Institute of lifelong living course handbook

Institute of Lifelong Learning

Certificate in Professional Practice

Course Handbook2010-2011

The Leading EdgeTailored Education for Business Needs

CONTENTS INTRODUCTION 4 A) THE UNIVERSITY 5 B) INSTITUTE OF LIFELONG LEARNING 6 C) COURSE STAFF 7 D) COURSE ADMINISTRATION AND COMMUNICATIONS 8 i) CFS Accounts 8 ii) Contacting the Department 8 iii) Contact Details 8 iv) Management of the Course 8 v) E-Learning 9

E) COURSE DETAILS 11

i) Course Aims 11 ii) Course Duration 11

F) COURSE REGULATIONS 12 G) COURSE CONTENT 13

i) Tutorial Support 13 ii) Module Structure 13

H) ASSIGNMENTS 15 i) Presentation 15 ii) Structuring the Assignment 15 iii) How do I Write my Assignment 16 iv) Managing your Time 17 v) Using References and Writing a Bibliography 18 vi) Submitting your Assignment 18 vii) Extensions 18 viii) Return of Work from Staff 18 ix) Role of the Tutor 19 x) Role of the Student 19 xi) Reading Lists 20

I) ASSESSMENT AND RELATED GUIDELINES AND PROCEDURES 21 i) Scheme of Assessment and Marking Schedule 21 ii) Assessment 21 iii) Marking Criteria 21 iv) Internal Examiners 22 v) External Examiner 22 vi) Guidelines and Procedures for Submission of Work 23 vii) Course Deadlines and Extensions 23 viii) Mitigating Circumstances 23

J) QUALITY ASSURANCE ARRANGEMENTS 25 i) Staff-Student Committee 25

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2 Cert in PP – Handbook 2010/11

ii) Complaints procedure 25 iii) Appeals procedure 25 iv) Cancellations and refunds 25

K) STUDY SUPPORT, GENERAL FACILITIES AND WELFARE 26 i) Library Services 26 ii) IT Services 27 iii) The Student Support and Development Service (SSDS) 28

L) APPENDICES 30 Appendix 1 – Plagiarism 30 Appendix 2 – Using references 34 Appendix 3 – Sample Essays 39 Appendix 4 – Turnitin UK 45 Appendix 5 – Extension Request Form 47 Appendix 6 – Diverting CFS Accounts 49 Appendix 7 – Glossary 51

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INTRODUCTION I am delighted to welcome you to the Institute of Lifelong Learning at the University of Leicester and the Certificate in Professional Practice Course. This handbook will give you all the information you need to get you started on the course as well as providing useful information throughout your studies. Please read it carefully, as it gives details of the aims and objectives of the course and how to approach your studies. Towards the back of the handbook you will also find some important general information about studying at the University of Leicester and your rights and responsibilities as a student. The Certificate in Professional Practice is part of a programme of Degrees and Certificates offered by the University of Leicester‟s Institute of Lifelong Learning. The Certificate is taught over an eighteen month period. The Certificate consists of six modules that total 120 credits and qualifies for the Certificate in Professional Practice. The course is delivered on-line via the internet. You are eligible to join the main University Library simply by joining the course. During your studies you will produce written work for each module, take part in on-line discussion groups and produce a reflective statement. The final assessment is based on this work. There are no examinations. Certificate tutors are experienced teachers, and well understand the problems faced by mature students in returning to learning. They will give you every help and encouragement. People who are attracted to the course may not have studied for a number of years, but now feel ready to return to learning. Others are simply looking for a new challenge. You only have to have a desire to learn and a real commitment to study. Apart from the on-line activities you will be expected to work at home – reading, making notes and writing essays. But learning about professional practice is not just about working to meet a target. We hope that it will also enhance your understanding of your sector, widen your skills, and introduce you to people who share the same interest and desire to learn. This course handbook contains the core information you will need to complete your studies successfully. It contains many important details about the course and how it operates, as well as about the various facilities and forms of support open to you. Please read the contents carefully and keep it safe for future reference throughout the course. Once again, a very warm welcome to the course! Jan Ball Course Director

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A) THE UNIVERSITY The University of Leicester is one of the UK‟s leading research and teaching universities. The University was founded as a University College in 1921 and granted a Royal Charter in 1957. It has an estate of approximately 232 acres that includes a fifteen-acre Botanic Garden, an arboretum and a range of residences in the suburbs that are set in attractive gardens. The University has 23,000 students, studying within four Colleges:

Arts, Humanities and Law

Medicine, Biological Sciences and Psychology

Science and Engineering.

Social Science There is a University-wide Graduate School and an Institute of Lifelong Learning. The University employs approximately 3,500 staff. The Institute of Lifelong Learning sits within the College of Social Science, though relates to many different academic disciplines in fulfilling its university-wide role. A judge in a recent awards ceremony described Leicester as “elite without being elitist”. We are proud to be elite. But we are at least as proud to be an inclusive and progressive university. This commitment to high quality, an inclusive academic culture and belief in the synergy of teaching and research are our hallmarks. We believe that teaching is inspirational when delivered by passionate scholars engaged in world-changing research that is delivered in an academic community that includes postgraduate as well as undergraduate students. For a University that believes teaching and research are synergistic, it is pleasing that the National Student Survey reveals that 91% of full-time students are satisfied with their courses. Consistently amongst the best in the country, this 2009 result is matched only by Cambridge amongst mainstream universities in England. Already ranked in the top-15 universities in Britain, by 2015 we aim to rise further to become top-10. It is a cornerstone of our success that we are the only top-15 UK University to meet Government benchmarks on inclusivity.

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B) INSTITUTE OF LIFELONG LEARNING Government policies and initiatives continue to highlight the importance of lifelong learning to individuals and to the broader society and economy. We have a long tradition of providing a wide range of adult education courses and the current, broad, high-quality programme of lifelong learning opportunities continues this tradition. The Leicester Institute of Lifelong Learning (LILL) was set up on 1 August 2000, and is a department within the College of Social Science. It builds on the work of Vaughan College (founded 1862) and on a long and distinguished tradition of adult education within the city of Leicester, absorbing within it the immediate predecessor to the Institute, the Department of Adult Education. Jackie Dunne is Director of Lifelong Learning. As a leading research university, there are great opportunities for us to develop a comprehensive, dynamic and imaginative portfolio of lifelong learning activities. The Institute seeks to encourage and facilitate departments in developing programmes of lifelong learning, and in delivering their research and expertise to the wider community. It is also developing and expanding its own programme of part-time degrees, diplomas and certificates, short courses, day schools and study visits, and social, cultural and artistic events. Student enrolments to the Institute exceed 4000 per year. The Leicester Institute of Lifelong Learning (LILL) aims to work closely with partners in the region, including further education colleges, private companies, public-sector organisations and voluntary bodies, to meet their education and training needs and to disseminate research findings. In order to meet increased demands to match expertise and knowledge with the requirements of individuals and employers, our lifelong learning programme needs to be accessible, flexible, versatile and innovative.

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C) COURSE STAFF Jan Ball Tel: 0116 252 5926 Course Director Fax: 0116 252 5909 Institute for Life Long Learning Email: [email protected] 128 Regent Road Leicester LE1 7PA Nicola Sorsby Tel:0116 252 5926 Course Administrator Fax:0116 252 5909 Institute of Lifelong Learning Email:[email protected] 128 Regent Road Leicester LE1 7PA

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D) COURSE ADMINISTRATION AND COMMUNICATIONS The Department staff aim to provide a supportive environment for all our students. Most of the work you do on this course will be through studying in your own home and there may be times when you feel isolated and would like to talk to someone. You may also realise that you need support with academic matters or other issues which you wish to discuss. Please feel free to contact us to discuss what support is available to you.

i) CFS Accounts

The University will from time to time wish to communicate official information to students electronically via individual cfs email accounts. (Your cfs account is your University computer account and provides you with a University email address and allows you to access facilities such as Blackboard) It is therefore the responsibility of all students to activate and regularly access their cfs email accounts, as any communication sent by this method will be deemed to have been received. It is possible, should students so wish, to set up a divert from their cfs account to a personal account. (Instructions for doing this are included in Appendix 6.)

ii) Contacting the Department

We have established procedures to ensure that you get the answers to your queries as quickly as possible. In the first instance always contact the Course Administrator Nicola Sorsby at the: - Institute for Lifelong Learning 128 Regent Road, Leicester LE1 7PA Tel: 0116 252 5926 E: [email protected] If appropriate she will pass your query on to another member of staff. Please • Do not contact any other staff except by prior arrangement. • Do use email. • Do use the fax: +44(0)116 252 5909. • Do provide a fax number or email address for a prompt reply.

iii) Contact Details

It is vital that you tell us of any change in these details immediately. Please do this in writing to your Course Administrator.

iv) Management of the Course

The Department has a team of staff responsible for the administration of the courses. Academic responsibility for the courses rests with the Course Director and the team of tutors. They are responsible for preparing the module guides, setting and marking the assignments. An external examiner is appointed for each course to ensure academic standards are maintained, which includes reviewing marks for assessed work. They then pass their decisions to the University Senate who make the award. Should students fail to meet the required standard then

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the Board of Examiners may recommend an alternative course of action in line with University regulations. There are regular programme review meetings involving academic and administrative staff. They are responsible for the smooth operational management of the courses, for ensuring standards are consistent across all courses, and that our students are provided with the best possible service.

v) E-learning

Your course will be making use of Blackboard i.e. an on-line teaching system, which will greatly enhance your studies. Blackboard is a Virtual Learning Environment (VLE) that supports online learning and teaching. It can be accessed by registered users from anywhere in the world using the Internet and standard web browsers. Once you have enrolled on the Blackboard site for your course, (details of how to do this are explained below), then you will benefit from a range of features otherwise unavailable to distance learning students. Among these are:

An on-line discussion group giving you the chance to swap ideas and discuss issues covered in the course with other students;

Electronic versions of course-related materials, allowing you to easily search and retrieve key information needed for assignments;

Searchable on-line versions of the course handbook, module guides and University regulations;

An „assignment‟ area in Blackboard where you will upload your assignments and receive feedback;

Links to recent publications and on-line resources relevant to your studies;

Links to the library;

Links to relevant internet sites. Since the site is only available to current students on your course it is necessary for you to be individually registered. Therefore, it is imperative that you let us know your University computer username, which, additionally, provides you with a University email account. Details of how to obtain this „cfs‟ username, by registering yourself on-line, are contained in your University registration information. In order to study the course and complete the assignments you will have to be registered on the blackboard site, and so you must let us have your username as an urgent priority. Please send your username via your University email account to your Course Administrator without delay. As soon as we have enrolled you, you should log into the blackboard site for your course, by visiting https://blackboard.le.ac.uk/webapps/portal/frameset.jsp.

