Course Handbook MSC PM 2018-19

Nottingham Business School
College of Business, Law, Education and Social Sciences

Nottingham Trent University
MSc Project Management

BUSI215 (1yr) and BUSI216 (2yr)
Course Handbook
September entry
2018-2019
1
NBS FT PG Courses Student Handbook
Contents
1. INTRODUCTION ........................................................................................................................ 1
1.1 Welcome to Nottingham Business School ........................................................ 1
1.2 Key contacts ............................................................................................... 1
1.3 Welcome from the Head of Postgraduate Programmes ...................................... 3
1.4 Calendar and Dates for Your Diary ................................................................. 4
1.5 Our expectations of students ......................................................................... 6
2. COURSE OVERVIEW, ETHOS, AIMS AND LEARNING OUTCOMES .................................... 7
2.1 Course overview and ethos ........................................................................... 7
2.2 Course communication - E-mail and NOW ....................................................... 8
2.3 COURSE AIMS AND LEARNING OUTCOMES....................................................................... 10
3. COURSE STRUCTURE AND ASSESSMENT ......................................................................... 12
3.1 Course Structure ....................................................................................... 12
3.2 Timetable / key course dates ...................................................................... 12
3.3 Course assessment .................................................................................... 12
4. SUPPORTING YOUR DEVELOPMENT .................................................................................. 14
4.1 Transformational Leadership Development .................................................... 14
4.2 Academic Mentoring, Student Dashboard and Skills Workshops ....................... 14
4.3 Academic English Support ........................................................................... 15
4.4 Placements ............................................................................................... 16
4.5 ft.com access ............................................................................................ 17
5. ASSESSMENT REGULATIONS AND CRITERIA .................................................................... 18
5.1 Assessment Regulations ............................................................................. 18
5.2 Assignment submission, feedback return, extension requests and exceptional

circumstances ..................................................................................................... 23
5.3 Notification of Extenuating Circumstances (NEC) and extension requests .......... 25
5.4 Plagiarism and academic irregularities .......................................................... 28

5.5 Assessment criteria .................................................................................... 28
5.6 Client / employer engagement .................................................................... 29
6. WORKLOAD, ATTENDANCE AND ENGAGEMENT ............................................................... 30
6.1 Workload .................................................................................................. 30
6.2 Participation, Engagement and Attendance policy .......................................... 30
6.3 Management of non-engagement ................................................................ 32
6.4 Timekeeping ............................................................................................. 33
6.5 Use of technology in the classroom .............................................................. 33
6.6 Transferring Courses or Routes ................................................................... 33
6.7 Printing and other expenses ........................................................................ 33
6.8 Teaching and IT resources .......................................................................... 34
7. NBS QUALITY PROCEDURES ........................................................................................................ 35
Board of Examiners ............................................................................................. 35
Course Committee and Course Enhancement Board ................................................. 35
Student Representatives ...................................................................................... 35
Module and Course evaluation ............................................................................... 36
Student feedback ................................................................................................ 36
8. NBS LIBRARY/COMPUTING FACILITIES ....................................................................................... 37
9. STUDENT SUPPORT SERVICES .................................................................................................... 37
Health & Wellbeing .............................................................................................. 37
Academic support ................................................................................................ 38
Non-academic support ......................................................................................... 38
Employability ...................................................................................................... 38
Car Parking ......................................................................................................... 39
10. WHAT YOU MUST DO TO GET THE BEST OUT OF THE COURSE ........................................... 40
11. HEALTH AND SAFETY ................................................................................................................... 40
Smoking ............................................................................................................. 40
12. FREQUENTLY ASKED QUESTIONS ............................................................................................. 41

APPENDIX 1: ASSESSMENT AND FEEDBACK PLAN 2018-19 ......................................................... 44
APPENDIX 2: LEARNING GOALS AND OUTCOMES ......................................................................... 45
APPENDIX 3: MODULE LEADER PROFILE ........................................................................................ 46
APPENDIX 4: GROUP WORK POLICY JUNE 2016 ............................................................................ 47
Please note that, while the University has taken all reasonable steps to
ensure the accuracy of this document at the time of publication (24
September 2018), the information contained within it may change from
time to time. While the University undertakes to take all reasonable steps
to provide education services in the manner set out in this document, it
does not undertake any obligation to do so.
1. Introduction
1.1 Welcome to Nottingham Business School
We really hope that you are excited to be starting your MSc in Project Management with
us. You will soon be meeting lots of interesting people and encountering all sorts of new
ideas and processes. It is understandable if you are a bit nervous as well, but we are a
friendly team and there is always someone around to offer support.
The modules within this course will allow you to develop and build on your skills and
knowledge. In these challenging commercial times, the opportunity to review how we
design and deliver projects is a valuable one. I congratulate you for taking this step.
This handbook is designed to provide you with important information about your Course
and studying at Nottingham Business School along with details of the study facilities
provided by Nottingham Trent University (NTU). Please take some time to study its
contents, and retain it as a source of reference during the year. In addition to this
handbook many of the sources of information you may need relating to your time on the
Course, including information on services and support and the regulations which govern
your conduct at the University can be found in the Student Handbook, contained here:
http://www.ntu.ac.uk/studenthandbook/.
As your Course Leader, I am delighted that you have chosen this course; I will be with
you throughout the induction process and very much look forward to welcoming you to
Nottingham Business School.
Dr John Israilidis
Senior Lecturer
1.2 Key contacts
This section details everything you need to know about contacting the University. During
your studies you have a small number of key contacts in relation to your Course. They are
your Course Leader(s) and your Subject Administrator(s).
Course contact details
Course Leader: Dr John Israilidis, +44 (0)115 848 2673

Course Administrator: Jane Keeley, +44 (0)115 848 8012
Course Leader – Newton 7th floor, Room 702

Course Administrator – Newton 9th floor
Course Leader: j.israilidis@ntu.ac.uk

Administrator email: NBSMScProjectMan@ntu.ac.uk
Nottingham Business School

College of Business, Law and Social Sciences
Nottingham Trent University
50 Shakespeare Street, Nottingham, United Kingdom, NG1 4FQ
1
For those of you taking advantage of our Academic English programme another key
contact will be Dave Mann, the English language tutor. Dave can be contacted at:
Academic English Support Contact details
David Mann +44 (0)115 848 8991
david.mann@ntu.ac.uk
The NBS PG Employability Manager and Placements (for those of you taking a year-long
placement) Coordinator is Fiona Winfield. The Employability Team are also there to
support you in your search for graduate jobs and placements.
Employability and Placement Contact details
Fiona Winfield +44 (0)115 848 4350

Employability Team +44 (0)115 848 8638
fiona.winfield@ntu.ac.uk
employability@ntu.ac.uk
NBSemployability@ntu.ac.uk
Subject Administration
The NBS Information Desk is located in the Link Lounge on floor 0 of the Newton Building.
If you need to speak with your administrator you should make an appointment by e-mail
or ask at the reception desk in the link lounge.
Academic Staff
If you have a question for your module tutor then try to ask it in the taught session. If
this is not possible then consider writing it in an email.
If you wish to see an academic member of staff face to face, please request an
appointment with them first. Please remember that all staff are professionals working in
a busy environment they will have many demands on their time and that this is a
professional course and that we expect you to communicate professionally at all times.
Please ensure that you have carefully checked the module documentation, NOW, and this
document for answers to any module questions that you may have, for example, regarding
assignment briefs, timetables, assessment schedules, or examination information before
e-mailing module or Course Leaders.
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1.3 Welcome from the Head of Postgraduate Programmes
On behalf of the Dean and the School I would like to

welcome you to Nottingham Business School (NBS) and
your innovative MSc course. I am really looking forward to
meeting and working with you over the coming weeks and
months. Nottingham Business School has over 35 years’
experience of delivering innovative and leading-edge
courses and as our recent AACSB and EQUIS accreditations
demonstrate, we have a growing international reputation
for delivering courses that are attuned to the world of
business and which will improve your employability
prospects. NTU is also proud to have received a ‘Gold’
rating in the UK Teaching Excellent Framework.
You have joined a diverse and vibrant postgraduate community here at NBS, and we will
aim to facilitate your ability to develop relationships and networks with students from
other business and management disciplines through a variety of means. These will
include practitioner and research talks, skills workshops, social events, and other shared
experiences. I would encourage you to make the most of these opportunities to network
with your colleagues. Please note the dates for diary overleaf, and I am looking forward
to meeting many of you more informally at one of those events. We hope that you will
enjoy your studies with us and that the experience will prove beneficial to your long-
term career development.
My role is to oversee the running of all the taught Postgraduate Courses. I report to the
Associate Dean of the School, Melanie Currie, who in turn reports to the Dean, Professor
Baback Yazdani. I am confident that you will have an excellent experience this year, but
if you have any concerns or complaints which cannot be resolved by your Course Leader
or a member of your course team please contact me in the first instance. Your course
representatives will attend termly student forum meetings with the management of the
school, so please also feedback your views through your Course Reps for discussion at
those meetings. You will find my contact details along with those for the Dean and
Associate Dean below:
School Management contact details
Dr Alex Hiller, Director of PGT Programmes +44 (0)115 848 4310

Prof Baback Yazdani, Dean +44 (0)115 848 8172
Melanie Currie, Associate Dean +44 (0)115 848 8029
alex.hiller@ntu.ac.uk @NBS_PG
baback.yazdani@ntu.ac.uk @NBS_Dean
melanie.currie@ntu.ac.uk @NBS_AD
I am always keen to hear how things are going for you, so if you see me around the
campus please do stop me and say hello, drop me an e-mail or tweet @NBS_PG.
Otherwise, work hard, enjoy your time with us, and I hope to see you during your first
week here.
Dr Alex Hiller
Director of Postgraduate Taught Programmes
September 2018
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1.4 Calendar and Dates for Your Diary
Calendar 2018-19
NBS FT MSc Project Management

Research Methods for
Managers (RM) and
Week Date Mon Tues Wed Thurs Fri Transformational
Leadership Development
(TLD) - Key dates
9 24-Sep-18 Course induction TLD Induction
10 01-Oct-18 Residential TLD workshops 1 & 2
11 08-Oct-18 Principles of Project Management, week 1 RM 1
12 15-Oct-18 Princples of Project Management, week 2 RM 2
15 05-Nov-18 Leading Project Teams, week 1 RM 5
19 03-Dec-18 Maximising Project Success, week 1 RM 9
20 10-Dec-18 Maximising Project Success, week 2 RM 10
21 17-Dec-18
22 24-Dec-18
Christmas Vacation
23 31-Dec-18
24 07-Jan-19
25 14-Jan-19 Maximising Project Success, week 3 RM deadline 20/1
26 21-Jan-19 Maximising Project Success, week 4
27 28-Jan-19 Personal Development Week TLD 3a/b & 4
28 04-Feb-19 Project Planning & Control, week 1 TLD 5
31 25-Feb-19 Project Planning & Control, week 4
32 04-Mar-19 GLOBAL RESPONSIBILITY WEEK
33 11-Mar-19 Problem Solving in Context, week 1 TLD 8
34 18-Mar-19 Problem Solving in Context, week 2 TLD 9
35 25-Mar-19 Problem Solving in Context, week 3
36 01-Apr-19 Problem Solving in Context, week 4 Placement confirm by 5/4
37 08-Apr-19 Easter vacation
38 15-Apr-19 Easter vacation Good Friday
39 22-Apr-19 Easter Monday University closed Semester 1 referral exams and c/w (28/4)
40 29-Apr-19 Project & Programme Strategy, week 1 TLD 10
41 06-May-19 University closed Project & Programme Strategy, week 2
42 13-May-19 Project & Programme Strategy, week 3
43 20-May-19 Project & Programme Strategy, week 4
44 27-May-19 University closedUniversity closed Project Preparatory Work Week 1
45 03-Jun-19 Project Preparatory Work Week 2
Project Week 3 Placement students available
46 10-Jun-19
for work
47 17-Jun-19 Project Week 4
48 24-Jun-19 Project Week 5
49 01-Jul-19 Project Week 6
50 08-Jul-19 Project Week 7 Summer Schools / TLD
51 15-Jul-19 Project Week 8 Assessment
52 22-Jul-19 CEP/IEP presentations
53 29-Jul-19 Project Week 10 C EP/IEP client reports
1 05-Aug-19
2 12-Aug-19
3 19-Aug-19
4 26-Aug-19 University closed Referral examinations
5 02-Sep-19 Project final submissions (Sunday 8th)
Final deadlines and referrals
6 09-Sep-19 Referral coursework deadline - Sunday 15th September
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Dates for your diary

Date Time Event Venue
Monday 24 5pm Postgraduate welcome barbeque Benefactors’
September 2018 Court
Wednesday 10 TBC Placement year information session TBC

October 2018 All students on a two-year course MUST
attend ONE of these sessions
Wednesday 10 N/A Get Experience & Volunteering TBC
October 2018 Roadshow
Thursday 11 6pm-8pm NBS Postgraduate autumn TBC
October 2018 social/networking event
Wednesday 31 5pm-6pm Major projects information session TBC
October 2018 ALL full-time MSc students (except MSc
Entrepreneurship, Dual Degree and MBA)
MUST attend this session
Thursday 18 6pm- NBS Business Leader’s Lecture - Cath Newton
October 2018 7.30pm O’Reilly (Fund Manager, Sabre Fund
Management
Wednesday 24 10am- NTU Jobs Fair - Graduate and Newton
October 2018 3pm Placement opportunities
w/c Monday 12 N/A NTU Global Entrepreneurship Week Various
November 2018
Wednesday 14 12pm– NBS Thinkubator Challenge Newton
November 2018 5.30pm
Thursday 22 6pm- NBS Business Leader’s Lecture – Chris Newton

November 2018 7.30pm Townsend (Commercial Director,
Chelsea FC)
w/c Monday 26 N/A Route choice deadline N/A
November 2018
Wednesday 5 1pm-3pm Term 1 PG student forum Newton
December 2018
w/c Monday 10 N/A Major Project choice deadline N/A
December 2018
Wednesday 16 6pm- NBS Business Leader’s Lecture – John Newton
January 2019 7.30pm Finch (Chief Technology Officer, F&R,
Thomson Reuters)
w/c Monday 28 Various NBS Postgraduate Personal Newton
January 2019 Development Week
w/c Monday 24 N/A NTU Global Week Various
February 2019
w/c Monday 4 Various Global Responsibility Week Various
March 2019
w/c Monday 4 N/A NTU Student Wellbeing Week Various
March 2019
Tuesday 5 March 10am- NTU Jobs Fair Graduate & Placement
2018 3pm opportunities
March 2019
Friday 5 April 2019 N/A Placement confirmation deadline – N/A
Phase I
June 2018
Friday 16 August N/A Placement confirmation deadline – N/A
2019 Phase II
w/c Monday 21 TBC Board of Examiners Meeting to consider N/A
October 2019 final results
December 2019 TBC Graduation TBC
(TBC)
Keep checking https://www4.ntu.ac.uk/nbs/news_events/, the NBS Employability

Resource calendar and FutureHub for future events.
5
1.5 Our expectations of students
Nottingham Business School is an internationally-recognised, business-focused business

school, and we expect the highest in professional standards from our students and
graduates. As students and future alumni of the School, we expect that you will represent
us and yourselves appropriately and professionally at all times. In particular we expect
that:
 You will attend all scheduled taught sessions and meetings.

