pre entry modules in business - rdi · 2019-10-03 · managing communications, knowledge and...

of 58

Pre entry modules in

Business

Student Handbook For Online Candidates

Published March 2013 Version 7 – supersedes previous versions

of 58

Foreword

It is a pleasure to welcome you to RDI and wish you well in your studies.

Resource Development International (RDI) is at the forefront of distance learning provision,

not only in the UK but also all over the World. It intends to maintain this position as a leader

in supported open learning. This means combining appropriate communication technologies

and knowledge media with personal tuition and counselling to ensure that you can learn

effectively and enjoyably. In particular, RDI is making investment into new administrative

mechanisms to ensure first class customer services are in place to provide you excellent

support.

RDI takes its obligations to each of its students very seriously. You have registered for an

RDI Higher National course with particular personal goals in mind, and all the staff want to

help you achieve those goals successfully.

The purpose of this handbook is to describe the procedures and policies that are an

essential element in sustaining an effective relationship between RDI and its students.

These policies make explicit the expectations on both sides. I advise you to familiarise

yourself with the contents pages and to read any sections that are of interest to you. The

handbook should then be kept for more detailed consultation as particular issues arise.

Most of the questions you have about RDI practices will be answered in these pages.

I trust that you will find your association with RDI a stimulating and rewarding experience.

Dr Philip Hallam

CEO

Resource Development International

of 58

Copyright.

Resource Development International Limited reserves all rights of copyright and all other

intellectual property rights in the learning materials and this publication. No part of any

learning materials or this publication may be reproduced, stored in a retrieval system or

transmitted in any form or by any means, including without limitation electronic, mechanical,

photocopying, recording or otherwise, without the prior written consent of Resource

Development International Limited.

This handbook has been prepared by the Higher National Programme team of RDI.

RDI wishes to emphasise that, while every effort is made to ensure accuracy, the material in

this Handbook is subject to alteration or amendment in the light of changes in regulations or

in policy or of financial or other necessity.

of 58

Contents

Welcome from Resource Development International (RDI) ................................................ 6

Aims of the Qualification .................................................................................................... 6

Purpose of this Handbook ................................................................................................. 7

Section 1. General Information ................................................................... 8

1.1 Introduction to RDI .................................................................................................. 8

1.2 Access to help and advice ...................................................................................... 8

1.3 Key Contacts .......................................................................................................... 8

1.4 Relationship with Edexcel ....................................................................................... 8

1.5 Enrolment ............................................................................................................... 9

1.6 Quality Standards ........................................................................................................ 9

1.7 Access to Modules .................................................................................................. 9

Section 2. Learning Support ....................................................................... 9

2.1 Induction ................................................................................................................. 9

2.2 Learning Materials ................................................................................................ 10

2.3 Tutors ................................................................................................................... 10

2.4 Support Mechanisms ............................................................................................ 11

2.5 ilearn ..................................................................................................................... 11

2.6 How to access ilearn ............................................................................................. 11

Section 3. Staff/Student Obligations ........................................................ 12

3.1 Learning Contract ................................................................................................. 12

3.2 Student Feedback and Questionnaires ................................................................. 12

3.3 Complaints/Appeals .............................................................................................. 12

Section 4. The Programme ........................................................................ 13

4.1 Introduction ........................................................................................................... 13

4.2 Learning Objectives .............................................................................................. 13

4.3 The Structure of Your Study ................................................................................ 13

4.4 Module Content .................................................................................................... 17

Marketing Principles ..................................................................................................... 17 Managing Financial Resources and Decisions ............................................................. 17 Organisations and Behaviour ....................................................................................... 18 Business Environment ................................................................................................. 18 Personal and Professional Development ..................................................................... 19 Aspects of Contract and Negligence for Business ........................................................ 19 Human Resource Management ................................................................................... 20 Business Decision Making ........................................................................................... 21 Working with and Leading People ................................................................................ 21 Managing Business Activities to Achieve Results......................................................... 22 Managing Communications, Knowledge and Information ............................................. 22 Marketing Planning ...................................................................................................... 23 Sales Planning and Operations .................................................................................... 24

of 58

Project Management for Business ............................................................................... 24 Business Strategy ........................................................................................................ 25 Research Project ......................................................................................................... 25 Advertising and Promotion in Business ........................................................................ 26 Marketing Intelligence .................................................................................................. 27 Management Accounting: Costing and Budgeting ........................................................ 27 Financial Accounting and Reporting ............................................................................. 28 Financial Systems and Auditing ................................................................................... 28 Taxation ....................................................................................................................... 29

Section 5. Assessment .............................................................................. 30

5.1 Registering to Take Coursework Assignments ...................................................... 30

5.2 Maximum Programme and Module Registration Timeframe .................................. 30

5.3 Release of Coursework Assignments.................................................................... 31

5.4 Submitting your Assignment ................................................................................. 31

5.5 Help on Referencing and Avoiding Plagiarism ...................................................... 32

5.6 Referencing Correctly ........................................................................................... 32

5.7 Deadlines .............................................................................................................. 35

5.8 Notification of Assignment Grades ........................................................................ 36

5.9 Referred Assignments and Re-submissions.......................................................... 36

5.10 Higher Nationals Grading Structure ...................................................................... 37

Section 6. Study Guidelines ...................................................................... 39

6.1 Introduction ........................................................................................................... 39

6.2 Managing your Study Time ................................................................................... 39

6.3 Preparing to Read and Study ................................................................................ 39

6.4 Effective Reading .................................................................................................. 40

6.5 Evaluating Ideas, Action and Learning .................................................................. 40

6.6 Harvesting your Learning ...................................................................................... 40

6.7 Assignment Guidelines ......................................................................................... 40

6.8 Using Turnitin to Review Draft Assignments ......................................................... 41

Section 7. Policies ..................................................................................... 43

7.1 Academic Appeals ................................................................................................ 43

7.2 Mitigating Circumstances Guidelines .................................................................... 46

7.3 Complaints Procedure .......................................................................................... 48

7.4 Equal Opportunities Policy .................................................................................... 49

7.5 Assessment Malpractice ....................................................................................... 51

Section 8. Annexes .................................................................................... 57

Annex 1 – Learning Contract ........................................................................................... 57

Annex 2 – Mitigation Form ............................................................................................... 58

of 58

Welcome from Resource Development International (RDI)

Welcome to the RDI BTEC Higher National pre entry modules in Business.

You have joined a challenging course, which will enable you to develop your knowledge

about the various elements of business alongside a number of skills.

Though you are expected to invest time and effort into your studies you should also take

every opportunity to have fun and enjoyment. Whilst studying with us, you will make new

friends from a variety of backgrounds.

We hope that you will find your learning experience to be productive, enjoyable and

successful. Our aim is to provide you with the opportunity to establish a firm foundation for a

successful career in business.

Aims of the Qualification

The Edexcel BTEC HNC and HND in Business qualifications have been developed to:

equip individuals with knowledge, understanding and skills for success in a range of administrative and management positions in business

provide specialist routes of study which relate to individual professions within the business world in which learners are working or intend to seek employment

enable progression to an undergraduate degree or further professional qualification in business or a related area

support individuals employed or entering employment in the business field

develop the individual‟s ability in the business field through effective use and combination of the knowledge and skills gained in different parts of the programme

develop a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment

provide flexibility, knowledge, skills and motivation as a basis for future studies and career development in business.

of 58

Purpose of this Handbook

The purpose of this Handbook is to introduce learners to the structure and content of the

Higher National pre entry modules and outline key points about the online distance learning

provision through RDI.

In addition, we lay down the standards which RDI requires from students and set out the

criteria by which we operate.

Key themes are outlined and initial guidance is given regarding various key personal skills

(such as reading and academic writing), which underpin effective study and also contribute

directly to good management.

of 58

Section 1. General Information

1.1 Introduction to RDI

RDI has been working with various Universities and Professional Bodies, providing distance-

learning courses to high-achieving students for over 20 years. We are dedicated to providing

you with a high standard of tutor and administrative support throughout your studies and

always listen to the comments of our students in order to ensure the learning process is a

satisfying and rewarding experience for all involved.

1.2 Access to help and advice

The RDI Student Support team are here to support you throughout your studies and will

make regular contact with you to ensure you are progressing well with your studies. If you

would like to visit the Midland Management Centre in Coventry then you will be able to meet

with your Student Support Coordinators.

Your Student Support Coordinators will be able to help you with any administrative query

relating to your studies.

1.3 Key Contacts

Student Support Team:

Carolyn Rowland

Kirsty Knott

Jackie Gibbons

Gabrielle Smith

Tel: +44 (0)24 76 515 700

Email: [email protected]

Helen Duff

Student Support Manager

Tel: +44 (0)24 76 515 700


Carmen Miles

Programme Director

Tel: +44 (0)24 76 515 700


Catherine Gordon

Head of Operations

Tel: +44 (0)24 76 515 700


Dr Philip Hallam

CEO

Tel: +44 (0)24 76 515 700


1.4 Relationship with Edexcel

RDI are an approved Edexcel centre. Edexcel are the Awarding Body who have approved

the Higher National qualifications to be run at RDI. As such, RDI are responsible for making

sure that the quality of provision meets their prescribed levels and standards set by Edexcel.

To enable quality to be monitored, Edexcel appoint an External Verifier to approve

assessment procedures and results, as well as seeking feedback from students on the

of 58

courses. As a result, selected students will be asked to submit copies of their assignments

for scrutiny. You must therefore make sure that you keep copies of all assignments for

moderation purposes, as you may be asked for them.

1.5 Enrolment

Once you have completed the enrolment process for your pre-entry modules, you will

receive your log-in details to ilearn, RDI‟s Virtual Learning Environment along with

instructions on how to get started with your study on the Higher National pre-entry modules

online. By logging onto ilearn you will be able to access your Induction Module and your

module learning material. Further information regarding the main features of ilearn can be

found in the next section of this handbook.

1.6 Quality Standards

As you are studying pre-entry modules to gain access to the BA top-up programme, you will

not be registered with Edexcel and will not receive a formal certificate. However, the

modules that have been selected are part of a HND programme and all your work will be

assessed to Edexcel quality standards.

1.7 Access to Modules

Modules will normally be released to distance learners so they have access to study two

modules at a time. If you have paid for your programme in full you will be given access to

two modules at a time as you progress through your study. If you are paying for your

programme on a modular basis, you will only have access to the modules you have paid for

at any one time. In order to avoid delays in receiving access to your next module, you are

advised to make payment in advance (preferably 2 weeks before you take assessment in the

preceding module).

The above may not apply for students who are studying the programme at a local centre. If

you are studying at a local centre you should therefore contact your centre co-ordinator for a

schedule of module delivery.

Please remember that once you are enrolled on a module, there is a maximum registration

period by which you must complete that module. This maximum study period is calculated

from the date on which you gain access to the module on ilearn. It is therefore essential that

you plan your time in order to complete your study of each module before the maximum

registration period

Section 2. Learning Support

2.1 Induction

Before you commence study on your programme you are required to undertake a brief

induction programme which contains all the information you need to get you started on your

study and an interactive quiz to consolidate your understanding of the processes and

procedures you will encounter during your studies. The aim of the induction is for you to:

of 58

Get to know staff and fellow students

Gain a comprehensive understanding of key aspects of your programme of study.

Ask questions relating to any aspect of the learning experience.

Become acquainted with Edexcel and RDI procedures and policies.

