Faculty of
Business Education and Law
PROGRAMME HANDBOOK 2015-16
MA HRM and Employment Law
Author: Ruby Hammer
Date of Issue:
May 2015
Please note – This is a sample handbook using existing Faculty template. All relevant
information will be transferred onto new University Template once ‘Ways of Working’ has
been integrated into new template and this has been released to Faculties.
Contents
1.
Welcome to the Faculty ..................................................................................................................................................... 3
2.
Welcome to your Programme ............................................................................................................................................ 3
3.
Useful Contacts and Resources .......................................................................................................................................... 4
3.1
Academic Contacts ............................................................................................................................................... 4
3.2
Administrative Contacts ....................................................................................................................................... 5
3.3
Useful Internet Resources .................................................................................................................................... 5
3.4
The Faculty Office ............................................................................................................................................... 5
3.5
The Faculty Management Team ........................................................................................................................... 6
4.
What are the aims and outcomes of the award and how is the Award structured? ............................................................ 7
5.
How will I learn on this award? ......................................................................................................................................... 8
6.
Support and Guidance ........................................................................................................................................................ 9
6.1
Academic Support and Guidance ......................................................................................................................... 9
6.2
General Support and Guidance............................................................................................................................. 9
6.3
Disability ............................................................................................................................................................ 10
6.4
The Students’ Union........................................................................................................................................... 10
6.5
Further Support .................................................................................................................................................. 10
7.
How do I hand in assignments? ....................................................................................................................................... 10
8.
Feedback on Your Work .................................................................................................................................................. 12
9.
External Examiners .......................................................................................................................................................... 12
10. Personal Development Planning and Personal Tutoring .................................................................................................. 13
11.
Recognition of Prior Learning ........................................................................................................................................ 13
12. Award Regulations........................................................................................................................................................... 13
13. Award Specific Regulations ............................................................................................................................................. 14
14. Concerns and Complaints................................................................................................................................................. 14
15. Academic Misconduct and Plagiarism ............................................................................................................................. 14
16. Equality and Diversity ..................................................................................................................................................... 15
Appendix A - Glossary of Terms .............................................................................................................................................. 16
Appendix B - Learning Outcomes of the Award ...................................................................................................................... 17
Appendix C - Curriculum Maps ................................................................................................ Error! Bookmark not defined.
Appendix D – Feedback on assessments .................................................................................................................................. 19
1. Welcome to the Faculty
Welcome to the Faculty of Business, Education and Law.
As Staffordshire students and through the “Staffordshire Graduate” programme, we focus on you. We help you to
learn to be independent thinkers, to debate, question and discuss key issues in your chosen subject. You will be
encouraged to be enterprising and entrepreneurial, to be an effective communicator and successful team worker.
Enterprise and entrepreneurship are important to us at the University; they are integral to the design of all our
programmes. This means we need to have close connections with employers, business practitioners and
professional bodies that help us make our courses relevant, interesting and up to date.
The people you meet in the faculty are friendly and approachable. They are all keen to help you succeed. Our
aim is to nurture and inspire you, to help you grow, to build your potential through working in a vibrant, thriving,
and sustainable international academic environment. You will enjoy working with academic staff who love their
subjects and who are passionate about helping you to build your knowledge and expertise. They all come from
different backgrounds and they will enjoy sharing their research, the work they do with businesses and in the local
community and beyond with you.
The Faculty of Business, Education and Law is international in its perspective and the people you meet will be
able to talk to you about the strong partnerships we have with other Universities and Colleges both in this country
and around the world. There are many opportunities for you to learn and gain a global perspective; from other
students and the academic staff. Our job is to help you see new possibilities and to bring new horizons into view.
Above all, our strongest partnership is with you, our students. You are at the heart of everything we do and we
are committed to giving you the best possible experience we can. We understand the importance of the
commitment you have made to us and we value the time you spend with us and remember, we are always
pleased to hear what you have to say.
I hope you have a successful, exciting and fulfilling time with us.
Professor Susan K. Foreman, MSc , PhD
Dean of the Faculty of Business, Education and Law
2. Welcome to your Programme
Welcome to Staffordshire Faculty of Business Education and Law, we are delighted that you have joined our
community of students. Business Management and Law have been taught at Staffordshire University since 1965
and the Faculty was established in 2012. Although the vast majority of postgraduate students in Law and
Business at Staffordshire University are based in the two schools of Business and Law, Law School postgraduate
students, also undertake awards by both Blended and Distance Learning. Many international students study at
our partner institutions. This award represents a collaborative approach across the two schools.
The University and the Schools of Business and Law are committed to the development of their students as
independent learners and therefore place significant emphasis on student-centred learning supported by
information technology. There are ample opportunities to develop new skills or embed existing ones to enhance
your career potential. The staff are not only committed to ensuring your academic success, but also to your
personal fulfilment over your time as a member of the Faculty and its alumni. Indeed, in recent years the Law
School has achieved outstanding results in the Academic Review of all its awards by the Quality Assurance
Agency, achieving “Commendable” (the top grade) for Teaching and Learning, Student Progression and Learning
Resources and has also received from the Solicitors Regulation Authority (SRA) consistently high ratings for its
Legal Practice Course (LPC).
