The Claude Littner Business School

The Claude Littner Business School Course Handbook 2014-15 BA (Hons) Business Studies

Course Handbook Contents Page No. Section 1 Key Information 2 1.1 Welcome to the Course 1.2 Overview of the Course 1.3 Sources of Help and Support 1.4 Facts and Figures 1.5 Your Responsibilities Section 2 Structure and Content 8 2.1 Introduction 2.2 Award Title, Exit Points and Progression 2.3 Course Philosophy, Aims and Objectives 2.4 Course Outline 2.5 Module Summary Section 3 Learning, Teaching and Assessment 31 3.1 Learning and Teaching Approaches 3.2 Assessment 3.3 UWL Graduate Attributes Section 4 Student Support and Guidance 41 4.1 Introduction 4.2 Learning Support 4.3 Induction 4.4 Workplace/Practice Support Section 5 Quality Management and Enhancement 48 5.1 Course Management 5.2 Student Evaluation 5.3 Course Committee/Board Appendix Term and semester dates 51 Page 1

Section 1 Key Information 1.1 Welcome to the course We hope you will find your time on your Business degree enjoyable and challenging and that your introduction to the University of West London(UWL) and the London School of Science & technology (LSST)will be as smooth as possible. This Course handbook aims to give you an outline of the course and to signpost you to the sources of information or assistance you may need. It includes detailed information about the course and is designed to answer most queries you are likely to have regarding the course. The BA(Hon) Business Studies degree is located within the Claude Litter Business School, University of West London, and is delivered in partnership with LSST. Modules are delivered concurrently between LSST and the University, who set agreed assignments and academic standards and accordingly moderate marks for students at both the University and at LSST. In addition to this handbook there are other important sources of information with which you should familiarise yourself: London School of Science & Technology Student Handbook University of West London Undergraduate Supplement Module Study Guides We hope that your educational and personal experiences at University of West London and at LSST will be rich and fulfilling, and wish you every success with your studies. Page 2

Student Handbook The Student Handbook contains details of the Student Charter, general regulations, disciplinary regulations and appeals and additional information on support for students. The Student Handbook and other online website support can be accessed at http://www.uwl.ac.uk/myregistry.jsp Module Study Guides these are given out by the module tutors during the first week of teaching. We hope your educational and personal experiences at the University of West London and at LSST will be rich and fulfilling and wish you every success with your studies. 1.2 Overview of the Course This handbook contains information based on a Course Specification formally approved by the University. The relevant sections of the specification, for example, the course s aims, module content, learning outcomes, teaching and learning methods, assessment requirements, are incorporated into the handbook. The full Course Specification is available from the Course Leader. For information regarding the University Regulations, Policies and Procedures, please see the current Student Handbook, relevant supplement Blackboard, LSST Connect. The regulations applying to a student will be those in place for the academic year of their enrolment. 1.3 Sources of Help and Support Administration Office The course administration activities centre upon the Administration Office located at the Paragon Campus, Brentford. This office is staffed to assist with students/staff contact for the duration of the course. The contact details of the Admin officer are as follows: Administrators Course Administrator Liga Beitina Tel: 0208 795 2863 e-mail: liga.beitina@lsst.ac Page 3

Staff contacts Course Leader - Dhan Chooramun: Course Leaders` responsibilities for the Business degrees are shared by a number of individuals. The primary responsibilities of the Course Leader lie in the recruitment of students, structuring and monitoring the overall course, dealing with non-subject specific student matters and overall planning and control of assessment. When you wish to contact the Course Leader on any of the foregoing, the best way to do this is by passing a message through the e-mail systems, School Office or using the University voice mail. It may be possible to reach the Course Leader directly by telephone, but is must be remembered that the Course Leader is also a tutor on other courses in the University. Easy, direct telephone contact at all times cannot therefore be assured. The Course Leader`s contact details are: Course Leaders (Full-Time Course) Title Name Contact Course Leader Tel: 0208 795 2863 Level 6 Dhan Chooramun e-mail: dhan.chooramun@lsst.ac Module Leaders and Tutors At UWL the different subjects that you study are called modules. Each of the modules within the course has been specially developed for the course. Each module has a Module Leader and module tutor(s). They will be available to help you through their part of the course. Module Leader Strategic Management Module Leader International Business Module Leader Contemporary Issues in Management - Project Module Leader Enterprise & Social Responsibility Module Leader Managing Small & Medium Enterprises Urmila (Priya) Chooramun Dr Alex Pietrus Gidraph Michuki Susan Simei- Cunningham Dhan Chooramun Alperton Campus Tel: 0208 795 2863 e-mail: urmila.chooramun@lsst.ac Alperton Campus Tel: 0208 795 2863 e-mail: alex.pietrus@lsst.ac Alperton Campus Tel: 0208 795 2863 e-mail: gidraph.michuki@lsst.ac Alperton Campus Tel: 0208 795 2863 e-mail: susan.simei@lsst.ac Alperton Campus Tel: 0208 795 2863 e- mail: dhan.chooramun@lsst.ac Page 4

Module Leader Project Management Dr Raaj Dogra Alperton Campus Tel: 0208 795 2863 email: raaj.dogra@lsst.ac Module Study Guides Each module of your course has a detailed study guide which explains how the topics will be covered week by week, gives required and recommended reading and details the assessments and assessment criteria. 1.4 Facts and Figures Teaching and Learning Data Percentage of students study time: Level 4 Level 5 Level 6 Scheduled teaching & learning time 21% 21% 21% Guided independent study time 79% 79% 79% Assessment Percentage of final marks assessed by: Level 4 Level 5 Level 6 Exam 25% 25% 25% Coursework 75% 75% 75% NB: These numbers are derived from the most recent data available from Unistats, and should be regarded as estimates only. Figures are based on an anticipated pattern of module choices during students time on the course, and may be subject to changes which are outside the control of the course team. The assessment percentages are for the course as a whole and vary between modules some modules have up to 60% of the marks from exams and some have 100% coursework. (See section 3.2 for a summary for each module) 1.5 Your Responsibilities The course team and other University departments will always contact students via your student email address. So please ensure that you check your University email account regularly. Page 5