You can go directly to this site by clicking on the Blackboard tab on the University homepage. When you log onto the University website you will be on the external homepage (see below).

https://blackboard.le.ac.uk/webapps/portal/frameset.jsp

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To get to the link for Blackboard either go to „Current Staff and Students‟ on the right of the page or click the link at the top of the page which says „remote access to…‟. Once you have set up links to Blackboard it can be helpful to mark it as a „favourite page‟. This contains background information and details of how to use the blackboard system. Once you have entered your username and password and clicked on the login button you will see that you are registered on the site for your course. Click on the title of your course to get started. We strongly recommend that you spend some time early on in your studies familiarising yourself with the site and making the most of the facilities that it offers. You will also be given a guided tour and further training using Blackboard in the Induction workshop which takes place when you commence your studies for Module 1. Details of Blackboard information are also included in the Induction workshop pack which all students will receive.

Current Staff & Students

Remote Access to…

Password

User name

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E) COURSE DETAILS

i) Course Aims

The aims of the course are to equip learners with the knowledge and skills within their profession to be able to: - build upon personal and professional experience and knowledge - develop and interpret academic study in a professional context - demonstrate awareness of the wider implications of professional practice - reflect upon management of self, others and results of work - develop a rigorous approach to the acquisition of a broad knowledge base

- employ a range of specialised skills

- evaluate information, using it to plan and develop investigative strategies

- determine solutions to a variety of unpredictable problems

- operate in a range of varied situations taking responsibility for the nature and quality of outputs

- undertake further training, develop existing skills, and acquire new competences that will

enable you to assume responsibility within organisations

ii) Course Duration

The course will normally be delivered over a period of eighteen months through six modules. Module 1 – Reflection on Professional Practice Module 2 – Managing People Module 3 – Managing Change Module 4 – Managing Finance Module 5 – Managing Projects Module 6 – Work-based Learning Project

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F) COURSE REGULATIONS These Regulations apply to the conduct of the course in 2010/11, and should be read in conjunction with the University of Leicester’s Undergraduate Programme Regulations and with the relevant Module Specifications. These are available on the University website at: http://www.le.ac.uk/academic/Regs/index.html

1. Awards and structure a) The award available is the Certificate in Professional Practice b) The award is made by the University of Leicester c) The award is the responsibility of the College of Social Science.

2. Entry requirements

It is envisaged that entry requirements for the course will be flexible and that experience of

working in a professional role will be taken into account. It is envisaged that students will

enter the course with a combination of GCSEs or equivalent and relevant work experience.

Some students will have post-16 qualifications but this will not be a pre-requisite.

Entry is open to local, UK and potentially overseas applicants. The Certificate is offered as

a flexible learning package through Distance Leaning delivery.

3. Eligibility for awards The following requirements apply: Pass at Level 4/Award of Certificate in Higher Education: 120 credits.

4. Re-examination Re-assessment marks will be capped at 40%, unless an approved impaired performance claim has been received. Any student who fails to meet the requirements for the award of Certificate may repeat the assessment of each module for which credit has not been obtained, on one occasion only.

5. Review These regulations are subject to annual review at the appropriate Board of Studies for the award.

http://www.le.ac.uk/academic/Regs/index.html

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G) COURSE CONTENT

Overview Each module will consist of approximately four (10 credits) or eight weeks (20 credits) of study. The study time for the course is shown below. Obviously, it is up to you how much time you spend in private study, however, the private study hours shown below are estimates of the amount of time you can reasonably expect to study in order to successfully complete the course.

Studying online or paper based lecture material

16 Tutorials – online or by e-mail 1 Student workload – 10 credit module

Work related Learning 21 Private Study 32

TOTAL 75

Studying online or paper based

lecture material 26

Tutorials – online or by e-mail 2 Student workload – 20 credit module

Work related Learning 40 Private Study 82

TOTAL 150

i) Tutorial Support

You are entitled to tutorial support. This will be by email or telephone and will be arranged with your tutor. It is up to you to contact your tutor to make tutorial arrangements and to agree upon the most convenient method for you both. If you have concerns or need support in areas not directly related to the module you are studying please contact the Course Director as your personal tutor.

ii) Module Structure

Module One: Reflection on Professional Practice (20 credits) This module will cover aspects of the following:

key concepts of professional practice and their application in the workplace

study skills for higher education

the use of technology to support learning and development

researching appropriate academic and professional sources of information

Module Two: Managing People (20 credits) This module will cover aspects of the following:

roles within the structure and culture of the workplace

responsibilities of managers and the HR department in managing people

management styles

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methods of communication

motivation

Module Three: Managing Change (20 credits) This module will cover aspects of the following:

types of organisational change

personal responses to change

approaches to change, economic and organisational

understanding and overcoming resistance to change

Module Four: Managing Finance (20 credits)

The module will cover aspects of the following:

reading accounts

financial measurements –targets and budgets

planning, monitoring and controlling budgets

Module Five: Managing projects (10 credits)

This module will cover aspects of the following:

understanding a research proposal

quantitative and qualitative methods of research

collating and recording information

analysing information Module Six: Work-based Learning project (30 credits)

This module will cover aspects of the following:

designing a research proposal

carrying out work-based and academic research using quantitative and/or qualitative

methods of research in the context of ethical considerations such as legislation and data

protection

presenting research in an appropriate format

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H) ASSIGNMENTS You will find detailed information about the assessment for each module on Blackboard and also in each module guide. Modules will use a variety of methods including: -

a written assignment,

an e-tivity,

a reflective piece

a presentation You must complete all parts of the module assessment. Each assignment will test your understanding of the module content and your ability to apply the outcomes of your research activities to the development skills for professional practice. Details of the assignment you need to submit for each module can be found in the module guides and in the relevant section on Blackboard. You are advised to read the assignment description/question(s) carefully and then use your tutorial/ sessions to ask any questions you may have. Whilst practical in nature, this is a Certificate in Higher Education, and as such, we will expect you to provide evidence of further reading to support your arguments. A list of suggested further reading is presented within each module guide. Students should identify other publications which may be of use. You will find detailed information about the assessment for each module in your module guide. You will receive a guide at the start of each module.

i) Presentation

This will, to some extent, depend upon the nature of the assignment, but some general points are:

The assignment should be produced in a word document which can be uploaded into Blackboard (there are guidelines for this in the Blackboard section of your folder).

For hard copies of your assignment A4 paper should be used, typing on one side only.

All pages should be numbered.

Each page should have a left-hand margin of at least 35mm and margins at head, foot and right-hand side of at least 15 mm for formal aspects of the work.

Double spacing and an acceptable font size and style should be used, normally Times New Roman or Arial, size 12.

References and citations should follow the Harvard system. (More information can be found on the next page in section iv).

A bibliography (i.e. citing publications), should follow the text, where a formal piece of academic writing is part of the submission.

ii) Structuring the Assignment

A good, coherent and logical structure to your assignment is crucial if the tutor is to fully absorb your argument. All your written assignments should be broadly structured as follows: 1. Contents Page There should be a contents page showing page numbers of the main sections and sub-sections of the assignment.

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2. Introduction Here you should set out the objectives of your assignment, how you intend to tackle it, the areas for discussion and the reasons for this approach and, if necessary, establish your interpretation of the question. 3. Findings This is the main bulk of the assignment where you develop your argument using your notes and references to support your argument. Full details of all your references should be included in the bibliography. Use headings and sub-headings within this section to give a logical structure to your argument. 4. Conclusion or Summary Your conclusions must be based on the evidence that you have provided in the findings, not on new evidence that you have introduced in this section. This is your opportunity to tie your argument together by analysing the key points. 5. Conclusions (if relevant) These should clearly follow on from the conclusions you have drawn and represent a workable solution to the problems presented. These are normally presented numerically. 6. Bibliography This should contain a list of all the references in your assignment. 7. Appendices You should use the appendices to include material which would have disrupted the flow of your argument if presented in the main body. However, you must make reference to the use of an appendix in the main text so that the reader knows to refer to this information. You should also briefly explain what the information should tell the reader. Appendix 3 of this handbook provides a copy of a sample essay which we strongly urge you to consult before you submit your first assignment. Please note that the sample essay is an example of an essay you need to be working towards i.e. you are not expected to be able to produce written work at the „highest standards‟ (or similar to the sample essay) at the beginning of the course, but rather you should aim to develop your writing skills gradually and throughout the course.

iii) How do I write my assignment?

There is information and guidance to help you write your assessments within the following sections:

On Blackboard, click on the Support Services tab and look in Study Skills Information

In Module 1.