This handbook is for you to use as a reference point during your time as a student in the Faculty. It seeks to
address many of the questions you may have during your time here and tells you where you can gain more
information and further guidance and support. We therefore strongly urge you to read it and to retain it for
future reference.
3. Useful Contacts and Resources
3.1 Academic Contacts
MA in HRM and Employment Law Award Leader:
TBC
Email:
Work Phone:
Office Location:
MA Teaching Staff:
Dr. Jenny Gale
Email: j.gale@staffs.ac.uk
Work phone 01782 298521
Ruby Hammer
Email: r.hammer@staffs.ac.uk
Work phone: 01782 294801
Office Location B264,Staffordshire Business School,
Staffordshire University, Leek Road, Stoke-on-Trent,
Staffordshire ST4 2DF
Office Location LW120, Staffordshire Law School,
Staffordshire University, Leek Road, Stoke-on-Trent,
Staffordshire ST4 2DF
Anni Hollings
Email: E.A.Hollings@staffs.ac.uk
Work phone: 01782 294202
Dr. Keith Puttick
Email: k.puttick@staffs.ac.uk
Work phone 01782 294462
Office Location B249, Staffordshire Business School,
Staffordshire University, Leek Road, Stoke-on-Trent,
Staffordshire ST4 2DF
Office Location LW4462, Staffordshire Law School,
Staffordshire University, Leek Road, Stoke-on-Trent,
Staffordshire ST4 2DF
Graham Mather
Email: g.mather@staffs.ac.uk
Work phone: 01782 294210
Elizabeth Gillow
Email: e.a.gillow@staffs.ac.uk
Work phone: 01782 294461
Office Location B262, Staffordshire Business School,
Staffordshire University, Leek Road, Stoke-on-Trent,
Staffordshire ST4 2DF
Office Location LW014, Staffordshire Law School,
Staffordshire University, Leek Road, Stoke-on-Trent,
Staffordshire ST4 2DF
Peter Beszter
Email: p.beszter@staffs.ac.uk
Work phone: 01782 294042
Mike Jarrett
Email: michael.jarrett
Work phone: 01782 294455
B285, Staffordshire Business School, Staffordshire
University, Leek Road, Stoke-on-Trent, Staffordshire
ST4 2DF
Jules Smith
Email: jules.smith@staffs.ac.uk
Work phone: 01782 294587
Office Location LW124, Staffordshire Law School,
Staffordshire University, Leek Road, Stoke-on-Trent,
Staffordshire ST4 2DF
Office Location LW124, Staffordshire Law School,
Staffordshire University, Leek Road, Stoke-on-Trent,
Staffordshire ST4 2DF
3.2
Administrative Contacts
JUDITH BLACKBAND (Award Administrator)
Email:
judith.blackband@staffs.ac.uk
Work Phone:
01782 294550
Office Location: LW13, Staffordshire Law School,
Staffordshire University, Leek Road, Stoke-on-Trent,
Staffordshire ST4 2DF
MARJORIE COLLACO (E-Learning Technologist)
Email:
Work Phone:
IT Helpdesk:
m.b.collaco@staffs.ac.uk
+44 (0)1782 294172
3700@staffs.ac.uk
LISA BENSON (Student Guidance Advisor)
Email:
l.j.benson@staffs.ac.uk
Work Phone:
+44 (0)1782 294684
3.3 Useful Internet Resources
The Faculty website can be found at: http://www.staffs.ac.uk/academic_depts/law/
Here you will find details of timetables, contacts and news regarding the Faculty.
The Faculty uses Blackboard as an online learning environment, and information on modules on which you are
enrolled can be accessed from this. Note: you can only get access to those modules that you are studying – if you
cannot gain access to material, it may be that you are not correctly enrolled on the module – make sure you let
your module tutor or award administrator know.
Blackboard can be found at:
http://blackboard.staffs.ac.uk
The library can be accessed from:
http://www.staffs.ac.uk/support_depts/infoservices/library/
E-Library
Many Library resources are now available electronically and can be accessed via the web. You can get the
information you want, when you need it, 24 hours a day, 7 days a week. Our electronic resource collections offer
a wide range of different types of information held in searchable online databases, electronic journals and ebooks.
Available 24 hours a day, 7 days a week. Many resources can be accessed off campus via online resources,
see: http://www.staffs.ac.uk/support_depts/infoservices/library/eresources/
3.4 The Faculty Office
Faculty Reception is on the first floor of the Law School and should be your first port of call if you have any
queries or problems relating to the Faculty or if you are unsure of how to deal with other queries. The Faculty
Office team are responsible for managing the wide range of activities and processes necessary to support
students and academic colleagues within the Faculty.
It is important that you get to know staff in the Faculty Office as they are responsible for keeping all the
information on your time with us accurate and up-to-date. In particular, make sure that you:

Check your University e-mail account regularly for any information or queries sent to you by Faculty
administrators or by academic staff. It is your University e-mail account which we will use for all
University correspondence.

Always let the Faculty Office know of any changes in your contact details. This includes phone numbers
as well as home and term addresses. It really is important that we know how to get in touch with you – for
example not telling us of a change of address might mean results / referral information do not get to you.