Attendance The College timetable runs from 0900 to 21.00 Monday to Friday. However, most of the classes in your course will be offered during the day so that you could be finished by 17.00 every day (some option modules may run in the evening or on Saturdays). You are required to attend all the classes on the BA (Hons) Business Studies. Frequent absences or lateness are reported to the Course Leader and will lead to discussion with you about how to remedy the situation. In case of absence, inform the Attendance Officer by emailing attendance@lsst.ac. Please state your full name, student ID Number (i.e. H1109000), date of absence, subject name, group, teacher`s name and reason for absence. To seek authorisation of your absence, complete an Absence Form explaining the reasons for absence (e.g. due to illness, for a doctor s or dentist s appointment etc.) and submit it at the Main Reception along with appropriate evidence (e.g. medical certificate, prescription etc). It is important to complete and submit an Absence Form ASAP (during your absence by emailing attendance@lsst.ac scanned form along with evidence or on your first day back at School at the Main Reception) if you wish your absence to be authorised. Absence forms count towards your record of attendance and it is important that you know that your place in the course and your funding may be suspended if your absences are at an unacceptable level. International Students - Please note that if you need to extend your visa, UK Border Agency (UKBA)) will ask for detailed information about how many days you have attended the university. They normally require you to have 80% attendance. If your attendance has been poor, this may affect their decision to extend your visa. Page 6

If you are likely to be absent or have been absent from the College, you should inform your tutor, the Course Leader or the Administrative Officer. You will be required to present a medical certificate from your doctor for periods of extended absence. If you are absent from the College without advising the School Office, the College: 1. may assume that you have withdrawn from the course 2. must report your absence to the UK Borders Agency (UKBA) if you are an international student. Your Address You must give the Course Administrator your local and permanent/overseas address and telephone numbers at the start of the Course. If these change for any reason, it is essential that you let the Course Administrator have your new address or telephone number immediately. This is very important as we may need to get in touch with you urgently either in London during term time or in your home country during the holiday periods. You can update your personal information by speaking to the Course Administrator. Punctuality and Behaviour Timekeeping is highly valued. We think it is reasonable that you expect us to be on time and in return we expect the same from you. When it works, this is a very satisfactory arrangement! Naturally, exceptional circumstances will always be taken into consideration. If for any reason you cannot make a session then please e-mail the Module Leader and Administrative Officer to let us know in advance. Arriving late for classes is unacceptable, especially if it occurs on a regular basis. Walking into a class late or leaving early without asking the tutor is bad mannered, disrespectful to the tutor and to the other students, as well as being disruptive and WILL NOT BE TOLERATED. Page 7

Section 2 Meeting Deadlines Working to deadlines is as much part of the real world as it is part of the College. Ability to manage your time is therefore at a great premium. This is a significant aspect of the course; just as we would expect the professional manager to be able to plan and allocate the resources necessary to carry out a project, so we would expect you to do much the same thing. Illness It is important for you to keep the Administrative Officer or Module Leader informed of any illness or disability that results in your having to miss sessions or that might impede your learning. Structure and Content 2.1 Introduction Our Business degrees provide you with an education in business that will enable you to succeed in your future employment and careers. The degree requires you to pursue a variety of learning experiences to prepare you for employment and to lay firm foundations that will provide a sound basis for personal and professional development. Core modules will deliver the fundamentals of business and management theory, while course options will enable you to specialise in specific areas of interest, or to prepare for defined professional requirements. In addition, a practical element will enable you to develop IT, analytical and communication skills. This degree provides a good balance between academic achievement and the acquisition of skills/ graduate attributes required by modern employers 1. The course of study, 1 Harvey, L., Moon, S. and Geall, V., 1997, Graduates Work: Organisational Change and Students Attributes. Birmingham, Centre for Research into Quality (CRQ) and Association of Graduate Recruiters (AGR). Page 8

together with the Contemporary Issues in Management (Graduate Project) module at Level 6, not only adds value that is will be recognised by employers in an increasingly competitive environment, it also offers another dimension to the experience from which to benefit upon graduation and facilitates graduates to fit into the work culture, do the job, develop ideas, take initiative and responsibility and ultimately help organisations deal with change 2. 2.2 Award title, Exit Points and Progression On successful completion of the course, you will be awarded a BA (Honours) degree. The award is made up of the following academic credits: Level 4: 120 Credits Level 5: 120 Credits Level 6: 120 Credits If, on completion of Level 4, you decide, for whatever reason, not to continue to Level 5, you can be awarded with a Certificate of Higher Education (unnamed). If on completion of level 5, you decide not to continue to level 6, you can be awarded with a Diploma in Higher Education (unnamed). Postgraduate Study There are progression opportunities such as: MBA (with appropriate work experience) MA/ MSc International Business Management MSc Finance MA Human Resource Management Please visit our website for further information on other post graduate courses at: http://www.uwl.ac.uk/ 2 Harvey, L. (1999) Employability: Developing The Relationship Between Higher Education And Employment,Opening presentation at the Fifth Quality in Higher Education 24-Hour Seminar, Scarman House, WarwickUniversity, Page 9

