated. All requests must be supported by documentary evidence (such as doctor s certificates etc). Extensions are usually for a maximum of 14 days Deferrals Requests for longer extensions (deferrals) must be submitted on a Postgraduate Programmes Request for Deferral of Examinations and/or Coursework on Grounds of Extenuating Circumstances form available from the Student Advice Centre. These requests will be considered by the Faculty Postgraduate Deferrals Pane. Students whose deferral requests are approved will be required to undertake a new piece of work at a time to be determined by the Panel. Requests after the assessment date will not be considered unless the most exceptional circumstances are demonstrated. All requests must be supported by documentary evidence (such as doctor s certificates etc). if your evidence is not in English you must provide an authenticated translation along with the original copy Special Exam Arrangements Students requiring special conditions for formal written examinations should visit the Student Gateway (ground floor of Gateway House) soon after the academic year starts to ensure that support is in place in time for examination period. 30

31 More information on Extensions and Deferrals can be found by logging on to Blackboard clicking on My Communities, Faculty of Business and Law and Postgraduate Students. 31

32 SECTION 7 ASSESSMENT REGULATIONS 7.1 Assessment Requirement An assessment schedule will be issued at the beginning of each semester. Submission deadlines are to be adhered to at all times. Penalties will be imposed for late submission in the absence of mitigating circumstances. Word Count In preparing coursework for submission, students should adhere to the word count set (+/- a 10% margin). Words written beyond the limits of the stated word count plus permitted margin will not be assessed thus potentially limiting students chances of achieving a pass level grade. To guard against over-lengthy submissions students are required to note the word count on the front cover of all assignment work prior to submission. 7.2 Pass Requirement The pass mark for all taught modules on the programme and the dissertation is 50%. The requirement for all modules with more than one component is that a student must achieve a minimum of 40% for each assessment component, and achieve an overall module mark of 50% except where identified on the individual module template. Students who are referred in one or more subjects will be notified following the relevant Assessment Board and advised to contact their Module Tutor to discuss what needs to be done to bring the work to a pass standard. The maximum overall mark for modules including a referred piece of work is 50%. 7.3 Dissertation Requirement (MA students only) Students are required to undertake the Research Methods and Dissertation module and submit a dissertation for the award of the MA degree. Students will receive guidance and assistance in how to approach this piece of work when they embark on the Research Methods study days. Students following the full-time MA route begin preparation for the dissertation early in the programme, part-time students undertaking the MA route will begin in their second year or in the semester following completion of the PG Diploma element, as applicable. The Research Methods study days are designed to help students to structure their thinking and consider their approach to research. Students will be required to submit a formal dissertation proposal. Not only will completion of the proposal help students to plan and organise their thinking and approach, it will provide a valuable early introduction to their respective supervisor and greatly enhance the supervision process. It is imperative that the Faculty s Research Ethics form is completed, submitted and signed off by the supervisor and Head of Graduate Studies prior to the commencement of any research on the dissertation. While undertaking the dissertation each student will be supervised by an experienced member of the academic staff who will normally be a member of the Programme Team. The supervisor will act as first marker and mark the work in accordance with the University regulations. Second marking will be undertaken by a further member of the Programme Team. A sample of the final pieces of written work will be made available to External Examiners. 32

33 Submission of the Dissertation will be subject to the same regulations as all other assessed work as set out in this handbook. The highest mark achievable for a referred Dissertation will be 50% for the module. Copies of your final dissertation will be retained by the University. The Business School reserves the right to hold a copy of your dissertation in its reference library for perusal by future students. If you do not want this to happen, please let your Programme Administrator know, in writing, before you submit your dissertation. NOTE Students carrying referrals in taught modules may normally proceed with the dissertation but should be aware that failure to retrieve a referred piece of work will mean failure to achieve the MA. 7.4 Reassessment Candidates have the right to be reassessed for each module, including the Dissertation. Reassessment is permitted in relation to fail marks only. The nature of the reassessment work will be determined by the Module Leader. Once the student successfully completes the reassessed work they will receive full credits for the module but their grade will be capped at 50%. Candidates are not permitted to register on and submit for assessment in an alternative module to a module in which the candidate has failed. This means that failure in a core or chosen elective can only be retrieved by re-assessment in the same module. Submission of work after deadline dates will normally be deemed a fail in the respective assessment unit, unless an acceptable explanation in writing to the satisfaction of the Programme Board has been made prior to the deadline date. The onus lies with the candidate to forward any medical or other documentation to the Chair of the Programme Board for consideration. Candidates will only be allowed to commence reassessed work after the Programme Board has met to formally ratify the decision. All candidates with reassessments will receive an after each Programme Board meeting confirming the exact details of the reassessment and the submission date. You should not begin any second submission without being advised of the details in writing by the Programme Board. You are also strongly advised to meet with the Module Leader for additional support. IMPORTANT NOTE The CIPD requires all modules to be passed at the Approved Centre s standard pass mark (50% at DMU) in order for the candidate to have satisfied the underpinning knowledge and understanding requirements for access to professional grades of CIPD membership. 7.5 Award of MA Management of Human Resources The award of MA Management of Human Resources will be recommended for those candidates who have successfully completed all the assessed elements of the programme including the dissertation, accumulating 180 credits on the programme. 33

34 Award of MA Management of Human Resources with Distinction The award of pass with distinction for the MA will normally be recommended for those candidates who meet the University s criteria, as detailed below: The Dissertation is at distinction level (70%) or better and Either at least 120 credits are at distinction level or better (including the dissertation) Or the overall average mark is at distinction level or better Award of MA Management of Human Resources with Merit For a Masters degree, a merit may be awarded if: The dissertation or equivalent is at a merit level (60%) or better and Either at least 120 credits are at merit level or better (including the dissertation) Or the overall average mark is at merit level or better Failure to Achieve the Award of MA Management of Human Resources The Programme Board will normally fail candidates for the programme where they fail subjects on reassessment (and have no further reassessment opportunities available). 7.6 Award of Postgraduate Diploma (PGDip) Management of Human Resources The award of PGDip will be recommended for those candidates who have successfully completed all the taught elements of the programme but who have elected not to undertake the Research Methods and Dissertation module for the award of MA. In addition, those candidates enrolled on the MA who fail the Research Methods and Dissertation module but pass all other modules will be eligible for PGDip Management of Human Resources and will satisfy the knowledge and understanding requirements necessary for access to professional grades of CIPD membership. Students who pass the dissertation and fail other module(s), but who still have accumulated 120 credits will still be eligible for the award of Postgraduate Diploma, however they will not be deemed to have fully met the underpinning knowledge and understanding required to pursue professional grades of CIPD membership. Following the final Assessment Board in which awards are conferred, the University will normally complete a student achievement return for the CIPD confirming the modules each student has passed and failed on the programme. Once the CIPD is in receipt of this return, students may contact CIPD directly for advice regarding membership assessment as necessary. Students who fail a module on referral and therefore fail the programme (possibly leaving with a Postgraduate Certificate or Diploma as an interim exit award) who may have taken the phase test assessment in HRMG5060 Research Methods & Dissertation may NOT proceed with their dissertation or other referrals. Students who have qualified for and been awarded the PG Diploma as their award aim when starting the programme may register for the MA top up on payment of the appropriate fee. The right to registration in this case shall normally be exercised within two academic years following the award of the Diploma. 34