At the start of your intake you will receive your username and password for ilearn from your

Student Support Programme Co-ordinator. By logging onto ilearn you will be able to access

your Induction module. After you have completed the Induction tasks and successfully

passed the interactive quiz, your results will be sent to your Programme Co-ordinator and

you will be given access to your first module. If you experience any difficulties accessing any

of this information please contact your Programme Co-ordinator.

2.2 Learning Materials

For each module you study your will be given access to a set of online learning material. You

will access all of the learning material for the programme on ilearn.

The module learning materials are designed to facilitate your learning and to allow you to

achieve the learning outcomes for each module. The material is interactive and contains

practical activities, which have been designed to enable you to apply theoretical principles

and frameworks to the practical setting of the working environment.

Try to use your own background when completing the activities and draw the best ideas and

solutions you can from your work experience. If possible, discuss your ideas with other

students or your colleagues; this will make learning much more stimulating. Remember, if in

doubt, or if you have any questions about the modules or how to study, ask your student

support team or your tutor.

2.3 Tutors

For each module you study there will be an allocated tutor. All tutors appointed are senior

academics and subject specialists approved to deliver the module. They will help you by

facilitating your academic progress and to this end they will set tasks and activities in the

appropriate discussion areas of ilearn.

The primary means of support will be delivered online through ilearn. Where appropriate,

tutors may also provide support by other means, e.g. by email.

The tutorial process is viewed as an essential aspect of development and support for

students. It is informally based and designed to encourage two-way communication, either

peer-to-peer or student-to-tutor. As such it includes the following:

The channelling and dissemination of information

The facilitation of discussion between peers on the programme

The giving and receiving of formative, as well as summative assessment feedback

Discussion regarding candidate personal development needs

Counselling, where appropriate.

of 58

2.4 Support Mechanisms

Your module tutors will provide you with academic advice and guidance and answer your

questions of an academic nature. For all other queries you are encouraged to contact a

member of your Student Support team for support. You can contact the Student Support

team by email, telephone or via ilearn. You can find contact details for your Student Support

team in the Key Contacts section of this handbook.

2.5 ilearn

ilearn is RDI‟s online learning environment and it is where most of your learning will take

place. It is designed to enhance your learning experience and help you through your studies.

It provides access to:

Your module materials Assignment Area

Discussion forums Online electronic resources

News forums Course Information

Group Learning Space E-mail/Messaging facility

My Learning Space Links to Rules and Regulations

The ilearn site will be updated regularly with new and relevant information as it becomes

available. Tutors may make announcements or add notes to relevant sections or they may

even use it to engage with you in discussion forums.

There is also a page for your own personal profiles and photos. You are encouraged to add

further information about yourself, as other students may find it interesting.

2.6 How to access ilearn

You can access ilearn from RDI‟s homepage:

1. Go to RDI‟s homepage at www.rdi.co.uk 2. Click on the Student Login link and select ilearn 3. Enter your username and password and click „Login‟. 4. Select the relevant Module from the “My Modules” menu on the right hand side.

Alternatively you can access the ilearn site directly by entering the following web address in

your browser: www.ilearn.rdi.co.uk

http://www.rdi.co.uk/

http://www.ilearn.rdi.co.uk/

of 58

Section 3. Staff/Student Obligations

3.1 Learning Contract

By embarking on this programme of study you confirm your commitment to RDI‟s Learning

Contract. This learning contract is a „partnership‟ between you, the student, and RDI as your

learning provider to help you understand the roles and responsibilities of each party during

the learning process.

As you read through the Learning Contract, you will note that there is a specific regulation

about plagiarism. This describes the penalties that apply when students cheat in written

assessment or present someone else's material for assessment as if it were their own (this

is called plagiarism). In order to avoid plagiarism it is imperative you reference your work

appropriately.

Very few students commit such offences, but RDI believes that it is important that all

students understand why academic honesty is a matter of such concern and why such

severe penalties are imposed. Please see Section 5.7 of this handbook for further

information about academic referencing and avoiding plagiarism.

3.2 Student Feedback and Questionnaires

As part of RDI‟s quality assurance obligations, students will be invited to complete a module

evaluation questionnaire at the end of each module. The questionnaires are available

electronically and you can find a link to the questionnaire on each module page on ilearn.

In addition, you may be contacted via e-mail 1-2 weeks prior to the quarterly Course

Committee meetings to give you the opportunity to raise any concerns or to highlight any

positive feedback you wish for the Committee to discuss.

Note: All information is dealt with in strictest confidence and anonymity is maintained.

3.3 Complaints/Appeals

RDI is committed to providing the highest quality of education possible within the limits

imposed by the resources available, to ensure that students benefit from the academic,

social and cultural experience. Where candidates feel that their legitimate expectations are

not being met, whether it is an academic or non-academic matter, students have the right of

access to the sections relating to Academic Appeals and the Complaints Procedure as

detailed in Section 7 of this handbook, although it is hoped that any complaints can be

settled at a local level.

of 58

Section 4. The Programme

4.1 Introduction

The following pages contain a brief description of the modules available for pre entry study

for the BA top up.

4.2 Learning Objectives

The general purpose of RDI‟s online programmes is to provide a balance of study and

assessment that enables learners to consolidate, develop and demonstrate skills that enable

them to work efficiently and effectively.

The aim is to enable and encourage participants to apply their learning in their work, and to

take effective action using new knowledge and skills. By doing so the following objectives

will be met:

To increase personal effectiveness in action.

To increase understanding of people, situations and management.

4.3 The Structure of Your Study

In order to enrol onto the final year BA top up programme, you need to complete a certain number of pre-entry modules. Your offer letter for the BA top-up programme will have stipulated exactly which modules you need to complete from the Higher National Diploma qualification.

The pre-entry modules are delivered online. Each module has a set of interactive learning materials accessed via ilearn. The interactive modules provide the information you need to complete the learning outcomes of the course.

In addition to studying the modules you are encouraged to expand your professional knowledge about Business, Management, Finance and Marketing by looking in the newspapers and in professional and technical journals and magazines and to look out for programmes on the radio and TV about Business.

Each module is equivalent to 60 hours of study requiring approximately 10 hours of study per week. Below is a list of all available pre-entry modules. Please refer to your offer letter for your final

year top-up programme for details of which modules you are required to complete.

of 58

Business (Management), Business (Accounting) and Business (Marketing)

Module Title* Level Credits Assessment

Marketing Principles 4 15 Coursework

Managing Financial Resources and Decisions 4 15 Coursework

Organisations and Behaviour 4 15 Coursework

Business Environment 4 15 Coursework

Personal and Professional Development 5 15 Coursework

Aspects of Contract and Negligence for Business 4 15 Coursework

Human Resource Management 4 15 Coursework

Business Decision Making 5 15 Coursework

Marketing Intelligence 4 15 Coursework

Working with and Leading People 5 15 Coursework

Management Accounting: Costing and Budgeting 4 15 Coursework

Managing Business Activities to Achieve Results 4 15 Coursework

Advertising and Promotion in Business 4 15 Coursework

Financial Accounting and Reporting 4 15 Coursework

Financial Systems and Auditing 5 15 Coursework

Managing Communications, Knowledge and Information 4 15 Coursework

Taxation 5 15 Coursework

Marketing Planning 5 15 Coursework

Sales Planning and Operations 5 15 Coursework

Project Management for Business 5 15 Coursework

Business Strategy 5 15 Coursework

Research Project 5 20 Coursework

*Please note that the order in which you study your modules may vary. Please note that assessment

methods are subject to change.

It is recommended that you study two modules at a time to allow you to progress through the

programme in the shortest amount of time.

There are four study periods per year. Modules are typically studied and assessed over a

period of 10-11 weeks.

A typical module delivery schedule is shown below.

Module Delivery Schedule

of 58

Activity Week Description

Module Start Date

1

Official module start date. Your tutor will post a

welcome message on the module and provide

you with guidance on how to get started.

Assessment Release

(assignment based modules only) 1

Assignment questions will be made available to

you on ilearn during the first week following the

module start date.

Study Period

1-9

During weeks 1-9 you will focus on studying

the module material and have the opportunity

to take part in online discussions and tasks on

ilearn to help you prepare for your assessment.

Registering for Assessment

4

You must register to take each assessment.

The deadline to do so will be available on

ilearn. You must complete an Intent to Submit

form and return to RDI (see section 5).

Modules assessed

10-11

Assignment submission will take place during

week 10 and 11 of the module. Please see

ilearn for details of assessment dates.

Study Break

12

Once you have taken the assessment on the

module, there will be a short break before the

start of your next module. You are advised to

use this time to ensure you have paid for your

next module to avoid delays in receiving

access and progressing with your study.

of 58

Please note the maximum study period for any single module is 9 months. If you have not

taken assessment and progressed from the module within this timeframe your registration on

the module will expire and you will be withdrawn from the module. In order to be reinstated,

you will be required to purchase the module again and make a full module payment.

More detail on maximum study periods and maximum module registration timeframes can be

found in Section 5.2 of this handbook.

If you are not able to complete the module within this duration, you may apply for study leave

by completing a Leave of Absence form (Annex 2), which should then be returned to your

programme co-ordinator.

of 58

4.4 Module Content

This section provides a summary of the content and learning outcomes for all of the modules

offered. The full module specifications for each module can be found in the module areas on

ilearn.

Marketing Principles

Module Aim This module aims to provide learners with understanding and skills relating to the fundamental concepts and principles that underpin the marketing process. Module Overview This is a broad-based module which gives learners the opportunity apply the key principles of marketing. Firstly, the module looks at the definitions of marketing, and what is meant by a marketing orientation and the marketing process. Next, learners consider the use of environmental analysis in marketing and carry out their own analyses at both macro and micro levels. They will also investigate the importance of market segmentation and how this leads to the identification and full specification of target groups. Learners then consider buyer behaviour and positioning. The module looks at the main elements of both the original and the extended marketing mix. This includes an introduction to the concept of the product life cycle, new product development, pricing strategies, distribution options and the promotion mix. Finally, learners will develop their own marketing mixes to meet the needs of different target groups. This includes considering the differences when marketing services as opposed to goods. A range of other contexts is examined including marketing to businesses instead of consumers and the development of international markets. Learning outcomes On successful completion of this module a learner will:

1 Understand the concept and process of marketing 2 Be able to use the concepts of segmentation, targeting and positioning 3 Understand the individual elements of the extended marketing mix 4 Be able to use the marketing mix in different contexts.

Managing Financial Resources and Decisions

Module Aim The module aim is to provide learners with an understanding of where and how to access sources of finance for a business, and the skills to use financial information for decision making. Module Overview This module is designed to give learners a broad understanding of the sources and availability of finance for a business organisation. Learners will learn how to evaluate these different sources and compare how they are used. They will learn how financial information is recorded and how to use this information to make decisions for example in planning and budgeting. Decisions relating to pricing and investment appraisal are also considered within the module. Finally, learners will learn and apply techniques used to evaluate financial performance. Learning outcomes On successful completion of this module a learner will:

of 58

1 Understand the sources of finance available to a business 2 Understand the implications of finance as a resource within a business 3 Be able to make financial decisions based on financial information 4 Be able to evaluate the financial performance of a business.