Writing takes practice, especially when you have not done it for a long time. You will develop strategies for approaching assignments and a style of your own, and the process will become more fluid and manageable. Writing in an academic style implies that you should normally adopt a formal approach. You will therefore need to be careful not to become anecdotal or informal or make use

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of clichés, abbreviations and colloquialisms. You are likely to write a first draft, and then edit this, maybe several times, though this will be easier if you are a confident word-processor. Word limits can help to create balance in your work. As a rough guide to begin with allow yourself around 20-25% of the words for the introduction and conclusion, and divide the rest sensibly between sections in the main body of your work. With practice you will get a feel for varying this when necessary. To put your writing together effectively ask yourself whether you have:

Written a clear introduction that sets out your objectives;

Used separate paragraphs for each main idea or piece of information, and side headings where appropriate (not too many - just main ideas);

Explained your points clearly. Imagine that you are writing for someone with an interest but without course knowledge, such as a colleague in work.

Expressed yourself clearly. Proof read and amend any phrases that sound as if you are talking to a friend. Use transition words/phrases like `however', `similarly', and ' on the other hand it can be argued that' to link ideas and make your work flow;

Checked that you have shown you are aware of equal opportunities and have not used any biased terms;

Drawn together the main points in your conclusion.

Acknowledged all your references and referenced your quotations correctly.

(iv) Managing Your Time

Your study periods should be planned so that they make efficient and effective use of your time. Many students find it useful to have an area in their house where they study most of the time and can store all their materials. Even if this is not possible, you should find somewhere that is comfortable and with the minimum of distractions. It is sensible to prepare a timetable of your week designating certain times when you are able to study. You should first fill in your personal and work commitments which should include time for relaxation. Then decide the most appropriate times for you to study, preferably when you are likely to get the least distractions. Try to do this realistically bearing in mind your other commitments, your own work style and your maximum effective working time - can you really work for eight hours non-stop? You need to set yourself realistic deadlines. It is also better to over estimate rather than under estimate the time needed - you can always revise it later. We strongly recommend that you read carefully the study skills material which will be provided during Module 1; it contains many useful tips that you will find invaluable during the course of your work.

Setting Targets You may find it useful to set yourself deadlines at the beginning of each week bearing in mind what needs to be done. This may prevent you from falling behind and will give you a sense of achievement at the end of each week. Do not over estimate the number of hours you will be able to devote to your study. If you achieve your target for the week earlier than anticipated, this is a bonus; revise your timetable accordingly. If

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you find you are falling behind, then again revise your timetable. It is not wise to be too ambitious as this may lead to feelings of failure and disappointment. You should try to identify your own study habits. If you work well in the evening but not in the morning, then schedule your work for the evening. Take regular breaks for refreshments, or take a walk when you need to. Forcing yourself to work when your concentration is flagging will not produce your best work. It is worth remembering that for most people, regular study is more effective than irregular study; and two four-hour periods are more effective than one eight- hour stretch. As far as possible, you should undertake some study every day. Don't forget those odd moments in the day that can be put to good use. For example, reading on the train, bus or plane.

(v) Using References and writing a Bibliography

Referencing is a way of acknowledging the use of ideas or the statements made by other authors that you have consulted by providing the exact source of the ideas or statements. There are a number of different ways of referencing; for this course you are required to apply the Harvard system as shown in Appendix 2. It is vital to cite or quote references correctly to avoid the use of plagiarism (see Appendix 1 for the University guidelines on plagiarism). There is a guide to using references and writing your bibliography:

On Blackboard, click on the Support Services section and look in the Study Skills Information section.

In Module 1.

(vi) Submitting your assignment

Your work will be submitted through Turnitin, the JISC Plagiarism Detection Service. Please refer to Appendix 4 for information about Turnitin UK. The module guides will detail each module‟s assessment and related deadlines.

(vii) Extensions

If you feel that you will not be able to meet the deadline for submitting an assignment you must complete an extension request form and submit it to your tutor in advance of the deadline. If the extension is approved then you will be given a new submission date and the Course Administrator will keep a record of this. There is a copy of the extension request form required in Appendix 5 of this handbook. Please refer to section (I) Assessment and Related Guidelines and Procedures for more information on assignment deadlines and extensions. Requests for extensions made on the due date are inadmissible and become subject to a lateness penalty.

(viii) Return of work from staff

Every effort will be made to ensure that marked work is returned to students as soon as possible. All work has to be second marked by a different tutor. Current practice is for work to be returned within a 3 to 5 week period. The module tutor will supply feedback with your work. All marks are provisional and „subject to moderation and ratification at an Examination Board‟.

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(ix) Role of the Tutor

The tutor is responsible for:

introducing you to the module, the course and/or the building, as appropriate;

reviewing progress and helping you to set targets - for instance, the completion of action plans;

discussing the content of the module with the group collectively;

providing a timetable of sessions for the current module;

monitoring your progress on Blackboard;

teaching, or arranging for the teaching of the module;

advising you on further reading and reflection;

guiding you on the planning and production of your assignment for that module;

offering you a one to one tutorial to provide assignment guidance;

carrying out an evaluation of the module with the participants from your group;

informing you about the timing and proposed contents of subsequent modules.

(x) Role of Students

To facilitate successful study you should:

make known to the tutor any particular needs you may have e.g. in coping with dyslexia;

make known to the tutor early in the module any adjustments to the contents which you wish to see, but be prepared to be guided by the needs of the group as a whole

maintain your individual action plan in consultation with your tutor

carry out reading and reflective practice as advised;

carry out work-based investigations and activities as guided by your tutor;

keep your tutor informed of any conditions which may impede or affect your progress;

submit your assignment by the due date;

ensure that you have organised, through the correct channels, an extension (for which there must be a good reason) if the need arises.

gather any specific evidence that will not be contained in your portfolio for inclusion in an appendix, which should follow the bibliography;

photographs and diagrams may be included in assignments where appropriate.

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Student behaviour is governed by the following regulations: Regulation on Personal Conduct Statement Concerning Harassment and Discrimination Regulations concerning Residential Accommodation Regulations concerning Freedom of Speech Library Regulations Code of Student Discipline The Internet Code of Practice and Guide to Legislation contains warnings about the improper use of the Internet.

(xi) Reading Lists

You will receive a recommended reading list with your module guide for each module. A wide range of on-line resources (reading materials) will also be available for you to consult and they will be uploaded on Blackboard.

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I) ASSESSMENT AND RELATED GUIDELINES AND PROCEDURES

(i) Scheme of Assessment and Marking Schedule

The standards in this document are written to comply with the principles and practices as set out in: The University of Leicester Code of Practice on Examining for First Degrees: http://www.le.ac.uk/academic/quality/Codes/examining/index.html The University of Leicester Revised Learning & Teaching Strategy 2006: http://www.le.ac.uk/academic/learning-and-teaching/strategy.html The QAA Framework for Higher Education Qualifications: http://www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp The Programme Specification document for the award

(ii) Assessment

All modules on the course can be assessed through a combination of coursework and/or presentations, the weighting of which for each module is published in the module specification. The module size and credit value will determine the amount and balance of assessment instruments to be used by internal examiners. Deadlines will be provided in each module handbook. Late submission of work will be penalised by the loss of marks as determined by the Board of Examiners.

(iii) Marking Criteria

The pass mark for all modules will be 40%. The assessment weightings will determine this as set out for each module in the module specification. The criteria for compensation and progression are set out in the Programme Regulations for the Certificate in Professional Practice

A pass will be awarded for a mark of 40% - 59%

A merit will be awarded for a mark of 60%-69%

A Distinction for 70% or more Candidates whose marks fall within 3% of the required mark for a Pass, Merit or Distinction will be considered by the Board of Examiners. Candidates who fail to satisfy the examiners in the assignments, may be permitted to resubmit work in respect of one or more essays or examination papers on not more than one occasion which shall normally be within one year of the initial failure. The key guiding principles are that students:

Will be assessed in an open, fair and comparable way across all modules

Will be assessed according to the learning outcomes for each module

Will experience a range of assessment methods appropriate to the aims and objectives of the Certificate in Professional Practice as set out in the Programme Specification document

Will have the opportunity to demonstrate success in gaining key or transferable skills

Will have the opportunity to gain assessment evidence in the workplace

http://www.le.ac.uk/academic/quality/Codes/examining/index.html

http://www.le.ac.uk/academic/learning-and-teaching/strategy.html

http://www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp

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(iv) Internal Examiners

All modules will have a designated Internal Examiner (module tutor). Another tutor will second mark all work. The Course Administrator and Course Director will be responsible for compiling the final results list for an individual module for presentation to the Board of Examiners.

(v) External Examiner

An External Examiner will be appointed to the award. This appointment is made under the terms of the University of Leicester's Code of Practice on External Examining. The following marking criteria and descriptors will be used for all assessments.

Mark Range

Descriptor

85-100

Content drawn from a range of well-chosen primary and secondary sources.

Excellent critical evaluation and analysis of evidence expressed in a well reasoned, logical manner.

Excellent organisation of information, with good application of appropriate examples to illustrate points and justify arguments.

Excellent presentation.

70-84

Content drawn from a range of primary and secondary sources.

Very good critical evaluation and analysis of evidence expressed in a very well reasoned, logical manner.

Very good organisation of information, with good use of examples to illustrate points and justify arguments.

Very good presentation.

60-69

Content drawn from a range of primary and secondary sources.

Good critical evaluation and analysis of evidence expressed in a well-reasoned logical manner.

Good organisation of information with use of examples to illustrate points and justify arguments.

Good presentation.

50-59

Content drawn from basic range of sources.

Competent critical evaluation and analysis of evidence expressed with basic reasoning and logic.

Competent organisation of information with some use of examples to illustrate points and justify arguments.

At least acceptable presentation.

40-49

Content drawn from limited range of sources.

Limited evidence of critical evaluation and analysis of evidence expressed with basic reasoning and logic.