 You will prepare for and engage in each taught session as directed by the module
leader / tutor.
 You will take responsibility for your own learning and development and commit to
your studies.
 You will participate fully in group tasks and be a willing and dedicated team member
 If you expect to be absent for any period during non-vacation weeks that you will
inform your course leader immediately. This is especially important during project
and client-facing work. Absence during client-facing projects (consultancies,
internships and placements) will not be tolerated.
 You will engage fully in client-focused work, placements and internships and
represent the school professionally at all times.
 You will treat all staff, students and industry contacts with respect at all times.
 You will be familiar with the standards of professional conduct relevant to your
discipline.
See section 6 for further details on our expectations related to workload, attendance and
engagement.
Your Contractual Obligations
Note that upon enrolling you agreed to abide by a number of regulations which form the
basis of a contract between you and the University. Please see the following links for a
summary of these obligations:
 Enrolment conditions
http://www.ntu.ac.uk/enrolment_conditions
 Libraries and Learning Resources Regulations
http://www4.ntu.ac.uk/library/document_uploads/65994.pdf
 Information Resources Policy
https://www4.ntu.ac.uk/library/document_uploads/171310.pdf
University regulations and policies
In addition, there are a number of University Policies as follows that it is expected you will
abide by. Please familiarise yourself with them. These are located at:
http://www.ntu.ac.uk/current_students/resources/policies_procedures/index.html
Policies include:
 Student charter
 Equality and diversity policy
 Harassment and bullying policy
 Student code of behaviour
 Policy on Freedom of Speech
 Computer use regulations
 Intellectual property
 Student fitness to study policy
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2. Course Overview, Ethos, Aims and Learning Outcomes
2.1 Course overview and ethos
Our one-year Project Management postgraduate course (two years with optional 48-
week placement) has been designed to give you a strong theoretical background in
Project and Programme Management and equip you with all the necessary skills and
knowledge to design, plan and execute projects successfully. The course allows you to
put theory and contemporary thinking into practical Project Management settings.
This MSc is designed with employers’ requirements in mind, offering a broad

understanding of all elements of project management such as stakeholder management,
scope management, time management, cost management, quality management, risk
management and people management, amongst others.
You will gain skills that are transferable across a number of industries including
automotive, oil and gas, aerospace and defence, IT, engineering, healthcare plus many
more.
The course has two major components which will enhance your theoretical
understanding and practical experience in Project and Programme Management:
Firstly, the core modules provide a basis for the study of Project and Programme
Management at a higher level and offer an integrated entry to modern Project
Management principles and practice. In addition to the subject-specific modules, you will
also be supported in managing your own continuous personal and professional
development in order to achieve sustained career success and be an effective and
transformational leader.
Secondly, the course provides you with the opportunity to undertake a major project
which meets your goals. Whether you are looking to progress into a managerial role,
become an academic researcher, or join a global company, we have a range of projects
available including Consultancy Experience Projects, Internship Experience Projects and
Business Research Projects (please note that if you chose the two-year option with a
placement you will be required to complete a Business Research Project). This also
allows you to personalise your degree and channel everything you have learned into a
final piece of work.
APM Accreditation
We are pleased to announce that our MSc Project Management course has been
accredited by the Association for Project Management (APM), the Chartered body for the
project profession. This prestigious accreditation ensures a high standard of relevance
and excellence. As well as gaining a recognised masters qualification, you will be given
the opportunity to take up a membership with the APM which is a valuable tool for
networking and building connections.
7
2.2 Course communication - E-mail and NOW
Members of the course team will communicate with you on a regular basis about academic
and administrative matters. This will be done by e-mail or via the module news boards on
NOW - the virtual learning environment (VLE). Messages to student groups from module
leaders and members of the Course team will also be posted on the NOW portal and/or
via e-mail. This may involve you undertaking some tasks at short notice and therefore it
is necessary to be constantly checking your university email account. You must check
your university e-mail account on a daily basis – this will be the means by which
most tutors will communicate with you. It is also advisable to check each module’s NOW
news board regularly.
Accessing NOW and Your University E-mail Account
You can access your university e-mail from anywhere in the world with an internet
connection via NOW. Point your browser to https://now.ntu.ac.uk/.
 Click on the ‘Log in to NOW’ button.

 In the box that appears you will have to type your NTU username (your ‘N0’ or ‘T’
number). Then in the next box enter your NTU password (this is case sensitive so
make sure you enter it in capitals, but with Caps Lock switched OFF.
 Click on LOGIN.
 You will then enter your personalised workspace. To access e-mail click on the ‘NTU
E-mail’ tab near the top right of the window.
You will be prompted to enter your username and password again, and then taken to your
NTU e-mail inbox. How this appears may depend on the web browser you are using.
The links down the left hand side are quick links to features of Outlook Web Access. The
toolbar also contains a number of buttons for dealing with messages. To read messages
double click on the message – from here you can reply, forward and so on. To delete
messages click once on the message so it is highlighted in blue and either click the button
on the toolbar with a cross on it, or use your keyboard’s delete key. Remember to regularly
clear your ‘deleted items’. If you are using the computers in the university or some other
public space please remember to click the log off button when you have finished to make
sure your mailbox is secure. For a good practice guide to using e-mail please see the FAQs
section of this handbook.
Please set up a ‘signature’ on all your e-mail accounts which will appear in all e-
mails you send and which contains:
Your name
Your student number
Your course
You will undertake training using NOW during the early weeks of the Course. However, we
do also recommend booking additional training sessions. You can do so here:
http://www.ntu.ac.uk/library/developing_skills/events_workshops/index.html
Accessing Your University E-mail Account on an iPad/iPhone
To set up your e-mail on an iPad/iPhone, please follow the following steps:
 Ensure you are connected to the internet via a wi-fi connection

 Press the ‘Settings’ icon and select >Mail, Contacts and Calendars
 Select >Add account
 Select ‘Microsoft Exchange’
8
 Enter your NTU e-mail address

 Type ‘ADS’ in ‘Domain’
 In ‘username’ enter your student number
 Enter your NTU password in ‘password’
 You should find that a ‘server’ box automatically appears with the details populated.
If the details are not populated in this box, enter owa.ntu.ac.uk.
 Press >Done
Your e-mail should now be set up. Press the ‘home’ button to return to the home screen.
Select the ‘Mail’ icon. You should now be able to access your e-mails. You can set up
multiple accounts if you wish.
Keep us updated with your contact details
Please ensure that we always have your current home address, where you live
permanently, and term time address, where you stay in Nottingham, and phone number
so we can get in touch with you if necessary. If you move house or change your phone
number you must update your details at www.ntu.ac.uk/myntu. If you are not
attending the University then all correspondence will be sent to your permanent home
address.
9
2.3 Course aims and learning outcomes
Course aims
Upon graduating from the course you will be able to:
 Demonstrate knowledge and understanding of the primary theories and concepts

relating to the field of Project and Programme Management;
 Apply theory to practice in organisational settings and relate practice to theory;
 Demonstrate an aptitude for critical thought and creativity in the application of
knowledge;
 Effectively utilise relevant information and communication skills;
 Critically evaluate ethical and sustainability issues in Project Management;
 Evidence the capacity to act as a global citizen;
 Demonstrate the capacity to make an impact in organisations.
The above aims are translated into a series of course learning outcomes which establish
the standard level of attainment (that is, what you will know or able to do by the end of
the course) for all of our MSc graduates. These outcomes are grouped under a series of
goals which outline the characteristics you should possess upon successful completion of
the course. Each module’s learning outcomes feed through to the achievement of these
course learning outcomes.
The course learning outcomes for Nottingham Business School’s MSc courses reflect
several important benchmarks: the QAA Business and Management Benchmark
Statements for Master’s Courses in Business and Management (QAA, 2007), AACSB
Business Accreditation Standards (2013), the NTU (Post) Graduate Attributes and NBS
mission, vision and values. Indeed, it is our strong desire to develop learning goals (and
thus outcomes), which reflect the mission, vision, strategic aims and strengths of the
School in respect of these areas as well as key issues from other external and internal
benchmarks, as follows:
1. Graduates should be able to demonstrate knowledge and understanding of

the primary theories and concepts relating to their field of study. Knowledge
acquisition is not the only or ultimate goal of a Master’s programme, but it is the
foundation on which your ability to evaluate and reflect rests, and clearly there are
key knowledge-based elements of any academic course of study relevant to the
discipline.
2. Graduates should be able to apply theory to practice and relate practice to

theory in the field of study. In pursuit of a mission which seeks to deliver
education which will impact organisations and society, there must be a strong
emphasis on both the application of knowledge and the ability to relate practice to
theory, whether learned through experiential, simulated or case-based approaches.
The applied nature of teaching and learning at NBS is, we believe, one of our key
strengths as a School and serves the strategic aim of developing ideas that impact
on business, management and public policy.
3. Graduates should be able to demonstrate aptitude for critical thought and

creativity in the application of knowledge. In promoting the highest academic
standards, the learning goals must reflect what is arguably the defining cognitive
characteristic of Master’s degrees; the ability to think critically and synthesise
complex issues. These higher-level cognitive skills are embedded in all external
benchmarks and are therefore emphasised through the learning goals..
4. Graduates should be able to effectively utilise relevant information and

communication skills. In developing graduates that can lead and succeed in
10
business and in developing the employability of our graduates, a focus on key

transferable skills must be evident. Given the importance of information and
communication skills not only to students’ academic success, but also to student
employability, it is no surprise that these skills are emphasised heavily in all external
and internal benchmarks and are thus reflected in our learning goals.
5. Graduates should be able to evidence the capacity to critically evaluate and

positively contribute to sustainability and ethical issues. The School has
placed particular emphasis on the sustainability agenda in its strategic aims and
values, allied to its memberships of various bodies and networks such as ABIS and
PRME. However, there is a desire to integrate environmental and social
sustainability, governance and ethical issues here. In doing so, we seek to extend
students' responsibility for solving problems to the broader agenda; within the
outcomes, emphasis is placed on the integrative nature of sustainability issues, with
the aim being for students to understand the environmental, social, governance and
ethical problems that may occur in the discipline and apply appropriate frameworks
or professional codes to resolve such problems. Whilst the two specific learning
outcomes address issue-centred awareness and reflective/responsive practice,
there is a need to reflect the necessity to proactively engage in the sustainable
transformation of business and the economy. Thus the goal references the need to
critically evaluate sustainability issues, with an explicit intention to positively
contribute to sustainability and ethical issues, which goes beyond the pure capacity
to analyse and evaluate these issues.
6. Graduates should be able to evidence the capacity to act as a global citizen.

