malic handbook 2011

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Master of Arts &

Post Graduate Diploma:

Leading Innovation &

Change

2010 - 2011

Programme Handbook, 2010 – 2011

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CONTENTS

Aims 3

Objectives 4

Providing the programme 5

Staff team 6

Programme outline 7

Modules 8

Programme structure 15

Dates 2011 16

Guidelines for learning and development 17

Learning resources 19

Study hints 21

Appeals and complaints 37

Programme regulations 39

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MA / PG Diploma Leading Innovation & Change

This programme has been developed by the Business School at York St. John

University

AIM OF THE PROGRAMME

The programme aims to provide a wide-ranging, informed and systematic

approach to management and leadership so that both organisational and individual

potential are enhanced. As a participant, you will choose particular issues that you

identify for resolution and development in your own organisation. The course will

provide frameworks and opportunities for supervised reflection, skill development

and networking.

The programme will provide an opportunity for leaders of innovation and change to

work together on issues that will have significant impact within their organisations.

We are committed to the development of a collaborative learning community

within this programme, where learning is a partnership of practice, and

sharing is a key aspect of communities of learning. Active participation in

the programme is important for all programme members.

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OBJECTIVES

By the end of the programme you will be able to:

1 examine the contributions of various theoretical models and approaches to

leadership, innovation and change within organisations

2 explore the different facets of effective leadership

3 assess personal and professional strengths and areas for development as

leaders

4 design and implement a research project relating to leading innovation and

change within an organisation

5 demonstrate leadership of innovation and change as part of strategic

development in an organisation

6 identify and evaluate culture in an organisation

7 evaluate leadership styles appropriate to specific situations

8 reflect critically upon ethical dilemmas within the decision-making processes

in organisations

9 systematically reflect upon learning, practice and experience

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PROVIDING THE PROGRAMME

This programme leads to a qualification awarded by York St John University. It is

provided by tutors from both the Robert Kennedy College of Zurich and the

University. The programme aims and learning outcomes have been developed by

tutors at the University, and all aspects of structure, progression, assessment and

quality assurance are governed by University regulations.

Tutors from the Robert Kennedy College will lead all online tutorials and discussion

groups, will facilitate learning and provide support for students, and will mark

assignments.

Learning materials will be provided by the College and the University, working

together.

Some tutorials will be provided directly by staff from the University during the

residential element of the programme. University tutors will also provide support

and materials to College staff where required, and will moderate marked

assignments.

Students on the programme will have access to all the online resources at the

University.

At end of each module, students will be asked to complete a formal evaluation

form. Module evaluation is an integral part of programme review and

development, and helps the tutor team to decide how to improve the programme.

The evaluation is included in the University’s module and programme review

process. Representatives of each cohort of students will also be asked to put

forward the views of the cohort at online Programme Panel meetings.

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STAFF TEAM

Heads of Programme, York St John University

Dr Tina Harness

Business School

York St. John University

e-mail: [email protected]

Joyce Mackay

Business School

York St John University

email: [email protected]

Programme Tutors, Robert Kennedy College

Dr. David Costa

Robert Kennedy College

0041 44 307 3636


Prof. David Duffill


0041 44 307 3636


Dr Roy Damary


0041 44 307 3636


Professor Gabriel Jacobs


0041 44 307 3636


Administrators

Sebastian Soltan

Dean’s Office



Academic Support Librarian

Jane Munks

Library & information Services

York St John University

Tel: 0044 1904876699


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PROGRAMME OUTLINE

Participation

Programme members are expected to participate regularly in the online class

discussion (OnlineCampus forums). Failing to log in and participate for a period

over 2 weeks will be considered non-attendance.

Where there are exceptional reasons that affect your ability to participate, you are

expected to contact the module tutor and put the reasons in writing. You may be

required to provide medical or other evidence if your level of participation is judged

to be affecting progress on the programme. It is an aim of the programme to

develop a learning community. Group processes and learning are affected by the

attendance and participation of everyone.

Key delivery dates are shown on p14, below, so that you can ensure your

participation. Regular non-attendance will result in significant loss both to your own

progress and to the group’s interactivity and cohesiveness.

You will be expected to attend a residency of 5 days in Zurich, where you will work

face to face with colleagues from the programme. The residency will cover aspects

of research methods, leadership skills and team skills. This is a very valuable

element of the programme and all students are required to attend and take part.

Note that there is an extra cost for this element, as set out in the programme

details.

Induction

The induction process is designed to familiarise the group with the programme

design, groups and groupings and the resources available. The induction aims to

familiarise students with academic life, including academic writing, library services

and library access, onlinecampus access, and academic support services.

Module aims and learning outcomes

The following pages set out the aims and learning outcomes of the modules that

make up the programme. Specific module assessment information will be included

in each module handbook.

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LEADING INNOVATION AND CHANGE: MOD033

Level and Credit rating: Level M, 30 credits

Study Hours 300

AIMS

The aim of this module is to explore leadership theory and practice in relation to theories

and processes of innovation and change. The module will include the opportunity to use

diagnostic self assessment processes for assessing leadership style and effectiveness.

You will be encouraged to use your own experience in leadership roles to inform

discussion, enquiry, critical thinking and reflection.

