MBA Innovative Management Handbook May 2011

British Institute
of Technology & E-commerce in Partnership with
Coventry University
MBA Innovative Management STUDENT HANDBOOK 2011/12

v.1.5
CONTENTS PAGE
1. Introduction ---------------------------------------------------------------------------------- 3 Academic Director ----------------------------------------------------------------------------- 3 2. Aims------------------------------------------------------------------------------------------- 4 3. Objectives ------------------------------------------------------------------------------------ 4 4. Duration of Programme--------------------------------------------------------------------- 5 5. Admission to the Programme -------------------------------------------------------------- 5 6. Structure -------------------------------------------------------------------------------------- 6 7. Programme Management ------------------------------------------------------------------- 7 8. Terms of Reference ------------------------------------------------------------------------- 8 9. Assessment Strategy ------------------------------------------------------------------------ 9 10. Methods of Assessment ------------------------------------------------------------------- 9 11. Assessment Regulations------------------------------------------------------------------ 11 12. Assessment Schedule --------------------------------------------------------------------- 12 13. Procedure in the Event of Illness or Other Valid Cause ----------------------------- 13 14. Assessment Offences --------------------------------------------------------------------- 14 15. Plagiarism ---------------------------------------------------------------------------------- 14 16. Academic Appeals ------------------------------------------------------------------------ 22 17. Complaints --------------------------------------------------------------------------------- 23 18. Awards ------------------------------------------------------------------------------------- 23 19. Resources ---------------------------------------------------------------------------------- 23 20. Student Support --------------------------------------------------------------------------- 24 21. Learning and Teaching Strategy -------------------------------------------------------- 25 22. Learning and Development -------------------------------------------------------------- 26 23. Contacts ------------------------------------------------------------------------------------ 26 INDEX OF MODULE SPECIFICATIONS ----------------------------------------------- 27 PROCEDURES FOR RESEARCH METHODS------------------------------------------ 40 POLICY ON THE USE OF TURNITIN --------------------------------------------------- 41 FEEDBACK FORMS ------------------------------------------------------------------------ 42 ACADEMIC CALENDAR ------------------------------------------------------------------ 44
1. Introduction It is a pleasure to welcome you to the British Institute of Technology & E-commerce (BITE) and the MBA Innovative Management which is validated by Coventry University. I am sure that you will have a successful and rewarding period of study with us and that you will find the programme and the BITE environment stimulating and exciting. The programme is designed to meet the growing demand for professional managers who have acquired the subject knowledge that masters level study provides and also have the skills necessary to make effective use of that knowledge in business situations. Thus, the BITE MBA in Innovative Management is distinctive in that it not only develops a sound base of knowledge in the areas of managing business, strategic management, human and financial resource management and marketing, but also gives training in the application of that knowledge as a practising manager. The MBA in Innovative Management is taught alongside a suite of postgraduate programmes at BITE in management, law, business and computing. All of these programmes are characterised by a focus on the demands placed on managers and professionals by rapid innovation and change and the knowledge and application skills required to perform effectively in a changing and dynamic business environment. You are about to embark on a challenging programme that will provide a sound and secure basis for your future professional development. I know you will find it enriching and stimulating and look forward to you contributing academic and social environment of BITE. The programme is delivered at Avicenna House 258-262 Romford Road London E7 9HZ. The College is situated in the new technology area close to the 2012 Olympic Zone and the Docklands financial district which is rapidly becoming a driving force of the UK economy. Central London is only 20 minutes travel by London Underground giving easy access to the worlds largest business community and to some of the finest library and study facilities in the world. Your registration as a Coventry University student provides you with free access to these libraries. This handbook provides you with key information about the MBA in Innovative Management and the rules and administrative procedures which govern the programme. It is important that you spend some time familiarising yourself with the document and use it as a source of reference during your period of study here. It should be read in conjunction with Coventry University regulations governing their academic programmes. Professor Leslie Hobson OBE Principal
MBA Innovative Management 2. Aims 2.1 All modules in this programme share a common set of aims (i) To offer a complete programme that provides an opportunity to study management and the impact of technology on the techniques of management and society in general. To provide you with a programme offering a balance of theory, case studies and practical skills that will facilitate your intellectual and professional development.
(ii)
(iii) To equip you with the necessary knowledge and skills to achieve the postgraduate award, and to continue your lifelong development of learning. (iv) To produce graduates who have the knowledge and the application skills to function effectively as managers and innovators in a rapidly changing business and technological environment 3. Objectives 3.1 The main programme objectives, common to all the modules are to enable you to develop and enhance your: (i) critical and analytical approaches to management theory practice and research. knowledge and understanding of specified areas of management.
(ii)
(iii) ability to evaluate management techniques, tools and models in a variety of contexts. (iv) use of conceptual frameworks in addressing management issues. (v) recognition of the relationship between ideas and practice.
(vi) understanding of research methodology. (vii) confidence and autonomy in learning through critical reflection. (viii) personal skills and an understanding of the interpersonal skills relevant to management, including working with others. (ix) ability to communicate management issues in written or oral form.
(x)
skills to demonstrate problem solving, critical thinking and strong personal and interpersonal skills while abstracting meaning from information and sharing knowledge
(xi) skills to effectively undertake research, perform within a team

environment and communicate reasoned, analytical findings in
oral and written form Aims and Learning Outcomes for individual modules within the programme can be found in the relevant module specification. 4. Duration of Programme 4.1 The MBA is offered in the UK in two modes of study: full-time and parttime. 4.2 Students on each mode of study will normally be taught as separate groups to recognise the different requirements of each group in terms of teaching and learning processes, although there may be joint teaching on some options to increase choice. 4.3 The full time programme is three semesters over one year. 4.4 The parttime programme is offered on a day-release / evening mode. This can take up to 2 years depending on the pace. 4.5 Students may enter the programme at the beginning of Semester 1 (September) or Semester 2 (January). 5. Admission to the Programme 5.1 Candidates for entry will normally be expected to have a first degree or equivalent to a minimum of 2.1 (upper second class). In addition they would need to have at least two (2) years of relevant work experience. 5.2 Candidates will be interviewed where this is possible. In the case of some overseas students, where interview by the tutors at BITE is impractical, offers may be made on references, reports from agents and all other available information. Candidates, whose first language is not English and who have not been educated in English at secondary level, must obtain a minimum IELTS (or equivalent) score of 6.5. 5.3 Candidates may choose to apply for accreditation of prior learning. Two types of accredited prior learning may be distinguished:
Accreditation of Prior Certificated Learning (APCL) This is the accreditation of formal programmes of study at an equivalent
level (e.g. level M) with learning outcomes that match those of a course unit(s) which form part of the award programme that you wish to
undertake at the institute (e.g. MBA).

