programme title: ba - cornwall college · web viewappendix 1. 78. i:\he ops\he...

$: Programme Title: BA - Cornwall College · Web viewAppendix 1. 78. I:\HE Ops\HE Admin\Approvals\Academic Year 2012-2013\BA (Hons) Business Enterprise Management\Student Handbook$
Plymouth University

Academic Partnerships

CORNWALL COLLEGE, Camborne

Programme Quality HandbookBA (HONS) BUSINESS ENTERPRISE

MANAGEMENT

Academic Year 2017/18

1 | P a g eBA(Hons) Business Enterprise Management Handbook (2016-17)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 617757)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: BA (Hons) Business Enterprise Management

Internal Programme Code: 4554 (Full Time), 4880 (Part Time)

Partner Delivering Institution: Cornwall College, Camborne

State Date: September 2018

First Award Date: 2020-2021

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.......................................................................................................................20

PS2. Brief Description of the Programme............................................................................................20

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate).................................20

PS4. Exceptions to Plymouth University Regulations...........................................................................21

PS5. Programme Aims.........................................................................................................................21

PS6. Programme Intended Learning Outcomes (ILO)..........................................................................21

PS7. Distinctive Features.....................................................................................................................21

PS8. Student Numbers.........................................................................................................................22

PS9. Progression Route(s)....................................................................................................................22

PS10. Admissions Criteria....................................................................................................................23

PS11. Academic Standards and Quality Enhancement........................................................................23

PS12. Programme Structure................................................................................................................25

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......28

PS14. Work Based/ Related Learning..................................................................................................32

Appendix.............................................................................................................................................40


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, CamborneAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full TimeFinal Award: BA(Hons)Intermediate Award:Programme Title: Business Enterprise ManagementUCAS Code: N210JACS Code: N210Benchmarks: The QAA subject benchmark for “General

business and management” in that it allows a variety of organisation types, structures and sizes to be explored, it encourages the student to prepare for a business career, and it develops transferable skills in critical analysis, synthesis, independence, and research and problem solving.

Date of Programme Approval: March 2013

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The BA (Hons) Business Enterprise Management degree is a full-time programme of study, usually delivered over three years two days per week and a part-time programme of study, usually delivered over six years one day per week, which prepares students for entry into employment in a variety of management level roles across a variety of sectors. The degree focuses on the three pillars of business studies namely: marketing, finance and management. Students can expect to develop knowledge and understanding of leadership, motivation, customer segmentation, market types, profit and costs, financial management and corporate social responsibility.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A


PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

1. Students who are enterprising and proactive in terms of management opportunities and market development.

2. Students able to develop their critical knowledge and understanding of management and enterprise.

3. Students prepared for a management role in either their own or another enterprise.4. Developed transferable skills and autonomy of learning.5. Emphasise applied aspect of business and management studies. 6. Equip students with a critical understanding of the principles and values which underpin

contemporary business management.7. Provide an intellectually stimulating and practical framework that will enable students to

obtain and develop careers in industry.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

1. Understand and critically analyse the nature of management and enterprise. 2. Manage their own or another enterprise.3. Deploy transferable skills and autonomy of learning.4. Apply aspects of business and management studies.5. Show a critical understanding of the principles and values which underpin contemporary

business management.6. Develop careers in industry.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

• Focus on enterprising solutions and management that allows students to develop skills and aptitudes which emphasise innovation and market orientation.

• Opportunity to work with local companies on a consultancy project to apply theory to practice

• The analytical, research and group skills which you will develop are highly valued by employers.


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

• An emphasis on enterprise will produce skills that are useful for own business creation but equally desirable by large companies and the public sector.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage =10

Target student numbers per stage = 15

Maximum student numbers per stage = 30

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

After completion of the degree students will be able to progress into one of the University’s masters level programmes in business, into the College’s CMI in management Level 7 (assuming relevant work experience), or one of a number of careers. In the past these careers have included local government, sales and marketing, retail, hotel and leisure, banking, finance, teaching and general management.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2:

GCSE Mathematics Grade C and English C or equivalent plus one of the following

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:

- AS/A Levels 180 UCAS points (including a minimum of 160 points from two A levels or a double award);

- Advanced Level Diploma:

- BTEC National Certificate/Diploma: BTEC National Certificate/Diploma: 180 UCAS points (excluding Early Years);

- VDA: AGNVQ, AVCE, AVS:

- Access to HE or Year 0 provision:Pass course achieving 60 credits with 45 credits at level 3 from a QAA recognised Access to HE course in Business, Humanities or Social Science;

- International Baccalaureate: 28 Points

- Irish / Scottish Highers / Advanced Highers: 180 UCAS points;

Work Experience: By interviews if over 21 years of age. Must be relevant and at manager level.

Other HE qualifications / non-standard awards or experiences: HNC/D - Pass

APEL / APCL4 possibilities: www.plymouth.ac.uk

Interview / Portfolio requirements:

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

NO

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


http://www.plymouth.ac.uk/

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure5

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: BA (Hons) Business Enterprise Management Levels 4,5 & 6 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1 - Stage 1All Core 20 CORC1013C Personal & Employability Skills DevelopmentAll Core 10 CORC1127 Business Maths and SpreadsheetsAll Core 20 CORC1141 MarketingAll Core 10 CORC1142 Legal EnvironmentAll Core 20 CORC1143 Business FinanceAll Core 20 CORC1144 Business EnvironmentAll Core 20 FBU105 People Development and Leadership

Year 2 - Stage 2All Core 20 CORC2094 Introduction to HRM & Employment LawAll Core 20 CORC2095 Markets and InnovationAll Core 20 CORC2096 Strategic Financial ManagementAll Core 20 CORC2097 International Business and StrategyAll Core 20 CORC2098 Business StrategyAll Core 20 CORC2099 Applied Research

Year 3 - Stage 3All Core 20 CORC319 Enterprise ProjectAll Core 20 CORC320 Strategic Human Resource Management

5 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.


All Core 20 CORC321 Performance ManagementAll Core 20 CORC322 – Strategic Marketing ManagementAll Core 20 CORC324 Consultancy Capstone

Students must also choose one of the following modulesAll Option 20 CORC310 Globalisation & LocalisationAll Option 20 CORC323 Responsible Enterprise.All Option 20 ERM301 Environmental Sustainability and Economics

FHEQ level: BA (Hons) Business Enterprise Management Levels 4, 5 & 6 For: Part Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1 - Stage 1All Core 20 CORC1141 MarketingAll Core 20 CORC1143 Business FinanceAll Core 20 CORC1144 Business Environment

Year 2 - Stage 1All Core 20 CORC1013C Personal & Employability Skills DevelopmentAll Core 10 CORC1127 Business Maths and SpreadsheetsAll Core 10 CORC1142 Legal EnvironmentAll Core 20 FBU105 People Development and Leadership

Year 3 - Stage 2All Core 20 CORC2095 Markets and InnovationAll Core 20 CORC2096 Strategic Financial ManagementAll Core 20 CORC2097 International Business and Strategy

Year 4 - Stage 2All Core 20 CORC2094 Introduction to HRM & Employment LawAll Core 20 CORC2098 Business StrategyAll Core 20 CORC2099 Applied Research

Year 5 - Stage 3Core 20 CORC320 Strategic Human Resource Management


All Core 20 CORC321 Performance ManagementAll Core 20 CORC322 – Strategic Marketing Management

Year 6 - Stage 3All Core 20 CORC319 Enterprise ProjectAll Core 20 CORC324 Consultancy Capstone

Students must also choose one of the following modulesAll Option 20 CORC310 Globalisation & LocalisationAll Option 20 CORC323 Responsible Enterprise.All Option 20 ERM301 Environmental Sustainability and Economics


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: Honours Degree Level 4

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

The FHEQ requirements are already given here in italics: 3.2, 3.5, 3.6, 3.7

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•understanding of the holistic nature of business in its broadest sense.•ability to use an appropriate theoretical model to explain the elements and integrated nature of the

Primary:Lectures and TutorialsDirected independent learning.The primary foci is strategic decision making and enterprise.Develop students understanding of the holistic nature of business

1,2,4,5 1,2,4,5 Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances

CORC1144CORC1141CORC1142FBU105CORC1013


national and international context within which businesses operate.•knowledge and understanding of the key functional areas.•understanding of inputs, processes and outcomes of strategic decision making and business planning.•knowledge of communication / information technology used in the workplace.•knowledge & understanding in order to be able to make sense of the workplace.•understanding of the nature of enterprise and entrepreneurship and the need for innovation in decision making.•appreciation of the nature of globalisation and the implications for business.•understanding of the influence of differing cultures on international business.understanding of the significance of corporate social responsibility and ethics on business practice.

activity.