2.3 Course Philosophy, Aims and Outcomes The main aims of the course are to: Prepare and provide support for the students in obtaining internship. Provide students with the necessary knowledge and skills so as to prepare them world of work. Develop a full understanding of the theory and practice of business. Meet the national need for adaptive, adaptable and transformative graduates. Empower students from a variety of educational backgrounds to fulfil their academic potential Enable students to devise and implement creative solutions to business problems. Allow students to build upon their existing work experience to broaden and extend their knowledge and understanding of the range of issues that impact upon the organisations ability to deliver improved products/services. Develop the skills required to offer informed contributions to decision making and to manage relatively complex operations. Provide students with a learning environment that will develop interpersonal skills, raise self-awareness, and encourage personal and career growth as well as the ability to gain from lifelong learning. Equip students for a range of career opportunities and increase their earning potential. Develop throughout the course a critical understanding of ethical principles and practice, and an awareness of effective management practice. Provide employers with graduates who possess the specialist technical knowledge and skills needed in their sector. Encourage the development of entrepreneurial spirit. Page 10

Course Learning Outcomes Course Learning Outcomes for Level 6 A Knowledge and understanding B Intellectual skills Level 6 At the end of level 6 students will be able to: A1. Demonstrate a wide knowledge and understanding of the broad range of areas of business and management (including but not limited to at least 3 of the following: marketing, customer behaviour, finance, people, operations, communication and information technology, business policy and strategy) and the detailed relationships between these, their application and their importance in an integrated framework A2. Demonstrate knowledge of the internal aspects, functions and processes of organisations with reference to any of the following: their diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and their influence upon the external environment. A3. Demonstrate knowledge and understanding of pervasive issues in a business context for example: sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development, knowledge management and risk management. At the end of level 6 students will be able to: Relevant modules All modules International Business Enterprise & Social Responsibility Project Management Human Resource Management Issues All modules B1 Employ the cognitive skills of critical thinking, analysis and synthesis including the capability to identify assumptions, evaluate statements in terms of evidence, to identify implicit values, to define terms adequately and to generalise appropriately All modules Page 11

B2 Create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a given task B3. Evidence self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. All modules Project Management Contemporary Issues in Management (Graduate Project) Global Marketing Employee Relations C Subject practical skills At the end of level 6 students will be able to: C1 C2 Communicate effectively orally and in writing, using a range of media which are widely used in business such as the preparation and presentation of business reports Evidence effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems. All modules Contemporary Issues in Management (Graduate Project) International Business Finance Managing Small &Medium Enterprises Financial Management C3 Demonstrate numeracy and quantitative skills including data analysis, interpretation and extrapolation International Business Project Management Financial Management International Business Finance Strategic Management D Key / Transferable At the end of level 6 students will be able to: Page 12

skills D1. Critically evaluate and integrate theory and practice in a wide range of situations. D2. Present a view of business and management which is influenced by a variety of learning sources including guided learning, team work and independent study D3. Demonstrate lifelong learning skills including the development and enhancement of a range of general transferable intellectual and study skills, which, while being highly appropriate to a career in business and management, are not restricted to this. All modules All modules All modules Skills profile on exit On completing the course, students will be: Confident and independent learners well versed in the underpinning disciplines contributing to business behaviour Decision makers able to incorporate a wide technical knowledge and appropriate theories to enable themselves and colleagues to reach solutions to complex business situations Capable of benefiting from post graduate, professional study including the ability to participate in individual and group research Capable of employment at junior, and with appropriate experience, middle management positions Able to initiate effective team working at all levels and with others, and work independently and effectively. Able to reflect on how their employment enables them to develop skills for Continuous Professional Development and Lifelong Learning. 2.4 Course Outline The course modules have been selected and designed to both meet the needs identified above and to help you to develop the skills, processes and habits of lifelong learning. Level 4 modules provide foundations in the business disciplines and their significance in business operations and decision- making. Level 5 modules give increased emphasis on the use of the Page 13

BABS ```` various business disciplines in decision making and in evaluating the effectiveness of policies and procedures. The level 6 modules enable you to reflect on integrated business situations with a view to assessing and predicting courses of action available to managers to maximise efficiency and effectiveness as a whole. The Contemporary Issues in Management (Graduate Project) module at Level 6 will provide you with opportunities to incorporate learning from all modules into the investigation of a real work place problem or opportunity. The course is structured so that you study three modules per semester (two semesters per year). Your option choices are to a certain extent constrained by the course you are taking e.g. if you are studying BABS with Marketing then you must take the Marketing modules. The course structure is summarized below. Look in the relevant column. Module code: Module Title Level Semester MS60005E Strategic Management 6 1 C MS60021E Enterprise, Ethics & Social Responsibility 6 1 C BA60017E Project Management 6 1 C MS60014E International Business 6 2 C BA60002E Contemporary Issues in Management (Project) Dissertation code 6 2 C MS60022E Managing Small and Medium Enterprises 6 2 C Page 14

2.5 Module Leaders and Module Summaries Level 6 Module Leaders Module Leader Strategic Management Module Leader International Business Module Leader Contemporary Issues in Management - Project Module Leader Enterprise & Social Responsibility Module Leader Managing Small & Medium Enterprises Module Leader Project Management Urmila (Priya) Chooramun Dr Alex Pietrus Gidraph Michuki Susan Simei- Cunningham Dhan Chooramun Dr Raaj Dogra Alperton Campus Tel: 0208 795 2863 e-mail: urmila.chooramun@lsst.ac Alperton Campus Tel: 0208 795 2863 e-mail: alex.pietrus@lsst.ac Alperton Campus Tel: 0208 795 2863 e-mail: gidraph.michuki@lsst.ac Alperton Campus Tel: 0208 795 2863 e-mail: susan.simei@lsst.ac Alperton Campus Tel: 0208 795 2863 e- mail: dhan.chooramun@lsst.ac Alperton Campus Tel: 0208 795 2863 email: raaj.dogra@lsst.ac You will receive full information for each of the modules within the detailed Module Study Guides. However, we have produced below the summaries for the modules to help you to see how each fits together to form the complete course. Level 6 Strategic Management The purpose of the module is to build on the concepts and approaches to business policy developed at Level 5. The integrated nature of strategic management decisions will be emphasised and case studies will be used to show how strategic management applies to a range of business and not-forprofit organisations. The emphasis will be on strategic options, evaluation and choice and on the implementation issues in strategy. Students will be encouraged to develop analytical skills, creative thinking and ability to present conclusions based on critical evaluation of information. Page 15