The prior learning must have been assessed and certified by a recognised institution (typically a University or professional body - e.g. the Institute of Personnel and Development). You must have achieved at least a pass, and a certificate/Diploma and/or letter of credit/transcript should provide
evidence of level and academic content. Accreditation of Prior Experiential Learning (APEL)
This involves the accreditation of prior experience, including paid and unpaid work. This is much more difficult to prove. You will be required to
demonstrate that the learning derived from experience matches the learning outcomes of a course unit(s), both in terms of content and level. These learning outcomes will need to be demonstrated in terms of underpinning knowledge and skill acquired through experience. For example: If you have worked as a manager and you wish to demonstrate
that you have acquired skill and knowledge of leadership through
experience, you will have to submit evidence of the work you have done (e.g. CV's, testimonials, etc), with a reflective report which clearly demonstrates your ability to apply theories and concepts to the analysis of leadership, motivation, etc. 5.4 To obtain a University award a student who entered the Institute with advanced standing or who has been credited with modules for prior learning (section 5.3) shall be required to pass M level modules to the value of the following credits: Postgraduate Diploma Taught Masters Degree 120 Credits 180 Credits
6. Structure 6.1 The programme comprises all core modules. The structure is identified below. All students will be required to follow the programme of core modules shown below completing the course with a dissertation. Overall Structure MBA Stage One
6
Semester 1 Core Modules Customer Management Resource Management Semester 2 Core Modules Organisation Management Transformation Management Research Methods Semester 3 Dissertation Total credits 7. Programme Management 7.1 The operation and administration of the programmes are managed by the Programme Leader and assisted by a Dissertations Tutor and Examinations Officer. The Programme Director is responsible to the Principal. It is the role of the Programme Director to
30 level M credits 30 level M credits
30 level M credits 30 level M credits 15 level M credits 45 level M credits 180 level M
oversee all planning and development of the course. agree timetables and availability of staff with heads of subject areas and with module leaders. chair meetings of the course committee. ensure that all student assessments are presented to the Assessment Board as required.
7.2 Course Committees will be convened by the Programme Director each Semester. The dates for these meetings during the academic year 2011/2012 have been provisionally set for November 2011 and February 2011. These dates are subject to change, so please refer to the notice board for information. 7.3 The membership of the committee is comprised of the following: MBA Programme Director All members of staff teaching on the programme 2 student representatives
8. Terms of Reference 8.1 The terms of reference of the Course Committee will be as follows: To be responsible for the quality of the course by:
considering annual reports and reviews of the course, in accordance with BITE procedures, and ensuring that appropriate action is taken before they are forwarded for scrutiny by, or on behalf of, the appropriate School. ensuring that relevant documentation and other evidence is prepared for the Institutes Subject Review. ensuring that the course admissions policy is implemented within the framework identified in the general regulations of the Institute. monitoring the programme offered and ensuring that their content, delivery and assessment are kept up to date and remain appropriate. considering any proposal to change the content, delivery and assessment of elements of the course before that change is validated in accordance with the BITEs Quality Manual. ensuring that any policy statement issued by the University that has an impact on course design and delivery is implemented. ensuring that liaison takes place with other courses and subject areas and considering the impact of change on other courses and subject areas when necessary, before introducing changes which might affect them. advising the head of the department responsible concerning scholarly activity and other forms of staff development to enhance understanding of the course and its delivery to students. considering proposals for external examiners for the course and agreeing those to be submitted for consideration and approval by the relevant BITE committee. considering reports by external examiners and ensuring that appropriate action is taken.
providing a forum in which students can express their views about the management, content, delivery and assessment of the
course and ensuring that where appropriate, action is taken in response to issues raised.
ensuring that a student feedback report is produced for inclusion in the annual review of the course, and that the outcome thereof
is reported back to student representatives. 9. Assessment Strategy

The assessment strategy devised for this programme takes into account both the
mode of assessment and its timing within the course. Each module comprises at
least two different forms of assessment. At the beginning of each semester
students will be given a schedule, which clearly identifies deadlines for each type of assessment on each module. The modes of assessment used in this MBA fall into the following categories: End of module examination Individual assignment or project Group assignment or project Individual presentation Group presentation Continuous on going assessment The mode of assessment used for each module is designed to match the learning outcomes and assessment criteria for that module. These assessments will help build the learners knowledge in a variety of areas: Managers are often required to think on their feet and develop solutions to problems in a time-constrained situation (examinations and tests). Managers are often required to assess a number of different proposals or develop proposals of their own based on research (assignments and projects). Managers are often required to work with others on a specific project (group assignments and projects). Managers are often required to present their findings or ideas to line managers, peers, customers etc (presentations). 10. Methods of Assessment 10.1 Students will be assessed through the programme Assessment Board. The constitution and function of the Assessment Board is in accordance with the current regulations of BITE. 10.2 The Assessment Board shall consist of:
University Head of Business School or designate (The Chair) British Institute of Technology & E-commerce Director or designate
External Examiner Course Tutors Members of staff substantially involved as teachers on the course The BITE Academic Registrar or representative shall act as secretary to the Board
10.3 The terms of reference of the Board are to control, consider and adjudicate the formal assessment of the students following the course for which assessment the Board takes responsibility. The general responsibilities of the Assessment Board are to ensure that
the appropriate academic standards are maintained. the process of assessment is carried out fairly between one individual and another. the component parts of assessment and level of performance expected are in accordance with information previously supplied to the candidates in good time. as far as is possible, all relevant circumstances affecting individual candidates are taken into account.
10.4 Specifically, the Assessment Board is responsible for: determining the detailed arrangements by which assessments are to be made and the form and content of all assessments involved in the programme. considering module results. determining overall assessment outcomes for individual students which shall include decisions upon: o progression between stages or years within a scheme of study. o the conferment and classification of awards. o the retrieval opportunities for students who have failed one or more Modules of study. o the exclusion of failed students. o the award of APEL credit. o the award of APCL credits.
10.5 There are two meetings of the Assessment Board each year in February
and June. At the end of each semester the marks for each completed
module will be moderated and a decision confirmed relating to the progression of the student, or the conferment of an award. Individual external examiners will be present at all meetings of the Board. 10.6 There will be at least two external examiners appointed to the programme.
10
10.7 Each module is assessed by at least two different forms of assessment, one of which should include an element of individual work. Assessment of options should normally focus on a piece of work, carried out individually by students. Information about the weighting of the different modes of assessment for individual modules and the particular nature of the assessment is to be found in the module descriptions. 10.8 The mark for each module is the aggregate of the various elements of assessment. The pass mark for all modules is 40%, with minimum of 35% on any component. 10.9 The dissertation project corresponds to 45 credits and must reflect a specialist subject area and incorporate a major element of strategic analysis. 11. Assessment Regulations
11.1 A student shall be deemed to have passed a taught module or project module
on obtaining an overall module mark of 40% or more, subject to any criteria specified in the course definitive documentation as to how the mark is to be calculated (eg by specifying the relative weighting of coursework, examination or other components) and any other conditions (eg the minimum marks to be required in each component); marks between 39.5% and 40% inclusive shall be regarded as 40% for these purposes. 11.2 In modules with more than one component, there may be provision for a compensation band to enable good performance on one component to offset failure in another component. In such cases, the minimum mark required is 35%, and such criteria must be specified in the approved module descriptor. 11.3 25% of each assessed component will be moderated by the University; this will include the dissertation but excludes presentations. 11.4 A student may be reassessed by resit without re-registration in any failed module that has not specified an attendance requirement. 11.5 Reassessment of any taught module shall normally be carried out by the same combination of written examination, coursework etc as in the first attempt. 11.6 Referral in any Masters project module may be allowed at the discretion of the Assessment Board. Normally, such referral shall only be allowed when the Board is satisfied that there is evidence that the student concerned is likely to complete the programme of study successfully. 11.7 Where a module is failed and reassessment is permitted, all components with a mark below 40% must be reassessed; the mark in any passed
11
component shall be carried forward and combined with the reassessed component. 11.8 Reassessment of a module or component shall be restricted to one attempt. 11.9 A student shall not be permitted to be reassessed in any module or component that has received a pass mark. 11.10 If a module is failed, all components with a mark below 40% must be reassessed; the mark in the other component shall be carried forward and combined with the reassessed component. 11.11 Any module component failed at the first attempt and passed at the second attempt shall carry the higher of the reassessed or original mark. Any module failed at the first attempt and passed at the second attempt shall carry a maximum mark of 40%. The original module mark (ie before reassessment) shall be used in any calculation for Distinction or Merit. Deferred first assessments shall be treated as a first attempt 11.12 A student who is eligible for the award of a Postgraduate Diploma, or a student who: a) has obtained 96 credits and
b) is judged by the Assessment Board as being capable of completing successfully the Masters programme, even if the student has already failed modules up to a maximum of 24 credits twice and is therefore not in a position to gain 180 M level credits may be considered for progress to the final stage of the Masters programme, subject to the conditions in 11.6. 11.13 Failure to progress from the Postgraduate Diploma to the final stage of the Masters programme does not preclude a student from taking taught modules, which form part of the final stage. In this case any such modules passed will attract credit but these cannot contribute to the Masters award until all the criteria for progress from Postgraduate Diploma to the final stage of the approved Masters programme have been satisfied. 12. Assessment Schedule 12.1 The course schedule will be provided by the course director. 12.2 All examination dates will be posted on the student notice board and on the BITE website at the beginning of each semester. 12.3 Opportunity for re-sitting examinations will be offered prior to the commencement of the subsequent semester.
12
12.4 Dates for the submission of assessed work will be notified to students by the individual module leaders. 12.5 Assessed work will be returned to the student within 4 teaching weeks of submission. 13. Procedure in the Event of Illness or Other Valid Cause 13.1 If it is established to the satisfaction of the Assessment Board that a students absence, failure to submit coursework, or poor performance in all or any of the components for the award was due to illness or other cause found valid on production of acceptable evidence, the Board will act as in (i), (ii) or (iii) below: (i) The Board will allow the student to be reassessed, as of right, as if for the first time in any or all of the elements of assessment as specified by the Board. If the assessment affected by illness or other cause was itself a second attempt, the student will be permitted to retake the assessment as if for the second time; (ii) If the Board is satisfied that there is sufficient evidence of the student's achievement, or this evidence is subsequently obtained, the student may be recommended for an Aegrotat award for which he or she is a candidate, with or without distinction as appropriate. In order to reach a decision the Board may assess the candidate by whatever means it considers appropriate;
(iii) An Aegrotat award may be recommended when the Board does
not have enough evidence of the student's performance to recommend the award for which the student was a candidate, or a lower award specified in the course regulations, but is satisfied that, but for illness or other valid cause, the student would have reached the standard required; 13.2 Before a recommendation is made to the Assessment Board under (ii) or (iii) above the student must have signified that he or she is willing to accept the Aegrotat award and understands that this implies waiving the right to be reassessed under (i) above; 13.3 A candidate who, having been offered an award, elects instead to retake the assessment as if for the first time and fails, may not claim the Aegrotat but may be re-examined for an award. Aegrotat awards do not carry any distinction. 13.4 It is the responsibility of the student to ensure that the Assessment Board is made aware of illness or other factors, which may have adversely affected their performance. The Board shall only take account of such factors if a statement of the circumstances, together with appropriate evidence, has been received before the relevant assessment takes place.
13
13.5 If a student fails to attend examinations, to submit work for assessment or to meet other course requirements without good cause, the student will be deemed to have failed the assessment concerned. 14. Assessment Offences 14.1 For the purposes of the Institutes Regulations, an assessment offence is defined as any action(s) or behaviour likely to confer an unfair advantage in assessment, whether by advantaging the alleged offender or disadvantaging (deliberately or unconsciously) another or others. Examples of such offences are given below: the list is not exhaustive.
Copying the work of another candidate The submission of material (written, visual or oral), originally produced by another person or persons, without due acknowledgement*, so that the work could be assumed to be the student's own. For the purposes of these Regulations, this includes incorporation of significant extracts or elements taken from the work of (an) other (s), without acknowledgement or reference*, and the submission of work produced in collaboration for an assignment based on the assessment of individual work. (Such offences are typically described as plagiarism and collusion.) *(Note: The incorporation of significant elements of (an) other(s) work, even with acknowledgement or reference, is unacceptable academic practice and will normally result in failure of that item or stage of assessment.) For further information about plagiarism and proper referencing guide visit: http://home.ched.coventry.ac.uk/caw/harvard/index.htm Being party to any arrangement whereby the work of one candidate is represented as that of another
14.2 If an examiner suspects that a candidate has breached the regulations for the conduct of the presentation of work for assessment, the matter will be taken up with the course director. A panel consisting of manager, tutor and director will review the course directors recommendation. If it is determined that a breach of regulations has taken place, a range of penalties may be prescribed which includes exclusion from the course. 15. Plagiarism A Guidance note for students 15.1 Definition of Plagiarism
14
The Institute defines plagiarism and other assessment offences as a serious matter and the following examples of assessment offences are given:
The submission of material (written, visual or oral) originally produced by
another person or persons without due acknowledgement*, so that the work could be assumed to be the student's own. For the purpose of these Regulations, this includes incorporation of significant extracts or elements taken from the work of an(other(s), without acknowledgement or reference*, and the submission of work produced in collaboration for an assignment based on the assessment of individual work. (Such offences are typically described as plagiarism or collusion). The following note is attached: *Note: To avoid potential misunderstanding, any phrase not the students' own should normally be in quotation marks or highlighted in some other way. It should also be noted that the incorporation of significant elements of an(other(s) work, even with acknowledgement or reference, is not an acceptable academic practice and will normally result in failure of that item or stage of assessment. 15.2 Plagiarism in Greater Detail Work that students submit for assessment will inevitably be building on ideas that they have read about or have heard about in lectures. Students can, however, only demonstrate that they have learnt from their sources by presenting the concepts in their own words and by incorporating their own commentary on the findings. Where students submit work purporting to be their own, but which in any way borrows ideas, wording or anything else from other source without appropriate acknowledgement of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else's work whether it be from a published article, book chapter, website, an assignment from a friend or any other source. When an assignment or report involves outside sources, or information, the student must carefully acknowledge exactly what, where and how he/she has employed them. If the words of someone else are used, they must be put in quotation marks or otherwise identified and a reference as to source appended. See the next section for more guidelines. For advice on actual referencing techniques, and for some helpful tips on how to avoid plagiarism, see "The Study Skills Handbook" by Dr Stella Cottrell, pages 122-125. Making simple changes to the wording of a section from a book, article, web-site etc. whilst leaving the organisation, content and phraseology intact would also be regarded as plagiarism.
15
15.3 Collusion Collusion is the term used to describe any form of joint effort intended to
deceive an assessor as to who was actually responsible for producing the material submitted for assessment. Students may obviously discuss assignments amongst themselves and this can be a valuable learning experience. However, if an individual assignment is specified, when the actual report/essay is produced it must be by the student alone. For this reason students should be wary of lending work to colleagues since were it to be plagiarised they could leave themselves open to a charge of
collusion. 15.4 When to Reference