Basic organisation of information with limited use of examples to illustrate points and justify arguments.

Presentation may be poor.

35-49

Content drawn from rudimentary range of sources.

Minimal attempt at critical evaluation and analysis of evidence expressed with rudimentary logic and reasoning.

Rudimentary organisation of material and use of examples, to illustrate points and arguments.

Presentation may be poor.

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(vi) Guidelines and procedures for submission of work

All essays and assignments should be submitted on Blackboard in the „My assignments‟ section by the specified submission date. Details for how to submit assessments are given on Blackboard. You will be required to confirm that the work submitted is your own by agreeing to the following statement: I confirm that I have read and understood the Department's instructions on the presentation of written work and the University's Regulation on Academic Dishonesty and I declare that the submission attached to this statement and presented to the University of Leicester for assessment complies with University requirements and is my own work. It is the responsibility of the student to ensure that the work is submitted on time. Please keep a copy of all your work in case of loss, and also retain marked work once it has been returned to you for future examination/moderation purposes.

(vii) Course Deadlines & Extensions

You will need to be submitted your work through Turnitin, by the deadlines set out in the module guide. If you feel that you will not be able to submit work on time, due to unexpected factors beyond your control, an application for an extension to the submission dates must be submitted to the Course Administrator before the original deadline. Extension request forms are available from the Course Administrator and on Blackboard in the Assignment area. A sample form is attached as appendix 5 in this handbook. The nature of e-tivities means that it is not possible for extensions to be granted for this part of the assessment. Clear guidelines for completion of e-tivities will be included in the assessment details for each module. If neither the assessed work nor an application for an extension is submitted by the due date, the assignment will have failed. A new submission date will be set by the module tutor, but the assignment will be treated as a resubmission. Therefore you will then have the opportunity to receive the maximum of 40% for that assignment. If an extension is granted, the extension form will be sent to indicate the new submission date. If an extension is granted, there may be a delay in your work being marked, as all assignments subject to an extension will be marked together, once the final assignment is submitted. Students will not be awarded marks or the final Certificate in Professional Practice unless all fees have been paid.

(viii) Mitigating Circumstances

It is the responsibility of students to inform the Course Director of any matters (whether of an academic, personal, medical or other nature), which may be relevant to their academic performance, and to supply substantiating evidence, for example, a medical certificate. Such information should be submitted as soon as it is available, and in any event before the meeting of the relevant board of examiners is due to take place. (Appeals against classification or against termination of course may be disallowed if the appeal is based on mitigating circumstances, which the appeals committee believes should have been communicated earlier.) All cases will be

________________________________________________________________________________


considered on their merits in the light of the extent to which the adverse circumstances might reasonably be deemed to have affected a student‟s performance or justified a failure to meet deadlines.

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J) QUALITY ASSURANCE ARRANGEMENTS Quality Assurance is essential to maintain high standards throughout the course. The course team monitors and maintains standards on the course through a Board of Studies that meets on a regular basis to review course matters. An Examining Board is held once a year. The external examiner is invited to help review marks, awards and student progress. Each year an Annual Report is prepared. This document contains a comprehensive review of the course and is reported through the appropriate committee.

(i) Staff-Student Committee

A student representative is encouraged to attend the Board of Studies meetings. Student feedback is obtained with evaluation forms that are used at the end of each module. Students can also raise ideas and concerns through work with their personal tutor. Further information can be found on the University Protocol on Student Feedback at www.le.ac.uk/academic/quality/guidelines

(ii) Complaints procedure

The University is committed to providing the highest quality of education possible within the limits imposed by the resources available to it, and it strives to ensure that its students gain maximum benefit from the academic, social and cultural experiences it offers. Where students feel that their legitimate expectations are not being met, or where misunderstandings about the nature of the University's provision occur, the University expects that problems will be speedily and effectively dealt with at local level. Its complaints mechanism is based on the assumption that staff will at all times deal thoughtfully and sympathetically with students' problems, so as to minimise the extent to which formal procedures need to be followed. All complaints should be addressed, in the first instance, to the Course Director. If the Course Director is not able to deal satisfactorily with the complaint then it may be referred, either by the Course Director or the complainant to the Director of Studies of the relevant teaching centre and/or to the Head of Department, Institute of Lifelong Learning, 128, Regent Road, Leicester, LE1 7PA.

(iii) Appeals procedures

The full text of the appeals procedures governing appeals against termination of course and appeals against degree classification are set out in the Undergraduate Regulations. Course students wishing to make an appeal should consult with their Course Director in the first instance. Advice on the operation of the complaints and appeals procedures can be obtained from the Academic Registrar, Fielding Johnson Building (Tel: 0116 2522419), or from the Education Unit, Students‟ Union (Tel: 0116 223 1132).

(iv) Cancellations and refunds

If a course is cancelled or withdrawn by the University prior to commencement, your fees will be refunded in full. If you withdraw from a course 14 days before the first meeting, and notify us in writing, your fees will be refunded less a 15% administration charge. Once a course has begun, refunds can only be made in exceptional circumstances, when an administrative charge will be levied. Requests for such refunds should be made in writing to the Institute Administrator, outlining the circumstances.

http://www.le.ac.uk/academic/quality/guidelines

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K) STUDY SUPPORT, GENERAL FACILITIES AND WELFARE i) Library services Using the University Library will make a key contribution to success in your studies. SEE the Institute of Lifelong Learning Student Handbook for full details of the Library Collections and facilities (https://library.le.ac.uk) For details of the Leicester Digital Library please see www.le.ac.uk/li/digital. Your CFS user name and password, which you get when you register, is needed to access the digital library off campus. For more details on accessing the digital library off campus see http://www.le.ac.uk/li/digital/accessoffcampushelp.htm Distance Learners and part-time research students can use the Library‟s Distance Learning Service, which offers additional help in obtaining material. See www.le.ac.uk/li/distance SCONUL Access is a national scheme that allows all part-time, distance learning, and placement students and full time postgraduate students to borrow material from other participating libraries. Full-time undergraduate students can use member libraries for reference purposes.

You will need to complete an application form which is available to download from the University Library site (see http://www.le.ac.uk/library/learning/libraries.html) and return it to Leicester University Library. This will then be validated and returned to you to take with your University of Leicester ID/Library card to the library/ies you wish to join. Some libraries may also require you to provide a passport photo.

It is important that you join the scheme before making a journey to the University Library you wish to use.

Students with dyslexia and other specific learning difficulties, disabilities and long term conditions can make use of additional services and facilities. See www.le.ac.uk/li/disabilities for details. As a registered student, Senate‟s Library Regulations apply; these can be found at http://www.le.ac.uk/li/about/regulations.html. The Librarian, or any person nominated by the Librarian, can apply sanctions, or levy a fine on any user who breaks University regulations. See http://www.le.ac.uk/li/about/policies.html for current charges and other fees. Contact Details Web site: www.le.ac.uk/library David Wilson Library: Email: [email protected] Tel: (0116) 252 2043 Clinical Sciences Library: Email: [email protected] Tel: (0116) 252 3104

University Bookshop

The Bookshop is owned and managed by the University. Established in 1958 the bookshop moved to new premises on the ground floor of the David Wilson Library in April 2008. SEE the Institute of Lifelong Learning Student Handbook for more information.

https://library.le.ac.uk/

http://www.le.ac.uk/li/digital

http://www.le.ac.uk/li/digital/accessoffcampushelp.htm

http://www.le.ac.uk/li/distance

http://www.le.ac.uk/library/learning/libraries.html

http://www.le.ac.uk/li/disabilities

http://www.le.ac.uk/li/about/regulations.html

http://www.le.ac.uk/li/about/policies.html

http://www.le.ac.uk/library

mailto:[email protected]


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Contact details: Telephone: 0116 229 7440 E-mail: [email protected]

ii) IT Services Support for the University‟s central computing services is provided by staff in IT Services. The computing service used by most students is referred to as the CFS service and it makes use of Microsoft‟s Windows operating system to provide access to the Microsoft Office suite of programmes and other software that will help you with your studies. Computer Accounts: When you complete your University registration you will be issued with an email address and a username for accessing the CFS service. The CWIS: The CWIS is the University‟s Corporate Web Information Service and a web browser must be used to view the information available. The CFS service has Internet Explorer and when you run this browser on campus the University‟s internal home page will be displayed. Most of the content is provided by University staff and many departments will use this service to disseminate their information. Regulations of Use: Students must abide by Senate‟s Regulations Concerning the Use of Computing Services. These regulations, which are available on the CWIS, state that „The staff of the University will at all times have authority to maintain good order in the use of the University's computing facilities and may suspend or exclude from their use any person who breaks these Regulations.‟ Access to Computers: Most of our teaching buildings have open access PC Areas where there are computers you can use and some of these rooms have overnight and week-end access. There are also several open access PC areas in the David Wilson Library. NOTE: The University expects students to use computers in open access PC Areas only for legitimate academic purposes and with consideration for others‟ needs. Resources Protected by Athens: The University subscribes to a number of database services which are protected by Athens. To obtain access to these resources you must use your CFS username. NOTE: Support for these external services is provided by staff in the David Wilson Library. Remote Access to University Email: You can use the Outlook Web Access service to obtain secure access to your University email from anywhere in the world. A web browser is required and the address for this service is http://webmail.le.ac.uk/ NOTE: Your CFS username and password will be requested. Wireless Network Service: The Wireless Network service is freely available to all members of the University and it provides Internet web browsing and access to your University email and CFS files. You can also access Blackboard, the University's Virtual Learning Environment (VLE), and if registered you can obtain access to the ULTRA service (which runs Linux). NOTE: Your laptop must be suitably configured to connect to the Wireless Network service. Printing Facilities: Registered students may use the printers in our PC Areas. The costs of printing are automatically debited from your „Print and Copy‟ account which is created when you register for a computer account. For more information about the printing facilities available please visit the IT Services website (see below). IT Problems: If you are on campus and have an IT related problem or query you can visit the Help Zone in the David Wilson Library. This is a combined Library and IT Services one-stop-shop for


http://webmail.le.ac.uk/

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help and support. You can also contact the IT Service Desk (email: [email protected] or tel: 0116-252-2253) or your department may have computer support staff who can offer you help. ITS Website: For more information about the services and support available visit the IT Services website at http://www.le.ac.uk/its/ Contact Details IT Service Desk Open: Monday to Friday, 9:00 - 17:00 Tel: 0116-252-2253 Email: [email protected]

iii) The Student Support and Development service (SSDS)