Organisations and Behaviour

Module Aim The aim of this module is to give learners an understanding of individual and group behaviour in organisations and to examine current theories and their application in managing behaviour in the workplace. Module Overview This module focuses on the behaviour of individuals and groups within organisations. It explores the links between the structure and culture of organisations and how these interact and influence the behaviour of the workforce. The structure of a large multi-national company with thousands of employees worldwide will be very different from a small local business with 20 employees. The way in which an organisation structures and organises its workforce will impact on the culture that develops within the organisation. This system of shared values and beliefs will determine and shape the accepted patterns of behaviour of an organisations workforce. The culture in organisations that differ in size, for example, or are from different sectors of the economy can be very different. The structure and culture of an organisation are key factors which contribute to motivating the workforce at all levels of the organisation. The Japanese were instrumental in developing a culture of „continuous improvement through teamwork‟ in their manufacturing industry. This culture has now been exported around the world and encapsulates the way in which structure and culture contribute to patterns of behaviour in the workplace. This module will develop learner understanding of the behaviour of people within organisations and of the significance that organisational design has on shaping that behaviour. Learning outcomes On successful completion of this module a learner will:

1 Understand the relationship between organisational structure and culture 2 Understand different approaches to management and leadership 3 Understand ways of using motivational theories in organisations 4 Understand mechanisms for developing effective teamwork in organisations.

Business Environment

Module Aim The aim of this module is to provide learners with an understanding of different organisations, the influence of stakeholders and the relationship between businesses and the local, national and global environments. Module Overview Organisations have a variety of purposes that depend on why they were established. Some operate for profit, whilst others do not. Organisations structure themselves and operate in ways that allow their objectives to be met. Every organisation has a range of stakeholders whose interests need to be satisfied, but stakeholders have competing interests that may be hard to reconcile. Businesses operate in an environment shaped by the government, competitors, consumers, suppliers, and international factors. Learners will understand that some influences on the business environment are direct and clear, for example taxation policies on corporate activities.

of 58

Other influences are less clear, perhaps coming from the international arena and sometimes with only an oblique impact on the national business environment. It is within this business environment that organisations function and have to determine strategies and a modus operandi that allow them to meet their organisational purposes in ways that comply with the relevant legal and regulatory frameworks. In addition, business markets take various forms and the structure of a market enables an understanding of how organisations behave. In this module learners will consider how different market structures shape the pricing and output decisions of businesses, as well as other aspects of their behaviour. Learning outcomes On successful completion of this module a learner will:

1 Understand the organisational purposes of businesses 2 Understand the nature of the national environment in which businesses

operate 3 Understand the behaviour of organisations in their market environment 4 Be able to assess the significance of the global factors that shape national

business activities.

Personal and Professional Development

Module Aim This module aims to help the learner become an effective and confident self-directed employee. This helps the learner become confident in managing own personal and professional skills to achieve personal and career goals. Module Overview This module is designed to enable learners to assess and develop a range of professional and personal skills in order to promote future personal and career development. It also aims to develop learners‟ ability to organise, manage and practise a range of approaches to improve their performance as self-directed learners in preparation for work or further career development. The module emphasises the needs of the individual but within the context of how the development of self-management corresponds with effective team management in meeting objectives. Learners will be able to improve their own learning, be involved in teamwork and be more capable of problem solving through the use of case studies, role play and real-life activities. Learning outcomes On successful completion of this module a learner will:

1 Understand how self-managed learning can enhance lifelong development 2 Be able to take responsibility for own personal and professional development 3 Be able to implement and continually review own personal and professional

development plan 4 Be able to demonstrate acquired interpersonal and transferable skills.

Aspects of Contract and Negligence for Business

Module Aim The aim of this module is to provide learners with an understanding of aspects of the law of contract and tort and the skill to apply them, particularly in business situations. Overview The module introduces the law of contract, with a particular emphasis on the formation and operation of business contracts. Learners are encouraged to explore the content of these agreements and then develop skills relating to the practical application of business contracts, including offer, acceptance, intention, consideration and capacity. Relevant case law

of 58

examples will be covered. Learners will consider when liability in contract arises, the nature of the obligations on both sides of the contract, and the availability of remedies when a contract is not fulfilled in accordance with its terms. Additionally, the module will enable learners to understand how the law of tort differs from the law of contract and examine issues of liability in negligence relating to business and how to avoid it. Learning outcomes On successful completion of this module a learner will:

1 Understand the essential elements of a valid contract in a business context 2 Be able to apply the elements of a contract in business situations 3 Understand principles of liability in negligence in business activities 4 Be able to apply the principles of liability in negligence in business situations.

Human Resource Management

Module Aim This module provides an introduction to the concepts and practices of human resource management within the United Kingdom and focuses on the management of recruitment, retention and employment cessation. Module Overview Recruiting and retaining staff of the right caliber contributes to the achievement of organisational purposes. Staff must make a valued contribution to the work of the organisation. Eventually they will leave, more often than not because they find alternative employment or retire. Occasionally, however, employment has to be terminated. This module considers how human resource management deals with these aspects of working. However, the focus of human resource management has moved beyond personnel management towards a more proactive approach that, in addition to the traditional roles associated with staff management, also considers how to get the best people and the best out of people so that they work in roles and ways that are closely aligned to organisational objectives. This often leads to the assertion by many senior managers that „Our employees are our most valuable resource‟. Human resource management takes place against a background of organisational needs, policies and procedures that are themselves shaped by legal and regulatory requirements. The module therefore gives consideration to the national and European legislation that has, for example, seen the introduction of a range of anti-discriminatory legislation, the significance of which can be seen regularly in high profile and often very expensive court cases. Organisations with effective human resource management policies, processes and practices will have committed, skilled employees who contribute effectively to the organisation. In competitive business contexts this is a significant contribution to maintaining a competitive advantage. Learning outcomes On successful completion of this module a learner will:

1 Understand the difference between personnel management and human resource

2 management 3 Understand how to recruit employees 4 Understand how to reward employees in order to motivate and retain them 5 Know the mechanisms for the cessation of employment.

of 58

Business Decision Making

Module Aim The aim of this module is to give learners the opportunity to develop techniques for data gathering and storage, an understanding of the tools available to create and present useful information, in order to make business decisions Module Overview In business, good decision making requires the effective use of information. This module gives learners the opportunity to examine a variety of sources and develop techniques in relation to four aspects of information: data gathering, data storage, and the tools available to create and present useful information.# ICT is used in business to carry out much of this work and an appreciation and use of appropriate ICT software is central to completion of this module. Specifically, learners will use spreadsheets and other software for data analysis and the preparation of information. The use of spreadsheets to manipulate of numbers, and understanding how to apply the results, are seen as more important than the mathematical derivation of formulae used. Learners will gain an appreciation of information systems currently used at all levels in an organisation as aids to decision making. Learning outcomes On successful completion of this module a learner will:

1 Be able to use a variety of sources for the collection of data, both primary and secondary

2 Understand a range of techniques to analyse data effectively for business purposes

3 Be able to produce information in appropriate formats for decision making in an

4 organisational context 5 Be able to use software-generated information to make decisions in an

organisation.

Working with and Leading People

Module Aim The aim of this module is to develop the skills and knowledge needed for working with and leading others, through understanding the importance of recruiting the right people for the job. Module Overview An organisation‟s success depends very much on the people working in it, and recruiting the right people is a key factor. Organisations with effective recruitment and selection processes and practices in place are more likely to make successful staffing appointments. In competitive labour markets this is a major advantage that well-organised businesses will have over their competitors. It is important, therefore, for learners to appreciate that the processes and procedures involved in recruitment and selection to meet the organisation‟s human resource needs are legal. This module aims to develop learner knowledge and understanding of the impact of the regulatory framework on the recruitment process. There are many benefits for both the individual and the organisation of working in teams for both the individual and the organisation, most importantly that the task is carried out better and more efficiently. An understanding of team development and the leadership function is crucial when working with others. A motivated workforce is more likely to be efficient and can contribute to the long-term profitability of the business. In this module learners will examine these key areas and appreciate how an effective team leader can motivate and develop individuals within teams.

of 58

Sometimes when people work in teams they have their own types of communication, which can affect others and cause conflict or tension. In this module learners will have the opportunity to develop their own leadership skills as well as building on the skills and knowledge needed to manage and lead people and teams in an organisation. Learners will explore ways to manage teams and individuals as well as motivating staff to perform better whilst meeting the aims of the organisation. Learning outcomes On successful completion of this module a learner will:

1 Be able to use recruitment, selection and retention procedures 2 Understand the styles and impact of leadership 3 Be able to work effectively in a team 4 Be able to assess the work and development needs of individuals.

Managing Business Activities to Achieve Results

Module Aim The aim of this module is to provide learners with the understanding and skills to manage their activities in the business workplace to improve their effectiveness and efficiency. Module Overview This module focuses on the effective and efficient planning and management of business work activities. It gives learners with understanding and skills needed to design and implement operational systems to improve their effectiveness and efficiency and achieve the desired results for the business. Learners are encouraged to consider the importance and interrelationship of business processes and the implementation of operational plans, together with quality systems and health and safety, in achieving satisfactory results. Learning outcomes On successful completion of this module a learner will:

1 Understand the importance of business processes in delivering outcomes based upon

2 business goals and objectives 3 Be able to develop plans for own area of responsibility to implement

operational plans 4 Be able to monitor appropriate systems to improve organisational

performance 5 Be able to manage health and safety in the workplace.

Managing Communications, Knowledge and Information

Module Aim The aim of this module is to show how communications, knowledge and information can be improved within an organisation including making better use of IT systems. Module Overview This module recognises that communications do not automatically take place effectively in organisations and that both information and work-based knowledge is often insufficient when decisions are made. Learners will look at how managers can improve the planning of their communications processes as well as their communication skills. Learners will understand why managers need to adopt a more inclusive approach to stakeholders affected by the decisions they make and why they need to network on a more structured basis. The module also looks at how managers can make the information and knowledge they gain accessible to other parts of the organisation.

of 58

The module is designed to develop learner understanding of the interaction between communications, knowledge and information. It also covers how IT systems can be used as a management tool for collecting, storing, disseminating and providing access to knowledge and information. Learning outcomes On successful completion of this module a learner will:

1 Understand how to assess information and knowledge needs 2 Be able to create strategies to increase personal networking to widen

involvement in the 3 decision-making process 4 Be able to develop communication processes 5 Be able to improve systems relating to information and knowledge.

Marketing Planning

Module Aim The aim of this module is to provide learners with the understanding and skills to develop marketing plans that meet marketing objectives, and meet the needs of the target market. Module Overview Effective planning is essential for any marketing activity to ensure that an organisation realises its marketing objectives. Without planning, marketing activity can be inappropriate and waste resources and opportunities. This module introduces learners to different ways of auditing, to looking at how internal and external factors can influence marketing planning for an organisation, in order to build up a picture of the marketplace. Learners will gain an understanding of the main barriers to marketing planning, the effects of barriers, and how these can be avoided or overcome. Ethical issues in marketing are important in terms of how an organisation and its products are perceived by customers and employees, and can affect the overall ethos and ultimate success of the organisation. This module will enable learners to investigate and examine how exemplar organisations have been affected by ethical issues, how they deal with them, and how ethical issues should be taken into account when developing marketing plans. On completion of this module learners will be able to produce a marketing plan for a product, a service or an organisation that is realistic, in terms of objectives and resources, and effective in terms of the current situation in the marketplace. Learning outcomes On successful completion of this module a learner will:

1 Be able to compile marketing audits 2 Understand the main barriers to marketing planning 3 Be able to formulate a marketing plan for a product or service 4 Understand ethical issues in marketing.

of 58

Sales Planning and Operations

Module Aim The aim of this module is to provide learners with an understanding of sales planning, sales management, and the selling process, which can be applied in different markets and environments. Module Overview Selling is a key part of any successful business, and most people will find that they need to use sales skills at some point in their working life – if only to persuade or win an argument. For anyone who is interested in sales as a professional career it pays to understand the basics of selling, to practice, and plan. This module will introduce learners to the theory of selling and sales planning, and give them the opportunity to put their personal selling skills into practice. The module starts with an overview of how personal selling fits within the overall marketing strategy for a business. Learners will be taken through the main stages of the selling process, and be expected to put them to use. Once they are confident about the selling process, learners will investigate the role and objectives of sales management. This is knowledge that can be applied to a wide range of organisations. Finally, learners will be able to start planning sales activity for a product or service of their own choice – this is another valuable skill that is transferable to many different situations learners may find themselves in as they move into employment or higher education. Learning outcomes On successful completion of this module a learner will:

1 Understand the role of personal selling within the overall marketing strategy 2 Be able to apply the principles of the selling process to a product or service 3 Understand the role and objectives of sales management 4 Be able to plan sales activity for a product or service.