Enterprise and Social Responsibility The module critically examines current debates addressing the nature of the enterprise and its role in society. The implications of creating and sustaining an 'enterprise culture' are identified and examined, and diverse approaches to entrepreneurship appraised. Society relies on entrepreneurship for wealth creation but at the same time increasingly expects the entrepreneurial venture to be accountable for its actions- the implications of this trend are examined for both the individual and the different forms of organisation. Contemporary concerns relating to the need for effective corporate citizenship and governance structures are addressed and discussed, together with the causes of emerging calls for improved corporate accountability. These issues are examined in the specific context of the nature and purpose of wealth creation, and the contemporary environment created by an enterprise culture and the enterprise economy. International Business This module critically examines the major issues faced by companies engaged in identifying and developing their overseas operations. The study of international business straddles a variety of different disciplines, and this module deals with the problems of international operations from the perspective of economics and politics as well as the functional disciplines of finance, marketing, human resource management and operations management. Most importantly, it seeks to show how the international economic and political environment serves to act as a very powerful influence over how company policies are set. Contemporary Issues in Management - Dissertation (Graduate Project) The Contemporary Issues in Management (Graduate Project) module at level 6 is designed to further prepare students for the working environment they will be entering on completion of their courses (or are currently in), where they will be expected to apply the academic knowledge they have gained to practical situations/problem solving in the workplace. This module, whist challenging, will give students the opportunity to investigate and work on an issue/problem in a way that might be expected of them in the workplace. This Page 16

will necessitate the application of knowledge and a variety of skills they have learnt throughout the courses, applying theory to practice within a business context, thus offering another dimension to their learning experience with the expectation that they do the job, develop ideas, take initiative and responsibility and ultimately help organisations deal with change 3 as, according to research experience underpins most of the development of know how 4 and Practice involves a richer set of phenomena: a body of knowledge, a capacity to make judgments, sensitivity to intuition, and an awareness of the purposes of the actions are all involved in some way 5 Initially, this will take place within the institution however, it is envisaged that further links with industry (through employer engagement) will allow for this to become a graduate project involving employers other than UWL. The Contemporary Issues in Management (Graduate Project) module is designed to enhance and expand the students knowledge and introduce them to the more recently advanced concept of practice theory 6.through the implementation of "pedagogical content knowledge" 7,. It will promote the bringing together of the theories, concepts and models learnt by exposing students to experiential learning, where they will have an opportunity to identify, experiment and further develop synergies between academic theory and practice whilst demonstrating criticality in their knowledge of business and management. The Contemporary Issues in Management (Graduate Project) module builds upon theoretical understanding gained throughout the course and enables us to account for embodied learning, through attention to the actual doing of the work 8 facilitating the students learning experience by creating an opportunity "in the 'here and now' of 3 Harvey, L. (1999) Employability: Developing The Relationship Between Higher Education And Employment, Opening presentation at the Fifth Quality in Higher Education 24-Hour Seminar, Scarman House, WarwickUniversity 4 Beckett, D. & Hager, P. (2002). Life, work and learning: Practice in postmodernity.london: Routledge. 5 Beckett, D. & Hager, P. (2002). Life, work and learning: Practice in postmodernity.london: Routledge. 6 Gherardi, S. (2006). Organizational knowledge: The texture of workplace learning.oxford: Blackwell Publishing. 7 Shulman, L. (1994). Those who understand: Knowledge growth in teaching..london: Routledge 8 Nicolini, D., Gherardi, S. & Yanow, D. (2003). Knowing in organizations: A practice-based approach.new York: M.E. Sharpe Page 17

real time practices 9 given that research affirms that knowing and doing are difficult to conceive of as separate..." 10 Project Management The project management module provides grounding in the key skills used by project managers in order to manage projects successfully. There are many examples of projects ranging from large projects such as Heathrow Terminal 5 and the Channel Tunnel through to medium sized projects such as reorganising a factory or developing new computer software down to small projects such as a new marketing campaign or putting on a rock concert. The module is not specific to any one industry but covers the basic principles of project management that apply in all industries and to projects of all sizes. The teaching sessions combine lectures with group discussions to enable the concepts to be fully explored and understood. Individual practical exercises help consolidate the learning of specific project management skills. All sessions involve tutor led class discussions. Students will be required to produce a plan for a project of their choice that is assessed. There will also be an examination at the end of the module. Managing Small & Medium-Sized Enterprises Small and Medium sized Enterprises (SMEs) constitute the fastest growing sector of both the UK and European economies, a trend which is reflected globally. These organisations also now employ the majority of the UK workforce. SMEs however present a series of unique and specific management challenges which are addressed and critically evaluated in this module. The approach taken encompasses a range of business disciplines, and particularly examines the issues facing SMEs wishing to attract fresh investment capital. 9 Nicolini, D., Gherardi, S. & Yanow, D. (2003). Knowing in organizations: A practice-based approach.new York: M.E. Sharpe 10 Nicolini, D., Gherardi, S. & Yanow, D. (2003). Knowing in organizations: A practice-based approach.new York: M.E. Sharpe Page 18