Always ensure that the Faculty Office is aware of any changes you make to your academic profile
(modules / award) by completing the appropriate module amendment / award transfer forms.
As this is a blended program it is essential that we are able to keep in touch with you. You should have entered
your current home and telephone numbers when you enrolled online. It is also very helpful for us to have your
mobile telephone number and SKYPE address, if available. Should any of these details change, please
inform, by e-mail, the Award Administrator (Judith Blackband)
Please feel free to contact the Faculty Office between these times. All queries, no matter how small or large, are
welcome as they ensure that your records are always correct – and this does prevent delays or difficulties in
confirming results at the end of each Academic Year. And if you have a problem which the Faculty Office can’t
help you with, it usually knows somebody who can.
Law Library and Thompson Library
The main University Library is situated on College Road and the business texts are mainly found there.
Full details of the Library opening hours across the University are available on the University website. Vacation
opening hours are usually 9.00am – 5.00pm (staffed) but the library will be closed on Bank Holidays.
The Law Library is on the ground floor of the Law School in Stoke.
Opening hours for Law Library term-time opening is as follows:
Day
Monday
Tuesday
Wednesday
Thursday
Friday
Weekend
Self-service
8.45am – 9.00am
8.45am – 9.00am
8.45am – 9.00am
8.45am – 9.00am
Staffed
9.00am – 5.00pm
9.00am – 8.00pm
9.00am – 5.00pm
9.00am – 8.00pm
9.00am – 5.00pm
Self-service
5.00pm – 10.00pm
8.00pm – 10.00pm
5.00pm – 10.00pm
8.00pm – 10.00pm
1.00pm – 6.00pm
3.5 The Faculty Management Team
The Dean of Faculty of Business, Education and Law
Professor Susan Foreman
Room B315 Brindley Building
01782 294029
Email s.foreman@staffs.ac.uk
In this role, the Dean has responsibility for the strategic development, operation and management of the faculty.
Acting Personal Assistant to the Dean
TBC
You should normally make an appointment with the Dean’s PA or you may contact the Faculty Office and staff will
be able to help you. However you may wish to speak to your award leader, module tutor, personal tutor or student
guidance office initially.
Faculty Associate Deans
The Dean is supported in running the Faculty by three Associate Deans and three Heads of School:
Robert Curtis: Associate Dean – Learning and Teaching LW129 Law Building
Tel 01782 294346 email r.w.curtis@staffs.ac.uk
Paul Byrne; Associate Dean – Partnerships B374 Brindley Building
Tel 01782 294152 email p.j.byrne@staffs.ac.uk
Professor David Williamson – Associate Dean – Scholarship, Enterprise and Research B312 Brindley Building
Tel 01782 294192 email: david.williamson@staffs.ac.uk
Paul Williams: Head of School – Business.B301 Brindley Building
Tel 01782 294064 email: paul.williams@staffs.ac.uk
Robert Curtis: Head of School – Law. LW 129 Law Building
Tel 01782 294346 email: r.w.curtis@staffs.ac.uk
Professor Michelle Lowe: Head of School – Education. B382 Brindley Building.
Tel 01782 294240 email: m.lowe@staffs.ac.uk
4. What are the aims and outcomes of the award and how is the Award
structured?
What will this programme teach me to do? At the end of your studies you should be able to:
Postgraduate Certificate
Identification and justification of a sound theoretical framework adopted for your proposed research
within the field of HRM and employment law. (Knowledge & Understanding, Learning & Problem
Solving.)
Use written communication at an advanced level to find information and to explain, debate, and
present highly complex arguments, proposals, and ideas while adapting to different audiences and
circumstances relevant to human resource management and employment law. (Communication)
Demonstrate a critical understanding of the ethical concerns around conducting and making use of
research within the area of human resource management and employment law. (Application)
Demonstrate initiative and personal responsibility in identifying and integrating relevant professional
literature within the specialised area to enhance and support advanced level study (Analysis)
Postgraduate Diploma
Demonstrate a systematic understanding of knowledge and a critical awareness of current legal
problems within human resource management and employment relations. (Knowledge &
Understanding)
Recognise and evaluate the potential difficulties and opportunities that are involved in implementing
law within human resource management and employment relations. (Analysis & Reflection)
Conceive and develop an understanding of the international issues which impact upon national laws
and practice within this field. (Communication)
Critically engage in seminar debates, on-line discussion forums and focus group sessions to challenge
how legal principles operate within the field of human resource management. (Communication,
Enquiry)
Demonstrate initiative and personal responsibility in identifying and integrating relevant academic and
professional literature to enhance your understanding of the interface between human resource issues
and the legal framework governing them. (Application, Learning)
Masters
Justify and integrate the appropriate research paradigms, methods and processes within the context of
an extended research study within the subject specialism. (Knowledge & Understanding, Enquiry)
Develop, implement and manage an independent programme of extended research, evidencing an indepth understanding of ethical concerns and advanced scholarship contextualised to human resource
management and employment law. (Reflection, Learning)
Critically analyse and synthesise material from many sources (academic and practical) to assist your
work and to clarify the human resource and legal problem(s) under investigation (Analysis,
Application)
Demonstrate originality in the application of knowledge and understanding to new or existing complex
problems within this field. (Problem Solving, Application)
Communicate in a structured written format appropriate to the presentation of a Masters Dissertation.