LEARNING OUTCOMES

By completing this module, you will be able to:

1. Critically review and appraise theories of leadership, innovation and change.

2. Reflect on theoretical models of creativity, innovation and change in relation to the role of team and organisational leadership.

3. Critically review your own performance as a leader and examine your strengths and areas for development.

4. Determine and develop key aspects of innovation and change in relation to the role of team and organisational leadership.

INDICATIVE CONTENT

1. Creativity, innovation and change

2. Processes of innovation and change

3. Leadership of innovation and change

4. Skills for leading change

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THE ESSENCE OF LEADERSHIP: MOD070


Study Hours 300

AIMS

The aim of the module is to appraise critically theories and models of organisations and

how they work, and to explore a variety of supporting systems including their impact on

people. The module will include the opportunity to use diagnostic processes for assessing

organisational effectiveness. You will be encouraged to use your own experience in

organisations to inform both oral and written work.

LEARNING OUTCOMES


1. Critically evaluate the role of leaders in influencing innovation and change in organisations.

2. Evaluate critically different contemporary perspectives on organisational

leadership.

3. Demonstrate an understanding of a range of theories of group and team behaviour,

and team development.

4. Reflect critically on leadership behaviours for enhancing individual learning and

development.

INDICATIVE CONTENT

1. Models of leadership in organisations

2. Leadership and motivation

3. Leading teams

4. Leadership capabilities, competencies and learning

5. Facilitation skills for leaders

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STRATEGIC THINKING AND STRATEGIC LEADERSHIP: MOD013

Level and Credit rating: Level M, 30 Credits

Study Hours 300

AIMS

The aim of the module is to build awareness and understanding of strategic thinking and

strategic leadership and its contribution to business performance by reviewing relevant

theories, models and concepts. You will develop an appreciation of the complexity of

relationships and tensions associated with designing and leading strategy. You will be

encouraged to use your own experience to inform both oral and written work.

LEARNING OUTCOMES


1. Critically evaluate a variety of theories, models and concepts of strategic thinking and strategic leadership

2. Evaluate the links between strategy, innovation and change in organisations.

3. Critically evaluate the contribution to strategy of leaders at all levels of the organisation.

4. Research and monitor external influences and trends concerning strategic formulation.

CONTENT

1. Strategic thinking and strategic leadership: theory, process and practice.

2. Processes of strategic leadership

3. 21st century product/market strategies

4. The role of the Board in strategy formulation

5. Strategy in complex environments

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CULTURE AND INNOVATION IN ORGANISATIONS: MOD060


Study Hours 300

AIMS

The aim of this module is to review the cultural context of the organisation and its impact

on leadership. The politics of organisations and of people working within organisations will

be explored in relation to beliefs, values and norms within groups, social systems,

personal preferences, styles and behaviour.

LEARNING OUTCOMES


1. Reflect critically upon organisational culture and the impact on innovation and change.

2. Identify and reflect upon significant values, beliefs and norms operating within organisations

3. Analyse overt and covert influences at work in organisations

4. Evaluate leadership styles which work positively with the complexity of organisational culture and politics

5. Assess the key organisational values on the process of innovation and change

INDICATIVE CONTENT

1. Organisational culture: shared beliefs, values, norms behaviours

2. Group processes

3. Organisational politics

4. Shadow side influences in organisations

5. Leadership styles and culture

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NEGOTIATED STUDY (MOD043)

Note: This module is only undertaken in exceptional circumstances. It is not one of

the core MALIC modules.


Pre-requisites: Satisfactory completion of any three of the

Modules MOD033, MOD013, MOD060, and

MOD070

Study Hours 300

AIMS

The Negotiated Study is for those students who are studying towards a Postgraduate

Diploma in Leading Innovation and Change. The study aims to provide students with an

opportunity to integrate learning from the previous taught modules and to provide a

platform for identifying future career development.

LEARNING OUTCOMES


1. Demonstrate a synthesis of your learning from four taught modules

2. Articulate opportunities for your own career development

3. Engage in processes for personal and professional development planning

4. Review and evaluate the experience of independent learning

INDICATIVE CONTENT

1. Review of content of the taught modules on strategy, culture, leadership,

innovation and change

2. Processes of independent learning

3. Aspects of career development

4. Personal and professional development planning

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RESEARCH METHODS and DISSERTATION (MOD053): Master Of Arts (MA)

The Research Methods element of the module is taught and the Dissertation is an

independent study, completed under the guidance of a supervisor.


Pre-requisites: Satisfactory completion of Modules

MOD033, MOD070, MOD013 and MOD060

Study Hours 600

AIMS

The Dissertation provides you with an opportunity to undertake research into a significant

aspect of leading and innovation and change within your organisation.

As part of your MA degree, you will write a 12,000-word dissertation on an aspect of

leading innovation and change. The subject of the dissertation must be agreed by the

academic team and Head of Programme, and following the research methods element you

should prepare a written proposal of not less than 2000 words, to include: your reasons for

undertaking the study; the learning objectives; your proposed methodology for collecting

and reviewing data; specific appropriate research questions; a list of key texts. Once a

proposal has been agreed by the teaching team and in some instances the University

Research Ethics committee, you will be assigned an appropriate tutor (dissertation

supervisor) for regular support. The tutor will give guidance on aspects of literature search;

understanding of key concepts; designing; planning and presenting the study, and relating

theory to practice.