The module investigates business development routes and methods for the entrepreneurial firm, and for organisations with an entrepreneurial culture. Paths to growth and methods of development are identified and appraised. The module also examines how a firm's structure, processes and values affect its capability to build sustainable growth and generate new business. Page 19

Section 3 Learning, Teaching and Assessment 3.1 Learning and Teaching Approaches You will experience a variety of teaching and learning methods relevant to the subject studied. Most classes will take place in class/seminar groups to allow you to participate fully in discussions. Sometimes you will be asked to work in small groups or pairs and will be required to research and present findings to the rest of the class. In addition, independent learning will be promoted by setting tasks to be completed in your own time and, where appropriate, to be presented at the next class meeting. You will be expected to work on your own in directed or selfdirected study both at home and in the Library. The primary aim of the staff s collective teaching efforts is your development. Through our teaching and your learning, we aim to develop your business skills together with your knowledge and understanding of academic content, models and theories. Additionally, you will be equipped with the necessary skills, aptitudes and confidence to be successful in the undergraduate study environment and in life in general. To achieve this, you will: Experience a range of delivery/teaching styles that address a diverse range of learning styles. Become independent learners through taking responsibility for your own learning. Have access to resources that will help you as learners. Receive support that enhances your learning. Page 20

To support this, staff will: Provide a curriculum that is current, relevant and underpinned by up to date research and professional practice. Provide a varied diet of teaching and learning methods. The teaching and learning strategy for the BA (Hons) Business Studies Degree aims to support the overall teaching and learning strategies for the University. It is also influenced by the target population for the course. Rationale for Learning Methods As mentioned, a variety of teaching methods will be utilised as individual students learn in different ways: Lectures will be used to introduce new concepts/models/theories and encourage participants to develop as independent learners Task Based Leaning will be used to develop problem solving skills and help you relate theory to practice Group work will encourage you to communicate, share ideas and experiences and learn from each other Discussion and reflection will encourage inquiry, application and analysis, encouraging you to take control of your own learning and experiment with the academic knowledge you have learnt Tutorial support which will be available through Group/individual tutorials by arranged appointment The range of teaching and learning strategies is intended to fulfil a number of principles: To enable reflective practice through the use of action learning sets and the maintenance of learning logs and learning agreements. To make learning materials accessible through a variety of media. The use of continuous formative assessment with a varied diet of summative assessments. To encourage participants to engage in the pursuit of life-long learning. Page 21

To develop higher level learning skills of analysis, synthesis and evaluation. Detailed feedback and guidance from tutors which will help you to develop and enhance the academic knowledge and skills you have learnt for use in the classroom and beyond, promoting the ethos of life-long learning. Learning materials Blended learning is used on the Business Studies degree i.e. mixture of online material on blackboard, pebble pad, online study support as well as classroom contact. Online support can be accessed via following the links on our website: http://www.uwl.ac.uk/myregistry.jsp You will be provided with a module study guide for each module that you study. The study guide provides you with a session-by-session breakdown of topic, preparatory reading and session activity. You should develop the habit of doing the reading before the session so that you are better able to understand the topic and contribute to class discussion in an informed manner. This preparation will greatly enhance your learning in the classroom. In addition, you will be provided with lecture handouts which may include lecture notes, relevant articles and other learning materials. The subject librarian can also help you access additional learning material from the library. The subject librarian will be able to provide you with help and guidance on the facilities in the Library at the Ealing campus and give advice on resources available there. The librarian can also advise on locating materials and suggesting alternative sources available. For further information please visit our library website via: http://www.uwl.ac.uk/myregistry.jsp Teaching and learning environment Teaching will take place at the LSST Alperton Campus. The Course Leader will provide you with help and guidance and support on matters relating to the administration of the course, these include timetables, teaching rooms, Page 22

student facilities, administrative requirements of overseas students, and enrolment and payment of fees (please refer to 1.4 Sources of Help and Support in this handbook for staff contacts details). Optimising your learning experience It is important that you acquire and develop the following skills/habits early on in the course. (a) Attendance Attendance to all classes is of paramount importance. If you miss a session you have lost a very valuable learning experience. We expect you to arrive on time, prepare for the lesson and participate in the class discussions to the best of your ability. We would also expect you to catch up with any session/study missed. (b) Time management/work scheduling It is important that you learn to maximise the use of your time in a balanced fashion. You should allocate your time between studying, travelling, playing some sport/just exercising, socialising with other students. It is important that you maintain this balance as it will help you stay fit mentally, physically and intellectually. (c) Submission of assignments and Progression to the next level This handbook gives you an overview of when you may be expected to submit each assignment for each module. Exact date of submission will be notified by your module leader. You must plan your work in such a way that you give yourself ample time to read, digest and present the information in a well-structured, well researched and coherent manner. Please note, you must attempt all your assessments. Failure to attempt final assignment/exam in ANY of the modules will forfeit your rights to an automatic re-sit in that module. This means you will have to retake the whole module again at the next available opportunity which could mean a wait of up to one year. Page 23