(Communication, Reflection, Learning)
5. How will I learn on this award?
Why Staffordshire University Law School?
Accredited by the Solicitors Regulation Authority (SRA) and the Bar Standards Board, we are one of the UK’s
leading providers of legal education. Study with us and you will be taught by renowned academics, many of whom
are solicitors or barristers. You will also benefit from the expertise that stems from our unparalleled links with
major law firms across Britain. Purpose-built, our world-class facilities include: modern lecture theatres, an
excellent law library, learning resources centre, mock courtroom, legal practice rooms and study rooms.
The Blended Learning Programme is underpinned by the academic groups of Business and Commercial Law and
Organisational Behaviour, Leadership and Change which both have a very wide experience of innovative
approaches to curriculum development, teaching, learning and assessment as well as the research-informed
knowledge and understanding of the subject area.
The MA in HRM and Employment Law by itself does not provide direct professional routes into particular
employment and is therefore not regulated by the legal profession. However it does allow postgraduate students
to learn, develop and enhance the skills (both academic and professional) that they will utilise in their future
careers or will enhance existing careers and practice.
The teaching and learning on the award is undertaken predominantly through the University’s virtual learning
platform (Blackboard), supported where appropriate by specialised e-learning and technological tools. The award
commences with a 2 day face to face induction programme in September each academic year whereby students
are supported to enter a community of post-graduate study and practice.
As well as commencing the Research Methods module, during this initial period great emphasis is placed on
ensuring that each student understands the relationship between the concentrated face to face sessions and the
online learning and communication which is scheduled to take place between attendance at University. The 2
day induction period also involves opportunities to meet and network with tutors, external professionals and
other students within the post-graduate community at Staffordshire. Attendance at all face to face sessions
throughout the award is compulsory.
Thereafter, each module will start with a face to face two hour workshop at one of the concentrated learning
blocks scheduled throughout the year. These sessions take place during 4 x 2 day blocks throughout each year
of the award following award induction. An additional day in semester 3 is also organised to support students to
commence the research and preparation for the project-based and/or dissertation work to be completed during
semester 3 of the award.
Each module will have a range of online tasks to complete which will be supported by an online reading list,
multimedia resources and collaborative activity thereby allowing students to engage with fellow students and
tutors at a time which suits their particular personal circumstances. Tutors will also be available at regular times
over this period via social and/or traditional media. There will also be a number of face to face concentrated
teaching sessions between students and staff in order to increase the community feel and provide space for more
detailed interactions.
As the award is at post-graduate level, students will be supported and encouraged throughout the their studies to
develop both their own independent learning skills, and also their own personal learning networks within the
groups and wider communities. This will not only enhance their learning experience but ensure that they grow
the networks they will later be using in practice.
What qualifications do I need?
The MA is open to graduates with either a Law degree, a degree in HRM or a degree in an equivalent level
subject.
What study options are available?
A blended learning approach means you will find our study options are extremely flexible. Whichever study
method you choose, independent preparation and learning are vital. To maximise your study time, we will help
develop your research and learning skills.
How will I be assessed?
You will submit a range of coursework, individual and group presentations for each module.
6.
Support and Guidance
6.1 Academic Support and Guidance
Throughout your course you will meet the Module Tutors at the taught sessions. If you require additional advice
and guidance, please do not hesitate to contact the Module Tutors, Award Leader or the Award Administrator.
One-to-one support tutorials can be arranged on request, either be face to face, by telephone or by e-mail.
Please contact your tutor if you have any concerns about assessment or any other aspect of your course.
Generic support with studying, assignments and assessments can be found on the libraries’ Learning Support
web-pages: http://www.staffs.ac.uk/support_depts/infoservices/learning_support/index.jsp
6.2 General Support and Guidance
If you have concerns about your ability to complete your course for any reason, you are strongly encouraged to
speak to one of the tutors and hopefully a mutually agreeable support strategy can be offered to you.
If you have any general concerns, the Faculty Student Guidance Advisor can help you with a wide range of
educational issues as well as offering specialist information and support. A drop-in service is available, but to
discuss an issue in depth you can then book an appointment.
As a part-time, off campus student you can telephone or email your faculty Advisor. These details are on the
Student Guidance website:
http://www.staffs.ac.uk/support_depts/studentguidance/index.jsp
6.3 Disability
Staffordshire University is committed to enabling all students to achieve their full potential. If you have a disability
or specific learning difficulty (SpLD) which might affect your progress, you are strongly advised to disclose this to
one of the Award or Module Tutors at the earliest opportunity. Every effort will be made to implement any
reasonable adjustments to the learning environment in order to support you through the module. Each Faculty
has a Disability Coordinator who coordinates support for disabled students.
The Student Enabling Centre provides specialist study support for disabled students and also a counselling
service to support students who may experience issues that affect their mental wellbeing. The service provides a
range of information, advice and facilities such as offering study needs assessments, help to apply for the
Disabled Students’ Allowance (DSA) and providing study support services for students with dyslexia.