Secondary/Supplementary:Case studiesProblem solving exercisesProject based activitybusiness games & simulations

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.Cognitive and Intellectual Skills:

The FHEQ requirements are already given here in italics: 3.9,a,b,c,d,e,f,g,h,i

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•the ability to critique rival frameworks and theories•abstract analysis, critical thinking and synthesis skills•the ability to intelligently apply appropriate

Primary: Class exercisesTutorial/seminar discussionsFeedback via coursework assessment process (essays etc)Secondary/Supplementary:Policy and practice analysis in surgeries

1,2,4,5,6 1,4 Assessed discussionsEssays/projects/dissertationsExaminations/testsCoursework/groupwork on practical application questions

CORC1144CORC1141CORC1143CORC1142FBU105CORC1127CORC1127CORC1013


principles in assessing policy or practice•problem solving, creative thinking and research methods skills•the ability to evaluate data using appropriate techniques

Computer-based practicals on data and measurement problems

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply cognitive and intellectual skills developed within the course to industry related scenarios and will be required to complete a range of assessment.

Key Transferable Skills:

The FHEQ requirements are already given here in italics: 3.9 h,I,g,k,f,c,d

•the ability to access a range of learning resources and self manage learning with guidance•the ability to work effectively with others in a team•effective communication skills (Oral /Written /CIT)•the ability to acquire and manage information and use appropriate research strategies•numeracy/Quantitative skills•learning skills (Reflection/Problem Solving/Evaluation/ Synthesis)

Primary: Library, other research exercisesGroup-work awareness and practiceComputer-based learning and assessment

Secondary/Supplementary:Policy and practice analysis in surgeriesComputer-based practicals on data and measurement problems

2,3,6 Coursework of all typesExamination preparation and completionAssessed discussionsGroup work assessments

CORC1144CORC1143FBU105CORC1127CORC1127CORC1013

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of assessment.Employment Related Skills:

The FHEQ requirements are already given here in italics: 2.1, 2.3


By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•project management skills•personal development planning skills•action planning skills•the ability to reflect on practice•career awareness and planning skills

Primary: Business engagement activitiesLive project workBusiness games / role-play/ simulationsReflective learningSecondary/Supplementary:Problem solving exercisesClass and seminar activities

1,2 6 Project and assignment workPresentationsReflective reports

CORC1013

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of assessment.Practical Skills:

The FHEQ requirements are already given here in italics: 3.9 k,d, f

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•Computer and Information Management Technology Skills•Presentation and oral communication skills - selling and pitching•Written Communication skills

Primary: Projects and assignmentsDesignated tasksLectures / Tutorials / Seminars and Surgeries

Secondary/Supplementary:None

1,2,3,4 3. Project workCompetence in a range of business-related communication techniques

.CORC1144CORC1141CORC1143CORC1142FBU105CORC1127CORC1127CORC1013ALL

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme: Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of assessment.


FHEQ level: Level 5 Honours Degree






The FHEQ requirements are already given here in italics 3.2, 3.5, 3.6, 3.7

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•understanding of the holistic nature of business in its broadest sense.•ability to use an appropriate theoretical model to explain the elements and integrated nature of the national and international context within which businesses operate.•knowledge and understanding of the key functional areas.•understanding of inputs, processes and outcomes of strategic decision making and business planning.•knowledge of communication / information technology used in theworkplace.•knowledge & understanding in order to be able to make sense of the workplace.•understanding of the nature of enterprise and entrepreneurship and the need for innovation in decision making.•appreciation of the nature of globalisation and the implications for business.•understanding of the influence of differing cultures on international business.understanding of the significance of corporate social

Primary:Lectures and TutorialsDirected independent learning.The primary foci is strategic decision making and enterprise.Develop students understanding of the holistic nature of business activity.Secondary/Supplementary:Case studiesProblem solving exercisesProject based activitybusiness games & simulations

1, 2, 4, 5 1,2,4,5 Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances.

CORC2098CORC2097CORC2094CORC2095COR2096


responsibility and ethics on business practice.


The FHEQ requirements are already given here in italics: 3.9,a,b,c,d,e,f,g,h, i& jBy the end of this level of this programme the students will be able to demonstrate for a threshold pass:•the ability to critique rival frameworks and theories•abstract analysis, critical thinking and synthesis skills•the ability to intelligently apply appropriate principles in assessing policy or practice•problem solving, creative thinking and research methods skills•the ability to evaluate data using appropriate techniques

Primary: Class exercisesTutorial/seminar discussionsFeedback via coursework assessment process (essays etc)Secondary/Supplementary:Policy and practice analysis in surgeriesComputer-based practicals on data and measurement problems

1, 2, 4, 5, 6 1,4 Coursework of all typesExamination preparation and completionAssessed discussionsGroup work assessments

CORC2098CORC2097CORC2094CORC2095CORC2099COR2096

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.Key Transferable Skills:

The FHEQ requirements are already given here in italics: 3.9 h,I,g,k,f,c,&bBy the end of this level of this programme the students will be able to demonstrate for a threshold pass:•the ability to access a range of learning resources and self manage learning with guidance•the ability to work effectively with others in a team


1,2,3,4,6 2,3,6 Coursework of all typesExamination preparation and completionAssessed discussionsGroup work assessments

CORC2098CORC2094CORC2095CORC2099COR2078COR2096


•effective communication skills (Oral /Written /CIT)•the ability to acquire and manage information and use appropriate research strategies•numeracy/Quantitative skills•learning skills (Reflection/Problem Solving/Evaluation/ Synthesis)

Secondary/Supplementary:Class and seminar interactions and feedback

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.Employment Related Skills:

The FHEQ requirements are already given here in italics: 2.1,2.3By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•project management skills•personal development planning skills•action planning skills•the ability to reflect on practice•career awareness and planning skills

Primary: Business engagement activitiesLive project workBusiness games / role-play/ simulationsReflective learning

Secondary/Supplementary: Problem solving exercisesClass and seminar activities

1,2, 6 Project and assignment workPresentationsReflective reports

CORC2098CORC2099

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.Practical Skills:

The FHEQ requirements are already given here in italics: 3.9.k,d,fBy the end of this level of this programme the students will be able to demonstrate for a threshold pass:

Primary: Projects and assignmentsDesignated tasks

1,2,3,4 3 Project workCompetence in a range of business-related

CORC2098CORC2099COR2096


•Computer and Information Management Technology Skills•Presentation and oral communication skills - selling and pitching•Written Communication skills

Lectures / Tutorials / Seminars and Surgeries

Secondary/Supplementary:None

communication techniques

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.

FHEQ level: Level 6






The FHEQ requirements are already given here in italics: 3.2, 3.5, 3.6, 3.7

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•understanding of the holistic nature of business in its broadest sense.•ability to use an appropriate theoretical model to explain the elements and integrated nature of the national and international context within which businesses operate.•knowledge and understanding of the key functional areas.•understanding of inputs, processes and outcomes of strategic decision making and business planning.•knowledge of communication / information

Primary:Lectures and TutorialsDirected independent learning.The primary foci is strategic decision making and enterprise.Develop students understanding of the holistic nature of business activity.Secondary/Supplementary:Case studiesProblem solving exercisesProject based activitybusiness games & simulations

1,2,4,5 1,2,4,5. Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances.