Assignments are essential features of the Course. They provide: Reference points for learning and development Evidence of achievement of the learning outcomes Information from which we can determine the level of achievement and final award. The assignment is also an excellent opportunity for you to realise your potential. Often self-imposed or external constraints inhibit personal development. A suitable assignment can present a rewarding challenge that may unearth hitherto hidden and unused talents and that can be of benefit to both you and your organisation. For these reasons, we encourage you to view assignments as further learning and development opportunities rather than as hurdles you must clear towards your award. 3.2 Assessment The modules on the course are assessed as follows: Assessment type and weighting Module Title Assessment 1 Assessment 2 Strategic Management Case study 50% Case study 50% Enterprise, Ethics & Social Responsibility Case study 50% Exam 50% Project Management Project plan 70% In-class test 30% International Business Assignment 40% Exam 60% Contemporary Issues in Management (Project) Project Proposal 20% Project 80% Managing Small and Medium Enterprises Report 40% Research paper 60% Pass Mark The pass mark for a module is 40%. This means that the weighted average of the 2 assessment marks must be at least 40. In addition, some modules also state that you have to achieve a minimum of at least 30% in each piece of assessed work. Page 24

Resits If you fail to reach 40% in a module you are entitled to a resit in the elements of assessment that you have failed provided that your module mark was at least 20% and you attempted the final piece of assessed work for the module. Retakes If you fail a module after a resit or without a resit entitlement, you may be allowed to retake the module. This means paying for and studying the whole module again and completing all the assessments. Retakes are offered at the discretion of the exam board. Your overall degree classification The rules for determining your class of degree (First Class, Upper Second Class, Lower Second Class, Third Class) are quite complicated but can be found in the undergraduate supplement of the student handbook: http://www.uwl.ac.uk/students/current_students/student_handbook.jsp Marking of assessments The University regulations for anonymous and double marking will apply where possible and appropriate. Marking of all assessments will be against explicit and clear criteria presented in the related Module Study Guide. A sample of all module assessments is sent to the external examiner for moderation. This course operates within the structure and regulations of the University of West London modular credit accumulation scheme. These are published in the Undergraduate Supplement to the Student Handbook. You should read these regulations carefully to understand the rules that will govern your assessment and the award of your Certificate. These regulations also cover the conditions for re-sits of assessments and retakes of modules. Feedback strategy Feedback should be provided within 15 working days of the submission of an Page 25

assessment and we make every effort to ensure that this happens. However, this sometimes varies according to the size of the team teaching the module, the type of assessment, and the number of assessments. When your assignments are submitted and marked tutors: Will provide comments on the assignment cover sheet (or electronically on the assignment) in relation to the marking criteria. May write comments on the assignment itself (or insert them electronically). These may, for example, highlight very specific mistakes such as grammatical errors, punctuation, and cohesion or identify spelling mistakes. Where appropriate, provide feedback relating to the performance of the group as a whole. This usually says what was commonly done well or not so well. Tutors will also give verbal feedback. The idea is that all this feedback and advice will help you to improve your performance. To get full benefit from your assignment you will need to engage with the comments and respond to them. If you can get in the habit of doing this with all your assignments, you will learn far more from the whole exercise. You have probably put a lot of effort into writing an assessment, so why not try to make the most of the experience. Actioning feedback Listed below are 10 tips for what to do when you get your assignment/homework back. These come from Maggie Coates 11 of the Open University. 1. When you get it back you will probably look first at the mark. This may arouse some strong feelings; joy; relief; disappointment even anger. There is nothing wrong with these feelings, but they will affect your 11 Coates, M. (2005) Reflective Practice in Open and Distance Learning: how do we improve? CUP Cambridge Page 26

response to the rest of the assignment, so recognise them and put the assignment away until you next sit down to study. 2. Then allow 20 minutes to work on it, even if you are on to new work. 3. Read the tutor s comments at the end of the assignment and check the main points that have been made. 4. Make yourself read through the assignment again stopping to refer to the relevant comments. 5. Mark your responses to what has been written by the tutor, e.g. anything you agree or disagree with or don t understand. You may find it helpful to use a different colour pen. 6. When you have finished re-reading, think about the mark again. If you are still unhappy and not yet had the opportunity to discuss it with your tutor arrange to do so. 7. On a separate sheet of paper, write down one or two general points pieces of advice, mistakes you see you made; things to remember points which you need to bear in mind when you write your next assignment. 8. At the end of every assignment you should be able to identify at least one main thing which will help you to improve your performance. 9. File your assignment and notes away ready for revision, if you have an examination later. Put the sheet you have compiled for 7 above where you can use it when you start your next assignment. 10. Remember your course is not a competition. Try not to be too unduly influenced by the marks of your fellow students. Each student will have particular strengths and weaknesses. What is important is that you are able to develop your skills and competencies and learn as much as possible from the course. Exam timetable Details of exam timetable (if applicable to the module) can be obtained from our website: http://www.uwl.ac.uk/myregistry.jsp Page 27

Please ensure that you sit the correct exam via checking module title and module code online. Notification of Assessment Results Details of both assessment and exam results can be obtained from our website: http://www.uwl.ac.uk/myregistry.jsp Results are ALWAYS provisional until formally confirmed at the Module and Course Assessment Board. 3.3 The University of West London Graduate Attributes In 2011, the University defined the UWL Graduate Attributes as representing a set of abilities acquired by students during their period of study at UWL that go beyond simple acquaintance with a subject. They reflect the University s approach to education which includes developing graduates who are well prepared for employment, adopting a definition of employability that includes creative and enterprising attributes, lifelong learning attitudes, and an awareness of the global context since educational and working experience are necessarily anchored in the context of the wider world. Graduate Attributes are embedded in the subject and involve a preparedness and the confidence to analyse; question; categorise; interpret; see relations; explain; theorise; and reflect with reference to the broader context. Graduating at the University of West London means that you will be developing the following Graduate Attributes and become: A creative and enterprising professional A reflective and critical lifelong learner A globally aware individual Follow the link below for an interactive representation of these attributes: http://hermes.uwl.ac.uk/grad_attributes/ Page 28