At Stoke, the Student Enabling Centre is based in the Cadman Courtyard, and at Stafford in the One Stop Shop
in the Beacon Building. More information about the Student Enabling Centre can be obtained from
http://www.staffs.ac.uk/study/disabled/ or by email at disability@staffs.ac.uk or counsellingreception@staffs.ac.uk
6.4 The Students’ Union
Your Students’ Union understands the pressures and challenges of academic study and is always here to help all
its student members.
Representation
If you have an issue with your course, you can turn to your Student Academic Representatives. Elected by their
course mates, the Student Academic Reps are there to listen to your views, represent them at faculty meetings
involving your course and feed them back to the Students’ Union to help achieve positive outcomes for you. If
you’re not sure if your course has a Student Academic Rep, get in touch with the Students’ Union and we can find
yours or help you become one.
Advice
For those matters that can’t be fixed so easily, the Union also provides a team of fully-trained advisers to help you
solve your problem. Available on both Stafford and Stoke campuses, the advisers can be seen for free all week,
just drop in to find out when they’re free. The team can help you with academic issues, housing, student funding,
benefits and much more. If you can’t make it into the Union, you can also chat to them online
at www.staffsunion.com/advice.
6.5 Further Support
The University has other services which offer support to international students, mature students, students with
caring responsibilities and students who have been in care. Information on all our services for students can be
found at: http://www.staffs.ac.uk/study/services/
7. How do I hand in assignments?
Written Assignment Submission
Written assignments will either be submitted as a hard copy to your Faculty Office, or submitted online through
Blackboard. Each module handbook will make it clear how you will be expected to submit your work.
Submitting Assignments Online
Online assignments will be submitted through Blackboard, using one of a number of methods. In each case, the
module handbook and Blackboard site for that module will make it clear how and when you are required to submit
your work. All assignments should be submitted through the module space in Blackboard, and not through the
award space.
In some cases you may be asked to submit your work via email or another online process. In each case, this will
be made clear in your module handbook. All electronic submissions via Blackboard should have an e-version of
the coversheet cut-and-pasted into the front of your assignment document.
Anonymous Submission
Note that most assignments are marked anonymously, and that you are asked to fold and stick down the top-flap
of the assignment receipt form to conceal your name before handing in your work. This is an important tool in
helping to safeguard the integrity of the assessment process. Anonymous marking, however, may not be
appropriate certain kinds of assessment (for example, an artefact or presentation).
For online submissions, we will use the tools available in Backboard to ensure anonymity wherever possible.
Learning Support Agreements
If you have a learning support agreement which recognises dyslexia as a disability make sure that you ask for
one of the yellow stickers (available from the Faculty Office) to attach to your work to signal to the tutor that the
assignment needs to be marked on content and understanding and not penalised for grammar, spelling or
punctuation errors.
For online submissions, you will be advised by you Faculty Office, or in the module handbook on how to signal
this to your tutor.
Similarly, if your learning support statement specifies that you can negotiate the submission dates of your
assessments then please ensure that you have agreed new submission dates with your tutor in advance of the
original deadline. On the Faculty assignment cover-sheet there is a box for stating the agreed negotiated
deadline and the tutor’s signature. Please be mindful of the fact that you may need to complete the cover-sheet
in advance of the submission date to ensure you get the tutor’s signature – rather than assume the tutor will be
available on the day / time you intend to submit.
If you hand work in after a negotiated deadline, it will be treated as ‘late’, and will be marked at zero. So, if having
once negotiated a deadline you find that, as it approaches, you are going to need a further extension, you will
need to go back to your Award Leader / Personal Tutor to authorise this. Your Award Leader / Personal Tutor will
use the test of ‘reasonableness’ in agreeing to any further extension.
If you need to adjust the assignment schedule agreed with your Award Leader / Personal Tutor for reasons that
are unrelated to your disability, then you will need to use the normal Extenuating Circumstances procedure.
Keeping a Backup
Finally, of course, it is good practice to keep a hard or (backed-up) electronic copy of any assignment you submit,
whether that assignment is submitted on paper or electronically. Should the assignment you submit get lost, then
you will have the receipt to prove that you handed it in, and a copy to replace what has been lost.
Extenuating Circumstances
If your absence from the programme, for example as a result of ill-health, affects any aspect of your assessment,
you may be eligible to submit a claim for extenuating circumstances. The University defines extenuating
circumstances as ‘circumstances which are beyond the control of the student, which could not reasonably have
been foreseen or prevented by the student and which would substantially impact on a student’s performance in
assessment’. You are strongly encouraged to discuss your extenuating circumstances with your Personal Tutor,
Faculty Student Guidance Advisor or other appropriate member of staff. Further information can be found at
http://www.staffs.ac.uk/assets/extenuating_circumstances_procedure_tcm44-25749.pdf
8.