35 Students who have been awarded the PG Diploma as a result of failure to meet the requirements of the MA will not normally be permitted to register for the MA top up. Award of Postgraduate Diploma (PGDip) Management of Human Resources with Distinction The award of pass with distinction will normally be recommended for those candidates who meet the University s criteria, as detailed below: EITHER at least 90 credits are at distinction level (70%) OR the overall average is at distinction level The award of distinction will NOT apply to the PG Diploma awards which are being made as exit awards for students who have failed the Masters programme. Award of Postgraduate Diploma (PGDip) Management of Human Resources with Merit The award of pass with Merit will normally be recommended to those candidates who meet the University s criteria as detailed below: EITHER at least 45 credits are at merit (60%) level, OR the overall average is at a merit level. The award will NOT apply to PG Diploma awards which are being made as exit awards for students who have failed the Masters programme. 7.7 Award of Postgraduate Certificate (PGCert) Management of Human Resources Students failing to meet the requirements for the award of MA or PG Diploma Management of Human Resources but who have obtained at least 60 credits will be eligible for the award of Postgraduate Certificate Management of Human Resources. Candidates will not be deemed to have met the underpinning knowledge and understanding requirements for access to professional grades of CIPD membership. Students in this situation who may have taken the phase test assessment in HRMG5060 Research Methods & Dissertation may NOT proceed with their dissertation or other referrals. Distinction or Merit levels will NOT apply to PG Certificate awards where those are being made as exit awards for students who have failed the PG Diploma/MA Programme. 7.8 Failure to Achieve the Requirements for the MA in the Management of HR The Programme Board will normally fail candidates for the programme where they fail subjects on reassessment. Students enrolled on the MA may not normally proceed to the Dissertation after failing a referral in a taught module with a mark of less than 45%, even if they have completed the Research Methods phase test. Please note that any student who finds themselves in the position of having failed more than four modules during the programme at the first attempt fails the programme and may not proceed with any referrals or the dissertation. They may, however, be eligible for an 35

36 intermediate award as detailed above. Which of these is awarded will depend on the number of credits accumulated. 7.9 Plagiarism Plagiarism is the passing off of someone else s work, whether writing or ideas, without acknowledgement, as your own effort. It is academic dishonesty and is dealt with very seriously. Forms of plagiarism include: - Repeating as your own someone else s sentences - Using other person s arguments as your own without appropriate acknowledgement - Repeating someone else s particularly apt phrase without appropriate acknowledgement - Paraphrasing another person s argument as your own - Presenting another s line of thinking as if it were your own When it is clear to the Module Leader that a student has copied from any material without reference to source, or when two or more students have clearly co-operated in creating a piece of work which has been identified as an individual assignment, then the matter will be reported to the Chair of the Programme Board. A student must present himself/herself for a viva voce examination where required to do so by the Programme Assessment Board. If plagiarism is proven, it could result in exclusion from the Programme Self Plagiarism All coursework submitted for assessment must be original and must not have been submitted or used (in whole or in part) for any other level or module of study at De Montfort University or other educational establishment. If you use/quote any parts of a previously submitted piece of your own work, you must reference this in exactly the same way as you would any other source of information and you are advised to keep such quoted material to a minimum. You are advised to read about the definitions and penalties of academic offences by accessing the General Regulations and Procedures Affecting Students which can be found by logging into MyDMU and clicking on to the DMU tab. 36

37 SECTION 8 PROFESSIONAL DEVELOPMENT 8.1 The Benefits of CIPD Membership, CIPD and Professional Development All students on the programme are required to enrol as student members of the Chartered Institute of Personnel & Development and remain in CIPD membership throughout the duration of study. Registration with the CIPD incurs a fee payable by the student directly to the CIPD. Membership is imperative as the Postgraduate Diploma/MA is a CIPDaccredited programme and CIPD recognition for your achievement in the programme cannot be gained unless you subscribe as a student member to the CIPD. To fulfil CIPD requirements students will be required to complete an online application form to register with the CIPD in their first month of study, and you must also inform us of your membership number. It is essential that you do this: you will also gain access to CIPD members resources including CIPD research and publications, and networking opportunities through the CIPD branch and other CIPD events. The Postgraduate Diploma/MA in the Management of Human Resources is fully integrated with the CIPD s Professional Standards Map. This incorporates eight behaviours that, according to the CIPD identify in detail how professionals need to carry out their activities to make a contribution to organisational success. Each behaviour is described at four bands of professional competence. The behaviours are: Being a Decisive Thinker Being a Skilled Influencer Being Driven to Deliver Being Collaborative Being Personally Credible Having the Courage to Challenge Being a Role Model Being Curious The bands of professional competence define the contribution that professionals make in the following key areas: The relationship that professionals have with clients, such as support, advisor, consultant or leader The focus of the activities performed by professionals, such as supporting, advising or leading Where professionals spend their time, such as providing information, understanding issues, understanding the business or understanding organisational issues What services are provided to clients, such as information, handling issues, providing solutions or challenging hard issues How their contribution and success is measured. The HR profession map is intended to help individuals navigate their way through their professional career, supporting this with Continuing Professional Development (CPD) There are many further benefits of CIPD membership including: The opportunity to attend conferences and learning events, including the prestigious national conferences; The opportunity to join special interest groups and networks comprising professionals and practitioners with similar aims and interests to yourself; 37

38 Online communities and discussion groups that can be accessed via the CIPD website; Publications such as People Management, the CIPD Library, and the CIPD s very extensive database of research and practitioner publications; Access to job opportunities via the CIPD s recruitment advertising media. Finally, there is of course the overall benefit that comes from membership of a global professional body, which is internationally recognised. 8.2 Personal Development and the Learning Community Increasingly, management education is recognising that effective managers need to develop, improve and increase their personal competencies in order to manage their complex and changing environment, other people and themselves. This personal development has to start with self awareness and an acknowledgement of personal strengths and weaknesses. From the outset The Postgraduate Diploma/MA provides opportunities for thinking about personal and career development. Students are introduced to the CIPD requirements for CPD (Continuing Professional Development) at the beginning of the programme and given appropriate guidance throughout the programme to maximise CPD opportunities and reflect upon their learning experiences. The programme aims to enable students to become effective learners as well as developing their potential to become competent and skilled HR professionals. A major contributor to this learning is acknowledged to be the group of students themselves. The size and stability of the group, the knowledge, experience, skills and enthusiasm of its members all contribute to an effective learning community in which an individual's development can be nurtured. To mobilise the strengths of the group, the programme adopts participative and experiential learning methods. This means that many activities will take place in group workshops and seminars and individual members will be called upon to contribute to the class and make presentations to their peers. 8.3 Skills Development Skills development is an essential part of the professional development process. The programme includes a specific module in Developing Skills for Business Leadership which aims to develop a broad range of business skills and the business focus which the CIPD expect all contemporary HR professionals to possess. Some of the skills needed by any manager, and developed on the programme, are interpersonal communication, making formal oral presentations, handling and analysing numerical data, basic IT skills, costing and budgeting. Others more specific to the human resources function, are, for example, interviewing, negotiating, representing the employer at Tribunals, designing training programmes, forecasting and planning future requirements for human resources. Some of these skills develop as a by-product of other work on the programme. Others are acquired through time dedicated in class to practical problem-solving exercises, individual and group presentations, role- play scenarios and lab work where applicable. Because this is a post graduate programme we emphasise the development of PG-level study skills of critically evaluating and utilising research evidence to support business decisions. Skills development is also supported across all the modules offered on the programme through problem-based approaches to learning, the use of practical case studies, peer supported 38