Since the regulations do not distinguish between deliberate and accidental plagiarism, the key to avoiding a charge of plagiarism is to make sure that
you assign credit where it is due by providing an appropriate reference for anything in your essay or report that was said, written, drawn, emailed or implied by somebody else. You need to provide a reference: when you are using or referring to somebody else's words or ideas from an article, book, newspaper, TV programme, film, web page, letter or any other medium; when you use information gained from an exchange of correspondence or emails with another person or through an interview or in conversation; when you copy the exact words or a unique phrase from somewhere; when you reprint any diagrams, illustrations, or photographs.
You do not need to reference: when you are writing of your own experience, your own observations, your own thoughts or insights or offering your own conclusions on a subject; when you are using what is judged to be common knowledge (common sense observations, shared information within your subject area, generally accepted facts etc.) As a test of this, material is probably common knowledge if you find the same information undocumented in other sources; it is information you expect your readers to be familiar with; the information could be easily found in general reference sources.
16
15.5 The Harvard method At Bite we use the Harvard method of referencing for all academic work
and you should follow the guidelines listed below when using citations in
your assignments. Harvard method of quoting in the text

When quoting directly in the text use quotation marks as well as acknowledging the author's name, year of publication and page number of
the quote in brackets. Short quotations e.g. up to 2 lines can be included in the body of the text: Weir (1995) states that "defining roles and their remits is not simple"(p.10). Longer quotations should be indented in a separate paragraph: Thomas and Ingham (1995) in discussing staff development state that:
"Development is infectious, and staff who previously have recoiled from undertaking a degree or conversion course have been
encouraged by the success of others"(p.33).