CORC320CORC321CORC322CORC319CORC324


technology used in the workplace.•knowledge & understanding in order to be able to make sense of the workplace.•understanding of the nature of enterprise and entrepreneurship and the need for innovation in decision making.•appreciation of the nature of globalisation and the implications for business.•understanding of the influence of differing cultures on international business.understanding of the significance of corporate social responsibility and ethics on business practice.


The FHEQ requirements are already given here in italics: 3.9,a,b,c,d,e,f,g,h,I,j

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•the ability to critique rival frameworks and theories•abstract analysis, critical thinking and synthesis skills•the ability to intelligently apply appropriate principles in assessing policy or practice•problem solving, creative thinking and research methods skills•the ability to evaluate data using appropriate techniques

Primary: Library, other research exercisesGroup-work awareness and practiceComputer-based learning and assessmentSecondary/Supplementary:Policy and practice analysis in surgeriesComputer-based practicals on data and measurement problems

1,2,4,5,6 1,4 Assessed discussionsEssays/projects/dissertationsExaminations/testsCoursework/groupwork on practical application questions

CORC320CORC321CORC322CORC323CORC324

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:


Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.Key Transferable Skills:

The FHEQ requirements are already given here in italics:

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•the ability to access a range of learning resources and self manage learning with guidance•the ability to work effectively with others in a team•effective communication skills (Oral /Written /CIT)•the ability to acquire and manage information and use appropriate research strategies•numeracy/Quantitative skills•learning skills (Reflection/Problem Solving/Evaluation/ Synthesis)


Secondary/Supplementary:Class and seminar interactions and feedback

1,2,3,4,6 2,3,6 Coursework of all typesExamination preparation and completionAssessed discussionsGroup work assessments

CORC321CORC324

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.Employment Related Skills:

The FHEQ requirements are already given here in italics: 2.1, 2.3

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•project management skills•personal development planning skills•action planning skills•the ability to reflect on practice

Primary: Business engagement activitiesLive project workBusiness games / role-play/ simulationsReflective learning

1,2 6 Project and assignment workPresentationsReflective reports

CORC324


•career awareness and planning skills Secondary/Supplementary:Problem solving exercisesClass and seminar activities

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.Practical Skills:

The FHEQ requirements are already given here in italics:

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•Computer and Information Management Technology Skills•Presentation and oral communication skills - selling and pitching•Written Communication skills

Primary: Projects and assignmentsDesignated tasksLectures / Tutorials / Seminars and SurgeriesSecondary/Supplementary:None

1,2,3,4 3 Project workCompetence in a range of business-related communication techniques

CORC324

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 6

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Plan, design and execute practical activities using appropriate techniques and procedures

Undertake fieldwork with due regard for safety and risk assessment

Throughout the programme

Levels 4, 5and 6

Apply graduate attributes and skills;apply career management skills: apply lifelong learning skills:business and organisational awarenessdemonstrate an international outlook

Key knowledge and understanding is assessed via a combination of :Essays/projects/dissertationsExaminations/testsCoursework/group work on practical application questionsReflective assignments

ALL Core Modules

An explanation of this map:Work Based Learning is embedded throughout level 4,5 and 6 of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.


Appendix

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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:• Develop conceptual and practical skills in personal development planning for study at degree level and

readiness for employability.• Equip learners with baseline personal resources for study and employment such as integrity, personal

responsibility, reliability and self-motivation.• Develop learners’ skills in team working, decision-making, problem solving and communication.• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.2. Demonstrate understanding of concepts relating to personal, employability skills and work related skills.3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2015 – 2016 NATIONAL COST CENTRE: 135MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site LeadersSUMMARY of MODULE CONTENT

• Personal Development Planning - Personal audit, professional development, career management skills.• Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving,

decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.• Successful Communication - Interview skills, CVs and letters of application, self-presentation, presentation of

information.• Understanding the Business Context - Organizational culture, business strategy, sustainability, cultural

diversity, corporate social responsibility, financial literacy.• Project Management - Project planning, monitoring, evaluation, reporting.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Seminar 12 Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision 8 As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study 160Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1Written EssayReport

50%50%

Total = 100%Updated by:Brender Willmott

Date:21/05/15

Approved by:HE Operations

Date:21/05/15

Recommended Texts and Sources:Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.Journal: Carer Development International



MODULE CODE: CORC1127 MODULE TITLE: Business Maths and Spreadsheets

CREDITS: 10 FHEQ Level: 4 JACS CODE: G140

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)The collection, manipulation and presentation of data appropriate to business, together with the necessary underpinning mathematical and statistical knowledge required. The module will be very practical and will cover the use of spread sheet software to process and present data.





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T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne


MODULE AIMS:• To use spreadsheet software for the recording, manipulation and calculation of data.• To develop the students’ skills in using the more advanced features of spreadsheet software including built in functions and data manipulation tools.• To introduce the use of statistical methods in business

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Resolve simple mathematical business problems using a spreadsheet package.2. Use spreadsheet functions to summarise data from a given scenario.3. Formulate data so it is presented in a meaningful way.4. Analyse and compare sets of data to formulate appropriate conclusions from a given problem space.

DATE OF APPROVAL: 01 Apr 2013 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2013 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Spring




ACADEMIC YEAR: 2015 – 2016 NATIONAL COST CENTRE: 133

MODULE LEADER: Chris Jenkins OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT• Mathematical functions, if statements, lookups, pivot tables.• Applications and production of business graphs.• Linking spreadsheets.• Using a spreadsheet as a database manager.• Summary statistics – measures of location and variation, selection of appropriate measures.• Distributions – frequency distribution, histograms, gives discrete probability distributions and expected values.• Comparing distributions – Correlation

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Core Material

Guided Independent Study 55 Students are expected to put in time outside of taught sessions.

Total 100 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Total = 100%

T_ %Total = 100%

Coursework C1

Spreadsheet

TrendsDatabase

30%

30%40%

Total = 100%

LO1,2,3; Break-even, cash flow and income statements.LO2,3,4; Correlations and trendsAll LO’s; Database projects

Practical P_ %Total = 100%

Updated by:Chris Jenkins

Date:01/09/13


Date:01/09/13

Recommended Texts and Sources:



MODULE CODE: CORC1141 MODULE TITLE: Marketing

CREDITS: 20 FHEQ Level: 4 JACS CODE: N500

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This core module provides an introduction to the general theory of marketing and its application in a range of organisational types. It is intended to give a broad understanding of marketing considerations in managing the marketing function in a business context.



E2 (Clinical Examination) % A1 (Generic Assessment)

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MODULE AIMS:This module aims to enable students to appreciate the pivotal role marketing plays within a business / organisation and provide an understanding of the theory and best practice of marketing as part of the business / organisations approach to its markets and customers in a constant world of change.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Explain and justify the role of marketing in a commercial setting2. Recognise the role of the marketing mix and promotional mix in the marketing plan3. Explain the application and the principals of market segmentation4. Demonstrate an understanding of customer and buying behaviour5. Carry out Market Research to inform marketing decisions

DATE OF APPROVAL: 01 Jul 2002 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2002 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





MODULE LEADER: Dr Michelle Lawrence OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT•Marketing basics•Communicating with customers•Marketing environments•Marketing in operation•Marketing research and data•Marketing processes•Marketing communications•Marketing management in operation•Analysis and evaluation of alternative approaches to marketing•Strategic marketing actions

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Core MaterialGuided Independent Study 155 Students are expected to put in time outside of taught sessions.Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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T_ %Total = 100%

Coursework C1Market AnalysisCase Study

40%60%

Total = 100%

To cover ALO1 & ALO2.Market research case study to cover all ALOs.


Updated by:Dr Bryan Mills

Date:25/08/15


Date:25/08/15




MODULE CODE: CORC1142 MODULE TITLE: Legal Environment

CREDITS: 10 FHEQ Level: 4 JACS CODE: M200


SHORT MODULE DESCRIPTOR: (max 425 characters)An introduction to sources, legal personnel and court structures is provided. Elements of contract law, consumer law and the tort of negligence are developed.