Project Management for Business

Module Aim The aim of this module is to provide the learner with understanding and skills relating to project management principles, methodologies, tools and techniques that are used in business. Module Overview Learners will develop an understanding of what constitutes a project and the role of a project manager. They will develop the skills needed to plan the activities required to carry out the project, including how to set up a project, how to control and execute a project, and how to carry out project reviews. Learners will also understand how the project fits into the business or other organisational environment. Organisational and human resource factors are also included. Learning outcomes On successful completion of this module a learner will:

1 Understand project management principles 2 Be able to manage a project‟s human resources 3 Be able to apply project processes and procedures.

of 58

Business Strategy

Module Aim The aim of this module is to give learners the knowledge and understanding of how a business module can strategically organise and plan for likely future outcomes in order to be successful. Module Overview One of the aims of this module is to build on learners‟ existing knowledge of the basic tools of business analysis such as PESTLE and draw it together so that the learners think strategically. Learners will be introduced to further analysis tools needed for the process of strategic planning. They will be able to explain the significance of stakeholder analysis and carry out an environmental and organisational audit of a given organisation. Learners will learn how to apply strategic positioning techniques to the analysis of a given organisation and prepare a strategic plan based on previous analysis. They will also learn how to evaluate possible alternative strategies (such as substantive growth, limited growth or retrenchment) and then select an appropriate future strategy for a given organisation. Finally, learners will compare the roles and responsibilities for strategy implementation and evaluate resource requirements for the implementation of a new strategy for a given organisation. Learners will then be able to propose targets and timescales for implementation and monitoring of the strategy in a given organisation. Learning outcomes On successful completion of this module a learner will:

1 Understand the process of strategic planning 2 Be able to formulate a new strategy 3 Understand approaches to strategy evaluation and selection 4 Understand how to implement a chosen strategy.

Research Project

Module Aim To develop learners‟ skills of independent enquiry and critical analysis by undertaking a sustained research investigation of direct relevance to their Higher Education programme and professional development. Module Overview This module is designed to enable learners to become confident using research techniques and methods. It addresses the elements that make up formal research including the proposal, a variety of research methodologies, action planning, carrying out the research itself and presenting the findings. To complete the module satisfactorily, learners must also understand the theory that underpins formal research. The actual research depends on the learner, the context of their area of learning, their focus of interest and the anticipated outcomes. The module draws together a range of other areas from within the programme to form a holistic piece of work that will make a positive contribution to the learner‟s area of interest. Learners should seek approval from their tutors before starting their research project. Learning outcomes On successful completion of this module a learner will:

1 Understand how to formulate a research specification 2 Be able to implement the research project within agreed procedures and to

specification 3 Be able to evaluate the research outcomes 4 Be able to present the research outcomes.

of 58

Advertising and Promotion in Business

Module Aim The aim of this module is to provide learners with the understanding and skills for using advertising, promotion and marketing communications effectively. Learners will put this into practice by planning an integrated promotional strategy. Module Overview The effective use of advertising and promotion is a fundamental requirement for any business seeking to succeed in the modern business world. As they progress through the module, learners will build up their understanding of advertising and promotion, which they can use to plan an integrated promotional strategy for a business or product. The module introduces learners to the wide scope of marketing communications and how the communications process operates. It includes a study of current trends and the impact that ICT has had on marketing communications. Learners will explore the marketing communications industry and how it operates. They will also develop some knowledge of how the industry is regulated to protect consumers. Advertising and the use of below-the-line techniques are core components in the development of an integrated communications strategy. This module covers both in detail. Learners will be introduced to the theory, as well as the practice, that is fundamental to understanding advertising and below-the-line techniques and how they can be used to their greatest effect. On completion of this module learners will be able to plan an integrated promotional strategy for a business or product. This will include budget formulation, creative and media selection, and how to measure the effectiveness of their plan. Learning outcomes On successful completion of this module a learner will:

1 Understand the scope of marketing communications 2 Understand the role and importance of advertising 3 Understand below-the-line techniques and how they are used 4 Be able to plan integrated promotional strategies.

of 58

Marketing Intelligence

Module Aim The aim of this module is to enable learners to understand the purchase decision-making process and how marketing research techniques are used to contribute to the development of marketing plans. Module Overview This module explores buyer behaviour and how this is influenced by a range of factors and situations. Learners will explore the marketing research process and assess the importance of different types of information. The approach is practical and learners will learn how to prepare and present a research proposal, assess the reliability of market research findings, and use secondary sources of data. Learners will then develop the skills needed to assess trends and carry out competitor analysis. Finally, learners will consider customer relationship management and how to assess levels of customer satisfaction. The module seeks to combine a sound theoretical framework with the development of useful business skills. Learning outcomes On successful completion of this module a learner will:

1 Understand buyer behaviour and the purchase decision-making process 2 Be able to use marketing research techniques 3 Be able to assess market size and future demand 4 Be able to measure customer satisfaction.

Management Accounting: Costing and Budgeting

Module Aim The aim of this module is to provide learners with the understanding and ability to use cost information for budgeting and forecasting purposes in the management of business. Module Overview This module looks at the cost information, both current and future, of businesses. It looks at how cost data is collected, compiled and analysed, and processed into information that is useful for business managers. Learners will have the opportunity to apply these principles to practice. The module then deals with budgetary planning and control. It looks at how to prepare forecasts and budgets and to compare these to actual business results. Learners will again have practical experience of this. Finally, the module considers different costing and budgetary systems and the causes of resulting variances, together with the possible implications and the corrective action the business will need to take. Learning outcomes On successful completion of this module a learner will:

1 Be able to analyse cost information within a business 2 Be able to propose methods to reduce costs and enhance value within a

business 3 Be able to prepare forecasts and budgets for a business 4 Be able to monitor performance against budgets within a business.

of 58

Financial Accounting and Reporting

Module Aim In this module learners will prepare financial statements for different types of business, complying with relevant legal and regulatory provisions and the basic principles of group accounts. Learners will also develop tools for the interpretation of financial statements. Module Overview It is essential for the success of any business that it has good financial control and record keeping. Lack of effective control, planning and recording can ultimately lead to poor financial results. Owners and managers need to be able to recognise the indications of potential difficulties and take remedial action when required. The module considers the current regulations governing financial reporting, the formats of financial statements and the purpose of these statements for different users. Learners will use records to complete financial statements. They will consider various categories of business income and expenditure and use cash flow forecasts, monitoring and adjusting for the effective management of cash flow. They will measure financial performance using a profit and loss account and balance sheet and analyse the profitability, liquidity and efficiency of a business through the application of ratio analysis. Learning outcomes On successful completion of this module a learner will:

1 Understand the regulatory framework for financial reporting 2 Be able to prepare financial statements from complete or incomplete records 3 Be able to present financial information in accepted formats for publication 4 Be able to interpret financial statements.

Financial Systems and Auditing

Module Aim The aim of this module is to enable learners to develop understanding and skills in the management of business accounting systems and the conduct and reporting of audits. Module Overview In this module learners will develop skills to evaluate the accounting systems of a business, using both computerised and manual records, and apply fundamental concepts. Learners will also analyse the management control systems of a business and evaluate their effectiveness, particularly in terms of controls and safeguards against error and fraud. This module will also enable learners to develop audit skills by contributing to the planning and performance of an audit and the preparation of an audit report. Learning outcomes On successful completion of this module a learner will:

1 Understand the importance of keeping effective accounting systems within a business

2 Be able to analyse the management control systems of a business 3 Be able to contribute to the planning and conduct of an audit assignment 4 Be able to prepare audit reports.

of 58

Taxation

Module Aim This module aims to give learners an understanding of the taxation of individuals and limited companies in the United Kingdom. Module Overview Learners will understand the need for taxation and may already be familiar with the calculation and collection of income tax through the Pay as You Earn system applied to employees. The module introduces learners to the UK tax environment and explores the administration and collection of taxation in the UK and the duties of the tax practitioner. The module gives learners the skills needed to understand and compute the calculation of income tax for both individuals and businesses Learners will then consider the liability for and computation of corporation tax and capital gains tax. Learning outcomes On successful completion of this module a learner will:

1 Understand the duties and responsibilities of the tax practitioner in the UK tax environment

2 Be able to calculate personal tax liabilities for individuals and partnerships 3 Be able to calculate corporation tax liabilities for companies 4 Be able to calculate capital gains tax payable for individuals and businesses.

of 58

Section 5. Assessment

5.1 Registering to Take Coursework Assignments

The programmes are designed to be as flexible as possible, so you can study in your own

time and at your own pace, ensuring your study fits into your life pattern.

There are four assessment points during each calendar year: February, May, August and

November. You are normally required to undertake assessment in a module at one of these

assessment opportunities. A maximum of three assessments may be taken at each

assessment period.

You must register to take each assessment in a module a minimum of six weeks prior to the

assessment submission date. It is your responsibility to register to take each

assessment yourself. If you fail to do so you will not be permitted to take the assessment

and any work submitted will not be marked.

To register for an assessment, you must complete an Intent to Submit (ITS) form, The ITS

form can found on each module page on ilearn.

Resubmissions

If your Intent to Submit is for a module that previously received a “refer” grade (that is a re-

submission), a payment of £50 must be made to RDI for that re-submission.

Payments should be made online at http://payments.rdi.co.uk. Once payment has been

received you will be issued with a code to include on your Intent to Submit form.

Resubmitted assessments will not be accepted or marked unless payment has been made.

5.2 Maximum Programme and Module Registration Timeframe

There is a maximum registration timeframe in place for each module to assist in your

progression on the programme. The maximum registration timeframes apply from the start

date of the study period at which you first register on and gain access online to a module.

You are normally required to submit assessment and pass the module during the maximum

registration timeframe.

If you have not achieved a pass for assessments submitted during the maximum registration

timeframe, you will be withdrawn from the programme and must re-purchase the module in

order to be reinstated on the programme. When you re-purchase a module, your

assessment history (i.e. any previous referral on the module) will still apply. If you have

undertaken the maximum permitted re-assessment opportunities on a module you will not be

permitted to re-purchase the module.

Please see the table below for details of the maximum module registration timeframe:

http://payments.rdi.co.uk/

of 58

Maximum module

registration timeframe

9 months

5.3 Release of Coursework Assignments

Assignment briefs will be released on ilearn at the start of each assessment period. Please

note that assignment briefs will change for each assessment period. If you register to take

assessment it is your responsibility to ensure that you have the correct assignment brief.