39 learning and group discussion, and the opportunity to link theoretical perspectives and professionally-derived best practice to practical workplace scenarios. 8.4 Studying within a Research Active Human Resource Management Department and Wider Community of HR Expertise Staff members of the Department of Human Resource Management are actively engaged in national and international research and other scholarly work in the field of HRM and this informs much of the teaching on the Programme. Both students and tutors expect a high standard of performance in academic and professional work and this is recognised by employers. The programme, therefore, not only equips its members with the knowledge, understanding and skills to operate effectively as an HR practitioner, but it encourages them to develop a critical awareness of current and emerging issues and the ability to become independent, self managed learners capable of grasping and grappling with whatever complexities and ambiguities they may confront in their HR career. De Montfort University's Human Resource Management Department has strong links with HR practitioners in the region and in the wider business community. The expertise of tutors is called upon for consultancy, research and advice both locally and nationally. Tutors are active members of the local CIPD branch and have previously held lead positions on the committee. Its meetings provide a forum for major national speakers and allow members to meet and keep up to date with the latest techniques and issues facing the profession. Student members of the Institute are encouraged to join in and benefit from the activities of the local branch of the CIPD. Special links are made through a Branch Advisor (John Kenney) who is also able to indicate and discuss new developments in the field and their implications for the programme. The Postgraduate Diploma/MA Management of Human Resources opens the way for a career in HRM. While it is possible to practise without membership of the Chartered Institute of Personnel and Development, many career opportunities in the field are increasingly open only to CIPD members; the award is therefore highly prized in the job market. Postgraduate Diploma/MA students must register as CIPD Student Members upon commencement of the programme. Successful completion of the award of Postgraduate Diploma /MA Management of Human Resources with passes of at least 50% in all modules which make up the PG Diploma component of the award (120 credits, excluding the dissertation) satisfies the underpinning knowledge and understanding requirements for Chartered Membership of the CIPD (Chartered MCIPD) and other professional grades of CIPD membership*. CIPD professional membership status (Assoc CIPD, Chartered Member of the CIPD or Chartered Fellow of the CIPD) is also contingent upon students providing evidence of relevant workrelated competencies. 8.5 CIPD Membership Upgrading To maximise the benefit you gain from successfully completing the programme we strongly advise you to refer to the CIPD website for information about membership upgrading and familiarise yourself with the criteria. Follow this link to find out more about the different professional grades of membership, Associate Member, Chartered Member, Chartered Fellow:- 39

40 Upgrading your membership upon achievement of your qualification will ensure that your skills and expertise are fully recognised by employers, clients and colleagues. As detailed in the section above, successful completion of the programme equips you with the knowledge and understanding underpinning professional grades of CIPD membership but to secure the right membership level, commensurate with your experience and thus an entitlement to use the designation Assoc CIPD, MCIPD or FCIPD (as appropriate) after your name you must evidence the professional impact you have in the workplace through your experience. There is a non-refundable fee payable to the CIPD associated with upgrading to professional membership, the current fee level for upgrading are as follows:- Associate member 40 Chartered Member 60 Chartered Fellow 95 If you apply to upgrade to either Associate Member or Chartered Member within one year of gaining your qualification the fee is waived. If you require any support or advice about upgrading please contact Julia Pointon / Deborah Price, or contact the CIPD membership team on +44 (0)

41 SECTION 9 MODULE INFORMATION Leading, Managing and Developing People (15 credits) Developing Skills for Business Leadership (15 credits) HRM in Context (15 credits) Investigating a Business Issue from an HR Perspective (15 credits) Designing, Delivering and Evaluating Learning and Development Provision (15 credits) Employee Resourcing (15 credits) Managing Employment relations (15 credits)** HRM in a Legal Context (15 credits) ** International HRM (15 credits) ** Managing Organisational Change (15 credits) ** Research Methods and Dissertation (60 credits) - MA ONLY HRMG5051 HRMG5052 HRMG5053 HRMG5054 HRMG5055 HRMG5056 HRMG5057 HRMG5058 HRMG5059 HRMG5027 HRMG5060 ** Options for full-time students only 41

42 HRMG Leading, Managing & Developing People Leader: Julia Pointon 15 credits Handbook Descriptor This module introduces students to the principal issues facing organisations in the twenty first century in respect of leading, managing and developing people. It aims to develop critical skills and competencies relevant to generalist HR Practitioners and those wishing to enter the profession. Attention is paid to key features of the internal and external operating environments which influence the manner in which employees are lead and developed in organizations. Assessment Components Unseen Examination 1 - exam Weighting 100%. The component receives a mark. The Component is Essential with a Threshold of 50%. The Duration is 180 minutes. Assessment Rationale The examination will be used to test students' ability in critical thinking and debate in respect of the relevant models and theoretical perspectives examined during the taught programme. It is particularly emphasised in the first module that students undertake on the programme to get an accurate assessment of students' ability to cope with the rigours of M-level study, and, if necessary, to enable tutors to but appropriate remedial measures or support strategies in place. Reassessment Requirements In accordance with DMU Postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - Major contemporary research and debates in the fields of human resource management (HRM). 2 - Theories relating to motivation, commitment and engagement at work and how these are put into practice by organisations. 3 - The characteristics of effective leadership and the methods used to develop leaders in organisations. 4 - Flexible working and effective change management in organisations. 5 - The HRM function in organisations and how the aims and objectives of HRM are met in practice. 6 - The contribution made by HRM specialists in different types of organisation. 7 - Professionalism and an ethical approach to HRM practice in organisations. Please note that assessment information is subject to change 42

43 HRMG Developing Skills for Business Leadership Leader: Julia Pointon 15 credits Handbook Descriptor Successful human resource (HR) professionals have different approaches to their work, sharing a range of diverse personality traits, attributes and beliefs. These underpin skills proficiency, but cannot in themselves be described as 'skills'. Yet often they are central determinants of an individual manager's effectiveness and are developed consciously over time and with an awareness of differing cultural contexts and operating environments. A key purpose of this module is thus to encourage learners to develop a strong sense of self-awareness and of their own strengths and weaknesses as managers and colleagues. The module is primarily concerned with the development of skills, and specifically seeks to develop and improve a range of definable skills that are pivotal to successful management practice and to effective leadership. These include thinking and decision-making skills, the management of financial information, managing budgets, a range of team working and interpersonal skills and others associated with developing personal effectiveness and credibility at work. The module also seeks to develop further more-specialised skills that are of particular significance to effective higher-level people management and provides opportunities for applied learning and continuous professional development. Finally, the module seeks to help learners make the most of their formal programmes of study with the inclusion of key postgraduate study skills and requires critical reflection on theory and practice from an ethical and professional standpoint. Assessment Components Other Coursework 1 - reflective assignment Weighting 100%. The component receives a mark. The Component is Essential with a Threshold of 50%. The word limit is Assessment Rationale One piece of module assessment = 100%. The assessment comprises an innovative assessment strategy requiring the students to maintain an individually negotiated reflective practice skills diary, derived from within the 'Developing Skills for Business Leadership' module, using any aspect of the module workshops or learning activities. Examples could include reflections on participation in role play activities, or reflections on a particular body of reading and academic work, critical reflections on case studies that have been used during the workshops. An alternative option includes a diary derived from any practical work-based or volunteering scenario. For example: experience of an accelerated development programme, learning through coaching, experience of an E-learning programme, a short course on a specific topic for a small group of people. A combination of the above is acceptable. Reassessment Requirements In accordance with DMU Postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - Manage themselves more effectively at work or in another professional context. 2 - Interpret, utilise and exploit interpersonal relationships at work more effectively. 3 - Make sound and justifiable decisions and solve problems more effectively. 4 - Lead and influence others more effectively. 5 - Apply commonly used techniques for the interpretation of financial information and financial resource management. 6 - Critically evaluate contemporary approaches in the application of information technology in an HR context. 7 - Review and apply best practice in essential people management techniques appropriate to a range of professional contexts 8 - Demonstrate competence in postgraduate study skills. Please note that assessment information is subject to change 43