Internationalisation is a key feature of the School’s ethos and modus operandi,
explicitly referenced in its strategic aims. Here global citizenship is aligned with the
internationalisation agenda not only in terms of developing an understanding of the
role of the organisation in the wider global context, but also appreciating social and
cultural diversity and being able to work in culturally diverse teams, thus
encompassing both knowledge/understanding and skills/attributes.
7. Graduates should be able to demonstrate the capacity to make an impact in

organisations. Impact is at the heart of the School’s mission, and the ability of our
graduates to make a positive impact on those organisations within and with which
you will work must be a clear goal for the School. At MSc level we believe it is vital
that students are able to situate their own field of study within the wider
organisational context as the basis for effective decision-making and influencing,
and that the ability to make decisions (or at least the capacity for doing so) should
be a key attribute of a Master’s graduate. Here we also include the personal
development agenda to reflect the importance of continuing professional
development to effective practice.
The NBS learning goals and outcomes for your MSc are displayed in appendix 2.
11
3. Course Structure and Assessment
3.1 Course Structure
Phase Modules Optional

BUSI49100
Principles of Project Management (20 credits)
1 BUSI49101
(Sep-Jan) Leading Project Teams (20 credits)
BUSI49106 BUSI48968
BUSI49102 BUSI49107
Research In-sessional
Maximising Project Success (20 credits) Transformational
Methods English
Leadership
BUSI49103 for Available to
Development
Project Planning & Control (20 credits) Managers all
(10 credits)
(10 credits) international
2 BUSI49104 students at
(Feb-May) Problem Solving in Context (20 credits) no extra
BUSI49105 cost
Project & Programme Strategy (20 credits) (0 credits)
Project (40 credits)

3 You will have the choice of selecting one of the following options:
(May-Aug) BUSI48907 BUSI48908 BUSI48909
Consultancy Experience Internship Experience Business Research
There is also the option of spending an extra year on an industrial placement,

Year 2
making your Masters a two-year degree
3.2 Timetable / key course dates
See Section 1.4.
3.3 Course assessment
3.3.1 Assessment Schedule
Element I Element II Element III Element IV

Phase Mod Title CPs
weighting weighting weighting weighting
Transformational Individual
1, 2, 3 Leadership 10 presentation
Development (100%)
Individual
1, 2 10 report
Managers
(100%)
Principles of Project Individual
1 20
Management essay (100%)
Individual
1 Leading Project Teams 20
essay (100%)
Individual
Maximising Project Group report
1 20 report
Success (30%)
(70%)
Individual
Project Planning &
2 20 report
Control
(100%)
Group Individual
Problem Solving in
2 20 presentation report
Context
(30%) (70%)
Group
Project & Programme Individual
2 20 presentation
Strategy essay (70%)
(30%)
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Group Individual Individual case

Consultancy Group report
3 40 presentation reflection study
Experience Project (25%)
(15%) (30%) (30%)
Individual Individual Individual Individual case
Internship Experience
3 40 presentation report reflection study
Project
(15%) (25%) (30%) (30%)
Individual Individual Individual
Business Research
3 40 reflection presentation research paper
Project
(15%) (15%) (70%)
3.3.2 Assessment deadlines
You will find a full assessment and feedback plan contained in appendix 1 of this document.
This is also held on the Course’s NOW page. Any changes to this schedule will be
communicated to you well in advance.
Further details about the assessment activities will be given at the start of each module.
3.3.3 Group work policy
Group work is a fundamental element of the taught curriculum within all NBS courses
and you will be required to undertake a small number of group assessed activities in
which you will be expected to participate positively. You will be expected to work in and
for your teams throughout the Course and there is a significant expectation that the
group will demonstrate the ability to resolve its own problems, as a basic competency.
We do not expect students to rely on others to do their work for them or to rely on
particular individuals when undertaking group activities, for example presentations,
which require equal contribution from all members.
A group work policy has been implemented to govern the process of group work and its
assessment. Please take the time to familiarise yourselves with this policy and its
implications for you. The policy identifies the main expectations for you and your peers’
when working in small groups. These include making an honest and fair assessment of
your own contribution to the group as well as an assessment of your peers contribution
by completing a peer assessment form. The policy can be seen in appendix 4 and will be
held on your course’s NOW page and explained in more detail in those modules for which
summative assessed group work may feature. You will receive further details on this
during induction and throughout your course whenever group work is assessed, but
please take the time to familiarise yourself with it.
13
4. Supporting Your Development
4.1 Transformational Leadership Development
Transformational management education is a key focus within NBS, where effective

ethical education across all business and management courses is the foundation of our
students’ abilities to understand and contribute in meaningful ways towards current and
future challenges in the area of sustainable development. The purpose of the module is
to increase understanding of how to manage your own continuous personal and
professional development in order to enable sustained career success and to be an
effective and transformational leader.
The module starts with an intensive introduction to professional practice and involves
you engaging in team work, attending a residential, undertaking a range of on -line
professional development diagnostics and learning more about reflective practice. We
will introduce you to a range of support activities that will enable to start to consider
your possible career choices. You will also be supported by an Academic Mentor, who
will offer advice and guidance whilst you complete your studies at NBS.
This 10 credit point module employs a practical approach to exploring your personal
and professional development. All teaching teams have experience from different
aspects of the labour market, Private, Public and Voluntary sectors.
The assessment of the module is a presentation of no more than 15 minutes and

competency-based interview questions, lasting approximately 20 minutes. You will be
assessed against the grade based assessment grid. You will receive guidance on how
to prepare for the presentation and interview throughout the year.
4.2 Academic Mentoring, Student Dashboard and Skills Workshops
You will be allocated an academic mentor who will act as your first point of contact within
the University for academic and pastoral support. Your academic mentor will meet with
you at regular intervals during the year for around 30-45 minutes each meeting, to help
support your academic, personal and professional development and finally to assess one
element of the TLD module. It is important that you keep your academic mentor informed
about anything that is having an adverse impact on your academic progress.
Your academic mentor is your primary contact for general academic guidance and personal
support, including:
 Helping you to develop yourself and your skills, and encourage you to make the
most of the opportunities available at NTU.
 Supporting and advising you, and when relevant signposting you to other sources
of support within the School, University, or NTU Students’ Union.
 Helping you to develop effective study skills and habits.
 Reviewing your overall academic progress and providing feedback and advice.
 Supporting you with any key personal issues which impact on learning.
 Encouraging you to spend time focusing on your personal and professional
development by reflecting on key aspects of your course, your past experiences
and extra-curricular activities.
 Providing support and guidance for the TLD module.
Your academic mentor is there to listen to your issues or concerns sensitively and
responsively. Your academic mentor will have access to your assessment and attendance
records via the student dashboard and may refer to these during your meetings. You also
14
have access to your details and meeting notes on the student dashboard, and you can
access via NOW: https://studentdashboard.ntu.ac.uk/dashboard This gives you an
engagement rating based on a variety of measures (including attendance and NOW/library
usage) and will be used by your academic mentor to assess your progress.
Please note that your academic mentor does not have the authority to grant extensions
to assessment deadlines, this can only be done through the formal process detailed in
section 5.2.
You will receive details from your academic mentor about the date, times and location for
your meetings. It is important that you attend all of these meetings as these are designed
to help you progress towards the final assessment. For more information on the purpose
of each academic mentor meeting you should refer to the TLD handbook on the TLD
learning room on NOW.
The meetings with your academic mentor will be scheduled around these timescales (exact
dates to be confirmed):
Academic mentor meeting one

This meeting will take place by the end of October 2018
Academic mentor meeting two

This meeting will take place by the end of December 2018.
Academic mentor meeting three

This meeting will take place by the end of March 2019.
Academic mentor meeting four

This meeting will take place by the end of May 2019.
Academic mentor meeting five

This meeting will take place between May and July 2019, and this is the final element of
the assessment for the whole TLD module.
Skills Workshops and Masterclasses
Throughout the year there will be a variety of events and extra-curricular sessions run at
University and School level which will develop and enhance the qualities and transferrable
skills necessary for your studies, career progression, professional and personal
development. In addition there will be two NBS Postgraduate specialist weeks in January
and March; PG Personal Development Week and Global Responsibility Week. These
sessions are specifically aimed at the needs of postgraduate students and will focus on
key personal and professional development topics. These mandatory weeks will
supplement your curriculum offering you a diverse range of classes to choose from.
4.3 Academic English Support
These classes have been specially designed to meet the needs of students whose first
language is not English. All students who undertook degree level studies that were not
both taught and assessed in English must undertake all the Academic English Support
classes. This is a critical component of the Course and failure to attend will be treated very
seriously indeed, particularly if attendance has been stipulated as a condition of your place
on the Course. You will be assigned to groups and given the class timetables during the
first two weeks of the course.
15
4.4 Placements
Students enrolled on the two year ‘Sandwich’ Degree spend up to 48 weeks on an

employment placement. On satisfactory completion of this placement year, Sandwich
Degree students are awarded a Placement Diploma. In addition to the placement
responsibilities at the employer, students based in the UK are expected to return to the
University to attend a compulsory one-day Recall Event, where they will complete an
assessed presentation reflecting on their year of work (students working overseas
complete the same assessment electronically). Students on placement can expect contact
from the University and their Placement Contact Tutor at key points during the year out.
If you are registered on a ‘two year’ course with a placement, please note the following
carefully:
• It is your responsibility to secure a suitable placement, taking full advantage of the

advice, guidance, ‘Prepare for Placement’ programme, and electronic resources
available from the Employability Team
• Applying for positions will be time-consuming and you are likely to need to set
aside several hours every week to secure a placement
• Applying for a placement is usually a competitive process; you may need to
undertake online tests and interviews and possibly attend an assessment centre
before a face to face interview
• If you undertake a placement, there is no choice of Major Project, so you cannot
benefit from a Consultancy Experience Project or Internship Experience Project
(instead you will undertake a Business Research Project)
• If you have not secured (or be close to securing) a placement by April 2019, you
will be moved to the one year course and allocated to a Consultancy Experience
Project
• There may be the possibility of continuing to search for a placement after April,
however to be allowed to undertake this further search there will need to be strong
evidence of a concerted effort to engage with the resources between October and
April, and to have applied for a range of placements consistently across those
months.
Please consider whether a placement is the right option for you and whether you can
dedicate the time and commitment required to secure a placement. If you feel you cannot,
please inform your Academic Mentor and Course Administrator, who can switch you to the
one year course.
Communication will be very important, both throughout your 1st year and crucially while
away on placement, when you will need to ensure we have accurate up to date contact
details; accessing your NTU e-mail account regularly will be very important. Whilst on
placement you will remain a postgraduate student of NTU with the rights and
responsibilities this entails.
As stated above, Sandwich Degree students are expected to secure their own placement.
Information events are held early in October 2018 to direct Sandwich Degree students in
their search for suitable placement opportunities, and to introduce key staff and resources
available during the placement preparation (see section 1.4: Dates for your diary). There
is a ‘Prepare for Experience’ NOW learning room for postgraduates and a Handbook to
guide and support you as well. The Handbook makes clear the expected learning outcomes
of the placement year, how these should be recorded, and how to enjoy and make the
most of the placement year.
It is not usually possible for students enrolled on the one year degree to convert to the
two year Sandwich Degree. If you are planning to seek employment or undertake further
study directly after your Master’s degree, we recommend you take full advantage of the
range of Employability resources available at NTU to help you prepare.
16
The NBS PG Employability Manager and Postgraduate Placement Coordinator is Fiona

Winfield: fiona.winfield@ntu.ac.uk.
4.5 ft.com access
NBS maintains an educational subscription to FT.COM for both staff and student use.
FT.com provides access to Financial Times news and commentary, company financials
and markets data, Special Reports, interactive features, and a range of other tools and
services. These can be accessed form a mobile device once you are registered to use the
service.
If you don’t already have an account you will need to register using your NTU e-mail
account. If you already have an FT account, you should just be able to continue to
access content with your existing log-in details – there is no need to create a new
account.
Go to https://registration.ft.com/corporate/signup/CUKBdMcxTjUiK
A pop-up screen should appear with the School’s logo asking you to sign in or register.
Register, adding your details as requested. You need to use your NTU e-mail account for
the subscription to be effective (i.e. for staff - firstname.surname@ntu.ac.uk, for
students firstname.surname@my.ntu.ac.uk). Do not use a personal e-mail account.
Once you have registered you will be able to download the FT web app to any mobile
devices or tablets you use and use your log-in details to gain access.[NB on your phone
or tablet first navigate in your browser to the FT.COM site. This will recognise your
device and provide options to download the app for your device].
If the link does not work then copy and paste the link into your browser. The process
should work from any internet link, but if you have difficulties try it from an NTU PC, i.e.
one on the NTU premises.
17
5. Assessment Regulations and Criteria
5.1 Assessment Regulations
NB: The University’s Common Assessment Regulations for Taught Postgraduate

Courses will govern the course and will apply in full. These can be found in the
Student Handbook at:
http://www.ntu.ac.uk/current_students/resources/student_handbook/index.html
General principles
It is imperative that assessment briefs are adhered to. If the assignment’s content or
layout is specified or if word limits are stipulated, work that does not satisfy these
requirements will be penalised. If in doubt always see the module leader for further
clarification. Do not rely on any third party accounts of the assessment criteria. Other
students’ recollections and interpretations are not reliable. The only instructions to be
followed are those provided by your module leader.
You are required to submit work of a quality that meets the demands of a Master’s
award. Therefore all work must be presented and referenced satisfactorily and must be
written in clear English. Students who have not undertaken their first degree and/or
been taught and assessed in English will be required to attend English classes. Previous
experience has suggested that students require English language support, even if they
themselves do not think that they need it. If tutors are unable to understand a
submission because of poor English then there is a good chance it will fail.
You will be provided with guidance on referencing. All set work must be submitted
whether or not it contributes to your final grade. Failure to submit any work will result
in your final award being withheld.
All assessed grades contributing to a module or an award remain provisional until

confirmed by a Board of Examiners. The Board of Examiners will normally meet two
times in the year to consider your grades, normally in June and October. You will receive
confirmation of your grades shortly after these meetings.
The NTU Grading Scheme for Postgraduate Courses
NTU adopts a grade-based grading scheme. In grade-based assessment, a student’s

work is assigned a single grade (e.g. High commendation). The grade awarded is based
on comparing the qualities of the work produced against written descriptors (or grading
standards) for a number of criteria. A grading matrix (or grid) shows the relation
between the criteria being assessed and the module learning outcomes.
This approach can be contrasted with a more traditional approach where an assessor
assigns directly a percentage mark, (e.g., 56% or 61%) for a piece of work. In
calculating your overall average, aggregating element grades to module grades, module
grades to stage/level grades and then to final classification rests on a ‘behind the scenes’
weighted average calculation which is done automatically. These calculations use a set of
numerical equivalents which are attached to each grade band. The numerical equivalents
are based on a linear scale 14 grade points. The numerical equivalents (scale points) are
provided in the tables overleaf.
18
Grade point scale for taught postgraduate degrees

Class Grade Grade Point Grade Point
Ranges
Exceptional 16 15.5 – 16.0
Distinction Distinction
(excellent) High Distinction 15 14.5 – 15.4
Mid Distinction 14 13.5 – 14.4
Distinction 13 12.5 – 13.4