The assessment briefs will contain the following information:

1. Module title, Assignment title, submission date, word count

2. Submission instructions

3. Learning Outcomes that are being assessed

4. Assignment brief/tasks detailing what the candidate needs to do

5. Student Guidelines where applicable to assist you in your understanding of the exact

requirements of the assessment.

6. Specific performance criteria mapped against the grading structure.

5.4 Submitting your Assignment

Assignments will normally be submitted electronically to the assessment submission area in

ilearn. You can find instructions on how to submit your work in the Guide to Submitting an

Assessment document on ilearn.

Please remember that all of your assignments are to be submitted in this way unless you

have agreed an alternative submission method in advance with your Student Support Team.

If you know of a reason why you will not be able to submit your assignment electronically via

ilearn, please contact your Student Support Team immediately to arrange an alternative

submission method.

By submitting your assignment you will be agreeing to the Student Assignment Declaration,

which confirms the submitted work is your own. You will also be agreeing for your work to be

scanned through RDI‟s plagiarism detection system. It is RDI‟s policy to scan all

assessments through the Turnitin plagiarism detection system.

Before your assignment submission deadline, you are advised to upload a draft assessment

to Turnitin. Turnitin, when used appropriately, is an excellent tool to help ensure you both

reference your work and paraphrase correctly. In order to make use of this you should be

uploading your draft work to turnitin and examining the turnitin originality report at an early

stage. You can upload your work as many times as you like leading up to an assessment

deadline. You should therefore be making good use of this facility. No student should be

uploading their work for the first and only time when submitting work; this is a recipe for

problems which may result in your work being sent for investigation for Assessment

Malpractice. To view your turnitin originality report you need to click on the „similarity index

score‟, having uploaded your work.

of 58

Further guidance on using Turnitin to review your draft assignment can be found on each

module page on ilearn.

Once the assignment deadline has elapsed your submission will be final and your tutor will

use the originality report to assist with the marking of your work.

5.5 Help on Referencing and Avoiding Plagiarism

You can download a comprehensive guide to referencing your work and avoiding plagiarism

at: http://www.bournemouth.ac.uk/library/citing_references/docs/Citing_Refs.pdf

You should also ensure that you carefully read the information on plagiarism provided within

your Induction module on ilearn and complete the Plagiarism Quiz. You can return to this

quiz later in your study to refresh your understanding of key definitions relating to plagiarism

and referencing.

The Turnitin system allows your marker to check your work for improper citation or potential

plagiarism by comparing it against continuously updated databases. All assessments

submitted will be scanned through Turnitin software. This software will allow students and

markers to check the work improper citation or or potential plagiarism by comparing it

against continuously updated databases.

When you submit your assignments on ilearn, an originality report will be generated by

Turnitin. If you submit a draft assessment to ilearn in advance of the deadline, you will be

able to view the draft originality reports generated by Turnitin and thus have an opportunity

to make corrections to your assessment prior to making your final submission. The Turnitin

software will normally generate the originality report within 24 hours of your submission. A

guide to help you to review your Turnitin originality report and identify any problem areas is

available on ilearn. It is essential for you to read this information before you start planning for

your first assessment.

Please note that on the deadline Turnitin will automatically re-scan your work and produce

the final originality report. It is this final originality report that will be visible to the marker.

5.6 Referencing Correctly

It is very important that you reference all your written work correctly using the Harvard

Referencing system. According to Saunders et al (1997) there are three important points in

relation to referencing:

Credit must be given when quoting or citing other people‟s work, words and ideas

Adequate information must be provided in the reference list to enable a reader to locate the references for themselves; and

Referencing should be as consistent as possible.

Referencing is a two-stage process: you need to reference in the text of the report or essay

and at the end in a reference list.

http://www.bournemouth.ac.uk/library/citing_references/docs/Citing_Refs.pdf

of 58

Referencing in the Text

The Harvard system uses the author's surname and date of publication to identify cited

documents in the text of an essay or report. For example:

Brown (2008) notes that traditionally occupations within museums have been

undertaken on perceived gender roles.

Or

Traditionally, occupations within museums have been undertaken on perceived

gender roles (Brown, 2008).

When referring generally to the work of a number of different authors on a topic, put the

authors in alphabetical order:

Tourism is the world's fastest growing industry (Holloway, 2008; Pearce, 2007;

Williams, 2009)

When there are two authors, give both names in the order they appear on the publication:

Shaw & Williams (2004) suggest that the concept of themes is now widespread in the

tourism industry.

When there are more than two authors, use the surname of the first author and 'et al' (Latin

for 'and others'):

According to Cooper et al (2007), tourism planning can fail at both the design and

implementation stages.

For corporate authors, for example a company report, use the company or organisation's

name:

Over 35,000 volunteers worked for the National Trust in 2009 (The National Trust,

2009).

For publications with no obvious author, for example a government publication, give the

title:

Employment Gazette (2010).

For direct, i.e. word-for-word quotes, put the quotation in inverted commas and give the

author‟s surname, date, and page number from which the quote was taken:

"A sound tourism strategy will therefore seek a balance between large, tourism-

orientated events and local and regional events" (Getz, 2005, p.128).

Or

of 58

Markwell et al (2007, p.96) note that the 'typical' historic property is small scale, with

"incomes insufficient to warrant full-time professional management".

If you have several references by the same author, they should be put in the order of date

of publication, the earliest first. You can use a, b, c etc in the text to differentiate between

publications by the same author in the same year, but be sure to use them in your reference

list and make sure they correspond. For example:

Binning this data vector gives the fold of the operator in model-space and its inverse

(Claerbout, 2008a).

With the development of the helical coordinate system, recursive inverse filtering is

now practical in multi-dimensional space (Claerbout, 2008b).

Quoting from the Internet:

The recently published Global Code of Ethics for Tourism state that tourism should

contribute to a "mutual understanding and respect between peoples and societies"

(WTO, 2009, p.1).

How the Reference List should look

The reference list at the end of the work should only include those sources that have been

directly referred to in your text, i.e. all texts mentioned in the report or essay should be on

your reference list, and vice versa: all the text on your reference list should be in your

discussion. If you wish to include other sources that might be of interest to the reader but

which you have not directly referred to you need to include a separate list called the

Bibliography. References should be in alphabetical order by authors' surnames.

The following sequence ought to be followed when writing a reference for a reference list:

For books, record:

The author‟s or editor‟s name (or names)

The year the book was published

The title of the book

Edition-If it is an edition other than the first

The city the book was published in

The name of the publisher

For journal articles record:

The author‟s name or names

The year in which the journal was published

The title of the article

The title of the journal

the volume and issue numbers where applicable

The page number/s of the article in the journal

You MUST be consistent with all your references.

of 58

Some examples:

One author:

Griffin, R.W. 2007. Organizational behavior: managing people and organizations, 8th edition,

Boston: Houghton Mifflin Co.

Two authors:

Griffin, R.W. & Pustay, M.W., 2010. International business, 6th edition, London: Pearson

More than two authors:

A text with more than two authors can be cited in the text as Dobbin et al (2004), however, in

the reference list all the authors must be named.

Dobbin, C., Miller, J., van de Hoek, R., Baker, D.F., Cumming., R. & Marks, G.B. , 2004. The

effects of age, death period and birth cohort on asthma mortality rates in Australia. The

International journal of tuberculosis and lung disease, 8(12), 1429–36.

More than one edition:

Cooper, C., 2008. Tourism: principles and practice. 4th edition. Harlow, Longman.

More than one reference by the same author in the same year:

Claerbout, J. F., 1998a. Geophysical estimation by example: Stanford Exploration Project.

Claerbout, J. F., 1998b. Multidimensional recursive filters via a helix. Geophysics, 63, 1532-

1541.

A journal article:

Remember to include the pages and the issue number.

Devenny, A., Wassall, H., Ninan, T., Omran, M., Khan, S.D., & Russell, G., 2004.

Respiratory symptoms and atopy in children in Aberdeen: questionnaire studies of a defined

school population repeated over 35 years. British medical journal, 329, 489–90.

Common Errors

Check that all the authors/text referred to in the text are in the reference list and vice versa

Reference the source of statistics, including data in tables and figures Put the page number

when using a direct quotation, and put the quote in "inverted commas". In your reference list,

put page numbers for journal articles and book chapters. And remember: be consistent!

5.7 Deadlines

Submission dates are printed on each assignment brief and are shown on the module

page on ilearn. Please ensure that you submit your assignment to RDI on or before the

date stated on the assignment brief.

of 58

Failure to submit your assessment on the specified deadline will mean that your assignment

will not be accepted.

Candidates who do not meet assignment deadlines will be required to complete a new

assignment question. It will not be appropriate for them to submit their original

assignment. It is the responsibility of the student to ensure that if they have not met an

assignment deadline, they complete the appropriate new assignment question.

Students should be warned that RDI take this point very seriously and that those who do find

themselves in this situation must liaise with RDI directly to ensure that they submit the

appropriate assignment. Assignments received by RDI after the final closing date will

be returned to the candidate unmarked and their records will indicate a refer grade.

5.8 Notification of Assignment Grades

RDI normally returns grades and feedback forms directly to students within six weeks from

the official submission date. You will receive your provisional grade and comments from RDI

via email.

All grades subject to ratification by a meeting of the Examining Board. Grades are therefore

provisional and subject to change until they have been confirmed by the Examining Board.

Where marks have not yet been confirmed by the Examining Board, the feedback will

indicate this.

Examining Boards will consider and confirm students‟ progress and final awards. They are a

key part of the quality assurance process monitored by Edexcel to ensure the effective

standardisation of assessors and verification of assessor decisions.

5.9 Referred Assignments and Re-submissions

If your assessment in a module is referred (i.e. you do not achieve a pass grade), at the

discretion of the Examining Board you may be permitted up to three further attempts to

redeem the failure in each module. The maximum grade that can be awarded for a re-

assessment is the minimum pass only. If you fail a module at your final attempt, you

will have no further assessment opportunities in that module and will be withdrawn from the

programme.

If you do not achieve a pass grade in a module that is assessed by assignment and you are

granted a reassessment opportunity, you will normally be given the opportunity to re-work

and re-submit your assignment. Re-worked assignments should be submitted at the next

available assessment submission date. You will be required to register an Intent to Submit in

the normal way for all re-worked assignments.

Please note that ALL re-assessments will be charged an additional £50 charge per

submission or sitting, which must be paid in advance. RDI are unable to mark any

assessment for students who have not paid the appropriate fees.

of 58

Once you make the re-submission payment online you will receive a receipt which has a

code called an 'Order #'. This code is made up of a selection of numbers and letters and has

your STU number showing at the front. This is your resubmission payment code. You will

need to copy and paste the whole resubmission payment code including your STU number

into the payment code box.

5.10 Higher Nationals Grading Structure

Module Grading Structure

Each successfully completed module will be graded as a pass, merit or distinction. A pass is

awarded for the achievement of all outcomes against the specified assessment criteria. Merit

and distinction grades are awarded for higher-level achievement.