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T1 (Test) 30%



MODULE AIMS:This module aims to provide students with a broad background of law and to highlight its importance in the business environment, through application of key legal issues

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand and apply the sources of law and court structures2. Have acquired knowledge of, and be able to demonstrate the application of, areas of substantive law e.g.

contract and the torts of negligence and occupiers liability3. Appreciate the importance of these areas of law in both work and also the student’s personal life.

DATE OF APPROVAL: 01 Jul 2002 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2002 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn





MODULE LEADER: Dr Bryan Mills OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT• The English legal system, sources of law; courts and personnel; criminal and civil liability distinguished• Introduction to contract law, main elements and formalities, exemption clauses• Sale of Goods, including title, satisfactory quality, fitness for purpose, sample and description; plus other related statutory provisions• Negligence.• Occupiers liability

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 30 Core materialGuided Independent Study 70 Students are expected to put in time outside of taught sessions.Total 100 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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E_ %Total = 100%

T_ %Total = 100%

Coursework C1 Portfolio 100%Total = 100%

Portfolio of legal problems to cover all ALO’s



Date:01/06/13


Date:01/09/13




MODULE CODE: CORC1143 MODULE TITLE: Business Finance



SHORT MODULE DESCRIPTOR: (max 425 characters)This module concentrates on the financial systems necessary for sound financial management, with the emphasis on the three main financial statements – being able to complete, understand and analyse these. It also covers breakeven analysis, VAT and financing a business.





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T1 (Test) 45%


Professional body minimum pass mark requirement: N/a

MODULE AIMS:The aim of this module is for students to gain an understanding of the management of finance within a business organisation. They will learn how to compile financial statements, and to interpret and analyse these. They will also be able to select appropriate sources of finance for a business, and understand the impact and implications of Value Added Tax.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Prepare and operate a financial recording system2. Explain the main financial statements, their purpose and use3. Analyse and interpret financial statements using relevant accounting ratios4. Make decisions on appropriate sources of finance for a business5. Explain the impact of VAT on a business and make recommendations in this area.






MODULE LEADER: Dr Roger Clough OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT1. Functions of the three main financial statements – who uses them, when, and what for2. Construction of the three main financial statements – cash flow, profit & loss, balance sheet3. Interpretation of accounts – ratio analysis4. Sources of finance – sources, choosing sources, implications of choice and source5. VAT – implications and impact


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E_ %Total = 100%

T1 In-Class Test 100%Total = 100%

To cover LO1,2,3.

Coursework C1 Case Study 100%Total = 100%

To cover LO2,3,4,5.


Updated by:Dr Roger Clough

Date:01/12/12


Date:01/02/13




MODULE CODE: CORC1144 MODULE TITLE: Business Environment



SHORT MODULE DESCRIPTOR: (max 425 characters)This module introduces students to the environment in which an enterprise operates and the implications this has for its operation.





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T1 (Test) 30%



MODULE AIMS:The aim of this module is to enable students to gain an understanding of basic social, political and economic issues which concern the firm. The student should, at the end of the module, have an awareness of the relevance of these factors to the operation and management of the firm and the way in which this affects decision making and reactions of the firm to pressures and events.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Explain the essential features of the working of the market system and price mechanism2. Understand key features of different market structures3. Have a broad understanding of macroeconomic issues of inflation, balance of payments, international trade and

national income determination4. Show an understanding of the impact of social and political issues on the operation of the firm, including

consideration of ethical issues







SUMMARY of MODULE CONTENT•Economic systems, the market v central planning, market failure• The price and market mechanism•Market structures, perfect competition, monopoly and oligopoly•Keynesian economic theory and national income determination•Inflation and Unemployment•International trade, balance of payments and exchange rates•Social and Political trends, the European Union and its impact on an enterprise


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E_ %Total = 100%


To cover all ALOs.

Coursework C1ReportCase Study

20%80%

Total = 100%

Short report on basic S&D, to cover ALO1To cover all ALOs



Date:01/03/13


Date:01/03/13

Recommended Texts and Sources:Egg, D., Fischer, S. and Dornbusch, R. (2008), Economics, McGraw-Hill, 9th edition.Blanchard, O. (2008), Macroeconomics, Pearson International, 5th edition.Pindyck R. S., and Rubinfeld D. L., (2009) Microeconomics, Prentice Hall, 7th edition



MODULE CODE: FBU105 MODULE TITLE: People Development and Leadership (Organisational Behaviour)



SHORT MODULE DESCRIPTOR: (max 425 characters)This module considers how organisation behaviour and attitude influences the behaviour of individuals and groups at work. The module will use a range of theories and managerial approaches to analyse and explain human behaviour in the workplace.





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T1 (Test) 50%



MODULE AIMS:The aim of this module is to provide students with an understanding of the theory of how organisations manage employees to achieve a range of managerial objectives. The intention is to consider organisational and employee behaviour from a theoretical perspective and to then to see how it can be applied to practical situations.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Identify and explain the advantage/disadvantages of a range of organisational structures and cultures2. Explain the impact of technology and quality issues upon management3. Identify a range of theoretical approaches to change management, motivation and group dynamics4. Demonstrate an understanding of a range of management and leadership styles and explain when each might be

most appropriate5. Explain the importance of business ethics






MODULE LEADER: David Ager OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT• Leadership• Motivation• Communication• Organisational Culture• Managing Change• The Impact of Technology on work• Stake-holding• Business Ethics


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E_ %Total = 100%


Principles of management and leadership – to cover all ALOs.


To cover LO3 and LO4


Updated by:David Ager

Date:01/06/13


Date:01/09/13

Recommended Texts and Sources:BARNES, S. (Author.) (1997) Essential business studies. 2nd edn. Collins Educational 658BARMARCOUSE, I. (Editor.) et al. (2003) Business Studies. 2nd edn. London: Hodder and Stoughton. 658MARBUCHANAN, D. (Author.) (2010) Organizational behaviour. 7th edn. Harlow: Pearson Education Limited. 658.3BUC



MODULE CODE: CORC2094 MODULE TITLE: Introduction to HRM and Employment Law



SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides an introduction to the Human Resource Management function in an organisation and gives a practical understanding of the nature of law in terms of implications for business and individual rights and duties and collective right and the relationship of this to employee relations.





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MODULE AIMS:The aim of this module is to develop an understanding of the role and function of HRM in an organisation and the relevance of Employment law to all parties in the customer, firm and employment relationship.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate awareness of the role and functions of HR in an enterprise.2. Analyse the different methods of reward available to an organisation3. Demonstrate knowledge of the core responsibilities of an enterprise with regard to employment law4. Apply employment law to basic and commonly encountered issues of employment in the workplace with

particular regard to discrimination, dismissal and the employment contract.5. Recognise situations in which specialist advice and support is required and understand the possible sources of

support.

DATE OF APPROVAL: 01 Mar 2013 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2013 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2015 – 2016 NATIONAL COST CENTRE: 130


SUMMARY of MODULE CONTENT• Introduction to HRM• Recruitment and selection• Grievance and discipline• Reward systems• Staff development and appraisal• Contracts of employment and determination of employment status• Termination of contract• Discrimination and equality in the workplace, individual rights, maternity/paternity• Health & Safety law


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E_ %Total = 100%

T_ %Total = 100%

Coursework C1Case StudyCase Study

50%50%

Total = 100%

To cover ALOs 1-5Case study – to cover all ALOs.



Date:01/09/13


Date:01/09/13




MODULE CODE: CORC2095 MODULE TITLE: Markets and Innovation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module considers the role markets play in innovation and explores types and process associated with innovation.





