Welcome, introduction to the School’s Student Handbook
The Business School
Student Handbook 2015/16
Your success is our success. We have designed undergraduate and postgraduate
programmes which, experience and feedback from students, employers and others tell us,
have proved able to address the challenges that, as future graduates of Brunel University,
you will be well placed to meet. We work tirelessly to help you to become “intellectually
confident”, “academically curious, independent and rigorous”, “socially responsible” and
“prepared for life after Brunel” (University’s Student Plan).
“Intellectual confidence” is in part concerned with academic support; this comes (in a School)
via both academic and administrative staff. To become “intellectually confident” students, the
School provides you with academic staff who are able to deliver intellectually challenging
modules/programmes in such a way as to engage you, both in the classroom and outside of
it. Academic support helps you in developing confidence in your intellectual ability, is
provided/seen in two ways. One, support for aspects which are entirely module-specific (eg
understanding the marking scheme, getting feedback on coursework). Two, support for
aspects which are not module-specific, that is, the more general (often administration-related)
and the more personal (eg late coursework, mitigating circumstances).
For you to be “curious, independent and rigorous”, our programmes must be, and are, of the
highest standard. No one would disagree that “‘grow’ is the primary aim of higher education,
changing you through your experiences with us” (University’s Students’ Plan). We recognise
that “at Brunel a strong tradition exists of preparation for employment, both in terms of
technical competence but, crucially, also in terms of the role of graduates in the work place”
(University’s Students’ Plan). Whatever those ‘needs’ might be (and cognisant of the fact that
the needs of industry are, in various ways, different than those of higher education), and
whatever the state of the changing (and unknown future) economy, we very much look
forward to helping you to become “intellectually confident”, “academically curious,
independent and rigorous”, “socially responsible” and “prepared for life after Brunel”.
This Handbook covers both the undergraduate and postgraduate (including MBA)
provision within the Business School. There is a separate School Handbook for
PhD/research-level provision within the Business School. This Handbook is available
via electronic means only (it is published on BlackboardLearn); no hard copy is
produced or distributed.
There is also a College Handbook and a University Student Handbook; these
describe more generic aspects of the University’s policies and procedures (it is not
school-specific).
In previous years, text for inclusion into each School’s Student Handbook has been
sent out via email attachments, which each School has then cut and pasted into their
own Handbook. From 2012/13 onwards, all text has been uploaded to the Quality
and Standards website at: http://intranet.brunel.ac.uk/registry/QS/handbook.shtml.
So, if you wish, you can go to this site in order to look at any particular procedure,
practice or policy.
Page 1 of 114
Page 2 of 114
Contents of the School’s Student Handbook
1
2
3
4
5
6
7
8
9
10
Welcome, introduction to the role of the School’s Student Handbook
page
1
Description/structure of the Business School
Contacts
Key staff and contact details
Two-way communication in the School
4
5
5
5
Administration
Enrolment
Timetable/Term dates
Attendance
Changing your programme or mode of study
Implementation of Tier 4 of the Points Based Scheme
9
9
10
11
12
14
Student voice
Union of Brunel Students (UBS)
Staff/Student Liaison Committee, Student Representatives
Module evaluation, School committees and boards, NSS, alumni
Complaints (‘grievances’)
15
15
15
16
17
Learning and teaching
Independent, ‘successful’ learning
Learning, knowing, understanding … and performance
Private study, contact time, attendance, lectures, lecture notes, seminars,
recording of lectures
Feedback on your performance/achievement
Regulations and guidance (your coursework and examinations)
Coursework responsibilities, house style for coursework submissions
Coursework submission deadlines and submission procedures
Late coursework, penalties for coursework submitted late
Citing and referencing, copyright and copying
ASK Harvard citation and referencing quick guide, good academic practice
Examinations, timetabling of examinations, examination procedures
Regulations and guidance (marking, your achievements, your award)
How we ensure that marks/grades are a fair reflection of your achievements
Marking schemes/criteria used in marking undergraduate/postgraduate work
Assessment of final year projects (UG) and dissertations (PG/MBA)
Getting your results (provisional and agreed marks/grades)
Undergraduate progression and final award regulations SR2
Postgraduate assessment, grading and final award regulations SR3
Making an appeal
Mitigating circumstances
Mitigating circumstances
Applying to have the cap/penalty lifted for coursework submitted late
Support and Services
Support and services within the School (eg ‘office hours’, Student Support)
Support and services outside the School (eg ASK, PCC, Student Centre)
University policies
Programme-specific information/other (inc. CIPD)
Page 3 of 114
21
22
24
24
28
32
32
37
37
42
48
55
58
58
60
63
65
70
71
72
75
83
83
91
94
95
1 Description/structure of the Business School
The following is taken from the School’s website at: http://www.brunel.ac.uk/about/acad/bbs.
Brunel Business School's mission is to be "a research intensive School that seeks to make a
substantial contribution to the body of business and management knowledge, which informs a
diverse programme of study leading to employable global citizens”. Vibrant, innovative,
forward-looking and one of the largest schools at Brunel, Brunel Business School is home to
over 2,200 students and over 100 academic and administrative members of staff and offers a
range of programmes covering all the core business and management disciplines at both
undergraduate and postgraduate level. Furthermore, we offer a wealth of opportunities for
prospective PhD students.
The School also hosts six world-renowned centres of research, with research categorised
under six main themes: organisation studies; enterprise, innovation, international business;
marketing; accounting and auditing; operations and supply chains; and management
information systems.
Business and management has a long tradition at Brunel University. Brunel Business School
enjoys accreditation by:








The Association of MBAs
The Association of Chartered Certified Accountants
The Institute of Chartered Accountants of England and Wales
The Chartered Institute of Management Accountants
The Chartered Institute of Marketing
The Chartered Institute of Personnel and Development
The Chartered Institute of Purchasing and Supply
The Chartered Institute of Logistics and Transport
The School is a member of the AACSB and EFMD.
The organisational structure of the School
There is a Head of School. The Head of School is supported by various staff in different
roles, including, for example, the Director of Research and the Undergraduate/Postgraduate
Director. The website lists these roles.
School building
Academic, administrative and technical staff are located in the newest building on campus,
The Eastern Gateway. There is a map of the campus, and also local, regional maps. These
can be found at: http://www.brunel.ac.uk/about/where/campus.
Administrative offices
To contact administrative staff, you can either call in, in person, or email or telephone them.
For undergraduate and postgraduate (including MBA) students, this is the Academic
Programmes Office (APO)/Taught Programmes Office (TPO). Location: ground floor of the
Eastern Gateway building. Telephone: 01895 267007. Email: bbsapo@brunel.ac.uk. The
APO/TPO also has its own website on BlackboardLearn (Academic Programmes Office).
For a full list of all academic, administrative and technical staff in the Business School, please
see the School’s website: http://www.brunel.ac.uk/about/acad/bbs/bbsstaff/bm_staff and
http://www.brunel.ac.uk/about/acad/bbs/bbsstaff/schoolstaff.
Page 4 of 114
2 Contacts
Contacting staff - overview
99% of your queries/matters can be answered via the APO/TPO programme administrators.
This dedicated team of administrators are available in person during normal office hours, five
days a week, if you wish to see them in person. They will deal with any general and/or
administrative queries, and will be able to direct you to others (academic, administrative and
technical staff elsewhere in the University) when needed.
If you need to contact an academic member of staff directly, say, a module leader or Pathway
Coordinator, then (as is the same throughout the University), email is by far the quickest,
safest and easiest. You will also have a written record; this can be useful. All email
addresses are first name, dot, family name and then @brunel.ac.uk. So, for example,
peter.poppleton@brunel.ac.uk. Never, ever, leave the subject line blank, though; you risk the
email being deleted as spam. And, you must use your Brunel account (not a hotmail or other,
non-Brunel, account) as per University policy, which does not permit us to use, or respond to,
any emails sent via a non-Brunel account. A non-Brunel account is, for many reasons,
unsafe, and if it arrives (one of the risks is that it may not reach the University), it will not be
considered as an email which is concerned with official, University, business. If you choose
to telephone, then you will find the direct line number of every member of staff at the School’s
website: see the School’s website: http://www.brunel.ac.uk/about/acad/bbs/bbsstaff/bm_staff
and http://www.brunel.ac.uk/about/acad/bbs/bbsstaff/schoolstaff.
The Academic/Teaching Programmes Office (APO/TPO)
Email: bbsapo@brunel.ac.uk
Tel: 01895 267007
In person: Business School building (UG and PG inc MBA)
99% of your queries/matters can be answered via the APO/TPO programme administrators.
The APO/TPO and/or the Student Centre deals with enrolment, registration, getting a copy of
your transcript, collecting documentary evidence for your student file, dealing with your LEA,
financial matters, getting your award (the certificate itself), the graduation ceremony and other
non-teaching-related matters. Further information on the University’s Student Centre can be
found at: http://intranet.brunel.ac.uk/studentcentre/.
The APO/TPO is the administrative ‘underpinning’ of the School’s work. The APO/TPO is
open all day, every working day. For details of when the University is open/closed (the
working/non-working days), look at the 'Closure Dates' on the 'Information for Students'
webpage or the ‘week numbers’ document reproduced on page 10 of this Handbook. No
appointment is needed to see any of the team in the APO/TPO; just walk in. They can deal
with all queries with regard to pretty much every aspect of your studies. If there is something
which they cannot answer, or cannot deal with, then they will direct you to someone who can.
If your query/problem is urgent, the APO/TPO will ensure that you get a response
immediately. (A senior member of the academic staff will always be available for them to
consult.)
For those of you undertaking a work placement on the undergraduate programme, there is a
Work Placements Coordinator to support you: Dr Maria Balta. Email: bbsapo@brunel.ac.uk
or Dr Maria Balta (Maria.Balta@brunel.ac.uk). Her telephone number is listed on the
School’s website. Or, call in to the APO/TPO.
Personal tutoring and support
What support you need, and who can/will provide it, depends on what you need
advice/support/guidance about.
You have a personal tutor. On Blackboard Learn you will find a section called ‘my
organisations’. Underneath this heading, you will see an ‘organisation’ called ‘Personal
Tutoring in the Business School’. Who your personal tutor is, and full details about personal
tutoring can be found there. In brief, your personal tutor is there for the following kinds of
advice/support/guidance. Your personal tutor may be the first person that you turn to when
things go wrong (for example, personal problems or illness affecting your studies, difficulties
with student life). Questions that you might have about your academic progression or
concerns with your academic programme. Your personal tutor will know about, and will direct
you to, services to ensure that you are provided with the appropriate professional guidance on
academic or pastoral matters. Your personal tutor will listen to your concerns in order to
identify the appropriate course of action, which may include referral to specific professional
services. Note, however, that your personal tutor does not have any decision making powers
when it comes to anything related to assessment. Such decisions are made only by the
Mitigating Circumstances Panel (a ‘sub committee’ of the Board of Examiners).
There is also BBS Student Support. BBS Student Support is a small, highly experienced,
knowledgeable team of senior academic staff who, where necessary, can provide help and
support to you on academic matters independently of that provided by your personal tutor, a
module leader or anyone else.
They also handle the ‘business’ of the Mitigating
Circumstances Panel. In brief, they make decisions. Decisions about certain aspects of
assessment. These are decisions related to three aspects. One, extensions. Two, the lifting
of a cap/penalty. Three, about when/where to undertake assessments (for example, taking
examinations overseas, in your home country). All of these are, in fact, decisions of the
Board of Examiners, but they are ‘delegated’ to the Mitigating Circumstances Panel because
you/we cannot wait for the next meeting of the Board of Examiners for decisions to be made
(meetings of Boards of Examiners happen only very occasionally). They understand that you
may wish to discuss private, sensitive and/or confidential matters with them. There is no
need to worry about this. They are are highly experienced at dealing in an appropriate way
with anything and everything that you tell them. You will get a response normally within one
day; and certainly within this timeframe if it is something urgent.
Email: bbsstudentsupport@brunel.ac.uk.
For module-specific enquiries, you should email the module leader, because neither your
personal tutor nor BBS Student Support work on/know about the specifics of a particular
module.
The APO/TPO is in the Business School building, on the ground floor. The APO/TPO assists
students on all UG/PG/MBA programmes.
If your query cannot be dealt with by either the APO/TPO programme administrators, the
Pathway Coordinators, the module leaders, your personal tutor or BBS Student Support, then
it will be dealt with by (‘sent up to’) the relevant Director (Undergraduate, Postgraduate or
MBA). The Undergraduate, Postgraduate and MBA Directors chair meetings of the Board of
Examiners; they therefore have a great deal of authority/responsibility when it comes to your
studies.
If you have entered the Business School via LBIC, the School has a dedicated LBIC
Coordinator to support you: Dr Sarmad Alshawi. Email: bbsapo@brunel.ac.uk or Dr Sarmad
Alshawi at (Sarmad.alshawi@brunel.ac.uk). His telephone number is listed on the School’s
website. Or, call in to the APO/TPO.
The Director of Learning and Teaching is responsible for the more ‘strategic’ aspects of
provision. Consider the Director as the ‘last resort’ and not ‘the first port of call’. The Director
becomes involved if, and only if, the matter has not been resolved by either the APO/TPO,
Pathway Coordinators, BBS Student Support or the relevant Director (Undergraduate,
Postgraduate or MBA). Contact the Director only if whatever you wish to discuss or raise has
Page 5 of 114
Page 6 of 114
LBIC
Work placement
not been resolved with the Director of Programmes, or to discuss teaching and learning
initiatives that you wish the School to support.
Were the School a ‘business’, the Head of School would be the equivalent of the chairman of
a multinational company. A Head of School/chairman of a multinational company deals more
with the ‘outward-facing’ aspects of the School/business, at a strategic level. Matters related
to the ‘operational’ side of your studies (in short, all aspects) are dealt with by those already
listed above. Should you address any query/email to the Head of School, the Head of School
will forward it to one of the following to deal with: the Director of Learning and Teaching, the
relevant Director (Undergraduate, Postgraduate or MBA), BBS Student Support or the
Academic Programmes Office (APO/TPO) or whoever, as it one of these who has the
knowledge, as well as the authority and responsibility, required to deal with your query/matter.
Module leaders
For module-specific matters, either email the module leader or, for non-personal matters, use
the discussion board for the module on BlackboardLearn. The questions that only the module
leader can answer are questions like these. Let us take the example of module MG1011
Introduction to Management Enquiry. Does the word count for the coursework include x?
Can I reference source x in my essay? Can I discuss the feedback on my coursework with
you? I would like some additional feedback on my coursework. The common thread here?
These are questions that no other module leader (or academic member of staff, or
administrator) could answer.
The APO/TPO has its own section on BlackboardLearn, too. There you will find the School’s
Student Handbook, details of work placement matters, and a whole range of administrative
and other issues. And, you can contact the APO/TPO via this means, too. Given the reliance
on BlackboardLearn, it is vital that you log in and check module-specific sites regularly; daily
would be ideal.
Via email
If we need to contact you on a personal matter for any reason, this is normally via email rather
than letter; your Brunel account is used (we will not email you using a non-Brunel account).
Via e-Vision
The University uses e-Vision to inform you of the decision(s) of the Board of Examiners (it is
via e-Vision that you get your results, that is, the marks/grades for modules and decisions re
progression or award).
So, to sum up the administrative and academic support to you ...
One way or another, your query will be answered. By someone. There is nothing that you
will ask us that we have not been asked before. If you do not get to the right person the first
time (this is not uncommon), you will be directed elsewhere. Do not give up. Do not panic.
Do not worry. Although it may not appear to be the case sometimes, particularly when you
are lost and confused and/or have asked several people already, we are here to help you with
your studies. It is in your interests, and in ours.
Who to contact in an emergency
Tel: 01895 267007 (APO/TPO) or 01895 255786/266943 (Security Office). In person: the
APO/TPO in the Eastern Gateway building or the Security Office, located next to the Wilfred
Brown Building (right next to the pond).
If it is an emergency which concerns your studies, for example, on the way to an examination
you are held up by a road traffic accident, then telephone (or email) the APO/TPO
administrators. If it is campus-related, say, if you witness or are involved in an accident, you
need to contact the University Security Office. It is staffed 24 hours a day.
How we (academic, administrative staff) contact you and/or make information available
to you
Via BlackboardLearn
For module-specific matters, all that you need to know about modules is on BlackboardLearn.
Module leaders make extensive use of the facilities offered by BlackboardLearn, including
discussion boards (where you should post module-specific queries). If you post modulespecific queries direct to the module leader, via their personal email address, if they/we get
run over by a bus, the email remains there, unanswered. By posting a module-specific query
to the discussion board on BlackboardLearn, someone, somewhere, can answer it (a fellow
student, another member of staff).
If there are any notices or important announcements to make to you, these are made via
BlackboardLearn.
Page 7 of 114
Page 8 of 114
3 Administration
Enrolment
After you have enrolled, you will find all your study materials on BlackboardLearn. Each
module has a ‘study guide’. This will give you details of the essential and supplementary
reading, the lecture and seminar programme (if there are seminars) and all other details that
you need.
Whichever degree programme you are enrolled on, the University is obliged to publish what is
known as your ‘programme specification’. This is a list of all the modules that you must take
as part of your degree. This programme specification lists all the modules that you will take
for every academic year of your degree programme. The easiest route to access them is
from the APO/TPO section on BlackboardLearn. Your programme specification will list the
code of the modules (MG1011, for example), the title of the module (Introduction to
Management Enquiry, for example), how many credits you will get when you pass it (20
credits, for example) and whether it is a compulsory module for your degree programme, or
an option. The Business School has only 20-credit modules (or 40-credit modules) for its
undergraduate degrees; other Schools may do things differently. A module may run in three
different ways on the undergraduate programme. One, it runs only in Term 1. Two, it runs
only in Term 2. Three, it runs across both Terms, that is, it starts at the beginning of Term 1
and finishes in the end of Term 2. The ‘1’ at the beginning of the code (MG1011, for
example) means that this is a level 1 module. The ‘5’ at the beginning of the code (MG5020,
for example) means that this is a postgraduate module. There is no way of telling whether a
module runs in Term 1 only, Term 2 only, or across both Terms; you will need to consult the
study guide for such detail/information as the module code/title does not tell you this.
Timetables, Term dates
The University organises its schedule/timetable of lectures, seminars and other classroombased activity centrally. The reason for this is clear; scheduling/timetabling thousands and
thousands of classroom-based activities (lectures, seminars, laboratories, both for ‘normal’
university business but also for things such as conferences) is highly complex. Many people
are employed for scheduling/timetabling activity, and expensive software is used to assist.
Lectures/seminars can be scheduled at any time from 08.00 to 20.00 on Monday to Friday.
You can find out the precise day/date of the first day of any term and the exact week numbers
from the University calendar, published by Registry. This calendar will tell you when we are
open/closed, terms dates, the date of the examination period and similar. Find (and print off, if
you wish) the 'Closure Dates' on the 'Information for Students' webpage. Or, below, is the
‘official University week numbers’ document (cut and pasted from Registry’s webpages, under
‘timetabling’):
Page 9 of 114
Page 10 of 114
What we can and cannot do re the lecture/seminar timetable
Whilst, as a School we request the most ‘favourable’ organisation that we can (like you, no
lecturer wants a lecture for the same module at 08.00 on Monday, followed by another on
Friday at 19.00!), this sometimes happens. Like you, we can do nothing about this. The
timetable does not take into account your (or our) individual requirements. So, you will not
find, say, that all your lectures and seminars are on two or three days. They might be, but
they might not be. You might therefore find that, on one day of the week, you have ‘only’ a
one-hour lecture. So, rather than change the timetable (which we cannot do), you need to
instead plan your work/activity around the timetable.
Re-scheduling of lectures/seminars because of religious/other reasons
There are rules and regulations at University level governing the scheduling of lectures,
seminars, examinations, holidays and similar. The School understands that lectures,
seminars and examinations are not scheduled or re-scheduled around religious occasions or
festivals (of which there are so very many, given our wonderfully rich, multi-cultural and thus
multi-faith population, both staff and students). So, whether for the celebrations at the end of
Ramadan, the Jewish new year, Diwali or whatever the faith or occasion or festival, the
University does not factor these into its timetabling. If the University were to take account of
all the religious occasions, festivals or whatever (and each is as important as another), then
timetabling would become an impossibility. Also not taken into account is timing. This means
that if there is a lecture early in the morning, or late into the evening, this timing stands.
Thousands of lectures and seminars across all Schools have to be scheduled, so it is not
simply a matter of the Business School (or any other) 'tweaking' ‘their’ bit of the timetable.
Attendance
Universities offer lectures, seminars and other sessions, as we are of the view that they will
help you to do your learning (the ‘input’ side). Attendance is not compulsory for lectures,
seminars or lab sessions. It is your choice as to whether or not you choose to make use of
these opportunities which are designed to assist you in your learning, although attendance is
naturally highly recommended. There may well be reasons why it is entirely appropriate that
you do not attend. Examples of this would be if you were seriously ill, attending a funeral,
dealing with personal matters at home, or similar. Whilst your studies are naturally very
important to you, there are other matters that, at various times, are more important, and
rightly and properly so. Whilst academic members of staff may encourage you to attend, this
is a message to the whole class, in general, and does not apply to those of you who, for
entirely justifiable reasons, cannot attend.
Do you have to tell the School that you are going to be absent? It depends on the absence.
To help you in this, you need to read up on the section called ‘mitigating circumstances’ in this
School’s Student Handbook.
Attendance and the Border Agency, responsibilities with the Home Office
In recent years, the UK government has put in place mechanisms which it hopes will better
monitor and track those who are in the UK on a student (or other) visa. If you are in the UK
on a student visa, we request that if you are going to be away for a long period of time that
you let the APO/TPO know. An email will suffice. This is not merely because of immigration
control but also to ensure that we pick up abeyance/deferrals as early as we can, regardless
of whether you have international or home/EU status. See section below re ‘implementation
of Tier 4 of the points-based scheme’ for more details.
Changing from one degree programme to another within the School
If you are a Level 1 student, the following applies. The rules and regulations of the University
permit us to agree to a change at any time during Level 1. You should note that normally you
will not need to do any ‘extra’ modules or any additional study as part of this change.
Page 11 of 114
If you are a Level 2 or Level 3 student, the following applies. The rules and regulations of the
University permit us to agree to a change up to/within the first two weeks of Term 1 of level 2.
The rules and regulations of the University do not allow us to agree to any change at any time
after this, so you would not be permitted to change degree for the start of Term 2 of Level 2 or
for the start of Level 3.
If you are a postgraduate student, the following applies. The rules and regulations of the
University permit us to agree to a change up to/within the first two weeks of your first Term.
If you wish to apply for a transfer to another degree programme, contact the APO/TPO, as
this is an administrative matter. The APO/TPO will arrange for the paperwork to be done. It
is best to make a change for the start of an academic year, therefore please come and see us
during the summer months, or during Term 2 or 3. The School is open throughout the
summer months, so please either call in, email or telephone to make an appointment. If you
are a ‘home’ student, you will need to consult your LEA. You will need to make sure that they
will still pay your grant/fees (they are not obliged to do so for a new/different degree
programme, and so you will need their permission/agreement). Note that the School is not
permitted to have contact with your LEA (for any reason) and so you should ensure that you
manage this effectively yourself.
I am a Level 1 student; what degree programme can I change to at/for Level 2?
You will see from the programme specifications that the six modules at Level 1 are the same
across all programmes in the School. This has been done for a good reason. That reason is
that many students change degree at the end of Level 1. After all, you cannot know, before
you come to university, what you want to do, and it is only by the end of Level 1 that a
clear(er) picture emerges of what interests you (or not!), and thus which degree programme
you wish to pursue. By having all modules the same across all programmes at Level 1, this
means that you can change to any programme at/for Level 2, as you will have done exactly
the same modules as those already enrolled on the programme to which you wish to transfer.
Of course, whilst it is easy and possible to change, it does not mean that you should. Let us
say that you wish to transfer from Accounting to Marketing. You need to weigh up your
strengths and weaknesses in marketing before considering a change. You need to look at
the programme specification for Marketing; this will show you which modules form part of the
degree at Level 2 and Level 3. You should look, too, at the module outlines/syllabuses of the
modules at Level 2 and Level 3, as they will give you some useful data. Think, too, about the
reasons why you are changing. For your future career? Because you have done ‘badly’ in
the first programme, that is, you are changing as a means of some kind of ‘escape’? If you
wish to discuss this further, then your personal tutor will be happy to sit down with you and
discuss this more fully.
Changing to a degree programme in a different School at Brunel
If you want to change to a different degree programme in a different School within Brunel,
then you will need the written permission of the School in which you wish to study. The
Business School plays no part in this; different Schools have different requirements for entry,
so you will need to find out what these are. We will not contact the School for you, nor can
we advise you as to whether you are likely to be accepted. It is best to make a change for the
start of an academic year, so please contact whoever is responsible for admissions in the
School that you wish to transfer to. Once you have the agreement (from the other School) for
a transfer to their School, you have some paperwork to do. To action this, contact whoever
deals with this in the School to which you wish to transfer. They will also be able to discuss
the matter with you more fully. You will need to consult your LEA. You will need to make
sure that they will still pay your grant; your grant could be cancelled. The Student Centre will
also contact your LEA; the School is not permitted to have contact with your LEA (for any
reason).
Changing to a degree programme in a different university
Page 12 of 114
If you want to change to a different degree programme in a different university, then you will
need the written permission of the School/University in which you wish to study. The
Business School plays no part in this; different Schools/universities have different
requirements for entry, so you will need to find out what these are. We will not contact the
School/university for you, nor can we advise you as to whether you are likely to be accepted.
It is best to make a change for the start of an academic year, so please contact whoever is
responsible for admissions in the School/university that you wish to transfer to. Once you
have the agreement (from the other University) for a transfer to their University, you have
some paperwork to do. Contact the APO/TPO, as this is an administrative matter. The
APO/TPO will arrange for the paperwork to be done. They will also be able to discuss the
matter with you more fully. You will need to consult your LEA. You will need to make sure
that they will still pay your grant; your grant could be cancelled. The Student Centre will
ensure that your records are amended to show that you are no longer a student at Brunel.
The Student Centre will also contact your LEA; the School is not permitted to have contact
with your LEA (for any reason).
Changing from FT to PT or vice versa (postgraduate programmes only)
If you request a change from a non-sandwich (FT) to a sandwich (FSK) degree programme,
we will be delighted to arrange this for you. This is because our records show us that
students who undertake a placement as part of their degree generally do better in their final
year; they also achieve degrees with a higher classification and find it much easier to find
employment following graduation. Brunel University has an enviable reputation with regard to
graduate employment, and this has much to do with employers recognising that a period of
work placement, and the professional development that comes from this, is highly desirable.
You can request a change at any time during Level 1, or before you are expected to
undertake your period(s) of work placement. You do not need to wait until the start/end of a
term. To request a change, email the APO/TPO, as this is an administrative matter. The
APO/TPO will arrange for the paperwork to be done. You will need to get permission from
your LEA. Your LEA has agreed to pay the University fees for three years only; they will be
committed to paying for four years if they agree to the change to a sandwich degree
programme! You will therefore need to use your powers of charm and persuasion to convince
them that this is a good investment of taxpayers’ money. It is our experience that they are
very happy to agree to such a change. Your LEA will ask for proof that the School/University
has agreed to the change. The Student Centre will ensure that your records are amended to
show your new mode of study. The Student Centre will also contact your LEA; the School is
not permitted to have contact with your LEA (for any reason).
Points Based Immigration (Tier 4)/What we must do to comply with the requirements of
the UK Border Agency (UKBA)
Changing your mode of study from a non-sandwich (FT) to a sandwich (FSK)
Changing your mode of study from a sandwich (FSK) to a non-sandwich (FT)
If you request a change from a sandwich (FSK) to a non-sandwich (FT) degree programme,
you need our permission to do so. You will need to get this from us, in writing. Before we will
agree to this, you will be required to attend an interview (either face to face, via telephone, or
Skype) with the Work Placement Coordinator. You should think carefully before making such
a change; this is because our records show us that students who undertake a placement as
part of their degree do better in their final year; they also achieve degrees with a higher
classification and find it much easier to find employment following graduation. Brunel
University has an enviable reputation with regard to graduate employment, and this has much
to do with employers recognising that a period of work placement is highly desirable. You can
request a change at any time during level 1, or before you are expected to undertake your
period(s) of work placement. You do not need to wait until the start/end of a term. To request
a change from a sandwich to a non-sandwich degree programme, email the APO/TPO, as
this is an administrative matter. The APO/TPO will arrange for the paperwork to be done,
after you have the agreement of the Work Placement Coordinator, who will meet you to
discuss this with you. The Student Centre will then ensure that your records are amended to
show your new mode of study. You will need to inform your LEA. Your LEA will ask for proof
that the School/University has agreed to the change. The Student Centre will ensure that
your records are amended to show your new mode of study. The Student Centre will also
contact your LEA; the School is not permitted to have contact with your LEA (for any reason).
Page 13 of 114
If you are considering changing from a full-time mode of study to a part-time mode of study,
you will first need to find out whether or not a part-time mode is offered/available on your
programme (it is not offered on all postgraduate programmes). If you request a change, you
must arrange this with us in writing. To request a change, email the APO/TPO. The
APO/TPO will arrange for the paperwork to be done. The Student Centre will then ensure
that your records are amended to show your new mode of study.
Options
Options do not form part of the compulsory 'diet' of modules which comprise a programme of
study. Decisions to follow a particular programme of study should be based not on optional
modules (they may not run) but instead be based on the compulsory 'diet' of modules, that is,
the 'essence/heart' of the programme. Whilst we make every effort to run options, we reserve
the right (and are permitted to) withdraw optional modules in light of factors such as small
numbers of students wishing to take a module, non-availability of staff (or other factors).
From 22 February 2010, UK educational establishments that act as sponsors of non-EU
migrants under Tier 4, assume full compliance responsibilities. Tier 4 migrants include
international fee paying applicants and students, and, in some rare cases, other individuals
who are subject to immigration control in the UK, but who fall in to the lower fee paying
category. The University has published extensive documentation on this and you should
ensure that you are familiar with it. If you are in any doubt, you should contact the APO/TPO,
who will advise you accordingly.
Student non-engagement
If you experience problems meeting any of the engagement points, it is your responsibility to
inform the School by email. You are responsible for explaining any periods of absence
affecting your engagement points, and to submit evidence to support these absences. In
such instances, you should contact the APO/TPO or, if you believe that you have mitigating
circumstances, BBS Student Support. Further information is detailed in the section of this
Handbook called ‘late coursework’ and ‘mitigating circumstances’. If you miss a monitored
engagement point, where no explanation has been received, the School will attempt to
contact you by email and/or telephone. Where there is no satisfactory response the School
will write to you formally, requesting evidence of engagement with your course. The School
will issue a deadline for you to respond. At quarterly intervals (ten days prior to dates
specified by the University) the School will assess the engagement of all eligible students with
the published activities. If it is deemed that a student is not engaging, the School will notify
the Student Centre to withdraw the student from the course and will inform the UKBA. The
School will write formally to such a student to notify them of this decision.
Page 14 of 114
4 Student voice
The Union of Brunel Students (UBS)
The website of UBS says that “UBS is a democratic organisation which exists as the sole
representative body recognised as speaking for Brunel students. It acts at all times for your
benefit and works to ensure that your time here is enjoyable and productive. With a huge
range of activities, campaigns and social opportunities, UBS seeks to involve its entire
membershipand
through
that, to develop your skills and confidence”
(www.brunelstudents.com).
Staff/student liaison committee meetings
A key feature of staff/student liaison committee meetings is the active participation of the
students. In the Business School, these meetings are held once a term. Students are
elected as student representatives for a particular academic year, and their role is to bring
appropriate matters to the committee. The number of student representatives at such
meetings depends on how many are elected. Ideally, we would like to have several students
from each level, and from the various degree programmes that we run.
Student
representatives are not elected for only undergraduate matters; there are student
representatives for both MSc programmes and for PhD study as well.
Student
representatives are also invited to attend the meetings of the Academic Programmes
Committee and those of the School Board. We would encourage students to consider
standing for election. It represents a key way for you to help influence our programmes for
the better. It can also be a good thing to have on your CV.
The staff/student liaison committee meetings comprise the student representatives and also
several members of the academic staff of the School. These academic members are
normally: the Director of Teaching and Learning, the Senior Tutor (who is head of Student
Support), the Director of Programmes (UG), the Director of Programmes (PG), the Director of
Programmes MBA) and the Placements Director, as well as two other lecturers with no
special responsibilities. There is an agenda for such meetings, and minutes are taken. Both
the agenda and the Minutes are circulated to all members of the staff/student liaison
committee. The Minutes of these meetings should clearly state who has responsibility for any
actions required and the timescale is for achieving them.
A range of issues can be raised at staff/student liaison committee meetings. These include
the teaching and assessment on a programme, the administration of the programme (eg
timetabling issues) and resource issues (eg access to labs). Issues raised should be generic,
that is, affecting (or with the potential to affect) more than one student, rather than specific
and personal to any individual or specific to any one particular module. The Union of Brunel
Students maintains a useful list of the type of issues that may be raised with student reps, so
see their website: http://www.brunelstudents.com/.
Students are informed of the outcome by way of dissemination via the student representatives
themselves through either email, newsgroups or via the Minutes published under the
APO/TPO section on BlackboardLearn. Academic staff of the School are informed of the
outcome by way of the Minutes and also by way of relevant matters being brought to the
School meeting at a later date. The Minutes of the staff/student liaison committee meetings
throughout the academic year feed into not only the School meetings but also the annual
monitoring report of the School. This annual monitoring report is in turn reviewed by the
School and more widely across the University by way of various committees.
Student Representatives
Elections are held at the beginning of each academic year. The Union of Brunel Students
prepare the election papers and accompanying details concerning election. Information re
the election and student representation is published under the APO/TPO section of
BlackboardLearn and in the APO/TPO itself. Student representatives need to propose
Page 15 of 114
themselves for election. The election form is handed in to the APO/TPO, who ensures that
the School has the appropriate number of representatives at each Level. It is often not
necessary to actually hold election ballots to elect members. This means that if you put
yourself forward you will usually be asked to be a member of the committee. If there comes a
time when we have more applicants than places available, then we will naturally liaise with
the previous year’s student representatives as to how best to select candidates.
The APO/TPO will normally publish the results of the election held at the beginning of the
academic year via email and on BlackboardLearn.
More importantly, your student
representative should be contacting you, direct. This might be via email or newsgroups.
Student representatives are elected for only one academic year. During this year, they will
need to attend one staff/student liaison committee meeting per term; each meeting usually
takes about one hour. They are also members of the Academic Programmes Committee and
the School Board, for which there are meetings. However, the most important, and timeconsuming, part of the job is talking to fellow students or, to be more precise, listening to
them.
The Union of Brunel Students (UBS) is geared towards assisting student representatives at
Brunel University. They write the UBS Student Representative Handbook, which gives reps a
whole host of information on what a rep does, how they are supported and how they can
develop. Part of their role is also to organise training for student reps alongside the training
and communications team. This training helps reps develop meeting skills, communication,
team working and other key skills to assist them in their duties. In addition, they also support
representatives through briefings for University Committees and on Social Policy issues and
developments in Higher Education.
For more information see the UBS website:
http://www.brunelstudents.com/.
Alumni
The School, and University, is interested not only in your experience whilst you are still a
student here, but also after you graduate (we are interested in ‘lifelong learning’ and so we
are very keen indeed to follow your progress after graduation, and to learn from you). When
you finish your degree programme, you are automatically added to the University’s list of
alumni. This currently holds around 70,000 students, both from the UK and overseas. We
very much hope that, as an alumnus, you will do what past alumni have done, that is, to come
back and to offer particular support and services to both students and staff. This might be in
form of being a guest speaker, engaging with us in research, contributing to events such as
induction and ‘industrial boards’ or similar, and others. It is a relationship which, we hope, is
mutually beneficial. The Brunel Alumni website can be found at: www.brunelalumni.co.uk. In
addition, there is the annual, free, Brunel Link magazine.
Module evaluations
At or towards the end of the delivery of a module you are asked to complete a module
evaluation. This is done online, via BlackboardLearn. This is one opportunity (of many) to
provide the module leader, and the School, with feedback on the module and other issues. It
is vital to say that, although this is completed online, via BlackboardLearn, your identity is kept
confidential. Markers/module leaders see/know the feedback – but they do not know who
wrote it. What happens to this feedback? It is fed into various channels which, together, help
the School to improve its provision. One channel is the Panel (a ‘sub-committee’ of the Board
of Examiners). If there are particular issues that are School-wide (say, the equipment in the
lecture block, or timetabling), these are raised for discussions at meetings of ‘middle
management’. Another channel for dissemination is the School’s Academic Programmes
Committee. This in turn feeds information for dissemination within the University more widely
to the School Board, which reports to Senate.
Committees concerning academic programmes
Page 16 of 114
There are both School and/or College committees that take a programme-wide view of issues
for the School to address. Such issues are generally more long-term in nature given that
programmes are agreed within the University long before their actual ‘delivery’. So, whilst
there might perhaps be some issues of a more immediate nature to discuss, the business of
these committees are generally more future-focused, and geared towards programme
enhancement and/or development in the subsequent year(s).
National Student Survey (NSS)
The NSS is a national survey. It gathers data from only one ‘level/type’ of student; those in
their final year of an undergraduate programme. The NSS does not gather data from L1, L2
or postgraduate students. It is a measure introduced by the government; one designed to
provide feedback to the taxpayer as to how their/our money is being spent. In effect, to
gauge the ‘success’ or otherwise of provision in higher education. Every final year student, in
every institution in the UK, is asked to complete this Survey. It is carried out not by
universities themselves but instead by Ipsos MORI, the well-known independent company. It
is Ipsos MORI, and not the School/University, which will contact you about how to participate.
The School urges you to complete this Survey. It will assist the sector as a whole, and future
students (at Brunel and elsewhere). The Survey takes around five minutes to complete, and
the ‘window of opportunity’ is of eight weeks’ duration. As you will see from the Survey
questions, it is designed to capture your views and experiences of your studies more
generally. For more detail, go to www.thestudentsurvey.com.
Other mechanisms for raising issues of concern
The above mechanisms are formal, planned and happen at certain, regular, times. However,
there may be ‘issues’ that cannot wait that long. A lecture theatre with no heating, say. Or, a
clash in your lecture timetable. Such ‘issues’ cannot, and must not, wait until the next
committee meeting or some other mechanism. Instead, you should raise such an issue with
whoever is the most appropriate. This might be a module leader, a Pathway Coordinator, the
Undergraduate or Postgraduate/MBA Director, or the Senior Tutor. If you are not sure who to
raise a particular issue with, the APO/TPO can offer you advice. Or, indeed, the APO/TPO
may themselves be able to resolve it.
Complaints (‘grievances’)
Stage 1
Stage 2
Time Sensitive Complaint
general
complaint
Student
Reps
Director of
Teaching and
Learning
Staff/
Student
Liaison
Committee
Student
resolved?
private
complaint
Directors of
Programmes
(UG, PG, MBA)
no
resolved?
yes
Module
Leader /
BBS
Student
Support
yes
complaint
process
completed
How/where to make any non-urgent general complaint known
You should contact one (or more) of the elected Student Representatives. You can find out
who these are by looking on BlackboardLearn, or by contacting the APO/TPO. The Student
Representatives will raise the complaint at the Staff-Student Liaison Committee (SSLC)
meeting. The outcome of this action will then be reported at the following SSLC meeting.
Formal records of general complaints are recorded in the minutes of Staff-Student Liaison
Committee meetings. These are available to us all online. This will deal with/conclude the
complaint at School level. Should the complaint remain unresolved or an unsatisfactory
outcome be offered at School level, depending on the complaint, it will be forwarded for
consideration at University level.
An example of a general complaint
Kinds of ‘complaint
The University terms these as ‘grievances’ but used in this document is the more usual word,
‘complaints’. There are two categories of complaints. One, ‘general’ complaints. These often
relate to resource provision and are likely to affect not just one student but a number of
students/the whole cohort. Two, ‘private’ complaints, related to an individual student. For
example, a student reporting that a grade for an item of coursework was ‘wrong’/unfair.
How/where to make a general complaint known
This depends on the nature, severity and urgency of the matter, and so the above also
applies, that is, you should raise such an issue with whoever is the most appropriate. This
might be a module leader, a Pathway Coordinator, the Undergraduate or Postgraduate/MBA
Director, or the Senior Tutor. If you are not sure who to raise a particular issue with, the
APO/TPO can offer you advice. Or, indeed, the APO/TPO may themselves be able to resolve
it.
Page 17 of 114
Here is an example of a ‘general’ complaint. That is, a matter which concerns all students (in
a class, or level), and not just one or two individual students. It comes from the Minutes of a
Staff/Student Liaison Committee meeting in a previous year, under ‘library matters’. Student
representatives raised concerns that some books were not available as students had them on
a term loan. This complaint was responded to by the Subject Liaison Librarian, who assured
the Committee that all undergraduate core reading books were available only on a one-week
loan, and that all core reading books for postgraduate programmes were only available on a
24-hour loan. The Subject Liaison Librarian ended by saying that if students discovered that
this was not the case for certain material, they should contact the Subject Liaison
Librarian/someone in the Library immediately. Our experience in the School to date is that all
general complaints raised at SSLC meetings have been resolved or that a
compromise/solution has been met/agreed.
There are occasionally comments/complaints made about enrolment, or accommodation. As
you will appreciate, Brunel Business School (a school) does not have responsibility for the
number/type of rooms that are available at Brunel, or how these are allocated; this is instead
a university-level area of funding/responsibility. The same is the case for issues relating to
the Library and the like. It is thus likely that, as a School, we in BBS cannot resolve such
issues ourselves, as we do not have responsibility for them. We would, however, forward
such matters for consideration at a School and/or College level committee or board. This
matter may then be forwarded to the relevant university-level committee for its consideration.
You can see the type/number of university-level committees online.
Page 18 of 114
no
If there is only one SSLC meeting a term, this means a delay, surely?
No. Just because some issues are ‘saved up’ until such a meeting, it does not mean that any
issues which arise between meetings cannot be dealt with. Indeed, most problems/issues
arise between such meetings, and are dealt with between such meetings. There is thus no
delay at all in dealing with any issues/complaints; we can respond immediately. Only,
however, if you contact us (academic staff, or your student representatives) and tell us.
How/where any urgent/’time-sensitive’ general complaint is made known
If there is something which, you feel, is more urgent in nature (the Staff-Student Liaison
Committee (SSLC) meets only once a term), there are many people in the School who will be
able to help you (who that may be depends on the nature/type of the problem). Please talk to
us. The earlier the better, of course. Queries can quickly and easily be answered by the
APO/TPO. They are there all day, every working day. No appointment is needed; just walk
in. They can deal with all queries with regard to any complaint. If there is something which
they cannot answer, or cannot deal with, then they will direct you to someone who can. If
your query/problem is urgent, the APO/TPO will ensure that you get a response immediately.
(A senior member of the academic staff will always be available for them to consult.)
Alternatively, contact one of the senior members of academic staff. This might be BBS
Student Support or the Directors of Programmes (UG, PG, MBA).
normally do so within hours of being emailed/contacted. This means that the vast majority of
discussions, and usually decisions, are actioned in less than 24 hours. It depends, however,
on what the complaint is. If it involves contacting, for example, the Computer Centre (outside
BBS), then this may take a little longer given that we, in BBS, do not have such detailed
information about their everyday ‘workings’/practices.
Complaints and mediation (further information from links below)
Please go to Registry’s webpages. Find ‘Quality and Standards’ and then, from there, you
will see a webpage entitled ‘complaints’, which explains it all and also directs you to other
documentation and/or sources of advice.
The outcome of this action will then be reported back, either informally or formally (usually via
email), depending on the type of complaint. Should the complaint remain unresolved or an
unsatisfactory outcome be offered, you should then contact the Director of Teaching and
Learning who, on behalf of the Head of School, will investigate/explore this further. This will
deal with/conclude the complaint at School level. Should the complaint remain unresolved or
an unsatisfactory outcome be offered at School level, depending on the complaint, it will be
forwarded for consideration at College or University level.
How/where to make any ‘private’ complaint known
If you have a query about, say, a grade for a particular module, you should contact the
module leader of the module in question. Or, if not module-specific, your personal tutor, BBS
Student Support or the Directors of Programmes (UG, PG, MBA).
Being reluctant to/uncomfortable about contacting the module leader/a supervisor …
You should contact your personal tutor or the Directors of Programmes (UG, PG, MBA).
What records are kept about a complaint
As with any formal meeting arranged/booked by you, we keep a written record of when you
came to speak to us, what it was about, and what we said to you. We recommend that you,
too, should keep a written record. And/or follow the meeting up with an email if you wish, to
confirm your understanding of what was said. There is no ‘complaint’ form. If you instead
email us, then we will write a formal email of response to you (you must use your Brunel
account; we are not permitted to respond to hotmail accounts or similar). This email will be
the written record of when you contacted us, what it was about, and what we said to you.
Should the complaint remain unresolved or an unsatisfactory outcome be offered, you should
then contact the Director of Teaching and Learning who, on behalf of the Head of School, will
investigate/explore this further. This will deal with/conclude the complaint at School level.
Should the complaint remain unresolved or an unsatisfactory outcome be offered at School
level, depending on the complaint, it will be forwarded for consideration at College and/or
University level.
How long it will take for a complaint to be looked into
If you email us, we will write a formal email of response to you within 72 hours (you must use
your Brunel account; we are not permitted to respond to hotmail accounts or similar). We
Page 19 of 114
Page 20 of 114
5 Learning and teaching
What is the role of the teacher/lecturer in your ‘successful’ learning?
What makes for ‘successful’ learning?
A School’s Student Handbook cannot possibly attempt to sum up the complexities of learning;
decades, if not centuries, of research has not come up with the ‘answer’ as to what the
‘successful learner’ might be. However, few would disagree that one of the most wellknown
writers about learning in higher education is Phil Race, a UK-based academic. His book (one
of many) called Making Learning Happen (2005), published by Sage Publications, London,
UK helpfully sums up, in simple language, that which we know about ‘successful learning’.
Keen to engage with as wide an audience as is possible, he keeps an up-to-date website of
his thoughts, slides, materials and other (you can find this for yourself). What follows in this
section is taken entirely from this book. There are other books, and other sources, so for a
more in-depth treatment, you can do your own research. Race says that there are “five
factors underpinning successful learning” (page 26). Using the original italics, these are:
“Wanting to learn. … if the ‘want’ is powerful enough, success is likely to follow.
Needing to learn – or, to put it more precisely, taking ownership of the need to learn.
Learning by doing – practice, experience, having a go, repetition, trial and error.
Learning through feedback – other people’s reactions, confirmation, praise, compliments and
simply seeing the results.
Making sense of things – or ‘digesting’. This process is perhaps the most important in most
learning situations. This is about ‘getting one’s head round it’, or ‘the light dawning’ or
‘gaining understanding’ and so on. But, this is very firmly linked to any or all of the other
factors in the list above.”
Race (2005) goes on to say how “these five factors work together”, interacting with each other
much as “ripples on a pond” (pages 26-29). He says that we need “energy” to learn, and that
this comes either the wanting and/or the needing to learn. “When learners really want to –
and need to – learn, it is very likely that some learning will take place”. Note the “some”. He
says that, as humans, it is all very well to convince ourselves that we ‘want’ or ‘need’
something but that very often “we don’t actually get round to it”. If we do not do some
“learning by doing”, we are not going to learn. Even the doing “is no guarantee that learning
is happening”. He says that, like other academics/lecturers, he often asks students what they
feel has happened during the lecture or seminar. He reports that students say that “they have
enjoyed the last hour, and feel inspired and empowered to go on learning whatever it was.
But, all too often when [he asks] them to tell [him] a little about what they learned during the
session, their replies are along the following lines: ‘Sorry, I haven’t actually read it yet, I’ve just
taken down the notes, or collected the handouts’ and so on. In other words, they’ve got the
information but they haven’t yet really started on converting it into their own knowledge. Put
bluntly, they’ve been wasting their time during the session. They may have been taking
notes, but often without even thinking about what they were writing down. They’ve been
copying things down from the screen or board, and copying things down verbatim that the
teacher or lecturer said, but without thinking about what the meaning was. There has been
precious little making sense going on. Sometimes they have been far too busy trying to
capture all the information and they have not even had time to try to make sense of what they
have been writing. Now, if they had been making notes rather than taking notes, things might
have been much better …”.
To recap, Race (2005) says that there are “five factors underpinning successful learning”
(page 26). Using the original italics, these are:
“Wanting to learn”. The role of the teacher/lecturer is to “set out to enhance or initiate [your]
want to learn”.
“Needing to learn – taking ownership of the need to learn”. The role of the teacher/lecturer is
to “clarify the need to learn, and help [you] to take ownership of this need”.
“Learning by doing – practice, experience, having a go, repetition, trial and error”. The role of
the teacher/lecturer is to “set out to cause [you] to learn by doing – practice, trial and error,
repetition an and so on”.
“Learning through feedback – other people’s reactions, confirmation, praise, compliments and
simply seeing the results”. The role of the teacher/lecturer is to “set out to cause [you] to
receive feedback on what [you] do, and on what [you] think about what [you] have done, and
so on”.
“Making sense of things – or ‘digesting’. This process is perhaps the most important in most
learning situations”. The role of the teacher/lecturer is to “set out to help [you] to make sense
of what [you] are learning, rather than just store information for later processing that may
never happen”.
Teachers/lecturers play a role in creating the learning environment but, at heart, learning is all
about you taking responsibility. Learning and teaching are two different things. Race (2005)
says that, as learners we, ourselves, “can take control of all these factors and develop them
for [our]selves [and so] it is not surprising just how much learning takes place without any
teaching, training, instructing or tutor processes”. People can reach (and have reached)
“outstanding levels of achievement without teaching interventions”. How? They have “simply
found their own ways of mastering how they learn, and have developed their own ways to
address the factors above”. ‘Successful learning’ is about you/we “[finding our] own ways
mastering how [we] learn, and [developing our] own ways to address the [five] factors”.
Easier said than done, naturally enough. If it was that easy, we would all be brilliant at
everything we ever set out to learn.
Learning, knowing, understanding … and performance
Sticking with Race (2005), “learning, knowing and understanding overlap so much in their
everyday usage” (page 3). Whatever learning, knowing and understanding might or might not
be (and there is a mountain of literature on this), the thing that we, as academics/lecturers
have most difficulty in explaining to students concerns the link between learning and
performance, and what these mean in terms of assessment.
You might perhaps feel a bit indignant by what is above, as it looks like some kind of criticism
of students. It is not. What is above is about any kind of learning, whether at university or
anywhere else. It is thus about any kind of learner, whether at university or anywhere else.
And, regardless of whether you are (currently) a student, or a lecturer or anyone else, we
have all ‘busied’ ourselves with writing notes, keeping a neat folder, and similar, in our
attempts to ‘absorb’ whatever it is we are trying to learn.
“We can’t measure what you understand”, says Race (2005, page 5). This means that we
cannot measure what you have learned. We can measure what you know. Or, rather, what
you know on the day that you sit the examination, or hand in the item of coursework, anyway.
We measure your performance. We measure your achievement. Learning is the ‘doing’ bit,
and performance is the ‘result’ of that learning, as your reading of the literature on learning
will show you. In our case, in universities, we use marks/grades as some kind of
‘measurement’ of your performance. So, a B grade (a mark between 60-69) tells us that the
performance is ‘very good’. And, in common with all universities in the UK, we have ‘grade
descriptors’ as to what we mean by ‘very good’/B grade (and all the other grades too, of
course). Performance is, perhaps, the ‘easy’ bit; we can see it (it is in the coursework or
examination script in front of us). But, the ‘learning’ bit is not visible at all – to anyone. Whilst
it is appreciated that this is far, far too simplistic, ‘learning’ equates to ‘how stuff gets in our
heads/stuff going into our heads’. And, in terms of what we know about what goes on in our
heads (brain, mind), we know next to nothing, actually. Or, to put it more positively, the
Page 21 of 114
Page 22 of 114
literature (that is, what we know) on the human brain/mind is still in its infancy. As
markers/lecturers we thus do not know whether students (or anyone who is learning anything,
whether in a university or anywhere else) are learning in the classroom itself. We suspect
that learning is, in fact, going on in the classroom/lecture, and it probably is! But, as we
cannot look inside learners’ heads in order to find out, we cannot be sure! Whatever is or is
not going on in the classroom, or in your head, learning is, over-simplistically put, the ‘input’
side. The ‘output’ side is your performance, your achievement. We assess your
performance/achievement. Only. Or, as Race (2005) puts it, “we can only measure the
evidence that [you] produce to demonstrate [your] understanding” (page 5). That “evidence”
is the item of coursework or the examination paper in front of us. We use this “evidence” to
award the mark/grade that the work merits, in our academic judgement. Note, we mark the
work. We do not mark you.
What link is there, if any, between attendance and learning?
A 20-credit module is a notional 200 hours of study/learning time. Only a very small
percentage of those 200 hours is spent in the classroom, as you can calculate yourself from
any module that you study. But, crucially, how much learning takes place in the classroom,
and how much takes place outside the classroom is an unknown, of course. Complicating the
issue is the matter of variability between learners/humans. So, how much we learn (how
much goes into our heads) depends on many, interrelated factors. Factors such as how
tired/awake we might be (our ‘readiness’ for learning), our knowledge/background of the
subject matter, our predisposition for learning it (some of us learn, say, languages every
easily and quickly, but others find it difficult/take far longer), age (how/how fast we learn
changes over time), motivation (a huge issue in itself), interest and a whole host of other
factors. Returning to Race (2005), you will find a discussion of metacognition, andragogy,
cognition, affective processes, styles of learning, multiple intelligences, neurolinguistic
programming and other aspects of learning.
So, what does all this mean? Well, you will have to work out what you mean by ‘attend’. Do
you mean ‘learn’, perhaps? Because, just because someone attends, it does not necessarily
mean that they are learning, as Race (2005) acknowledges. Take, for example, a case of a
learner who comes along to a lecture, ready and eager to learn, and who is a very good
student. But, let us say that they had, just before coming to class, received some very bad
news, or they are ill. Well, if their head is spinning with this bad news, or they are ill, they will
likely not be concentrating at all on marketing/ management or whatever and may thus be
learning nothing. But, as we do not know much about learning, they may in fact be taking it
all in, or some of it anyway. There is no literature that we know of (from the field of education)
which has ‘attendance’ as synonymous with ‘learning’. The literature talks only of learning.
That said, it is by attending the lectures and seminars that you can engage with the lecturers
and also your peers, and these also provide opportunities for further engagement with the
subject matter.
How much time makes for ‘successful’ learning?
There are very many factors complicating who learns what, and how (fast/well). The example
of learning a language is now used to illustrate. Some people find learning a foreign
language quite easy. And, whatever language they have learned, they have reached a very
good level in it. So, when they attempt the task of learning a new, different, one, it takes them
very little time, and not a great deal of effort. So, in order “to achieve a grade B or equivalent”
(a question we are often asked), it would not take those people anywhere near as long, or
anywhere near as much effort, as someone who finds language learning very difficult indeed.
This is certainly not because those people are ‘more intelligent’ or ‘cleverer’, as being
‘intelligent/clever’ is unrelated to the task. No, some (but not all) of that is down to innateness
(another factor). When you look at the modules you have done/are doing, you find some
subjects ‘easier’ than others, but that your friends/colleagues find the very same subjects
‘more difficult’. And the point? The amount of time (to achieve a particular level of
performance) varies, according to these interrelating, complicating (and complicated) factors
in the learner we are talking about. As humans, we are all different (thank goodness). In any
module, with the same amount of classroom time, books, study guides, etcetera, some
Page 23 of 114
students achieve performance that merits an A, some that merits a B, some that merits a C …
well, all grades. How? Because, in a class of 500 students, there are 500 individuals, each of
whom has learned differently (each has their own learning style, another factor to take into
account) and thus whose performance varies.
The vast majority of students work extremely hard, and put in 100% of effort. However, ‘hard
work’ and ‘effort’ are only two of the (very many) factors which contribute to ‘learning’. ‘Time’
is another, of course. Whilst there is a perception that ‘more hard work’ and/or ‘more effort’
(and/or more time spent on the task) equals ‘better learning/better performance’, we need
more evidence that there is such a link (and there is little evidence from the literature, as you
will read, if you choose to do so).
Worth repeating, is that we assess your
performance/achievement. Only. We do not assess your learning. We measure, and assess
the ‘output’ of that learning, that is, we measure/assess your performance. That “evidence” is
the item of coursework or the examination paper in front of us. We use this “evidence” to
award the mark/grade that the work merits, in our academic judgement.
How much time should I dedicate to (private/other) study to get an A/B (or whatever)
grade?
Private study is but one of the many factors which impact learning/performance, so you/we
just cannot say ‘x hours per week = A/B/C performance’. Sorry, but that is the only possible
response given that how much we learn/how well we learn it is dependent on all of those
factors listed above (and more), such as our ‘readiness’ for learning, our
knowledge/background of the subject matter, our predisposition for learning it, age,
motivation, interest and a whole host of other factors. Other factors which you can read about
in reviewing the literature on the subject matter. Whether a student gets an A, B, C or
whatever grade is not, then, related to ‘private study’ only; learning is far more complicated
than that. Bear in mind, here, that all students have the same amount of classroom time.
Well, unless they have been ill/in hospital, or whatever. As for private study time, well, this is
more variable, of course, as your study will reveal. And, ‘per week’ is perhaps not the way to
measure/look at it. You will know yourself that you vary the amount/way you study at different
times. Whatever the module, it is not x hours per week, and the same each week. It might be
two hours one week, five hours the next, and one hour the week after that, or whatever. And,
in the run up to the examinations, or the hand in of a piece of coursework, the hours will likely
be different again. ‘Private study patterns’ (is this the same, or different, from ‘private study
time’?) may well be one of those factors which impacts learning which, in turn, impacts
performance).
Yet again, Race (2005) has some useful comment, this time about speed or slowness of
learning, saying “it’s not how long you spend learning it, it’s how often you’ve learned it and
lost it and regained it that counts” (page 15).
Classroom/contact time
Learning for, say, a 20-credit module is a notional 200 hours. Only the smallest amount of
those 200 hours (36 hours, say) is in the classroom. This means that whatever learning takes
place, much (some might claim all) of it takes place outside of the classroom. Whilst it is our
task, as lecturers, to prepare Powerpoint slides/delivering content for our lectures/seminars,
we do what we can to (better) help you to learn between the lectures/seminars. The contact
time (classroom time) that you have within the Business School is no less than at other
comparable institutions. Less contact/classroom time does not means less learning (and thus
'worse' performance from students). Each study guide provides an indication of the amount
of private study to be done outside the classroom, although this is a nominal value as it varies
from person to person.
The importance of ‘private study time’
At university level, and regardless of institution, very few of the hours for any given module
are spent in the classroom. How you spend your ‘private study time’ is essential to your
learning, as this is when/where much (or all) of it is done.
Page 24 of 114
Why/when we provide lectures (teaching via large groups)
Race (2005) says that “large group sessions” (lectures) “address all the things that all
members of the whole group need to share”. He goes on to detail that lectures are in part
about helping you “to see the big picture … giving the whole group shared experiences …
providing the overall information map … set [your] sights regarding the real meaning of the
intended learning outcomes … sharing expectations … an opportunity for clarification … gain
a sense of identity” and others (page 128). Race (2005) says that it is cost-effective to use
lectures, but that “the most significant reasons for making good use of large-group teaching is
to give whole cohorts of learners shared experiences, so that each learner feels part of the
group and knows what is expected of them” (page 130). BBS makes use of large-group
teaching for this latter reason, that is, we provide lectures “to give [you] shared experiences,
so that each [of you] feels part of the group and knows what is expected of [you]”.
Why/when we provide seminars (teaching via small groups)
Race (2005) devotes several chapters to both learning via large groups (lectures) and to
learning in small groups (seminars) given that these are the main ‘provisions’ that we, in
higher education provide. BBS is no different in this respect. Race (2005) says that there are
benefits of small-group teaching, including that they provide you with an “increased
opportunity to ask questions … the opportunity for [lecturers] to make ourselves approachable
to [you] and get to know [you] as individuals … the chance [for lecturers] to give high quality
feedback … to learn from the feedback others are receiving … the opportunity to compare
your understanding with those of others” (page 150). Race (2005) says that “the most
significant reasons for using small-group teaching are the benefits learners acquire which lie
beyond the curriculum as expressed through intended learning outcomes; the emergent
learning outcomes associated with small-group work help learners to equip themselves with
skills and attitudes they will need for the next stages of their careers – and lives” (page 152).
BBS makes use of small-group teaching for this latter reason, that is, we provide seminars for
the “benefits [you] acquire which lie beyond the curriculum as expressed through intended
learning outcomes; the emergent learning outcomes associated with small-group work help
[you] to equip [yourself] with skills and attitudes [you] will need for the next stages of [your]
career – and life”. The module study guides clarify whether and for what purpose seminars
are provided in the modules. The School introduces seminars in modules where the nature of
the taught subject is deemed to require them.
‘Seminars are ‘better’ than lectures’
Race (2005) has a heading to a sub-section of one of his chapters entitled “why do we persist
in pretending that small-group teaching is as good or better than other methods?” (page 149)
Students often claim that seminars are in some way ‘better’ than lectures. A lecture, a
seminar, a workshop and similar are ‘vehicles’, of sorts. The literature on learning/teaching
does not say that ‘vehicle x’ is ‘better’ than ‘vehicle y’, and for good reason. It does not make
sense to say so. It is about engagement with the subject matter. We, as learners of anything,
‘engage’, and learn, in different ways. Via reading, via writing, via doing coursework, via
doing examinations, via listening to a lecture, via doing a quiz, via discussing the subject
matter with fellow students, and via many other means. Seminars are not the only 'solution'
to ‘successful’ learning. ‘Successful’ learning is not dependent on face-to-face contact, via
seminars, small groups, or any other. There is nothing in the literature that says that
seminars lead to 'better' learning. Or 'better' understanding. There are institutions whose
students have few, if any, opportunities for seminar work. Those students are no less
‘successful’ than those for whom the majority of their studies are in small groups. Reading,
rather than speaking, forms a major part of that ‘engagement’. After all, it is not for nothing
that panel members on the television programme called 'University Challenge' introduce
themselves by saying 'Hi, my name's Tim Bloggs and I'm reading for a PG/UG degree in
economics' or whatever the degree. 'Reading for' not 'have been discussing, face-to-face, in
seminars'. We have ‘designed in’ the appropriate number of lectures, seminars and other
opportunities for learning taking into account the pedagogic reasons for so doing. Dependent
Page 25 of 114
on the nature of the subject taught and other factors, the School carefully weighs these up
before making its considered choice about the introduction of seminars into the programme.
Publication/uploading of lecture notes/slides on BlackboardLearn
Students often ask if they can be given copies of lecture notes, Powerpoint slides and the like
in advance of lectures/seminars. These slides and/or notes are normally put up on
BlackboardLearn as soon as is reasonably practicable following their delivery in the
lecture/seminar. Unless a student’s assessment by the Disability and Dyslexia Service
requires it (for which special provision will be made), you do not have a right to such
provision, whether ahead or after the delivery of the lecture; it is discretionary/up to lecturers
themselves as to whether they choose to do so. It may also not be necessary, depending on
the module (not all modules have notes and/or slides). BlackboardLearn is accessible from
the campus, and from offsite (from home, therefore). If there are slides/notes for a module,
the rationale for not publishing them ahead of the lecture is for sound pedagogical reasons.
After all, a set of odd words (slides are normally very short/sparse!) is not helpful! What is
helpful is knowing what the module is about, including the lectures/seminars, beforehand.
Every study guide provides a comprehensive guide as to what will be covered in each and
every lecture/seminar throughout the term. This study guide is published ahead of the term
and is thus available from (before) day 1. This allows all students, regardless of
ability/disability, to prepare ahead. In addition, bear in mind that it is what you do between
lectures/seminars that is the most important; it is in your ‘private study time’ that the most
significant proportion of the learning takes place.
Lecture slides, handouts and other support material are, says Race (2005) a relatively new
phenomenon (page 122). Until recently, it was a lecture, only (no slides, no handouts).
Students still learned! These days, “it is common for a great deal more information to be
placed directly into [your] hands, in handout form in lectures, or made available to [you] in
course materials, in print or electronically” (page 122). Race (2005) goes on to say that
“returning to Einstein’s idea that ‘learning is experience, everything else is just information’, it
is easy to see that the main danger with handouts [and lecture slides/notes] is that they give
[you] information, which does not in due course get processed by [you] to become [your] own
knowledge”. Race (2005) devotes a great deal of space to discussing the very many
“problems” associated with providing students with merely “information” (on handouts, slides,
other), saying that those who ‘collect’ this kind of information may perhaps be “putting off
doing some real learning until later” (page 125). This explains the rationale behind not
making lecture notes or slides available to you before lectures. Indeed, it provides a rather
strong argument for not making them available at all. That said, the lecture slides are there to
help you, although you will find that they are often presented as ‘bullet points’ and so it is your
attendance and your understanding of the material discussed in the lectures/seminars that
are important.
Recording of taught lecture/seminar sessions: University-level policy
1
Introduction
1.1
The University wishes to support all students in their studies, and recognises that
many students find it helpful to be able to record taught sessions. For the purposes of this
policy, these are defined as taught lectures and seminars.
1.2
We recognise that the practice of recording sessions may raise issues for staff and
students, particularly around the use of such recordings, and therefore clarity is required in
order to provide fairness and protect the interests of both staff and students.
1.3
The recording of taught sessions is one of the ways in which the University makes
reasonable adjustments for disabled students under the terms of the Equality Act 2010.
However, we consider it impractical to differentiate between students that fall under the
Equality Act and those that do not, and believe that all students may benefit from the
opportunity to record taught sessions. Indeed, the UK Quality Code for Higher Education
requires providers to provide an inclusive environment where all students have access to
Page 26 of 114
equivalent learning opportunities (Chapter B3: Learning and Teaching; Chapter B4: Student
Support, Learning Resources and Careers Education, Information, Advice and Guidance).
1.4
This policy sets out the expectations of both staff and students. The Disability
and Dyslexia Service Code of Practice contains additional guidance for those with a disabilityrelated need, and a shortened version (Recording of Taught Sessions notice) is displayed in
lecture rooms.
2
2.1
Protocol for Recording of Taught Sessions
All students may, in principle, make audio recordings of taught sessions.
2.2
As a matter of courtesy, students should inform their lecturer that the lecture/seminar
is being recorded. The lecturer may then, as a courtesy to all present, inform the class that
an audio recording is being made.
2.3
For video recording/filming of lecture/seminar sessions students are required to seek
written permission from the lecturer concerned prior to the session. Permission should be
sought as early as possible, and no later than 5 working days before the session. It is the
student's responsibility to seek agreement, which is given at the lecturer's discretion. The
lecturer will also consider the views of other participants before permission is given [if given].
2.4
Any video recording/filming must be as discretely done as possible, and record only
the content and not participants in the session.
2.5
It is the responsibility of the lecturer to announce at the beginning of the session that
it is being video recorded/filmed.
2.6
A lecturer may request at any time that a recording of any type is stopped, for
example if other students are uncomfortable with recordings being made, or where sensitive
material is being discussed.
3
Use of Recordings (audio/video/film)
3.1
Recordings should not be reproduced, passed to or shared with any other person in
any format or via any type of media.
4.3
Recording of one-to-one supervisory sessions is not covered by this policy. This is a
matter of agreement between an individual lecturer and student [lecturers may, or may not,
agree to this].
Pro-Vice Chancellor (Quality Affairs), July 2012
What you can take from this section on ‘successful learning’
That we take the greatest care, and a great deal of time and effort, to ensure that we provide
you with an appropriate environment in which you can best flourish, as a learner. We know
and understand the literature on learning, and reflect the current/latest ‘good practices’ in our
teaching provision. Our ‘success’ is in part reflected in your success, but also by way of the
‘checks and balances’, both internally and externally that every university has in place to
ensure quality of provision, as explained in other sections of this School’s Student Handbook.
Feedback on your performance/achievement
In order to assist you with your learning, and to help you understand your performance,
feedback on your performance/achievement plays a role in this aspect of your studies.
Types of feedback
A School’s Student Handbook cannot possibly attempt to sum up the complexities of learning,
including feedback. However, it will be helpful to again turn to Race, a UK-based academic.
His book (one of many) called Making Learning Happen (2005), published by Sage
Publications, London, UK helpfully sums up, in simple language, aspects of feed back. Race
(2005) says that “some … use the term ‘feed-forward’ to describe those aspects of feedback
which particularly point towards what to do next, rather than merely looking backwards at
what has (or has not) already been achieved” (page 95). “Feed-forward can be regarded as
formative – in other words pointing towards improving and developing future work” (page 96),
bold added. Yet there is also feedback that is called summative. Race (2005) says that this
is feedback which “refers back … to what was – and was not – achieved in past work” (page
96).
3.2
Recordings must be used solely for the individual's own personal study, and should
be destroyed at the end of the student's programme.
It is important to point out that ‘feedback’ not merely that which you receive along with a
provisional grade. Indeed, there are many mechanisms for feedback on both formative and
summative work that you do; these include those from your fellow students in class, via
groupwork whether in the classroom or outside of the classroom, discussions with module
leaders and many more, as listed below.
3.3
Types of assessment
Recordings will be considered inadmissible in any complaint or appeals process.
3.4
The content of lectures and seminars remains the academic property of Brunel
University.
3.5
The use of recorded content in any assignments must be appropriately referenced to
avoid allegations of plagiarism, which is regarded as a serious disciplinary offence (Senate
Regulation 6).
4
Breach of This Policy
4.1
If it is suspected that a session is being recorded without the appropriate consent
being obtained, or otherwise in breach of this policy, staff may confiscate the recording
equipment for the remainder of the session, and the student may be subject to disciplinary
action under Senate Regulation 6.
4.2
Sharing of any recorded material through any media is a breach of this policy and will
be subject to disciplinary action by the University.
Page 27 of 114
Much of the assessment that you must do in order to obtain a pass mark/grade in a module
could be regarded as summative. This item of coursework and/or examination is used to
award your work a mark/grade. Marks/grades from summative assessments are, then, used
to determine your eventual classification/award. Students often call these ‘the marks/grades
that count’. However, this masks a complexity, as it might be argued that the mark/grade that
you achieved (and any additional feedback that you got) in, say, a module at Level 1 might
help you to (better) perform in a module at Level 2. So, the feedback that you got on the
Level 1 module could be regarded as formative (it helped you later on in your studies), as well
as summative (it helped you to understand your past performance). This means that you
could also consider that same assessment as formative in some way.
However, we also design tasks which might help you to better understand something, or give
you further practice in something. An example of this might be a quiz in class. Or, some
questions given in one lecture, for you to answer between one lecture and another, and then
the answers are checked in the next lecture. This kind of ‘assessment’ is formative. You may
or may not get a mark/grade for it, but even if a mark/grade is given, it does not get factored
in to the mark/grade for the module. So, whether you do stunningly well, or fail it entirely, the
mark/grade for the module will be entirely unaffected. It is, then, a sort of ‘practice run’ at
Page 28 of 114
something. It is designed to help you to learn, to help with the ‘input’ side. Some students
consider that these are not really ‘assessments’, as they do not ‘count’.
All assessment, whether you regard it as ‘counting’ or not, makes its contribution to the “five
factors underpinning successful learning” (Race, 2005: page 26), as further described
elsewhere in this School’s Student Handbook.
What the University says about feedback
Senate Regulation 4 has only one section. It says this. “4.24 Provisional grades may be
released to students once the process for internal moderation or blind double assessment has
been concluded. Students should be advised that such provisional grades are subject to
moderation and ratification by Panels of Examiners and as such may change before they are
confirmed. Feedback should be provided to all students on any assessed work. Feedback
on assessed coursework should be returned to students, within a reasonable period, normally
as defined in the [School’s Student Handbook]. Oral feedback should be provided to students
on formal written examinations on request.”
“Assessed coursework” means ‘coursework that is summative’. Brunel Business School
determines “25 working days” to be the “reasonable period” within which such feedback is
provided to you. You might be surprised to learn that this is shorter than in other
schools/institutions with which we are familiar (and, in some cases, far shorter a timescale).
There is no explicit statement/requirement that this “feedback” must be written. However, it is
custom and practice that feedback on coursework is provided in written format. It is custom
and practice that written feedback on examinations is not provided. Instead, you can
“request” feedback, and it is expected that this is “oral feedback”, not written feedback.
The form/nature/type of feedback that you get on coursework
Race (2005) quotes other leading experts in the field of learning and teaching when he says
that “although all feedback can evoke learning, it is helpful, from the outset, to declare an
interest in feedback that draws attention to actions that, if taken, have the power to make a
difference to future work on different topics. Although many teachers give a lot of feedback
on specifics, it is general feedback that has the greater power to stimulate learning. If general
feedback relates to the learning intentions [learning outcomes] declared in course and
programme specifications, then this is a clear benefit to the coherence of student learning”
(page 98), original italics.
Race (2005) goes on to list the varieties of feedback that we have available to us, the
markers/module leaders. These include (page 99-100):