Feedback on Your Work
Seven principles of good feedback
Good feedback should:
1. Be an interactive process involving student-tutor and student-student dialogue;
2. Facilitate the development of self assessment and reflection;
3. Clarify for students and staff, through dialogue, what good or bad performance actually is in the
assignment or task;
4. Be developmental, progressive and transferable to new learning contexts;
5. Be ongoing and embedded in the learning process;
6. Motivate, build esteem and confidence to support sustainable lifelong learning;
7. Support the development of learning groups and communities.
Coursework and other assessments, excluding examinations
You will normally receive feedback on all your assessments, other than examinations, within 20 working days
following the date of submission of your assessment or actual date of the assessment (in the case of class tests).
For some assessments the feedback period will be less than 20 working days. However, it may be the case that
the 20 day rule for some assessments cannot be met for justified reasons (for example, modules on which a large
number of students are enrolled). However, it is anticipated that this will apply to only a small number of modules
on your award and, in those cases, the feedback return period will not exceed 25 days. The anticipated feedback
return times for all assessments will be published in your Module Handbooks.
In order to ensure that feedback is provided within 20 days, in most cases, the marks for your work will be
provisional and will be subject to final ratification by the appropriate Assessment Board in due course.
Formal University examinations
Feedback for examinations will always be provided. This feedback can take a variety of forms and be either
generic or personalised. At the latest, feedback should be provided at least four weeks before the next
examination period.
The University hopes that you will also play your part by ensuring that you collect feedback from the relevant
sources as soon as it is available.
9.
External Examiners
As with all universities in the UK, Staffordshire employs external examiners who are specialist in the area you are
studying. The majority are drawn from other universities or colleges in the country, although some will also come
from industry or other relevant professions. External examiners look at the assignments that are set for you and
the work you produce. They are asked to confirm that the standards are appropriate for the level at which you are
studying. They attend assessment and award boards and write an annual report for the University which is used
as part of the process, (which includes student representatives) of monitoring the quality and standards of your
award. You are entitled to see these reports and if you wish to do so you should contact your Faculty office.
External examiner(s) who are responsible for your award are:
TBC
NB: It is not appropriate for you to make direct contact with external examiners, in particular regarding your
individual performance in assessments. There are other mechanisms you can use if you are unhappy with your
results or other aspects of your award, such as the appeal and complaints procedures.
External examiners have been informed that if they are contacted directly by students they should decline to
comment and refer the student back to the University.
10. Personal Development Planning and Personal Tutoring
All MA students will be allocated a personal tutor who is responsible for their academic support, and to be a first
point of call for any pastoral or welfare issues. Details of the tutor will be communicated to students at the start of
their course.
11. Recognition of Prior Learning
Recognition of Prior Learning (RPL) is the term used when a student uses his or her previous experiences to gain
admission to a programme of study; admission to a module; admission at an intermediate stage in a programme
(advanced standing); or to gain exemption from part of a programme of study. These previous experiences may
be work-based learning, general learning experiences (experiential) or certificated qualifications.
You should normally apply for exemptions or admission with advanced standing through the RPL scheme when
you apply for a place on the award, or immediately upon registration for your modules. You will not be allowed to
apply for RPL in a module once you have submitted any assessment for that module. If you apply for exemptions
or admission with advanced standing through the RPL scheme you may be required to undergo some
assessment to determine the relevance of your experiences/qualifications.
Staffordshire University’s RPL scheme can be accessed at:
http://www.staffs.ac.uk/assets/apel_policy_tcm44-26828.pdf
12. Award Regulations
Your award is regulated by the University’s Academic Award Regulations. These can be accessed at:
http://www.staffs.ac.uk/legal/policies/awardregs/index.jsp
Module Failure - what happens if I fail a module?
If you have failed to satisfy the assessment criteria of the module, you will be awarded a fail (0-49%
postgraduate). If you have failed to submit any assessment for the module, you will be given a Grade Point N
(Fail due to non-submission) for the element(s) of that module and you will only be allowed a further attempt at
that element(s) of the module at the discretion of the appropriate Board.
If I fail a module, can I resit it?
(i) If you made an attempt at your assessments at the first attempt:
You will only be guaranteed an opportunity to attempt referrals once IF, and only if, you have made an
attempt at the assessment(s) on the first occasion unless a claim for Extenuating Circumstances has been
successful.
(ii) If you did not make an attempt at your assessments at the first attempt:
If you do not submit work or attend assessments at the first attempt, that guarantee of a referral is lost and
the appropriate Board will decide whether or not to allow you a referral. In making its decision, the Board
may take account of your engagement with that module.
If the Board does allow you a referral(s) and you do not take the referral(s) at the time
notified to you
by your Faculty/School, no further referral opportunity will be given to you and you may fail the award.
When can I take my resit(s)?
In all cases, if you are allowed a referral(s), the referral(s) must be taken at the next resit opportunity. For many
students, this will be in August 2015 but will depend on the nature of the award and the timing of your
assessments.
It is your responsibility to make sure that you know when you are required to resit.
13. Award Specific Regulations
(See Appendix)
14. Concerns and Complaints
We endeavour through our support systems to deal with any concerns and complaints informally. Within your
department, we advise you to talk to your Module Tutor, Award Leader or Personal Tutor as soon as possible.
You can also talk to the Faculty Student Guidance Advisor.