How will you acquire and record these attributes? A number of courses use PebblePad to record the Graduate Attributes. You may wish to discuss this with your tutors, and your Personal Tutor. Page 29

Section 4 Student Support and Guidance 4.1 Introduction The London School of Science & Technology has a well-developed range of services and facilities to help support you through your course. Throughout the course, each student will have access to a variety of sources of support depending on individual circumstances and needs. If you have a disability, information and support is provided by the College through the Student Services Team. 4.2 Student Support Academic Support and Guidance Monitoring the development of academic and employability learning skills is an important aspect of your course and is designed to provide you with the personal support to ensure that you take full advantage of the opportunities offered. You will be allocated an Academic Support and Guidance Tutor who will support you in this important activity. Your academic support and guidance sessions will be scheduled on a weekly basis. Blackboard All the key information you require to complete this module will be made available through UWL Blackboard. Please check the module site regularly for additional resources or information made available while the module is running. Updates or changes will be communicated to you via Blackboard announcements and/or email so please also ensure that you check your student email account regularly. Page 30

Student Support Department LSST recognizes many of our students may not have undertaken any formal study for some time or will be trying to combine study with the demands of a family life or work commitments. The Information, Advice & Guidance team is here to help any student trying to cope with issues that has an impact on learning. Student Support offers professional and impartial advice to any student who is experiencing a difficulty that is having an impact on learning. The problem does not have to be linked directly to study; whatever the issue the team will: Offer a confidential, impartial service and will not make any judgments based on behaviour, lifestyle or personal circumstances. Ensure you are aware of the limits of the service and are appropriately supported within these limits. Work with individuals to determine the options available which will allow you to make informed choices and decisions. Work with appropriate external agencies (including charities) to ensure you have the best level of support available. Just remember, all you have to do is ask and we ll do our very best to help. Monday to Thursday Friday Saturday 9.00am 8.00pm 9.00am 5.00pm 10.00am 3.00pm E-mail: studentsupport@lsst.ac Telephone: 0208 795 3863 ext 33, 47 or 50 Page 31

Library Services As a student at LSST, you will be able to take full advantage of the Library and Learning Resource Centre, where you will be able to read and borrow books, newspapers and magazines (including The Economist and the Financial Times) and have access to printing and photocopying facilities. We stock over 1000 books, including recommended textbooks for your course. These are available to borrow and as reference copies for use in the library only. As an LSST student, you also have access to a variety of e-journals though Emerald Insight. Instructions on how to download these are available on the student portal or in the library. The library provides a welcoming environment for you work in. The librarian provides one-to-one Harvard Referencing sessions on request. The library staff is also there to help you with searching for books, uploading your assignments and accessing your lecture notes via Blackboard. Facilities There are computers available for use at both the library and the learning resource centre. You can search the internet, access lecture notes, write and submit your assignments and check your email accounts. You can also bring your own laptop to the library and connect to the school s WIFI network. Furthermore there are several study desks for you to work at. Lockers are available to store your personal items safely during the day. Library and LRC opening hours Monday-Thursday: Friday: Saturday: Sunday: 9:30am-8:00pm 9:30am-7:00pm 9:00am-5:00pm CLOSED Opening hours are subject to change during holiday periods. Please check the student portal for holiday opening hours. Page 32

PebblePad PebblePad is a Personal Learning System which is used at the University of West London to help you: Reflect on the way you learn Keep a record of, and comment on, your skills and achievements, your experiences and what you ve learned both on the course and in your wider life Prepare for future employment. With PebblePad, you will be able to: Build your own electronic portfolio (e-portfolio) of achievements, skills and experiences, which you can then package into one or more webfolio. Share documents, images, videos, and sound files, with your tutors, with other students, or anyone else you choose to share with (e.g. workplace mentors, or potential employers) These e-portfolios will be used as a form of assessment in some modules. You will be able to use PebblePad throughout the duration of your studies at the LSST/UWL, and to take it with you (for a small sum of money) when you leave the University. You will be able to present it to potential employers via a weblink. Logging on You can access PebblePad at www.pebblepad.co.uk/uwl using the same username and password as for your University of West London email account. Blackboard and PebblePad help and support There are Help Pages at http://uwl.ac.uk/blackboard - these provide guidance for all students in making use of the University's online learning platforms. Page 33

All technical issues with Blackboard, Turnitin and PebblePad should be reported to the IT Service Desk. You can do so by: Talking to staff in any IT Suite or Library Calling 0300 111 4895 (internal phone extension 2222) 24hrs a day 365 days a year Emailing itservicedesk@uwl.ac.uk The UWL Library The University Library provides a wide range of services, resources, advice and help to support teaching, learning and research across the institution. There are two physical libraries: The main campus Library in St Mary s Road (temporarily relocated at Villiers House, Ealing Broadway) The Health Library on the second floor of Paragon House There is also a virtual library at the Berkshire Hub providing access to all our e-resources and which is fully supported with professional Library and IT help and advice. All students are automatically members of the Library. The Unique card is also the Library card, and borrowing rights are automatically set according to your course and student status. Self-service machines are available at all Libraries, allowing for independent borrowing when service desks are not staffed. The Academic Support Librarians provide help and support throughout the learner journey, running training sessions on a regular basis on topics such as Refworks and referencing, or database search strategies, and offering one-to-one advice on finding detailed resources for assignments by appointment. The University of West London is a member of the Society of College, National and UK Libraries (SCONUL), and M25 Libraries consortia. These organisations allow University of West London students access to other HE institutions libraries and specialist libraries within London and throughout the UK. Page 34