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T1 (Test) %



MODULE AIMS:This module aims to explore the impact of different economic forces on the performance and activity of the firm. It looks at market structure and performance, and at the policies of government aimed at dealing with the impact of monopoly power. Consideration will be given to innovation in media, manufacturing and service settings. The core process of innovation is explored and combined with understanding of market economics. Focus is on strategic as well as operational issues that influence innovation process and practical application of such developments.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Show an understanding of market structure and anticipated business behaviour2. Understand the aims and activities of the state in dealing with uncompetitive market structures3. Understand the processes of innovation and entrepreneurship4. Evaluate the extent of innovation and enterprise in a given venture5. Relate issues to their own work related experience

DATE OF APPROVAL: 01 Apr 2013 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2013 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year






SUMMARY of MODULE CONTENT• Firms and their objectives• Costs, size and growth• Market structures, strategies & behaviour• Effect of Competition policy• Concepts of Innovation and entrepreneurship• Core concepts and case studies on Innovation and Entrepreneurship• Key success factors and capacity in innovation


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E_ %Total = 100%

T_ %Total = 100%

Coursework C1Consultant ReportCase Study

50%50%

Total = 100%

Report to cover LO1 and LO2To cover all ALOs.



Date:01/09/13


Date:01/09/13




MODULE CODE: CORC2096 MODULE TITLE: Strategic Financial Management



SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to build upon existing knowledge of financial management and to develop further knowledge around the issues faced by managers when making decisions regarding financial resources and sources of business finance.





%

T1 (Test) 45%



MODULE AIMS:This module aims to provide students with an understanding of the decisions financial managers have to make and an introduction to the often-complex issues behind these decisions.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Analyse the relationship between equity and debt2. Analyse the Efficient Market Hypothesis3. Use investment appraisal techniques to make strategic management decisions4. Evaluate time and value based billing5. Understand different methods of budgeting and analyse budget variances






MODULE LEADER: Dr Roger Clough OTHER MODULE STAFF: Dr Bryan Mills

SUMMARY of MODULE CONTENT1. Equity and debt; Weighted Average Cost of Capital2. Stock Market functioning3. Investment appraisal techniques4. Time and value based billing5. Types of budgeting and flexed budgets


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E_ %Total = 100%


To cover LO1, 3 and 4.

Coursework C1 Written Assignment 100%Total = 100%

To cover LO3 and LO5



Date:01/09/13


Date:01/09/13




MODULE CODE: CORC2097 MODULE TITLE: International Business and Strategy



SHORT MODULE DESCRIPTOR: (max 425 characters)Students will understand how strategies can be developed to achieve objectives in international business, and also how they may be implemented at both the tactical and strategic levels. It will also consider the ramifications of international business on individuals and the workplace.





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T1 (Test) %



MODULE AIMS:To create an understanding of International Business and an appreciation of the relevance of theories relating to International trade. It will enable the student to critically analyse and evaluate the importance of the development of international strategies.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand the importance and advantages of International Business in the business world and the

opportunities provided by membership of the EU2. To understand the theory of International Trade including the theory of comparative advantage and

protectionism3. To evaluate the manners in which strategy can be translated into policy at the tactical level.4. To analyse the importance of planning an international business.5. Relate issues to their own work related experience

DATE OF APPROVAL: 01 Apr 2013 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sep 2013 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year






SUMMARY of MODULE CONTENT• An understanding of the nature of the international business, the theory of International Trade, including the theory of comparative advantage, protectionism and balance of payments• The options and opportunities available in international business including barriers and difficulties encountered, including currency fluctuations; the consequence of the enlarged European Union and the single currency• An evaluation of opportunities to develop strategies as to whether a business should enter International Business, what to export and the identification of potential markets• An analysis of the need to organise for export, direct and indirect exporting, licensing, direct foreign investment and export management, as well as strategies relating to international logistics, globalisation, the formation of International alliances. And an evaluation of financial strategies• The importance of International Business on both personal life and the world of work


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T_ %Total = 100%


To cover all ALOs.


Updated by:Dr Michelle Lawrence

Date:01/09/13


Date:01/09/13




MODULE CODE: CORC2098 MODULE TITLE: Business Strategy



SHORT MODULE DESCRIPTOR: (max 425 characters)This module develops the theory and practice of strategic planning, and emphasises the practical application of strategic models.


E1 (Examination) % C1 (Coursework) 90% P1 (Practical) 10 %



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MODULE AIMS:To provide students with the opportunity to analyse and evaluate the complex interactions between organisations and the operating environment, using strategic models and organisations to provide a context for this.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Identify and apply a range of strategic models2. Relate theoretical constructs to organisational realities3. Plan and execute a 'live consultancy' project with the brief being set by a real organisation4. Recommend appropriate organisational actions based on the 'live consultancy' project

DATE OF APPROVAL: 01 Apr 2013 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sep 2013 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year






SUMMARY of MODULE CONTENT1. SWOT2. PESTEL3. Porter's Five Forces4. BCG Matrix5. GE Matrix6. Porter's Value Chain Analysis7. Business Research Methodology8. Live Consultancy Supervision


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T_ %Total = 100%

Coursework C1

Group CV/contractPreliminary ReportFinal Report

10%30%60%

Total = 100%

To cover LO3To cover LO1 and LO3To cover LO2 and LO4

Practical P1 Presentation 100%Total = 100%

Presentation of final report.


Date:01/09/13


Date:01/09/13




MODULE CODE: CORC2099 MODULE TITLE: Applied Research



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will review alternative modes of enquiry that might be encountered in academic and business environments





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T1 (Test) 10%



MODULE AIMS:The aim of this module is to introduce students to research methods techniques and the notion of best practice development within organisations.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand the principles and practice of designing investigations and enquiries;2. Analyse information including appropriate statistical methods and observation as research methods;3. Use primary and secondary data as a source of management information.4. Explore notions of best practice in a business setting5. Relate issues to their own work related experience







SUMMARY of MODULE CONTENT• Data collection& basic statistical methods• The concepts of: types of information; measures of location and dispersion, reliability, validity, precision and accuracy of the methods of inquiry• The resource implications of conducting an inquiry; manpower planning; finance; time; and data storage and analysis requirements• The concepts of population and sample• The choice of data acquisition – method in relation to type and aims of investigation and resource material, including observation techniques• Best practice and continuous improvement


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E_ %Total = 100%

T1 In Class Test 100%Total = 100%

Statistics – to cover LO2

Coursework C1Research ProposalCritical Analysis

45%55%

Total = 100%

To cover all ALOsTo cover all ALOs



Date:01/09/13


Date:01/09/13




MODULE CODE: CORC310 MODULE TITLE: Globalisation and Localisation

CREDITS: 20 FHEQ Level: 6 JACS CODE: L990


SHORT MODULE DESCRIPTOR: (max 425 characters)This module ranges across a number of themes – health, economics, crime, politics, environmentalism, to examine how global developments are refracted in the Cornish experience.





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MODULE AIMS:To examine global and local connections on a range of issuesTo explore the tensions that exist in global and local developmentTo develop an understanding of the impact that global developments have on the lives of local people.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate an understanding of the relationship between the global and the local2. Evaluate theories of globalisation3. Appraise the tensions between global and local issues.

DATE OF APPROVAL: 01 Nov 2009 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





MODULE LEADER: Dave Ager OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTHealth – pandemics; global and local health inequalitiesEconomics – Trans National Corporations and the impact of global financeCrime – Crime without borders – people trafficking, drugs, State crimesPolitics- the politicisation of religion, dealing with migration, global conflictEnvironment – global warming, pollution, new technology


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To cover all ALOs.


Updated by:HE Operations

Date:25/08/15


Date:25/08/15




MODULE CODE: CORC319 MODULE TITLE: Enterprise Project



SHORT MODULE DESCRIPTOR: (max 425 characters)The ‘Enterprise Project’ is an individual project- based assignment which aims to integrate a critical evaluation of the enterprise concept with active learning centred and a forward looking personal evaluation.





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MODULE AIMS:The aims of this module are to develop students’ critical understanding of what it means to be enterprising; to develop their enterprising behaviours, skills and attributes through critical self-evaluation and personal development planning.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Critically analyse the concept of enterprise and evaluate enterprising behaviour.2. Conduct a critical self-evaluation of own enterprise skills, attributes and behaviours.3. Identify current and future personal development needs.4. Use appropriate information sources and research methodologies to develop a coherent and well-presented

portfolio of work.