Comments directly entered onto [your] work.
Summary overall comments on [your] assignments (either on the work itself, or emailed
separately).
Model answers or specimen solutions.
Generic feedback on a batch of learner work, in print, emailed to all learners, or put up
on an electronic discussion list, virtual learning environment (VLE) or computer
conference.
Sheets listing ‘frequently occurring problems’, allowing [you] to see feedback on some
of the problems [you] may [yourself] have encountered, but also alerting [you] to other
potential problems [you] not have been aware of [yourself], but which may be useful to
avoid in [your] next work.
Feedback to whole lecture groups on work that has already been marked and is now
being returned to [you].
Feedback to similar groups, but at the time [you] have just handed in [your] work, while
it is still fresh in [your] minds. This feedback of course addresses anticipated problems
or mistakes, but can be really valuable to [you], still remembering the fine detail of
[your] own attempts at the work.
Feedback to small groups of learners, for example, in tutorials, allowing more
interaction, for example, [you] can probe deeper into what exactly the feedback means.
Page 29 of 114

Face-to-face one-to-one feedback, by appointment, or in other learning contexts such
as practical classes or studio work, where tutors can often chat to individual learners in
a context less formal than individual appointments.
As you will see from the above, feedback is not just ‘written comments on your coursework’.
And, as detailed earlier, if it is ‘written comments on your coursework’, we are
teaching/working in higher education because we are interested in “stimulat[ing] learning”.
So, rather than “give a lot of feedback on specifics”, you will likely find that much of the
feedback provided to you is “general feedback”. Feedback comes also from other learners; it
is not just something ‘given’ to you by module leaders/markers.
The kind of feedback that has the best ‘payoff’, learning-wise
Race (2005) discusses the issue of feedback in terms of the ‘learning pay-off’, that is, the
benefits for you, the learners, and the ‘efficiency’ for us, the markers (page 101-103). You
may perhaps be very surprised by what now follows (Race, 2005: 102):
“High scoring feedback methods [in rank order, highest/’best’ at the top, left]:
self assessment
learners comparing work
learners self assessing
individual learning development plan
learners cross-marking
peer marking with feedback
discussion
emails to group
peer assessment
computer-assisted assessment (adaptive)
adaptive computer feedback
peer feedback
constructive questioning within groups
self-evaluation
presentations by learners
verbal feedback
self marking
verbal to small groups
small group verbal
verbal to whole class
emailing with attachments
e-learning with instant feedback
individual peer assessment
moderated self assessment
group peer review
peer assessment feedback
peer critique
work experience feedback
opportunity for discussion one to one
returning model answers
email one to one
small group tutorials
supervised peer assessment
coded grades with email discussions
model answers
code letters on learners work
feedback session to a large group
assessing against learning outcomes
one-to-many email
criterion-based written feedback
discussion boards
comments on written work
peer discussion
target-setting feed forward
discussion – learner led
question and answer session
feedback during an activity
learner group feedback
individual written quality feedback
encouragement in the classroom
Low-scoring feedback methods [in rank order, highest/’best’ at the top, left]:
handwritten on assignments
written one to one
individual face to face
group verbal
signing off log sheets
one to one
giving marks only
single word comments
verbal one-to-one feedback
written exams
exams
grades and comments
written
assignments
individual written comments on work
just a mark
grabbing comments from a bank
web conferencing
written assignment feedback sheets
Page 30 of 114
onto
published marks or grades
one-to-one verbal
tick-box
written feedback
show of hands
internal test with grading and feedback
written feedback that isn’t read
handouts – stuck in a file
grades with oral correction
giving a mark
exam
individual learning plans
grade with comment
learner reports
grades without comments
interim reviews
writing negative comments
just giving it a mark”
6
Regulations
examinations)
and
guidance
(your
coursework
and
Coursework
highly ranked
ranked at/near the bottom
The purpose of coursework assignments is to provide evidence of your abilities and you are
expected to make an individual attempt at assignments. Details of coursework, including
deadlines, and whether you are to work as part of a group, are set out in the study guide for
the module. Whether working on an individual submission, or on a group submission, correct
acknowledgement of others’ contributions, citation of sources and proper use of quotations is
essential, and so you must follow the School's policies (see those detailed in the section on
referencing, copyright and plagiarism). Coursework is an important aspect of assessment in
a discipline such as business and management. This policy statement makes clear the
responsibilities of both you and members of staff in handling coursework. Details on late
coursework submission, penalties, and application for the lifting of penalties, are described in
another section ‘late coursework’.
emails to group
verbal to small groups
verbal to whole class
feedback session to a large group
assessing against learning outcomes
one-to-many email
criterion-based written feedback
question and answer session
handwritten on assignments
written one to one
verbal one-to-one feedback
published marks or grades
written onto assignments
individual written comments on work
written assignment feedback sheets
grade with comment
As a student, you can expect to have coursework requirements clearly published. As for a
definition of 'coursework', this can range from the more usual written work to formal
demonstrations. For example, a demonstration of your software, or the presentation of a
poster can both be considered as coursework. If this coursework is assessed (and not all
coursework is necessarily assessed), then you will be provided with details on how this will be
done.
The ‘best’ kind of feedback
The section above discusses the issue of feedback in terms of the ‘learning pay-off’, that is,
the benefits for you, the learners. The surprises in the above might be:
discussion boards
computer-assisted assessment (adaptive)
adaptive computer feedback
e-learning with instant feedback
Your responsibility, as a student, for coursework
Note that what we call a ‘class test’ is, as per the study guides, ‘coursework’. So, whilst,
informally, you might call it ‘an exam’, it is ‘coursework’ and so when you speak to us about
any assessment, make sure that you are using the right terminology or you risk
misunderstandings (if one of us thinks ‘I’m talking about my class test’ and the academic
member of staff/administrator thinks ‘they’re talking about an exam’ there will be
misunderstanding and, as result, not only confusion but the possibility of wrong information
given).
The School should maintain a proper and clear record of your compliance with the
requirements.
It is your responsibility, as a student, to ensure the following:







That you know what items of coursework are required for any module and make
appropriate plans to do the necessary work.
That the work is correctly identified when you submit it.
That the work is submitted in the specified format and does not exceed any limits on
length or quantity.
That, if a ‘class test’, the work is your own individual attempt to meet the requirements of
the test.
That, except insofar as the acknowledgements and citations indicate, the work is your
own individual attempt to meet the requirements of the assignment.
That each item of coursework is submitted online on or before the stated due date.
That the item of work that you hand in/submit is complete and ready to be marked. You
are not permitted to hand in/submit a second, ‘improved’ item of work (or any additional
information to the original submission) after the published deadline date.
Your responsibility, as a student, for coursework with a research element
As part of a piece of assessment that you undertake, you may be asked to carry out a piece
of research. It is important that you follow the rules and regulations governing such matters.
According to the University’s Code of Research Ethics, which you should go and find, any
Page 31 of 114
Page 32 of 114
research that involves human participation, the collection or study of their data, organs and/or
tissue, and that is carried out on Brunel University premises and/or by Brunel University staff
or Brunel University students under the supervision of Brunel University staff requires what is
known as ‘ethical approval’. This means that you (and we, academic or other members of
staff) are not allowed to (and will be in violation of University’s Research Ethics Code if we do)
conduct research involving human participants, the collection or study of their data, organs
and/or tissue without having gained ‘ethical approval’. Failure to adhere to the University’s
Code of Research Ethics has implications. Failure to adhere to the University’s Code of
Research Ethics is associated with ‘disciplinary procedures for misconduct’. Senate
Regulation 6 says that “Students of the University are subject to the Charter and Statutes of
the University and to Ordinances, Regulations and other rules made under them.
Infringements of such legislation may render the student liable to disciplinary action in
addition to any other penalty set down in the legislation”.
Please note that membership from certain professional accreditation bodies, namely the
Chartered Institute of Personnel and Development (CIPD), cannot be achieved by completing
a library based or conceptual academic dissertation.
The responsibility of the School for coursework
The responsibility of the School for coursework, through its academic and administrative staff,
will ensure:



That at the start of a term, you will be given a clear indication of all items of assessed
coursework by way of the study guide. This will normally include: the nature of the
assignment; the time that you are expected to devote to the task; the format and any
quantity or page limit; the date by which submissions are due; the date by which feedback
will be published.
That the study guide published before the start of the term provides you with details of
assessment. However, if full details are not available at that time, then the study guide
must give details of when such information will be published.
The School will provide you with formal written feedback on your performance. In the
case of feedback given during the module, this is designed to help you judge your
performance and to effectively plan for further work on the module. However, if the
item(s) of coursework that you submit is instead handed in at/near the end of the term,
then at the very least this feedback will provide you with a grade, and either a general
commentary on the work, and/or sample solutions with notes about the marking criteria.
In-class tests
The University, places assessments into two ‘categories’, as Senate Regulation 4 makes
clear. One, ‘coursework’. Two, ‘examinations’. This distinction is vital when considering the
issue of ‘in-class tests’. It should be noted that there are very few in-class tests in the
Business School (fewer than five).
No in-class tests in the Business School are
‘examinations’. The in-class tests are ‘coursework’, and are normally computer-based ones,
carried out in a laboratory. As far as is practicable and necessary, the arrangements and
practices around in-class tests mirror that of examinations. So, for example, in-class tests are
held in a secure environment, candidates are notified of any materials and equipment that are
permitted in the room in which the in-class test is held, the duration of the in-class test is
notified to candidates at the start, and all materials are collected and/or saved/stored
securely. To reduce the risk of collusion and/or cheating, we provide invigilators where this is
deemed appropriate and/or necessary (few in-class tests require the kind of invigilation
needed for an examination run in the examination period). Other measures are taken to
reduce collusion and/or cheating, such as the use of computer-based tests which randomise
the order in which questions appear, for example.
Housestyle and layout for coursework
Page 33 of 114
The organisation of coursework is set out in this Handbook. This specifies the housestyle that
you should use to prepare coursework. This section describes the general conventions with
regard to layout that you must follow when submitting any written work, and how to identify it.
These general conventions apply to all coursework assignments, including final year
projects/PG dissertations/MBA business projects. What is written in this section applies to all
items of work, both long and short. Different documents will, naturally, have different
sections. For example, it is unlikely that you will need to write an abstract, have a table of
contents, or have appendices in a short report (1000 words or less) that you submit as part of
your coursework for a module. However, for longer documents, such as a final year project,
PG dissertation or MBA business project, it is very likely that you will have to write an
abstract, have a table of contents, or appendices.
Identifying your coursework
All coursework, undergraduate and postgraduate, is submitted electronically, via
BlackboardLearn. There may, however, be arrangements where you may be asked to
submit, in addition to an electronic copy (or copies) a hard copy, too. You will find details of
any such arrangements in the study guide. To submit the coursework electronically, follow
the instructions given on BlackboardLearn as to how to do so. In the rare cases where you
are asked to submit a hard copy via the APO/TPO, each piece of coursework should be
identified by ensuring that certain information is recorded on the coursework. The one, most
vital, piece of information is your student ID number (eg 0912345). Also required is the
module code/title (eg MG3117 Issues and Controversies in Accounting). You should not
provide us with your name (we mark work anonymously). The printer that we use for printing
off coursework does not print out/use colour. So, should you choose to use colour in a
document, this will not be visible to the marker(s) when printed out. You should therefore use
other methods of signalling information. Make sure that you have kept a copy of your work,
as whatever you submit will not be returned to you.
The item of coursework that is counted as ‘the official one’ is the one submitted electronically.
So, if you do not submit an electronic copy but instead submit just a hard copy, we will not
mark/provide a mark/grade for the hard copy version of the coursework. Why not? Because
the hard copy version will be regarded as a non-submission.
The School will accept only one version of an item of coursework. You should therefore
check carefully that it is the final, complete version that you submit for marking. You are
therefore not permitted to submit a first version and then to subsequently submit a further
version or versions after the published deadline date in an attempt to improve your grade.
However, should you discover immediately after submission that you inadvertently submitted
the wrong item, then you should contact the APO/TPO, who will tell you what can (or cannot)
be done.
From time to time (rarely, we hope), we face poor weather conditions or, say, a strike on
public transport. Such conditions might mean that we (students, and staff) are unable to get
to the campus. This does not affect the hand in of coursework because coursework is
submitted via BlackboardLearn. You do not need to be on campus in order to submit
coursework; coursework can be submitted from anywhere in the world, off or on campus. For
this reason, we do not change the coursework hand in date/time; there is no justification for
so doing.
Housestyle for submission: file formats
Unless otherwise indicated in the study guide, the following file formats should be used for the
following types of submission:
Document Type
Written report or essay
Presentation
Spreadsheet
File type
Microsoft Word (the latest version)
Microsoft Powerpoint
Microsoft Excel
Page 34 of 114
in full. Similar conventions should be used for tables, using the word ‘Table’ and using
independent numbering from figures.
Colour in your documents
The printer that we use for printing off coursework does not print out/use colour. So, should
you choose to use colour in a document, this will not be visible to the marker(s) when printed
out. You should therefore use other methods of signalling information.
General layout conventions: an overview
Type should be 10 pt for all text, chapter titles and headings. A smaller size may be used for
footnotes. Any readable font of the size specified can be used. Spacing should be single-line
(not double-line). Margins should be of 25mm (bound and top edges) and a minimum of
20mm (other edges). You can adjust the margins in two ways. One, the text can be both left
and right adjusted. Two, left adjusted only (that is, with a ragged right edge). No first line
indents should be used. There should be a single blank line between paragraphs.
The page size for all documents is A4. Pages should be numbered from the beginning of the
main text and should be centred at the bottom of the page. Page numbers lie outside the
page boundaries (as a part of the bottom margin). There should be no running headers or
footers (note that footers are not the same as footnotes).
General layout conventions: an overview of longer documents
For longer documents, you must follow the general layout convention. Note, however, that
there is a different layout convention for Final Year Projects, Masters dissertations or MBA
business projects (see the study guide for details.) You should lay the components of your
document out in this order:Title Page
Abstract
Table of Contents
List of Figures and Tables
Acknowledgements
Main Report Material
References
Appendices
Specific layout conventions: final year projects/PG dissertations/MBA business
projects
What follows in this section is necessarily an overview, as details vary from one academic
year to another. You should therefore consult the relevant study guide for further, precise,
details. It is likely that a template is provided for your final year project/PG dissertation/MBA
business project. The main body of the Final Year Project/PG Dissertation/MBA business
project should not exceed the word count specified in the study guide. The Title Page must
show the title of the Project/Dissertation/MBA business project, identify the author by name
and registration number, declare the purpose of the document, and give the date as shown
here, in this example Title Page (which you will, naturally, lay out appropriately over an A4
page):
Using Temporal Logic in Protocol Analysis
A dissertation submitted in partial fulfilment of the requirements for the
degree of Bachelor/Master of Science
by A. Name (12345678)
Brunel Business School
Brunel University
June 2016
The Abstract, Table of Contents and List of Figures and Tables sections should not be
included unless the main part of the assignment exceeds 10 pages. Acknowledgements and
References must be included wherever the work is not exclusively that of the named
author(s). If present, the Acknowledgements come before the title.
General layout conventions: chapters (sections, subsections)
Within the body of any report or assignment or chapter headings (sections and subsections)
should be in bold type, in 10 pt, and numbered with level numbers (for example, 4.4.2) to a
depth of 3 at most. The first digit in the level number should be the same as the number of
the chapter that contains it (for documents that contain chapters). For short documents with
no chapters, the level numbers should be to a depth of 2 at most. First level headings
(sections) can be capitalised or not capitalised, depending on which style you prefer. Second
level headings (subsections) should be in lower case but with the first letter of all the main
words capitalised. For ease of reading, use blank lines as you consider appropriate.
General layout conventions: figures and tables
All figures should be numbered with consecutive Arabic numerals after the word ‘Figure’. For
dissertations with chapters, the numbering should start afresh in each chapter, but the
numeral should be prefixed with the chapter number (for example, Figure 3.2 for the second
figure in chapter 3). All figures should have descriptive captions following the numeral and
should be mentioned in the text. When referred to in the text, the word ‘figure’ should be spelt
Page 35 of 114
Page 36 of 114
Coursework submission deadlines and submission procedures
Submission deadlines are the latest time/dates for submission without late penalty and earlier
submissions are welcomed and encouraged – it is good practice, and is psychologically
beneficial to you, to submit coursework before the specified deadline day.
All coursework deadlines (date and time) will be published normally not later than 2 weeks
after the start of the relevant term via the study guides on BlackboardLearn. Any necessary
changes to the published deadlines will be notified to you as soon as possible.
For each formal coursework assessment (note that ‘the Final Year Project’ and the
Masters/MBA ‘dissertaton’ is a ‘coursework assessment’), the method for submission is:
Electronic submission to BlackboardLearn
Formal coursework submissions must be made via BlackboardLearn, only. On no account
will we accept any coursework via any other means. So, if you attempt to, or actually submit
it to, a lecturer, the APO/TPO or to anyone else, either in person or via email, we will not
accept it, and we will not look at it or mark it. All submissions need to be properly logged;
submission via a module leader/lecturer does not fulfil this purpose. So, to repeat, we will
not accept submission of coursework via email or in person. This is the case for those
with mitigating circumstances and for those without mitigating circumstances.
Any coursework not submitted via BlackboardLearn will be deemed to have not been
submitted – this is strict School policy.
You will be given guidance in submitting your coursework via BlackboardLearn, the Brunel elearning system. The start date/time of your submission (which can take some time for large
submissions) logged in BlackboardLearn will be treated as the submission date/time. If you
are experiencing difficulties with submitting coursework to BlackboardLearn then you must
resolve it (contact the APO/TPO to do so).
Coursework late penalties
The following late penalty structure applies to all full-time and part-time taught-programme
students in the University. The penalty takes the form of a cap, which is applied after
assessment of the work. Please note that some assessments may contain a learning
outcome related to the ability to submit work strictly to a deadline and is therefore part of the
academic assessment of such learning outcomes.
In such cases, the relevant
modular/assessment block outline and coursework specification will define how a failure to
submit to the given deadline will contribute to the marking/grading in the academic
assessment of the coursework. Irrespective of the academic assessment of timeliness, the
standard late penalty structure defined below will still apply.
Up to 1 working day late
Up to 2 working days late
Up to 5 working days late
Up to 10 working days late
Up to 15 working days late
More than 15 working days late
Mark capped at 70%
Mark capped at 60%
Mark capped at 50%
Mark capped at 40%
Mark capped at 30%
Mark capped at 0%
Late submission of Final Year Project Reports
Grade AGrade BGrade CGrade DGrade ENS (non submission)
Late formal submissions of undergraduate Final Year Project reports will be treated in exactly
the same way as other assessed undergraduate coursework as defined above. It is therefore
vital that you schedule your project work, monitor your progress and ensure that your
supervisor is kept abreast of any (particularly technical) problems that arise. You should, of
course, schedule sufficient time before the deadline for addressing formatting and printing
problems which may occur.
If, however, you are unable to submit your report on time you must submit a Mitigating
Circumstances form, even if the unforeseen circumstance was known by your
supervisor/seminar leader (your supervisor/seminar leader may be able to supply supporting
evidence).
Postgraduate taught programme coursework (except Dissertations) for all FT and PT
students commencing their studies after 1 September 2013/from 1 September 2013
onwards
The penalty takes the form of a cap, which is applied after assessment of the work. The
following caps will be uniformly applied, in the absence of accepted relevant mitigating
circumstances:
Up to 1 working day late
Up to 2 working days late
Up to 5 working days late
Up to 10 working days late
Up to 15 working days late
More than 15 working days late
Mark capped at 70%
Mark capped at 60%
Mark capped at 50%
Mark capped at 40%
Mark capped at 30%
Mark capped at 0%
Late submission of Masters Dissertations
Grade AGrade BGrade CGrade DGrade EGrade NS (non-submission)
Postgraduate Taught Programme students first registering from 1 September 2013
onwards, irrespective of your mode of study
A working day is here defined as Monday to Friday at any time of year, with the
exception of UK national holidays.
You are required to submit your dissertation by the submission deadline published. This is
set out in the study guide. For one-year full-time students commencing studies in September,
the standard dissertation submission deadline is before the Friday of the 52nd week of the
academic year of study. For full-time students starting at other times of year the standard
dissertation submission deadline is not more than 52 weeks after the commencement of
study.
An absolute cut-off date is specified for all coursework submissions in the School such that for
any coursework submitted after that date, regardless of mitigating circumstances, no
guarantee is given that the submitted work will be assessed in time to be presented to the
relevant Panel and Board of Examiners.
Revision of standard dissertation submission deadlines may apply in both of the following
situations:
Undergraduate coursework (including Final Year Projects)
The following caps to be uniformly applied, in the absence of relevant mitigating
circumstances accepted by the Board of Examiners:
Page 37 of 114
Revision of Dissertation submission deadlines
a.
In cases where a one-year full-time student is entitled to in-session reassessment
relating to the taught part of the programme, the Board of Examiners may extend the
standard submission deadline for the student’s dissertation by a period of no more than 4
weeks.
Page 38 of 114
b.
In cases where mitigating circumstances which relate to the dissertation are
submitted by any Masters student and are accepted on behalf of the Mitigating
Circumstances Panel by the Chair, the period of extension to the standard submission
deadline will not normally exceed 4 weeks from the date of the original deadline. Such a
decision made by the Chair must be reported, as usual, to the Mitigating Circumstances
Panel and to the Board of Examiners. Where the specific circumstances of the student may
require a period of extension in excess of 4 weeks, the student’s submission shall be
considered by the Mitigating Circumstances Panel.
A Board of Examiners should be held within 2 calendar months of the normal dissertation
submission deadline for the programme to consider recommendations for degrees and other
awards and shall consider the profiles, including the dissertations, of students with and
without revised dissertation deadlines.
Any masters student who fails to submit by the standard submission deadline (or revised
submission deadline as in a or b above) will be assigned a Grade NS (non-submission) for
the dissertation and will not be entitled to resubmit.
PGT (except dissertations).
before 1 September 2013
For all FT and PT students commencing their studies
The following caps to be uniformly applied, in the absence of relevant mitigating
circumstances accepted by the Board of Examiners:
Up to 2 working days late
Up to 5 working days late
Up to 10 working days late
Up to 15 working days late
More than 15 working days late
Grade capped at B
Grade capped at C
Grade capped at D
Grade capped at E
Grade capped at F
Masters Dissertations Late Submissions: This applies to students first registering
after 1 September 2011 and before 1 September 2013, irrespective of mode of study
You are required to submit your dissertation by the submission deadline published in the
study guide. For one-year full-time students commencing studies in September, the standard
dissertation submission deadline is before the Friday of the 52nd week of the academic year
of study. For full-time students starting at other times of year the standard dissertation
submission deadline is not more than 52 weeks after the commencement of study.
Revision of dissertation submission deadlines
Revision of standard dissertation submission deadlines may apply in both of the following
situations:
a.
In cases where a one-year full-time student is entitled to in-session reassessment
relating to the taught part of the programme, the Board of Examiners may extend the
standard submission deadline for the student’s dissertation by a period of no more than 4
weeks.
b.
In cases where mitigating circumstances which relate to the dissertation are
submitted by any masters student and are accepted on behalf of the Mitigating
Circumstances Panel by the Chair, the period of extension to the standard submission
deadline will not normally exceed 4 weeks from the date of the original deadline. Such a
decision made by the Chair must be reported, as usual, to the Mitigating Circumstances
Panel and to the Board of Examiners. Where the specific circumstances of the student may
require a period of extension in excess of 4 weeks, the student’s submission shall be
considered by the Mitigating Circumstances Panel.
awards and shall consider the profiles, including the dissertations, of students with and
without revised dissertation deadlines.
Any masters student who fails to submit by the standard submission deadline (or revised
submission deadline as in a or b above) will be assigned a grade F for the dissertation. It will
then be at the discretion of the next Board of Examiners whether they are permitted to
resubmit (for a capped grade C) by a final re-submission deadline defined by the Board.
Masters Dissertations late submissions.
The following applies to all students
registering between 1 September 2007 and before 31 August 2011, irrespective of their
mode of study
You are expected to submit your dissertation by the last working day of the last calendar
month of the normal period of registration – the normal submission deadline. The Board of
Examiners, where retrievals are required of a student, may vary the normal submission
deadline for that student’s dissertation.
Students who do not submit by the normal submission deadline will not normally be
considered by the Board of Examiners meeting following the normal deadline and will be
required to:



re-enrol
pay a 4 month dissertation extension fee (equal to a 1 year continuation fee)
th
submit by the last working day of the 4 calendar month following the normal
deadline – the extended submission deadline.
Students will have full access to facilities and supervision during this time. Their submission
will normally be considered (uncapped) by the Board of Examiners following the extended
deadline.
Students who fail to submit by the extended submission deadline will be awarded a grade F
for the dissertation; it will then be at the discretion of the next Board of Examiners whether
they are permitted to resubmit (for a capped grade C) by a final re-submission deadline
defined by the Board of Examiners.
Significant mitigating circumstances submitted during both the normal and extended
dissertation periods will be used to decide upon appropriate periods of abeyance (in 1 month
blocks) which will provide time-outs and resulting delays to deadlines for a student.
The PGT Award Board of Examiners should be held within 2 calendar months of the normal
submission deadline for the programme. The period between the (normal) extended deadline
and the following Board of Examiners will be determined by other factors.
Penalty for late submission of capped re-assessments at any time of year
(Please note that this section does not apply if you are undertaking a further uncapped
attempt due to accepted mitigating circumstances, in which case the policy described in the
above sections applies). If you do not submit work for a capped re-assessment by the
deadline notified to you, you will fail the re-assessment and it will be recorded as grade ‘NS’
(non-submission).
The School’s absolute cut off date
A Board of Examiners should be held within 2 calendar months of the normal dissertation
submission deadline for the programme to consider recommendations for degrees and other
The absolute cut-off date for all coursework submissions is the first day of the Term following
the end of the module (not the end of the Term in which the coursework was due to be
submitted) such that for any work submitted after that date, regardless of mitigating
circumstances, no guarantee is given that the submitted work will be assessed in time to be
presented to the relevant Panel and Board of Examiners.
Page 39 of 114
Page 40 of 114
If you cannot submit your coursework on time
If you cannot submit your work on time because of unforeseen circumstances, you must
submit a completed Mitigating Circumstances Form together with supporting evidence to BBS
Student Support, ideally by the deadline and in any case no later than 7 days after the
deadline – see section ‘mitigating circumstances’ in this Handbook for submission procedure.
If you do not submit a Mitigating Circumstances form to BBS Student Support within 7 days of
the deadine (unless not practicable), the standard late penalties will be applied to the work
that you submitted.
If you submit a Mitigating Circumstances form with supporting evidence, this will be
considered by the Chair of the Mitigating Circumstances Panel (or their nominee) who will
decide one of the following:



that the MCs are not significant and decide that the normal late penalty should apply
that the MCs are accepted and define a revised submission deadline for you
that your MCs are serious/long term, suspend the late penalty requirements for your
submission and require you to be counselled concerning your learning and
assessment work plan
You will be notified of the decision as soon as possible by way of written feedback from BBS
Student Support.
Getting feedback on coursework submitted late
If you submit your coursework late, you will still get feedback on it. You will receive a
provisional grade, and formal feedback, on any coursework that the School accepts,
regardless of the delay in submitting it. This is because we are committed to providing you
with feedback on your performance, as we feel that this will assist you in the development of
your academic skills and abilities. This feedback will be what the coursework is ‘worth’, prior
to the normal ‘checks and balances’ to ensure that the grade is a fair reflection of your
achievements and also not taking into account any penalty.
So, if the coursework is ‘worth’ an A grade, but you submit it late for no good reason (and it is
thus capped at a grade C, say), you will get feedback that tells you that your coursework
merited an A grade (although the mark eventually awarded will be a 50, grade C, as per the
penalty tariff described elsewhere).
Citing/referencing the work of others
The University has very severe penalties for those who are found guilty of plagiarism, so it is
very important that you understand how to avoid it by using proper citing and referencing. If
you have previously studied outside the UK, you may have experienced very different
approaches to what is considered appropriate academic practice. It is important in this case
that you understand the concept of plagiarism within the UK academic context.
The rules/conventions for presenting citations/references correctly
This section of the School’s Student Handbook explains them. Every single Library in every
university in the UK also goes into great detail. Or, look in any journal. Yes, it will likely take
you a long time to read all the documentation available to you in order to find out, and follow,
these rules/conventions. And, it will likely be boring! But, whether or not it is timeconsuming
and/or boring or not, you must build time into your studies to ensure that you are fully aware
of this vital aspect of your studies.
Getting citations/references correctly presented in your work
How to present your citations/references is something that you should pay a great deal of
attention to. It is a boring task but something to which we, as academics, attach importance.
It is a bit like spelling.
You can, if you choose, submit a text/document full of
spelling/typographical errors. (You will, of course, lose marks for doing it, if spelling/grammar
is identified in the marking scheme, but you could do it, if you chose to.) You are asked to
write an academic piece of work, and you therefore need to follow the academic conventions
(whether you like/dislike or agree/disagree with them).
How to acknowledge the work of others in your (course)work
In formal submissions you will be expected to acknowledge the work of others using
references as shown in the School's housestyle guide. Here is what you need to do:
If you want to …
copy a passage
you must …
properly enclose it in quotation marks
include the name of the author(s) and year at the
right point in the text
it is not sufficient to just list source documents at the
end of the assignment/work
include the name of the author(s) and year at the
right point in the text
adapt/change a passage
copy
a
whole/part
of
diagram/program or other item
adapt/change a whole/part
diagram/program or other item
a
of
a
it is not sufficient to just list source documents at the
end of the assignment/work
include the name of the author(s) and year at the
right point in the text
it is not sufficient to just list source documents at the
end of the assignment/work
include the name of the author(s) and year at the
right point in the text
it is not sufficient to just list source documents at the
end of the assignment/work
Citations, quotations and references
All material based on the publications of others must be marked with proper citations. What
matters is the source of the idea not the medium of communication. The need to give correct
Page 41 of 114
Page 42 of 114
citations applies to all forms of presentation - not just the printed word but also recorded
material in audio or video formats, and any electronic documents. Sometimes you may even
need to cite something that you have heard.
Citations in the text should be in parentheses (‘parentheses’ means ‘brackets’) with just the
surname(s) of author(s) and the year of publication. Whether the whole citation or the date
only should be put in parentheses depends on the context. One example for the case where
the surnames of the authors are not part of the sentence and should be put in parentheses
may be found in this document (Reade and Galal 1990). When the surname of the author is
part of the sentence, then the surname has already been given and only the year of
publication is put in parenthesis. Reade and Galal (1990) is an example of this latter form of
citation. If several publications are cited with the same author and year they should be
distinguished by adding a lower case letter to the year (eg 1990a, 1990b etc). For three or
more authors, only the surname of the first author is given along with the words ‘et al’ and the
year. The same style applies to editors. Details of publications cited in the text should be
collected at the end of the document in a references section. If a citation refers to a particular
passage in a much larger work, for example, a section in a textbook, the page number or
numbers may be given in the citation. For example, "As Webb says (1993 p201) it is
impossible to ...".
If you choose to copy a piece of text or quote a passage instead of using your own words you
must make this clear by putting the passage in quotation marks and, if the text is long,
indenting both right and left margins by at least 6 mm. A citation (as above) identifying the
source must appear after the closing quotation mark. For example:
“ an integrated, user-machine system for providing information to support
operations, management, and decision making functions in an organisation.
The system utilises computer hardware and software; manual procedures;
models for analysis, planning control and decision making; and a database."
(Davis and Olson 1985)
All references must give the author of the work, the year in which it was produced, and, as
accurately as possible, the source of the work. The reason for this is that it is important to
know who produced the work, when it was produced and how the reader may obtain a copy
for themselves. Wherever possible references must be in the required style but for unusual
sources you may need to invent a consistent presentation. The fact that this document does
not give an example does not mean that such sources can be omitted. A list of references
should show the items cited in the text and be ordered by author surname first, and then by
date. All works in the reference list should have appeared as citations in the document; it
should not include items of general interest not addressed in the text.
Issues of ‘style/format’
You need to choose a style/format that you like. We each have a ‘favourite’ and so you need
to select yours. So, for example, you may like the year of publication at the end; or after the
authors, instead. You may perhaps prefer ‘p.255-266’, ‘pg.255-266’, ‘page 255-266’ or just
‘255-266’. Or, ‘p. 255-266’, ‘pg. 255-266’ or ‘pp. 255-266’. Did you spot the difference? If
not, it was the space between p/pp/pg and the number! You may perhaps prefer ‘p255-266’,
‘pg255-266’ or ‘pp255-266’. Or, ‘p 255-266’, ‘pg 255-266’ or ‘pp 255-266’. Did you spot the
difference? If not, it was the lack of a full stop after p/pp/pg. Yes, a tiny, tiny difference but
one which needs to be sorted out when to select the style/format you wish to use. And, of
course, used in each and every citation/reference; that is, it must be standardised. You
cannot have one style/format for one citation/reference and another style/format for another
citation/reference in the same document, as this does not conform to the rules.
If you get terribly annoyed and frustrated with all this, then rest assured that we understand; it
annoys and frustrates us, academics, too. As academics we, too, have to follow these
rules/conventions when we submit our research to journals, for publication. Each journal has
a slightly different style or format, and so changing our own, personal style/format to that of
Page 43 of 114
the journal to which we are submitting our work is the most painful, laborious and boring task,
as any academic will tell you. But, we have to do it. So do you.
If the style/format is ‘wrong’ in your work, is this plagiarism?
“Plagiarism is the knowing or reckless presentation of another person's thoughts, writings,
inventions as one's own. It includes the incorporation of another person's work from
published or unpublished sources, without indicating that the material is derived from those
sources. It includes the use of material obtained from the internet”. So, having an
inconsistent style, or using an inconsistent formatting, is not plagiarism. Getting the style
and/or format wrong is like poor spelling and/or grammar. It is poor if you do it, but it is not
‘cheating’ or the “presentation of [someone else’s work] as [your] own” of any sort.
Referencing systems: the Harvard or the numeric referencing system?
There are two referencing systems. One, the numeric referencing system. Two, the Harvard
referencing system. For more detail on these systems, go to Brunel Library’s website, at
http://intranet.brunel.ac.uk/library/help/guides/citing.html. In our discipline, it is more usual to
choose the latter, the Harvard referencing system, although the former is more common in the
publications in/from the US. In the School, we do not have any ‘house rules’ as such, and so
you are normally free to select whichever one you wish. That said, module leaders are free to
stipulate/insist on one rather than the other if they so wish. You should therefore check the
study guide carefully.
Getting help in presenting citations/references correctly in your work
For those of you who like a technological ‘solution’, there is a package called RefWorks.
Available online from the Library. The theory is that you just type in all the ‘bits’ of the
reference itself (author names, journal name, year of publication, page numbers and the like),
press a button and it all comes out perfectly. Most academics use such a package. Some do
not. The choice is yours. But, one way or another, you need to get the citations/references
error-free.
How to acknowledge the work of other students in your (course)work
You will also have occasion to present, as part of an assignment, work done in whole or in
part as a collaborative exercise with other students. If you present/submit work without
acknowledgement or reference of other students (or other people), then this is one of the
most serious forms of plagiarism since it not only shows a lack of respect for the free-flow of
ideas and the work of others but is implicitly cheating, as it is seen as an attempt to obtain
credit for someone else's work. When you wish to present material that is not the result of
your own efforts alone, you should make a reference to their contribution, just as if that were a
published piece of work. You should put a clear acknowledgement (either in the text itself, or
as a footnote) identifying the students that you have worked with, and the contribution that
they have made to your submission. For example it would quite reasonable to present the
solution to a systems analysis exercise with a note such as "The diagram in Fig.3 was
developed in discussion with Andrew Morris and Hinesh Patel".
The risks involved in letting other students use/see your (course)work
The Head of Registry, in a memo sent to all Schools on 14 August 2005 says that “All
students are reminded that they have a duty of care to ensure that their work is not made
available to others where it could be plagiarised for assignments. Students who allow their
own work to be used by others for assignments will be equally subject to disciplinary
procedures, and liable to have any marks awarded reduced to zero or to be subjected to a
more severe disciplinary penalty. The ‘wrong’ kind of ‘helping’ is regarded as collusion, a
disciplinary offence, as per Senate Regulation 6: “Collusion involves aiding, or attempting to
aid, another student in deception or dishonest action, or attempt at such action.”
Page 44 of 114
Bear in mind that it may not be entirely clear who is the plagiariser and who is the plagiarised.
Students, however, are often encouraged to work together, to consult and discuss, but please
make sure your final submission is your own work. None of this means that you are expected
to produce original ideas; it means only that you should express your understanding of what
you have read in your own words.”
Copyright
Copyright is an internationally recognised and legally enforced notion which protects
commercial and financial interests in the expression of ideas. Note that it does not protect the
idea itself. Thus copyright applies to text, drawings, video tapes, live performances or other
media which might be used to communicate ideas. It recognises that there are potential
commercial interests in any of these products, including computer programs, and it gives to
the author the right to control copying or translation of the material. Since copyright is a
matter of national and international law, the University, its staff and its students, are bound by
that law. As a student in business and management you are part of a profession which
depends for its livelihood on the respect of copyright. As a consequence, you will be
expected to learn how copyright applies to (electronic) documents, databases, webpages.
You will need to show proper respect for the interests of copyright holders.
There are a few important things you should know about copyright. One of these is that
whenever someone writes something, they acquire copyright in the product; they do not need
to state a claim or add the copyright symbol. However, there may be contractual
arrangements which transfer it to someone else. For example, when you write something in
the course of your employment it is presumed that the copyright is passed to, or shared with,
your employer. It is recognised that if copyright restrictions were to be applied in their strictest
sense, no one would ever be able to copy anything without asking the copyright owner and
that would prevent the free-flow of ideas. Over the years, a case law around the notion of fair
dealing has been established which tends to presume that the copying of small bits and
pieces from larger items is not a material infringement of the copyright. There is no clear rule,
and the copyright owner is free to go to the courts and challenge any copy which they have
not explicitly sanctioned. Note it is for the copyright holder to decide when the copying of a
piece of work threatens their interests, and you may not presume that they would consent to
your copying something because you did not think it would affect them. You are expected to
make yourself aware of the copyright restrictions on any material you use in the University. If
you fail to respect these rights, particularly where in doing so you lay the University open to
prosecution, appropriate disciplinary action may be taken.
Copyright and copying
If you fail to respect the copyright restrictions on any material you use in the University,
appropriate disciplinary action may be taken. In the context of your work at University, the
following activities are not regarded by copyright holders as fair dealing. The following are
some examples of infringements of copyright: copying large sections of books and journals;
making multiple copies for friends and seminar groups; copying a University study pack. In
principle, the notion of fair dealing addresses individuals having access to a part of
something; and not whole groups of people making copies, or someone taking almost all of a
piece of work.
When copying large sections, you should make sure that you do not breach copyright. To
borrow a book or journal (or any other work) and to copy a significant proportion of the
material from a book or journal is a breach of copyright. In some circumstances, publishers
may regard the copying of a single chapter or article which is a substantial part of the
document to be a breach of copyright. In general, it is not acceptable to copy more than one
article from a volume of a journal or more than 10% of pages or one chapter (whichever is
smaller) from a book. Remember, it is what the author or publisher consider to be substantial
which counts. You should also be aware that photographers and artists may have separate
copyright interests in photographs, diagrams and pictures; thus to copy a single photograph
or diagram may be regarded as copying of all of the work and thus not constitute fair dealing.
Specific acknowledgements, or citations attached to graphics or listed somewhere else in a
Page 45 of 114
book, should be taken as a warning that separate copyright may be claimed for the graphic as
a complete work.
Making multiple copies, that is, making more than one copy of something, is regarded as
going beyond the normal conventions of fair dealing and will be treated as a breach of
copyright. You should note that asking each member of a group to make their own copy of
something is no less a breach of copyright than had one person made all those copies
themselves.
Some modules involve the use of study packs. These contain copies of material in which
others hold copyright. The University belongs to a copyright licensing scheme which enables
us to negotiate and pay for appropriate rights to make multiple copies when we produce these
packs. Making your own copy from another student instead of buying the pack supplied by
the School is a breach of copyright; even if you only copy part of the pack.
Who to speak to in the Business School with queries re citing/referencing
The School is full of people who understand the issues, rules and regulations concerning
plagiarism/copyright. They/we will be only too happy to discuss these with you. Please talk
to us; the earlier the better, of course. As academics (‘trained’ in carrying out/doing
research), understanding how to cite/reference appropriately is one of the ‘basics’ of our roles
as researchers. So, in terms of how to cite/reference appropriately, any academic member of
staff will be able to help you. You may choose to contact an individual member of staff (your
personal tutor if you are at level 1, or a module leader if you are at Levels 2, 3 or PG).
What lecturers/markers/the School does when plagiarism is suspected
When marking coursework, lecturing staff are always vigilant about plagiarism and copyright
given its importance to an academic institution, that is, all of us within it. We also have
access to electronic resources such as Turnitin that allow automatic checking for plagiarism
(both against published sources and other student submissions). When we spot what we
consider might be a case of plagiarism, this is what happens. The lecturer/marker hands
items of coursework to the senior member of staff responsible (this is normally the
Disciplinary Officer). The senior member of staff responsible writes an email to the
student(s), provides evidence to support the claim(s) and asks the student to respond to the
allegation(s). A decision is made in light of their response. There are only two possible
outcomes. One, there is evidence of a case of plagiarism. Note the wording carefully,
namely, ‘evidence of … plagiarism’. It does not say ‘guilty of having committed plagiarism’.
The role of a School is only one part of the process; the final decision-making is undertaken
by the Disciplinary Board; not any School. Note also that plagiarism is regarded as (one type
of) ‘academic or professional misconduct’. Two, there is no ‘proven case of academic or
professional misconduct’.
Module leaders/markers do not make decisions re possible cases of plagiarism or possible
cases of “poor scholarship and/or poor academic practice”; this is handled centrally in the
School, by a small team headed by a senior member of staff. This ensures standardisation of
decision-making across the School, and thus parity/equity for students.
What information is disclosed, and to whom, re cases of suspected or proven
plagiarism
It remains confidential and will under no circumstances be disclosed to the Board of
Examiners at any point. That is, it will not be taken into consideration when considering the
student for either progression or award. It remains confidential and will under no
circumstances be disclosed when/if writing a reference for any organisation/person outside of
the University, either. It therefore follows that this matter will not be taken into consideration
when other lecturers/markers mark subsequent/other student’s coursework/examination
scripts at a later date. In short, the matter is completely closed at this point.
Page 46 of 114
In other cases the School may conclude that while there is no proven case of plagiarism, the
work under consideration does display poor academic practice/poor scholarship. In this case
they will normally recommend the award of a low mark/grade for the assessment or part
thereof. The mark/grade awarded will take into account the extent of poor academic
practice/poor scholarship. The case of “poor scholarship and/or poor academic practice” is
recorded. It is kept confidential to only the senior member(s) of staff involved (and
administrators who have to record revised marks/grades, if necessary), but the School notes
that it is not a disciplinary matter. Records are kept, centrally, on Sharepoint (so that we have
access to cases, and to assist us in our monitoring of this aspect of our provision). This
information is restricted in access; it is available only to the senior member(s) of staff.
‘Making an example’ of those who are found guilty of cheating in an examination
Some students tell us that those found guilty of, say, plagiarism or cheating in the
examinations should be made an example of. This is strictly forbidden. All schools, and all
universities, find students guilty of one or other academic offences, including plagiarism. The
students themselves know that they are under investigation, and that (if proven) that they
have been found guilty. If the level of their cheating warrants it, they are dismissed
immediately, and without any degree at all. You/we, the innocent ones who have not
committed any offence, are never informed of who is under investigation, or who has been
found guilty of the offence, nor their punishment. You may disagree with this. It is, however,
the practice in all universities in the UK; Brunel University conforms to this. In short, no
student in the Business School can, or will be, ‘made an example of’, regardless of the
severity of their 'crime'.
There is a perception that a lot of cheating goes on in the examinations, and that this is on the
increase. Evidence gathered over the years tells us the following. One, it is not on the
increase. Two, there is not ‘a lot’. Whilst not at liberty to divulge who, what, where, given that
those who cheat are not made known to you/anyone other than the person who committed
the offence, we cannot provide you with precise details of how much, or what the
level/amount of cheating is. What we can say, however, is that the level/amount of cheating
in any one year is/was no greater (or less, unfortunately) than we normally find. Let us assure
you that we, in the Business School and in Brunel University as a whole, do not have higher
numbers of students committing academic offences than in other similar universities. But,
when the 'management' of the Business School is made aware of possible cases of cheating,
whether in examinations or when sources have been plagiarised in coursework, we act swiftly
and with full force. We, like you, want those who have committed an offence to be suitably
dealt with, and we vigorously pursue cases where we believe an offence to have been
committed.
Harvard Citation and Referencing: Quick Guide
TYPE
Books with 1
author
Books with 23 authors
Books with
more than 3
authors
Greetham, B. (2001) How to write better essays.
Basingstoke: Palgrave.
Henderson, P. and Salmon, H. (2001) Social exclusion and
community development. London: Community
Development Foundation.
IN-TEXT CITATION
Greetham (2001, p.
5)
or
(Greetham, 2001, p.
5)
(this applies to all)
(Henderson and
Smith, 2001, p.89)
Blaxter, L., Hughes, C. and Tight, M. (1996) How to research.
Berkshire: Open University Press.
(Blaxter et al, 1996,
p. 100)
Books with
later editions
Banks, S. (2006) Ethics and values in social work 3rd edn.
Basingstoke: Palgrave.
(Banks, 2006,
p. 3)
Edited Books
Jeffs, T. and Smith, M. (eds) (1987) Youth work.
Basingstoke: Palgrave Macmillan.
(Jeffs and Smith,
1987)
Classical Texts
Carroll, L. (1984) Alice’s adventures in wonderland. London:
Gollancz. (Original work published 1863).
(Carroll, 1863/1984)
E- Books
Chapter in a
book
Journal article
Online journal
article
Page 47 of 114
REFERENCE
Larkey, S. (2007) Practical sensory programmes for students
with autism spectrum disorders. University of Wales
Institute Cardiff E-Content Collection. Available at:
www.netlibrary.com [Accessed: 28 November 2008].
Manning, N. (1998). ‘Social needs, social problems and
social welfare’. In Alcock, P., Erskine, A. and May, M. (eds)
The student’s companion to social policy. Oxford: Blackwell,
pp. 31-36.
Lillis, T. and Turner, J. (2001) Student writing in Higher
Education: Contemporary confusion, traditional concerns.
Teaching in Higher Education 6 (1), pp. 57-68.
Imel, S. (1998) Using adult learning principles in adult basic
and literacy education. Educational Resources Information
Centre Ohio, USA [Online]. Available at:
http://ericacve.org/docs/pab00008.htm [Accessed:
26/11/08].
Page 48 of 114
(Larkey, 2007, p.20)
(Manning, 1998,
p.32)
(Lillis & Turner, 2001,
p.57)
(Imel, 1998, p. # if
you have it)
Bloom, A. (2008) ‘Pupils behave better now than for 20
years’, Times education supplement, 28 November, p.1.
Newspaper
Or if the author is unknown
TES (2008) ‘Pupils behave better now than for 20 years’,
Times education supplement, 28 November 2008, p.1.
If no date is given put (n.d.) or (no date) in place of the year
(Bloom, 2008, p.1)
If author is
unknown:
(TES, November
2008, p.1)
Online
Newspaper
Lipsett, A. (2008) ‘More teachers facing discipline for bad
behaviour outside school’, The Guardian (28 November)
[Online]. Available at:
http://www.guardian.co.uk/education/2008/nov/28/teach
er-bad-behaviour-schools [Accessed: 28 November 2008].
(Lipsett, 2008, p.2)
If author is
unknown:
(The Guardian, 2008,
p.2)
Blog
Lucas, C. (2011) How palm oil jeopardises global efforts to
reduce emissions. Guardian Environment Blog, 1 June
[Online]. Available at:
http://www.guardian.co.uk/environment/blog/2011/jun/0
1/palm-oil-global-emissions [Accessed: 10 June 2011].
(Lucas, 2011)
National Literacy Trust (2011) Policy. Available at:
http://www.literacytrust.org.uk/policy [Accessed: 7 January
2011].
(National Literacy
Trust, 2011)
Film
The boy in the striped pyjamas (2008) Directed by Michael
Herman [Film]. London: BBC Films.
DVD/Video
The Matrix reloaded (2003) Directed by A. and L.
Wachowski [DVD]. Los Angeles: Warner Brothers Inc.
(The Matrix reloaded,
2003)
Website
Television/
Radio
Programme
Podcast
The culture show (2008) BBC 2 Television, 28 November.
BBC Radio 4 (2008) You and yours: disability-programme
highlights [Podcast]. 5 December. Available at:
http://www.bbc.co.uk/radio/podcasts/directory/
station/radio4/ [Accessed: 5 December 2008].
Interview
Blair, A. (2003) Interviewed by Jeremy Paxman for
Newsnight BBC Two Television, 2 February.
(Blair, 2003)
Works by
authors in the
same year or
with similar
names
Moon, J. (1999a) Reflection in learning and professional
development. London:
Kogan Page.
Moon, J (1999b) Learning journals: a handbook for
academics, students and professional development.
London: Kogan Page.
(You and yours, 2008)
(Huyton, 2007)
Image
MacMillan, I. (1969) The Beatles: Abbey road [Photograph]
(Abbey road, 1969)
Image
(Online)
Magritte, R. (1928) The empty mask [Oil on canvas]
National museum of Wales: online gallery [Online].
Available at: http://www.museumwales.ac.uk/en/art/
online/?action=show_item&item=1264 [Accessed: 3
December 2009].
(The empty mask,
1928)
Page 49 of 114
(Smith, 2008)
(The culture show,
2008)
Huyton, J. (2007) Critical thinking [Lecture presented to BA
Community Education]. 14 March.
Ordnance Survey (2008) Chester and North Wales, sheet
106, 1:50000.
Southampton: Ordnance Survey (Landranger series).
Smith, J. (2008) Email to John Stephens, 3 August.
(The boy in the
striped pyjamas,
2008)
Lecture
Map
Email
(Ordnance Survey,
2008)
Page 50 of 114
(Moon, 1999a)
(Moon, 1999b)
Good academic practice
How should I reference?
Introduction
Good academic practice involves completing your academic work independently, honestly
and in an appropriate academic style, while referencing and acknowledging the sources you
use. This guidance will explain in more detail what Good Academic Practice means and the
consequences of not engaging in it.
Your responsibilities
It is important that you:



Read the University guidance on academic practice
Read the guidance on referencing and other academic conventions issued by your
School and always follow these conventions
If you are unsure, ask for help and clarification at an early stage. See ‘sources of
help’
Students are sometimes tempted to try to gain an unfair advantage in their assessments.
This is known as academic misconduct, and one of the most common forms is plagiarism.
What is plagiarism?
Plagiarism is defined as “To take and use as one’s own the thoughts, writings or inventions of
another” (Oxford English Dictionary). It has two elements:
1. taking another’s work; and
2. using the work as your own.
If you take another’s work but do not use it as your own – because you reference it correctly –
it is not plagiarism. If you follow the guidance in this section, you should avoid plagiarism.
Why should I reference my work?
At university, you need to show your understanding of the existing body of knowledge in your
subject. It is vital that you know how to reference this material correctly. You will need to
engage with a variety of other ideas and texts, and make sure you acknowledge where
these ideas have come from, by telling the reader what these other texts are. This is
important in order to:
 Give credit to the people who came up with the arguments you are using and
responding to
 Demonstrate that you have engaged with a topic
 Enable readers to follow up a topic by investigating your source material
 Avoid accusations of plagiarism
What should I reference?
Referencing involves clearly acknowledging your use of, and directing your reader to, your
sources:
 When you quote directly from another person’s work you must put the copied text
inside quotation marks and reference the source
 When you paraphrase or summarise another person’s work, you must reference the
source
 When you refer to another person’s ideas or theories, you must reference the
source(s), unless you are sure that they are common knowledge
 When you copy a diagram, graph or table from someone else's work, reference the
source
Page 51 of 114
There are a number of different standard referencing systems (eg Harvard, APA, MLA, IEEE,
Vancouver) and you should always follow the referencing advice given by the School. You
can also consult the Library’s web pages on referencing. The Library also provides access to
“Cite Them Right” to help you with citing and referencing correctly.
However all referencing systems follow the following rules. Each reference must appear in
two places.
1. in the actual text of your assignment each time it is used (these are called in-text
citations)
2. in full in the reference list* or bibliography# at the end of your assignment.
*A reference list contains the full details of in-text citations. A bibliography (in the Harvard
system) may also list works you have read as background material, but have not used directly
(and therefore have no in-text citation). A bibliography in other referencing systems reflects
both in-text citations and background material. You should ensure you apply the correct
format for the referencing system you are using.
The in-text citations essentially are pointers to entries in the reference list and are usually
highly abbreviated. Depending on the referencing system used, in-text citations vary in
format.
Referencing tips
1. Give yourself plenty of time to research and write your work. This will avoid last
minute ‘panic’ plagiarism
2. Keep a record all the books and articles you find as you find them - always complete
your references as you write your assignment, rather than filling in missing
references at the end
3. Follow carefully any guidelines provided by your tutors or in course material
4. Put yourself in the place of the reader and ask yourself: do I have all the information
they need to find that source again?
5. Always cite the sources used in your assignments – both direct quotes and ideas
you have paraphrased or summarised. This is the basis of 'good academic
practice'.
Summary checklist of information for references
Book
Author
Chapter
from Book
Journal
article
Electronic
journal
article
Year
of
publication
Title
of
article or
chapter
Title
of
publication
Issue info
e.g.
volume
Place
of
publication
Edition
Page 52 of 114
Internet
site
Newspaper
article
Page nos.
Where to get help
URL
If you have concerns about your ability to reference correctly, or any personal issues that may
be affecting your academic performance (however complex they may appear), seek help
promptly.
Date
accessed
Extract from: Pears and Shields “Cite Then Right: the Essential Referencing Guide” (8th edn) p.13, Palagrave 2010
Final checks for avoiding plagiarism
Follow this checklist before submitting your assignment :
1. Are all the sources you have used acknowledged consistently using an established
referencing system (eg Harvard, APA)?
2. Are all the sources that appear in your reference list referred to (cited) within your
work?
3. Have you, to the best of your knowledge, used your own words throughout? Is it clear
where all direct quotes start and finish?
4. Has the wording of all direct quotes been copied accurately?
Academic misconduct
Students are sometimes tempted to gain an unfair advantage in their assessments. This is
known as academic misconduct, and the most common form of misconduct is plagiarism.
However, there are other forms of academic misconduct that are just as serious, and carry
the same penalties if proven:
Collusion includes helping another student to cheat eg by letting them copy your work, in part
or in whole.
Cheating in Examinations includes taking unauthorised materials into the exam room or
allowing someone else to sit your exam for you. Having the notes in the examination room or
elsewhere with the intention of referring to them during the examination is itself an offence.
In the first instance you are advised to speak to the module leader, someone from the BBS
Student Support team/your personal tutor in your School.
However, you can also get help from the sources shown below:
 The Academic Skills Service (ASK) is based on the ground floor of the library and you
can attend workshops, access drop-in advice services and access resources to help you
improve your learning at university. Find out more at: http://www.brunel.ac.uk/library/ask
 The Counselling Service offers free appointments, arranged either by going to the
Counselling Reception, opposite the Medical Centre, or by phoning 01895 265070. Find
out more from their website.
 The International Pathways and Language Centre (IPLC) provides international students
with English support through a range of courses and one-to-one tutorials. Find out more
more from their website.
 The Subject Area Librarian for your School will be happy to answer any questions that
you have and help you find the information you need. Find out more more from their
website.
 The Graduate School provides skills training, online access to research skills training
courses and a Saturday school for part-time research students. Find out more more
from their website.
Additional information is also available from Registry’s webpages.
Falsification may include the falsification of results, mitigating circumstances, a doctor’s
certificate or any other document to gain an unfair advantage.
Contract Cheating occurs when a student gets someone else to complete an assignment for
them and then hands it in as their own work eg by posting an assignment on an essay mill
website.
Impersonation consists of a substitute taking the place of a student in an examination or other
form of assessment.
What happens if you are accused of academic misconduct
Where a School suspects academic misconduct they will in the first instance write to you or
ask you to meet with them to discuss the allegations, and you will be asked to a respond to
those allegations. If they do not accept your explanation, your case will be referred to the
Vice-Chancellor’s Representative or to a Disciplinary Panel to determine whether or not you
are guilty of a disciplinary offence. The Advice and Representation Centre can assist you in
understanding the disciplinary procedures and in writing your statement.
What happens if you are found guilty of academic misconduct
If found guilty of an academic offence, there is a range of penalties that might be applied.
This includes expulsion from the University.
Full details of the disciplinary process and the range of penalties can be found in Senate
Regulations.
Page 53 of 114
Page 54 of 114
Examinations: timetabling of examinations, examination procedures
The time, day and place of your examination(s)
The week(s) of the examination periods are published before the start of the academic year.
So, from day 1 (in fact, weeks earlier than this) of Term 1 of the academic year, you will know
the weeks of when any examinations will be scheduled to take place, including the week of
the August resit period. However, the precise day and time of your examinations is published
later, normally a few weeks ahead of the examination period. There is no need to rely on
what is on e-Vision. The examination timetable/schedule is a public document, available to
anyone, anywhere, whether registered in the Business School or not. You can view
examination timetables for all Schools, and for every single module in every School in the
whole University. If you go to ‘Timetabling’ and/or ‘Examinations’, you will see all kinds of
information and guidance about anything and everything to do with examinations.
Finding out what seat has been allocated to you
A list is produced for every examination. This list has your student identification (ID) number
and desk number on it. This is normally published a week or more before the start of the
examination period. This list is also displayed outside the examination room on the day of the
examination. However, we do not recommend finding out your seat number at the last
minute, that is, by way of the list displayed outside the examination room. 600 or so students
trying to do this in such a small space would likely be difficult, and stressful.
What you should/can take into the examination room with you
You will need your student identity (ID) card (or, if you do not have this for some reason,
another form of identity such as a driving licence). You may not smoke or eat during the
examination, but you can bring along a bottle of water/soft drink if you like. You can bring
along your coat, other personal belongings and materials but you are not permitted to keep
them at your desk. You are not permitted to have your mobile phone at your desk. You are
not permitted to use any kind of dictionary. You can bring along a calculator (if required).
You are not permitted to bring along/use any scrap paper. You will, of course, need a supply
of pens (not pencils) to write with. If pencils are required, these will be supplied for you.
When you should arrive at the examination room
As there may well be 350 students taking an examination in one room, you will appreciate
that it takes quite a long time to get everyone in, seated, and for the Invigilators to read out
the lengthy rules and regulations to you before you can begin to answer the paper. You also
have some work to do to fill in all the documentation that you need to do before you are
allowed to start answering the examination paper. We therefore suggest to you that arrive at
the place where the examination is taking place at least 40 minutes before it is scheduled to
begin. You will normally be asked to come in to the examination room about 30 minutes
before the scheduled start; it will take you and the Invigilators around 30 minutes to do the
necessary preparations before the start.
What to do if you arrive late for the examination
Please consult the University’s rules and regulations on this.
What you need to do as soon as you get in the examination room
Put your coat, other personal belongings and materials at the side/front/back of the room; you
are not permitted to have them at your desk. Check that you are seated at the correct desk
and have in front of you the correct examination paper. But, do not read the examination
paper until instructed to do so. While you are waiting for the examination to begin, you have
some administrative work to do. Put your identity card on your desk. You should enter your
student identification (ID) number and other information on the front cover of the coloured
Page 55 of 114
answer book on your desk. All this information is on the attendance slip on your desk, so all
that you need to do is to copy it across. For those examinations which involve two sections
(A and B), you must enter your student identification (ID) number and all other information on
both answer books or answersheets. If you do not do this, then the School may not be able
to identify your work and, if we cannot identify your work, then we cannot award you a mark
for it. You can use a calculator but you should specify its make on your attendance slip and
place it conspicuously on top of the attendance slip. You should switch it on only after the
examination has started and it will be inspected during the examination. Your calculator,
watch alarm or mobile phone must be switched off. If you need any assistance, raise your
hand; an Invigilator will come and help you.
What happens during the examination itself
Invigilators have responsibility for ensuring that the examination is run in accordance with the
rules and regulations of the University. The ‘examiner’, that is, the module leader, will also be
present at the start. If, for any reason, the module leader cannot be present (through illness,
for example), then the School assigns another examiner to act on their behalf. Once you
have completed all the administrative work (see above), then the rules and regulations will be
read to you with regard to what you can, and cannot, do during the examination. You are not
permitted to bring along any scrap paper. You must instead use the last page(s) of your
coloured answer book for ‘workings out’.
What happens if you are ill/have to leave during the examination itself
Invigilators have responsibility for ensuring that the examination is run in accordance with the
rules and regulations of the University. Part of their role/duties is to record, in writing,
something like a student being taken ill or leaving the room because of illness. If you are
unfortunate enough to experience this, please ensure that you make an invigilator aware of
your circumstances.
What happens at the end of the examination
When the Invigilator tells you to stop writing; you must stop writing immediately. Check,
again, that your student identification (ID) number is on each answer book and any other
papers which you are submitting to the examiners, and tag all books and papers together.
Remain in your seat, and do not talk. The Invigilators collect your examination answer book
and any other papers which you are submitting to the examiners. As soon as all paperwork,
from every candidate, has been collected, the Invigilators tell you that you can leave the
examination room. You should leave the room quickly and quietly; other candidates may still
be working nearby and you should not disturb them. You must remain silent until well away
from the examination room.
Taking the examination paper with you after the examination
You are normally permitted to take the actual examination paper away with you, but this
depends on the module, so listen for instructions about this. You are not permitted to take
away any unused answer books or scrap paper.
Suspected cheating during an examination
You should be aware of taking in material which is not permitted will be regarded as
attempted deception. Where an Invigilator suspects that a candidate has cheated or is
intending to cheat in an examination, they must confiscate the evidence and the candidate’s
answer book, making a note of the time at which this is done both on the record sheet for the
examination and at the point the candidate has reached in the examination book. The
candidate(s) involved will be provided with a new answer book. The Invigilator will take such
steps to avoid disturbing the other candidates as they consider necessary, but the
candidate(s) involved will normally be permitted to continue the examination. At the end of
the examination the Invigilators will make a full report on the incident and submit it, together
Page 56 of 114
with the confiscated material, to the Head of School who will proceed in accordance with the
relevant Senate Regulation.
7 Regulations and guidance (marking, your achievements,
your award)
Where the University has received a bomb alert, an officer of the University will inform the
Invigilators. The fire alarm will be sounded in case of fire or other emergency. Invigilators will
instruct you to stop writing, to leave your question papers and answer books on the desk and
to leave the room in silence. The Invigilators will accompany you to a place of safety
(University officers will normally be on hand to advise) and keep you silent. The Academic
Registrar will be responsible for authorising a return to the examination room and/or
specifying any alternative arrangements to be made. Where an examination is restarted, the
Invigilators will ensure that the finishing time is recalculated so that you receive the correct
total time for the paper.
How we ensure that the marks/grades awarded are a fair reflection of
your achievements
Bomb alert or fire alarm during an examination
Re-scheduling of examination because of religious/other reasons
There are rules and regulations at University level governing the scheduling of examinations,
holidays, and similar. Lectures, seminars and examinations are not scheduled or rescheduled around religious occasions or festivals (of which there are so very many, given our
wonderfully rich, multi-cultural and thus multi-faith population, both staff and students). So,
whether for the celebrations at the end of Ramadan, the Jewish new year, Diwali or whatever
the faith or occasion or festival, these are not factored into the University’s timetabling.
The number of examinations on one day
There are rules and regulations at University level governing the scheduling of examinations,
holidays, and similar. If you go to ‘Timetabling’ and/or ‘Examinations’, you will see all kinds of
information and guidance about anything and everything to do with examinations.
Overview of how the final marks/grades are determined, and by whom
In order for the University to award you a degree (or any other award), it is clear that
assessment plays a vital role in this aspect of your studies. The first part of the assessment is
carried out by ‘internal examiners’. Module leaders/markers are ‘internal examiners’, and they
make their ‘judgement of the academic standard’, as do moderators (also ‘internal
examiners’), when marking any assessment(s) that you do as part of your degree
programme. The Panel (involving our external examiners) and, ultimately, the Board of
Examiners (involving our external examiners) also make a ‘judgement of the academic
standard’. A ‘judgement of the academic standard’ is more usually shortened to/called our
‘academic judgement’. The internal examiners (the assessors and moderators), the Panel
and the Board of Examiners (which include the external examiners) are the ‘checks and
balances’ in place to ensure that the marks/grades that you get for your coursework and your
examinations are a fair reflection of your achievements.
The module leaders/markers (‘internal examiners’) exercise their academic judgement in
determining the mark/grade for the item(s) of coursework and/or examination. The
marks/grades from examinations, and any coursework, then have to be entered onto a
spreadsheet, and processed. The module leaders/markers must submit a written report of
the module, which will include comments on the breakdown of the marks/grades, to the Panel
meeting (see below). As you might imagine from the above, in carrying out the marking of up
to 700 scripts, adding up all the marks/grades and transferring them to a spreadsheet, there
might be the occasional error made. So, the whole set of examinations, and any coursework,
is sent to another lecturer (an ‘internal examiner’ called a moderator).
One of the jobs of the moderator is to check that all the marks/grades and paperwork are in
order, and to discuss the module with the lecturer afterwards. The module leader and the
moderator also meet at various times before the assessment period of course; to discuss the
examination, for example. Using their academic judgement, they review both your
examination script and/or your coursework. They review a sample of all examination scripts
and coursework. They view work across the full range, that is, from A to F grades. They pay
particular attention to those in the fail range; this is because the consequences of failure have
a particular impact on results. They also pay particular attention to those on the borderline of
any grade boundary. The moderator must submit a written report of the module, which will
include comments on the breakdown of the marks/grades, to the Panel meeting (see below).
All modules, undergraduate and postgraduate, are reviewed.
At the end of the appropriate term, a meeting called a ‘Panel meeting’ takes place. The
School has to be satisfied that the marks/grades are appropriate, and the Panel meeting is
one of the mechanisms in place to ensure that this is the case. This is a meeting which
involves all of the academic members of staff; lecturers, senior lecturers, readers and
professors. It is chaired by a senior member of the academic staff. The purpose of the Panel
meeting is not to look at students; it is instead to look at marks/grades, and modules. There
are Panel meetings for modules at all levels, that is, undergraduate (levels 1 to 3) and
postgraduate. The results from the module review forms that you complete for each module
are seen at this Panel meeting as part of this.
As a student, you have no opportunity to question academic judgement, so it is here at the
Panel meeting that we can question that academic judgement on your behalf. The moderator
is obliged to ask this question on behalf of the Panel. The role of the moderator is to look
through all the information about a module and prepare a recommendation to the Panel. The
Page 57 of 114
Page 58 of 114
role is not just to check the addition (although the moderator does this as well). The
moderator shares responsibility for the quality of the module. It is the moderator's job to find
issues which the Panel needs to address.
Although it is the internal examiners who present information to the Panel, the published
results are the collective responsibility of all the members of a Panel, and not just the internal
examiners. The function of the Panel is to review the delivery of a module and its
assessment (both examination and coursework) in order to satisfy ourselves that the
assessment is a fair reflection of your achievements. This information then goes on to the
variety of meetings of the Board of Examiners responsible for monitoring student progress or
recommending awards. What is discussed at the Panel meeting is not made available to you,
but you should not lose sight of the fact that the function of the Panel is to ensure that the
assessment is a fair reflection of your achievements.
The external examiners, appointed by the University, play a crucial role in ensuring that the
assessment is a fair reflection of your achievements. They ensure that the standards of the
School are comparable with similar programmes in other Higher Education establishments.
Their academic judgement is used to review both your examination scripts and your
coursework. They review a sample of all examination scripts and coursework which
contribute to an award (examination scripts and/or coursework at level 2 and level 3 on the
undergraduate programme, and all examination scripts and/or coursework on the
postgraduate programme). They do not (formally, at least) review examination scripts and
coursework at level 1 on the undergraduate programme as the marks and grades for level 1
do not count towards degree classification. They view work across the full range, that is, from
A to F grades. They pay particular attention to those in the fail range; this is because the
consequences of failure have a greater impact on results, particularly in the case of final year
projects/PG dissertations/MBA business projects, where failure means that an Honours
degree (on the undergraduate programme) cannot be awarded. They also pay particular
attention to those on the borderline of any grade, or category of award. They not only see
examination papers well before the examination periods, but also offer us valuable support
and advice.
with national comparisons of standards” and “have an appropriate level of academic expertise
and experience sufficient to command the respect of colleagues”.
Marking your work: a brief summary of the processes involved in marking
1
The module leader (plus
others, depending on module)
marks your coursework.
2
The module leader (plus
others, depending on module)
marks your examination (if
there is one).
The module moderators
review the assessment of the
module (coursework and/or
examination, other).
The Panel (which includes the
external examiners) review
the assessment (coursework
and/or examination, other).
The Board of Examiners
(which includes the external
examiners)
3
4
5
You get a provisional grade
via the module leader. You
get written feedback via the
module leader.
You do not get a provisional
grade.
You can request
feedback from the module
leader.
Feedback from you, via the
feedback on the module
forms, is part of what is
reviewed.
Feedback from you, via the
feedback on the module
forms, is part of what is
reviewed.
You
get
your
marks/grades/results on eVision (and then via a
transcript).
The external examiners attend the meetings of the Panels and Board of Examiners at both
level 2 and level 3 (on the undergraduate programme) and those at postgraduate level. Their
academic judgement is used when making decisions with regard to progression/award. They
do not attend the meeting of the Panel and Board of Examiners at level 1 on the
undergraduate programme as the marks and grades for level 1 do not count towards degree
classification. They are obliged to write a written report to the University, and this is then
forwarded to the School. The School then reviews its procedures in light of their comments,
and may make suitable changes. Senate Regulation 4 explains what an ‘external examiner’
is. “4.71 Each External Examiner shall normally be a senior member of the academic staff of
another higher education institution [that is, they are from another University, and not from
Brunel University], member of a professional body with appropriate standing, or member of
another recognised authority in the appropriate discipline. External Examiners should be
drawn from a wide variety of institutional/professional contexts and traditions in order that the
University’s programmes benefit from wide-ranging external scrutiny.” “4.72 All External
Examiners should have recent, relevant, assessment experience and an understanding of
academic standards in other institutions sufficient to enable them to assist with national
comparisons of standards. If the external expert, although highly versed in his/her own field,
may be unaware of up-to-date university procedures and standards, one additional examiner
may be required. “4.73 … External Examiners for undergraduate or taught postgraduate
awards should: a) have an appropriate level of academic expertise and experience sufficient
to command the respect of colleagues; b) have appropriate professional expertise and
experience.”
Many, if not all, “senior members of the academic staff” in Brunel Business School act as
external examiners at other universities. It is a key part of the role, in fact. So, these “senior
members of the academic staff” are similarly regarded as “a recognised authority in the
appropriate discipline”, academics with “recent, relevant, assessment experience and an
understanding of academic standards in other institutions sufficient to enable them to assist
Page 59 of 114
Page 60 of 114
The mark/grade
provisional.
is
The mark/grade
provisional.
is
The mark/grade
provisional.
is
The mark/grade
agreed.
is
The mark/grade
confirmed/final.
is
Marking schemes/criteria used for marking undergraduate work
The University has agreed guidelines for marking all assessed work at undergraduate level to
ensure compatibility across modules, subjects and awards. These are reproduced below to
help you understand the general marking criteria applied within the School at undergraduate
level.
“Generic Undergraduate Grade Descriptors
These generic grade descriptors are intended to be used as a tool throughout the assessment
process (in assessment design, marking/grading, moderation, feedback, and appraisal) for
any assessment set at each Undergraduate Level in the University. They are designed to
show no disciplinary bias and are not intended to act as surrogate Level, award or award
classification descriptors. The grade descriptors should be read in conjunction with the
learning outcomes associated with the assessment and their interpretation should take into
account the Level of study of which the assessment is a part (termed here “the current
Level”).
Grade Band E (E+, E, E-)
Provides evidence of some understanding of key aspects of the topic and some ability to
present an appropriate argument or solution at the current Level. Demonstrates some
competence in the appropriate use of the relevant literature, theory, methodologies, practices,
tools, etc at the current Level. Provides some evidence of effective communication at the
current Level. However, there is also evidence of deficiencies which mean that the threshold
standard (D-) has not been met.
Grade F
Work that is unacceptable.
Grade A*
Clearly demonstrates a highly sophisticated, critical and thorough understanding of the topic.
Provides clear evidence of originality and independence of thought and clearly demonstrates
exceptional ability to develop a highly systematic and logical or insightful argument, solution
or evaluation at the current Level. Demonstrates exceptional ability in the appropriate use of
the relevant literature, theory, methodologies, practices, tools, etc, to analyse and synthesise
at the current Level. Shows an exceptionally high level of clarity, focus and cogency in
communication at the current Level.
Grade Band A (A+, A, A-)
Clearly demonstrates a sophisticated, critical and thorough understanding of the topic.
Provides evidence of independence of thought and clearly demonstrates the ability to develop
a highly systematic and logical or insightful argument, solution or evaluation at the current
Level. Demonstrates excellence in the appropriate use of the relevant literature, theory,
methodologies, practices, tools, etc, to analyse and synthesise at the current Level. Shows a
high level of clarity, focus and cogency in communication at the current Level.
Grade Band B (B+, B, B-)
Clearly demonstrates a well-developed, critical and comprehensive understanding of the
topic. Provides some evidence of independence of thought and clearly demonstrates the
ability to develop a systematic and logical or insightful argument, solution or evaluation at the
current Level. Demonstrates a high degree of competence in the appropriate use of the
relevant literature, theory, methodologies, practices, tools, etc, to analyse and synthesise at
the current Level. Shows clarity, focus and cogency in communication at the current Level.
Grade Band C (C+, C, C-)
Demonstrates a systematic and substantial understanding of the topic. Demonstrates the
ability to develop a systematic argument or solution at the current Level. Demonstrates a
significant degree of competence in the appropriate use of the relevant literature, theory,
methodologies, practices, tools, etc., to analyse and synthesise at the current Level. Provides
evidence of clarity and focus in communication at the current Level.
Grade Band D (D+, D, D-)
Provides evidence of a systematic understanding of the key aspects of the topic.
Demonstrates the ability to present a sufficiently structured argument or solution at the current
Level. Demonstrates an acceptable degree of competence in the appropriate use of the
relevant literature, theory, methodologies, practices, tools, etc, to analyse and synthesise at
the current Level. Provides evidence of effective communication at the current Level.
Page 61 of 114
Page 62 of 114
Marking schemes/criteria used for marking postgraduate work
Masters-Level Grade Descriptors
These generic grade descriptors are intended to be used as a tool throughout the assessment
process (in assessment design, marking/grading, moderation, feedback and appraisal) for
any assessment set at Masters Level in the University. They are designed to show no
disciplinary bias and are not intended to act as surrogate award or award classification
descriptors. The grade descriptors should be read in conjunction with the learning outcomes
associated with the assessment.
Grade A* (Masters dissertations only)
Work of exceptionally high quality, commensurate with publication in a highly esteemed peerreviewed journal. Clearly demonstrates a sophisticated, critical and thorough understanding of
the topic. Provides clear evidence of originality and clearly demonstrates the ability to
develop an independent, highly systematic and logical or insightful argument or evaluation.
Demonstrates exceptional ability in the appropriate use of the relevant literature, theory,
methodologies, practices, tools, etc, to analyse and synthesise at Masters Level. Shows
exceptional clarity, focus and cogency in communication.
Grade A
Clearly demonstrates a sophisticated, critical and thorough understanding of the topic.
Provides evidence of originality of thought and clearly demonstrates the ability to develop an
independent, highly systematic and logical or insightful argument or evaluation.
Demonstrates excellence in the appropriate use of the relevant literature, theory,
methodologies, practices, tools, etc, to analyse and synthesise at Masters Level. Shows
excellent clarity, focus and cogency in communication.
Grade B
Clearly demonstrates a well-developed, critical and comprehensive understanding of the
topic. Clearly demonstrates the ability to develop an independent, systematic and logical or
insightful argument or evaluation. Demonstrates a high degree of competence in the
appropriate use of the relevant literature, theory, methodologies, practices, tools, etc, to
analyse and synthesise at Masters Level. Shows a high level of clarity, focus and cogency in
communication.
Grade C
Demonstrates a critical and substantial understanding of the topic. Demonstrates the ability
to develop an independent, systematic and logical or insightful argument or evaluation.
Demonstrates a significant degree of competence in the appropriate use of the relevant
literature, theory, methodologies, practices, tools, etc, to analyse and synthesise at Masters
Level. Provides evidence of clarity, focus and cogency in communication.
Grade D
Provides evidence of some critical understanding of the topic. Demonstrates some ability to
develop a structured argument or evaluation. Demonstrates an acceptable degree of
competence in the appropriate use of the relevant literature, theory, methodologies, practices,
tools, etc, to analyse and synthesise, but not at Masters Level. Provides evidence of effective
communication.
Grade E
Work that demonstrates significant weaknesses, but which provides strong evidence that
Grade D is within the reach of the student.
Grade F
Work that is unacceptable.
Assessment of final year projects (UG) and dissertations/business
projects (PG/MBA)
The Learning and Teaching Committee at Brunel University agreed the following protocols for
the assessment of all Final Year Project reports and all taught Masters/PG dissertations
(which includes MBA business projects) in the University from September 2007 onwards.
These protocols are reproduced in this section.
What markers (‘assessors’) of your final year project must be provided with
“Appropriate guidance on the assessment of reports (including clear assessment criteria and
appropriate grade descriptors) shall be provided to all report assessors before assessment
commences”.
How many markers (‘assessors’) will assess your final year project
“Each report shall be assessed by two internal assessors, one of whom must have had no
part in advising the student concerning their report. The assessors for a report shall be
selected such that their combined knowledge of the project topic is appropriate”.
Markers (‘assessors’) do not discuss your final year project with each other
“Independent assessment forms, addressing all of the assessment criteria and providing an
overall mark, shall be received by the project co-ordinator [in the Business School this will be
the module leader] from each assessor separately and independently”.
What if the two markers (‘assessors’) disagree on the mark for your final year project
“Where the two independently assessed marks differ, a final agreed mark, with written
justification for the agreed mark, shall be provided to the project co-ordinator by the two
assessors jointly. In all cases where: a) the two independent assessments differ by 10% or
greater (even if they have reached agreement) or b) the two assessors cannot reach
agreement (irrespective of the grade difference), a third internal assessor shall be appointed
to moderate the assessment and shall be provided with both of the independent assessment
forms, the joint assessment form and the final year project report itself. The third assessor
will have the opportunity to discuss the final year project report with the first two assessors
and the decision of the third assessor, with documented justification, shall be final.”
The role of the external examiner(s) in the final year project
“All paperwork associated with an individual report assessment (including the two
independent assessment forms, the joint assessment form and, if moderation employed, the
moderation assessment form), as well as the final year project report itself, shall be made
available for scrutiny by the External Examiner(s).”
What markers (‘assessors’) of your PG dissertation/MBA business project must be
provided with
“Appropriate guidance on the assessment of dissertations (including clear assessment criteria
and appropriate grade descriptors) shall be provided to all dissertation assessors before
assessment commences.”
How many markers (‘assessors’) will assess your PG dissertation/MBA business
project
“Each dissertation shall be assessed by two internal assessors, one of whom must have had
no part in advising the student concerning their dissertation. The assessors for a dissertation
shall be selected such that their combined knowledge of the dissertation topic is appropriate.”
Page 63 of 114
Page 64 of 114
The markers (‘assessors’) will not discuss your PG dissertation/MBA business project
with each other
“Independent assessment forms, addressing all of the grading criteria and providing an
overall grade, shall be received by the dissertation co-ordinator [in the Business School this
will be the module leader] from each assessor separately and independently”.
What if the two markers (‘assessors’) disagree on the mark for your PG
dissertation/MBA business project
“Where the two independently assessed grades differ, a final agreed grade, with written
justification for the agreed grade, shall be provided to the dissertation co-ordinator by the two
assessors jointly. In all cases where: a) the two independent assessments differ by more
than one grade (even if they have reached agreement) or b) the two assessors cannot reach
agreement (irrespective of the grade difference), a third internal assessor shall be appointed
to moderate the assessment and shall be provided with both of the independent assessment
forms, the joint assessment form and the dissertation itself. The third assessor will have the
opportunity to discuss the dissertation with the first two assessors and the decision of the third
assessor, with documented justification, shall be final.”
The role of the external examiner(s) in your PG dissertation/MBA business project
“All paperwork associated with an individual dissertation assessment (including the two
independent assessment forms, the joint assessment form and, if moderation employed, the
moderation assessment form), as well as the dissertation itself, shall be made available for
scrutiny by the External Examiner(s).”
Anonymous marking of the final year project/Masters dissertation/MBA business
project
Senate Regulation 4.7 guides us in this regard. It says “Wherever possible and appropriate,
candidates shall be identified on all assessed work by student number, and not name, in
order to preserve anonymity”. The words “wherever possible” apply here. In common with all
Schools at Brunel University and in common with all institutions with which we are familiar,
final year projects (and Masters dissertations/MBA business projects) are marked by the
seminar leader/supervisor and at least one other. Anonymity cannot be “preserve[d]” in such
case of the seminar leader/supervisor (although it is preserved for the other marker), such is
the nature of the task. That your seminar leader/supervisor marks your coursework knowing
it to be yours is thus standard practice, and is not in contravention of any Regulation.
Getting your results (provisional and agreed marks/grades)
In order for the University to award you a degree (or any other award), it is clear that
assessment plays a vital role in this aspect of your studies. This section describes how, and
when, you will get your provisional grades (for coursework) and agreed marks/grades
(‘results’) at the end of the Term, or at the end of a Level. It also describes how you will get
your degree certificate or other award.
Marking your work: a brief summary of the processes involved in marking
1
The module leader (plus
others, depending on module)
marks your coursework.
2
The module leader (plus
others, depending on module)
marks your examination (if
there is one).
The module moderators
review the assessment of the
module (coursework and/or
examination, other).
The Panel (which includes the
external examiners) review
the assessment (coursework
and/or examination, other).
The Board of Examiners
(which includes the external
examiners)
3
4
5
You get a provisional grade
via the module leader. You
get written feedback via the
module leader.
You do not get a provisional
grade.
You can request
feedback from the module
leader.
Feedback from you, via the
feedback on the module
forms, is part of what is
reviewed.
Feedback from you, via the
feedback on the module
forms, is part of what is
reviewed.
You
get
your
marks/grades/results on eVision (and then via a
transcript).
The mark/grade
provisional.
is
The mark/grade
provisional.
is
The mark/grade
provisional.
is
The mark/grade
agreed.
is
The mark/grade is
confirmed/final.
This is ‘the decision
of the Board of
Examiners’.
How you will find out your provisional grade for an item of coursework
The provisional grade and any additional written feedback is provided to you
through/via BlackboardLearn. The coursework feedback will, of course, make reference to
the marking criteria used in marking the item of coursework. This must be published before,
and not after, the coursework task is given to you. Marking criteria should be discussed with
you, so that you are appropriately briefed as to what the marker/module leader is looking for.
As you will know from reading the rules and regulations, any coursework that you submit to
the School will not be returned to you. The module leader is obliged to provide formal, written
feedback on coursework to you within twenty-five working days (that is, five weeks) following
submission. This naturally includes the final year project/Masters dissertation/MBA business
project as this is a normal piece of coursework.
If you do not receive such feedback within this time, then you should contact the module
leader, and copy in, in your email, the Undergraduate/Postgraduate/MBA Director of
Programmes (as appropriate).
How you find out the grade for the examination that you took
Examinations take place during the examination period, at the end of the academic year. In
light of this, Schools do not provide provisional grades to students on examinations. You will
instead find out the agreed mark/grade for the module (as confirmed by the Board of
Examiners) by way of the results released to you on e-Vision (and subsequently by way of
the transcript/progress report).
Requesting additional feedback on your performance in your coursework
Page 65 of 114
Page 66 of 114
In addition to formal, written feedback, module leaders will be happy to provide oral feedback
to you on an individual basis. This is what you should do. Book an appointment with the
module leader. You will naturally need to bring along the copy of the coursework script that
you have kept. The module leader will go through the coursework script with you. Feedback
to you is to help you to (better) understand your achievement and to help you to improve your
future performance. It is not an opportunity to ‘debate’ the marks/grades awarded, or for
markers to convince or persuade you why, in their academic judgement, the marks/grades
awarded are an appropriate reflection of your achievements. It is likely that when you request
feedback, the marks/grades are, at that stage, provisional. There are thus other ‘checks and
balances’ still to be carried out until the marks/grades are confirmed (by the Panel and the
Board of Examiners) as an appropriate reflection of your achievement.
Senate Regulation 4.gives you further detail about feedback and the issue of provisional
and/or final marks/grades. As in all other universities, the nature/type of that feedback might
comprise, say, a grade, without additional written text (see the section on feedback as to what
feedback may or may not comprise, and its value/’pay off’).
Requesting feedback on your performance in your examination
This is what you should do. Book an appointment with the module leader. You are not
entitled to see/hold/take away a photocopy of your examination script in its entirety, that is,
your own responses to the examination questions, and the comments/ticks or whatever that
we, as markers, put on it. However, in order to help you to (better) understand your
achievement and with a view to helping you to improve your future performance, module
leaders will be happy to provide face-to-face feedback on your examination performance.
We are not obliged to provide you with written feedback on your examination performance.
You are, however, entitled to oral feedback “on request” (Senate Regulation 4).
The kind of feedback that you should expect is along the following lines. “For question 1 your
answer was of a very high standard but could have benefited from the inclusion of relevant
examples in part b”. “For question 2 your answer was of a high standard and usefully
included a diagram and some examples in part a. However this part would have benefited
from the inclusion of additional relevant examples”. “For question 3 your answer to part A
was excellent. In part B you used Smith et al to illustrate how functional-level capabilities are
operationalised. Whilst you examined the marketing aspect to a reasonable level your
answer would have been improved by more detailed discussion of operational capabilities,
research and development, HR and financial. Your answer would also have benefited from a
more detailed explanation of how these linked to achieving strategic performance. The
second part of the question remains largely unanswered”.
Feedback to you is to help you to (better) understand your achievement and to help you to
improve your future performance. It is not an opportunity to ‘debate’ the marks/grades
awarded, or for markers to convince or persuade you why, in their academic judgement, the
marks/grades awarded are an appropriate reflection of your achievements.
What to do if the module leader is not available to provide you with additional feedback
If you contact the module leader during a vacation/holiday period, that is, after the end of
Term 2, or during the Christmas holidays, then it is likely that they will be taking part of their
annual leave at this time. In such a case, you will have to wait until their return. You will
therefore receive feedback more quickly if you contact module leaders during the term, rather
than leaving it until after the end of the summer/other vacation period. If, for some reason,
the module leader is not available at all (they may have left the University, for example), then
feedback will be provided by another lecturer.
You should contact the
Undergraduate/Postgraduate/MBA Director of Programmes (as appropriate).
How and when you will know your marks/grades at the end of the term/Level
Page 67 of 114
The rules and regulations of the University (explained in more detail in Senate Regulations)
do not permit the School to give you marks (UG programmes, ‘old Regulations’ only) until
after these have been confirmed/agreed by the Board of Examiners. For undergraduate
programmes (‘new Regulations’) and for postgraduate studies, there are grades, not marks.
The Board of Examiners looks at your performance only at the end of a Level (UG
programme)/the taught element (PG programme), not at the end of a Term. Until the meeting
of the Board of Examiners, grades provided to you are provisional.
Marks/grades are confirmed by the Board of Examiners. These Board-confirmed/agreed
marks/grades are made visible to you via e-Vision. When? As soon as is possible
after the meeting of the Board of Examiners. You will find not only the agreed
marks/grades but also the decision of the Board of Examiners (re-assessment, progression,
award). You do not need to wait until you receive your transcript/progress report in order to
find out the decision of the Board of Examiners; the decision of the Board of Examiners is
available to you via e-Vision.
Are marks/grades made visible to other students/other people?
The School does not publish your results/marks/grades on any noticeboard. Instead, your
results/grades are visible to you, alone, on e-Vision. And, to you, alone, via what is called a
transcript/progress report. This is a document which gives a few details about you (name,
registration number etcetera), and then the list of the modules that you have taken, and the
grades (and marks, on undergraduate programmes only, if this is at the end of a Level, and
the Board of Examiners has made its decision about whether or not you can progress to the
next Level). The University regards your progress, and results, as a private, individual matter,
and so such details are given to you by way of a private, individual, e-Vision account and by
way of a private, individual, transcript/progress report.
How and when you can get a copy of your transcript/progress report after the end of
the academic year
After the end of Term 2, it is likely that you will not be on campus. Given this, the School will
send you a copy of your transcript/progress report to your home, by post. The address that
the School uses for this is the one that is available to us via e-Vision. If you move, or if you
wish us to send it to an alternative address, then you should update your address via eVision. Although the School does all it can to get transcripts/progress reports to you as
quickly as possible after the end of Term 2, the process of marking and moderating, as
described earlier, is necessarily long, so please do not email or call us to find out whether
your transcript/progress report is ready; it will only cause us to delay getting it in the post to
you. So, please be patient. We will normally post your transcript/progress report to your
home address a few weeks after the meeting of the Board of Examiners. Both academic and
administrative staff are under strict instructions about how the School gets results to you. We
are not permitted to give you results by phone, or by email. We cannot send you a
transcript/progress report electronically, either. So, please do not ask us to.
Getting another copy of your transcript/progress report (if you have lost yours/you
need more copies, or whatever)
If you want another copy (or copies) of your transcript/progress report at any time, then
please ask the APO/TPO. They will be happy to print off a transcript/progress report for you.
However, you may have to pay for this. A small charge is made for the issuing of duplicate
transcripts. The APO/TPO /the Student Centre can tell you the precise cost/fee of this
University-agreed fee (it varies from year to year). We do, however, have to have
demonstrated that a transcript/progress report had already been issued to you, of course.
Also, we are to charge this for “producing transcripts where electronic records did not exist”.
How and when you can find out ‘the decision of the Board of Examiners’
Marks/grades are ‘the decision of the Board of Examiners’. Another part of our ‘decision
of the Board of Examiners’ is re progression (on the undergraduate programme, as there is
Page 68 of 114
no progression on the postgraduate programme). Another part of ‘the decision of the Board
of Examiners’ is our recommendation for your award.
Note the word ‘recommendation’. A Board of Examiners does not ‘make the award’. A
Board of Examiners ‘recommends you for an award’. This is an important distinction.
Once we, the Board of Examiners, have recommended you for an award, we forward our
recommendation to Senate. It is Senate, and not any Board of Examiners, which ‘makes the
award’ (using the right terminology, ‘confers’ the award). So, once we, the Board of
Examiners (‘the School’) have done our ‘bit’, what follows after that is handled not by any
School but instead by Registry. So, it is Registry which gets your certificate ready, it is
Registry which arranges the congregation ceremony and it is Registry which handles all
aspects of your award after we, the Board of Examiners, have done our ‘bit’ (making our
recommendation) .
How and when you can find out your degree classification (or interim award)
The School does not issue results related to degree classification/award. Registry is
responsible for this. Registry sent the following information to Schools in the summer of
2004. “In accordance with the Data Protection Act (1998) we are no longer able to publish
pass lists that identify individual students by name. With effect from summer 2004 awards,
therefore, we will instead make individual student’s award results available through e-Vision
Student Portal. The publication of the result via E-vision will obviate the need for you to visit
the campus in order to obtain your result. Your award result will be available for you to
access the morning following the meeting of the Board of Examiners. Your module results
will not be shown immediately after the meeting of the Board of Examiners but will
become available after the mark entry and checking process is complete within your
School(s). You should allow at least a fortnight for this. Please do not contact the
Computer Centre regarding any problems accessing e-Vision Student Portal; they will not be
able to help you. Your School will continue to issue a standard transcript/progress report as
written notification of your award/module results.”
Undergraduate progression (from one level to another) and final award
regulations
There are different sets of regulations, and which one applies to you depends on when you
started your degree course. So, for example, one says Senate Regulation 2 (pre-2009), so
this applies only to students who began their programme/course before the academic year
2009/10.
If you have any doubt about which regulations you are studying under, in particular if
you have had a period of abeyance or repeated years of study, you should confirm this
(get it in writing, from the APO/TPO).
Assessment, progression and award regulations
These are fully detailed in Senate Regulations 2 and 4 and so they will not be replicated here,
in this School’s Student Handbook.
Does the School put up a ‘pass list’ of those who have graduated?
No.
How and when you can get your degree certificate (or interim award)
The School does not issue degree certificates or awards. Registry is responsible for all
aspects of what happens after the final meeting of the Board of Examiners. Registry are
therefore responsible for making all the arrangements for the degree congregation ceremony,
and sending out your degree certificate. You should therefore address all enquiries to the
Student Centre, as we, Schools, do not have any details about these aspects of your study.
I have received my transcript/progress report but I think that an error has been made,
what should I do?
Contact the APO/TPO immediately.
Page 69 of 114
Page 70 of 114
Postgraduate assessment, progression and award regulations
There are different sets of regulations, and which one applies to you depends on when you
started your degree course. So, for example, one says Senate Regulation 3 (pre-2013), so
this applies only to students who began their programme/course before the academic year
2013/14.
If you have any doubt about which regulations you are studying under, in particular if
you have had a period of abeyance or repeated years of study, you should confirm this
(get it in writing, from the APO/TPO).
Assessment, progression and award regulations
These are fully detailed in Senate Regulations 3 and 4 and so they will not be replicated here,
in this School’s Student Handbook.
Making an appeal
An Academic Appeal is a procedure that allows a student to formally challenge the decisions
of a Panel or Board of Examiners or of Research degree Examiners on specified grounds
(see Grounds for Appeal below). The procedure for making an appeal is summarised below,
and is also set out in the Senate Regulations, specifically Senate Regulation 12.
When submitting an appeal you must stick to the published timeframes. If you think that you
have grounds for appeal you should try to see if you are able to resolve the matter by talking
to your personal tutor or someone from BBS Student Support first (but please do not delay
submitting your appeal to the College). You must submit your appeal as an individual – group
appeals will not be permitted or accepted.
The University’s procedures for appeals against academic assessment are set out in Senate
Regulation 12, which you can find online.
Grounds for an appeal
A request for an academic appeal can be made on one or more of the following grounds
(SR12.21):
a)
That there exist circumstances materially affecting the student’s performance which
were not known to the Examiners or progress review when the decision was taken and
which it was not reasonably practicable for the student to make known to the
Examiners or progress review beforehand;
b)
That there were procedural irregularities in the conduct of examinations and/or other
assessment procedures, including assessment of coursework, of such a nature as to
create a reasonable possibility that the result might have been different had they not
occurred;
c)
(i) that there is evidence of prejudice or bias on the part of one or more Examiners or
members
of
staff
conducting
a
progress
review;
(ii) that there is evidence of inadequate assessment on the part of one or more
Examiners or members of staff conducting a progress review.
A note on appeals based on ‘mitigating circumstances’
It is not normally acceptable for mitigating circumstances to be submitted and considered
after you have received your results. The Academic Appeals Committee will normally only
consider appeals submitted based on this ground when a student can demonstrate that they
could not have submitted them at the appropriate time. You are reminded that all mitigating
circumstances claims should be submitted to your School as close as possible to the time that
the circumstances occurred, and no later than seven days after the assessment affected.
Please see your Handbook for further guidance.
If you are in any doubt about whether something might affect your performance, tell your
School about it at the appropriate time.
Information on how to submit claims for mitigating circumstances can be found in a different
section of this Handbook. The University’s general regulations are set out in Senate
Regulation 4, which can be found online.
Appealing against the outcome of your final award
A student who is in their final year or who has been examined and awarded in the case of a
research degree, who wishes to appeal against the outcome of the decision to make their
final award must indicate their intention to do so before the date of their degree congregation.
In accordance with SR12, once an award has been conferred, either at a degree
congregation or in absentia, a student will not normally be able to submit or proceed with
internal resolution or an academic appeal. Once a request for Internal Resolution has been
submitted, any award which is relevant to the request will not be conferred until the internal
Page 71 of 114
Page 72 of 114
resolution and/or any subsequent appeal processes have been concluded. This means that
you will not be able to attend the graduation ceremony whilst the appeal remains unresolved.
programme, the Board of Examiners meets at the end of the taught element, and then again
after the dissertation/business project element of your programme.
You cannot appeal solely because the result you have achieved is worse than you would
have wished, or worse than you feel you deserve. No appeal shall be allowed on the basis
that, although the decision of the examiners was properly made, you believe that the
Examiners or assessors conducting a progress review have erred in their judgement of the
academic standard you achieved.
The ‘checks and balances’ that ensure that the marks/grades awarded are an appropriate
reflection of your achievements involve the module leader, the moderators, the Panel, the
external examiners and the Board of Examiners. It is not the role of, say, the Undergraduate,
Postgraduate or MBA Director of Programmes or the Director of Teaching and Learning or
BBS Student Support or the Head of School to ‘intervene’ and to ‘sort something out’. Should
you approach any (or all) of these senior members of staff, all of them will tell you the same
thing; you will have to wait until the meeting of the Board of Examiners.
The procedure for submitting an academic appeal is completed in two stages. The first is
Internal Resolution. Only when this stage has been completed can you submit an academic
appeal, which is the second stage of the process.
How to go about ‘internal resolution’, at School/College level
Challenges to academic judgement
Making an appeal
Stage 1 – Internal Resolution
You must submit a request for Internal Resolution within 10 working days of the notification
of your results (notification includes the publication of results through the internet or dispatch
of notification of results by post). The School will normally offer you a meeting at which your
request can be discussed further. You will get a response to your request normally within 10
working days of receipt of your request.
There is a University-wide procedure for dealing with requests for Internal Resolution. You
must make your request using the standard ‘Request for Internal Resolution’ form. The
‘Internal Resolution’ (IR) form can be found in the same folder as this School’s Student
Handbook on Blackboard Learn. Or, if you cannot find it there/you cannot access Blackboard
Learn for some reason, you can email BBS Student Support and they will email it to you.
Stage 2 – Academic Appeal
If your request for Internal Resolution does not result in the outcome you had hoped for, you
can then submit an appeal for consideration by the Academic Appeals Committee. You must
submit your request within 15 working days of the notification of the outcome of Internal
Resolution. Appeals must be made in writing using the ‘Academic Appeals’ form (this form is
a different one to the College’s ‘internal resolution’ form).
Sources of information and advice
This Handbook. The College Handbook. Senate Regulations. BBS Student Support. The
Academic Programmes Office (APO/TPO). The Appeals and Complaints section of the
University website contains more detailed information, as well as the Academic Appeals form.
You may also wish to speak to the Advice and Representation Centre (ARC) of the Union of
Brunel Students (UBS).
You should remember that it is your responsibility to ensure that your case is
submitted within the permitted deadlines for each stage of the process.
Additional information
‘Appealing’ to someone ‘higher’, before the meeting of the Board of Examiners
You must submit a case for ‘internal resolution’ in writing, via the form designed for this
purpose. Note that your request goes to ‘the College’ and not to ‘the School’. Writing only an
email is not sufficient; you need to complete the form. Submit this form as an attachment with
your email.
The ‘Internal Resolution’ (IR) form can be found in the same folder as this School’s Student
Handbook on Blackboard Learn. Or, if you cannot find it there/you cannot access Blackboard
Learn for some reason, you can email BBS Student Support and they will email it to you.
There is a College specific email address for dealing with internal resolution matters. It is:
appeals-cbass@brunel.ac.uk. You will find this email address in the ‘Internal Resolution’
form, too.
Whether or not an appeal will delay you getting your award/attending the degree
ceremony
If you are an undergraduate student in your final year and you wish to appeal against the
outcome of the degree that you have been recommended for, you must indicate your intention
to do so before the date of your degree congregation. An award which is the subject of an
appeal at either stage 1 (‘internal resolution’) or stage 2 (with the Academic Appeals
Committee) of the process will not be conferred until the appeal has either reached the
conclusion of the process or the appeal is withdrawn (by you). This means that you will not
be able to attend the awards ceremony while an appeal remains unresolved.
Whilst the Academic Appeals Committee aims to deal with cases as quickly as they can,
appeals can be complex, as there is often a lot of data to collect; from the student, from those
within the School and/or College (this could involve several people, and if they are ill/away,
and depending on the data needed, it may be necessary to wait until their return), from
Registry. You should therefore not work on the assumption that a decision will be made
before the degree ceremony; it is as likely/more likeIy that a decision will be made after the
graduation ceremony. So, if you launch an appeal, you should be aware that you may not be
able to attend the graduation ceremony within the same academic year (that is, with your
colleagues/friends). If this happens, you will be invited to attend the graduation ceremony the
next time that it occurs (for undergraduate students, this will be in the summer at the end of
the following academic year).
When to appeal
On the undergraduate programme, the Board of Examiners normally meet only in June/July,
as it is only in June/July that students have finished a Level and so it is only then that a
decision is made about marks/grades and progression. So, if you are of the view that there
are grounds for an appeal, you will need to wait until the Board of Examiners has made
its decision, and your results been released to you on e-Vision. On the postgraduate
Page 73 of 114
Page 74 of 114
8 Mitigating circumstances
Introduction
Assessment is an integral part of the teaching and learning experience in higher education.
Sometimes, for good reason and through no fault of your own, you may not be able to
undertake or complete an assessment at the appropriate time. Sometimes, your academic
performance in an assessment may be significantly affected by unforeseen events, such that
you are not able to demonstrate your true abilities in the assessment. If this happens to you,
you should submit a Mitigating Circumstances Form to your School (see section 5). This
will allow the University to ensure that appropriate decisions are taken fairly.
PLEASE READ this guidance and follow the procedures – ignorance of the mitigating
circumstances guidance and procedures is NOT an acceptable mitigating
circumstance!
The University's policies on students with mitigating circumstances are set out in detail in
Senate Regulation 4.
1. Overview
A mitigating circumstance is defined by the University as:
“a serious or significant event, and its consequences, which have significantly
impaired the academic performance of a student in one or more assessed
activities possibly over more than one term. Mitigating circumstances may include
medical matters or events directly affecting someone other than the student…”
(SR4.31)
When the University looks at any claim of mitigating circumstances from you, it will act on the
following principles:




You are responsible for informing your School of any circumstances that you want to
be taken into account. You must do this by submitting a Mitigating Circumstances
Form (see section 5), in advance if possible, but certainly no later than seven days
after the deadline or exam or other assessment event;
If you submit a Mitigating Circumstances Form late (more than 7 days after the
assessment date) it must be accompanied by an explanation for its lateness,
otherwise your claim will be rejected;
Appropriate supporting evidence must also be submitted with the form (or separately
if there is a delay in obtaining the evidence). Without supporting evidence, your
claim of mitigating circumstances will normally be rejected;
All information provided by you will be regarded as confidential (i.e., strictly restricted
to those who need to know in order to reach a decision).
All cases will be formally and carefully considered, but not all will be accepted. Some
circumstances are clearly beyond the control of students, but some are not. For example, the
normal pressures and challenges of student life are unlikely to be accepted as mitigating
circumstances. Likewise, if a student could reasonably have foreseen the circumstances,
they are unlikely to be accepted.
2. Examples
Below are some examples of typical circumstances that would be accepted, some that might
be accepted, and some that would not normally be accepted:
Page 75 of 114
Examples of circumstances which would normally be accepted (with evidence)





Bereavement involving a relative or friend to whom you were close
Serious illness or accident resulting in your hospitalisation, or other medical emergency
Serious infectious disease
Childbirth, or pregnancy complications leading to your hospitalisation.
Jury service
Examples of circumstances which might be accepted (with evidence)
 Planned medical operation (if the School is notified before the deadline or assessment
event)
 Planned hospital tests (if the School is notified before the deadline or assessment event)
 Victim of crime (with Police crime reference number)
 Significant accident, injury, acute ailment or condition requiring medical or other
professional attention
 Private or public transport failure leading to delays of more than one hour
Examples of circumstances that would NOT normally be accepted as mitigating
circumstances
 Illness in the family (unless it is a dependant)
 Exam nerves
 Feeling generally anxious, depressed or stressed (where this is not a diagnosis of a mental
health condition)
 Clash of study or assessment with paid employment
 Minor accidents or injuries
 Minor conditions (eg cold, cough, throat infection)
 Childcare problems that could have been anticipated
 Pregnancy
 Day-to-day domestic problems
 Mistaking a deadline, misreading an exam timetable or other time management problems
(including alarm not going off)
 Attending a wedding
 Religious festivals or similar commitments
 Private or public transport failure leading to delays of less than 1 hour
 General financial problems
 Legal problems (unless required to attend Court on the day of an examination or
assessment)
 Planned absence due to holidays
 Accommodation changes
 Notes destroyed or stolen (unless supported by a fire or police report)
 Last minute computing equipment problems (discs, machines, printers, viruses)
 Handing-in problems, including failure by a third party to submit work on your behalf
 Weather (unless severe conditions)
 Ignorance of the Regulations or examination/assessment arrangements.
 More than one assessment due in at the same time
If your circumstances are in this last group of examples (circumstances that would NOT
normally be accepted) but you still want to submit a claim, you should discuss this with BBSStudent Support (BBS-StudentSupport@brunel.ac.uk) first.
PLEASE NOTE: It is always advisable to discuss problems affecting your studies or
assessment with us as soon as you are aware of them – it may well be that we can agree
arrangements with you to deal with the problem more effectively and in good time, without
having to resort to the mitigating circumstances process (which is often concerned with
remedial action after the event).
Page 76 of 114
3. Supporting Evidence (see also section 4)
You should include supporting documentary evidence (eg a medical certificate giving the
nature and duration of an illness and its treatment) with your Mitigating Circumstances Form.
If you fail to provide supporting evidence in reasonable detail your claim may not be
accepted. Supporting evidence you submit should confirm the following:
 The nature of the circumstances
 When and for how long you were affected by the circumstances
 How the circumstances were likely to affect/have affected your ability to study or perform
properly in assessments
Depending on the nature of the supporting evidence, it may only be able to confirm some and
not all of the above points – for example a death certificate will only confirm the nature and
timing of the circumstances, whereas a letter from a health professional might be able to give
information (a professional opinion) on all of the above points.
Please note that the University normally expects you to submit original documents in support
of your request for Mitigating Circumstances. If you cannot do this immediately, you may
submit a copy of the document(s) concerned, with the original(s) to follow, either by emailing
a copy electronically (the safest, quickest and simplest way to do so), by post (you risk it
getting lost, not arriving, arriving late) or by taking it/them in person to your School. Any
documents sent by post will be returned as soon as possible. Any decision made based on
copied documents will be preliminary, and subject to receipt of original documents (and
verification, where necessary). Failure to supply original documents within a reasonable
period of time may result in your request being rejected.
Please note that the University has seen a number of instances where students have
submitted falsified documents in support of mitigating circumstances. It takes such incidents
very seriously and has resolved to report all such cases to the police. It has further resolved
that all students suspected of submitting falsified documents should be subject to disciplinary
action as per Senate Regulation 6. This could result in expulsion from the University and the
loss of some or all credit.
Examples of acceptable documentary evidence




Bereavement - copy of death certificate
Travel delays - letter from transport company
Legal – letter from police, lawyer or Court
Medical - letter or medical certificate from hospital, GP or the University Health
Centre (but see 3.1 below)
See also under Submitting mitigating circumstances.
3.1
Self-certification of Illness
If your mitigating circumstances are based, in whole or in part on illnesses which have lasted
for up to 7 days, you do not need to submit a medical certificate/doctor’s note. Instead, you
should complete a Student Self-certification of Illness Form which covers up to the first 7 days
of illness and submit this form with your Mitigating Circumstances Form. For the first 7 days
of an illness, your self-certification will have equal status to a doctor’s note.
Please note that the Student Self-certification of Illness Form requires you to sign the
following declaration:
I declare that the above information is true and accurate to the best of my knowledge. I
understand that to give false information could result in disciplinary action against me in
accordance with Senate Regulation 6.
Page 77 of 114
The Self-Certification form can be found in the same folder as this School’s Student
Handbook on Blackboard Learn. Or, if you cannot find it there/you cannot access Blackboard
Learn for some reason, you can email BBS Student Support and they will email it to you.
3.2
Medical supporting evidence
PLEASE NOTE: a note or letter from a doctor simply stating the fact that you have been
to see them is not useful supporting evidence.
In order to allow the University to properly consider your case, a note or letter from a GP or
other doctor would include: a diagnosis, details of treatment or referral, dates of illness or
condition, and ideally a professional opinion on how your illness or condition would have
affected your ability to study or perform properly in assessments. Please follow the protocol
below:
3.2.1
For illnesses that lasted for up to 7 days
Please complete a Self-Certification of Illness form as described in section 3.1 above and
submit it along with your Mitigating Circumstances Form – please do not request a medical
note from the University Medical Centre.
3.2.2 For illnesses which have lasted (continuously) for more than 7 days (or your
doctor is of the opinion that it will)
Please request a medical certificate/note from your doctor at the time of your visit to the
doctor and submit it along with a Student Self-Certification of Illness form (for the first 7 days)
and your Mitigating Circumstances Form. Please note that your doctor will be unable to issue
a certificate if you were not seen by them during your illness.
3.2.3 For significant, ongoing medical conditions that are being monitored or treated
by the University Medical Centre
Please complete a Medical Disclosure Form which will give permission for the University
Medical Centre to share information with the Mitigating Circumstances Panel. This form is
available from The Medical Centre and, once completed with your details, it must be
submitted with your Mitigating Circumstances Form. Please do not take the completed
Medical Disclosure Form to the University Medical Centre – it will be refused.
3.2.4 For significant, ongoing medical conditions that are being monitored or treated
by a doctor not in the University Medical Centre
Please ask your doctor to write a letter setting out:
 The condition
 The symptoms
 When the condition arose or was diagnosed
 The impact on your ability to study or complete the assessment(s) on time
 Whether any acute episode is associated with the condition and whether you have
suffered an acute episode during the time the claim refers to.
4. Students with disabilities or chronic medical conditions
If you have a disability or a chronic medical condition and feel that this affects your studies,
you are encouraged to contact the Disability and Dyslexia Service (DDS) as soon as you
arrive at University in order to arrange support. This support is designed to enable you to
meet deadlines, and ensure your condition does not affect your performance. Being a
disabled student (including having a chronic medical condition) in itself is very unlikely to be
accepted as a mitigating circumstance, as the likely impact on your studies is foreseeable as
soon as the disability is known. However, there may be additional circumstances that affect
your performance or prevent you from completing an assessment on time. Some examples
are:
Page 78 of 114




A change in circumstances which means that the support you already get no longer
meets your needs (such as an unforeseen worsening of symptoms, or an acute flareup)
A delay in setting up support
A recent diagnosis of a condition where there is not enough time to set up support
A course of treatment which has had unforeseen side effects that affect your studies.
Please remember that it is your responsibility to inform the University about a disability or
chronic medical condition in a timely manner such that reasonable adjustments can be
agreed and implemented for you – mitigating circumstances can only come into play when
things go wrong unexpectedly.
contact with a third party. The University may routinely confirm the authenticity of
documents submitted as evidence of mitigating circumstances by contacting directly the
organisation which issued the document concerned. You should indicate in your
submission any conditions of confidentiality which you ask to be observed by the
University in making such enquiries.

If your mitigating circumstances are related to illness or other medical condition,
please read, and follow the instructions in, sections 3.1 and 3.2 on medical
supporting evidence.