LEARNING OUTCOMES


1. Define an area for research and establish a research question related to innovation, change and leadership

2. Critically evaluate a range of appropriate methodologies for data collection

3. Submit a research proposal to the University research ethics committee.

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4. Critically evaluate approaches to collection and analysis of qualitative and / or quantitative data

5. Analyse and present research data in clear ways, to inform and interest the reader

6. Construct a conceptual framework which integrates theory and practice

INDICATIVE CONTENT

1. Approaches to research and framing the research question

2. Ethical and professional considerations

3. Methods for gathering quantitative and qualitative data

4. Identification of resources required for the research

5. Approaches to analysing qualitative and quantitative data

6. Presenting research data and findings in the form of a 12,000 word dissertation

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PROGRAMME STRUCTURE

Two-year completion

For those students who undertake the programme over two years, the normal

sequence of modules will be:

Year 1:

Term 1: MOD033 Leading Innovation and Change

Term 2: MOD070 The Essence of Leadership

Term 3: Research Methods (part of MOD053 Dissertation)

Year 2:

Term 1: MOD013 Strategic Thinking and Strategic Leadership

Term 2: MOD060 Culture and Innovation in Organisations

Term 3: MOD053 Dissertation (in practice, preparation, research and study for the

dissertation may take place throughout Year 2)

One-year completion

Those students who undertake the programme over one year, the normal sequence

of modules will be:

Term1: MOD033 Leading Innovation and Change and MOD013 Strategic Thinking

and Strategic Leadership

Term 2: MOD070 The Essence of Leadership and MOD060 Culture and Leadership

in Organisations

Term 3: Research Methods and Dissertation

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Module Delivery dates 2011.

Module Session dates 2011 Module Tutors RKC

Module Directors YSJU

MALIC Induction & Leadership day

15 January 2011 Dr Roy Damary, Prof David Duffill

MOD033 Leading Innovation & Change

30 January to 30 April Dr Roy Damary Joyce Mackay

MOD013 Strategic Thinking & Strategic Leadership

30 January to 30 April Dr David Costa Joyce Mackay

MOD070 Essence of Leadership

10 May to 10 August

Prof. David Duffill

George Boak

MOD060 Culture & Innovation in Organisations

10 May to 10 August

Prof David Duffill /Prof Benedicta Lusk

George Boak

MOD053 Research Dissertation

10 September to 10 December

Prof Gabriel Jacobs

Tina Harness

The Residency will take place in June 2011 (dates to be confirmed)

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GUIDELINES FOR LEARNING AND DEVELOPMENT

We believe that, in a learning community, development is enhanced when:

TUTORS / FACILITATORS

1 Know their subject and communicate it clearly, creatively and enthusiastically

2 Encourage enjoyment of the learning process

3 Communicate clear learning objectives and clarify expected learning

outcomes

4 Respect and value the individuality of each learner

5 Collaborate with learners in the learning process

6 Are open to negotiate aspects of course content and methodology

7 Involve learners in the assessment process

8 Communicate honestly and openly

9 Continually listen to and try to understand the learner

10 Offer a balance of support and challenge

11 Help learners to find appropriate learning resources

12 Are available and accessible for ongoing consultation and support

13 Set up systems for continual two-way feedback in areas of strength and in

areas for development

14 Structure the learning experience intentionally and flexibly

15 Set clear deadlines and keep to them

16 Respect the confidentiality and dignity of each learner

17 Are committed to ongoing personal and professional development through

research, training, supervision, and consultation

18 Operate within ethical and professional boundaries

19 Act in accordance with being both professional and human

20 Are congruent in their way of being and working in relation to the core values

and principles espoused by the course

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LEARNERS / STUDENTS

1 Are clear about what is, and what is not, offered by the course and its staff

2 Understand what is expected in order to fulfil academic, practical,

participative and attendance requirements

3 Accept responsibility for their own learning

4 Commit themselves to participate fully in all aspects of the course

5 Share learning with others to create a learning community

6 Contribute to a climate of learning where risk-taking is encouraged

7 Take responsibility for communicating their needs to peers and staff

8 Manage time effectively and prioritise

9 Meet course and assessment deadlines

10 Take opportunities to consolidate learning outside the course

11 Are open to personal and professional development by giving and receiving

feedback honestly and supportively

12 Use the staff for ongoing support by specifically requesting help

13 Respect and value the contribution of other learners and of staff

14 Are committed to ongoing personal and professional development through

continuous personal reflection

15 Communicate the qualities of genuineness, warmth and empathy to

everyone on the course, including both colleagues and tutors

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LEARNING RESOURCES

You will be registered as a member of the library at York St John University. You

can access many journal articles through the Web. You will be given a resource

pack at the start of each module. This pack will contain some key journal articles

that you will need in order to prepare for online discussions and tutorials. The

Robert Kennedy College will provide further resources like access to Wall Street

Journal online, McKinsey Quarterly and other Management publications.

Visit the library’s new website at http://library.yorksj.ac.uk to search the library

catalogue, access a wide range of electronic resources and find out about using

our materials.