If you are still dissatisfied then the University has in place a Complaints Procedure. You can also use the
Complaints Procedure if you feel you have been subject to discrimination, harassment, bullying or abuse. For
more information contact the Appeals Complaints and Conduct Manager on 01782 294359 or visit:
http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/index.jsp
15. Academic Misconduct and Plagiarism
The University and Faculty take the issues of academic dishonesty, plagiarism or cheating very seriously. If you
are caught breaking the University’s rules, you can expect to be punished – this might mean failing an
assignment, failing a module or even failing your award and being asked to leave the University.
It is vitally important that you understand the rules regarding plagiarism. These can be found at:
http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf
There are several resources available to help you in writing and preparing assignments so that you do not break
the rules. You might want to look at the following resources.
http://www.staffs.ac.uk/studyskills
If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study Skills
Centre (located in the library).
16. Equality and Diversity
Staffordshire University is committed to equality of opportunity and diversity: these are part of the core values of
the institution. We aim to be an inclusive organisation where everyone has a fair opportunity to fulfill their
potential.
At Staffordshire University we recognise that people are unique individuals. We are committed to ensuring that all
our students and staff - whatever their background, nationality, cultural heritage, age, race, disability, ethnic
origin, gender, sexual orientation, religion, belief, colour, gender identity, skills and experiences - are able to study
or work in an environment free from discrimination, harassment, bullying and victimisation.
We all have a responsibility to ensure that this happens, and students and staff are expected to behave in a way
that promotes a welcoming and inclusive environment for all.
The Students’ Charter sets out the University’s commitment to students and your responsibilities as a student.
This can be found at http://www.staffs.ac.uk/assets/student_charter_tcm44-26822.pdf. The University also has a
behaviour policy to inform students and staff of the behaviour expected of students. This can be found at:
www.staffs.ac.uk/legal/policies/index.jsp
More information, support and advice about any aspect of equality and diversity at Staffordshire University can be
obtained from http://www.staffs.ac.uk/support_depts/equality/.
Appendix A - Glossary of Terms
Module
A unit of study with a defined learning outcomes, curriculum and assessment.
The module definition is to found in the module specification for the module.
Each module has a number of Credits, associated with it. A single module is
worth 15 Credits and notionally requires 150 hours of learning activity to
complete. This learning activity being divided between time for class contact
hours with staff, independent study and assessment. The number of allocated
learning hours rises in proportion to the number of Credits attributed to a
module at the rate of 10 hour per credit. All modules are multiples of the basic
unit of 15 Credits. So for example, a module worth 30 Credits and will have a
learning time of 300 hours.
Core module
This is a module that you must take and pass to qualify for a given award title or
range of titles.
Award Option
This is a module chosen from a list of Award Option modules. Award Option
modules are studied in conjunction with the core modules and from the
prescribed set of modules for a particular named award.
Co-requisites
Co-requisites are those modules that you must take as a package. All the Level
4 core modules can be considered to be co-requisites. We have defined corequisites to make sure that there is sufficient shape and coherence in your
programme of study to make it a rewarding and interesting experience. A
corequisite is therefore a module which must be studied in addition to and
normally at the same time as a particular module.
Pre-requisites
A pre-requisite is defined as a specific requirement that you must meet before
you can take a module. In a similar way as entry to an Award was dependent on
your achieving A-Level or BTEC passes for example, or having other prior
knowledge, for some modules you will have to be ‘qualified’ to take them. This
will normally mean studying for a module at an earlier level in the Award.
Pre-requisites are specified to make sure that you have the knowledge and
skills you will need to be successful in your chosen modules. Please refer to the
Academic Award Regulations for a more detailed description of this term in
particular the distinction between the terms pre-requisites’ and ‘Special
Admissions Requirements’.
Disqualified
Combinations
Although rare, disqualified combinations are those modules which you cannot
study together. This is normally because the content of the modules overlaps in
some way, such that by taking both you would not cover the equivalent of twomodules learning.
Level
This indicates the academic level at which study is to be undertaken. Normally it
corresponds to one year of study for full-time students. However, students may
take modules from different levels at the same time, provided that they meet the
requirements for their award.
Semester
A period of study into which the year is divided, that may include induction
learning, assessment and academic counseling.
Appendix B – Award Structures
MA HRM and Employment Law
2 Year Part-Time Structure
Certificate Level
YEAR 1
Teaching
Semesters
1-2-3
Diploma Level
YEAR 2
Teaching
Semesters
1-2
Semester 1
Semester 2
Semester 3
Research Methods
(Core)
15 Credits
Managing Employee Relations*
(Core)
15 Credits
Investigating a Business Issue* (Core)
15 Credits
and
and
Introduction to HRM &
Employment Law
(Core)
15 Credits
The Employment Relationship &
Regulation of Workplace
Change, Discipline & Dismissal*
(Core)
15 Credits
Semester 1
Semester 2
HRM in Context*
(Core)
15 Credits
Equality, Diversity and
Discrimination* (Core)
15 Credits
Developing Skills for
Management and Leadership*
(Core)
15 Credits
Semester 3: Masters Level
Final Dissertation (Core)
60 Credits
1 Year Full-Time Structure
YEAR 1
FULL TIME
Teaching
Semesters
1-2-3
Semester 1
Semester 2
Semester 3
Research Methods
(Core)
15 Credits
Managing Employee Relations*
(Core)
15 Credits
Investigating a Business Issue* (Core)
15 Credits
and
and
Introduction to HRM &
Employment Law
(Core)
15 Credits
The Employment Relationship &
Regulation of Workplace
Change, Discipline & Dismissal*
(Core)
15 Credits
HRM in Context*
(Core)
15 Credits
Developing Skills for
Management and Leadership*
(Core)
15 Credits
Masters Level:
Final Dissertation (Core)
60 Credits
Equality, Diversity and
Discrimination* (Core)
15 Credits
Both Awards:
There is the option to replace any of the modules marked * with a 15 credit project. It must be noted that in doing so, this may impact upon the ability to claim
CIPD accreditation.