SUMMARY of MODULE CONTENT• Introduction to the project process, including ethical considerations of project work to be undertaken• Concepts of enterprise• Enterprise skills, attributes and behaviours• Report writing and presentation skills

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Core materialProject Supervision 10 Additional support sessionsGuided Independent Study 180 Students are expected to put in time outside of taught sessions.Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Date:01/09/13


Date:01/09/13




MODULE CODE: CORC320 MODULE TITLE: Strategic Human Resource Management



SHORT MODULE DESCRIPTOR: (max 425 characters)To develop knowledge of the theoretical background and models of HRM in relation to strategic business planning. To develop an awareness of the role of employment law in this process where applicable. To consider the links to practical applications in the management of people.





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MODULE AIMS:To gain an understanding of the importance of HRM at a strategic level in the achievement of aims and objectives of the enterprise.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate knowledge of various internal and external factors that influence Human Resource strategies,

policies and practices2. Critically review a range of HR models, theories and legal principles3. Identify and critically evaluate a range of organisational practices relating to the management of HR and

Employment Law within an organisation4. Suggest appropriate responses for the resolution of legal & people management issues5. Maintain awareness of the development of employment law in relation to HRM




SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2015 – 2016 NATIONAL COST CENTRE: 133


SUMMARY of MODULE CONTENT1. A view of HRM as a strategic function in the organisation2. Collective versus Individual bargaining and the role of trade unions3. Diversity and the importance of Equal Opportunities in the organisation4. Strategic approaches to payment systems and the Total Reward strategy5. Human resource planning as part of the organisation’s strategy6. Performance management and enhancing staff performance through training and individual development


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Date:01/09/13




MODULE CODE: CORC321 MODULE TITLE: Performance Management

CREDITS: 20 FHEQ Level: None JACS CODE: N210


SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides students with understanding of the issue relating to and techniques involved in the measurement of performance in contemporary business settings





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MODULE AIMS:This module aims to develop critical understanding and practical ability in the subject of financial and performance management within a contemporary business setting. Students will develop their existing understanding of both financial and non-financial performance measurement tools and applications and knowledge of the management of such metrics.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Critically analyse the links between performance assessment and organisational vision, mission and objectives.2. Understand how managers take account of various factors affecting investment appraisal e.g. inflation,

uncertainty, risk, cost of capital3. Understand how businesses raise long term finance4. Understand how a company can calculate its cost of capital5. Employ the various techniques used in the valuation of businesses6. Critically evaluate a range of financial and non-financial performance measures.







SUMMARY of MODULE CONTENTRelationship between strategy/vision/mission and metrics. Environmental measures of performance. Staff appraisal and performance management. Performance variance. Financial performance measures. Investment Appraisal. The management of performance

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Core materialGuided Independent Study 155 Students are expected to put in time outside of taught sessionsTotal 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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KPIsWACCIn Class Test

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Total = 100%

To cover LO1 and LO6To cover LO2, 3 and 4.To cover all ALOs.


To cover all ALOs



Date:01/09/13


Date:01/09/13




MODULE CODE: CORC322 MODULE TITLE: Strategic Marketing Management



SHORT MODULE DESCRIPTOR: (max 425 characters)To provide participants with a good understanding of the concepts of marketing strategy and competitive positioning





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MODULE AIMS:This module is designed to provide participants with the principles of market led strategic management. The marketing planning process will be explored as a means of setting and achieving organisational objectives. The course will focus on aspects of planning including the assessment and selection of marketing opportunities, competitive positioning strategies, programmes and implementation. The role of marketing in various contexts will be explored. Examination of the role of selling and creativity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:5. Evaluate tools, concepts and techniques for developing a marketing plan6. Ensure that the marketing plan is compatible with overall organisational objectives.7. Judge the appropriateness of given concepts, techniques and tools in developing and managing the marketing

mix8. Determine the relationship between development of the marketing mix and its impact upon performance



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.



SUMMARY of MODULE CONTENT• Market-led strategic management• Competitive Market Analysis.• The identification of current and future competitive positions• Competitive positioning strategies. Offensive and defensive competitive strategies• Competing through strategic alliances and networks

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Core material.Guided Independent Study 155 Students are expected to put in time outside of taught sessions.Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Live case study to cover all ALOs.


Updated by:Dr Michelle Lawrence

Date:01/09/13


Date:01/09/13




MODULE CODE: CORC323 MODULE TITLE: Responsible Enterprise



SHORT MODULE DESCRIPTOR: (max 425 characters)An introduction to the ethical dimension of issues such as corporate social responsibility, corporate governance, responsible supply chain management, sustainability, ethical trading and globalisation.





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T1 (Test) 30%



MODULE AIMS:The aim of this module is to demonstrate the importance and influence of the ethical dimension of customer and corporate behaviour.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:9. Critically analyse problems and choose appropriate methods for their resolution10. Take responsibility for own learning11. Communicate effectively and in an appropriate manner12. Reflect and act with increasing autonomy within defined guidelines






MODULE LEADER: Dr Roger Clough OTHER MODULE STAFF: Dr Bryan Mills

SUMMARY of MODULE CONTENT1. Corporate social responsibility2. The pharmaceutical industry and developing nations3. Supply chain management4. Corporate governance5. Sustainability6. Corporate culture7. Responsible human resource management8. Marketing and advertising ethics9. Globalisation10. The ethical consumer


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Date:01/09/13


Date:01/09/13




MODULE CODE: CORC324 MODULE TITLE: Consultancy Capstone



SHORT MODULE DESCRIPTOR: (max 425 characters)This module is largely student led and designed to enable student involvement with real business issues. Students work in small teams to produce one or more consultancy-style reports.





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MODULE AIMS:• To strengthen vocational skills by providing students with an opportunity to engage with the business world and further develop an understanding of practical strategic management issues.• To develop student capacity for individual and group research.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:13. Select and apply appropriate techniques of organisational and environmental analysis to detailed cases14. Perform and disseminate research for business briefs15. Demonstrate an ability to marry theoretical concepts to the practical reality of business situations16. Develop appropriate detailed implementation and evaluation strategies.







SUMMARY of MODULE CONTENT1. Introduction to the consultancy process – briefs, methods and problems2. Strategic analysis – models and theories of strategic management3. Supervision of a consultancy report for an external client

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Core materialGuided Independent Study 155 Students are expected to put in time outside of taught sessions.Total (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Assignment 1Assignment 2Assignment 3Assignment 4

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To cover LO1To cover LO2To cover LO3To cover LO4



Date:01/09/13


Date:01/09/13




MODULE CODE: ERM301 MODULE TITLE: Environmental Sustainability and Economics

CREDITS: 20 FHEQ Level: 6 JACS CODE: F750


SHORT MODULE DESCRIPTOR: (max 425 characters)This module introduces the student to the impact and use of economic policies and theories on the environment. It shows how the use of models and ideas from the field of economics can assist in resolving environmental problems. It builds on an understanding of economic theory to consider the use of a range of environmental problems and the possible solutions which the science of economics can offer.





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MODULE AIMS:To provide students with an understanding of the relevance, and possible drawbacks, to the use of economic ideas to provide a perspective in understanding environmental issues and resolving environmental problems.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:17. Have knowledge of economic principles and understand how they relate to environmental issues.18. Have an awareness of the ethical issues which affect economic decisions in the environment including such

issues as the valuation of intangibles.19. Assess a range of data and information using a range of sources within journals and government and other

official publications.20. Evaluate the relevance of economic ideas to particular areas of policy and compare them to other possible

publications.