High 12 11.5 – 12.4
Commendation Commendation
(very good) Mid Commendation 11 10.5 – 11.4
Commendation 10 9.5 – 10.4
High Pass 9 8.5 – 9.4
Pass (good)
Mid Pass 8 7.5 – 8.4
Pass 7 6.5 – 7.4
Marginal Fail 6 4.5 – 6.4
Fail
Mid Fail 4 2.5 – 4.4
(insufficient)*
Low Fail 2 1.5 – 2.4
Zero Zero 0 0.0 – 1.4
Benefits of GBA
Grading schemes encourage the full use of the associated grade range when compared
to the direct allocation of a percentage mark. The approach better rewards intellectual
merit and achievement and ensures excellence in student’s work is properly rewarded,
while ensuring poorer quality work also receives the appropriate grade.
GBA provides a number of other benefits: focuses assessment design on learning

outcomes; ensures consistency in assessment decisions; clarifies students’ understanding
of masters-level performance; supports transparency of assessment decisions; enhances
the effectiveness of feedback.
The NTU grading scheme
NTU has defined generic level and grading descriptors for postgraduate assessment as
shown in the tables below and overleaf. The descriptors identify the standards of
performance required to achieve a given grade and are defined in terms of a set of features
that can be identified in student’s submitted work. The generic level descriptors provide a
guide to the relative demand, complexity, depth of study and degree of learner autonomy
expected of a learner at different stages of study irrespective of the subject and context.
The generic descriptors guide assessors in designing and grading assessments at the
appropriate level.
The University generic level descriptors for postgraduate study are consistent with the
Ofqual1 Regulated Qualifications Framework Level 7.
1
Office of Qualifications and Examinations Regulation
19
General grading descriptors –Taught Masters (Level 7 RQF)
Class Scale General Characteristics
Exceptional breadth and depth of knowledge and understanding evidenced by own independent insight and critical awareness of
relevant literature and concepts at the forefront of the discipline; evidence of extensive and appropriate independent inquiry
operating with advanced concepts, methods and techniques to solve problems in unfamiliar contexts; Cogent arguments and
Exceptional
explanations are consistently provided using a range of media demonstrating an ability to communicate effectively in a variety
Dist.
of formats using a sophisticated level of the English language in an eloquent and professional manner to both technical and non-
technical audiences; a sustained academic approach to all aspects of the tasks is evidenced; academic work extends boundaries
of the disciplines and is beyond expectation of the level and may achieve or be very close to publishable or commercial
DISTINCTION standard.
(Excellent)
High Dist. Excellent knowledge and understanding evidenced by some clear independent insight and critical awareness of relevant
concepts some of which are at the forefront of the discipline; evidence of appropriate independent inquiry operating with core
Mid Dist. concepts, methods and techniques to solve complex problems in mostly familiar contexts; Arguments and explanations are
provided that is well-supported by the literature and in some cases uses a range of media demonstrating an ability to
communicate effectively in a limited number of formats using own style that is suited to both technical and non-technical
Dist. audiences; a sustained academic approach to most aspects of the tasks is evidenced; one or more aspects of the academic work
is beyond the prescribed range and evidences a competent understanding of all of the relevant taught content.
High
Comm. Very good knowledge and understanding is evidenced as the student is typically able to independently relate taught
facts/concepts together some of which are at the forefront of the discipline; evidence of some competent independent inquiry
Mid Comm. operating with core concepts, methods and techniques to solve familiar problems; Arguments and explanations are provided
COMMENDATN
that are typically supported by the literature and in some cases may challenge some received wisdoms; competently uses all
(Very good)
taught media and communication methods to communicate effectively in a familiar settings; an academically rigorous approach
Comm. applied to some aspects of the tasks is evidenced; some beyond the prescribed range, may rely on set sources to advance
work/direct arguments; demonstrates autonomy in approach to learning.
High Pass Good knowledge and understanding of the area of study balanced towards the descriptive rather than critical or analytical and
mostly confined to concepts that are not at the forefront of the discipline; evidence of some independent reading and research
Mid Pass to advance work and inform arguments and approaches; Arguments and explanations are limited in range and depth although
PASS some are adequately supported by the literature albeit descriptively rather than critically; competently uses at least one taught
(Good) media and communication method to communicate appropriately in familiar settings; although the approach applied to some
Pass aspects of the tasks may lack academic rigour, there are some clear areas of competence within the prescribed range. Relies on
set sources to advance work/direct arguments and communicated in a way which shows clarity but structure may not always be
coherent.
Knowledge and understanding is marginally insufficient as the student is typically only able to deal with terminology, basic facts
and concepts; Adequate knowledge of concepts within the prescribed range but fails to add meaningful detail or make sufficient
Marginal links between concepts and facts to adequately solve problems posed by the assessment; some ability to independently select
FAIL
fail and evaluate reading/research however there is a strong reliance on set sources and to provide descriptive and unsubstantiated
(Insufficient)
arguments/methods; communication/presentation is competent in places and at a threshold level as it fails to demonstrate
clarity and focus; inability to adequately define problems and make reasoned judgements; The general approach to tasks lacks
rigor and where there is competence and rigor, it is not sustained.
20
Class Scale General Characteristics

Knowledge and understanding is insufficient as the student only evidences an understanding of small subset of the taught
concepts and techniques; fails to make sufficient links between known concepts and facts to adequately solve relevant aspects
Mid fail of the brief/problem; little ability to independently select and evaluate reading/research with almost total reliance on set sources
and unsubstantiated arguments/methods; communication/presentation may be competent in places but fails to demonstrate
structure, clarity and/or focus; inability to adequately define problems and make reasoned judgements; The general approach
to tasks lacks rigor and competence.
Knowledge and understanding is highly insufficient as the student is unable to evidence any meaningful understanding of two or
more taught concepts or methods; very limited evidence of reading and research to advance work; inadequate technical and
Low fail
practical skills as the student is unable to use and apply such skills to address problems or make judgements; limited or lack of
understanding of the boundaries of the discipline and does not question received wisdom; approach to learning lacks autonomy
and approach to tasks is not sustained; inability to communicate coherently.
ZERO Work of no merit OR absent, work not submitted, penalty in some misconduct cases.
21
If a marginal fail grade is achieved in an element of a module, then providing at least a
pass grade has been achieved for the module as a whole, the student’s performance will
be recorded as a pass for that module.
The Board of Examiners may compensate a marginal fail grade for a module as a whole.
In such cases, the student’s performance will be recorded as a compensated pass for
that module. In addition, a Board may compensate a mid fail grade for an element
provided at least a pass grade has been achieved for the module as a whole. In such
cases, the student’s performance will be recorded as a compensated pass for that
module. In cases of a marginal fail grade in an element of a module, then providing at
least a pass grade has been achieved for the module as a whole, the student’s
performance will be recorded as a pass for that module.
Moderation of Assessments
In order to ensure that your work can be marked as quickly and efficiently as possible each
submission will generally be marked by just one marker. However, we are committed to
ensuring equity of marking and so we operate a policy of sample moderation of
assessments. This means ensuring that once a marker has completed their marking
another staff member will moderate a sample of their assessments. This will include work
across the full range of marks, concentrating at the boundaries of classifications. When the
assessments are oral (e.g. presentations) two markers will generally mark a sample
together and discuss before proceeding individually.
The moderation sample size is representative of the volume of assessments as follows:
Fewer than 50 pieces of work = 25% sampling

50-99 pieces of work = 12 samples
100-150 pieces of work = 15 samples
More than 150 pieces of work = 20 samples
Referral
Normally a student shall have a right following initial failure of a module to be reassessed
on one further occasion to achieve a pass. Decisions on referrals can only be taken by the
Board of Examiners. Referral deadlines will be fixed by the Course Leader, which may be
in consultation with the Board of Examiners.
The maximum grade for a referred assessment element is pass. For reassessment in a
module, a student will either undertake a referral in the failed element(s) of the module
or an alternative assessment(s), or be required to retake the whole module at the next
available opportunity, including the new module assessments, with or without further
attendance, as determined by the Board. The minimum pass grade for a referred module
is a pass. However, at the discretion of the Board, a failed retake module or element within
it may be compensated according the parameters set out above.
In line with NTU policy feedback will normally be provided within 21 days of submission
for most assignments. Please refer to your detailed assessment and feedback schedule in
appendix 1 of this handbook.
Termination of studies
A Board is authorised to terminate a student's studies for the following reasons:

 the student has exhausted the total number of attempts as set out under Reg. 8.18.
 the student has an overall poor record of performance, attendance, participation or
commitment on the Course and the Board judges that there are no grounds to permit
the undertaking of further remedial or retake modules.
 A recommendation has been made by the School Academic Irregularities Panel

following investigations as a result of plagiarism or collusion.
Master’s degree: failure
Where a candidate for a Master's Degree has failed a module(s), an Examination Board
may agree one of the following:
 allow a student's overall performance to compensate for module failure and award a
Master's Degree provided the Board is confident that the Course outcomes have been
satisfactorily achieved.
 allow a student to be reassessed in the failed modules for the Master's Degree.
 award a Postgraduate Diploma/Certificate if a student has achieved the requisite credits
and met the award outcomes.
 require a student to withdraw from the Course with no further attempts
Interim Awards
Satisfactory completion of all modules (i.e. 180 credit points) will lead to the award of the
MSc. For any student who fails to achieve the full 180 credit points, it may still be possible
to gain an award that recognises work successfully completed. However, it should be noted
that although the Course incorporates two interim awards they are very much seen as
awards to be granted in exceptional circumstances - in other words, the MSc does not
consist of a series of staged awards. Progression through the Course is measured on a
module-by-module basis and students are expected to complete successfully each of the
eight modules.
The two interim awards are a Postgraduate Certificate and a Postgraduate Diploma. The
Certificate would normally be gained by achieving 60 credit points from the core modules.
The Diploma would normally be gained by achieving 120 credit points from a combination
of the modules.
Appealing a mark
As we already operate a robust moderation procedure to ensure marking is equitable

across each module, students do not have the right to question academic judgement and
appeal the mark they have been awarded (for example, because they feel they deserve a
higher mark). Please see the Notification of Extenuating Circumstances and Academic
Appeals sections below for more information about circumstances such as inaccuracy of
mark recording where an appeal may be legitimate.
5.2 Assignment submission, feedback return, extension requests and exceptional

circumstances
Deadlines are important and must be strictly adhered to. You must submit assignments
on or before the due date indicated.
All coursework is to be submitted electronically in NOW by using the Dropbox facility within
each of your module learning rooms. There is NO requirement to submit a paper copy
unless you are explicitly advised to do so by your tutor. Any submissions made after the
deadline are identified as late in the Dropbox. Assignments will still be accepted for
marking up to five working days after the deadline, however, the penalty for late
submission is the capping of marks to grade point 7.
For each assignment you will be provided with a separate folder within your learning room
Dropbox which will be open for electronic submission of your coursework until 11pm on
the day of submission. When you make a submission to a Dropbox folder you will receive
23
notification within NOW of your submission and also an email (as in the following
examples).
Technical problems are rare but should you be prevented from submitting and miss the
deadline due to such circumstances, then you should submit your coursework as soon as
you are able and email a description of the problem to your Subject Administrator (if
possible include a screenshot of the issue).
All Dropbox folders are Turnitin enabled. Turnitin UK is an online service hosted at
http://www.turnitinuk.com/ that compares your work against electronic sources including
other students' work. Whilst the primary aim is to help us detect plagiarism and deter
students from committing plagiarism, there is also a developmental aspect to Turnitin
which will help you improve your citing, referencing and paraphrasing techniques. You will
be provided with full training on the use of Turnitin during the early stages of the Course,
and will be required to undertake an exercise in relation to it in induction. You will also
have the opportunity to resubmit your work to Turnitin for checking once for each
assignment.
To help you manage your submissions you can within NOW, enable a Dropbox instant
notification to alert to when the Dropbox folder end date is 48 hours away (accessible by
selecting Preferences and ticking the relevant check box).
24
Feedback on your coursework will be returned to you electronically to the same Dropbox
folder as for the submission and using an NBS Feedback Form. This will include all the
feedback from your tutor and your tutor will NOT return an annotated copy of your
coursework.
A major benefit of electronic submission and return of feedback is that you will be able to
access all your feedback in the Student Dashboard (by navigating to the Assessments Tab
from your profile page).
5.3 Notification of Extenuating Circumstances (NEC) and extension requests
A Notification of Extenuating Circumstances (NEC) allows you to inform the University

about circumstances beyond your control which have affected or may affect your
academic performance. It enables you to seek guidance and support from the School
and, as appropriate, from Student Support Services. If your NEC is upheld, then you may
be granted an extension or you may be offered the chance to attempt the assessment
(e.g. exam) at the next assessment point. Please refer to the relevant regulations for
more information on NECs:
Section 17A: Notification of Extenuating Circumstances Policy and Process 2018

What are Extenuating Circumstances?
They are circumstances which are beyond your control. Examples include illness,
bereavement, accidents, being the victim of a crime, procedural irregularities, or similar.
Extenuating Circumstances are not problems arising from circumstances within your
reasonable control. Examples include IT issues, holidays, travel to exams, and so on.
Remember, if you submit coursework, sit an exam or attend an assessment event, then
you are accepting that your performance will be judged on its merits alongside that of
your peers. Where you decide to attend an assessment event you cannot submit an NEC
after that event.
25
How do I submit an NEC?
You can submit an NEC through the online Academic Appeals Portal. For guidance on
using the portal, please download the NEC Portal FAQs.
Although you may submit an NEC at any time of year, please note that the timing of this
notification is important. You must refer to the relevant regulations for more information
on the timing of NECs:
Section 17A: Notification of Extenuating Circumstances Policy and Process

2016-17
Please make sure you indicate which module(s) are affected, and what outcome
you are seeking.
The submission of your NEC form is not evidence in itself. You need to be able to
substantiate your case with independent documentary evidence (i.e. something which is
not your assertion alone). The evidence should normally be original (i.e. a doctor's note)
and not a copy. If you have difficulty with this, then you should contact your School
Administrator immediately.
What is appropriate evidence for my NEC?
Examples of appropriate NEC evidence include:

 Medical evidence in the form of a medical certificate, hospital appointment card or
similar (in certain circumstances a short-term illness or injury of up to 7 days self-
certification will be accepted).
• Police Crime Incident Report
• Death certificate
• Independent, professional third party evidence.
In some cases, if you have been receiving regular support from Student Support
Services, staff may be able to provide you with a supporting statement to accompany
your NEC. However, they will not be able to provide one if you are on a waiting list or if
you have not engaged with their support at all.
I don’t feel well enough to sit an exam. What do I do?
If you do not feel well enough to perform to the best of your academic ability, then you
need to decide whether or not to sit the exam. If you choose not to sit the exam and to
submit an NEC, please remember that you must submit supporting evidence with it.
Please note that there is no guarantee that your NEC submission will be upheld. If it is
not upheld then you will have missed an assessment opportunity and your mark may be
capped in any future attempts. You will need to decide whether to sit the exam or not.
No-one else can make this decision for you.
Remember, if you submit coursework or sit an exam, then you are accepting that your
performance will be judged on its merits alongside that of your peers. Where you decide
to attend an assessment event you cannot submit an NEC after that event. If you get ill
during an exam and leave without completing it, then you will need to submit a Request
for Reconsideration (R4R) for that module when your results are made available. Please
make sure you include appropriate evidence with your R4R.
I have a disability. Do I need to submit an NEC?
Some students may need more time to complete coursework for reasons related to their
disability, Mental Health Difficulty or Specific Learning Difference (SpLD). Where a
disability or dyslexia officer has identified this need it will be recommended on a
26
Statement of Access, Access Plan or Action Plan.If you have a Statement of Access with
this recommendation in place then you do not need to submit an NEC to request an
extension to coursework deadlines. However, Student Support Services recommend that
you contact the appropriate member of your course team to agree the length of the
extension. Please contact your Course Administrator for further information on the most
appropriate person to contact.
If you are requesting an extension for reasons not related to your disability or SpLD,
then you will need to submit an NEC with appropriate supporting evidence.
If you do not have an agreed Statement of Access and you need more time to complete
your assessment due to extenuating circumstances, then you will need to submit an
NEC.
If you feel that you would benefit from a referral to Student Support Services, then
you may refer yourself. They provide a wide range of services to all students, including
Health and Wellbeing support.
I need some advice about my NEC. Who can I contact?
For clarification on the NEC procedure, first contact your Course Administrator. For
independent advice you can contact the Nottingham Trent Students' Union Student
Advice Service.
For additional support you can contact the University's Student Support Services. A
wide range of services, including Health and Wellbeing support, is available to all
students.
I submitted an NEC. What happens next?
Depending on the complexity of your circumstances, an NEC Contact (NECC) or NEC

Panel (NECP) will review your application and evidence. If your NEC is upheld, you may
be offered an extension of five or ten working days, or the opportunity to attempt the
assessment at the next available opportunity. Please note that your School will
determine the length of the extension and/or the date of the next available assessment
opportunity. You will be informed by email via the portal of the outcome of your
submission, usually within five working days. You can log in to the portal at any time to
see the progress of your submission. You will be notified of the Boards of Examiners'
decision, normally within 10 working days of the Board of Examiners' Meeting.
If you have any queries, contact your School Administrator.
Following the decision of the Notification of Extenuating Circumstances Contact:
Please note that marks cannot be altered simply as a result of Notification of Extenuating
Circumstances information. The final decision rests with the Board of Examiners.
Academic Appeals Procedure
The Academic Appeals Policy and Process describe the ways in which students may make
representation about decisions made by Boards of Examiners on their academic
performance and progress. Following the notification of the results of Boards of Examiners,
a student may ask for a reconsideration of the Board’s decision on the following grounds:
 the student believes that one or more marks on their transcript or record of
performance has been incorrectly recorded,
 there is additional material information which could not have previously been made
available to the Notification of Exceptional Circumstances Panel (NEC) or the Board
of Examiners (as noted above)
27
 the NEC panel failed to properly evaluate the evidence of an exceptional

circumstance provided to it.
Disagreement with the academic judgement of the Board of Examiners (for example, with
regard to the confirmed assessment marks) does not constitute a reason to request
reconsideration and will not be considered.
The procedures for academic appeals can be found in the student handbook at the following
link:
5.4 Plagiarism and academic irregularities
‘Plagiarism occurs where a student incorporates another person’s work by unacknowledged

quotation, paraphrase, imitation or other device in any work submitted for progression
towards or for the completion of an award in a way which suggests it is the student’s
original work’. In practice this means:
 Copying a paper from a source text without proper acknowledgment.

 Submitting another student’s work without that student’s knowledge or a paper that
has been written for you by somebody else.
 Copying materials from a source text, supplying proper documentation, but leaving out
quotation marks.
 Paraphrasing materials from a source text without appropriate documentation.
Using someone else's words or ideas without attribution will constitute grounds for failed
assignments or investigation. It is not fair to those students who do not cheat and who
write their own assessments. Plagiarism is not acceptable and will be treated as a serious
breach of University regulations. You will receive sessions on plagiarism during the first
weeks of the Course. If you do not understand any part of it, please ensure that you seek
clarification. Plagiarism is cheating and ignorance will not excuse a violation of University
regulations.
You should note that students often run into difficulties when work is proof-read by a third
party. Use of such a service to correct language is acceptable, provided the service only
provides feedback on written language and not the content or structure of the work itself.
If you use a third party service you should ensure that you keep copies of all drafts sent
to that service, the feedback received from them, and any e-mail communications between
you and that provider in the event that you are asked to provide evidence if suspected of
academic irregularity.
Academic Irregularities Code of Practice
The Academic Irregularities Code of Practice outlines and explains forms of academic
irregularity as understood within the University, principally plagiarism, collusion and
cheating. It provides details of the procedures that will be followed where academic
misconduct by students is suspected. It can be found in the student handbook, here:
5.5 Assessment criteria
Tutors will take account of the following criteria when marking. Individual criteria for each
module will be based on these criteria but the emphasis may differ according to the
requirements of the module. The module tutors will provide specific assessment criteria
for each module. The following is intended as a guide:
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 understanding and application of course content

 originality of ideas and depth of analysis
 balanced argument with appropriate academic underpinning
 logically structured, analysed and argued
 appropriate style and presentation (grammar, syntax and attention to detail)
 fully referenced using the Harvard Format.
5.6 Client / employer engagement
For those taking the Consultancy Experience Project (CEP) or Internship Experience
Project (IEP) as their Major Project, this is a key part of your management development,
as it requires you to undertake a substantial and critical piece of research for a real
client. You will need to demonstrate competence in designing and implementing a piece
of research of relevance to a specific organisation and undertaking a critical review of
relevant literature.
CEP or IEP project briefs are sourced for students by the University and you will be given
the client contact details and a summary of the project challenge. However, before the
actual project can be initiated you must agree with your project supervisor and your
assigned client a formal research proposal. This is an essential stage in determining the
viability of the project and in scoping out your plan of action. Any subsequent changes to
your plans must be first signed off by your project supervisor and would normally require
the submission of a revised research proposal.
Please note that it is university policy that all research proposals be scrutinised to ensure
compliance with the University’s research ethics framework:
https://www.ntu.ac.uk/__data/assets/pdf_file/0023/204728/research-ethics-policy.pdf
If your proposal involves the collection of any primary data, then you must submit an
Ethics form and receive written approval for your plan from your supervisor, before your
team start its research project studies. Furthermore, if any of your primary research is
undertaken overseas, you must ensure you respect not only NBS ethics principles, but any
legal requirements and cultural norms of the country in which you are working.
Undertaking primary research without prior approval will constitute academic misconduct
and may result in a penalty being applied to the grade awarded.
Students on specialist routes are required to submit a critical literature review relating
directly to their chosen route specialism. Students whose reviews do not comply with this
requirement may only be awarded the MSc with ‘no route’ on successful completion of
their studies.
29
6. Workload, Attendance and Engagement
6.1 Workload
The Course operates on a full-time basis on the understanding that students are working
at the University for approximately 40 hours a week. Whilst your contact time in a typical
week may only be twelve to fifteen hours, you must supplement the amount of taught
time in class by:-
 Undertaking any pre-work activities

 private reading/study
 making/revising notes
 undertaking the assessed activities
NB: you should spend a total of 200 hours studying each 20 credit module. As a rough
guide, you need to spend approximately four times as many hours studying out of class
as you do in class! Remember… this is not wasted time. The more you put into each
module, the more you are likely to get out of it, both personally and academically!
We believe that you will like the way we deliver your Course and hope that you will
appreciate the effort that the teaching team puts into preparing and delivering the
material. However, please talk to the module tutor if you have any concerns about the way
you feel either the module or your own studies are progressing. We take great pride in
using teaching strategies and techniques that have repeatedly shown themselves to suit
the vast majority of full-time Masters level students. However, we are always happy to
consider new ideas.
There may be times when classes need to be rescheduled because of illness or some other
event. Please be prepared to be sufficiently flexible to respond to such incidences.
6.2 Participation, Engagement and Attendance policy
Introduction
The School operates a Participation, Engagement and Attendance policy. This policy sets
out our approach to supporting the development of our students such that they can
become confident learners who successfully complete their chosen course of study. We
view this as wider than attendance in scheduled sessions but an approach that will support
our students to engage in the learning environment and the multiple opportunities that it
presents.
It is expected that students will attend all scheduled activities unless there is a valid
reason for them not to. The majority of academic courses provided by the University
include activities that depend on participation and collaboration. Discussion, simulation
exercises and workshops for instance, depend for their value on participants' attendance
and regard for the learning of others as well as for themselves. The nature of
participation, whether it is face to face or online will differ between courses (see also
NBS Group Work Policy).
The NTU policy on student attendance as outlined in section 14 of the Quality Handbook
is highlighted below:
http://www4.ntu.ac.uk/adq/document_uploads/quality_handbook/150956.pdf
Student attendance in timetabled learning activities is an important part of the learning

process and is described in the NTU Student Charter. NTU courses are designed so that
30
engagement in timetabled classes is an essential element towards achieving each

course’s learning outcomes. Individual poor attendance is often an indicator of broader
issues and the University endeavors to support students where attendance is low.
Attendance is monitored in various ways across the University and recorded via the
Student Dashboard.
The School has integrated both the NTU student dashboard and the attendance
monitoring application in to our work. This has enabled us to understand more about the
impact of student engagement in addition to attendance in classes. We will continue to
use these technologies to help students and staff gain a more complete picture of
student engagement including library use, use of electronic resources and access to the
campus. We will seek to raise students’ awareness of the risks associated with low
engagement through this technology.
It is absolutely clear from the prior years’ data that there is a strong association between
engagement measured in the Dashboard and both progression and academic attainment.
Students with higher average engagement were both more likely to progress and more
likely to attain a higher final degree classification.
NBS policy
Academic engagement, participation and attendance are co-owned by our students and
us. The success of this partnership and the building of a learning community rely on
working together to fulfil our respective responsibilities:
Students will be expected to
 Attend all scheduled contact events, including timetabled classes (including language
support) and meetings with mentors / supervisors. If you have been granted leave to
remain in the UK under Tier 4 (Student) of the Points Based Immigration system,
please be aware that NTU is obliged to monitor your attendance. We may also be
obliged to report to the Home Office if your attendance is not satisfactory, if you do
not enrol or if you cease to study here. Full details of our obligations and the
obligations you must meet as a Tier 4 student at NTU are available at:
http://www.ntu.ac.uk/student_services/international_students/index.html
 Report any unavoidable absences using the authorised absence process
 Participate fully in learning activities as guided by their tutors. Attend all academic
mentor appointments and meetings
 Engage with the learning objectives of programmes and modules, including the
completion of all assessments
 Communicate with us through academic staff, the academic mentor system, subject
administrators, the Library or student representatives when additional support is
needed
 Be aware of the different types of support we offer and how to access these services
We will
 Record your attendance at timetabled classes using the NTU attendance system
 Use the NTU student dashboard and the engagement ratings as an indicator of
participation and engagement with your studies.
 Provide guidance and support to use, interpret and act on this information
The course/subject administrator(s) will be the first point of help for queries, issues or
comments regarding an academic course. They work in partnership with the relevant
course team and academic mentors. Each student is allocated an academic mentor who
provides mentoring and support to enable their students to engage fully. At one-to-one
meetings the mentor will review the engagement rating of their student and agree
action(s). The academic mentor will also signpost and refer students to other sources of
support as necessary.
31
The academic mentor/personal tutor will work with the course team in drawing together
the information for a termly review of their engagement and participation. This review
will be both to monitor the engagement using the NTU student dashboard and to review
progress of the student in the learning environment.
6.3 Management of non-engagement

We know that the majority of you do engage with your studies, however, in certain
circumstances course teams need to be able to manage low attendance and participation
both fairly and consistently.
Notification of current or intended absence

If you know you will be absent from a class you must make sure that you send an email
explaining your absence to your course administrator and the module leader of the class
affected. If it is to be longer than a week you should also discuss this with your course
leader and/or course/subject administrator.
No notified absence: If a student has not been attending scheduled contact events, not
undertaking formative assessments and/or having one of more engagement alerts on the
NTU Dashboard, this will be flagged to the academic mentor.
Low engagement and attendance