The Student Support and Development Service (SSDS) provides development and support services in a number of areas. SEE the Institute of Lifelong Learning Student Handbook for full details. Key contacts are: http://www2.le.ac.uk/offices/ssds/about_us/making-connections?searchterm=makingconnections Student Development Student Development Zone Second Floor David Wilson Library Tel: 0116 252 5090 Email: [email protected] Website: www.le.ac.uk/studentdevelopment AccessAbility Centre AccessAbility Zone David Wilson Library Tel/minicom: 0116 252 5002 Fax: 0116 252 5513 Email: [email protected], Website: http://www.le.ac.uk/accessability/ Student Welfare Service 1st Floor Percy Gee Building Telephone: 0116 223 1185 Fax: 0116 223 1196 Email: [email protected] Website: http://www.le.ac.uk/welfare Student Counselling Service 161 Welford Road (behind the Freemen‟s Common Health Centre) Telephone 0116 223 1780 E-mail: [email protected] Web: http://www.le.ac.uk/counselling/ Student Support (mental wellbeing) 161 Welford Road (behind the Freemen‟s Common Health Centre) Tel: 0116 252 2283 Email: [email protected] Website: www.le.ac.uk/mentalhealth

http://www.le.ac.uk/its/

http://www2.le.ac.uk/offices/ssds/about_us/making-connections?searchterm=makingconnections


http://www.le.ac.uk/studentdevelopment


http://www.le.ac.uk/accessability/


http://www.le.ac.uk/welfare


http://www.le.ac.uk/counselling/


http://www.le.ac.uk/mentalhealth

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The Student Healthy Living Service 161 Welford Road (above Freeman‟s Common Health Centre) Telephone 0116 223 1268 E-mail [email protected] Website: http://www2.le.ac.uk/offices/ssds/healthy-living-for-students Students‟ Union Education Unit Percy Gee Building Tel: 0116 223 1132/1228 E-mail: [email protected] Website: http://leicesterunion.com/yourunion/ed_the_education_unit/


http://www2.le.ac.uk/offices/ssds/healthy-living-for-students

http://leicesterunion.com/yourunion/ed_the_education_unit/

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Appendix 1– Plagiarism

This is a matter which is of increasing concern to departments, and is therefore covered

extensively in these Guidelines.

A statement on academic honesty has been approved by the Standing Committee of Deans for

departmental use and is reproduced below. As you read through University Regulations, you will

note that there is a specific regulation about academic honesty. This describes the penalties which

apply when students cheat in written examinations or present someone else‟s material for

assessment as if it were their own (this is called plagiarism). Very few students indeed commit

such offences, but the University believes that it is important that all students understand why

academic honesty is a matter of such concern to the University, and why such severe penalties are

imposed.

Universities are places of learning in two senses. For students on taught courses, learning takes

place through listening and talking to academic staff, discussion with peers, reading primary and

secondary texts, researching topics for dissertations and project work, undertaking scientific

experiments under supervision and so on. For Ph.D. students and academic staff, learning takes

the form of original research, where the outcome will be a contribution to the sum of human

knowledge.

At whatever level this learning takes place, however, a common factor is the search for truth, and

this is why an over-riding concern for intellectual honesty pervades all the University‟s activities,

including the means by which it assesses students‟ abilities. Throughout your time at the University

you will legitimately gather information from many sources, but when you present yourself for any

examination or assessment, you are asking the markers to judge what you have made as an

individual of the studies you have undertaken. This judgement will then be carried forward into the

outside world as a means of telling future employers, other universities, financial sponsors, and

others who have an interest in your capabilities that you have undertaken the academic work

required of you by course regulations, that you are capable of performing at a certain intellectual

level, and that you have the skills and attributes consistent with your range of marks and the level

of your award. If you use dishonest means with the aim of presenting a better academic picture of

yourself than you deserve, you are engaging in a falsehood which may have the severest

repercussions.

If you are discovered, which is the most likely outcome, the penalties are severe. If by some

chance you are not discovered, you will spend the rest of your life failing to measure up to the

academic promise indicated by your degree results and other people‟s expectations of your

abilities.

Cheating in written examinations

The University assumes that students know without being told that this is dishonest, and it

therefore applies strict penalties in all written examinations at all levels. Any student found copying

from another student, talking in an examination, or in possession of unauthorised material, is

reported by the invigilator to the Examinations Officer, who refers the matter to the Registrar. The

standard penalty is for a mark of zero to be given to the module concerned, but in some

circumstances, particularly in the case of a repeat offence, the penalty could be permanent

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exclusion from the University. The risks associated with cheating are enormous. The simple advice

is: Don‟t do it.

Collaboration

Many modules offer students the opportunity to work together in pairs or teams. Care should be

taken to read departmental guidelines on how such modules are to be assessed.

If a joint or collaborative report is requested, the team can work together right up to the point of

submission. In such circumstances, individuals may be asked to indicate the sections of the report

they contributed to, or the assessment may be of the group itself, or there may be an additional

form of assessment, such as presentation session, which allows for individualised grading.

A more common arrangement is where the collaborative investigation of a topic is followed by the

submission of a report from each team member, where each report is independently produced.

Similarly, work undertaken on computers or at the laboratory bench may be jointly undertaken with

other students, but the outcome for assessment purposes is still meant to reveal the intellectual

abilities of the individual students, and therefore has to be prepared by that student without the

assistance of others.

If you do not understand what is required of you, ask the module convenor or another academic

tutor, or your personal tutor. Do not guess.

Plagiarism

Plagiarism is to take the work of another person and use it as if it were one‟s own in such a way as

to mislead the reader. Whole pieces of work can be plagiarised (for example, if a student put his or

her name on another student‟s essay), or part pieces, where chapters or extracts may be lifted

from other sources, including the Internet, without acknowledgement.

Sometimes plagiarism happens inadvertently, where students fail to read instructions about or do

not understand the rules governing the presentation of work which require sources to be

acknowledged. In such cases, the problem is usually identified very early in the course and can be

put right through discussion with academic tutors.

Deliberate attempts to mislead the examiners, however, are regarded as cheating and are treated

very severely by boards of examiners. Any plagiarism in assessments which contribute to the final

degree class are likely to lead, at the very least, to the down-grading of the degree class by one

division or at Master‟s degree level to a down-grading of the award to Diploma level. In the worst

cases, expulsion from the University is a possibility.

The severity of the penalties imposed for plagiarism stems from the University‟s view that learning

is a search for truth and that falsehood and deception have no place in this search. The emphasis

placed on avoiding plagiarism sometimes worries students, who believe that they will find it

impossible to avoid using someone else‟s thoughts when they spend all their time reading critical

works, commentaries and other secondary sources and are required to show in their work that they

have studied such material. Sometimes problems arise from poor working practices, where

students muddle up their own notes with extracts or notes taken from published sources.

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In the light of all that has been said above, the question you should ask yourself about any piece of

academic work are „Will the marker be able to distinguish between my own ideas and those I have

obtained from others?‟ What markers fundamentally want to see is that students have read widely

round the subject, that the sources used have been acknowledged, and that the conclusions which

arise from the study are the student‟s own.

The University has issued a code of practice on plagiarism to departments which includes

guidance on the best ways of assisting students in the early part of their studies. This is in order to

instil in them the sort of good learning habits which will help to guard against the dangers of

academic dishonesty. If you are in any doubt about what constitutes good practice, read through

departmental guidelines carefully and then if necessary ask your personal or academic tutors for

further advice. Look out for leaflets about the activities of the Student Learning Centre in College

House, or make an appointment there for some one-to-one advice.

The University‟s Regulation on Plagiarism is as follows:

The University‟s primary functions of teaching and research involve a search for knowledge and

the truthful recording of the findings of that search. Any action knowingly taken by a student which

involves misrepresentation of the truth is an offence which the University believes should merit the

application of very severe penalties. Offences in this category include, but are not confined to,

cheating in written examinations, copying work from another person, making work available to

another person for copying, copying from published authorities, including the Internet, without

acknowledgement, pretending ownership of another‟s ideas, and falsifying results. Any student

who knowingly allows any of his or her academic work to be acquired by another person for

presentation as if it were that person‟s own work is party to plagiarism.

Plagiarism is used as a general term to describe taking and using another‟s thoughts and writings

as one‟s own. Plagiarism can occur not only in essays and dissertations, but also in scientific

experimentation, diagrams, maps, fieldwork, computer programmes, and all other forms of study

where students are expected to work independently and produce original material.

Where plagiarism is identified, departments are authorised to apply through the relevant Board of

Examiners the following penalties:

Undergraduate students

First offence: Failure of the module, resit allowed, severe written

warning

Second and third offences: A mark of 0 for the module.

Resubmission required for the purposes of

Progression

Possible downgrading of degree class if the offences are for modules which contribute to the final

classification, and if the normal application of the standard scheme of assessment incorporating

marks of 0 does not automatically lead to a downgrading.

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In applying this penalty, Boards of Examiners will have due regard to the significance of the

plagiarised work in the overall scheme of assessment.