If part of the quotation is omitted then this can be indicated using three
dots:Weir and Kendrick (1995) state that "networking is no longer solely within the male domain . . ."(p.88). Single author: In a study by Seedhouse (1997) coping with illness was investigated .... In a study (Seedhouse,1997) coping with illness was investigated.. When an author has published more than one cited document in the same year these are distinguished by adding lower case letters after the year within the brackets.
Burnard (1992a) wrote about communication for health professionals
that ... Two authors : In the book by Basford and Slevin (1995) .....
17
More than two authors: Benner et al (1996) conclude that .... If more than one citation is referred to within a sentence, list them all in the following form, by date and then alphabetically:There are indications that passive smoking is potentially threatening to the
health... ( Francome and Marks, 1996; Bunton, 1995; Lupton, 1995) Secondary referencing
Secondary referencing is when one author is referring to the work of another and the primary source is not available. You should cite the primary source and the source you have read e.g. (Fiedler and Chemers, 1974, cited in Douglass, 1996). Secondary referencing should be avoided
if at all possible. Harvard method of listing references at the end of the text
References should be listed in alphabetical order by author's name and
then by date (earliest first), and then if more than one item has been published during a specific year by letter (1995a, 1995b etc). Whenever possible details should be taken from the title page of a publication and not from the front cover, which may be different. Each reference should include the elements and punctuation given in the examples below. Authors' forenames can be included if given on the title page but they are not required to be. The title of the publication should either be in italics or underlined. The examples given are in italics: A book by a single author: Seedhouse, D. (1997) Health promotion: philosophy, prejudice and practice. Chichester, John Wiley. A book by two authors: Burns, Nancy and Grove, Susan K. (1997) The practice of nursing research: conduct, critique & utilization. 3rd edition. London, Saunders. A book by more than two authors: Mares, Penny et al. (1995) Health care in multiracial Britain. Cambridge, Health Education Council. A book by a corporate author (eg a government department or other organisation):
18
Health Visitors' Association (1992) Principles into practice : an HVA position statement on health visiting and school nursing. London, Health Visitors' Association. An edited book: Basford, Lynn and Slevin, Oliver (eds) (1995) Theory and practice of nursing: an integrated approach to patient care. Edinburgh, Campion. A chapter in a book: Weir, Pauline (1995) Clinical practice development role: a personal reflection. In: K. Kendrick et al. (eds) Innovations in nursing practice. London, Edward Arnold. p. 5- 22. An article in a journal:
Allen, A. (1993) Changing theory in nursing practice. Senior Nurse,
13(1), 43-5. An article in a newspaper: White, M. (1998) 68m to cut NHS waiting lists. Guardian, Monday May 18 1998, p.8. If no author name is given then anon should be used instead. Anon (1998) Schemes to boost dental care. Guardian, Monday May 18 1998, p.8. Government publications In broad terms White Papers contain statements of Government policy while Green Papers put forward proposals for consideration and public discussion. They are cited in the same way. A White paper: Department of Health (1996) Choice and opportunity: primary care: the future. Cm.3390. London, Stationery Office. A Green paper: Department of Health (1998) Our Healthier Nation: a contract for health. Cm 3854. London, Stationery Office. An Act of Parliament:
19
Great Britain (1990) National Health Service and CommModuley Care Act 1990. Chapter 19. London, HMSO. Conference proceedings: Published conference proceedings with author or editor(s):
Banks, S. et al (1998) Networked Lifelong Learning: innovative approaches to education and training through the Internet: Proceedings of the 1998 International Conference held at the University of Sheffield. Sheffield, University of Sheffield.
Paper from published conference proceedings with author or editor(s):

Proctor, P. (1998) The tutorial: combining asynchronous and
synchronous learning. In: Banks, S. et al. Networked Lifelong Learning: innovative approaches to education and training through the Internet: Proceedings of the 1998 International Conference held at the University of Sheffield. Sheffield, University of Sheffield. p.3.1 - 3.7. If no author or editor is given on the title page the name of the conference is cited first either in italics or underlined. A thesis or dissertation: Stones, Marian (1995) Women, nurses, education: an oral history taking technique. Unpublished M.Ed. dissertation, University of Sheffield. A secondary reference: Fiedler, F. and Chemers, M. (1974) Leadership and effective management. Glenview, Illinois, Scott Foresman & Co. Cited in: Douglass, Laura Mae (1996) The effective nurse: leader and manager. 5th edition. St. Louis, Missouri, Mosby. Internet Sources Individual works Author/editor surname, Initial. (Year) Title [online].Edition. Place of publication, Publisher. Available from: URL[Accessed date]. Example: Marieb.E. (2000) Essentials of Human anatomy and Physiology: AWL Companion Web Site.[online]. 6th edition. San Francisco, Benjamin Cummings. Available from: http://occ.awlonline.com/bookbind/pubbooks/marieb-essentials/ [Accessed 4th July 2001].
20
Include the year of publication in brackets. Most Web pages are updated on a regular basis. Date of publication is the date the pages were last updated. If you are not sure of the date click on View and page source to check when last modified. If no publication date is given write (No date). Only mention an edition statement if the document clearly states that the pages have been rewritten rather than just updated. The accessed date is when you viewed, downloaded or printed the Web page. This statement is necessary to allow for any subsequent changes which may be made to the page or if the page is no longer available. The term publisher is used here to cover both the traditional idea of publisher of printed sources, as well as organisations responsible for maintaining sites on the Internet, such as the University of Sheffield. If the place of publication is not stated and cannot be ascertained then leave out. Often information is put on the Internet by organisations without citing a specific author. In such cases, ascribe authorship to the smallest identifiable organisational Module (this is similar to the standard method of citing works produced by a corporate body) or start with the title. Example:
The University of Sheffield Library (2001) Nursing and Midwifery in the Library and on the Internet. [online]. Sheffield, University of
Sheffield. Available from: http://www.shef.ac.uk/library/subjects/subnurse.html [Accessed 4th July 2001]. 15.6 The Bibliography At the end of each assignment you submit you should list all the sources you have referred to during the text. This is so that the person reading your assignment can see quickly where you obtained your information, and could find it easily him or her self if they wanted to read an argument you have referred to. The list is known as a bibliography. It should contain all your sources listed in alphabetical order by author's surname. Books Book entries should be listed as follows: author, date of publication, title, edition (if not the first), place, publisher. e.g. Green, G.D. (1991) Industrial Relations. 3rd ed. London: Pitman Kessler, S. and Bayliss, F. (1985) Contemporary British Industrial Relations. London: MacMillan Your references should be in alphabetic order of author(s) at the end of your assignment.
21
There should be a 1:1 correspondence between the works cited and the list of references i.e. If it is cited in the text, then it must be included in the references at the end of your assignment. If you have included an item in your list of references then it must have been cited in the text (i.e. do not include books you may have read but have not cited in the text). Your list of references should therefore only contain what you yourself have read. Example of List of References Anderson, N.H. (1972) Scales and Statistics: Parametric and nonparametric in Statistical Issues: A Reader for the Behavioural Sciences, Kirk, R.E. (ed)., Brooks/Cole, Monterrey. Avis,M., M.Bond and A.Arthur(1995), Satisfying solution? A review of some unresolved issues in the measurement of patient satisfaction, Journal of Advanced Nursing, 22, 316-322. When Might the Charge be one of Unacceptable Academic Practice rather than Plagiarism? Students occasionally misunderstand the concepts being presented here and submit essays or reports where substantial and significant elements of another author's work are used and acknowledged. It is clear that such an essay or report cannot satisfy the normal assessment criteria to:

use your own words; provide a critical commentary on existing literature; aim for novelty and originality; demonstrate your understanding of the subject area by paraphrasing.
It is thus likely in such a case that the outcome will be a fail mark for the particular piece of work concerned. 16. Academic Appeals 16.1 Students who dispute a decision of an Assessment Board may appeal to a panel convened by the director of BITE including a representative of Coventry University. 16.2 No appeal will be entertained on matters of academic judgement. These remain the exclusive prerogative of the Assessment Board. Matters of academic judgement include: whether a student has reached the academic standard required for the relevant stage of the course or whether a student would benefit academically from further study on the course.
22
16.3 Any student wishing to appeal against a decision or recommendation of an Assessment Board, must lodge his or her notice of appeal with the Quality Assurance Department, normally using a pro forma available from the Department of Student Administration (Enquiries Modules). This must be lodged within ten working days of publication of the relevant pass list. 17. Complaints 17.1 If you feel that the Institute has not delivered the standard of service that would be reasonable to expect, you are entitled to lodge a complaint, in accordance with the Complaints Procedure. Complaints can be lodged by students, prospective students and members of the general public. 17.2 The procedure has three stages: Complaint raised informally with the staff concerned at the local level (Stage 1) Complaint to Director of Programme or other line manager (Stage 2) Appeal to a Complaints Review Panel (Stage 3) 17.3 Every reasonable effort should be made to raise the complaint informally. If no satisfactory outcome is reached, you can lodge a formal complaint with the Course Director. 17.4 A complaint must normally be lodged within two calendar months of the incident giving rise to the complaint. Internal complaints procedures must be exhausted first before a complaint can be taken up with The Office of the Independent Adjudicator (OIA). 18. Awards 18.1 The programme leads to the following award MBA Innovative Management 18.2 In order to be eligible for the award of Master of Business Administration a student must obtain 180 level M credits. 18.3 A student who obtains 120 level M credits by passing Modules, not taking into account the dissertation, may be considered for the award of Post Graduate Diploma in Innovative Management. 19. Resources 19.1 The course will be managed and staffed by BITE.
23
19.2 Students will have access to all libraries within the Institute. 19.4 Students will also have access to the following electronic databases: EBSCO that provides students access to full text articles in more than 8200 journals including highly acclaimed journals like the Harvard Business Review that indexes and abstracts thousands of articles in the area of business and management, including IT applications. Students will have access to variety of academic journals on the CMI (Chartered Management Institute) website via the IMID Portal.
IMID
19.5 In addition to electronic full text services, a fast document delivery service via the British Library is also offered. Photocopying, acetate production and binding facilities are also available. 19.6 The Computer Centre is responsible for the development and support of academic computing. Public access computer laboratories at the city campus contain up-to-date IBM compatible personal computers and printers, which are used for lectures and private study. A wide range of software is provided. 20. Student Support 20.1 Postgraduate Student Support Centre The programme aims to provide consistent and continuing support for students through staff involved in teaching, administration and programme management. The MBA Programme Director will act as overall tutor to all students on the programme The Centre is staffed by a team of professional administrators, and offers a range of services, support and advice in key areas. An example would include: enrolment and accommodation queries; requests for letters to the Home Office; reference letters for work and for bank accounts, and general assessment queries. Most student support needs can be met directly by Support Centre staff, who work closely with the academic tutors. They are also able to refer students for more specialist support and guidance on counselling, careers etc. The Student Support Centre has opening hours to meet the needs of both full-time and part-time students as follows: Monday Friday: 9.00 am until 9.00 pm
20.2 Academic and English Study Support (AESS)
24
Academic and English Study Support (AESS), which is part of the Educational Development Services, provides English language and academic support to students. Students on postgraduate programmes come from varied educational and cultural backgrounds. AESS aims to support students to bridge the gap between diverse learning experiences, to develop the academic and language skills essential to succeed on their courses and to realise their potential. The weekly study support sessions offered in all the Semesters, will cover a combination of the following topics:

Academic discourse and style: an overview Answering the question Academic grammar and style
AESS also provides individual tutorial support to cover particular linguistic and academic needs. For further details, contact Inayath Khan on extension 5705. 21. Learning and Teaching Strategy The programme aims to develop an approach to learning which encourages you to transform and analyse critically rather than simply to reproduce the theories and ideas to which you are introduced. Overall the intention is to enable you to develop as someone who is proficient in the acquisition of the relevant knowledge and skills in the various fields of management and someone who is committed to a critical understanding of your own learning and potential professionalism. A variety of teaching methods will be used and you will be expected to lead discussions based on your own research activities and to work in tandem with colleagues to present information and solutions to case problems. At all times you will be encouraged to reflect on and take responsibility for your own learning. The tutorial and seminar groups are a key component of the programme and aim to help you to analyse the underlying principles and practices of management and assess their application to issues in a specific organisation. The main approaches to learning and teaching on the programme can be summarised as: an emphasis on the role of learners in acquiring knowledge; the view that learning is not something that happens to students, it is something that students make happen. a need to develop the skills of self managed learning process. a need to develop the skills of self-assessment. an awareness of the challenge of working at postgraduate level and the importance of developing a critical approach to study.
25
an awareness of learning as an activity to be supported by and shared with others colleagues, mentors, tutors. 22. Learning and Development Considerable importance is attached to student learning and development during the programme. This is emphasised at the induction. Through out the academic year workshops and seminars are conducted to build essential skills this includes. Identify the requirements of postgraduate study, particularly in terms of the nature, depth and quality of required work Apply and develop a range of basic study skills to the different modules Formulate and implement strategies for effective self-managed learning
23. Contacts The programme management is as follows
Associate Dean
Mr Inayath Khan Tel: 0208 281 5705 E-Mail: inayath@bite.ac.uk Dr Peter Robinson Tel: 0208 281 5753 E-Mail: probinson@bite.ac.uk Miss Edina Kocs Tel: 0208 281 5705 E-Mail: edina@bite.ac.uk
Quality Manager
Administration
26
INDEX OF MODULE SPECIFICATIONS Core Modules
Page Number
Code MBA111
Module Organisation Management
Level M Credits 30
Tutor Mr Lewis Combstock Mr Hector dela Victoria Dr Abhijit Gangopadhyay Dr Elayne Coakes Dr Kofi Boateng Mr Daniel Hagan Dr Hasan Gilani Mr Bismark Akoi Dr Khalid Bichou Dr Joy K Joseph Mr Mark Winfield Mr Richard AsibeyBonsu Dr Hasan Gilani Dr Mahnaaz Siddiqi Dr Lawrence Akwetey
MBA112
Transformation Management
30
MBA121
Customer Management
30
MBA122
Resource Management
30
MBARP
Research Methods for Dissertation Research Dissertation
15
MBAR
45
The names of individual module tutors may change subject to staff timetables. The assessment methods may also be subject to minor changes, but will be notified via the Course Committee
27
Module Specification
Module Title:
Organisation Management
Module Code: MBA111 Level: M Credit: 30
Module Tutor: Mr Lewis Combstock
Additional Tutors: Dr Jon Salkeld/Dr. Abhijit Gangopadhyay Dr Jim Coakes/Mr Hector dela Victoria
Aims: This module focuses on the aspects of information management, organisational learning and strategic management. The module intends to create an understanding of the effect of technological changes on managing strategies and managing organisational behaviour. The module will introduce students to the challenges and pressures placed on top business and technology managers by enabling them to critically reflect on existing theories and applying these and their combination to solve organisational problems.
Topics:
Information Technology Management

o o o Management Information System Technology Diffusion and Dominance e-Service Management Motivation Across Cultures Service Innovation Leadership Strategic Intent Strategy Implementation Strategy Evaluation
Organisation Learning
o o o
Strategic Management
o o o
Learning Outcomes for the Module:

On successful completion of this Module, students will be able to: 1. 2. 3. 4. Critically evaluate the role of e-technology and innovation in the overall strategy of an organisation Critically evaluate the rate of technological change and its impact on business organisations. Analyse the limitations and influence that technology diffusion and dominance has on the performance of an organisation Demonstrate understanding of the management of cultural diversity and its implications within a national and international business environment. Analyse techniques to overcome some of the barriers and constraints that limit the learning capacity and change across cultures. Analyse the applicability of innovation knowledge from manufacturing to service innovation Undertake a critical appraisal of effective strategies deployed in global operations. Appraise organisational resources and conduct industry analysis using strategy frameworks. Demonstrate analytical thinking, skills in reporting conclusions effectively and familiarity with some of the practical realities of running difficult businesses.
5.
6. 7. 8. 9.
*Please indicate which outcome addresses which of the following cognitive and key skills by entering the number of the learning outcome in the box provided. This exercise is only possible if Module outcomes have been mapped against the SEEC Levels Descriptors. Please contact either Educational Development Services or the QA Department for details. Evaluation Synthesis/Creativity Knowledge and Analysis Understanding 1,4,7 3,5,6,7,8 6,8,9 1,2,7
28
Interactive & Group Skills 9 Other skills (please specify):
Self-appraisal/ Reflection on Practice 9
Planning and Management of Learning 7
Problem Solving 6,9
Communication and Presentation 9
Practical/Psychomotor Skills 6,8,9
Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:
Lectures, seminars, workshops, computer assisted learning programmes, group activities
Assessment methods which enable student to demonstrate the learning outcomes for the Module:
Weighting: 25% 50% 25%
Assignment: Critical Review: A literature critique of one of the topics of the module (1500 words) Final exam (3 hours) Group Project: Individual Report and Group Presentation
Indicative Reading for this Module:
"Harvard Business Review" (2003) Motivating People ISBN: 1591391326. Catlin, K (2002) Building the Awesome Organisation, ISBN: 076455400X. Piranfar, H. (2007) The role of leadership in facilitating organisational learning and collective capacity building. International Journal of Learning and Change. 2 (3): 269 285. Chiva, R., Alegre, J., and Lapiedra, R. (2007) Measuring organisational learning capability among the workforce. International Journal of Manpower. 28 (3): 224-242. Hall, W. P. (2005) Biological nature of knowledge in the learning organisation. The Learning Organization 12 (2): 169 188. Kazmi, A (2002) Business Policy and Strategic Management, ISBN: 0-07-044470-6 De Wit B & Meyer R (2005) Strategy Synthesis (2 edition) Thompson Haperberg A & Rieple A (2007) The Strategic Management of Organisations Financial Times Prentice Hall Stacey R D (2007) Strategic Management & Organisational Dynamics (5 edition) Pearson Education Tidd, J Hull, FM (Eds) (2003) Service Innovation: Organizational Responses to Technological Opportunities and Market Imperatives, ISBN: 1860943675. Burgelman, R. et al (2003), Strategic Management of Technology and Innovation, McGraw Hill. Stair, R., Reynolds, G. & Chesney, T., (2008), Principles of Business Information Systems, 1 Edition, Thomson Course Technology. ISBN 9781844807796. Easterby-Smith, M. and Marjorie A. Lyles (2005) The Blackwell Handbook of Organisational Learning and Knowledge Management. Wiley-Blackwell, 696 pages ISBN: 978-1-4051-3304-3
nd th st
Teaching and Learning Time: 10 Hours per credit Student/Tutor Contact Time: 64 Hours 34 Hours
Student Learning Time 192 Hours
Activity
300 Hours
Activity
(E.g. lectures/seminars/tutorials/workshops etc) Lectures, seminars Workshops