44 HRMG HRM in Context Leader: Heather Connolly 15 credits Handbook Descriptor HR professionals and managers operate within increasingly complex external and internal environments. The purpose of this module is to create awareness and understanding of the environmental factors that impact on organisational and HR choices in terms of strategy formulation and implementation. The module will critically evaluate the role of key stakeholders, specifically the role of HR professionals, in evaluating and determining the choices and strategies available to them, and in interpreting potential contextual constraints. The purpose of the module is to enable students to: Identify, understand and analyse the major internal and external environmental contexts within which HR professionals operate in the private, public and voluntary sectors; review and critically evaluate these contexts in relation to organisational strategy formulation, execution and performance; develop insights into the creation and delivery of effective HR strategies, practices and solutions in different national and global organisational contexts; evaluate the role of leaders and HR professionals in making effective strategic choices in relation to the contextual environment. Assessment Components Unseen Examination 1 - Weighting 100%. The component receives a mark. The Component is Essential with a Threshold of 50%. The Duration is 180 minutes. Assessment Rationale The module uses a variety of formative assessment and a summatively assessed examination to evaluate students' skills, knowledge and understanding. Summative assessment will consist of: A three hour unseen examination. Reassessment Requirements In accordance with DMU Postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - Contemporary organisations and their principal environments 2 - The managerial and business environment within which HR professionals work 3 - How organisational and HR strategies are shaped by and developed in response to internal and external environmental factors. 4 - The market and competitive environments of organisations and how organisational leaders and the HR function respond to them 5 - Globalisation and international forces and how they shape and impact on organisational and HR strategies and HR practices 6 - Demographic, social and technological trends and how they shape and impact on organisational and HR strategies and HR practices 7 - Government policy and legal regulation and how these shape and impact on organisational and HR strategies and HR practices Please note that assessment information is subject to change 44

45 HRMG Investigating a Business Issue from an HR Perspective Leader: Deborah Price 15 credits Handbook Descriptor This module provides students with an opportunity to undertake a live consultancy project, in order for them to produce an individual management research report for the client organisation. The module will also encourage individual student reflection on their personal and professional development during the research process and will enable them to map their individual skill acquisition and future development needs. Assessment Components Other Coursework 1 - report & presentation Weighting 100%. The component receives a mark. The Component is Essential with a Threshold of 50%. The word limit is Assessment Rationale A word individual management research report based on the student's consultancy experience which includes an annotated presentation and a reflective skills portfolio where students analyse their real-life consultancy activities and evaluate the range of skills, competencies and insights they have acquired and map these against the CIPD thinking performer skills. It has been noted that the word count for this module assessment exceeds that of other 15 credit modules on the programme. This is because the module closely follows the requisite CIPD template, where the guidance is for a project of this nature. In addition, the experience of the programme team in managing learning through a student consultancy or 'management research report' suggests that the project development is in itself a valuable part of the learning experience, and the personal development gained through the self-directed nature of this work should not be under estimated. Finally, the overall learning effort in this module is intended to be equivalent to that of other 15 credit modules, even though the final piece of work submitted may have a greater word count. Reassessment Requirements In accordance with DMU Postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - Identify and justify a business issue that is of strategic relevance to the organisation. 2 - Critically analyse and discuss existing literature, contemporary HR policy and practice relevant to the chosen issue. 3 - Compare and contrast the relative merits of different research methods and select a research design appropriate to business issue. 4 - Undertake a systematic analysis of quantitative and / or qualitative information and present the results in a clear and consistent format. 5 - Compare and evaluate primary data analysis in relation to literature and empirical evidence reviewed to draw realistic and appropriate conclusions. 6 - Make recommendations based on prior analysis and evaluation, with costed options, and implementation considerations. 7 - Develop and present a persuasive management report. 8 - Write a reflective account identifying and evaluating key personal learning throughout the research process, and presenting a consideration and action plan of how this learning can be utilised in the future. 9 - Comply with all requirements of the current DMU Policy statement on Human Research Ethics Please note that assessment information is subject to change 45

46 HRMG Designing, Delivering & Evaluating Learning & Development Pr Handbook Descriptor Leader: Deborah Price 15 credits This module is designed to develop and reinforce through practice and critical evaluation the knowledge and operational skills required to deliver strategic learning and development solutions in a range of contexts. In the 21st Century Learning and Development has found an added focus due to the accelerating pace of change, the importance of leveraging organisational talent, and the effective utilisation of human resources both within and beyond organisations. Whether in a commercial enterprise, public sector or third sector organisation; the competing pressures of knowledge obsolescence and financial accountability have meant that development activity has to be focused, timely, effective and efficient. For individuals, this means personal and professional development that underpins employability and personal flexibility as well as meeting present and future operational needs. For employers, this means comprehensive, focused, targeted development that joins up individual development needs and performance review outcomes to strategic priorities. At a government and policy level this also means ensuring that a workforce is developed that has the skill, capability and flexibility to secure sustained employment and meet business needs in an economy that is not just knowledge-based, but that must also diversify to compete in the face of global challenges. Because of the individual, strategic and national importance of learning and development it is important that this module does more than just develop a critical understanding of the role and influence of a range of contextual factors on the design, delivery and evaluation of learning and development plans and interventions. At an individual level, the module considers development needs, development priorities, preferred learning styles, and preferred learning approaches, be they formal or informal. In an organisational context there is a well-established body of knowledge and theory on learning processes and their application in the design, delivery and evaluation of learning that also influences design and delivery of learning and development plans and events, whether this is an SME, a large public employer, or a major multinational. Assessment Components Other Coursework 1 - report Weighting 100%. The component receives a mark. The Component is Essential with a Threshold of 50%. The word limit is Assessment Rationale Learning Design (100% of total assessment): A report based on a problem solving situation developed through a case study scenario. This will be a comprehensive process involving the strategic rationale for learning and development in this situation, the identification of learning needs, the design and delivery of the learning and development event, evaluation, plus a reflective element identifying the contribution this assignment exercise has made to individual CPD. Because this is a programme at Masters' level, there will be a strong expectation of a critical evaluation of relevant literature to underpin the practical solutions identified. Examples of possible learning scenarios may include: Learning through volunteering An accelerated development programme 46

47 Learning through coaching E-learning programme A short course on a specific topic for a small group of people The rationale for the assessment design is: - To develop practical skills in the design of learning events and to understand the needs of learners in respect of motivation and engagement. - To understand evaluation frameworks for learning and development in an organisational context and the contribution that L&D makes to organisational effectiveness. Reassessment Requirements In accordance with DMU Postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - Understand the link between development review and learning and development design through the analysis of learning needs 2 - Design learning plans and interventions that are timely, cost effective and meet organisational needs 3 - Evaluate the effectiveness of a variety of learning and development interventions and their fitness for purpose in an organisational context 4 - Utilise a range of evaluation techniques including based on accepted models and perspectives in line with strategic organisational needs 5 - Promote ethical best practice in relation to personal and professional practice Please note that assessment information is subject to change 47

48 HRMG Employee Resourcing Leader: Jonathan Payne 15 credits Handbook Descriptor This module introduces students to the principal employee resourcing issues facing organisations in the twenty first century and aims to develop critical skills and competencies relevant to resourcing specialists. The initial phase of the module pays attention to the key factors of the external operating environment which shape labour markets and impact employee behaviour and attitudes thus influencing employee resourcing policy and practice. Later stages of the module concentrate upon developing students' knowledge and understanding and skills in managing resourcing practices, following the employee journey from recruitment through to exit. Assessment Components Other Coursework 1 - portfolio and reflection Weighting 100%. The component receives a mark. The Component is Essential with a Threshold of 50%. Assessment Rationale The module uses a blend of formative and summative assessment to develop students' skills relevant to the practice of employee resourcing and to assess knowledge and understanding of key concepts. Formative assessment takes place around tasks and exercises set within the classroom environment but also forms the platform for an element of summative assessment. The assignment accompanying this module is predominantly skills based and comprises the following components: - An individual student portfolio evidencing skills required of an employee resourcing practitioner (80% weighting) - A formatively assessed group exercise designed to trial practice included in portfolio work - An individual reflective account to critically evaluate the design and execution of the group exercise (20% weighting) Reassessment Requirements In accordance with DMU postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - The contribution of Employee Resourcing to corporate goals and strategies 2-2 Analyse and evaluate the changing nature of work and employment and identify the implications for employee resourcing and talent management policy and practice. 3-3 Articulate the business case for flexible working practices and organisational sensitivity to work life balance issues. 4 - Factors which influence the principles and practice of Employee Resourcing across and within various employment sectors 5-5 Manage stages in a systematic approach to employee resourcing, from the creation of a cost effective human resource plan and succession planning, to job design and work organisation through to recruitment, selection and employee induction/socialisation Contribute to the development of employee retention initiatives 7-7 Advise organisations on reward choices and appropriate structures and practices for managing reward 8-8 Adhere to best practice and legal obligations to successfully manage retirement, redundancy and dismissal processes Please note that assessment information is subject to change 48