Fourth offence or multiple* Termination of course

simultaneous offences after the

second offence:

[*In this context „multiple‟ means plagiarism in more than one separate module and plagiarism

applying to double modules of 30 or 40 credits].

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Appendix 2 – Using References

The University has strict rules about plagiarism and therefore it is very important that your written assignments are properly referenced. For details of the University‟s Regulation on Plagiarism please refer to Appendix 1 in this handbook.

Why you should use references:

When you write an assignment or essay, it is important that you acknowledge the source of anyone else's ideas that you have used or mentioned in your work. If you do not, you could be accused of plagiarism. Plagiarism is defined as taking, using, and passing off as your own, the ideas or words of another.

You should use references for all sources, not only books but journal articles, newspaper reports, conference proceedings or web pages. You should also include the source of any tables of data, diagrams or maps.

All your work should use Harvard style referencing.

There are two aspects to learn:

1. references within the text (i.e. in-text references)

2. list of works consulted and cited given at the end (i.e. a bibliography)

The next sections will explain how to do this.

1. Using references in your text

In your writing the reference (or citation) in the text should include the name of the author (or authors) and the year of publication, plus the page number(s) related to the information or quote used.

Referring to a book with one author:

….the most successful teams “are made up of a balance of people with a range of skills, abilities and experiences” (Belbin 1987, p.132)

Another way of including the reference would be

Belbin (1987, p.132) notes that ….

Referring to a book with two or three authors:

Smith and Whittington (2006, p. 21) suggest that….

Referring to a book with 3 or more authors:

If you need to reference a work written by 3 or more authors, write the first author's name followed by et al.

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For example,

Edwards, L. et al (2004) reports….

If there is more than one reference by the same author published in the same year:

In this case they are generally labelled in order of publication with a lower case letter e.g. 2004a, 2004b)

For example,

other researchers faced this problem (Stairs 1992a, p.98; James 1994, p.107) while Stairs (1992b, p.3) recognised...

If the author is unknown

Sometimes you may not have the name of the author, and in this case give the title of the book in italics.

For example,

In Advertising in the Western Cape (1990 p.14), we find……

If you want to cite a work you have not actually read

You may want to refer to a work that you haven't actually read but which has been summarised or discussed in somebody else's work. You must make it clear that you are referring to a text that you have not read at first hand.

For example,

The work of Oliver (cited by Kogut 2001, p. 33) is very interesting

2. Constructing a Bibliography

At the end of your text you need to make a list of all the references in alphabetical order to form a bibliography. In this list you should include all the books and journals you have cited in your assignment and also books and journals that you have read for the module but have not directly referred to in your assignment.

It is important to be consistent in the way you use punctuation and capitalisation in your full references.

A) Books When giving full references for books in the bibliography the following details should be included:

Surname and forenames or initials of the author (or authors)

The date of publication

The book title

The place of publication

The date of publication The name of the book title should be in italics.

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Book by a single author:

Chapman, S. (1992) Merchant Enterprise in Britain: From Industrial Revolution to World War I. Cambridge: Cambridge University Press.

Book by two authors:

Fessenden, R. and Fessenden, J. (1998) Organic Chemistry. 6th ed. London: Brooks/Cole.

Book by more than two authors (you must list all authors do not use et al.):

Grime, J.P., Hodgson, J.G., and Hunt, R. (1990) The Abridged Comparative Plant Ecology. London: Chapman & Hall.

Book by a corporate author (e.g. a government department or organisation):

The Economist (1998) Style Guide. London: Profile Books.

Edited book:

Zwaga, H.J.G., Boersema, T. and Hoonhout, H.C.M. (eds.)(1999) Visual Information for Everyday Use: Design and Research Perspectives. London: Taylor & Francis.

Chapter in an edited book:

Berns, W. (1961) „Reform of the American party system‟ in Robert A. Goldwin (ed.) Political parties, USA. Chicago: Rand McNally, pp.40-58.

B) Journals When giving details of journal references in the bibliography you should include:

The author (or authors)

The date of the journal

The title of the article

The name of the journal

The volume number of the journal

The first and last pages of the article Please notice that it is the title of the journal that is in italics and not the article. This is the name under which the work will have been stored. Article in a journal: Kellock Hay, G., Beattie, R., Livingstone, R. and Munro, P. (2001) “Change, HRM and the Voluntary Sector”, Employee Relations, Vol. 23 (3), pp. 240-255. Editorial in a journal:

Does retail technology matter? [Editorial] (2003) Worldwide retail automation (March), 3.

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C) Other sources Internet: The internet is increasingly being used as a source of information and it is very important to reference internet pages so information can be checked or followed up. The reference in the bibliography should include:

The author of the information (this may be an individual, group or organisation)

The date the page was put on the internet

The title

The http:// address

The date you accessed the web page The title of the information is in italics Lifelong Learning Institute (22/07/2005) Introduction to the Institute of Lifelong Learning. Accessed 02/03/2007 http://www.le.ac.uk/lifelonglearning/intro.html Article in a newspaper:

Tweedie, N. (2003) Marines fight for Saddam's last citadel. The Daily Telegraph, 14 April 2003, 1.

Acts of Parliament:

Children Act 1989 (c.41). London: HMSO.

White paper:

Department of Health (1999) Saving Lives: Our Healthier Nation. Cm 4386. London: Stationery Office. Green paper:

Department of Health (1998) Our healthier nation: a contract for health. Cm 3852. London: Stationery Office.

Conference Paper:

Jackson, B.G. (1977) Public authority costs of tourism. In Tourism: a tool for regional development, Leisure Studies Association Conference, Edinburgh, May 20-21, 1977 edited by Brian S. Duffield. Tourism and Recreation Research Unit, University of Edinburgh for the Leisure Studies Association, pp.71-75.

Dissertation:

Wilson, Sean (1997) An Investigation of Physiotherapists Working as Extended Scope Practitioners. Unpublished BSc (Hons) dissertation, Kingston University, Kingston, Surrey

Reference Materials (dictionaries, encyclopaedias, bibliographies and indexes):

________________________________________________________________________________


Pring, J.T. (compiler) (1986) The Oxford Dictionary of Modern Greek: Greek-English and English-Greek. Oxford: Oxford University Press.

Videos:

BBC Training Videos (1989) Marketing a product range [video recording]. London: BBC Enterprises.

D) Missing details

Sometimes either the date or place of publication may not be printed anywhere on the publication you are referencing. If the date is missing, use the abbreviation [n.d] for no date. If the place of publication is missing, use [n.p.] for no place. Always put these in square brackets. Normally when referencing journals and newspapers neither the publisher nor place or publication are given.

For example,

Ronan, B.J. [n.d.] A cure for cancer? [n.p], Havilland Press

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Appendix 3 – Sample Essay

Evaluate the impact of the Internet on practices for recruitment and selection employed by firms The Internet has had a significant global impact on recruitment practices within organisations of all sizes. In the area of selection, advances have been slower, but there are, nevertheless, some interesting on-line selection initiatives. These include automated filtering of applications, initial psychological testing of applicants and networking systems for selecting developing job specifications and interviewing and selecting candidates. This essay will attempt to describe and evaluate the impact the Internet has had on both these two aspects of human resources management. The Internet is a system of connecting computers around the world. Linked to this is the „Intranet‟, which is a way organisations can communicate internally. The population connected to the Internet in 1999 totalled some 196 million people, predicted to rise to over 500 million by the end of 2003. By the start of 2000, the daily number of Emails sent exceeded – each day – the number sent in total for the whole of 1990 (Globalisationguide 2003). The Internet has had a significant impact on the way both firms and job seekers seek each other out. In Britain in 2000, the Chartered Institute of Personnel estimated that 47 per cent of all employers were making use of the Internet for recruitment purposes (Dale 2003). In the USA the Association of Internet Recruiters estimated that 45 per cent of companies surveyed had filled one in five of their vacancies through on-line recruiting (Charles 2000). More than 75 per cent of Human Resources personnel in the USA are now making regular use of Internet job boards in addition to traditional recruitment methods of newspaper advertising and links with employment agencies (HR Focus 2001). The main ways that firms use the Internet include developing their own web sites, making use of recruitment agency websites, or using „job boards‟: external websites that carry sometimes thousands of vacancies that job seekers can scan. Increasingly, external recruitment agencies are specialising in particular types of niche vacancies, or acting as career managers for job applicants and helping to both place the applicant in the right job and support that person during their career. Job seekers too, use the Internet to contact prospective employers by placing their CVs or work résumés on to websites that employers can scan. A survey in the USA in 1999 suggested that 55 per cent of graduates had posted their résumé on to an online job service, and that three-quarters had used the Internet to search for jobs in specific geographic locations (Monday, Noe and Premeaux 2002). Some job seekers, with high demand skills, offer their labour in electronic „talent auctions‟, with job negotiations, once a successful match has been made, facilitated by the Auction House representatives on behalf of the applicants. The main advantages to employers of using the Internet for recruitment purposes are in the speed of operation, breadth of coverage, particularly if recruiting on a world-wide basis, and cost saving that can occur. Electronic advertising can quickly connect with job-seekers in many different places that might not otherwise be contacted by more conventional methods. Small to medium sized enterprises too, find that they can compete effectively electronically with larger companies and can begin to attract high-calibre recruits to their web-sites, which might not otherwise be the case with more traditional methods of recruitment. With regards to cost saving, it has been estimated that expenditure on newspaper advertising and „headhunter‟ fees dropped in the USA by 20 per cent as Internet expenditure increased (Boehle 2000). On-line recruiting, if it is used effectively, is also estimated to cut a week off the recruitment process (Capelli 2001). Large organisations, like L‟Oréal and KPMG, use the Internet to recruit staff on both cost-saving grounds, and because they feel it increases their visibility and attracts high-calibre recruits. With KPMG, for example, the Human Resources staff were dealing with 35,000 paper applications a year, but decided to switch all their UK recruitment online from May 2001 to save time and printing costs (Carter 2001).