Your Academic Support Librarian to contact for help is Jane Munks -

[email protected]

For information about journals, databases, websites, reading lists for this

programme go to the library website > Your subject > Business School > Business

and Management

http://library.yorksj.ac.uk/management

For more information on how to access the library’s electronic resources go to

http://library.yorksj.ac.uk/off-campus-access For access to some materials away

from the University (such as from your computer at home) you will need a

University password, which will be supplied by the library upon enrolment. If you

have any difficulty in accessing materials, please contact the Information and Help

Desk, details at http://library.yorksj.ac.uk/get-in-touch

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Core Texts

These have relevance for several modules in the course.

BROOKS, I. 2005 Organisational Behaviour

Pearson

CARNALL, C. 2007 Managing change in organizations

FT Prentice Hall

JOHNSON, G. SCHOLES, K. & WHTTINGTON, R.

Latest editions apply

Exploring Corporate Strategy Prentice Hall

KOTTER, J. 1996 Leading Change Harvard Business School

PARDEY, D. 2007 Introducing leadership Butterworth-Heinemann

SENIOR, B. & FLEMING, J.

2006 Organizational Change FT/Prentice Hall, London

YUKL, G Latest editions apply

Leadership in Organizations Pearson Ed

Journals

There is access to a wide range of electronic journals through the University

library. The range of journals you can access, and the amount of information you

can access from each journal, is subject to variation in licence agreements. Check

the library weblinks, above, for what is available.

The Web

The Robert Kennedy College provides you access to the OnlineCampus online

learning platform. For a detailed description of the OnlineCampus see the user

manual under the support section.

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STUDY HINTS

Reading for information

Not all books need to be read from cover to cover. Go to the contents and index

first to help you select relevant sections, or even pages. Often an author will

summarise an article or chapter in the initial abstract or in a paragraph at the end.

Some books will need through and careful reading, however.

In other words, different study requirements will call for different reading strategies

and, to be an effective reader, you need to have a variety of strategies at your

disposal. It is important to decide on your reading purpose (“what am I reading

for?”) and select the appropriate approach:

a) Scanning - the aim is to obtain specific important information without

reading the whole text.

b) Skimming - Similar to scanning, except that the aim here is to gain a general

impression, looking for main ideas evident in keywords, words in bold print

or in italics, chapter headings or sub-headings, tables and illustrative

material.

c) Intensive study reading - This should follow on from scanning, skimming or

both. The aim is to gain full understanding of the text and the reading,

therefore, must be thorough and complete. The SQ3R technique has been

recommended as an ‘active’ approach during intensive study reading

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S Survey What is my purpose?

What is the text about?

Is it sufficiently up-to-date?

Is it likely to contain what I need?

Q Question Should I read it?

If so, which parts?

What reading approach should I use?

R Read Skim selected parts.

Read it again.

Select and organise to suit purpose.

Make notes.

R Review What have I found out?

How does it link with my previous ideas?

Have I made appropriate/sufficient notes?

Do I need to refer to any sources in original

form?

R Revise Can I recall the main ideas/arguments?

Can I list them from memory?

Online learning and virtual teams

Online learning is very flexible yet can be challenging and demanding. In the

Induction Module you will be provided with the relevant papers and online tutorials

about working in a virtual team, dealing with case studies and several key areas to

make your learning experience as rewarding as possible. Please refer to the

induction module for the full information.

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Writing assignments

• Addressing the issue. Read the assignment outline very carefully. Make sure

you understand what it is saying before you put pen to paper. If there are any

terms you don’t understand, or if it seems in some ways ambiguous to you,

seek clarification from a course tutor. It is infuriating for all concerned -

especially for you - if you produce 6,000 words or more that fail to address the

issue that was presented. Ensure you have read and fully understood the

assessment criteria before you start your preparation.

• Read around the topic generally, consulting as wide a variety of perspectives

within the literature as you consider appropriate. Take advice on this from your

course handouts, reading lists and tutorial suggestions.

• Begin to identify the line you intend to argue. Make a skeleton plan using

whatever system makes sense to you (e.g. logical and interrelated list of key

ideas, flow diagram, etc.).

• Read more selectively and more intensively. As you take notes, keep the title

firmly in mind. Use a reliable reference and source filing system.

• Modify your original plan to take new material into account.

• Having consulted the literature in this way, evaluate the strengths and

weaknesses of the various perspectives identified and draw conclusions which

are based on coherent argument, evidence (or lack of it), but not on

unsupported personal opinion or prejudice. Where no conclusions can

reasonably be drawn then a personal interpretation can be offered as long as it

is in some ways supported by a balance of probability, and is well argued.

Structuring the assignment

A generally acceptable framework would be as follows. Tutors will advise if their

expectations diverge from this general pattern.

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a) Front Cover: A standard assignment cover form, as at p32, should

accompany your assignment.

b) Introduction: In this section you should seek to clarify your own

understanding and interpretation of the assignment title, perhaps setting it in

its wider context. The introduction may also serve as a synopsis of the

assignment followed by the key issues that will be discussed, the

background to them, the aspects selected for consideration and the

reason(s) for selecting them. There should be some indication of the

sequence in which material will be presented. It is in the introduction that

terms should be defined. The introduction provides a ‘map of the territory’

and it should be succinct.

c) The Main Body: This will normally include an examination and critical

review of the relevant literature and an application of key ideas and

frameworks to the aspects of practice that you are analysing. A line of

argument should be developed which takes account of differing viewpoints,

interpreting and evaluating them. This part of the assignment may be split

into two or more sections (such as Literature Review, Analysis of Practice

etc).

d) Conclusion: This should attempt to offer a resolution, however tentative, of

the issues under consideration. Implications or recommendations arising

from the argument should be drawn out. Material or evidence which is not

already referred to in the main body should not be introduced here.

e) Bibliography: An alphabetically arranged list of works referred to in the text

should be presented. This should follow the conventions outlined below.