49 HRMG Managing Employment Relations Leader: Peter Butler 15 credits Handbook Descriptor The subject of Employment Relations is concerned with the changing nature of work and how the terms and conditions under which people work are determined. Because employers and workers have different interests as buyers and sellers of labour, power is central to the subject. The power of employers and workers to exercise control over the terms and conditions of employment is influenced by a range of factors that operate at various levels - the workplace, the wider organization, and the national and international environment in which employers, managers, workers, trade unions and governments operate. Employment Relations studies how these parties to the employment relationship engage with each other and how this engagement is shaped by wider economic, social, political and cultural/ideological forces. This means that although the module focuses on British institutions and practices, it is of much wider relevance because it provides a theoretical framework for analysing employment relationships in a variety of national contexts with their different institutional arrangements. Assessment Components Other Coursework 1 - essay Weighting 100%. The component receives a mark. The Component is Essential with a Threshold of 50%. The word limit is Assessment Rationale The assessments seek to test both theoretical knowledge and student ability to translate that into an applied and practical context. Reassessment Requirements In accordance with DMU postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - Understand different theories and perspectives on employment relations. 2 - Analyse the impact of local, national and global contexts shaping employment relations climates. 3 - Critically evaluate the roles and functions of the different parties to control and manage the employment relationship. 4 - Comprehend the importance of organisational-level employment relations processes that support organisational performance, including the design and implementation of policies and practices in the areas of: employee engagement; diversity management; employee communication, involvement and participation; negotiation and bargaining; conflict resolution; and change management and management control. 5 - Formulate employment relations procedures that help mitigate organisational risk, including the design and implementation of policies and practices in the areas of discipline, grievance, dismissal and redundancy. 6 - Evaluate employment relations processes and how they impact on policy, practice and organisational outcomes such as performance and employee engagement. Please note that assessment information is subject to change 49

50 HRMG HRM in a Legal Context Leader: Alan Ryan 15 credits Handbook Descriptor The module seeks to analyse the very nature of the role played by legal regulation in the management of Human Resources. It explores how managers perceive this role and their ability to understand the different consequences of legal developments in varying conditions and situations. It offers an introduction to the key principles that underpin legal regulation within the UK and the EU. In developing this understanding it seeks to identify the purpose of regulation and the major defences employers use to defend legal claims. It analyses the role of HR managers' as channels through which legal understand is communicated to other decision makers within the organisation. The expansion of legal regulation and the process of juridification within HRM have been accompanied by the potential of increase costs and the danger of reputational damage where organisations become involved in Employment Tribunal cases, irrespective of whether those cases are won or lost. The complexity and amount of regulation has grown significantly, including the imposition of additional equality duties placed on public bodies, resulting in the need for senior HR professionals to be adequately informed with regard to current and forthcoming legal developments. Such awareness is based on a solid grasp of the key principles of legal regulation and provides an ability to predict legal issues associated with strategic proposals before they are actioned. The module provides a critical analysis of the legal context within which HR and other strategic decisions are made, adopting a professional and ethical position which reflects the central role of the HR manager in maintaining compliance with legal requirements. The Legal Foundations of the Employment Relationship: A consideration of the basic terms and conditions of the employment relationship, the manner in which legal regulation governs the process of exchange, and the problems associated with the application of contractual principles within the area of HRM. The discussion will range across a wide number of everyday topics from status, to location of terms and conditions and offers the opportunity for students to reflect on the nature and wording of the contracts within their current organisation. The Legal Elements of a Continuing Employment Relationship: A critically aware discussion of the legal nature of the employment relationship within an era of continuous change and adjustment. The discussion will include areas such as the full scope of discrimination legislation, as it applies across the whole range of HR management activity, decisions relating to strategic change, performance management, reward management, data management, health and safety and collective consultation and disputes. It will seek to equip students to advise colleagues about the legal significance of the plans, proposals and decisions set out in organisational strategies. The Legal Significance of Proposals to Terminate the Employment Relationship: The resolution of disputes, whether over matters of 'interests' or 'rights', is a major element of the work of any senior HR professional. This requires a discussion of organisational options in relation to the management of grievance, discipline and dismissal, alongside an awareness of the legal regime linked to each of these issues. Whether the termination is mutually agreed (voluntary redundancy, etc), employer enforced (dismissal, compulsory redundancy etc) or employee driven (resignation or constructive dismissal) senior HR managers need to be aware of the legal implications of each scenario and able to advise colleagues on suitable responses to the causes of such terminations. This will involve a critical awareness of tribunal procedures, jurisdictions and decisions. The skilled, 50

51 professional HR manager will be able to assess the risks and potential costs of defending or settling a claim as well as options for alternative dispute resolution. Assessment Components Other Coursework 1 - individual Weighting 50%. The component receives a mark. The Component is Essential with a Threshold of 40%. The word limit is Unseen Examination 1 - exam Weighting 50%. The component receives a mark. The Component is Essential with a Threshold of 40%. The Duration is 120 minutes. Assessment Rationale The assessment for this module is undertaken in two parts. The first is a 1,500 to 2,000 word individual written assignment. The assessment is based on a scenario that is designed to test the understanding and assimilation of the concepts and practices discussed and debated in the early part of the module. The second element comprises a two hour unseen examination which seeks to assess student understanding across the whole module. It is a summative assessment designed to test the range of understanding for each individual student. The assessment regime is designed to test the ability to relate and apply theory to an organisational situation and the practical legal issues that confront the HR manager within the working environment The exam is the final assessment. Reassessment Requirements In accordance with DMU postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - Locate and navigate relevant legal material, including statutory provision, case reports, case law and codes of practice. 2 - Interpret current and proposed legislative provision. 3 - Analyse these materials with speed and confidence. 4 - To formulate policies and procedures, which are compliant with current legislation. 5 - Supply accurate advice to colleagues on the rights and obligations of employers and employees arising from the contract of employment 6 - Advocate and secure compliance with appropriate legal obligations; e.g. those arising from the provisions of discrimination legislation (Equality Act 2010). 7 - Identify and promote learning and development processes and practices which meet or exceed legal and mandatory requirements. Please note that assessment information is subject to change 51

52 HRMG International HRM Leader: Anita Hammer 15 credits Handbook Descriptor The module adopts a critical and analytical perspective on the complexities of managing HRM within organisations that cross national boundaries, and on comparative HRM within different national contexts. The module explores two interrelated themes: 1. The nature of HRM and employment relations within multinational companies, focusing on the impact on IHRM of the interaction between a complex international context and diverse national operating environments. 2. Aspects of the employment relationship and HRM in comparative cross-national perspective. Assessment Components Other Coursework 1 - essay Weighting 100%. The component receives a mark. The Component is Essential with a Threshold of 50%. The word limit is Assessment Rationale Assessment is by an individual academic essay of 2,500 to 3,000 words. Reassessment Requirements In accordance with DMU Postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - Develop subject specific knowledge and skills. 2 - Develop a critical awareness of the complex issues involved in creating international HRM strategies. 3 - Critically evaluate the influence of business systems and national institutions on the theory and practice of International HRM. 4 - Compare and contrast specific business systems in terms of their employment relationships. 5 - Understand the different theories and models of International HRM and their comparative strengths and limitations. Please note that assessment information is subject to change 52