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However, despite the obvious impact the Internet has made on the recruitment process, there are a number of concerns and drawbacks to using this medium. These include the issue of relevance of the medium, confidentiality, the large numbers of applications generated, and the problems that job seekers find in navigating websites and communicating electronically with employers. The first question recruiters need to ask themselves is „to what extent do members of the target recruitment group have access to the Internet?‟ Despite increasing use of the Internet, there are still considerable numbers of people, particularly older adults, who do not have access to a personal computer either at work or in their homes. It is estimated, for example, that more than half the adults in West Yorkshire currently do not use the Internet, and that 27 per cent of businesses in the region do not use computers (LSC 2001). It is clear that the Internet is a major source of recruiting administrative, IT related or senior and middle management staff from a wide geographical area. However, it is used less for recruiting at junior clerical or administrative levels, for manual and practical jobs, or for jobs in a specific locality. And even among the target groups, networking and personal contacts, or using trusted professional recruiters, tend to be the strategies most frequently currently mentioned as most effective for both job-seekers and employers (Feldman and Klass 2002). The issue of confidentiality poses a number of concerns both to job-seekers and employers. In Britain, the Data Protection Act, 1998, stipulates that if a person‟s details are submitted for one purpose or job they should not be stored or used for any other purpose without the candidate‟s permission. However, recruitment agencies or employers may want to hold on to candidate‟s information for longer periods in case other opportunities arise. Whilst many candidates would not object to this, there are fears expressed by job-seekers about the commercial use employers or agencies might make of information supplied, or that the information sent electronically could be intercepted by third-parties (Carter 2001). Other pitfalls of using the Internet include processing the large numbers of applications received electronically by large organisations and difficulty job-seekers have experienced in using some websites. These difficulties include locating jobs on some employer‟s websites, navigating sites, lack of specific and relevant job descriptions and difficulties in customising, formatting and downloading CVs to companies‟ specifications (Feldman and Klass 2002). Indeed, the problems of processing large numbers of electronic applications have encouraged employers to look at using the Internet more effectively for the selection stages of the recruitment process. Automated filtering of applications received is becoming more common through the use of software designed to search CVs for key words or skills. There is in this a potential discrimination problem, as all candidates must be given an equal chance to apply, and electronic screening of applications must try and take into account the cultural and language differences of applicants. However, online screening has the potential to also reduce discrimination, as the emphasis can be placed less on academic qualifications and more on softer skills, such as team working, negotiating skills and leadership ability. Applicants may also be faced with initial screening by online verbal, numerical or other psychometric tests, although there is a potential here for fraud by some candidates, who might ask a third party to take the tests on their behalf. There are also interesting developments in the use of Internet for final selection stages of the recruitment process. Colleagues, separated by distance, can come together to establish job descriptions and selection criteria or view job candidates through video-conference or Internet communications, then communicate with each other by Email to give their respective opinions of them. A panel can interview candidates and the interview relayed to colleagues elsewhere electronically. These distant observers can send their questions or comments to candidates or pass their own observations of the interview. However, comments sent electronically can help to reduce discrimination or bias, because these can be recorded and stored, which may subsequently encourage a more sober and objective assessment of candidates (Tullar and Kaiser 1999).

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It can be argued that, despite the increase in use of the Internet for recruitment and selection purposes, many Human Resources personnel are still cautious about its use or implementation (Carter 2001). The cost of making the proper investment into the electronic infrastructure is a key prohibiting factor, but another is in the feeling that the Internet should not replace the „personal touch‟, particularly in the intermediate or final selection stages. Whilst the Internet can certainly assist in identifying potential candidates, it cannot tell a company how good they are, although, it can certainly facilitate the process of bringing a wide range of opinions of applicants to the final judgement. Whilst the recruitment side of the process is likely to expand and develop in the future, selection of candidates is likely to remain a much more personal affair and in the hands of people, rather than machines.

BIBLIOGRAPHY

Boehle, S. (2000) „Online Recruiting Gets Sneaky‟, Training, 37 (2), pp.66-74.

Capelli, P. (2001) „Making the Most of On-Line Recruiting‟, Harvard Business Review, 79

(3), pp.139-146.

Carter, M. (2001) „We Want to be Your Friend‟, Human Resources, July edition, pp.33-35.

Charles, J. (2000) „Finding a Job on the Web‟, Black Enterprises, 30, pp.90-95.

Dale, M. (2003) A Manager’s Guide to Recruitment and Selection. London: Kogan Page.

Feldman, D.C. and Klass, B.S. (2002) „Internet Job Hunting: a field study of applicant

experiences with on-line recruiting‟. Human Resources Management, 41 (2), pp.175-192.

(LSC) Learning & Skills Council (2001) West Yorkshire In Focus, 2001: an economic and

labour market profile of the sub-region, Bradford: Learning & Skills Council for West

Yorkshire.

Monday, R.W, Noe, R.M. and Premeaux, S.R. (2002) Human Resource Management,

Eighth Edition, N.Y: Prentice Hall.

Tullar, W.L and Kaiser, P.R. (1999) „Using New Technology: the Group Support System‟, in

R. Eder, and M. Harris (eds.) The Employment Interview Handbook, London: Sage, pp.

279-292.

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Tutor's Comments on Final Year Undergraduate essay

Maximum Mark Mark Awarded Structure and Approach 10 6

Investigation and Use of Sources

30 23

Reasoning, Argument and Analysis 50 30

Presentation and Style 10 9

Overall Mark Awarded 6

Tutor's Comments:

The mark awarded, 68, is a good one (in the 2.1 undergraduate honors range), but clearly with a little more work the student could have moved into the top "A' or first class range of marks (70+). The mark that would be awarded would depend however, on the stage of learning the student was at. Students at postgraduate level would be expected to engage with the subject in a deeper level way. If this assignment had been submitted by a postgraduate MA/MBA student, the tutor's comments would have been different.

Get Below the Surface

It is a good idea to highlight significant words in essay titles to make sure you focus on what is expected of you. This is particularly important for any essay topics or questions that ask you to `discuss', 'analyse', 'evaluate', or 'criticise' anything. For example:

Evaluate the impact of the Internet on practices for recruitment and selection employed by firms.

68

"This was a strong essay, clearly structured (although both introduction and conclusion could be more detailed), and making appropriate use of relevant literature.

Advantages and disadvantages of the Internet with respect to recruitment and

selection are considered. Although ideally the essay should have built on these

to fully evaluate (i. e. debate) the effectiveness of the Internet as a tool -

ideally comparing it with other tools - to add to the conclusion you draw".

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Assuming you understand what the Internet is, the significant words to think about are 'evaluate', 'impact', 'recruitment', 'selection' and 'firms'. The question asks you particularly to evaluate (see earlier definition) the impact (a significant effect) of the Internet on both recruitment and selection practices. So you need to look for evidence on the impact, both negative and positive, on both these aspects of human resource management in firms. The term `firms' suggests too, that you need to evaluate the impact on firms of different sizes and to see if there is any variation between firms according to the nature of their business. The question also presents you with a proposition: it proposes that the Internet has had an impact on recruitment and selection; it stresses the words `the impact', which suggests there has been one. You need to think about whether or not you agree that this proposition is correct - you don't have to agree with the proposition in any essay question. For example, if you disagreed with the proposition, you could take up a position in the assignment that argued that the Internet has had little impact on recruitment and selection - assuming you could find evidence to support this position. The point is that essay titles are often quite provocative: they provoke you to take up a position and to support this with reliable evidence. The two main positions that you would take in this essay are: 1. agreeing that the Internet has had an impact on recruitment and selection, then describing what this has been and discussing why it has happened and any limitations or problems with its impact; 2. disagreeing that there has been an 'impact', or it has been very limited, and discussing why you feel this. In both cases, evidence would be presented to support your position.

STRUCTURE OF SAMPLE ESSAY

Paragraph 1: Introduction: there is a clear introduction that informs the reader what the essay will attempt to do, (e.g. „describe and evaluate the impact the Internet has had…‟ etc.

Paragraph 2: Sets the context, e.g. describes the Internet and its rapid advance in recent years.

Paragraphs 3 to 5: Description: how Internet is currently used for recruitment purposes, e.g. by both employers & job-seekers

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Paragraph 6: Advantages: outlines the main advantages to employers of using the Internet

Paragraph 7: Signals a change of direction (note use of word „However‟ to alert the reader to this shift in perspective, and lists the issues to be discussed).

Paragraphs 8 to 10: Counter-discussion: looks at some of the drawbacks of using the Internet for recruitment purposes.

Paragraphs 11 & 12: Selection issues: use of Internet in the selection stage of recruitment: looks at some examples of this.

Paragraph 13: Conclusion: attempts to pull ideas together and reach a conclusion.

RECOMMENDED READING: Cottrell, S. (2003) The Study Skills Handbook. London: Palgrave. (This book contains lots of bite-sized chunks of advice and information presented in a lively and visually interesting way. This is an excellent general study skills guide for all undergraduate or postgraduate students). Giles, K. and Hedge, N. (1998) The Manager’s Good Study Guide. Milton Keynes: Open University Press. (This is a study skills guide written for business studies students and contains advice and information presented in a clear, readable and subject-specific way).

Also recommended:

Marshall, L. and Rowland, F. (1998) A Guide to Learning Independently. Milton Keynes: Open

University Press.

http://www.bized.co.uk/ - a study support site for business studies students.

http://www.bized.co.uk/

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Appendix 4 – Turnitin UK All work that is submitted for assessment on Blackboard will be scanned through TurnitinUK.