Activity Essential and background reading, Coursework preparation
29
Module Title:
Transformation Management
Module Tutor: Dr Elayne Coakes / Dr Kofi Boateng Additional Tutors: Dr Lawrence Akwetey Mr Natesan Kalainesan
Aims: This module is unique in the way it combines some of the most crucial strategic issues faced by businesses today: Business Process Management, Change Management and Innovation Management with Information technology management. The industrial revolution in the 21 century places high demands on innovative in applying technology in order to tackle a transformation successfully
st
Topics: Business Process Re-Engineering o Traditional with the innovative o Process Re-Engineering o Process Outsourcing Change Management o Innovating the Company's Vision o Leading change o Motivating people Innovation Management o Innovation, creativity and design how it all fits together o Investigating key ingredients to innovation o Tools and measuring innovation
Learning Outcomes for the Module: On successful completion of this Module, students will be able to: 1. Demonstrate an understanding of business process management, its techniques, continuous process improvement and business process reengineering Design, deploy and evaluate concepts in process re-engineering Critically analyse the challenges faced in outsourcing Demonstrate an understanding of the change management process and its implications to an organisation Develop an understanding of the organisational resistances to change Apply techniques for creation of organisational culture that complements the change process Understand the innovation process within the economy and with firms Encourage original thought through creating an environment, which fertilises the development of ideas. Explore the ways in which innovations become commercialised and understand why some innovations succeed and others fail.
2. 3. 4. 5. 6. 7. 8. 9.
*Please indicate which outcome addresses which of the following cognitive and key skills by entering the number of the learning outcome in the box provided. This exercise is only possible if Module outcomes have been mapped against the SEEC Levels Descriptors. Please contact either Educational Development Services or the QA Department for details. Knowledge and Analysis Synthesis/Creativity Evaluation Understanding 3,4 2,6,8,9 3,9 1,3,4,5,6,7 Interactive & Group Skills Self-appraisal/ Reflection on Practice Planning and Management of Learning Problem Solving Communication and Presentation Practical/Psychomotor Skills
30
6 Other skills (please specify):
2,5,6
2,4,6
Lectures, seminars, workshops, computer assisted learning programmes, group activities
Weighting: 20 % 30 % 50 %
Class participation (Oral presentation) Individual project Final exam (3 Hours)
Hammer, M. and Champy, J. (2007) "Reengineering the Corporation: A Manifesto for Business Revolution," Nicholas Brealey , London UK. Akwetey, L.M. (2009) "Business Administration for Students & Managers," Trafford Publishing, Indiana, USA. Smith, H Fingar, P (2003) Business Process Management, ISBN: 0929652339 Palmer I, Dunford R, Akin G, [2009] Managing Organizational Change McGraw-Hill International Edition 2 ed. Gulati, R Sawhney, M Paoni, A (2002) Kellogg on Innovation & Technology, ISBN: 047123592X, Hill, CWL (2003) International Business: Competing in the global market place, ISBN: 0-07048668-9 Kazmi, A (2002) Business Policy and Strategic Management, ISBN: 0-07-044470-6
nd
Activity
300 Hours
Activity

Activity
Essential and background reading, Attending conferences and seminars, Coursework preparation
31
Module Title:
Customer Management
Module Tutor: Dr. Hasan Gilani Additional Tutors: Dr Khalid Bichou Mr Bismark Akoi Mr Dinesh Krishnan
Aims: The objective of this Module is to introduce and develop the concepts of innovative relationships with customers through the implementation of technologies available. The Module explores the areas of customer relationship management, supply chain management and marketing communications through and the impact of new technologies on these areas. Topics: Customer Relationship Management (CRM) o The CRM Vision o The CRM Value Chain o The CRM Applications Supply Chain Management (SCM) o Evolution of SCM o The e-Dimension of SCM o Enterprise resource planning (ERP) Marketing Communications o Dynamics and Innovation o Relationship Management o Marketing Channels
Learning Outcomes for the Module: On successful completion of this Module, students will be able to: 1. 2. 3. 4. 5.
Demonstrate an understanding of the core concepts of CRM and critically evaluate deployment of CRM applications Develop and deploy critical knowledge of value chain. Understand and manage customer life cycles and profitability
Critically discuss aspects and concepts of SCM and plan and manage a complex supply chain, which leads to efficiency and
avoidance of customer service level failures. Demonstrate understanding of relevant issues which may arise when analysing supply chain operations on both a domestic and multi-
national basis 6. 7. 8.
Evaluate and identify procedures, processes and practices for ERP. Analyse the role of marketing communications in an organisational set-up
Explain the main elements, activities and linkages associated with the formulation and implementation of a marketing
communications plan/programme.
9.
Demonstrate an understanding of business process management, its techniques, continuous process improvement and business process reengineering.
*Please indicate which outcome addresses which of the following cognitive and key skills by entering the number of the learning outcome in the box provided. This exercise is only possible if Module outcomes have been mapped against the SEEC Levels Descriptors. Please contact either Educational Development Services or the QA Department for details. Knowledge and Analysis Synthesis/Creativity Evaluation Understanding 1,3,5,6,9 1,4,5,7 8 1,6
32
Interactive & Group Skills
Self-appraisal/ Reflection on Practice 5
Planning and Management of Learning
Problem Solving
Communication and Presentation 8
Practical/Psychomotor Skills 3,4,8
4,8
Other skills (please specify):
Lectures, Seminars, Case Study, Group Discussion, Presentations. Emphasis on 'live' cases illustrating current issues.
Assessment methods which enable student to demonstrate the learning outcomes for the Module
Weighting: 50% 50%
Final Exam (3 Hours) Project
Indicative Reading for this Module: Brassington F.,& Pettit S.,(2006) "Principles of Marketing" Fourth edition , person Education Ltd, Edinburgh gate, Essex, England, UK. Buttle, F (2003) Customer Relationship Management, ISBN: 075065502X, Harvard Business Review (2002) Customer Relationship Management, ISBN: 1578516994, Freeland, J (2002) The Ultimate CRM Handbook, ISBN: 0071409351 Zuckerman, A (2002) Supply Chain Management, ISBN: 1841122440 Kotler, P Armstrong, G (2003) Principles of Marketing, 10 Edition, ISBN: 0131018612 Strauss, J El-Ansary, A Frost, R (2002) E-Marketing, 3 Edition, ISBN: 0130497576 Handfield, R.B and Nichols, E.L, 2002, Supply Chain Redesign: Transforming Supply Chains into Integrated Value Systems, Financial Times Prentice Hall Fill C. (2006) Marketing Communications Contexts, Strategies and Applications, Prentice Hall Chopra, S, and Meindl, P, 2003, Supply Chain Management: Strategic Planning and Operations, Prentice Hall, 2nd edition Stadtler, A and Kilger, C, 2004, Supply Chain Management and Advanced Planning : Concepts, Models, Software and Case Studies, Springer Hugos, M, 2003, Essential of Supply Chain Management, John Wiley & Sons
th rd
Activity
300 Hours
Activity