53 HRMG Managing Organisational Change Leader: Deborah Price 15 credits Handbook Descriptor Topics and areas to be covered in this module will include: - The influence of external and internal environment on organisation design and development - Change as 'organisational capability' - Different theories and perspectives of the organisational change process - How change is being managed in contrasting organisational contexts - The role of culture, power and politics in shaping the change agenda, process and outcomes - Organisational change and its impact on people - The knowledge, skills and expertise of the change agent - Contemporary issues and problems in the management of organisational change The module pivots on the perception that organisational change is a messy, complex process that occurs in specific organisational contexts. Therefore, rather than searching for prescriptive recipes for change, the modules critically considers the experience of change from the perspective of the multiple organisational factors involved in the process: For example the role of the change agent, the impact on individuals (including the potential for resistance), the building of receptive contexts, and the importance of organisational culture are key components of the module. Assessment Components Other Coursework 1 - Other Coursework 1 Weighting 100%. The component receives a mark. The Component is Essential with a Threshold of 50%. The word limit is Assessment Rationale Students are expected to produce a critical evaluation of the extent to which theories of change accurately reflect the complexity of the practice of change. Their writing should enable them to produce a more nuanced view of the role of theory in practice. Reassessment Requirements In accordance with DMU postgraduate regulations a student may be given an opportunity to be reassessed in a failed element through an equivalent element of reassessment. Learning Outcomes 1 - Appreciate and understand the different change theories and models and their comparative strengths and limitations as perspectives of the change process. (Subject related) 2 - Develop a critical awareness of the complex issues and debates that arise from the implementation of organisational change strategies in a variety of organisational contexts. (SR) 3 - Understand the knowledge skills and expertise required of an effective organisational change agent. (SR) 4 - Understand and appreciate the impact of radical change on individuals with particular reference to the psycho-emotional effects and be able to develop strategies to deal with those effects. (SR) 5 - Be able to apply to particular change projects and scenarios a range of practical diagnostic, analytical and implementation tools and techniques. (SR) 6 - Critical thinking and creativity (QAA i) (non subject related) 7 - Effective use of communication, ICT and personal effectiveness (QAA v, vi, vii) (non SR) 8 - Recognition of ethical issues (QAA x) (non SR) 9 - Problem solving, information and knowledge scanning (QAA ii, iii) (non SR) 10 - Learning through reflection (QAA xii) (non SR) Please note that assessment information is subject to change 53

54 HRMG Research Methods & Dissertation Leader: Heather Connolly 60 credits Handbook Descriptor The purpose of this document is to provide an overview of the Research Methods and Dissertation module, and provide specific guidance on the dissertation which will supplement material supplied through the two Research Methods workshops that will run in Semester 1. This is a 60 credit module which provides the academic framework within which students can develop an understanding of the principal approaches to management research and design and carry out an independent piece of research leading to the submission of a Masters dissertation. The module will support the students through the process to the completion of the dissertation. The module consists of two linked elements. The first is a guided programme of study to enable students to understand the key processes involved in identifying a topic for research, undertaking an independent review of literature to formulate the precise aims and objectives of their projects, different approaches to designing a research project and collecting, analysing and interpreting different types of data that they can apply to their own dissertation project. The module will also develop students' awareness of ethical issues in the context of management research. The taught programme will be delivered through two intensive blocks of teaching to allow students to engage in discussion and group work in combination with tutor led sessions. The tutors will provide guided reading lists and there will be a high expectation placed on students to undertaken reading outside of the taught sessions. This part of the module will be assessed by means of a phase test at the end of the formal taught element. This will account for 20% of the total module marks. The second, main element consists of self directed study as students commence and complete their actual dissertation. An allocated dissertation supervisor will support individual students in the process of selecting an appropriate topic and methodology for their research. Students will be expected to submit a dissertation proposal that establishes the rationale, aims and objectives of the project and contains preliminary proposals for the design and conduct of the research for discussion at an initial meeting with their supervisor. One copy of the proposal should be submitted to the student's supervisor and one copy to the module leader. Throughout the module students will be given advice on the writing of their dissertation and guided as to the appropriate format, structure and style of their dissertation. This research forms the basis of the second part of the module, which is a 12,000-15,000 word research dissertation. Assessment Components Project 1 - Dissertation Weighting 80%. The component receives a mark. The Component is Essential with a Threshold of 50%. The word limit is Proposal 1 - Written proposal that establishes the rationale, aims and objectives of the project and contains prelimin Weighting 20%. The component receives a mark. Assessment Rationale Summative assessment for the Research Methods and Dissertation module takes place in two stages. Upon completion of the taught research methods element of the module students are required to submit a research proposal. The second phase of assessment entails a word dissertation submitted either in September (full-time students and part-time 'top up' students) or January (all other part-time students). A 20% weighting is 54

55 attached to the research proposal with the remaining 80% of marks attributed to the final dissertation. Students must obtain an overall weighted average of 50% to pass the module. Reassessment Requirements In accordance with DMU Postgraduate regulations a student may be given an opportunity to be reassessed in the dissertation through an equivalent element of reassessment. Learning Outcomes 1 - Awareness of the need to identify and evaluate research methods and select those appropriate to the particular research topic 2 - The ability to design and undertake empirical research 3 - Understanding of the way in which to recognise, integrate and where possible synthesise appropriate theoretical concepts at a suitable level within the study 4 - The competence to evidence skills of critical analysis, reflection, evaluation and appraisal 5 - Commitment to advocating and demonstrating the capacity for effective independent and self-managed learning 6 - Comply with all requirements of the current DMU Policy statement on Human Research Ethics Please note that assessment information is subject to change 55

56 APPENDIX A RESEARCH ETHICS FORM DE MONTFORT UNIVERSITY FACULTY OF BUSINESS AND LAW ADVANCE APPROVAL OF ACTIVITIES INVOLVING HUMAN RESEARCH ETHICS BUSINESS SCHOOL Notice to Staff and Students The University requires that advance approval is obtained by members of staff of the University and by research students of the University (whether at postgraduate or undergraduate level), who wish to engage in research by: 1. Gathering information about human beings (and organisations) through: interviewing surveying questionnaires observation of human behaviour modify/disturbing human behaviour taking human tissue/fluids interfering in normal physiological and/or psychological processes 2. Using archived date in which individuals are identifiable. 3. Researching into illegal activities. [It should be noted that in regard to research into illegal activities there are no exclusions or blanket permissions and the University Insurance cover may not apply if the research activity has not been cleared by the University or, in certain cases with delegated authority, the appropriate Faculty Committee.] 4. Supporting innovation that might impact on human behaviour. Approval will be given by the appropriate designated officer. Designated officers (Business School) For staff: For PG students: For undergraduate students: Head of Postgraduate Studies Dissertation Module Leader Course leader (the role may be delegated to the Project Co-ordinator for the course). Advance approval for the activities listed above must be obtained by completing a form of the type overleaf and submitting it to the designated officer. The initial vetting of any Human Research Ethics implications and approval for the project may be given by a student's supervisor. 56

57 Tracking No: Date approved: Initials: Faculty of Business and Law Application to Gain Ethics Approval for Research Activities All research activity conducted by members of staff or students within the Faculty of Business and Law requires ethics approval. To gain ethics approval this form should be completed and submitted to the appropriate designated officer (see below). Students should complete this form in consultation with their supervisors. Applicant Last Name: DMU Address: First Name: Staff/student no. SECTION 1. Title: The Research Aims of the research: Principal data collection methods (delete as applicable) a) Interviews yes/no b) Questionnaires yes/no c) Observation yes/no d) Documents/archives (inc. doctrinal law) yes/no e) Other (please specify) Participants Will your research involve human participants? If YES then proceed to section B. If NO then proceed to section A. A No human participants I confirm that my data collection technique is documentary and will not involve human participation: Signature of Researcher:... Date:.. In these circumstances you can omit the remaining sections of the form. Please forward to the appropriate designated officer for approval B Human Participants What is the research population? 57