If your identified as having low engagement with your course you will receive an invite to
a one-to-one tutorial. The aim of tutorial is to understand your concerns and situation
and to take a proactive approach to enabling you to engage with your studies. Failure to
respond to this invitation will prompt a follow up text message and letter from the course
administrator and a further invite to a follow up meeting will be issued. This will also be
noted in the dashboard. A record of the meeting, will be written in the ‘Notes’ section of
Student Dashboard.
Potential outcomes:
a. Agreeing an action plan that outlines what the student and course team will do to help
the student engage and catch up with their studies. This may include outlining School
and university support, including the NEC process. This may involve informing relevant
members of the course/teaching team with the student’s agreement;
b. The student considers and decides to withdraw from the course or defer their studies.
For example, it can be financially advantageous to the student to withdraw from the
course as an early stage;
c. The School decides to invoke the NTU Fitness to Study procedure.
Continued non-engagement (following the documented review meeting)

The student will be requested to attend a meeting with the relevant Head of Programmes
to discuss their progress and continuation on the course in the academic year.
Potential outcomes:
Withdraw the student at the next examination board for persistent non engagement
(without prior notification) where two or more interventions/reviews have not
changed the students’ engagement with their course of study.
In exceptional circumstances the Board may decide to ‘fail and withdraw’ a student’s
studies. The grounds for termination of studies would apply to a student who has a
serious level of absence or ‘no attendance’ across a range or all modules. They would not
have an ‘on-going’ NEC (see also the NTU Fitness to Study Policy). In such cases the
student will have failed to submit/sit or pass a number of assessments across several
modules. The student would not have responded to contact from the course team over a
significant period of time (defined as six weeks or more) or the student will have made
contact with the course team but had not acted upon the advice given and/or any agreed
32
actions. This is in accordance with the University’s Common Assessment Regulations for
Postgraduate
(http://www4.ntu.ac.uk/adq/document_uploads/quality_handbook/138195.pdf
paragraph 43.1) Courses.
6.4 Timekeeping
We expect that you will arrive punctually for each class and be ready to start at the
scheduled start time. If you need to arrive late to a session please inform the relevant
tutor beforehand as a matter of courtesy. It is not acceptable to disrupt the class by
arriving late. Your tutor may operate a ‘locked door’ policy after fifteen minutes of the
start of each session. This means that if you are more than fifteen minutes late you will
not be permitted to enter the room until there is a break. The purpose of this is to
minimise disruption to other students and the tutor. Of course, we will expect everyone
to be ready at the scheduled start of each session.
6.5 Use of technology in the classroom

We are continuously exploring ways in which the use of technology in the classroom can
enhance your learning experience. However, there are a number of guidelines which
must be followed to ensure that the technology does become an aid and not a barrier.
The following rules will apply to all taught sessions and modules:
 Mobile phones must be switched off or set to silent. It is not acceptable to make or
receive calls, SMS messages or e-mails during taught sessions.
 It is not acceptable to record (audio or video) any teaching session without the
permission of the lecturer. If you wish to record a session to help with your note
taking, you must seek and gain permission of the tutor at the start of each session.
Please note that module leaders may well already be capturing their lecture
sessions and providing access to these via NOW.
 iPads and laptops may be used for viewing lecture notes or other learning activities
as directed by your tutor. They must not be used for any other purpose in class,
including viewing web sites not related to the class activity. The word of the tutor
is final, and continued inappropriate use of iPads or laptops may result in their
confiscation for the session.
Above all, we expect you to act professionally and use technology in a professional manner.
Please remember that the use of technology will vary from tutor to tutor, module to
module. Always respect the wishes of your tutor with regard to its use.
6.6 Transferring Courses or Routes

Students have been allocated to the particular Course or route to which they applied. As
timetables and teaching resources have been allocated on the basis of these route
choices, students do not have an automatic right to transfer from one route to another.
However, where Courses have optional routes of study, in exceptional cases where
resource and pedagogic considerations allow, transfer from one route to another may be
considered. Decisions about transfer will be made by the Course team and are not
contestable.
6.7 Printing and other expenses

You will be allocated a small initial print quota. When this quota is exceeded you will be
required to purchase any further printing quota. You will not be allocated any more later
in the year. It is important therefore that you manage this resource carefully. Do not
print off what is not necessary. Format carefully to make best use of space: consider
using a smaller font, printing double sides and avoid leaving lots of white space. You
need to plan ahead for your research printing requirements, so please do not waste
paper by printing off anything which you may not need and take care to avoid
unnecessary printing expenses during the teaching year.
33
The Business School will not be able to refund any other expenses incurred on the
Course. In some circumstances the Business School may be able to help in making
contributions to client-related travel expenses.
6.8 Teaching and IT resources

The Newton Building is a prestigious resource which is used extensively by the University
and other Colleges as well as Nottingham Business School for a range of management
development activities. We therefore expect students to act professionally and
appropriately whilst using this resource. University IT facilities are for academic use
only. Using these facilities for anything other than this may contravene the University's
Code of Conduct. Full details of the Code of Conduct are provided in the Student
Handbook and students enrolling with the University agree to abide by this Code. We
will treat inappropriate use of the Internet very seriously. Whilst using the IT facilities at
NTU, please ensure no food or drink is taken into any of the rooms. Students violating
these rules may be subject to a penalty.
34
7. NBS Quality Procedures
All Courses offered at Nottingham Business School have to adhere to the quality assurance
processes and procedures of Nottingham Trent University. For example, management of
the Course is conducted through two formally constituted committees: the Board of
Examiners and the Course Committee. The roles and activities of these committees are
laid down in the University’s Academic Standards and Quality Handbook.
Board of Examiners
The Board of Examiners normally meets three times a year. The main meeting is in October
and interim Boards are usually held in February and June to consider issues of module
progression, exceptional awards and any other issues that cannot be left to the main
Board. The membership of the Board of Examiners - and its terms of reference - are as
laid down in the University’s Academic Standards and Quality Handbook.
An External Examiner is appointed to this Board in order to provide views and opinions
from an independent third party. The duties of the External Examiner are also as laid down
in the University’s Academic Standards and Quality Handbook.
Course Committee and Course Enhancement Board
This is responsible for the overall strategic direction, quality assurance and management
of the Course. Its membership complies with the University’s requirements as laid out in
the University’s Academic Standards and Quality Handbook. The membership of these
meetings is normally: Chair: Course Leader/Head of Courses, academic/administrative
staff involved in the running of the course and elected student representatives. The
committee meets three times a year, once in each term - usually November, March and
June. The November meeting considers the annual Course Standards and Quality Report
that needs to be presented to the University’s Senior Management.
Each course also has a Course Enhancement Board, made up of staff, student and
employer representatives. This Board considers the currency and relevance of the
course, as well as issues related to graduate employability, accreditations and so on. The
Enhancement Board normally meets once per year.
Student Representatives
The role of the student representatives is:
 To gather the views of fellow students and communicate them to the course team
 To attend course committee meetings
 To provide fellow students with feedback from course committee meetings
Course representatives will be elected during the commencement of the course.

Representatives will be officially elected by each group of students, as opposed to
informally volunteering to undertake the role. Voting will be online via the NTU Students’
Union’s process.
The Course Leader will meet with representatives soon after their election to discuss the
role further and agree suitable methods for representatives to obtain feedback from their
fellow students. The Course Leader may also arrange to hold further informal meetings
during the year.
Representatives will be given training from the NTU Students’ Union on ways in which to
gather representative feedback from their cohort.
35
You will be advised of dates of Course Committees in due course.
Module and Course evaluation
Each module is evaluated by the Module Leader with reference to the performance of
students against the module learning outcomes. Strengths and shortcomings in student
performance are analysed to provide a basis for future development in delivery or subject
matter. Student feedback is also important in evaluating the standards and quality of
modules. The Course will also be evaluated with an end of course feedback from and via
the national Postgraduate Taught Experience Survey (PTES). Your participation in this
evaluation is essential to the health and success of our courses.
Student feedback
The mechanisms for obtaining student feedback range from the informal to the formal.
 Students may give feedback informally to a Module Leader or to the Course Leader.
 The administrative team will develop close relationships with students and will often
receive feedback from students as a consequence.
 A formal feedback questionnaire is provided to the students at the end of each module.
 Student representatives are invited to the meetings of the course committee, at which
feedback is discussed and action plans are decided and monitored.
 Students representatives are also invited to a postgraduate student forum which meets
three times a year to discuss school-wide strategy, proposed changes and issues.
36
8. NBS library/computing facilities
On successful completion of the Nottingham Business School enrolment process you will
have full access to the range of university facilities, both the physical Boots Library situated
on Goldsmith Street and the various online databases available to you.
Please note that your student identity card is also your library card (and also the card that
gains you access into many parts of the university). So, it is important to complete the
enrolment process at the first opportunity.
During term time the Boots Library is open 24 hours, with a staffed service normally
available from 08.30 to 21.00. Opening times outside of term time will vary: check details
at: http://www4.ntu.ac.uk/library/using_the_library/opening_hours/city/index.html. In
addition, you can access the library’s electronic databases and journals remotely at any
time. The library boasts excellent access to electronic journal databases such as Emerald,
Business Source Complete and IngentaConnect. You will also have access to a host of other
business and management-related databases.
NBS has a dedicated business-specialist liaison librarian:
Charles Knight
Email: charles.knight@ntu.ac.uk
Tel: 0115 848 2194
Nottingham Business School offers access to extensive computing facilities. There are PCs
for student use in Newton, Chaucer and the Boots library and a bank of laptops that can
be borrowed from level 1 of the Newton Building. Many software packages are available
through the network system. On successful completion of enrolment, you will be allocated
a User Name and Password. These will provide you with access to the full range of
computing facilities.
9. Student Support Services
During your time at NBS you may be confronted with a variety of problems for which you
may wish to seek help or advice. Specific details of all the available services can be found
in the Student Handbook section of the NTU website at:
http://www4.ntu.ac.uk/current_students/resources/student_handbook/index.html
The Student Services Centre is located in Newton, level 0.
Health & Wellbeing
If life events are having a negative impact on your studies, you can access school based
support. Issues may include bereavement, pregnancy or being a victim of crime. We can
also offer you support if you're thinking of leaving your course.
Student Support Officers can offer brief advice and ongoing support and can liaise with
your course team at your request. You can request an appointment with a Student Support
Advisor from your tutor, course leader or course administrator, or you can email
StudentSupportOfficers@ntu.ac.uk or contact Caroline.McCarthy@ntu.ac.uk our NBS
Student Support Advisor directly.
Please do take a look at the extensive range of support available to students here:
https://www4.ntu.ac.uk/student_services/health_wellbeing/index.html including support
and advise on mental health, coping with your studies, problems with others, concerns
37
about behaviours and identity issues. NTU aims to help you look after your health and
wellbeing while you study and provides advice on eating well and exercise. Look out for
NTU Student Wellbeing Week in Spring 2019.
Academic support
If you require assistance of an academic nature, aim to solve it as quickly as possible by

discussing any problems related to a particular topic with your module leader or academic
mentor. In addition the Course Leader is available for any discussion on Course matters
and the Course Administrator is available to deal with administrative matters.
Non-academic support
Please feel free to speak to the Course Leader or Course Administrator, in confidence,
regarding more personal matters. If they cannot help they will be able to direct you to
someone who can. You may wish to contact the University’s Student Support Services
team directly, some of whose services are listed below. Complete details are available on
the Student Support Services section of the NTU website at http://www.ntu.ac.uk/sss/
Employability
There are lots of resources available to you, both on-line and face-to-face. See separate
sheet which is available with fuller details. The Employability centre of the City site is of
Newton Level 0 (near the cafeteria – Dine Arkwright).
Drop-in service 9:00am–4.30pm (4.00pm Fri) Term (UG) Time

1-2-1 appointments can be booked once you have discussed your
requirements at drop-in
Please always bring hard copies of any documents with you (not data
sticks or laptops)
e-mail / phone employability@ntu.ac.uk 0115 848 8638
Tailored to NBS (all levels); Links

‘NBS Employability Resource’ to resources, news and updates.
Extensive CPD events calendar,
blog, Twitter etc.
Prepare for
placement/Internship NOW Learning room for those on
the two year (sandwich) degrees)
Central NTU employability

www.ntu.ac.uk/emponline resources, videos, diagnostics, CV
and interview guidance etc.
www.ntu.ac.uk/jobshop Local and NTU based part-time

jobs database
Opportunities/jobs database;
www.ntu.ac.uk/futurehub employability + events (CPD)
ALL students need to register
38
www.ntu.ac.uk/inplace Placements/Internships job

ads etc. (linked to curriculum)
@NTUYouFirstNBS (NBS) Follow us for relevant regular

updates on vacancies, events
@NTUYouFirst (central) & opportunities specific to NBS
students
@NTUtheHive
Subscribe to our Twitter Lists
(entrepreneurship)
too!
Car Parking
On account of the limited space available, car parking is not normally available to students.
Consequently, you will be expected to make your own car parking arrangements. Please
be warned that the area around the university is now designated a parking meter zone by
Nottingham City Council. Please check out the costs and details of parking times and
restrictions.
39
10. What you must do to get the best out of the course
Please note that, as a Masters level student,

YOU MUST TAKE FULL RESPONSIBILITY FOR YOUR OWN LEARNING AND FOR
ENSURING THAT YOU COMPLETE THE COURSE REQUIREMENTS.
Each module syllabus deals with some very broad-ranging issues and concepts. As a result,
your tutor(s) will sometimes not be able to cover everything in the detail that either they
or you might like. They will use their experience and judgement to select, what they feel
are, the most relevant topics/issues. You must therefore ensure that you read around the
subject sufficiently to supplement the taught material.
 Please treat your tutor(s) as 'guides' or facilitators.
 Don't expect them to do everything for you!
 You must read around each subject as a matter of course.
 Failure to do so will almost certainly lead to disappointment with

your results.
Whilst we are aware that Course, family and social life will invariably make huge demands
on your time and energies, experience suggests that following the guidelines below will
stand you in good stead for performing well:
 A minimum of 200 hours study per thematic module