(f) Appendices: e.g. results of questionnaires, transcripts, observation

schedules, statistical tables or illustrative samples (written or graphic). Such

data should only appear in Appendices if they are referred to or included in

summary form in the text of the assignment. Otherwise, keep hold of them

but don’t include them. Additional pages will not add value to the

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assignment unless they are fully relevant and necessary. Appendices

should always be individually titled and lettered.

Review your first draft of the assignment after a suitable period. Check that you

have actually addressed the issues you were asked to address. Use a spell-

checker to check punctuation and grammar. You might ask friends who are not

familiar with the issues to read the draft for clarity and coherence, or swap and

read drafts with someone else on the programme and compare notes. Use the

assessment checklist on p33 to identify where you think your assignment sits.

Amend where necessary.

Make sure that you make copies of your work as it develops, including backing up

copies on a memory stick, so that all your effort is not lost through an IT problem.

Check the length. It is part of the discipline of advanced study to be able to keep

your assignment within the specified limits; it shows that you are capable of

identifying the essential issues and treating them economically yet

comprehensively. If you have exceeded the number of words specified, this may

indicate that you have included irrelevant material. Usually a margin of 10% either

way is allowed. So discipline yourself to keep within the reasonable limits laid

down. Re-draft and re-write. Follow the guidelines for presentation. Carefully proof-

read the finished product for typographical errors.

Referencing using the Harvard Method

Making references to the published work of other writers, and quoting from these

works to illuminate or support your argument, is a vital aspect of academic writing.

Such quotations should be an integral part of your discussion and should be

accompanied by some critical comment - not presented as if they were the last

word on the subject. Whether they are direct quotations or indirect paraphrases

from the original, they should always be fully attributed to their source (see below,

p30).

The convention of referencing preferred is known as the Harvard Method. It has

been selected because it is efficient, convenient, easy to use and probably the

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most commonly used style in educational publications. The Harvard Method uses

the name of the author and the date of publication as a key to the full details of the

reference which are set out in the bibliography section at the end of the

assignment.

When an author’s name is mentioned in the text, the date is inserted in brackets

immediately after the name, as in:

‘it has been argued by Smith (1998), however, that...’

When a less direct reference is made to one or more authors, both name and date

are bracketed, with the references separated by a semi-colon, as in:

‘several authors have noted this trend (Carr, 1989; Grundy, 2000; Kemmis,

2001)’

When the reference is to a work of dual or multiple authorship, use only surnames

of the abbreviated form, as in:

‘Salter and Tapper (1991)’ or ‘Broadfoot et al. (1988)’

If an author has two references published in the same year, add lower case letters

after the date to distinguish, as in:

‘Smith (1994a, 1994b)’

For direct quotations of twenty words or more, you should include page numbers in

the reference, as in:

Jones (2001:57)

If you wish to omit some words/sentences in a quotation, indicate this by using

three dots in the appropriate place.

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If you wish to use information in a text and you do not go to the primary source,

you should indicate this as follows:

‘Gardner and Lunzer (cited in Beard, 1987) suggest...’

Brief quotations should be incorporated in the text of the assignment, and set

within quotation marks; lengthy quotations should be indented at the left margin

and should be single-spaced. All quotations should be fully referenced.

Conventions for the Bibliography

Each assignment should include a bibliography in alphabetical order, whose

content and format conform to the following examples:

__________________________________________________________________

______

Book Wells, G. (1997) The Meaning Makers

London: Hodder & Stoughton.

Multiple Author MacLure, M., Phillips, T. & Wilkinson, A.

(1988) Oracy Matters. Milton Keynes: Open

University Press.

Article in an Blyth, W.A.L. (1990) ‘Social Demands and

Edited Volume Schools’ Responses’. In N. Proctor, (ed.)

The Aims of Primary Education and The

National Curriculum. Basingstoke: Falmer Press

Article in David, T. (2000) ‘Is Nothing Important?’

Journal Education 3 - 13, 17 (1), 15-18.

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Articles in O’Hear, A. (1999) ‘Learning One of Life’s Mysteries’.

newspapers and The Times Education Supplement.

periodicals 29th June 1990: 20.

or, if author not The Times Education Supplement. (1993)

given ‘Call for Nursery Expansion’. 29th June 1993: 3.

Official Reports Department of Education and Science (1989)

and Publications From Policy to Practice. London: H.M.S.O.

Websites Smith, A www.learningatwork.co.uk/resources at

17/10/2003

__________________________________________________________________

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Cheating and plagiarism

Plagiarism is the offence of publishing another writer’s findings, opinions or

words as if they were one’s own and original. Failure to acknowledge and

correctly attribute another writer’s work is tantamount to plagiarism and the

plagiarist will be severely penalised. Severe cases may lead to failure in the

degree.