58 How will participants be selected? SECTION 2. Research ethics and the protection of participants interests. NB. Participants should suffer no harm as a result of participation in the research Please confirm the following by deleting as applicable. [If you are not able to confirm any of the statements please provide further information in the section below]. Participation in the research will be: Voluntary Based on informed consent Participants identities will be protected via: Confidentiality with respect to the data Anonymity in terms of any reported findings from the research yes/no yes/no yes/no yes/no The research process will: Data from the research will: Respect the privacy of individuals and avoid undue intrusion Avoid emotional harm or upset to those taking part Be stored securely in line with data protection principles Not passed on to third parties yes/no yes/no yes/no yes/no The research be conducted with integrity including: Fair and honest treatment of the data Open dealing with participants Declaring any sponsorship or vested interests Avoiding any plagiarism The research complies with the law in all relevant respects yes/no yes/no yes/no yes/no yes/no Further comments relating to the checklist above 58

59 SECTION 3. Additional Codes of Ethics Which Code of Research Ethics will be adhered to during the course of your research? Name: Web address: Some types of research activity require additional advance ethical approval to be given from the relevant governing body. For example, advance NHS approval is required where participants include NHS patients or social care users. It is the responsibility of the researcher to ascertain whether such approval is required and to obtain this where necessary. My study requires additional approval yes/no I have obtained additional approval from Reference number: Date of approval: SECTION 4. Declaration and Signatures I have read the Responsibilities of the Researcher guidelines at and I will comply with them. Signature of Researcher:... Date:.. Students Only: This form must be agreed with your Supervisor prior to authorisation by the Designated Officer and a copy of the research proposal (Application for Registration (RDC:R) form) must be attached to this application. Programme of Study:... Name of Supervisor:... Signature of Supervisor:... Date:... Signature of Designated Officer:... Date:... Designated officers: Staff: Head of Research Steve Griggs Research Students*: Faculty Head of Research Students Prof Gavin Dingwall LBPG 5017 Dissertation Module Students: Module Leader Dr Hulya Oztel Other Masters students (Home & Overseas): Head of Postgraduate Studies Martyn Kendrick Undergraduate students: Programme leader 59

60 APPENDIX B HEALTH AND SAFETY It is the University s policy to provide a safe and healthy environment for all who use our premises staff, students and visitors alike. We have a comprehensive Health and Safety Policy which documents the arrangements for ensuring that health and safety are a priority. Details of specific procedures will be provided by the Faculty and the Support Departments you use such as Halls of Residence or Leisure Centre. Fire and Emergency Procedures If you discover a fire or other similar emergency you should raise the alarm by activating the nearest fire alarm point and then follow the procedure outlined in the Evacuation Action notices. These are the blue and white notices posted in plain view throughout University buildings. If you hear a fire alarm, which is a continuous sounder, you should leave the building by the nearest exit and as quickly as you can. Follow the route marked by white arrows on the green signs displayed above doors and on walls. This will take you to the nearest exit. Do not leave by the door you entered the building unless it is the shortest route. Go to the Assembly Point shown on blue and white Evacuation Action posters displayed near fire alarm call points. Staff will direct you, if necessary, to the Assembly Point. You should not re-enter the building until told to do so. Please do not leave the Assembly Point until the building has been checked to ensure that everyone has escaped safely. Fire doors and portable extinguishers are crucial elements in fire prevention and should not be misused, nor should fire doors be wedged open. In Academic Buildings the Fire Alarm is tested between 8.45 and 9.10 Monday mornings. The sounder will ring for about a minute. You do not need to take any action. If the sounder continues to sound, leave the building. If the test is at a different time then notices will be displayed. Do not use the lift in an emergency. The lifts are only to be used to evacuate the disabled under the control of trained and competent staff. Disabled Students and Staircases In an emergency those with disabilities may not be able to evacuate by means of the stairs or may be slow in evacuation. In the interest of your own safety, if you have limited mobility go to the staircase and wait either on the stairs or in the protected lobby at the entrance to the stairs until it is safe for you to use the stairs without danger from other users. If you are a wheelchair user, wait in the designated Refuge by, or on, the stairs, with a member of staff or a colleague. A member of staff will report your location to the Building Evacuation Controller who will arrange for you to be evacuated using an Evacuation Lift or taken down the stairs on an Evacuation Chair. You will have contact with the Evacuation Controller via the refuge intercom system installed at each refuge. Fire doors will provide at least 30 minutes protection from a fire. If you would like to arrange for a practice in the use of the Evacuation Chair ask your tutor or programme leader to arrange this with the Faculty Health and Safety Coordinator. You may be required to attend a meeting with the Faculty Disability Officer/s to complete a Personal Escape and Evacuation Plan or PEEP. If you have a disability or medical condition 60

61 that might impact on your ability to evacuate any of the University s building you should discuss this with the Faculty Disability Officers, Joanna White or Sarah Stirk. Do not forget that your circumstances may change during your studies you might have a fall or sports injury etc please ensure that you discuss any such issues with the Faculty Disability Officers or your Programme Leader. First Aid If you become ill, or sustain an injury whilst on campus, there are trained first aiders who can assist you. The names and locations of first aiders are displayed on the green and white First Aid posters throughout the campus. Accidents and Incidents If you are unfortunate enough to be involved in an accident on University premises (including sports injuries), you should report it as soon as possible to a member of staff. It is essential that any accident which results in a student attending hospital is reported to the Health and Safety Department without delay. You will be asked to co-operate in completing a green Accident Incident Report Form which will assist accident prevention and meets the University s legal obligations. Please help us by reporting unsafe conditions e.g. broken paving slabs we can then take action to prevent accidents. Disabled Students The University and the Library have a variety of services for students with dyslexia, disabilities and medical conditions that might affect your ability to study. In the first instance, you should visit The Gateway, part of Student and Academic Services (SAAS) on the ground floor of Gateway House and ask to speak with one of the staff members from the Disability Advice and Support Team. Some students may be eligible for support through the Disabled Students Allowance (DSA). This can include specialist equipment as well as personal support, depending on your circumstances. The Disability Advice and Support Team can help you apply for the support but it does take time so do not delay in visiting The Gateway and checking that you are not missing out on any support mechanisms that you might be eligible for. In addition, the Faculty has two Disability Officers who will be happy to discuss any concerns you might have. You can contact them through the Faculty Student Advice Centre on the ground floor of the Hugh Aston Building. It is important that students talk to either their Programme Leader or to a Disability Officer so that we can ensure that we provide the appropriate facilities and support throughout your time at De Montfort. We will not share any personal information you give us without your permission. The Library Disability Team also offer a service to support students with dyslexia, a disability or medical conditions that might affect your ability to study. They are also able to provide extended loans for such students so do make contact with the Team to discuss your options. Disabled Students and Assessment Where students have a disability which might lead to issues as to the appropriateness of a set assessment, the student should discuss this on an individual basis with the Faculty 61

62 Disability Coordinator and with the relevant Module Leader, so that we can ensure an agreed appropriate assessment is set. Where necessary, this will also be discussed and agreed with the Programme Board Chair and External Examiner. Where students have notified the university of their disability, academic staff will be advised of their needs ie extra time in a phase test, but the student must discuss precise arrangements with the individual academic to ensure that such support is considered reasonable. Personal and health problems Personal problems affecting your progress on the programme should be raised with Module Leaders or the Programme Leader, or Personal Tutors. These will of course be treated in confidence. Student and Academic Services, through The Gateway, provides welfare and counselling service for all students, (Gateway House, ground floor). The Student Health Centre at De Montfort Surgery is located close to the campus and all students are encouraged to register. Children In general University buildings are not designed for use by children. In the interests of safety they are not normally permitted to enter buildings. If permission is given it is important that children visiting the campus are kept under close supervision at all times. Identity Cards Your University ID card should be carried at all times within the University. Smoking Policy The University operates a smoking policy which prohibits smoking both in University buildings and within a ten metre distance of such buildings. Restricted Areas There are a number of areas throughout the premises to which access is restricted or denied, particularly laboratory areas, plant and machine rooms. We request that all students comply with restriction notices. Eating in Classrooms Students should refrain from consuming of food and drink in classroom facilities. Such activities should be restricted to Refectory areas. Health and Safety Services The University s Health and Safety Department welcome any observations or suggestions for improvements and can be contacted on internal extension 7683/7853/7854 (external /7853/7854). More information about Health and Safety can be found in Chapter 9 of the General Regulations and Procedures Affecting Students which is found by logging into MyDMU and clicking on the DMU tab. 62