Summary of grades

In order to achieve a pass in a

module

all learning outcomes and associated assessment criteria have been met

In order to achieve a merit in a

module

pass requirements achieved

all merit grade descriptors achieved

In order to achieve a distinction in a

module

pass and merit requirements achieved

all distinction grade descriptors achieved

The generic merit and distinction grade descriptors below describe the learner‟s

performance over and above that for a pass grade.

of 58

Merit grade

Merit descriptors Exemplar indicative characteristics

In order to achieve a merit

the learner must:

The learner‟s evidence shows for example:

identify and apply strategies to find appropriate solutions

effective judgements have been made

complex problems with more than one variable have been explored

an effective approach to study and research has been applied

select/design and apply appropriate methods/techniques

relevant theories and techniques have been applied

a range of methods and techniques have been applied

a range of sources of information has been used

the selection of methods and techniques/sources has been justified

the design of methods/techniques has been justified

complex information/data has been synthesised and processed

appropriate learning methods/techniques have been applied

present and communicate appropriate findings

the appropriate structure and approach has been used

coherent, logical development of principles/concepts for the intended audience

a range of methods of presentation have been used and technical language has been accurately used

communication has taken place in familiar and unfamiliar contexts

the communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used.

Distinction grade

Distinction descriptors Exemplar indicative characteristics

In order to achieve a

distinction the learner must:

The learner‟s evidence shows for example:

use critical reflection to evaluate own work and justify valid conclusions

conclusions have been arrived at through synthesis of ideas and have been justified

the validity of results has been evaluated using defined criteria

self-criticism of approach has taken place

realistic improvements have been proposed against defined characteristics for success

take responsibility for managing and organising activities

autonomy/independence has been demonstrated

substantial activities, projects or investigations have been planned, managed and organised

activities have been managed

the unforeseen has been accommodated

the importance of interdependence has been recognised and achieved

Demonstrate convergent/lateral/ creative thinking

self-evaluation has taken place, ideas generated and decisions taken

convergent and lateral thinking have been applied

problems have been solved

innovation and creative thought have been applied receptiveness to new ideas is evident

effective thinking has taken place in unfamiliar contexts.

of 58

Section 6. Study Guidelines

6.1 Introduction

To attain the optimum result and reward from the time you devote to your study, the

following sections may prove a worthwhile aid to planning.

6.2 Managing your Study Time

For every hour you spend engaging with the ilearn learning material you will normally spend

2 hours of self directed study outside of the virtual classroom. We strongly advise you to

'manage' your study time carefully. You should clarify your aims, identify your strengths and

weaknesses, consider the context in which you will be studying and generate a broad

strategy for successfully covering the material and completing this course.

You should take a broad overview of the requirements of any particular module; consider

your situation, workload and home responsibilities in the relevant study-period, then develop

specific and realistic plans for active study and writing.

You should bear in mind the overall aims that we suggest for each module, but you may also

find it useful to formulate more personal and specific objectives for yourself. These will help

you to focus your study, assess material and apply ideas.

For example, in relation to the process of studying, you might want to set yourself targets for:

The amount of time within which you will seek to complete a task

The quantity of work you aim to do in a particular week

Progress through the modules, bearing in mind your other responsibilities and tasks

Progress on assignments and preparation for examinations

You should plan and monitor what you do, and where necessary, act to improve the process,

quantity and quality of your work. You should make decisions about the importance you will

attach to tasks, the time you choose to allocate to them, and the sequence in which you will

do them.

People learn in different ways. Creativity, the unexpected and discovery have an important

part to play in education. We do not expect that all students will approach the business of

study in the same way, or in a way we prescribe. We advise and expect you to be able to

manage your study and to be disciplined about how you do it.

6.3 Preparing to Read and Study

When you are faced with any study-task or reading, it is helpful to spend a couple of minutes

making notes on what you currently know about the topic, or think about the question. This

will bring your own ideas and experience into focus. It could remind you of previous relevant

information from the course. It will prepare you to respond critically to what you read and to

integrate whatever you learn into your current knowledge and practice.

of 58

Creating a mind-map is sometimes a useful way to start such notes and to ensure that you

generate a comprehensive range of points. By this we mean the rapid gathering of ideas,

which seem relevant to a particular topic or problem, within a brief time limit and without

judgement. You can then reflect on each idea, develop and analyse the material as a whole,

and make connections. Mind-mapping is a technique you can use on your own, as well as in

groups.

6.4 Effective Reading

There are various styles of reading, which are appropriate for different purposes. For

studying in depth, learning and remembering, you should not necessarily start at the

beginning and finish at the end of something you plan to read.

First, look briefly at the whole item to see what is there. Look at headings and tables. Read

any introduction or introductory paragraphs, any summary, and any concluding section.

You will already be developing an understanding of what is said, without any detailed

reading. Skim read each section to amplify your understanding. Finally, read the text in

detail. Using these styles of reading, you gradually build up your understanding.

6.5 Evaluating Ideas, Action and Learning

People generally seem to find it easier to focus on weaknesses and negative points when

they are evaluating propositions, people and projects. However, evaluation should cover

positive points and strengths, too. To counteract this tendency, and to explore a range of

factors relevant to analysis, it is useful at the beginning of a period of evaluative thought to

brainstorm (say for a minute each) first the positives and then the negatives, then the

interesting things about the matter in question. This approach will bring key ideas to the

surface before you consider them in more depth. Of course, the same idea may fall under

more than one category. At this stage, that does not matter; you are simply examining ideas.

This process is a tool and a technique to help a certain type of thinking, which you will find

helpful throughout this course.

6.6 Harvesting your Learning

It is important to “harvest” periods of reading and study, in order to derive maximum benefit

from them. At stages along the way, summarise key things you have learned, both about

the topic under discussion, and the process of thinking and learning. It is easy to forget new

ideas. New tools, methods and skills require practice. To aid your memory, you should

review your notes regularly. To help develop your skills by using new tools, try them out at

work.

6.7 Assignment Guidelines

Read the assignment questions thoroughly and identify key words and points of issue.

Formulate a draft assignment plan featuring the main headings and sub-headings of the assignment.

of 58

Ensure you have good paragraphs of introduction and conclusion with a bibliography reflecting research sources.

Produce a contents list at the commencement of the assignment.

The assignment must be in English and produced in a text format/software compatible for online submission on ilearn. Appendices may be included to feature tabulations and other specified relevant data, but must be included in the same document as the main body of your assessment unless otherwise instructed by your tutor.

The sequence of points discussed in the assignment should be logical.

The text should be a rational and analytical commentary. Assignments full of assertions and opinions will receive poor (even failing) grades. Logical and well-reasoned arguments will receive higher marks. Avoid checklists and any slang language. Summary lists should be fully explained in the text. Ideally use shorter sentences rather than longer sentences. Overall the assignments should have a strategic focus. It should be professionally presented and, where appropriate, be illustrated by examples drawn from your own experiences.

All research data used should be referenced in the text and the Reference List (see section on referencing earlier in this handbook).

The assignment must represent all your own work and not extracts without acknowledgement from research sources or colleagues/students. Assignments which copy material from the module or textbooks without acknowledgement, will be given a fail grade. Do NOT copy ANY material from a fellow students' assignment. BOTH assignments will be given a Fail grade so do not give your assignment to another student!

Keep to the terms of the assignment and do not introduce irrelevant information. Answer the question set, not the one you wish had been set. You will only be given credit for answers that are relevant to the assessment learning outcomes.

Ensure the assignment is completed by the date specified and has the required number of words.

6.8 Using Turnitin to Review Draft Assignments

Turnitin is used alongside the academic judgement for the marker to identify potential cases

of assessment malpractice. Please remember you can upload your draft work via Turnitin

„as many times as you like‟ leading up to the assessment deadline. You are strongly advised

to take advantage of this facility to avoid any possibility of allegations of Assessment

Malpractice being made against you at a later stage of the assessment process. Please

remember to use the same file name when uploading your work multiple times and allow 24

hours for the originality report to be generated by the Turnitin software.

It must be stressed that a low Turnitin score of even 2% does not necessarily indicate your

work is free from examples of potential Assessment Malpractice. It is YOUR responsibility to

satisfy yourself that your work has been compiled appropriately so as not to expose yourself

of 58

to Academic Malpractice allegations. The Originality Report obtained through Turnitin

informs the marking process as follows:

Where the match is less than 30% the assessment will be marked and any suspicion of Academic Malpractice will be notified to RDI, together with evidence of the alleged offence;

Where the match is 30% or above the assessment will be marked using normal academic criteria but the work will automatically be reviewed by RDI to ascertain whether Assessment Malpractice has potentially occurred.

Further guidance on how to interpret your Turnitin report can be found on ilearn.

of 58

Section 7. Policies

7.1 Academic Appeals

RDI have established an appeals procedure for candidates wishing to appeal against an

academic decision. Students should note that appeals against the academic judgement of

examiners cannot be accepted. Please refer to the relevant policy below for full details of the

appeals process.

PRINCIPLES AND GROUNDS FOR APPEAL

1. An appeal is a process by which a student requests that an examining board reconsider: a decision or mark awarded for assessment.

2. RDI/IBAM will only consider appeals on the following grounds:

APPEALS AGAINST ASSESSMENT DECISIONS OF THE EXAMINING BOARD

2.1 An assessment mark contains an arithmetical or other error of fact;

2.2 Defects or irregularities that were not known to the examining board occurred in the

assessment process, or the assessment, in whatever format, was not conducted in

accordance with current regulation, or some other irregularity has occurred; and such

defects or irregularities are shown to have adversely affected student performance;

2.3 There are exceptional personal circumstances that were not known to the examining board, where the student can show good reason why circumstances could not be made known prior to the relevant meeting of the Examining Board.

APPEALS FROM STUDENTS FOUND GUILTY OF UNFAIR PRACTICE/ACADEMIC MALPRACTICE

2.4 Defect or irregularities in the conduct of the unfair practice/assessment malpractice investigation process (this point applies only to appeals by student found guilty of unfair practice/assessment malpractice)

2.5 There are exceptional mitigating circumstances that were not known to the examining board, where the student can show good reason why circumstances could not be made known prior to the relevant meeting of the Committee of Enquiry.

3 Disagreement with the academic judgement of an Examining Board in assessing an individual

piece of work or in reaching a decision on a student’s progression or on the final level of

award, based on the marks, grades and other information relating to a student's performance,

cannot in itself constitute grounds for a request for reconsideration by a student.

4. The acceptance of an award does not limit the student’s right to pursue an appeal within the

provisions of these regulations.

of 58

PROCESS

APPEALS AGAINST ASSESSMENT DECISIONS OF THE EXAMINING BOARD

5. This is a two-stage process consisting of an initial verification stage and a formal appeal stage.

INITIAL VERIFICATION

6. In the event that a student has a concern about an assessment decision then she/he will be

offered the opportunity to resolve this via an initial verification process.

7. The student’s request for verification will be made in writing and will be submitted, along with

the necessary documentary evidence, to the Quality Manager.

8. Requests for verification will be considered by the Chair of the Examining Board, or his/her

nominee, who will take the necessary steps to verify the facts to which the request for

verification refers. The Chair of the Examining Board, or his/her nominee, will take the

following actions:

8.1 If the verification process shows there to be no error, or defect/irregularity in the

assessment process (as set out in point 2.2. above), or that exceptional circumstances

have already been considered, the Chair of the Examining Board will notify the Quality

Manager that no remedial action is required.

8.2 It the verification process identifies there has been an arithmetical error in the

assessment grade or defects or irregularities in the assessment process (as set out in

point 2.2 above), the Chair of the Examining Board, or his/her nominee, shall arrange

for the Examining Board to reconsider the student’s assessment performance.