Guidelines on citing resources can be found here:

In-text referencing:

http://www.yorksj.ac.uk/library/guide/citing/intext-index.aspx

Writing bibliographies:

http://www.yorksj.ac.uk/library/guide/citing/referencelist-index.aspx

A tutorial to help in understanding and avoiding plagiarism can be found

here:

How to avoid plagiarism

http://library.acadiau.ca/tutorials/plagiarism/

The regulations on cheating and plagiarism can be viewed here:

http://www.yorksj.ac.uk/administration/registry/local/ascs/qahandbook/ass/A

SS9%20Cheating%20and%20Plagiarism.doc

http://www.yorksj.ac.uk/administration/registry/local/ascs/qahandbook/ass/A

SS9%20i%20University%20Approach%20to%20Dealing%20with%20

Plagiarism.doc

Guidance on using Turnitin can be found here:

For security of assessment and to assist in the development of participants’

academic writing skills, Turnitin (plagiarism detection software) is available

to be used from the beginning of the programme.

http://w3.yorksj.ac.uk/e-learning/e-learning--ysju/using-turnitinuk.aspx

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Assessment Strategy

Each core module is assessed, with a 30 credit module requiring an assessment of the

equivalent of 6000 words, and the dissertation is assessed with a 60 credit award requiring

an individual and original research document of 12,000 words, and a Research Proposal

of 2000 words.

The module assessments have been developed to measure the learning outcomes for

each module and to achieve the standards required at each level of the programme.

Specifically, the assessments are designed so that relevant issues can be explored in the

workplace. The professional and academic strands of learning – knowledge, skills,

attitudes and values - are integrated within the programme and the assignments.

The outline assignment and criteria for assessment for each module will be made

available to you at the beginning of the module. The assignment will match and reflect the

learning outcomes for the module. Each assignment will ask you to apply theories,

frameworks and models from the module to your own experience – your own practice, or

practice within your organisation, or within an organisation of your choice. Each

assignment allows you scope to choose which aspects of practice you will analyse, and

which theories and frameworks you will apply. You should discuss your plans for each

assignment with your module tutor.

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Assignment Front Cover

Student ID NO.

Module Name

Assignment Title

Hand-In date:

I confirm I have read the University regulations on plagiarism, and that this

assignment is my own work.

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CRITERIA FOR ASSESSMENT

Generic Criteria for level M A* (80-100) (i) Command of the topic, creativity, perception and insight, all suggesting that work should be published in an academic forum; (ii) Outstanding selection that makes a substantial contribution to academic debate; (iii) Outstanding use of source material; (iv) Excellent argument that is of the highest academic quality; (v) Critical distance and outstanding analysis of the question, to a high degree of excellence; (vi) Referencing impeccable using appropriate conventions; (vii) Virtually no errors in grammar/spelling/syntax.

A (70-79) (i) Demonstrates command of the topic by showing unusual creativity, perception and insight – a serious contribution to academic debate; (ii) Outstanding selection from a wide, relevant and innovative range of perspectives and sources; (iii) Sources very well-integrated into the overall argument; (iv) Clear, well-structured argument that is well crafted and cogent; (v) Critical distance and outstanding analysis of the question; (vi) Referencing clear and accurate using appropriate conventions; (vii) Virtually no errors in grammar/spelling/syntax.

B (60-69) (i) Demonstrates command of the topic by showing creativity and insight; (ii) Selection from a wide and relevant range of perspectives and sources that draws upon contemporary academic debate; (iii) Sources well-integrated into the overall argument; (iv) Clear, cogent and well-structured argument; (v) Critical distance and sound analysis of the question; (vi) Referencing clear and accurate using appropriate conventions; (vii) Near perfect grammar/spelling/syntax with a few errors only.

C (50-59) (i) Understanding of contemporary academic debate, with some creative input; (ii) Relevant selection from a good and relevant range of perspectives and sources; (iii) Sources mostly well-integrated into the overall argument; (iv) Mostly clear, cogent and well-structured argument; (v) Demonstrates criticality and generally good analysis; (vi) Referencing clear and mostly accurate using appropriate conventions; (vii) Good grammar/spelling/syntax with some errors.

D – Narrow Fail (40-49) (i) Descriptive, while demonstrating reasonable understanding; (ii) Relevant but not wide selection from a reasonable range of sources; (iii) Sources sometimes properly integrated into the argument; (iv) Some tendencies towards a clear and cogent argument; (v) Some successful analysis with a tendency to accept the source material at face value; (vi) References adequate but clearer and/or more references needed; (vii) Reasonable grammar/spelling/syntax but with several errors.

F* (30-20) (i) Limited/poor understanding demonstrated, and any creative content is somewhat off the point; (ii) Some/minimal relevant sources and limited topic coverage; (iii) Sources only occasionally/not at all integrated into the argument; (iv) Some/minimal structure and argument present; (v) Limited/poor analysis and criticality, with reliance on sources; (vi) References limited/inappropriate; (vii) Many errors in grammar/spelling/syntax making it difficult/impossible to read.

Resubmissions of unsuccessful work will be allowed up to ONE attempt, and the mark capped at 50%. A second unsuccessful attempt will result in the module being recorded as failed, and must be retaken, or replaced, by a negotiated study.