DATE OF APPROVAL: 01 May 1999 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 1999 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/02/05 TERM/SEMESTER: All Year






SUMMARY of MODULE CONTENTIntroduction to economic principles, market economics, market failure, environmental sustainability, cost-benefit analysis, tradable permits, pollution taxes and congestion charges.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Core materialGuided Independent Study 155 Independent working, with tutor guidance where necessary.Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Updated by:HE Operations

Date:25/08/15


Date:25/08/15



Appendix 2: Referencing

Cornwall CollegeFaculty of Business Enterprise and IT

Assignment Style Guide

Module Team: Cornwall College

Authors: Bryan Mills, Martin Burgess and Vanessa Bosanko

Tel: 01209 616263

Introduction

This guide is intended to be the definitive reference source for essay and report formatting. Students should follow the guidance suggested within this pamphlet when completing all assignment tasks. If you are unclear on any of the points that follow, be sure to ask for clarification.

Contents

Appendix 2: Referencing...............................................................................................................................................84

1.0 Title page.............................................................................................................................................................86

2.0 Contents Page.....................................................................................................................................................86

3.0 Writing Style........................................................................................................................................................87

4.0 Format of Text.....................................................................................................................................................87

5.0 Referencing.........................................................................................................................................................87

6.0 Reference Lists....................................................................................................................................................88

7.0 Tables and Figures...............................................................................................................................................90

8.0 Reports................................................................................................................................................................90

9.0 Essays..................................................................................................................................................................91

10.0 Acceptable Abbreviations..................................................................................................................................92

11.0 Grammatical Mistakes.......................................................................................................................................92


Tables

All assignments should be word-processed using the following style:

1.0 Title pageThe first page of your essay or report should follow the convention suggested in Appendix 1. When you need to submit an assignment, look there and copy that format. It is very important to include the title of your essay or report as it appeared in the assignment brief.

2.0 Contents PageIn the case of an essay, a content page is not required. You should merely write out the title of the essay in full.

In reports, however, each heading and its corresponding page number should be listed below the title - Contents. Where appropriate this should be followed by a list of tables under the heading - Tables and a list of figures under the heading - Figures.

For example-

Contents

Introduction…………………………………………………………………1

Definition of Poverty………………………………………………………..3

Rural and Urban Difference……………………………………………… 8

Conclusions…………………………………………………………………12

Tables

Table 1: Population below Average Income……………………………… 2

Table 2: Distribution of Earnings..………………………….………………7

Figures

Figure 1: Chart of Income Distribution..……………………………………4

Figure 1: Model of Population Change..……………………………………12

Microsoft Word has a built in feature that will construct these automatically (and save you time. Check with your I.T. tutor if you are unsure how to use it).

3.0 Writing StyleUnless specifically instructed otherwise (e.g. in writing a reflective journal) you should always write in the third person. E.g.


"I think this it is …." SHOULD BE "The discussion detailed above indicates that there is …." OR "It can be shown that…" OR "Williams (2005) has already demonstrated that…"

In all cases the point you are making should be backed up by legitimate academic references.

4.0 Format of TextFont Style - Times New Roman, Arial or close equivalent

Font Size - 12 point for main text, 10 point for footnotes, no less than 10 point for tables

Line Spacing - single except for dissertations which should be double-spaced

Indentation - no greater than 2.6 top and bottom 3.2 left and right margins

Justification - Main text justified left and right

Page Numbers - Bottom centre of every page

5.0 ReferencingAll work should be referenced using the following convention (Harvard).

Credibility of references

It is important that you critically think about the credibility your sources. Refereed journals are considered the most credible for up-to-date research and debate. Governmental sources such as the Office of National Statistics provide reliable data. Certain key texts are always worth including (e.g. Marx in Sociology, Porter in Business, etc.) often regardless of age due to their influence on the subject. However, if you are talking about the current situation then you need current data. Finally think about levels. Why are you quoting from an A Level text on a degree?

How many references?

There is no universal answer to the question of how many references but ask your self – if each paragraph is making a separate point, and each point needs evidence, and evidence is most reliable when it comes from a range of sources – then you could suggest per 2,000 words:

Level 1: 8+

Level 2: 12+

Level 3: 15+

There are 3 main ways of referencing in the body of the text of the report/essay.

The following are based on the extract in Appendix 2 –please read the extract and consider the way the information has been used:

1. Using the name or names of the researcher(s). This is always followed by the date of publication of the research. For example:

Miller (2004) is convinced that essay writing is a worthwhile skill that cannot easily be taught.

2. Quoting (sometimes called a citation) as in this example:Feedback on students’ work is essential to the learning process, as Miller (2004:495) states: “Practicing writing, and receiving constructive criticism on these attempts, is an integral part of the learning process”


Points to note: citations always require page number (495 above) and long ones such as the one above, should be indented. And remember, statistics as well as words are citations and these require page numbers too. NOTE: quotes should be used sparingly, never more than a sentence or two long and never more than one or two per page (as a rule of thumb!) - otherwise it really does not represent your work.

3. Acknowledging. This is where we make a point which may be supported by evidence in brackets:Essays provide good evidence of an author’s knowledge (Miller 2004).

Where more than two authors are being referred to for the second time it is acceptable to use Conti et al. (2004) instead of Conti, Malecki and Oinas (2004)

Referencing Websites, Reports and Newspapers where no author is available:

Be sure to try hard to find the author's name.

Alternatively use the name of the organisation as the author's name.

E.g. The Guardian (2006), ONS (2006), JRF (2000)

[Where ONS = Office of National Statistics, JRF = Joseph Rowntree Foundation)

(Note: not www.ons.org.uk but ONS (2006) where the date refers to either the date the piece was written or, if this is not known, the date downloaded from the internet)

No other alternative is acceptable.

Personal Communication:

You may receive information as part of a letter, email, an interview, an informal conversation, telephone call or a lecture presentation. Ask the person if it is ok to quote them and give their initials and surname. Try to include the type of communication and the exact date of the communication - day, month and year.

Example:

In a interview with John Smith of Cornwall College on the 19th April 2005 at Dr Smith suggested ...

NB: As personal communications are untraceable, they are not included in the reference list.

For more details see: http://www.lib.flinders.edu.au/resources/sub/healthsci/referencing/textual.html#pers

6.0 Reference ListsALL WORK should contain at the end (after appendices) a list of the references actually used in the text as evidence for your argument. This is entitled References and is not included in the word count. A name should never appear in the body of the text, without appearing at the end as a full reference.

Your list of references should be detailed alphabetically by author.

1.1.1.1.1.1 Bibliography

If there are texts that you have read and used to inform your study, but you have not needed to reference in your assignment, you may include them in a bibliography list. Bibliographies are seldom called for in assignments as you will use most texts as references./tt/file_convert/5ac2918a7f8b9a357e8e1ccd/document.docx71

http://www.lib.flinders.edu.au/resources/sub/healthsci/referencing/textual.html#pers

http://www.ons.org.uk/

Writing a full reference for a Book:

Woodhead, C. (2002) Class War, London, Little & Brown.

The format to follow is:

Name, Date, Title in italics or underlined, Edition if applicable, Location of publisher, Publisher

Listing a Journal/Magazine in your references:

Miller T. (2004) Essay Assessment With Latent Semantic Analysis, Journal of Educational Computing Research, Vol. 29(4), 495-512.

The format to follow is:

Name, Date, Title, Journal name in italics or underlined, Volume, Number, Pages

Listing a Web Page:

Be sure to give full address and date downloaded

Also include the author if known -

Mills, B. K. (1999) Why the Search for a Definition of Rurality may be a Fool's Errand, POPFEST Online Journal, 'www.cometo/popfest, Vol. 1, No. 2

If the author is unknown -

HMT (2006) Investing for our future: Fairness and opportunity for Britain's hard-working families, HM Treasury, http://www.hm-treasury.gov.uk/budget/budget_05/bud_bud05_index.cfm (20/7/2006)

When you are referencing a text that appears in and is cited by another text:

PREFERABLY OBTAIN, READ AND REFERENCE THE ORIGINAL TEXT.

Failing that, if you are using a reference indirectly (e.g. your reference to Porter comes from Johnson & Scholes - i.e. you read Johnson & Scholes not Porter) make this clear. State clearly in the text "as cited by" -

e.g.

Pederson (1986), as cited by Hansen (1990), suggest that…..