8.3 If the verification process identifies that there were exceptional mitigating

circumstances of which the Examining Board was not aware and that may have

affected the student’s performance, the Chair of the Examining Board, or his/her

nominee, shall refer the case to the Student Affairs Committee for consideration and

the outcome presented to the Examining Board through the normal mitigating

circumstances arrangements.

9. The Quality Manager, or his/her nominee, will notify the student of the outcome of the

verification process and any action taken (if applicable), normally within 14 days of receipt of

the request for appeal.

10. In the event that the verification process does not bring the matter to a satisfactory

conclusion, the student has the right to submit an appeal by which the formal appeal process

below will be followed.

FORMAL APPEAL

of 58

11. Appeals must be made in writing to the Quality Manager within ten working days of dispatch

of the examining board decision. In exceptional cases the appeal may be accepted later, but

there is an absolute limit of three months. The written appeal must clearly state the grounds

for appeal and must be accompanied by relevant documentary evidence.

12. The Quality Manager, or his/her nominee, will acknowledge receipt of the appeal normally

within five working days. Where appropriate, the Quality Manager may consult with the Chair

of the Examining Board or the relevant department head to obtain evidence of facts relating to

the appeal.

13. The appeal will then be passed to the Director of Academic Affairs, or his/her nominee, who is

responsible for hearing the appeal. Appeals should only be heard by individuals who were

members of the examining board at which the decision in question was taken.

14. The Director of Academic Affairs will hear the appeal within 21 days unless there are

exceptional circumstances. In such a case the appellant will be advised in writing of the

reasons for the delay.

15. If it is decided by the Director of Academic Affairs that there is a prima facie case to be

considered, he/she will refer the case back to the next meeting of the Examining Board for

further consideration. Where such a delay would seriously disadvantage the student then,

exceptionally, an Examining Board may be reconvened. In such a case the written advice of the

external examiner must be sought. The decision of the Examining Board will be final.

16. The student will be notified in writing of the outcome of the appeal, including any decision to

refer the matter to the Examining Board, within 30 days of receipt of the appeal. Full reasons

for the decision on the appeal must be provided in the outcome letter.

17. Where applicable, following a successful appeal the Quality Manager, or his/her nominee, will

take all necessary steps to ensure the student’s record is amended to reflect the decision of

the Examining Board.

APPEALS BY STUDENTS FOUND GUILTY OF UNFAIR PRACTICE/ACADEMIC MALPRACTICE

18. Appeals against decisions of a Committee of Enquiry must be made in writing to the Quality

Manager within ten working days of dispatch of the unfair practice outcome notification. In

exceptional cases the appeal may be accepted later, but there is an absolute limit of three

months. The written appeal must clearly state the grounds for appeal and must be

accompanied by relevant documentary evidence.

19. The Quality Manager, or his/her nominee, will acknowledge receipt of the appeal normally

within five working days. Where appropriate, the Quality Manager may consult with the Chair

of 58

of the Committee of Enquiry or Head of Operations to obtain evidence of facts relating to the

appeal.

20. The appeal will then be passed to the Director of Academic Affairs, or his/her nominee, who is

responsible for hearing the appeal.

21. The Director of Academic Affairs will not accept or consider appeals that are based on

information that was already known and has been considered by the Committee of Enquiry or

that the student could have made available to the Committee prior to the relevant meeting.

22. If it is decided by the Director of Academic Affairs that there is a prima facie case to be

considered, he/she can either:

22.1 refer the case to the Committee of Enquiry to review the penalty imposed in light of

new evidence;

22.2 refer the case back to the next meeting of the Examining Board to reconsider the case.

23. The decision of the Committee of Enquiry or Examining Board will be final.

24. The student will be notified in writing of the outcome of the appeal, including any decision to

refer the matter to the Committee of Enquiry or to the Examining Board, within 30 days of

receipt of the appeal. Full reasons for the decision must be provided in the outcome letter. A

copy of this letter should be sent to the Chair of the Examining Board.

25. Where applicable, following a successful appeal the Quality Manager, or his/her nominee, will

take all necessary steps to ensure the student’s record is amended to reflect the outcome of

the appeal.

7.2 Mitigating Circumstances Guidelines

A claim for mitigating circumstances will only be accepted in exceptional circumstances. A

successful claim for mitigating circumstances will normally be based on evidence of

circumstances that satisfies the criteria below. Namely that the circumstances are: non-

academic; unexpected; significantly disruptive; arising from matters beyond a student’s

control; likely to have affected the student’s academic performance to an extent that is

material.

In order to be admissible, evidence submitted in support of a claim for mitigating

circumstances should satisfy as many as possible of the following criteria: the evidence

should be objective (for example medical certificate, death certificate or evidence from a

counsellor), verifiable, and relevant. Self-certification will not normally be admissible. The

burden of proof is on the student to establish the claim and to submit supporting evidence.

of 58

Claims for mitigating circumstances will normally be limited to:

(a) serious personal Illness which is not a permanent medical condition in the run-up to an

assessment deadline, or during an examination;

(b) acute personal or emotional trauma, e.g. acute anxiety or depression, family breakdown,

breakdown of close personal relationship;

(c) the death or serious illness of a family member, or other person with whom the student

had a close relationship, before the date of the assessment;

(d) significant and unplanned changes to employment circumstances or patterns of

employment (EXCEPT Full Time study students);

(e) traumatic event (e.g. being assaulted, or witnessing an accident or assault);

(f) Domestic upheaval (for example fire, burglary or eviction);

(g) impact of natural disaster, civil disruption or other major hazard.

A student may not claim extenuating circumstances on the grounds that:

(a) lack of preparation at an assessment event;

(a) s/he considers the marks given to be too low;

(b) s/he did not understand or was unaware of the programme regulations;

(c) s/he misread or missed the published assessment timetable;

(d) normal assessment stress or anxiety experienced running up to the assessment (unless

corroborated by medical evidence as a chronic condition and undergoing treatment);

(e) non-serious domestic or personal disruptions (for example moving house, change of job,

holidays, weddings, normal job pressure, failed travel arrangements);

(f) study related circumstances (equipment failure or lack of suitable equipment) including

failure to have taken back up copies, bunching of deadlines, poor time management).

(g) uploaded wrong assessment

The examples detailed in both lists are not exhaustive, and are intended only as a guide. In

all cases, the convening Board has the ultimate authority to use its discretion, taking into

account the full circumstances of a particular case.

Requests for consideration of mitigating circumstances should normally be submitted within

14 days of the date of the assessment affected. Students should complete the Evidence of

of 58

Mitigating Circumstances form (Annex 3) and submit to your Programme Co-ordinator along

with any supporting evidence.

7.3 Complaints Procedure

This procedure applies to:

Complaints arising from a student‟s educational experience, other than disputes relating to assessment and examinations (see below);

Complaints in respect of academic and/or administrative support or other services provided by RDI

Complaints regarding alleged harassment by staff of RDI

Complaints arising from alleged discrimination by staff of RDI in relation to gender, race, disability, sexual orientation or otherwise.

This list is not exhaustive – complaints falling outside those listed above will be considered

and investigated at the discretion of RDI.

The investigation of formal complaints relating to matters which have occurred more than

twelve months previously will be investigated at the discretion of RDI.

This procedure does not apply to:

Candidates wishing to appeal against an academic decision – separate procedures exist for such appeals. Candidates should also note that appeals against the academic judgement of examiners cannot be accepted;

Disciplinary matters – these should be dealt with in accordance with separate procedures in place within the validated institution, though complaints will be accepted against the disciplinary procedure process and/or outcome.

Informal Process

Wherever possible, RDI would wish to see any complaint resolved as close as possible to its

point of origin, and with a minimum of formality.

The complaint should be discussed with the person involved and if the matter is not resolved

the student should proceed to Stage 1 of the formal process outlined below.

Formal Process- Stage 1

The complaint should be put in writing to the Student Support Manager.

A formal response will be provided and/or a meeting will be convened to discuss the issue. This will normally be within 5 working days of receipt of the complaint.

If there is no resolution, the complaint will be copied to the CEO. A further meeting will be convened to discuss the issue normally within 5 working days.

If there is no resolution of the complaint, the student has the right to make a formal complaint to Edexcel.

Formal Process Stage 2

of 58

The issue should be raised with Edexcel through the Quality Standards Manager for Adult Learning and Employment.

Note: the student has the right to be accompanied by a union representative or other.

7.4 Equal Opportunities Policy

Introduction

RDI is committed to providing equal opportunities for staff, external contractors and students

and will not tolerate any discriminatory behaviour with respect to any of the following:

Colour

Ethnic origin

Gender

Creed

Marital status

Sexual orientation

Disability

Other

of 58

Aims

RDI will continually develop strategies and procedures to tackle the varying forms of

discrimination, which may occur. These will broadly fit into the following categories:

Direct discrimination – where a person is not treated equally due to any of the categories listed above.

Indirect discrimination – where a requirement, situation or condition, which is applied for all groups, has an adverse effect on one or more groups.

Harassment – where someone is subjected to unwanted conduct, i.e. unwelcome sexual attention or racial harassment.

Victimisation – where someone is treated less favourable due to action taken against others.

Segregation – where someone is segregated due to his or her beliefs, attitudes or opinions.

Roles and responsibilities

It is the duty of all individuals and groups associated with RDI to avoid discriminatory

practices themselves to condone and discourage discriminatory practices from others.

RDI will encourage those who wish to report instances of discrimination and provide a

confidential process by which all discriminatory matters can be dealt with by means of the

formal Grievance Procedures.

A designated RDI senior manager who will be responsible for equal opportunity monitoring

and the point of contact for those who may wish to discuss any discriminatory practice

informally in the first instance.

RDI will take action against anyone who is in breach of the Equal Opportunities Policy.

Students

RDI will offer equality for access to all it‟s courses and will encourage the recruitment of

students from the widest possible audience both nationally and internationally. RDI will also

offer flexibility of access to the curriculum by enabling students to enrol for both modules of

programmes and full awards. This will be reinforced by:

Marketing literature, which is produced for all courses.

An admissions process, which is sensitive and supportive to the needs of all students, includes an enrolment process and provides for assessment of learning support for those students who may have special needs.

The course review process will monitor the curriculum, student progress and achievement to ensure that equality of opportunity has taken place.

All materials used for distance learning study and assessment will be subject to evaluation prior to issue to make sure that they do not contain anything which could be considered discriminatory or offensive to individual students or groups.

Statistical Analysis

Equal opportunities statistical information will be provided to monitor RDI provision and will

focus primarily on:

Comparing equal opportunities statistics of those who register for RDI courses.

of 58

Data for analysis will be taken from the enrolment form.

Documentation relevant to Equal Opportunities

Admissions Procedures.

Induction Procedures.

Assessment Policy.

Grievance Procedure.

Complaints Procedure.

Assessment Policy.

Staff Development Policy.

Accreditation to Prior Learning (APL) Procedures.

Module Evaluation Forms.

Academic Appeals Policy.

7.5 Assessment Malpractice

Attempting to or actually carrying out any malpractice activity is not permitted by Edexcel.