Activity Essential and background reading, Attending conferences and seminars, Coursework preparation
33
Module Title:
Module Tutor: Dr Joy K Joseph Additional Tutors: Mr Mark Winfield Mr Richard Asibey-Bonsu
Resource Management
Aims Managing the key resources of human capital and financial capital are crucial success factors in organisations today. This module exposes students to the complexities involved in managing human resources with the aid of modern and innovative HRM applications. It also deals with the area of managing the financial resources with the aid of latest Financial Management applications. Students will be introduced to advanced techniques of financial reporting in order to apply these techniques in the management of financial resource. Topics:
Human Resource Management (HRM)

o o o Innovative HRM Practises Human resource planning (HRP) HRM Applications Financial management-objectives, environment and control via budgeting Sources of finance, invest appraisals and management of working capital Costing systems and techniques, standard costing, variance analyses and performance measurement Accounting principles, concepts and theory Preparation and presentation of financial statements for limited liability companies and other entities Preparation of consolidated financial statements and their analyses, interpretation and related information
Financial Resource Management

o o o
Financial Reporting
o o o
Learning Outcomes for the Module: On successful completion of this Module, students will be able to: 1. 2. 3. 4. 5. 6. Demonstrate an understanding of innovative HRM practices. Critically evaluate HRP. Analyse and formulate HRM applications. Identify basis of standard costing and evaluate relevance of variance analysis. Prepare budgets and use them to control and evaluate organisational performance Analyse, interpret and report on financial statements Prepare group financial statements (excluding group cash flow statements) to include a single subsidiary. Analyse and demonstrate a critical awareness of capital investment and the use of appropriate methods for its appraisal.
7. 8.
9. Appraise and apply specified accounting concepts and theories to practical work place situations. Evaluation Knowledge and Analysis Synthesis/Creativity Understanding 2,4,5 2,3,8 3,7 1,5,8,9
34
Interactive & Group Skills
Self-appraisal/ Reflection on Practice
Planning and Management of Learning
Problem Solving
Communication and Presentation 5,6
Practical/Psycho-motor Skills 3,5,7,8,9
4,5,9 Other skills (please specify):
Lectures, seminars, research techniques, presentation skills, team participation and group management, analytical and critical appraisal. Assessment methods which enable student to demonstrate the learning outcomes for the Module: Weighting: Assignment: Coursework/Formal Report Live Case Study & Presentation Final exam(3Hours) 25% 25% 50%
Indicative Reading for this Module: Weightman, Jane (2004) Managing People ISBN: 0852929943 Thomson, R Thomson, A (2002) Managing People, ISBN: 0750656182, Watson, D Head, A (2003) Corporate Finance: Principles and Practice, ISBN: 027368356x Atrill, P and McLaney, E (2002) Accounting: An Introduction ISBN: 0273655507 Drury, C (2004) Management and Cost Accounting ISBN: 0412733609. Geoff Black, E. Mc. Laney and P. Atrill (2009) Introduction to Accounting and Finance Financial Times Press Robert Perks (2007) Financial Accounting understanding and Practice (2nd edition). Atrill and McLaney (2008) Accounting and Finance for Non-Specialists (6th edition), Prentice Hall Alexander David, Britton Annie and Jorissen Ann (2006), International Financial Reporting and Analysis, ISBN: 13-978- 1- 84480-201-2 Collier, Paul M. (2006) Accounting For Managers, UK: John Wiley &Sons Limited, ISBN: 13978-0-470-01609-1
Activity 300 Hours Activity (E.g. lectures/seminars/tutorials/workshops etc) Lectures, seminars Workshops Activity Essential and background reading, Attending conferences and seminars, Coursework preparation
Student Learning
Time 192 Hours
35
Module Title: Module Code: MBARP Level: M Credit: 15 Aims: The aims of this module are: To provide an understanding of research methodology, and the practical procedures that underpin the successful execution of an MBA dissertation To prepare a Dissertation Proposal that meets the requirements for a dissertation in terms of subject area, scope, methodology and feasibility Module Tutor: Dr Hasan Gilani
Research Methods for Dissertation Research
Topics:
o o o o o o
The Nature and Purposes of Research In Business Formulating a research topic Carrying out the Literature review Methodology and Data collection Research Management Preparing the Proposal
Learning Outcomes for the Module: On successful completion of this Module, students will be able to: 1. 2. 3. 4. 5. Understand the importance of research in business organisations Identify the appropriate problem area to be researched in the dissertation Understand paradigms and selection of a paradigm Operate within the selected paradigm for collection and analysis of data. Understand the various methods of data collection (quantitative and qualitative, primary and secondary) and formulate an appropriate research methodology. Identify the broad area of literature to be scrutinised in the actual dissertation. Present theories and analysis of data in the appropriate format. Prepare a formal research proposal, which will provide the basis of the dissertation.
6. 7. 8.
*Please indicate which outcome addresses which of the following cognitive and key skills by entering the number of the learning outcome in the box provided. This exercise is only possible if Module outcomes have been mapped against the SEEC Levels Descriptors. Please contact either Educational Development Services or the QA Department for details. Knowledge and Analysis Synthesis/Creativity Evaluation Understanding 6 3 1,3,6 Interactive & Group Skills Self-appraisal/ Reflection on Practice Planning and Management of Learning Problem Solving 2 Other skills (please specify): Communication and Presentation Practical/Psychomotor Skills 2,4,3,7,8
36
Lecture inputs will be supported by discussion seminars and practical work preparing the Dissertation Proposal
The research proposal will be assessed as follows: Introduction - problem or issues to be examined Literature review Data collection and evaluation of evidence Summary, recommendations Presentation, organisation, referencing Write up dissertation proposal (minimum 2,500 3,000 words) Indicative Reading for this Module:
Cameron, S (2000) the MBA Handbook. Essential Study Skills 3rd edition, Pitman Gill,J and Johnson, P (1997) Research Methods for Managers 2nd edition, Chapman Jankowicz, A.D (1995) Business Research Projects. Pearson Education Reeves, T and Harper, D G. (1981) Surveys at Work: A Practitioners Guide. McGraw Hill Ticehurst, G W and Veal, A J (2000) Business Research Methods A Managerial Approach, Longman Geoff Lancaster, Elsevier, (2005) Research Methods in Management ISBN 0 7506 6212 3
Teaching and Learning Time (10 hrs per credit): Student/Tutor Contact Time: 18 Hours Activity
Activity: (e.g. lectures/seminars/tutorials/workshops etc)
Tutor directed research groups/Individual tutorials
Student Learning Time:
Activity: Background reading + specific literature reading Literature survey and review Data collection - evaluation and analysis Reflection and review Drafting the report, revising Formulating conclusions and recommendations
132 Hours
37
Module Title: Module Code: MBAD Level: M Credit: 45
Pre-requisite:
Module Tutor: Dr Lawrence Akwetey
Dissertation
Written proposal for the specialisation area and Structured Research Planning Aims: The main aim of the Dissertation module is to enable students to research, evaluate and write up a contemporary aspect of business/management practice in the form of a dissertation on a selected specialised area. Topics: As defined by individual student proposals for dissertation
Learning Outcomes for the Module: On successful completion of this Module, students will be able to: 1. 2. 3. 4. 5. 6. 7. 8. Identify and evaluate critically different paradigms of enquiry Utilise a wide variety of secondary sources. Acknowledge and consider ethical and legal issues and apply these when conducting research. Identify and employ methodological approaches to specific research tasks. Utilise appropriate techniques to gather and analyse data. Identify, and rationalise a problem or issue in the field of business/management and develop theories to overcome this. Critically survey and analyse relevant theories and models Research, evaluate and Present evidence from different sources of research literature, such as: field data, company reports/policies and publications. Demonstrate a systematic and coherent presentation of theoretical and practical propositions, illustrating the integration between evidence, analysis and conclusions
9.
10. Critically analyse and reflect on the evidence presented 11. Demonstrate a range of cognitive and intellectual skills and theories while establishing appropriate criteria for informed recommendations and conclusions. *Please indicate which outcome addresses which of the following cognitive and key skills by entering the number of the learning outcome in the box provided. This exercise is only possible if Module outcomes have been mapped against the SEEC Levels Descriptors. Please contact either Educational Development Services or the QA Department for details. Knowledge and Understanding 4,7,10,11 Interactive & Group Skills Self-appraisal/ Reflection on Practice Analysis 1,5,7,8,10 Planning and Management of Learning 1,2 Synthesis/Creativity 6 Problem Solving 5,6 Evaluation 1,10 Communication and Presentation 2,5,8,9 Practical/Psychomotor Skills 6
Other skills (please specify):
38
Tutor directed research groups Independent student research Individual tutorials