 Attend all classes
 Arrive on time for each session
 Do some pre-reading before attending sessions
 Do some reading after attending sessions
 Read around the subject (newspaper/magazine/journal articles)
 Build up a store of ‘real world’ examples of your subject in action
 Be willing to get fully involved in classes
 Be willing to participate in postgraduate ‘platform’ activities and network/exchange
experiences
11. Health and Safety
You are required to familiarise yourself with Nottingham Trent University’s safety policies
which can be found here in the student handbook:
https://www4.ntu.ac.uk/current_students/resources/student_handbook/index.html
In particular you should familiarise yourselves with the fire evacuation procedures for any
buildings you use. For teaching, this will predominantly be Newton. Fire evacuation
procedures are posted strategically in all buildings; ensure that you follow these in the
event of a fire alarm.
Smoking
You should also note that smoking in enclosed public spaces is illegal in the UK, and
smoking is not permitted at NTU – in any buildings or on any of its land.
12. Frequently Asked Questions
Q1. I have never studied in the UK before, what is expected of me?
 This is a big question and is dealt with in detail in this handbook and also throughout
the rest of the documentation you will be getting with your modules. Therefore the first
thing you can expect is to have to read through all the written materials that you are
given very carefully.
 If you were not taught and assessed in English in your first degree, then you are
expected to attend ALL Academic English classes.
 This course will be very different from your previous undergraduate course, regardless
of where in the world you studied, or what you studied. It is likely to be much more
intense, and requires a significant commitment in time and effort. You will be expected
to actively engage in your work, there are a lot of assignments and time management
is going to be essential from the very first day.
 You will be expected to be an ‘active’, rather than ‘passive’ learner. You will be given
guidance and support but it is your responsibility to read widely and to ask questions.
Memorising and repeating won’t work as there are no ‘correct’ answers and what you
will be assessed on is your ability to create your own argument.
 You will be expected to take notes and ask questions in all sessions as well as take an
active part in all group activities.
 You will experience a range of assessment methods on this course. The assessment
mechanisms are chosen to be the most appropriate for that module and to prepare you
for the expectations of employers. If you are new to a particular type of assessment
and need more d guidance, ask plenty of questions and consider attending one of the
additional classes provided by our library staff
 You will be given, and will be expected to use feedback as part of your development
through the course. This may be in class, individual or group or on-line and you may
be required to use and review video work. Be prepared for this, and to act on this
feedback in a mature and professional fashion.
 You will be given an account on the NOW Portal. You will need to use this to access all
the details of your module and in some cases to take part in discussion areas. You will
also use it for your email. Get in the habit of checking your University email every day
as it will be our primary mechanism to contact you.
Q2. Who do I ask for help?
Being able to ask questions is important, but so is learning to ask the right questions to
the right people in the right way.
 If you have a question about a module, then ask the module tutor or module leader.
Do not ask another student or a friend, or an ex-student, you may not receive the best
answer!
 If you have a question about any aspect of the course then do not rely on a friend, or
someone else on the Course, or someone who has done the course before. None of
these people will know the correct, up-to-date information.
 If the question is about procedures or timetables then you should first ask your Course
administrator(s). If it is to do with the Course more generally than email your academic
mentor or Course Leader. Please do not mail the same question to different members
of staff independently; as this can waste a lot of people’s time. Always use your
university email account when contacting members of staff at the University
 Your tutors will be teaching on other courses as well as undertaking research and
consultancy. Therefore their time is limited and you are expected to make an
appointment with them by email, rather than just turn up at their office. Please check
first that the answer to your question is not in the Course Handbook or your specific
module document.
41
 Do not ask tutors to bend the rules or to give you extensions. Extension requests can
only be made via the normal NEC process (see section 5.3). The academic regulations
are set out very clearly on the University web site.
 If you are experiencing any other type of problem in relation to your academic
progress, or any personal problems then your academic mentor is there to help.
Q3. How will my work be marked?
 Marking of your work will be undertaken by module teaching teams and all your
assignments will be moderated and go through an independent review process.
 The only people who can finalise your marks are the Board of Examiners. This Board
sits three times a year and makes decisions about student’s performance and awards.
The Board comprises a large number of people including both the teaching teams and
experts from outside the University. Decisions about awards are not made by individual
tutors or the Course Leader.
 You will have two attempts at all modules. The second attempt is termed a referral and
the mark will be capped at a ‘pass’ (grade point 7).
Q4. What happens if I have problems during the Course?
 If you experience problems during the course which are outside your control and which
may affect your study, do not hide them. Let us know, in confidence.
 You can contact your academic mentor who could direct you to many University
services which are there for students to use.
 If you experience a problem which might affect the submission of a piece of
coursework, for example, you should complete an online NEC form.
Q5. What do I do if I am ill?
If you know you will be absent from class you must make sure that you send an email
explaining your absence to your course administrator and the module leader of the class
affected. If it is to be longer than a week you should also discuss this with your course
leader and/or course/subject administrator. If your illness is likely to affect an assessment,
then you may wish to consider submitting a NEC. Please see section 5.2 of this document.
Q6. How should I be using email?
 As managers, you must ensure that you are understood, and that you are sensitive to
the likely impact your written communication may have. Knowing how to communicate
effectively using different channels is an important communication skill and one that
you need to practise. We have put some simple guidance notes together for you below.
42
Topic Comment
Subject Line Make sure that the subject line is not left blank, that it is meaningful and that
it directly relates to the main points set out.
Using cc Only copy in people for whom the information in the email is essential.
Salutations and sign When you are interacting with anyone except your closest friends you should
off always include a salutation. This will vary according to your relationship with
the recipient (Dear XXX, Hi XXX). If you do not know them well it is appropriate
to adopt a more polite and formal format.
Conclude your email with your name and course, and an appropriate sign off
(thanks or best wishes, etc.) depending on the nature of the email.
Use a signature which includes your name, student number and course.
DO NOT SHOUT Do not use capitals it is difficult to read, is interpreted as shouting and is
considered most unprofessional.
Wait before you send If you are replying to an email, do not send off the first reply that you
immediately create. Usually this will be an emotive response, and is likely to fail
to recognise all facets of the first email, and may communicate something that
you later regret.
Consider your response carefully before sending. Is there anything in it that is
ambiguous or that could be seen to have a meaning you did not intend?
Reply to the points If you are replying to an email, take time to read both the received email and
made or questions your response carefully.
asked Have you really understood the point of the received email?
Have you really addressed the points made or questions asked? Or have you
focussed on one point out of many and ignored the other points.
Check that your response does not focus on a trivial point when there are other
much more substantive ones
Do not send an email There is no excuse for not using the built in spell checker. Poor grammar and
unless you have spell spelling will make it difficult for others to understand what you mean and will
checked it undermine your credibility as a manager. It is also rude as poor grammar and
spelling can easily be interpreted to mean ‘I don’t care what you think about
the quality of my writing’ and therefore potentially ‘I do not respect you’.
Keep messages brief Don’t include irrelevant material, but also don’t assume that the reader
and to the point understands the background of the topic. You may understand the complexities,
but that does not mean that others will take the same meaning as you have. If
you are replying to an email or commenting on a point then it is useful to include
the original email at the bottom, instead of creating an entirely new one
Do not send the same It is unprofessional to send exactly the same email (typically a request)
email separately to separately to more than one member of staff, in the hope that an answer that
different members of you want will be more likely to result from one of the targets. It will not, and
staff. such behaviour reflects badly on you.
Ensuring identity If you use an Anglicised version of your name, please make sure that
somewhere in the email your real name is also indicated.
Use your university Use your University email account in all communications with the university and
account do not use a third party supplier (e.g. Hotmail, Yahoo, etc.)
Take care in using What you submit to these sites might never disappear and could potentially
social networking become part of your digital signature for ever. What you think is funny and witty
sites today, you are unlikely to find quite so hilarious when you are 30 and trying
desperately to get a promotion or a new job. With a few clicks a potential
employer could find out about you, your digital history and things you might
not want them to know.
You are quite aware that you are very different from your sixteen year-old self
and would be quite embarrassed to see and justify what you wrote and thought
at that time. Consider therefore the duration of your career spread in front of
you, and the possibility of being judged by some awkward or thoughtless
posting to a social networking site that could haunt you for the rest of your life.
This is a serious Course, designed to prepare you to be serious professionals
and we expect you to act professionally across all digital media.
Social Media (2) Do not cite tutors, or university employees, client companies, partner
institutions, or other students without their express consent.
University/Company logos and trademarks may not be used without written
consent. All copyright laws must be respected, and sources referenced/cited
appropriately.
43
APPENDIX 1: ASSESSMENT AND FEEDBACK PLAN 2018-19
Element Element
Element I Element II
Phase Mod Title CPs III IV Date Due Feedback Date
weighting weighting
weighting weighting
Individual
Transformational
1, 2, 3 10 presentation 15/06/19 – 19/07/19 09/08/19
Leadership Development
(100%)
Individual
1, 2 10 report 20/01/19 11/02/19
Managers
(100%)
Principles of Project Individual
1 20 4/11/18 23:00 w/c 26/11/18
Management essay (100%)
Individual
1 Leading Project Teams 20 2/12/18 23:00 w/c 14/01/19
essay (100%)
Individual
Maximising Project Group report
1 20 report GR/IR: 27/01/19 23:00 w/c 18/02/19
Success (30%)
(70%)
Individual
2 Project Planning & Control 20 report 3/03/19 23:00 w/c 25/03/19
(100%)
Group Individual
Problem Solving in Presentation: TBC
2 20 presentation report w/c 02/05/19
Context Report: 07/04/19 23:00
(30%) (70%)
Group Individual
Project & Programme Presentation: TBC
2 20 presentation essay w/c 19/06/19
Strategy Essay: 26/05/19 23:00
(30%) (70%)
Group Group Individual Literature Pres w/c 22/07/19
Consultancy Experience presentation report reflection review GR: 02/08/19
3 40 Final Exam Board
Project (15%) (25%) (30%) (30%) Reflection: 11/08/19
30 mins 3K words 3K words 3K words LR: 08/09/19
Individual Individual Individual Literature Pres w/c 22/07/19
Internship Experience presentation report reflection review IR: 02/08/19
3 40 Final Exam Board
Project (15%) (25%) (30%) (30%) Reflection: 11/08/19
30 mins 3K words 3K words 3K words LR: 08/09/19
Individual
Individual Individual
research Reflection: 29/08/19
reflection presentation
3 Business Research Project 40 paper IRP: 08/09/19 Final Exam Board
(15%) (15%)
(70%) Pres TBC
3K words 15 mins
8K words
APPENDIX 2: LEARNING GOALS AND OUTCOMES

GOALS LEARNING OUTCOMES
Each student will be able to: By the end of the course you should be able to:
Key: K/U = Knowledge & Understanding; SQA = Skills, Qualities and Attributes
Demonstrate knowledge and 1. Demonstrate a critical knowledge and understanding of the primary theories and concepts relevant to Project Management.
understanding of the primary (K/U)
theories and concepts relating to 2. Demonstrate a critical knowledge and understanding of the primary theories and concepts relevant to People Management and
their field of study
Leadership. (K/U)
3. Demonstrate a critical knowledge and understanding of the primary theories and concepts relevant to Project Planning and
Control. (K/U)
4. Demonstrate a critical knowledge and understanding of the primary theories and concepts relevant to Project, Programme and
Portfolio Strategy. (K/U)
Apply theory to practice in 5. Apply knowledge, tools and techniques to resolve issues in new and diverse situations within the Project Management discipline.
organisational settings and relate (K/U)
practice to theory 6. Evaluate the rigour and validity of published research and assess its relevance to the practice of Project Management. (K/U)
7. Demonstrate the ability to make recommendations for organisational practice based on theoretical insights through a process of
experiential or applied learning. (K/U)
Demonstrate aptitude for critical 8. Demonstrate an aptitude for independent critical thought and rational inquiry. (K/U)
thought and creativity 9. Demonstrate creativity and intellectual curiosity in both the application and synthesis of knowledge. (K/U)
10. Demonstrate proficiency in the use of techniques of research and enquiry to draw conclusions from a critical evaluation of relevant
issues. (K/U)
Effectively utilise relevant 11. Analyse a variety of relevant data used in diverse contexts to support effective decision making in the Project Management
information and communication discipline. (SQA)
skills 12. Communicate key issues and arguments in written and oral format to a professional standard. (SQA)
13. Effectively use information and communication technologies relevant to the Project Management discipline. (SQA)
Critically evaluate ethical and 14. Demonstrate an appreciation of the wider social, environmental and economic sustainability issues and their interrelationships
sustainability based issues within which may be impacted by or have an impact on organisational activities. (K/U)
their field of study 15. Understand the environmental, social, governance and ethical problems that may occur in the Project Management discipline and
apply appropriate frameworks or professional codes to resolve such problems. (K/U)
Evidence the capacity to act as a 16. Critically self-reflect, and demonstrate an international awareness and openness to the world, based on an appreciation of social
global citizen and cultural diversity. (K/U)
17. Develop a critical understanding of the role of the Project Management discipline in the global context. (K/U)
18. Work collaboratively in internationally diverse teams. (SQA)
Demonstrate the capacity to make 19. Demonstrate a critical understanding of the role of the Project Management discipline in a wider organisational context. (K/U)
an impact in organisations 20. Make decisions and exercise judgement in organisational settings when faced with a range of alternative courses of action. (SQA)
21. Take personal responsibility for continuing professional development and develop the capacity to be an effective and reflective
practitioner. (SQA)
Key: K/U = Knowledge & Understanding; SQA = Skills, Qualities and Attributes
45
APPENDIX 3: MODULE LEADER PROFILE
Role
Dr John Israilidis is a Senior Lecturer in Project Management at Nottingham Business School. He is

responsible for developing and leading a new MSc in Project Management and will be contributing to
teaching and research in the areas of project and operations management.
John has extensive experience in teaching and supervising students on undergraduate, postgraduate and
corporate programmes. His research interests currently focus on ignorance management, organisational
learning and the effectiveness of knowledge management processes in multinational organisations.
Career Overview
Before joining Nottingham Business School, John was a Senior Lecturer in Operational Performance at the
School of Business, Leadership and Economics, Staffordshire University.
John holds PhD and MSc degrees in Business and Management from Loughborough University. Previously, he
has worked with Fortune 500 companies in several fields, including sales, performance improvement and
consulting in Germany, Greece and the United Kingdom.
Research Areas
John’s research is mainly focused on operations and project management looking at reducing knowledge loss
and managing dysfunctional knowledge management scenarios in organisations. The findings and
recommendations of his work are currently used by practitioners in the Aerospace and Defence industry, are
published in peer-reviewed academic journals, and have been presented at international conferences on
Information and Knowledge Management, Organisational Learning and Systems Thinking.
John also received the 2016 Emerald Literati Network Award for Excellence for his work on employee
ignorance and knowledge sharing.
John is interested in supervising students in the following areas:
 Information and Knowledge Management