The PDS and the use of Personal Data - Data Protection Overview Under the Data Protection Act 1998 personal data is defined as „data which relates to a living individual who can be identified from that data or from that data and other information which is in

the possession of… the data controller‟. In order for your institution to make use of the service it

will be necessary for personal data relating to you to be transferred to countries not governed by EU Data Protection legislation. However, it should be noted that iParadigms, the company processing your data are bound by terms of contract to at all times abide by the Data Protection Act 1998. Each institution, signing up to use the service, will act as Data Controller for the personal data submitted.

Use of Personal Data Students/Authors In order for this service to work you will be required to submit your assignments to the service where they will be stored together with your name, email address, course details and institution. You may also opt to enter your address and phone number but this is not compulsory. Once your material has been uploaded it will be stored electronically in a database and compared against work submitted from this or any other department(s) within this institution or from other UK institutions using the service. Your instructor will receive an Originality Report from the service. In most cases this feedback will be used by the instructor to instruct you about the process of citation and the importance of maintaining academic standards. In some cases, dependent on extent, level and context, the institution may decide to undertake further investigation which could ultimately lead to disciplinary actions, should instances of plagiarism be detected. Such decisions are entirely at the discretion of your institution. Instructors For Instructors the personal data you will be expected to submit to the service will include your name, email address, course details and institution. All of the above will be linked to the content submitted by your students and may be used by fellow academics within other UK institutions to contact you in the event of a suspected case of plagiarism. In this circumstance your contact details will be disclosed to academic staff within the other institution(s) from where matching content has been submitted. Administrators In addition to the above it will be necessary to submit supplementary contact information in the form of your work postal address, fax and telephone number to register you as a qualified account administrator and to enable you to receive appropriate documentation and updates from the service. Rights of the Data Subject As the Data Subject you have the right to see what personal information is held about you in relation to the service. The service will seek to retain content submitted to it and associated personal data until the termination of this service or its successor, thus helping to accumulate as large a corpus of knowledge as possible against which to compare submitted content.

Under Section 10 of the Data Protection Act you also have the right of objection to your personal data being processed in this way. However, it should be noted that this right is limited to

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processing which you feel is likely to cause substantial and unwarranted damage or distress to you or another and is not, therefore, a general right to withdraw your data.

Should you feel that the processing of your personal data in relation to the operation of the PDS (Turnitin® UK) is likely to cause damage or distress to you or another of a substantial or

unwarranted nature you should in the first instance contact either your institution‟s System

Administrator or Data Protection Officer.

Students please note: Your instructor can submit your work to the service without the use of personal data should you decide to exercise this right. The right to objection relates to the storage of your personal data and does not extend as a right to object to your tutor making use of technology aimed at improving academic standards when assessing your work.

The PDS and the use of Personal Data

Copyright iParadigms has no interest in acquiring the intellectual property rights for the content submitted. The copyright for such content will continue to reside with either the author or the institution; whichever is currently the case.

The service will help to protect the work from future plagiarism and thereby help maintain the integrity of any qualifications you award.

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Appendix 5 – Extension Request Form

Institute of Lifelong Learning

Assignment Extension Request

If, through illness or other serious difficulty, you think you will be unable to meet the deadline for an essay, you should use this form to make a request for an extension. You should submit your request to the Course Director* before the deadline is reached. Please complete the form in block capitals and fill in the record slip. The Course Director* will then contact you and, if the request has been granted, will agree a new deadline with you. This form will be processed by the Course Administrator, who will send you the record slip and file the rest of the form with your records.

*Or the appropriate person identified in your Course.

THIS SECTION TO BE COMPLETED BY THE STUDENT Name of Student: _________________________________________Year:___________ Name of Tutor:___________________________________________________________ Programme/Course: ______________________________________________________ Name of Module:_________________________________________________________ Assignment/Task:________________________________________________________ Deadline for assignment:________________________

Reason for request (where appropriate, please attach any supporting documentation). Please note that all requests will be treated in confidence. If your request is of a particularly private or sensitive nature and you do not wish to record it here, please speak in confidence to your tutor or to the Course Director. Alternatively, you may prefer to enclose a covering letter marked “Strictly Confidential”.

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THIS SECTION TO BE COMPLETED BY THE COURSE DIRECTOR Extension Granted? Yes/No New Agreed Deadline __________________________ Comments______________________________________________________________

Signed (Course Director)___________________________ Date_______________________________

(Please also fill in the relevant sections on the record slip below. When complete, please forward in good time direct to the Course Director, or via the Course Administrator.)

RECORD OF EXTENSION REQUEST

Name of Student: ____________________________________________YEAR__________________ Name of Tutor:___________________________________________________________________ Name of Module:_________________________________________________________________ Title of Assignment:_____________________________________________________________ Original Deadline for assignment:________________________ Received by: _____________________________ Date: ____________________________________

Extension Granted? Yes/No

New Agreed Deadline_____________________________

PLEASE NOTE THIS FORM IS AVAILABLE ELECTRONICALLY

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Appendix 6 – Diverting CFS accounts

PROCEDURE FOR SETTING AUTOMATIC FORWARDING OF EMAIL MESSAGES FROM UNIVERSITY OF LEICESTER CFS SYSTEM

1. Create a Contact record for the email account you will be forwarding your

email to:

a. Open “Contacts”

b. Click “New”

c. Enter a suitable name and then the correct email address, save and close.

2. Is “Contacts” recognised in the list of Contact Lists available?

a. To check this click “Inbox” and then “New Mail Message”

b. Click the “To” box and then click the drop down on “Show names from the:”

c. In this list (close to the bottom) and under “Outlook Address Book” you should see

“Contacts””

d. If you can see this then go to step 4; if you cannot see “Contacts” then you will need to set

this up as in step 3 below.

3. To set up “Contacts” as one of the Contacts lists:

a. With “Inbox” in view click “Tools” and then from the drop down click “E-mail Accounts”

b. In the new window that opens under ”Directory” check “Add a new directory or address

book” and click “Next”

c. In the next window make sure “Additional Address Books” is check and then click “Next”.

d. Make sure “Outlook Address Book” is highlighted and then click ”Next”.

e. You should then receive a message that says: “The E-mail Account you have just added

will not start until you choose Exit from the File menu, and then restart Microsoft

Office Outlook”.

f. Therefore you need to close Outlook and then reopen it again.

g. When Outlook reopens RIGHT click “Contacts” in the Folder List and then LEFT click

“Properties”, then click on the “Outlook Address Book” tab and make sure that the

“Show this folder as an e-mail Address Book” is ticked and that “Contacts” is in the

“Name of the address book” box.

h. Make sure “Contacts” are in view then click “Tools” and then “Address Book”

i. Click “Tools” again and then “Options”.

j. In the next window that opens (Addressing) from the “Show this address list first:” drop

down select “Contacts” which will be at the bottom of the list under “Outlook Address

Book” and it should then appear in the window.

k. In the “When sending mail, check names using these address lists in the following

order:” window use the up arrow to bring “Contacts” to the top of the list. Click “Apply “

and then “OK”

l. Just close the next window and then to check everything up to this point is OK click “Inbox”

and then “New Mail Message”; click “To” and a list of contacts should appear with the

name and email address where you want forwarded emails to go.

m. Unfortunately if it is not in the list then you will need to retrace the above steps.

4. Now to actually setting the Forward Message rule:

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a. Open “Outlook” in “Inbox” view, click “Tools” then “Rules and Alerts”

b. Click “New Rule” and make sure “Start from a blank rule is checked”, and in the next

window that “Check messages when they arrive” is highlighted, then click “Next”

c. In the next window leave all of the choices unchecked and click “Next”

d. A warning message “This rule will be applied to every message you receive. Is this

correct?” will appear and you need to click “Yes”

e. Check “redirect it to people or distribution list” and at the bottom of this window click on

the “people or distribution list” highlighted text.

f. In the next window highlight the contact you created earlier, click “OK” and in the next

window click “Finish”.

g. In the final window click “Apply” and then click “OK”

Hopefully everything is now set up correctly. To check that the redirection works ask someone to

send an email to your own [email protected] email account and hopefully it will be redirected to your

selected email account. Any problems please do not hesitate to contact John Tompkins either by

telephone on 0116 2525934 or by email at [email protected]


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Appendix 7 – Glossary During your course, and especially on Blackboard, you may come across terms that are unfamiliar, such as:

Assessment Assessment is the term used to how your learning will be judged against specific criteria.

Assignment Your assignment is the piece of work that you produce to demonstrate your understanding of the module you have studied.

Discussion Board This is the section in Blackboard where you will post your comments.

E-learning E-learning (electronic learning) makes use of information and communications technology to provide innovative ways to learn.

E-tivities

E-tivities is the name given to interactive learning activities carried out online, through a discussion board.

Forum A forum is a specific discussion area on the discussion board. It may be linked to a particular module or an area for socialisation e.g. the „chill-out zone‟.

Learning Unit The content for each unit in a module is delivered through a learning unit. (Each unit is designed to take about a week to study).

Module The course consists of 6 modules. Each module is made up of either four or eight units (depending on the number of credits awarded at the end of the module).

Reflective journal Self Study Exercise

A reflective journal is a document where you have the opportunity to write about the course content in a more personal way; it is not just a summary of events. It enables you to reflect upon your learning experiences and evaluate your learning and development throughout the course. It also helps you to identify your strengths and weaknesses and record your personal growth through the course. Self study exercises are included in modules. These exercises are for your personal development and as such will not be formally assessed or marked. You may find it useful to reflect on these self study exercises within your reflective journal.

Thread A thread is a series of posts in a forum on the discussion board which are related to a similar topic.

Institute of lifelong living course handbook

Education

Transcript of Institute of lifelong living course handbook