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Presentation of your assignment

Present your work legibly, and in a form which the marker will find acceptable:

• present it on time. Deadlines for submission should be strictly adhered to,

except in exceptional circumstances and after prior consultation with tutors.

• submit an electronic copy of the assignment in Word or pdf format. Make

sure you also retain a copy for safe-keeping.

• attach a cover sheet to the front of your assignment (as on p31) giving your

registration number but no name. This ensures anonymity during the

marking process. The cover sheet includes a statement that indicates that

you have read the University requirements with regard to plagiarism (see

above, p28), and by submitting this with the assignment you are agreeing

that you understand and will abide by these requirements.

• line spacing should be set at 1.5 or double. Pages should be numbered

sequentially, including appendices.

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Deadlines for submission of work

You are expected to respect deadlines for the handing in of work for assessment.

The dates given for the submission of work must be adhered to. Marks may be

deducted for work handed in after the deadline.

Extensions beyond the deadline can only be given in very special circumstances

where the module tutor has been notified before the deadline date. You will be

required to complete a mitigating circumstances form for any extension beyond

seven days.

A mark not exceeding the minimum pass mark for the award for which the student

is registered should be awarded if the work is received after the date and time

specified.

Tutor feedback

You can expect regular feedback from tutors on your progress within the course.

This feedback will be given in an open, supportive and objective style and will

provide you with a clear assessment of strengths and weaknesses. Tutors will

assist you to develop and follow action plans for areas where improvement is

required.

Written feedback on assignments

You can expect that there will be written feedback from a tutor on each assignment

which will be concrete, specific, and relate clearly to the assignment criteria. It will

also be constructive, illustrative, and will clearly identify examples and/or

alternative sources, models or theories which could have been utilised.

Marking processes

After your work is handed in for assessment, it will be marked by a tutor at the

Robert Kennedy College, and a sample of the batch of assignments submitted will

be moderated by a tutor at York St John University. A sample of scripts is also sent

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to the external examiner, including borderline marks between pass and fail or pass

and distinction. The marking process usually takes up to four weeks because of

the need for moderation.

Assessment and disability

If you have a disability or a specific learning difficulty which may mean you need an

alternative form of assessment on a module it is your responsibility to alert the tutor

to this within three weeks of the start of the course. The tutor will then work with

you, the Disability Unit and the Registry to devise a suitable alternative.

Self-certification of medical or other special circumstances affecting

assessment

a) For most minor ailments lasting less that 7 days, students should self-

certificate themselves. They should be aware that Boards of Examiners for

Progress and Award will lend little credence to these alone when deciding

whether marks should be adjusted. Forms for self-certification should be

obtained from the module tutor.

b) Tutors should exercise their limited discretion to postpone essay or

assignment deadlines when presented with self-certification within the limits

permitted by University regulations.

c) It is the student’s responsibility to supply a certificate to all tutors whose

sessions have been missed immediately after a short period of absence.

Formal certification of circumstances affecting attendance or assessment

In the case of medical and other circumstances affecting assessment where self-

certification is not appropriate the following procedures should be adhered to.

a) Assessment Panels and external examiners will consider at the time of

agreeing the assessments any case of illness of a candidate or other

documented special circumstances which may have affected the

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candidate’s result. Any result so agreed will indicate that the illness has

been taken into account.

b) A case of illness during the programme which may influence assessment

and which the candidate wishes to have considered must be reported by the

candidate. This must be done at the time of the illness.

c) Medical or other special circumstances cannot be considered by the Faculty

Assessment Panel or the Board of Examiners for Progress and Award

unless appropriately documented by a competent authority (medical

practitioner, accredited counsellor, etc.) Scanned copies of medical

certificates should be sent to the appropriate module tutor.

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APPEALS AND COMPLAINTS

Appeals against academic judgement

(Extracted from University Guidelines issued by the Registrar.)

Scope There is a procedure which applies to students registered upon taught

courses of study who appeal against the judgement of their teachers or examiners

in relation to progressional and final assessments, the results of which affect

progress or award of classification of their course of study.

If the assessment(s) concerned do(es) not affect the final classification of the

award or lead to the termination of the student’s course of study the final resolution

of the appeal will rest with the Appeals Sub-Committee of the University Board of

Examiners.

Advice to Potential Appellants Prior to taking a final decision as to whether to

appeal or not, a student is advised to:

(i) speak to his/her Personal Tutor, Head of Programme or Head of Faculty

informally and attempt to resolve any queries at Programme or School level.

(ii) speak to a representative of the Student Union and seek further advice.

It should be noted that ‘i’ and ‘ii’ above cannot lead to any immediate change of

result. Their main purposes are to air concerns, seek information and thereby

possibly rectify misunderstandings.

Students who wish their degree to be conferred at a ceremony but who are

considering an appeal are advised to seek advice as above immediately on

receiving their result. An appellant may not have a degree conferred which is the

subject of an appeal until the appeals procedure has been concluded. An appeal

cannot be initiated once the degree has been conferred.

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Details of the procedure for appeal can be obtained from the Head of Faculty or

from the Registrar.

Complaints

If a student has a complaint which cannot be resolved informally, the matter should

be brought to the attention of the Head of Programme and Head of Faculty.