This will appear in the reference list as:


Pederson, P. O. (1986) The Role of Business Services in Regional Development: A New Growth Centre Strategy, Scandinavian Housing and Planning Research, Vol. 3, pp 167-182, In: Hansen, N. (1990) Do Producer Services Induce Regional Economic Development?, Journal of Regional Science, Vol. 30, No 4, pp 465-476

Listing an article or a chapter in an edited book:

Hughes, M. (1997) "Interviewing", In: Greenfield, T. (1997) (Ed) Research Methods: Guidance for Post Graduates, London, Arnold

7.0 Tables and FiguresIf your work contains figures (charts, graphs, diagrams, maps, etc.) or tables there are style procedures to follow.

All tables and figures should be headed either Table or Figure and numbered sequentially. If the table or figure is from an external source then a reference should be provided at the bottom of the figure.

E.g.

Figure 1 - Deductive/Inductive Process Table 1 - Questionnaire Response Rates

Town Response to First Mailing Cumulative Response after Second Mailing

Helston 10% 11%

Truro 8% 9%

8.0 ReportsReports differ from essays in that they are laid out in a formal numbered structure and are often more descriptive than discursive. Their aim is usually to inform / explain / provide a record / recommend / enable decision making and/or set out procedures.

The contents of a report will include:

Title Page

Executive Summary (a brief statement of who commissioned the report, its aims (terms of reference) and summary of findings - one page only)

List of Contents


List of Tables, List of Figures

Acknowledgements

Terms of Reference (optional - Aims, Objectives and Remit of report clearly stated)

Introduction (What is the aim of the report, why is it important - keep it brief)

Main Body (May include methods of data collection if appropriate)

Conclusions (sum up main findings)

Recommendations (What should the company/manager/staff do next - 'where do we go from here')

Appendices

References

The numbering system begins with each new main heading (e.g. 1.0 Terms of Reference, 2.0 Introduction, etc.). Within each of these sections there can be sub sections (x.1, x.2, etc.) and numbered paragraphs (x.x.1, x.x.2, etc.).

For example:

2.0 Introduction

2.1 History of the Situation2.1.1 The background to this report is grounded in the on going debate surrounding the style and content of

reports. This debate has yet to be settled and so the following report aims to bring some clarity to this area of confusion.

2.1.2 Part of the problem stems from the variety of purposes that reports are written to achieve….

9.0 EssaysUnlike reports essays do not have headings and numbering. Essays are basically a collection of linked paragraphs and it is important to remember that paragraphs are at least two sentences long..

When asked to write an essay first develop a plan:

1. Start by thinking about the theme of the essay - what main points do you want to make?2. How best can you get to that point/s (it is a bit like an argument)?3. You could try - introduction evidence summary!

It is important to note that your evidence will come from credible reference sources.

Start with the introduction:

This should be a verbal sketch map in which you lead the reader into the subject by identifying the major issues to be raised and give some indication of how you intend to develop your material (e.g. evidence, arguments etc) in the main body. If appropriate, you will summarise the context (i.e. historical or theoretical) which underpins your answer.

The main body:

The main themes/key points that you identify will form the basis of the assignment. Each paragraph should have a theme, but should also follow on from the previous paragraph. This is where referencing really adds credibility.


The conclusion:

This should draw together the main threads of your argument as you summarise the main points. You should not introduce new information at this stage but could look ahead to implications for the future and/or make recommendations

10.0 Acceptable AbbreviationsHere are some acceptable abbreviations you can use when referencing

app. appendix

ed. edition; edited by; editor (plural, eds.)

et al. et alii : Latin for 'and others'

ibid. ibidem : Latin for 'in the same place'. This word can only be used in the next consecutive reference in a list after an earlier reference to the same work. This is particularly useful when using several references cited from the same source.

n.d. no date (of publication known)

n.p. no place (of publication known)

no. number (plural nos.) In America the symbol # is often used

op. cit. opere citato : Latin for 'in the work cited' Again, as with ibid. above, useful when you are using several references cited from the same source. It saves you from writing the whole title out again.

p. page (plural pp. If you have more than one page referred to)

para. paragraph

supp. supplement (plural, supps.)

Trans. translator ; translated by

vol. volume (plural, vols.)

This table was adapted from the following web site -

http://www.stir.ac.uk/infoserv/library/about/general/onlin e /refer.htm (22/3/01)

11.0 Grammatical MistakesWhy not have a look at: http://newark.rutgers.edu/~jlynch/Writing/index.html

One of the most common grammatical mistakes is the unnecessary apostrophe.

Mistake Meaning What you should use

It's It is Its (e.g the problem with this report is its length)

1980's Belongs to the year 1980 1980s (e.g. the 1980s were a period of boom and bust)


http://www.stir.ac.uk/infoserv/library/about/general/online/refer.htm

As you should not be using abbreviated words (don't, can't, etc.) you can see that there are very few occasions when you actually need an apostrophe.

e.g. and i.e.

e.g. means for example "cars come in variety of colours (e.g. red, green, blue, etc.)"

i.e. means another way of saying "he came by automobile (i.e. a car)"

a and an

an comes before words beginning with a vowel (aeiou - e.g. an elephant, an apple, etc.), a before consonants (a car, a zebra, etc.).

On some rare occasion the rule is broken because of the way the word is pronounced. For example it is "an honour" but "a house" this is because honour is pronounced 'onour with a silent h. The same is true of abbreviations MRI is pronounced "em ar eye" and so is "an MRI" rather than "a MRI" whereas it would be "a microphone".

Affect and effect:

If it is doing something it is a verb - affect, this influence may affect sourcing decisions

Affect

1. To influence or change. 2. To touch the emotions of. 3. To put on a false o or pretentious show of: affected a British accent. 4. To fancy; like: affects dramatic clothes.

If it is a noun then use effect, an or the before it dictates this, this is an effect we have to consider, the effect of this

Effect

1. Something brought about by a cause or agent; result.

2. The power to achieve a result; influence.

3. Advantage; avail.

4. The condition of being in full force.

5. Something that produces a specific impression.

6. The basic or general meaning: words to that effect.

7. effects Movable belongings. /tt/file_convert/5ac2918a7f8b9a357e8e1ccd/document.docx76

8. To bring into existence.

9. To produce as a result.

10. In essence; to all purposes.

To affect something is to change or influence it; to effect something is a rather formal way of saying `to make it happen'. Confusingly, either may produce an 'effect' or result. ('An affect' is a technical term in psychology.)

The stability of the wall was affected by passing lorries. The demolition of the wall was effected by the detonation of a charge of dynamite.

The dynamite did not just 'affect' (influence) the demolition of the wall: it caused it.

AskOxford (2006) What is the difference between 'affect' and 'effect'?,

http://www.askoxford.com/asktheexperts/faq/aboutspelling/affect (20/7/06)

Advertising might affect the sales of widgets (by causing them to increase), or it can effect sales (bring them about) if, for example, there were no sales at all to begin with.

Dictionary (2006) What is the difference between affect and effect?, http://dictionary.reference.com/help/faq/language/a/affecteffect.html (20/7/2006)


Appendix 1

Foundation Degree in ??????? Year 1

SCWC123- Using Information Technology and Statistics

IT skills and Government Spending

Student: Tony Blair

Tutor: Bryan Mills

Hand in: 25/10/06

Word Count: 2,406

Cornwall College

Few would deny the importance of practice in the development of good skills. Like playing a musical instrument, writing is something that cannot be taught by directions or example alone. Practicing writing, and receiving constructive criticism on these attempts, is an integral part of the learning process. Furthermore, the quality of an essay is regarded as one of the best measures of the author’s knowledge of the topic. Writing essays requires more thought than many other forms of testing, such as multiple-choice exams, since the students must construct their own coherent answers and justifications therefor. Well-developed and appropriately scored writing assessments can test not only students’ prowess with language, but also their ability to synthesize and analyse information; to find new connections between ideas and to explain their significance (Bereiter & Scardamalia, 1987).

Miller T. (2004) Essay Assessment With Latent Semantic Analysis, Journal of Educational Computing Research, Vol. 29(4), 495-512.