Peer study/support groups
The report will be assessed as follows: Introduction - problem or issues to be examined Literature review Data collection and evaluation of evidence Summary, recommendations Presentation, organisation, referencing
As directed by the students tutor and determined by the topic of research
Teaching and Learning Time (10 hrs per credit): Student/Tutor Contact Time: 30 Hours
Activity
Activity: (e.g. lectures/seminars/tutorials/workshops etc)
Tutor directed research groups/Individual tutorials
Student Learning Time:
Activity: Background reading + specific literature reading Literature survey and review Data collection - evaluation and analysis Reflection and review Drafting the report, revising Formulating conclusions and recommendations
570 Hours
39
PROCEDURES FOR RESEARCH METHODS TOPIC REGISTRATION AND RESEARCH PROPOSAL PREPARATION THE SYSTEM FOR APPROVING AND REGISTERING DISSERTATION TITLES The purpose of the system is to ensure that the supervisor has approved the dissertation title as a suitable one for an MBA project and that the title that appears on the dissertation is properly formulated and without grammatical or spelling errors 1. Student submits completed Research Topic in week 10 2. Programme Director allocates each student to a supervisor on the basis of his topic. The student is informed of this allocation 3. The supervisor discusses the topic with the student, provides guidance and agrees the final wording. It is important that the title is coherent, brief, grammatically correct and without spelling mistakes. It must indicate clearly the nature and scope of the proposed work. 4. The student submits his title for registration. It must have the supervisors signature of approval. 5. Once registered the title cannot be changed without a formal request for registration of the new title. 6. The registered title is what must appear on the dissertation RESEARCH METHODS 1. Research Methods will be delivered as a three-day block towards the end of the first semester. An important aim of the programme will be to give guidance on how to develop the registered Research Topic into a Research Proposal. The Research Proposal will be formally submitted by the middle of the second semester. The supervisor will have given guidance to the student and confirmed his approval of the topic as suitable for the dissertation. The proposal will be formally assessed and a pass mark required before continuation to the dissertation. In the case of failures one resubmission will be permitted.
2.
3.
4.
5. A member of Coventry University academic staff will be involved in the Research Methods block as a Keynote Speaker.
40
POLICY ON THE USE OF TURNITIN Turnitin is an internet-based text matching service that has been developed by a
commercial company it is used, under license, by the Institute. Work that is submitted to Turnitin generates a Turnitin originally report, showing which parts of it has been
reproduced from which sources. This policy sets out how we use the service in connection with student work. A Module Leader may decide, in accordance with the policy, that all student submissions for a particular component of assessment should be submitted to Turnitin, provided that the relevant Module Guide includes a notice to that effect. But please note that all postgraduate research students will be required to submit their dissertations to Turnitin. Where Turnitin submission is required of work that will contribute to summative assessment and the student fails to submit, she/he will be awarded a mark of 0 for the component in question. FEEDBACK FORMS All outcomes to student feedback are published via Moodle so that you are aware of the actions which have been taken.
41
FEEDBACK FORMS
Course Evaluation Survey

Programme Title: Updated February 2011 Module Title: Academic Year & Semester:
The Teaching on my course
Definitely Agree
Mostly Agree
1. Staff are good at explaining things.

Definitely Agree

Mostly Agree
Neither Agree Nor disagree
Mostly Disagree
Definitely Disagree
Not Applicable

Mostly Disagree

Definitely Disagree

Not Applicable
2. Staff have made the subject interesting.
3. Staff are enthusiastic about what they are teaching.
4. The course is intellectually stimulating.
Assessment and Feedback
5. The criteria used in marking have been made clear in advance.

Definitely Agree

Mostly Agree

Mostly Disagree

Definitely Disagree

Not Applicable
6. Assessment arrangements and marking have been fair.
7. Feedback on my work has been prompt.
8. I have received detailed comments on my work.
9. Feedback on my work has helped to clarify things that I did not understand.
Academic Support
10. I have received sufficient advice and support with my studies.

Definitely Agree

Mostly Agree

Mostly Disagree

Definitely Disagree

Not Applicable
11. I have been able to contact staff when I needed to.
12. Good advice was available when I needed to make study choices.
Organisation and Management
13. The timetable works efficiently as far as my activities are concerned.
14. Any changes in the course or teaching have been communicated effectively.
15. The course is well organised and is running smoothly.
Learning Resources
Definitely Agree
Mostly Agree
16. The library resources and services are good enough for my needs.

Definitely Agree

Mostly Agree
Mostly Disagree
Definitely Disagree
Not Applicable

Mostly Disagree

Definitely Disagree

Not Applicable
17. I have been able to access general IT resources when I needed to.
18. I have been able to access specialised equipment, facilities and rooms when I needed to.
Personal Development
19. The course has helped me to present myself with confidence.

Definitely Agree

Mostly Agree

Mostly Disagree

Definitely Disagree

Not Applicable
20. My communication skills have improved.
21. As a result of the course, I feel confident in tackling unfamiliar problems.
Overall
22. Overall, I am satisfied with the quality of the course.
Looking back on the experience, are there any particularly positive or negative aspects you would like to highlight? (Please use the boxes below).
Positive Comments:
Negative Comments:
ACADEMIC CALENDAR Academic Calendar 2011/2012 INDUCTION 23rd May 2011
SEMESTER B Teaching w/c 30 May 2011 w/c 22 August 2011 Assignment Deadline * Will be announced at a later date and informed to students. Revision w/c 29 August 2011 Examination w/c 5 September 2011 Dissertation Classes 10th October 2011 13th January 2012 Dissertation Submission 20th January 2012
*Any changes to these dates will be communicated to students in their classroom or via their BITE email address.
44

MBA Innovative Management Handbook May 2011

Caricato da

Informazioni sul documento

Descrizione originale:

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

MBA Innovative Management Handbook May 2011

Caricato da

Copyright:

Formati disponibili

British Institute

of Technology & E-commerce in Partnership with

MBA Innovative Management STUDENT HANDBOOK 2011/12

(xi) skills to effectively undertake research, perform within a team

undertake at the institute (e.g. MBA).

30 level M credits 30 level M credits

is reported back to student representatives. 9. Assessment Strategy

collusion. 15.4 When to Reference

your assignments. Harvard method of quoting in the text

encouraged by the success of others"(p.33).

Paper from published conference proceedings with author or editor(s):

20.2 Academic and English Study Support (AESS)

23. Contacts The programme management is as follows

INDEX OF MODULE SPECIFICATIONS Core Modules

Module Organisation Management

Research Methods for Dissertation Research Dissertation

Module Code: MBA111 Level: M Credit: 30

Module Tutor: Mr Lewis Combstock

Information Technology Management

Learning Outcomes for the Module:

Interactive & Group Skills 9 Other skills (please specify):

Self-appraisal/ Reflection on Practice 9

Planning and Management of Learning 7

Problem Solving 6,9

Communication and Presentation 9

Practical/Psychomotor Skills 6,8,9

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

Lectures, seminars, workshops, computer assisted learning programmes, group activities

Weighting: 25% 50% 25%

Indicative Reading for this Module:

(E.g. lectures/seminars/tutorials/workshops etc) Lectures, seminars Workshops

Module Code: MBA112 Level: M Credit: 30

6 Other skills (please specify):

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

Lectures, seminars, workshops, computer assisted learning programmes, group activities

Class participation (Oral presentation) Individual project Final exam (3 Hours)

Indicative Reading for this Module:

(E.g. lectures/seminars/tutorials/workshops etc) Lectures, seminars Workshops

Module Code: MBA121 Level: M Credit: 30

Interactive & Group Skills

Self-appraisal/ Reflection on Practice 5

Planning and Management of Learning

Communication and Presentation 8

Practical/Psychomotor Skills 3,4,8

Other skills (please specify):

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

Weighting: 50% 50%

Final Exam (3 Hours) Project

(E.g. lectures/seminars/tutorials/workshops etc) Lectures, seminars Workshops

Module Code: MBA122 Level: M Credit: 30

Human Resource Management (HRM)

Financial Resource Management

Interactive & Group Skills

Self-appraisal/ Reflection on Practice

Planning and Management of Learning

Communication and Presentation 5,6

Practical/Psycho-motor Skills 3,5,7,8,9

4,5,9 Other skills (please specify):

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

Time 192 Hours

Research Methods for Dissertation Research

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

Activity: (e.g. lectures/seminars/tutorials/workshops etc)