Condition of an Appeal

(i) An appellant may not have the degree conferred which is the subject of an

appeal until the procedure has been concluded.

(ii) An appeal will not be considered unless it is initiated and progressed by the

student personally. (This does not affect an appellant’s right to a supporter).

No substantive correspondence or discussion will be entered into by the

University with a third party unless the student specifically requests this.

(iii) An appeal cannot be initiated once the degree has been conferred.

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PROGRAMME REGULATIONS

Postgraduate Diploma or Master of Arts

Leading Innovation and Change

ENTRY REQUIREMENTS

1 Candidates for entry to the Postgraduate Diploma/Master of Arts programme

must normally possess one of the following:

a) A good degree or the York St John University or other approved university

of institution;

b) An equivalent qualification acceptable to the York St John University

c) A qualification leading to qualified teacher status;

d) A professional qualification, or its equivalent which is considered to be

relevant and appropriate for advanced study. Applicants will normally

have appropriate professional or academic qualifications in fields such as:

finance, accountancy, personnel or human resources management,

marketing, psychology, sociology, medicine, business administration or

law.

2 Students who register in the first instance for the Masters programme must

normally have a good honours degree.

3 Students who register in the first instance for the Postgraduate Diploma will

have academic and professional qualifications which equate to satisfactory

completion of the appropriate prior learning recognised as equivalent to 360

credits at level 2, and at least 60 credits at level 3 on the University’s modular

course system.

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DURATION

4 The full time programme is for one academic year, normally starting in

September, and completing in August the following year. The part-time

Postgraduate Diploma/Masters programme is for two academic years.

PROGRAMME OF STUDY

5 The programme will comprise modules that conform to the requirements of

the award for which the student is registered.

(a) Core modules are:

MOD033 Leading Innovation and Change 30 M credits

MOD070 The Essence of Leadership 30 M credits

MOD013 Strategic Thinking and Strategic Leadership 30 M credits

MOD060 Culture and Leadership in Organisations 30 M credits

b) Other modules are:

MOD043 Negotiated Study (Postgraduate Diploma) 30 credits Level M

MOD053 Dissertation (Master of Arts) 60 credits Level M

6 Students registered for the Postgraduate Diploma will normally follow a

programme of modules leading to the accumulation of 120 credit points.

The programme of study for the Postgraduate Diploma will comprise of 120

credits to be drawn from the core modules specified above and / or the

Negotiated Study (Postgraduate Diploma).

7 Students registered initially for the degree of Master of Arts will follow a

programme of modules leading to the accumulation of 180 credits.

The programme of study for the degree of Master of Arts will comprise all the

core modules together with the Dissertation (Master of Arts). A candidate for

the degree of Master of Arts must study all specified modules.

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8 Students may progress from Postgraduate Diploma to Mastership in

accordance with the regulation below.

ASSESSMENT

9 The programme is arranged so that modules are linked together throughout

the period of the course. Assessment of the core modules will occur during,

and at the end of, the study of those modules.

10 For each core module the assessment will consist of coursework of 6,000

words or its equivalent as specified in the course validation document.

11 The negotiated study will normally be 6,000 words.

12 The dissertation will normally be 12,000 words.

13 The latest date for submission of work shall be prescribed by the University.

PROGRESSION AND PROGRAMME OPTIONS

14 All students, whether registered initially for the Postgraduate Diploma or for

the MA, will follow a common programme of study comprising the core

modules in the first instance.

15 A student registered for the Postgraduate Diploma may elect to proceed to

registration for the MA on the successful completion of four level M modules

with an overall mark of 50% or above.

16 A student registered for the MA will be permitted to proceed to the

dissertation provided that he or she has completed the four level M modules

with an overall mark of 50% or above.

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17 A student for the MA who does not elect to proceed to the Master of Arts or

does not fulfil the further requirements for the degree of Master of Arts, may

be awarded the Postgraduate Certificate or Diploma if he or she has fulfilled

the requirement for that award..

EXAMINATION FOR THE POSTGRADUATE DIPLOMA/MASTERSHIP

18 (a) Marks, pass marks and other marking conventions shall adhere to the

marking conventions agreed by York St John University.

(b) Candidates may be re-examined in the module on one occasion only and

not later than the end of the academic year following that in which the

module was studied.

(c) The examiners may require a candidate to present for viva-voce

examination.

AWARD OF THE POSTGRADUATE DIPLOMA/MASTERSHIP

19. Examiners will have regard to the student’s satisfactory completion of the

appropriate number of core, negotiated study and dissertation modules at

the required grade, and the student’s satisfactory participation in all aspects

of the programme.

20. In order to quality for the Postgraduate Diploma, candidates must

accumulate 120 credits. All 120 credits will be passed with a mark of 50 or

above.

21 (a) In order to qualify of the degree of Masters of Arts, candidates must

accumulate 180 level M credits. Level M credits presented for the degree

must include the dissertation element. All 180 credits will be passed

with a mark of 50 or above.

(b) The Master of Arts degree may be awarded with distinction to candidates

whose work has been of outstanding merit. A candidate will be

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considered for the award of the degree with distinction if he or she has

passed all modules with a minimum mark of 60 and has achieved an

average mark of 70 or above over all modules.

malic handbook 2011

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