Further information including opening hours and contact details is available at: http://library.uwl.ac.uk/use/sites/opening_hours.html 4.3 Induction All new students have Induction. Students, undergo an induction period at the start of the course, which covers a range of important functions, not least the understanding of their role as a student and the group identity. During the induction period, students are introduced to key academic staff teaching on the course, and led through the enrolment process. Central to the aim of the process is the introduction to the structure and content of the course, its aims and objectives and the processes used in its delivery and assessment. The aims of the induction week are: To introduce you to the course, its content, methods, timetable and outcomes. To tackle some of the administrative tasks and sort out any problems you may have To meet other participants. Remember that they are very useful sources of help, advice and ideas. To this end, we always encourage networking between participants. To meet course tutors and other members of staff involved in running the course. To introduce you to some of the facilities available to you such as the Learning Resource Centre. 4.4 Workshop/Seminar Support During the workshops/seminars, you will have an opportunity to explore and practice the application of concepts and underpinning knowledge. You will have an opportunity to exchange perceptions about the value of this knowledge and its practical application with other participants. The exchanges of experiences, reflections and discussions which you will have with other students and your Page 35

tutors will help you to make sure that you do not simply undergo an experience but really learn from it. You should come to the workshops armed with examples, issues for discussion and ideas to share. Both during the workshops and outside of them, there will be opportunities for you to raise issues with tutors on the course. Such contact can be: Face-to-face meetings by prior arrangement Telephone contact Electronic media (e-mail, the College e-learning system LSST Connect) Section 5 Quality Management and Enhancement 5.1 Course Management The University and College operate a formal and structured quality assurance mechanism. This course operates within the regulations outlined in the Quality Handbook. The modules and course are developed via a series of sequenced milestones where learning outcomes, content, delivery modes, assessment regime are reviewed and approved by forums comprising staff from within and outside the University and College. External reviewers may be colleagues from other universities, professional bodies and/or employers from public/private sectors. The formal mechanism for addressing student and course issues is via the course committee. The committee comprises student representatives, course teaching team, Course Leader, course administrator and Vice Principal for Curriculum. The Course Leader attempts to address and resolve the issues during the meeting or soon after. The London School of Science & Technology follows the University policy on Page 36

anonymous marking, where appropriate. A sample of assessments is double marked, using the marking criteria for the module. The final mark is agreed between the two markers and a sample is sent to the University for the module for moderation. The course also has a course external that is sent a sample from each module for moderation. The comments of the external examiners are taken on board and responded to via the course review carried out by the course team and the resultant action plan, at the end of the academic year. Each module as well as the course, conducts their own evaluation by students. The findings are recorded in module reports/course reports, discussed at Course Committee s and Academic Boards and acted upon by the relevant individual/s. The Course team: The Course team consists of: Course Leader Dhan Chooramun dhan.chooramun@lsst.ac Module Leaders/Tutors details as above. The day-to-day operational management of the course is carried out by the Course Leader with invaluable support from the Course administrator. The Course Leader liaises with the course teaching team and Principal for Curriculum on a regular basis to ensure smooth operation. Regular feedback from students via various channels helps to pick up and respond to issues fairly promptly. Effective course management is dependent on regular communication between the main stakeholders. A mix of informal and formal approaches provides the most effective blend. Page 37

The formal mechanisms of course committees and academic boards contribute to ensuring that all quality issues and regulations are implemented effectively. 5.2 Student Evaluation You are encouraged to provide regular oral feedback to your module tutor whilst the module is being taught. This will enable the module tutor/course administrator/course Leader to make any necessary adjustments e.g. inappropriate classroom. We value your feedback about the course. For this reason we have built into the course mechanisms for evaluation of the modules and the course as a whole. Evaluation is seen as an integral part of the curriculum process and the following strategies will be employed. Informal evaluation takes place whenever you want to tell the teaching staff or Course Leader anything about the course that you feel is particularly good or not so good. In that way the issues can be addressed immediately rather than waiting for the formal evaluation. Formal evaluation takes place at module level and at course level. You will also be required to complete a questionnaire on module evaluation on completion of the module. Your responses will be summarised and incorporated within the module/course report. The reports will be used to inform the delivery of the course in the following semester. 5.3 Course Committee/Board The course has a committee which meets once a semester where the student representatives can formally raise issues. The College places a very high value on your opinions and you are encouraged to take full part in this process. The Course Leader will attempt to respond to the concerns either immediately or soon thereafter. Page 38

All degree courses are continuously evaluated through course team meetings. Your student representatives are members of this team, but any student who is interested in attending can do so and put forward their point of view. Page 39

Term and Semester Dates 2014-15: Activities Semester one teaching commences Dates Monday 22 September 2014 Winter vacation Monday 22 December 2014 Friday 2 January 2015 Semester one teaching recommences Semester one exams Level 6 Monday 5 January 2015 Monday 5 January 2015 - Friday 16 January 2015 (inclusive, this also includes Saturday 10 January 2015) Inter-semester break and Induction for January starts Semester two teaching commences Easter and Spring vacation and academic advice Semester one resit exams Monday 19 January 2015 Friday 23 January 2015 Monday 26 January 2015 Monday 30 March 2015 - Friday 10 April 2015 Monday 30 March 2015 - Saturday 11 April 2015 (inclusive, but not including Good Friday 3 April, Saturday 4 April and Easter Monday 6 April 2015 the resit period falls during the Spring vacation) Good Friday Friday 3 April 2015 Easter Monday Monday 6 April 2015 Semester two teaching recommences Semester two exams Level 6 Monday 13 April 2015 Wednesday 13 May 2015 - Friday 22 May 2015 (inclusive, including Saturday 16 May 2015) Last day of attendance Friday 29 May 2015 Semester two resit exams Thursday 9 July 2015 Friday 17 July 2015 (inclusive, this also includes Saturday 11 July 2015) Page 40