Appendix C – Feedback on assessments
Our principles - good feedback should:
1. Be an interactive process involving student-tutor and
student-student dialogue
Because of the principles, you; the student; can expect:
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There should be an agreed point of reference and common
starting point between students and staff as to what constitutes
the purpose and use of feedback as part of a learning process.
The content of this originates from the knowledge and
professional expectations of the subject discipline. Determining
the common starting point is an iterative process emerging out of
interactive dialogue between staff, students and their peers,
where all participants challenge and are open to each other’s
views.
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To work with a set of agreed assessment rules
To agree with staff and other students on why you will get
feedback
To debate with other students
To learn from other students
To see other students learn from you
To debate with lecturers and other staff
To learn from lecturers and other staff
University staff to learn from you
Every conversation about your studies to be a type of
feedback you can learn from (we are an Academic
Community)
To get feedback throughout your course
To also get specific and timely formal written feedback
from lecturers on your marked assessments
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2. Facilitate the development of self assessment and reflection
The feedback should generate a series of questions for the
student which makes them think about their learning now, and
what they need to do to develop their learning in the future. This
will enable them to understand the purpose of the feedback in
each specific context; create the capacity to developing
evaluative judgement; the ability to review their own performance
against professional and academic criteria; and to think about
learning strategies they need to develop in the future;
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To ask yourself new questions about your learning
To ask yourself new questions about your subject
To improve your understanding of your own thoughts
To improve your ability to see the worth of other people’s
work and thoughts
To improve your ability to evaluate your own work and the
work of others
To become better at working in order to meet specific
goals or targets
To get better at working out what types of feedback you
need and working out when you need feedback
3. Clarify for students and staff, through dialogue, what good
or bad performance actually is in the assignment or task. [1]
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This involves identifying and justifying the strengths and
achievements of the assignment, artefact or task under
discussion. This should also then lead to outlining how changes
and improvements may be made, through reference to
discussion around what constitutes the criteria for good
performance and how the outcomes of the task have been met.
Students need to be aware that feedback is a process that can
take place at any time or place, and isn’t restricted to formal
learning situations.
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4. Be developmental, progressive and transferable to new
learning contexts
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The dialogue and understanding that emerges from the feedback
should be applicable both to the current debate and also contain
elements that are able to be translated to a range of current and
future learning situations. As the student progresses through
their learning journey they should be developing a more
sustained and sophisticated approach to their learning,
culminating in the expression of the graduate attributes
appropriate to their level and subject specialism
5. Be ongoing and embedded in the learning process
Feedback isn’t simply an activity that takes place after
assessment – it isn’t something that is simply done to students!
Feedback that is effective and timely occurs when students know
when they need it, recognise what they want it for, and know
how to ask for it in a way that is appropriate to their needs.. It is
multi faceted both in terms of content and format.
6. Motivate, build esteem and confidence to support
sustainable lifelong learning
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To get better at seeing where your work is good and
where it needs improvement
To get better at seeing where other people’s work is good
and where it needs improvement
To get better at giving people help to improve their work
To get better at accepting and using help from other
people to improve your own work
To discuss how ideas like “good” and “bad” relate to
marking criteria
To get and give feedback wherever you can: not just in
tutorials or seminars
Your feedback to be relevant to your course
Your feedback to be relevant to the way your wider
subject area is developing
Your feedback to give you useful ideas for ways of doing
future learning
Your feedback to help you get a deeper understanding of
your subject
Your feedback to help you develop your overall thinking
To give and receive feedback frequently
To learn to recognise when it would be useful for you to
get feedback
To learn to recognise what type of feedback it would be
useful for you to get
To learn how to ask for appropriate feedback
To recognise that there are many appropriate ways of
giving feedback
To get, and give, praise for things that have been done
well
To get ideas that will help you improve your future
Feedback needs to point out what has been done well, both in
terms of the task process and the product. Feedback needs to
offer ‘do-able’ actions for future learning/work, so that students
are able to improve. Modules/awards need to engage students
with multiple feedback opportunities,
7. Support the development of learning groups and
communities
Good feedback – as outlined in Points 1- 6 - should create the
environment whereby effective and productive learning is taking
place, leading to the emergence of a flourishing learning
community.
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learning and work
To give ideas that will help other people to improve their
future learning and work
To get a lot of chances to receive and give feedback in a
variety of ways
To be part of an improving learning community
To be personally responsible for helping that community
get even better
To see other people also taking personal responsibility for
helping the community to get even better