63 APPENDIX C GETTING ABOUT De Montfort University is committed to helping all its staff and students access the campus and surrounding areas using the most sustainable methods possible. Our Travel Plan has been written to ensure that we offer the most current and up-to-date initiatives to help people choose car-free travel. For full details on how to travel around Leicester please visit the transport website Public Transport Leicester has good bus links: the main three bus companies are Arriva, First and Centrebus. Arriva and First both offer student term-time deals and it s worth checking their websites regularly for the latest transport offers. Centrebus have a discount scheme for NUS Extra cardholders. The railway station on London Road is served by East Midland Trains and Cross Country trains. Regular users may like to consider a Railcard to reduce costs. It is a short walk from the station to the campus. The Hospital Hopper bus service runs east to west across the city stopping at the three hospitals and the railway station. The nearest stop to DMU is on Oxford Street outside the LRI. Travel is free for DMU staff and students on production of a valid and up-to-date DMU ID card. Cycling Cyclists are very welcome at DMU and there are many cycle stands around campus that may be used on a first-come-first-served basis. For the most up-to-date list of facilities and other support that we offer student cyclists please see here. All cyclists are reminded that a good quality lock is highly recommended to help secure your bike whilst on campus. Some free D-locks are available for students who register their bikes with Security (whilst stocks last). Walking Leicester is a city with good walking links. For maps and ideas to help you get around the campus and surrounding areas by foot please see here. Driving During core hours (Monday Friday 8.30am 5.00pm) there is no student parking around the DMU campus unless you are a Blue Badge holder or have a temporary disability. Please see here for information of how to get a parking permit if you think you qualify under those criteria. Outside of core hours DMU members may use the Main Car Park: Please see the Parking Policy for details. Students are advised not to bring a car to DMU unless it is absolutely necessary. However, if you do wish to park a car within the city a list of car parks is available on the City Council website. 63

64 APPENDIX D HESA STUDENT COLLECTION NOTICE STUDENT AND LEAVER SURVEYS Higher Education Statistics Agency Student Collection Notice Your contact details may be passed to survey contractors to carry out the National Student Survey and surveys of student finances, on behalf of the organisations listed below under Purpose 1. These organisations and their contractors will use your details only for that purpose, and will then delete them. About six months after you graduate, we will contact you to ask you to fill in the Higher Education Statistics Agency (HESA) Destinations of Leavers from HE questionnaire. We will not give your contact details to HESA. You may also be included in a longitudinal survey of leavers a few years after you graduate. If so, we will pass your contact details to the organisation that has been contracted to carry out that survey. That organisation will use your details only for that purpose, and will then delete them. If you do not want to take part in these surveys, please let us know. THE HESA STUDENT RECORD We will send some of the information we hold about you to HESA. HESA collects, and is responsible for, the database in which your HESA student record is stored. HESA uses this information in its own right, for example to publish statistics about students in higher education. HESA also processes information held in the database for other organisations. All uses of the HESA Student Record must comply with the Data Protection Act HESA is a registered charity and operates on a not-for-profit basis. It may charge other organisations that it provides services and data to, in order to cover its costs. Sensitive personal data If you give us information about your disability status, ethnicity, sexual orientation, gender reassignment, pregnancy/maternity or religion these will be included in the HESA Student Record to assist with monitoring equality of opportunity and eliminating unlawful discrimination in accordance with the Equality Act. These fields will not be used by HESA in any way that could be used to identify you. The HESA Student Record is used for four broad purposes: Purpose 1 - Public functions Education statistics and data The HESA Student Record is used by some organisations to help carry out public functions connected with education in the UK. These organisations are data controllers in common of the HESA Student Record under the terms of the Data Protection Act. Such organisations include: Department for Business, Innovation and Skills 64

65 Welsh Government Scottish Government Department for Employment and Learning, Northern Ireland Higher Education Funding Council for England Higher Education Funding Council for Wales Scottish Further and Higher Education Funding Council Department for Education Research Councils The Data Service (on behalf of the Skills Funding Agency) The Teaching Agency General Social Care Council and any successor bodies. These organisations may link information from the HESA Student Record with other information they hold. For example the Department for Education and the Department for Business Innovation and Skills link the HESA Student Record to the National Pupil Database. The linked data is used for understanding higher education and its impacts. Other uses The HESA Student Record may also be used by some organisations to help carry out public functions that are not connected with education. Such uses may include the following: Measurement of population levels and migration by the Office for National Statistics, National Records of Scotland and the Northern Ireland Statistics and Research Agency Monitoring of public expenditure by the National Audit Office Monitoring of the accuracy of electoral registers by Electoral Registration Officials. Purpose 2 - Administrative uses Previous Qualifications If you are enrolled at an institution in England: We and the Higher Education Funding Council for England (HEFCE) may compare your data to educational records from previous years to help determine the levels of your current qualifications. This may in turn affect the fees you are required to pay or the availability of a place for you to study with us. Non-EU domiciled students If you are a non-eu domiciled student HESA may be requested to provide data about you to the United Kingdom s immigration authorities. These authorities may process your personal data in order to carry out their public functions connected with immigration. Your HESA record will not be used to make decisions about you other than for those uses outlined under Purpose 2. Purpose 3 - HESA publications HESA uses the HESA Student Record to produce statistical publications. These include some National Statistics publications and online management information services. HESA will take precautions to ensure that individuals are not identified from the data which are processed for Purpose 3. 65

66 Purpose 4 - Equal opportunity, research, journalism and other processing in which there is a legitimate interest HESA and the other data controllers listed under Purpose 1 may also supply data to third parties where there is a legitimate interest in doing so. Examples of use for this purpose include: Equal opportunities monitoring Research - This may be academic research, commercial research or other statistical research where this is in the public interest Journalism - Where the relevant publication would be in the public interest e.g. league tables Provision of information to students and prospective students Users to whom data may be supplied for Purpose 3 include: Higher education sector bodies Higher education providers Academic researchers and students Commercial organisations (e.g. recruitment firms, housing providers, graduate employers) Unions Non-governmental organisations and charities Local, regional and national government bodies Journalists Data supplied by HESA to third parties is supplied under contracts which require that individuals shall not be identified from the supplied data. A copy of HESA s standard agreement for the supply of data is available at THE HESA INITIAL TEACHER TRAINING RECORD ( ITT ) If you are on an ITT course at an institution in England, HESA will collect data about you and provide this to the Teaching Agency. The Teaching Agency is a data controller under the terms of the Data Protection Act 1998 and will process your personal data in order to carry out their public functions connected with teacher training in the UK. ABOUT THE HESA STUDENT COLLECTION NOTICE The HESA Student Collection Notice is regularly reviewed. The most up to date version can be found at Minor updates to the Student Collection Notice (including organisation name changes and clarification of previously specified purposes) may be made at any time. Major updates (such as a new purpose or administrative use) will be made no more than once per year. YOUR RIGHTS Under the Data Protection Act 1998, you have rights of access to the data HESA holds about you. You will have to pay a small fee for this. For further information about the HESA Student Record please see or [email protected]. 66