The following are examples of malpractice by learners; this list is not exhaustive and other

instances of malpractice may be considered by Edexcel at its discretion:

plagiarism by copying and passing off, as the learner‟s own, the whole or part(s) of another person‟s work, including textbooks, articles, journals, artwork, images, words, computer generated work (including Internet sources), thoughts, inventions and/or discoveries whether published or not, with or without the originator‟s permission and without appropriately acknowledging the source

collusion by working collaboratively with other learners to produce work that is submitted as individual learner work. Learners should not be discouraged from teamwork, as this is an essential key skill for many sectors and subject areas, but the use of minutes, allocating tasks, agreeing outcomes, etc are an essential part of team work and this must be made clear to the learners

impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one‟s place in an assessment/examination/test

fabrication of results and/or evidence

failing to abide by the instructions or advice of an assessor, a supervisor, an invigilator, or Edexcel conditions in relation to the assessment/examination/test rules, regulations and security

misuse of assessment/examination material

introduction and/or use of unauthorised material contra to the requirements of supervised assessment/examination/test conditions, for example: notes, study guides, personal organisers, calculators, dictionaries (when prohibited), personal stereos, mobile phones or other similar electronic devices

obtaining, receiving, exchanging or passing on information which could be assessment/examination/test related (or the attempt to) by means of talking or written papers/notes during supervised assessment/examination/test conditions

behaving in such a way as to undermine the integrity of the assessment/examination/test

of 58

the alteration of any results document, including certificates

assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner

Any alleged incident of malpractice brought to the attention of RDI will be fully investigated.

Please refer to RDI‟s Academic Malpractice policy below for full details.

RDI QUALITY ASSURANCE DOCUMENT QA 23 - UNFAIR PRACTICE IN ASSESSMENT

INTRODUCTION

1. Unfair practice covers a range of infringements within the assessment process. These regulations provide a definition of what unfair practice means and set out the process for dealing with suspected cases.

Unfair Practice

2. Unfair practice is any situation where a student, acting alone or in conjunction with others, attempts to gain credit or advantage in assessment by unfair or improper means. The term ‘assessments’ covers any type of assessment undertaken in pursuit of a qualification. Unfair practice includes cheating, attempts to cheat, plagiarism and collusion, and they also apply to any other similar allegation. It is wrong and unacceptable, not least because it is dishonest and it undermines the value of qualification that students are pursuing.

3. Examples of unfair practice are provided below. This list of examples is not exhaustive and does not limit the general nature of the definition of unfair practice. Other actions may fall within the general definition of unfair practice.

3.1 Infringements of examination regulations, for example and not limited to the introduction of prohibited material into the examination; copying from or any communication with any other person during the examination that has not been authorised by an invigilator; the impersonation of an examination candidate or allowing oneself to be impersonated. .

3.2 Plagiarism, which is the use without proper acknowledgement of another person’s words and presenting them in an assessment as if they were one’s own. Plagiarism includes copying from another student, copying from published work (including online learning materials, tutor notes, books, internet sites, journal articles, case studies, etc.), subcontracting work to another person, paraphrasing somebody else’s words, the reuse and submission of the same piece of work for two or more different purposes, and any other similar practice.

3.3 Collusion, which includes work that is undertaken collaboratively by two or more people

and is submitted as if it were the work of a single person; the submission of one student’s work as if it were the work of another student; where a student makes their work available to another student to copy; where a student copies another’s work with

of 58

or without the other person’s knowledge. It should be noted that in collusion cases, both or all parties can be considered to be at fault even if the collusion takes place without the knowledge of the original author of the work.

PENALTIES

4. Cases of unfair practice are treated extremely seriously. Students found guilty of committing an unfair practice offence will be penalised. Penalties may include a formal warning, the cancellation of a grade resulting in a referral or fail, or expulsion from the programme. Particularly severe cases of unfair practice or serial repeat offenses may also result in exclusion from further study with RDI and/or the awarding body.

Process

5. Students are required to submit their assignments electronically via its VLE. It is RDI’s policy to systematically scan all assessment submissions received in this way by use of the Turnitin plagiarism detection system. In addition, markers and examiners are expected to be vigilant in detecting unfair practice in assessment.

6. Students have the ability to submit a draft of their work to Turnitin in advance of the assessment deadline and are strongly encouraged to use this function developmentally before making their final submission.

7. An internal marker, external examiner or any other individual involved in the assessment of students who suspects, during or after the assessment and marking process, that a student has committed unfair practice must report this using the UP field on the marking screen (if using isystem) or in the appropriate column (if using the standard marking spreadsheet) and provide details of the evidence that gave rise to this suspicion.

8. In the case that a marker reports an allegation of UP as above, the student’s work in question must nonetheless be marked and awarded a grade on its own merit and produce feedback that takes account of the work in its entirety, irrespective of the allegation. This grade and feedback would stand in the case that a student is cleared of all wrong-doing.

9. In the case that markers assessing the first two modules of a programme, or modules submitted in the student’s first round of assessments, identify cases of poor references where there is no evidence of intentional unfair practice, this will be noted in the feedback as an informal warning to students. These cases will be treated developmentally and need not be reported for further investigation.

10. Invigilators suspecting unfair practice in examinations will act in accordance with the relevant examination regulations and will make a report of the allegation in the invigilator’s report and append any supporting evidence to their report.

11. All instances of alleged unfair practice will be collated by the Student Support Team and submitted to a nominee of the Quality Assurance team who will be responsible for convening a Committee of Enquiry to hear and investigate the allegations and to determine any penalties to be applied. The Committee of Enquiry will normally comprise the Quality Assurance nominee, who will act as secretary and take minutes of the proceedings, and two other members selected by the Director of Academic Affairs, one of which will act as Chair. Where

of 58

deemed appropriate, an independent person may be appointed as an additional member of the Committee.

12. Student will be issued with individual letters detailing the nature of the allegation being made against them, informing them of the date of the Committee of Enquiry and inviting them to provide a formal response either in writing, by telephone or in person to the Committee of Enquiry. A copy of this policy will be appended to these letters. Letters will be produced by the Quality Assurance nominee and distributed by the Student Support team. Letters will normally be issued at least 7 days in advance of the scheduled meeting of the Committee of Enquiry.

13. Students wishing to attend the Committee of Enquiry in person may be accompanied by a friend, adviser or representative who may speak on their behalf. They cannot be accompanied by a professional (e.g. solicitor or barrister) acting on their behalf in a professional capacity.

14. The student will be required to inform the Student Support Team via [email protected] whether they intent to make a response to the allegation or not. Students who are being accompanied by a friend, adviser or representative must inform the Quality Assurance nominee of the name of the person in writing in advance of the meeting. Every reasonable attempt will be made to obtain such a response from the student and the Committee of Enquiry will not normally hear a case for which no acknowledgement of the allegation has been received from the student, or without the student being fully informed that their case will be heard without their response. If however a student does not attend the meeting of the Committee of Enquiry, having previously indicated that he/she would attend, and providing all reasonable attempts have been made to contact the student, the meeting shall proceed in his/her absence.

15. Cases of collusion will normally be heard separately, however students who choose to attend the Committee of Enquiry meeting may request that their case be heard jointly.

16. The terms of reference of the Committee of Enquiry are:

16.1 To consider the evidence on which the allegation of unfair practice is based;

16.2 To determine whether the allegation has been substantiated;

16.3 Where a case has been substantiated, to determine the penalty to be imposed.

17. The following procedures apply to meetings of the Committee of Enquiry:

17.1 The Chair or other member of the Committee will present the case against the student and the evidence on which the case is based.

17.2 If the student is in attendance, in person or by telephone, the Committee may question the student during the presentation of evidence.

17.3 Once the presentation of evidence is complete, all persons, excluding the Committee

members, shall withdraw, and the committee shall consider whether the allegation has been substantiated.

17.4 The Committee will not normally be expected to prove intent, but any evidence of

intent may be used to inform the penalty that is applied. The Committee will not

mailto:[email protected]

of 58

normally be informed of any previous substantiated allegations of unfair practice against the student before reaching its verdict on the case in question. Such information will however be taken into consideration when arriving at the penalty to be applied.

17.5 If the Committee finds that the case has been substantiated, it shall then consider the

penalty to be imposed.

18. Penalties available to the Committee of Enquiry are:

UPA: Initial warning letter – grade stands. Recommended for first minor offences.

UPB: Formal warning – loss of marks for all or part of the work with re-sits capped at the minimum pass grade. Recommended for first substantive offences.

UPC: Final warning - loss of marks for all or part of the work with re-sits capped at the minimum pass grade. Recommended for students who have received a UPB in a previous assessment period or for first offences due to the severity of which a UPB is deemed inappropriate.

UPD: Exclusion from programme, either permanently or for a specified period of time. Recommended for students who have received a UPB in a previous assessment period or for serious first offences due to the severity of which a UPB or UPC are deemed inappropriate.

18.2 If a Committee of Enquiry deems that the above penalties are inappropriate, it may

use its discretion to impose an appropriate penalty.

19. Following the proceeding of a meeting of the Committee of Enquiry, the following actions will be undertaken:

19.1 A letter will be issued to students notifying them of the outcome of the Committee of Enquiry and informing them of any penalty that has been imposed, if applicable.

19.2 The Quality Assurance nominee will notify the Student Support Team of the outcome of the Committee of Enquiry. The Student Support Team will record such outcomes on the student’s record and any cancellation of grade will also be recorded.

19.3 The outcomes of the Committee of Enquiry will be presented to the next meeting of

the Examining Board, where these outcomes will be noted and where they will inform progression decisions, as appropriate.

19.4 There shall be no further discussion of the details of the case or the proceeding of the

meeting with the candidate following the Committee of Enquiry meeting. The student does, however, have the right of appeal as detailed below.

of 58

Appeals

20. Students whose allegation of unfair practice has been substantiated have the right to appeal against the decision of a Committee of Enquiry. Student appeals must be made in writing and in accordance with the Academic Appeals procedure.

of 58

Section 8. Annexes

Annex 1 – Learning Contract

This learning agreement is a „partnership‟ between you, the student, and RDI. To help you

understand the roles and responsibilities of each party during the learning process, please

take the time to read this Learning Contract and to confirm you commitment to the contract

to RDI.

By embarking on this programme of study you agree to:

Abide by RDI rules and regulations.

Be responsible for your own learning.

Attend and participate in scheduled activities when required.

Utilise the tutoring system when required to do so via ilearn.

Utilise the student support mechanisms whenever you need guidance or advice.

Retain copies of the assignment feedback sheets.

Submit your own work and not plagiarise the work of others.

We RDI, agree to:

Give you advice and guidance regarding all aspects of your programme of study.

Provide you with the necessary learning and resource materials to enable you to undertake the learning process.

Give you regular feedback via the tutorial system regarding your progress on the course, including assessments.

Respond to queries normally within two working days.

Return grades and assessment feedback to students normally within six weeks of the official submission date.

Provide you with tutorial/learning support via ilearn.

of 58

Annex 2 – Mitigation Form

EVIDENCE OF MITIGATING CIRCUMSTANCES

Please type details in the space provided below or write clearly in block capitals.

Please note that claims for mitigation will only be considered in supporting evidence is included/attached.

FIRST NAME:

FAMILY NAME:

REGISTRATION NO.:

CENTRE/COLLEGE:

PROGRAMME:

MODULES AFFECTED ASSIGNMENT

DUE DATE

DATE

ASSIGNMENT

SUBMITTED

TIME

ASSIGNMENT

SUBMITTED

OFFICE USE ONLY

DATE/TIME

RECEIVED

TYPE OF MITIGATION

Illness Family/personal circumstances

Late submission (with due cause) Other

EXPLANATION OF MITIGATION CIRCUMSTANCES:

FORM OF EVIDENCE e.g. Doctors note:

Tick to confirm enclosure of evidence

SIGNATURE: DATE:

pre entry modules in business - rdi · 2019-10-03 · managing communications, knowledge and...

Documents