 Organisational Learning
 Cross-cultural Collaboration
 Knowledge Dynamics
External Activity
John is an External Examiner for International Y1 Business and Management at the University of Sussex.
He has also served as a Reviewer for Knowledge Management Research & Practice and the European
Academy of Management.
Sponsors and collaborators
John has served as Co-Investigator in a £290,541 project funded by the College of Policing, HEFCE and the
Home Office. The project aimed at developing effective knowledge exchange mechanisms between police
forces and partner agencies in order to improve safeguarding for families experiencing domestic violence.
APPENDIX 4: GROUP WORK POLICY JUNE 2016
Introduction
Purpose
This document defines the policy for group work for students at Nottingham Business
School and aims to increase positive learning outcomes and student satisfaction and
reduce tensions both between students and between students and tutors where they may
exist.
Scope
This policy applies to all group work undertaken by undergraduates and postgraduates
within the School.
Rationale
Working in groups (or teams) is complex and often challenging but is recognised as an
essential skill required at work in any small, medium or large organisation. Business is
increasingly international in scope and increasingly will involve working in culturally diverse
groups. Employers consistently identify group working as amongst the skills they most
require to be developed better in graduates. Supporting students to understand the factors
that promote effective group work, and encouraging reflection on their group work
experiences will help students to attain the professional behaviours required for their future
careers.
In work, individuals are allocated to groups based on their ability to contribute to the task
completion. In universities the purpose of the group creation is not solely to maximise the
quality of the output. Rather students are combining learning their subject and subject
specific skills with applying these to a business related task suited to group work.
Additionally, students are learning about the factors that contribute to effective group
work. Part of this learning is working with individuals with different cultural perspectives
and varying experiences, knowledge, skills and personal behaviours.
Given this business context, group work will be a fundamental element of the taught
curriculum within all NBS courses in line with the assessment strategy of each Course. All
students (unless there are exceptional individual circumstances) will be expected to
participate positively in their group work.
Policy Statement
To promote a positive culture of group working amongst students, this policy outlines the
approach required for the following elements of group work:
 Allocating students to groups
 Promoting effective group work behaviours of students
 Assessment by peers of the relative contribution of each group member
 Assessment by staff of the outputs of group work

 Dealing with dysfunctional groups
Allocating students to groups
At the start of any group work, the rationale for allocating students to groups will be clearly
communicated to students.
47
In Undergraduate Years 1 and 2 staff will allocate students to groups, and aim to achieve
a balance across gender and culture. The purpose in doing so is to encourage the creation
of mixed groups, so that students gain maximum experience of working with individuals
of different character and culture.
In Undergraduate Year 3, Postgraduate and Executive Education, staff allocation of

students to groups is the default approach but module leaders can also adopt student self-
selection. The only exception to this is where students are completing work for external
clients.
Promoting effective group work behaviours of students

The rationale for group work and especially the benefits of learning from working within
culturally diverse groups will be communicated to students at the start of their course.
For courses where group work is set students will, as appropriate, be taught about effective
group working practices in the relevant modules.
To support students in developing effective group work behaviours, students will be

required to complete a Collaborative Working Agreement (template appended) before they
start working on their group task. Students will also be required to record brief notes of
meetings (including attendance) and agreed action points in the Collaborative Meeting
Record (template appended). Students will be required to submit both these documents
to their group folder in the NOW Dropbox in the relevant module. The deadline for
submission will be the deadline associated with the group work submission.
Assessment by peers of the relative contribution of each group member
All students involved in group work are required to submit a peer assessment form. Peer
assessment must be clearly explained to students by their tutor and will use the NBS Group
Work Individual Peer Assessment Form. The peer judgement is based on a 4-point scale
(with defined standards of performance for each point 0, 1, 2, and 3 on the scale) and with
point 2 consistent with a satisfactory contribution.
Students should give as honest and fair an appraisal as possible of their team members’
performance. If a fellow group member has significantly over-performed or under-
performed, this can be reflected in the score given. For example, over-performance can
be identified by awarding the individual a ‘3’. Under-performance can be acknowledged by
awarding the individual a ‘1’. If all group members have contributed equally, everybody
should be awarded a score of ‘2’. Complete lack of engagement should be scored with a
zero.
Peer assessment forms should be submitted individually by each student at the same time
as their group work submission to their group folder in the NOW Dropbox in the relevant
module.
Assessment by staff of the outputs of group work
The expectation is that a group works collaboratively and effectively and that each group
member demonstrates equivalent commitment and quality of contribution to the group
output.
To determine if the individual contributions to the group work output have been equivalent,
the tutor will review the evidence submitted by the group (collaborative working
agreement, meeting attendance and notes of action points, email submissions by individual
students) and review the peer assessment forms.
48
Where the evidence confirms that there has been equal contribution and commitment by
all group members to the group work then the grade for individual group members will be
the grade awarded to the group work output.
Where there is good evidence of a differential commitment and contribution to the group
output then the tutor can adjust the individual grades by a maximum of two grade points
(higher or lower) from the group grade. Normally only one or two group members would
be expected to have their grades adjusted.
Where a tutor has additionally observed differential contribution and performance through
their oversight of the group, or through interventions made during the group work, then
the tutor can as appropriate take this into account in determining an individual grade for
a student that exceeds the two grade maximum adjustment identified in 1.8.2.
Where there is clear evidence of no engagement by a student with the group then a tutor
can fail the student in the group assignment.
Where a student fails the group work assignment the module leader will set an appropriate
piece of referral work, and can as appropriate base this on the approach identified in 1.10.
Where a student fails a group work assessment, the student can be referred in a reflective
piece of work in which they should evaluate where they could have improved in the first
assessed activity. This work should reflect on the feedback given and, where the individual
mark was failed, consider the characteristics of effective groups and group members,
reflect on their own performance in the task, discuss how they could have improved their
performance and evaluate the implications for their future practice. If the group aspect
was failed, the reflection should reflect on the content of the project and evaluate how well
it addressed the brief and where improvements should have come. There is only one
referred piece of work regardless of outcome in order to address a failed module grade.
Dealing with dysfunctional groups
Where a student fails to engage positively with their group, and this has been reported
promptly by the group to the tutor (and no later than 10 days prior to the deadline for
submission of the group work output) then the tutor can intervene as long as there is
evidence provided by the group.
The tutor should review the evidence. Where there is sufficient evidence of lack of
engagement, the tutor should meet the student and review the evidence with the student
and determine the cause of the low engagement and if there are legitimate reasons (e.g.
a medical condition preventing full engagement in group work). Where there are
exceptional circumstances the matter should be referred to the Module Leader.
Where there are no exceptional circumstances the tutor should remind the student of their
agreed responsibilities and explain that should the student not meet their obligations to
the group then their individual grade can be adjusted to reflect their lack of engagement.
Responsibilities
Course Leaders
49
 To design their course assessment strategy to include at least one element of group
work at each level of the course so that students’ knowledge and practice of group
work develops progressively during the course.
Module Leaders
 To ensure that all members of their teaching team are issued with the policy and
understand how it is to be applied to their group work.
 To support group tutors in the operation of the policy and in addressing any grievances
arising within student groups.
 To set-up a Dropbox to allow students to submit their peer assessment forms.

Group Tutors
 To apply the policy consistently with each group they tutor;
 To advise their students of the group work policy and the students responsibilities.
 To intervene to support a group as necessary where any grievances are brought to the
tutors attention.
Student Group members
 To apply the principles of effective group working in all their group work situations.
 To sign their collaborative working agreements and to adhere to the responsibilities

they have agreed to.
 To use group work as a learning opportunity and to prioritise and give the same level
of effort as they would to an individual assessment task.
 To support other group members as they themselves would wish to be supported by
their group.
 To avoid any discrimination, bullying or harassment (which includes excluding another
member from contributing work) of other group members.
 To advise their tutor promptly of any personal issues arising that affect their ability to
fulfil their agreed responsibilities to the group.
 To complete a Peer Assessment Form and to ensure this reflects an honest opinion of
their peer’s contributions to the group work.
 To advise their tutor promptly and well in advance of the assessment submission
deadline (and specifically no later than 10 working days prior to the deadline) where a
group member consistently fails to meet their agreed responsibilities to the group and
to provide evidence to this effect (records of meetings; records of email
communication).
Learning and Teaching Coordinator
 To update and monitor the effectiveness of the group work policy.
 To advise module leaders on the operational aspects of the implementation of the

policy.
Document Governance
Responsibility
50
Policy Owner Learning and Teaching Action Group
Version Control and Change History
Version Approval Approved by Amendment

Number Date
1.0 14.09.15 NBS Academic First published version.

Standards and Quality
Committee
1.1 13.06.16 NBS Academic Amended to require Peer

Standards and Quality Assessment by all students. Minor
Committee amendments to templates.
Document Review
This Policy will be reviewed by the School Academic Standards and Quality Committee
after the first full year of operation and then every two years.
Appendix to Group Work Policy: List of Resources to Support the Policy
Group Work - Individual Peer Assessment Form
Group Work - Meeting Record
Group Work - Collaborative Working Agreement
51

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Nottingham Business School

College of Business, Law, Education and Social Sciences

MSc Project Management

1.1 Welcome to Nottingham Business School ........................................................ 1

1.2 Key contacts ............................................................................................... 1

1.3 Welcome from the Head of Postgraduate Programmes ...................................... 3

1.4 Calendar and Dates for Your Diary ................................................................. 4

1.5 Our expectations of students ......................................................................... 6

2. COURSE OVERVIEW, ETHOS, AIMS AND LEARNING OUTCOMES .................................... 7

2.1 Course overview and ethos ........................................................................... 7

2.2 Course communication - E-mail and NOW ....................................................... 8

2.3 COURSE AIMS AND LEARNING OUTCOMES....................................................................... 10

3. COURSE STRUCTURE AND ASSESSMENT ......................................................................... 12

3.1 Course Structure ....................................................................................... 12

3.2 Timetable / key course dates ...................................................................... 12

3.3 Course assessment .................................................................................... 12

4. SUPPORTING YOUR DEVELOPMENT .................................................................................. 14

4.1 Transformational Leadership Development .................................................... 14

4.2 Academic Mentoring, Student Dashboard and Skills Workshops ....................... 14

4.3 Academic English Support ........................................................................... 15

4.4 Placements ............................................................................................... 16

4.5 ft.com access ............................................................................................ 17

5. ASSESSMENT REGULATIONS AND CRITERIA .................................................................... 18

5.1 Assessment Regulations ............................................................................. 18

5.2 Assignment submission, feedback return, extension requests and exceptional

5.3 Notification of Extenuating Circumstances (NEC) and extension requests .......... 25

5.4 Plagiarism and academic irregularities .......................................................... 28

5.5 Assessment criteria .................................................................................... 28

5.6 Client / employer engagement .................................................................... 29

6. WORKLOAD, ATTENDANCE AND ENGAGEMENT ............................................................... 30

6.1 Workload .................................................................................................. 30

6.2 Participation, Engagement and Attendance policy .......................................... 30

6.3 Management of non-engagement ................................................................ 32

6.4 Timekeeping ............................................................................................. 33

6.5 Use of technology in the classroom .............................................................. 33

6.6 Transferring Courses or Routes ................................................................... 33

6.7 Printing and other expenses ........................................................................ 33

6.8 Teaching and IT resources .......................................................................... 34

7. NBS QUALITY PROCEDURES ........................................................................................................ 35

Board of Examiners ............................................................................................. 35

Course Committee and Course Enhancement Board ................................................. 35

Student Representatives ...................................................................................... 35

Module and Course evaluation ............................................................................... 36

Student feedback ................................................................................................ 36

8. NBS LIBRARY/COMPUTING FACILITIES ....................................................................................... 37

9. STUDENT SUPPORT SERVICES .................................................................................................... 37

Health & Wellbeing .............................................................................................. 37

Academic support ................................................................................................ 38

Non-academic support ......................................................................................... 38

Car Parking ......................................................................................................... 39

11. HEALTH AND SAFETY ................................................................................................................... 40

12. FREQUENTLY ASKED QUESTIONS ............................................................................................. 41

APPENDIX 1: ASSESSMENT AND FEEDBACK PLAN 2018-19 ......................................................... 44

APPENDIX 2: LEARNING GOALS AND OUTCOMES ......................................................................... 45

APPENDIX 3: MODULE LEADER PROFILE ........................................................................................ 46

APPENDIX 4: GROUP WORK POLICY JUNE 2016 ............................................................................ 47

1.1 Welcome to Nottingham Business School

1.2 Key contacts

Course contact details

Course Leader: Dr John Israilidis, +44 (0)115 848 2673

Course Leader – Newton 7th floor, Room 702

Course Leader: j.israilidis@ntu.ac.uk

Nottingham Business School