If you feel that your mitigating circumstances are private and sensitive, you are
encouraged to communicate them in the first instance with BBS-StudentSupport (BBSStudentSupport@Brunel.ac.uk) who may advise on the nature of the information to be
conveyed to the Board. Information you disclose will be treated in confidence by all
concerned.
4.1 Supporting evidence for students with disabilities or chronic medical conditions
4.1.1 If the circumstance relates to a medical condition, mental health condition or late
diagnosis, the evidence must state the following:







The condition
The symptoms
When the condition arose or was diagnosed
The impact on your ability to study or complete the assessment(s) on time
Whether any acute episode is associated with the condition and
Whether it was known to your medical practitioner
Whether you have suffered an acute episode during the time the claim refers to.
The evidence should be a letter from a GP, the University Medical Centre (but see 3.2.3
above) or a hospital; in the case of a late diagnosis for a specific learning difficulty, such as
dyslexia, a diagnostic report is required. The Disability and Dyslexia Service may also be
able to write a supporting letter.
4.1.2 If the circumstance relates to problems with your support you should follow the
guidance in section 3 above. The Disability and Dyslexia Service may be able to write a
supporting letter.
5.
Submitting mitigating circumstances
The responsibility for notifying the Mitigating Circumstances Panel and Board of
Examiners of possible mitigating circumstances lies with you, the student.
All mitigating circumstances submissions must be made electronically and submitted to
BBS-StudentSupport@brunel.ac.uk, no later than 7 days after the assessment event or
assessment submission deadline to which it pertains. All submissions must be made using
the Mitigating Circumstances Form that is available in this Handbook.
The Mitigating Circumstances (MC) form can be found in the same folder as this School’s
Student Handbook on Blackboard Learn. Or, if you cannot find it there/you cannot access
Blackboard Learn for some reason, you can email BBS Student Support and they will email it
to you.



Please ensure, in filling in the form, that you are clear about the nature of your
circumstances, when and for how long they affected you, how your ability to study
or perform well in assessments was affected and specify which assessments were
affected.
If your Mitigating Circumstances Form is submitted late and you do not provide a
satisfactory explanation for the lateness it will NOT be accepted.
All mitigating circumstances submissions should, wherever possible, be supported by
documentary evidence (see section 3) which can be verified by the University through
Page 79 of 114


You should note that reluctance to disclose information in a timely manner, or the
inability of the University to verify the authenticity of documents submitted as
evidence of mitigating circumstances, may mean that the Mitigating Circumstances
Panel has insufficient information either to accept your mitigating circumstances
or judge correctly their severity.
The adjustment of deadlines for the submission of assessed coursework affected by
mitigating circumstances is determined in accordance with a University-wide Policy on
Late Submission Penalties – see section on Late Coursework in this Handbook.
6.
Consideration of mitigating circumstances submissions
6.1
Role of the Mitigating Circumstances Panel
Students’ submissions are considered by a Mitigating Circumstances Panel. This Panel
determines whether a submission concerning mitigating circumstances should be accepted or
not. Where mitigating circumstances are accepted, the Panel makes recommendations in a
report to the relevant Board of Examiners (with the student's name anonymised) concerning
the assessments affected and the likely severity of the impact on the student.
6.2
Action by the Board of Examiners
The Board of Examiners will receive the recommendation of the Mitigating Circumstances
Panel and, taking into account your profile of results, decide on the action to be taken.
Senate Regulation 4 defines the range of actions Boards of Examiners may take in response
to accepted mitigating circumstances. You should therefore look at what is open to us (the
Board of Examiners) by looking at Senate Regulation 4. Students have perceptions/often
believe that certain actions are open to us, but the reality can sometimes be different. Rather
than rely on your perceptions/beliefs (or, worse, what another student told you), you should
instead go to Senate Regulation 4.
Mitigating circumstances - additional information for when you submit your Mitigating
Circumstances Form or when you contact BBS Student Support for help and guidance
How much detail you need to provide
Your submission should be short and simple. You must describe the “serious or significant
event(s) and [their] consequences”. More importantly, however, you must explain how
this/these “significantly impaired [your] academic performance”. That is, you must relate the
problem/issue with the module(s) affected. You must provide specific times and dates. It is
normally the case that students devote 99% of the email justifying/’proving’ that x really
happened. And/or describing this in great, great detail. Whilst the Board of Examiners needs
some detail, naturally enough, you do not need to ‘prove’ anything at all. Human beings face
“serious or significant events” in their lives; we all do. These are expected, ‘normal’. We
Page 80 of 114
know of, or have suffered ourselves, such events and so we do not need great detail. What
the Board of Examiners does not know (and cannot often, and should not, guess) is
how this/these “serious or significant event(s) “impaired your academic performance”.
So, if you were ill, for example, how did this ‘impair your performance’? Did you miss lectures
(and were thus unable to learn as much)? Were you not able to revise for the upcoming
examination, perhaps? Did illness prevent you from submitting an item of coursework,
perhaps, and if so, how? So, in your submission, ensure that you demonstrate how
this/these “serious or significant event(s) “impaired your academic performance”
rather than pages of description about what the event(s) actually were.
The email response from BBS Student Support (should you ask them for help and guidance)
will guide you as to what is needed/how to proceed/what will happen. When you email, make
sure that you include in your correspondence your student ID/registration number. An
academic member of BBS Student Support will handle all aspects of your case, and will also
answer any queries that you may have.
What evidence you need to provide
When discussing mitigating circumstances it is often usual to use the example of an illness. It
is therefore relatively easy to find/gather evidence for this (a letter/note from the doctor, for
example). However, not all mitigating circumstances are health-related; indeed, our
experience leads us to conclude that many are not.
There may be some
events/circumstances that are too painful to discuss, or too difficult to provide evidence for.
However, there are others which you may not feel able to reveal details of. An example of
this might be that you (or your partner) suffered physical and/or psychological abuse of some
sort. The Board of Examiners does not need to know that you suffered physical and/or
psychological abuse; the Board of Examiners needs to have evidence that you suffered a
“serious or significant event”. So, in the case of having suffered physical and/or psychological
abuse, there must be someone, somewhere, who can attest to this (acting as the “third
party”). This might be a counsellor, perhaps, or someone from the community (a religious
leader/person) perhaps. This person, or people, will thus be able to provide something in
writing which supports the fact that you suffered a “serious or significant event”.
Intimate/personal details do not need to be provided. However, if you wish to discuss/reveal
these, or to write them down as evidence, then rest assured that they will be dealt with in
utmost confidence, just as they are when you discuss these matters with us face to face.
(as ‘time out’ is called, in the University). An academic member of BBS Student Support will
handle your case, and will also answer any queries that you may have.
Or, perhaps, in exceptional cases, we might be able to agree to a different time/date when
you undertake an assessment or assessments, for example, by agreeing to defer it/them to,
say, the August resit period.
Applying to have the penalty lifted for late submission of coursework if BBS Student
Support did not, prior to the agreed submission deadline, agree a new deadline
In light of a mitigating circumstance, or circumstances, you may wish to request that the
Board of Examiners lifts/does not apply the penalty. Mitigating circumstances are dealt with
only by the Board of Examiners. Or, more accurately, the Mitigating Circumstances Panel
which reports to the Board of Examiners. It is the Mitigating Circumstances Panel, and not
individual module leaders/markers, or personal tutors, which handles mitigating
circumstances, and so you must not/do not need to approach the module leader/marker
of the item(s) of coursework.
If you believe you have good cause to be excused the penalty for late submission of your
coursework, you must make a written request.
You should use the ‘Mitigating
Circumstances Form’ to make such a request (you can find this in this Handbook). We will
not accept a letter, an email or any other method of making the Mitigating Circumstances
Panel aware of any mitigating circumstance(s) related to an individual item of coursework;
you must use the form only. The form will guide you as to how to set out your case. The
completed Mitigating Circumstances Form should be emailed to BBSStudentSupport@brunel.ac.uk.
As for the evidence, you can scan it and submit it electronically. Or, if this is problematic in
some way, you can hand in to the APO/TPO. Or, send it via post. But note that if you choose
to post documentary evidence to us, ‘proof of posting’ is not ‘proof that you sent us the
documentary evidence’ or ‘proof that we received documentary evidence’ and so if you
choose to post anything to us, you should follow it up and check that we have received it.
You can either phone or email the APO/TPO (who deal with post). Note that sensitive items
may be placed in a sealed envelope and that, where appropriate, originals of public
documents will be returned to you.
Another difficult “serious or significant event” is the death of a very close relative or friend.
Many students believe, wrongly, that a copy of the death certificate is required, as
evidence. The Board of Examiners appreciates that this may cause particular trauma, either
to you and/or to the family. It may not be possible to even obtain such a document. The
Board of Examiners does not require a death certificate; instead, and as above, we
need evidence that you suffered a “serious or significant event”. A death certificate is
but one such possible document. You can, however, find something else to serve in place of
a death certificate.
For example (in the UK, at least), there would likely be a
church/mosque/temple service of some sort; this is recorded somewhere, and available; such
a record would serve instead of a death certificate. Or, the religious leader/person who deals
with arranging the funeral-related activities could write a letter.
Regardless of your family's religion/background/personal circumstances, there is
always someone, somewhere, who can attest to the fact that you suffered a “serious or
significant event”, whether a death, a family problem, a messy divorce, financial problems
or whatever. Of course, what you must do is not only to provide evidence that you suffered a
“serious or significant event” but, importantly, how this/these “significantly impaired [your]
academic performance”. It is this bit that students often fail to write/explain.
Abeyance (‘time out’)/undertaking assessment(s) at a different time/date
If your mitigating circumstances are such that you feel that you need ‘time out’, then BBS
Student Support will discuss this with you and, where agreed, put your studies into abeyance
Page 81 of 114
Page 82 of 114
9 Student support and services
Student support and services within the School
Student support
Over the course of your time here at University, you will doubtless need guidance and support
on a whole range of issues related to your academic studies. This section tells you where the
appropriate support and guidance can be found. What support you need, and who can/will
provide it, depends on what you need advice/support/guidance about.
You have a personal tutor. On Blackboard Learn you will find a section called ‘my
organisations’. Underneath this heading, you will see an ‘organisation’ called ‘Personal
Tutoring in the Business School’. Who your personal tutor is, and full details about personal
tutoring can be found there. In brief, your personal tutor is there for the following kinds of
advice/support/guidance. Your personal tutor may be the first person that you turn to when
things go wrong (for example, personal problems or illness affecting your studies, difficulties
with student life). Questions that you might have about your academic progression or
concerns with your academic programme. Your personal tutor will know about, and will direct
you to, services to ensure that you are provided with the appropriate professional guidance on
academic or pastoral matters. Your personal tutor will listen to your concerns in order to
identify the appropriate course of action, which may include referral to specific professional
services. Note, however, that your personal tutor does not have any decision making powers
when it comes to anything related to assessment. Such decisions are made only by the
Mitigating Circumstances Panel (a ‘sub committee’ of the Board of Examiners).
There is also BBS Student Support. BBS Student Support is a small, highly experienced,
knowledgeable team of senior academic staff who, where necessary, can provide help and
support to you on academic matters independently of that provided by your personal tutor, a
module leader or anyone else.
They also handle the ‘business’ of the Mitigating
Circumstances Panel. In brief, they make decisions. Decisions about certain aspects of
assessment. These are decisions related to three aspects. One, extensions. Two, the lifting
of a cap/penalty. Three, about when/where to undertake assessments (for example, taking
examinations overseas, in your home country). All of these are, in fact, decisions of the
Board of Examiners, but they are ‘delegated’ to the Mitigating Circumstances Panel because
you/we cannot wait for the next meeting of the Board of Examiners for decisions to be made
(meetings of Boards of Examiners happen only very occasionally). They understand that you
may wish to discuss private, sensitive and/or confidential matters with them. There is no
need to worry about this. They are are highly experienced at dealing in an appropriate way
with anything and everything that you tell them. You will get a response normally within one
day; and certainly within this timeframe if it is something urgent.
Email: bbsstudentsupport@brunel.ac.uk.
There are, however, certain matters that are best discussed with those who have the relevant
information. One such matter is immigration. Indeed, all Schools are under strict instructions;
we are not permitted to discuss this with you. Quoted now what the Head of Registry at the
time sent to all Schools: “On 1 May 2001, the Immigration and Asylum Act 1999 came into
force. The objective of this act is to improve the quality of immigration advice, and, in
particular, to put unscrupulous immigration advisors out of business. In order to comply with
the Code of Standards attached to this Act, all providers of immigration advice and services
must have the necessary skills, knowledge and competencies to meet their clients’ needs”.
Your personal tutor/a member of BBS Student Support will therefore refer you to the
appropriate University-wide information and advice services “authorised to give immigration
advice”.
For module-specific enquiries, you should email the module leader, because neither your
personal tutor nor BBS Student Support work on/know about the specifics of a particular
module.
Page 83 of 114
If your query cannot be dealt with by either the APO/TPO programme administrators, the
Pathway Coordinators, the module leaders, your personal tutor or BBS Student Support, then
it will be dealt with by (‘sent up to’) the relevant Director (Undergraduate, Postgraduate or
MBA). The Undergraduate, Postgraduate and MBA Directors chair meetings of the Board of
Examiners; they therefore have a great deal of authority/responsibility when it comes to your
studies.
The Director of Learning and Teaching is responsible for the more ‘strategic’ aspects of
provision. Consider the Director as the ‘last resort’ and not ‘the first port of call’. The Director
becomes involved if, and only if, the matter has not been resolved by either the APO/TPO,
Pathway Coordinators, BBS Student Support or the relevant Director (Undergraduate,
Postgraduate or MBA). Contact the Director only if whatever you wish to discuss or raise has
not been resolved with the Director of Programmes, or to discuss teaching and learning
initiatives that you wish the School to support.
Were the School a ‘business’, the Head of School would be the equivalent of the chairman of
a multinational company. A Head of School/chairman of a multinational company deals more
with the ‘outward-facing’ aspects of the School/business, at a strategic level. Matters related
to the ‘operational’ side of your studies (in short, all aspects) are dealt with by those already
listed above. Should you address any query/email to the Head of School, the Head of School
will forward it to one of the following to deal with: the Director of Learning and Teaching, the
relevant Director (Undergraduate, Postgraduate or MBA), BBS Student Support or the
Academic Programmes Office (APO/TPO) or whoever, as it one of these who has the
knowledge, as well as the authority and responsibility, required to deal with your query/matter.
Module leaders
For module-specific matters, either email the module leader or, for non-personal matters, use
the discussion board for the module on BlackboardLearn. The questions that only the module
leader can answer are questions like these. Let us take the example of module MG1011
Introduction to Management Enquiry. Does the word count for the coursework include x?
Can I reference source x in my essay? Can I discuss the feedback on my coursework with
you? I would like some additional feedback on my coursework. The common thread here?
These are questions that no other module leader (or academic member of staff, or
administrator) could answer.
How you should contact the module leader, for module-specific enquiries
Module leaders have different ways of handling how and when they deal with module-specific
enquiries. The study guide will tell you both the module leader’s email address and also their
contact details. Email addresses, and rooms, are also published on the School’s webpages,
and also via the internal, University-level telephone ‘book’ (which is available to us all
electronically; there is no hard copy).
Policy/practice re ’office hours’
You do not have physical access to the offices of academic members of staff. This is not
something that the School decided; it is instead University-level policy and fits with current
country-level thinking on spaces in office buildings such as ours. Like us all, you will likely
have visited non-university offices and not been able to get in without being permitted to do so
by someone who works in the building. So, the same applies in the Eastern Gateway
building. Quite a few academic members of staff are in open plan or in shared offices. So, if
you wish/need to talk about something personal/more confidential, and also not disturb other
members of staff working nearby (in either the open plan part or in a shared office), different
arrangements have to be made. These ‘different arrangements’ are bookable rooms.
The meaning/practice of ‘staff availability’ has changed given that you cannot now simply walk
along to an academic member of staff’s office (you will not have a swipe card that allows you
do this). So, you will still be able to speak to/have access to an academic member of staff,
Page 84 of 114
and face to face, where necessary, but it might not be ‘in their office’ (they might not have ‘an
office’). So, whilst it is called ‘office hours’, there might be no ‘office’.
If an academic member of staff has an office that they do not share with anyone else, and if
you need to see them, face to face, you meet them in their office (there is no need to book
one of the bookable rooms).
If an academic member of staff shares an office, but their partner (the person who they share
their office with) is out, you meet them in their office (there is no need to book one of the
bookable rooms).
If an academic member of staff has their desk in the open plan area or they share an office
and their partner (the person that they share the office with) is in, the academic member of
staff that you wish to see/meet will need to book one of the bookable rooms.
If one of the bookable rooms needs to be booked, you will need to work/plan accordingly
(arrange a meeting as far ahead as you can).
Academic members of staff have 2 hours per week as ‘office hours’; 3 hours for
seminar/module leaders on the FYP modules.
Whether an academic member of staff has 2 or 3 hours per week as ‘office hours’, they are
on campus during those ‘office hours’.
If the academic member of staff is a seminar/module leader on an FYP module, they are
accessible at their own desk (whether in the open plan area or in their office) for 2 (of their 3)
‘office hours’.
If the academic member of staff is a seminar/module leader on an FYP module, they may
perhaps be absent from their own desk for 1 (of their 3) ‘office hours’. Where will they be,
instead? They will instead be using one of the bookable rooms (either to see a single student
or a group of students).
If the academic member of staff is not a seminar/module leader on an FYP module, they are
accessible at their own desk (whether in the open plan area or in their office) for 1 (of their 2)
‘office hours’. Such an academic member of staff may perhaps be absent from their own
desk for 1 (of their 2) ‘office hours’. Where will they be, instead? They will instead be using
one of the bookable rooms (either to see a single student or a group of students).
If the academic member of staff is a module leader, in addition to the 2/3 ‘office hours’
detailed above, they provide two additional timetabled ‘FAQ office hours’ per assessment to
deal with module-specific queries/issues, that is, those of an academic nature. So, if your
module has two pieces of assessment (say, one piece of coursework and one examination),
you will have four ‘FAQ office hours’ (two hours for each assessment). These ‘additional
office hours’ will be timetabled not every week but instead at key times, eg in the run-up to
hand in dates for coursework or prior to a test or examination. But, note, they will not
timetable them a day or so before a deadline/assessment! This encourages you to ask
questions at the very last minute/sends the message that leaving things until the last minute is
proper, professional practice (it is not)!
For non module-specific queries (mitigating circumstances, for example), these continue to be
handled by BBS Student Support in the normal way (such personal matters are not for
module leaders to handle).
If you email an academic member of staff, you will normally get a reply within three working
(note, working) days, at most. And, more quickly than this, if it requires an urgent response,
of course. This reply might be an acknowledgement (if the matter is not urgent), or the
‘answer’ itself. We say ‘normally’ as, on occasion, a member of staff may, like students, have
had a last-minute emergency/fallen under that proverbial bus. But, see below as to how you
can deal with this.
Page 85 of 114
How your queries or issues are dealt with
You will have module-specific queries for academic members of staff. You may or may not
want/need to meet them face-to-face to have that query answered (it all depends on the
query). You will contact an academic member of staff via a number of means. In light of the
query (its nature, whether or not it is urgent), you have the following means at your disposal.
In no particular order, these are the following.
Email. If you email an academic member of staff, you should cc the APO/TPO on your email
to the academic member of staff. You should get a reply within three working days. If the
academic member of staff has had a last-minute emergency or fallen under that proverbial
bus, or fails to reply within three working days, if you let the APO know, the APO/TPO can
step in and take action.
BlackboardLearn. BlackboardLearn has a ‘Skype’-like facility within it, so you can use this
during one of the ‘office hours’ (you do not have to physically come along to the academic
member of staff’s office/desk area). You/academic members of staff can also use
BlackboardLearn’s ‘Skype’-like facility for one-off, non-‘office hour’ dialogue.
Twitter. If you are a Twitter user (and it is up to the academic member of staff whether or not
they wish to use it), you can use Twitter during one of the ‘office hours’ (you do not have to
physically come along to their office/desk area). Or, you can use Twitter instead of email. As
with email, you should get a reply within three working days (at most).
Use of a bookable room. If you wish/need to book a face-to-face session with an academic
member of staff, there are bookable rooms for you to use. This face-to-face session might be
in the second/third ‘office hour’ or at another mutually agreeable time/day.
What if the module leader is not there/available, at their ‘office hour’
Like students or any other human beings, staff can be ill, off on leave, held up in traffic, or
whatever. So, turning up at the office door of an academic member of staff, even at the
published time of their ‘office hour’ does not guarantee that they will be there. If you turn up,
without an appointment, at the published ‘office hour’ and the module leader is not there, you
should do something. What should you do? First, contact the APO/TPO, as they may be
able to shed light on why the module leader is not there (if the module leader is ill, they will
have contacted the APO to inform them of this). If the APO/TPO cannot offer an explanation
(the module leader may be stuck in traffic/had an emergency to deal with, unable to contact
the APO/TPO), then you should email the module leader direct. In your email, you should
explain that you turned up at x time, their published ‘office hour’, but that they were not there.
The module leader should offer you a reasonable reason as to why they were unavailable,
and will either invite you attend their next published ‘office hour’, or instead deal with your
enquiry via email, or perhaps offer you a meeting at another time.
Members of staff (academic and administrative) in the School are obliged to respond to
emails within three working days. If you do not hear from the module leader/a member of
staff within three working days, you need to take action. What action? You should email the
Director of Programmes (UG/PG/MBA). One of these members of academic staff will
investigate on your behalf and, if necessary, provide suitable support.
Changing the Level 1 personal tutor assigned to you
If you feel that the seminar leader of MG1011 Introduction to Management Enquiry, your
named Level 1 personal tutor assigned to you, is someone that you have difficulty in relating
to for whatever reason, then BBS Student Support will be happy to discuss the matter with
you.
Is the Level 1 personal tutor also the Work Placement tutor?
Page 86 of 114
No. There is a Work Placements Coordinator/Director, who arranges a Work Placement tutor
for you. Information on work placements is available elsewhere (outside this School’s
Student Handbook) on work placements. You still have access to BBS Student Support
during your work placement, however, so if you need help and guidance on matters other
than work placement, then do not hesitate to contact BBS Student Support.
The role of the Senior Tutor (the Head of BBS Student Support)
Over the course of your time here at University, you will doubtless need guidance and support
on a whole range of issues related to your academic studies. One aspect of such guidance
and support is the writing of references for you, whether for a potential employer or for an
institution where you plan to study. This may be a reference for a work placement. For a
summer job. For a permanent job following graduation. For postgraduate (or other) studies
at another institution.
Those on the BBS Student Support team work under the general guidance of the Senior
Tutor, who is also known as the Head of Student Support. The Head of BBS Student Support
is responsible for helping with the personal and individual aspects of any student during their
studies at Brunel. You should rest assured that whatever you say to any member of BBS
Student Support will remain confidential to only the Team, unless you instruct the Team
otherwise, so please do not hesitate to make contact.
If you need a transcript (for the potential employer/institution), stamped or otherwise, you
already have one (one is sent to you at the end of each academic year). You can photocopy
this, and send it to the organisation who has asked for it. If they insist on an original, you can
get a replacement one from the APO. We will not send a transcript/progress report to anyone
who asks for a reference for you without written permission from you. We are not permitted to
supply a reference via telephone.
The Academic Programmes Office (APO)
99% of your queries/matters can be answered via the APO/TPO programme administrators.
The APO/TPO is the administrative ‘underpinning’ of the School’s work. The APO/TPO is
open all day, every working day. If there is something which they cannot answer, or cannot
deal with, then they will direct you to someone who can. If your query/problem is urgent, the
APO/TPO will ensure that you get a response immediately (a senior member of the academic
staff will always be available for them to consult).
Academic members of staff
Requests for transcripts can be made in person at the APO/TPO or email:
bbsapo@brunel.ac.uk. The School will normally provide a transcript for you within three
working days. This may be longer during busy periods.
Students sometimes ask other members of the School to act as referees for them. For
instance at Level 1 this might be your named personal tutor; at Level 3 or postgraduate level it
might be your final year project/dissertation supervisor. These members of staff may be
willing to do so. However, they are not obliged to do so, and they are perfectly within their
rights to, and they often do, say ‘no, sorry’. The University is obliged to provide a reference,
but there is no obligation for a particular member of staff to do so.
If you need to contact an academic member of staff directly, say, a module leader or Pathway
Coordinator, then (as is the same throughout the University), email is by far the quickest,
safest and easiest. You will also have a written record; this can be useful. Never, ever, leave
the subject line blank, though; you risk the email being deleted as spam. And, you must use
your Brunel account (not a hotmail or other, non-Brunel, account). A non-Brunel account is,
for many reasons, unsafe, and if it arrives (one of the risks is that it may not reach the
University), it will not be considered as an email which is concerned with official, University,
business. If you choose to telephone, then you will find the direct line number of every
member of staff at the School’s website. For module-specific matters, either email the
module leader or, for non-personal matters, use the discussion board for the module on
BlackboardLearn. The questions that only the module leader can answer are questions like
these. Let us take the example of module MG1011 Introduction to Management Enquiry.
Does the word count for the coursework include x? Can I reference source x in my essay?
Can I discuss the feedback on my coursework with you? I would like some additional
feedback on my coursework. The common thread here? These are questions that no other
module leader (or academic member of staff, or administrator) could answer.
If your dissertation supervisor (say) agrees to provide a reference for you, make sure that you
keep in regular contact around the time of your job/other application, since it may be that the
member of staff will not be available at the critical time to deal with the reference request.
Students often need references over the summer; the very time when staff are taking annual
leave. This is another reason why it is quicker and easier to use The Student Centre or
APO/TPO for this task; they are not on holiday during the summer months (or at any other
time). Should a member of staff agree to act as a referee, if there is any ‘chasing’ to be done,
then it will need to be done by you; we will not be finding out whether they have written it, sent
it off or whatever, nor can or will we say when they will action it. The APO/TPO does not act
as any academic member of staff’s ‘personal secretary’!
If you have entered the Business School via LBIC, the School has a dedicated LBIC
Coordinator to support you.
Note, however, that if you have a financial query outstanding (that is, you have debt which
you have not yet paid) or you are being investigated as part of a disciplinary matter, we are
not permitted to provide a reference for you until this has been resolved.
Support for those who enter the School via LBIC
Support for those who are undertaking a work placement
Given the importance of work placement, the School has someone who is dedicated to
ensuring that this process runs smoothly, and that you gain the maximum benefit from your
work placement as is possible. This aspect of our work is headed by the Work Placements
Coordinator. You can find out more about the detail of work, and also who heads the team of
those who will visit you whilst on work placement, via BlackboardLearn. You are allocated a
Work Placement Tutor. This is not your ‘personal tutor’ (work placement and student support
are two very different things). The Work Placements Coordinator will inform you who your
Work Placement Tutor is. Full details of this are on BlackboardLearn.
References in general: for a potential employer, or for further study
Page 87 of 114
Should you have had mitigating circumstances considered by the Board of Examiners, we will
never disclose the nature of these to an employer (or anyone else). Should you choose to
reveal this to a potential employer (or anyone else) that your studies were affected by x
and/or y, you are naturally free to reveal such details to them. However, evidence that the
Board of Examiners took into your account mitigating circumstances can be seen from
wording/a code which appears on your transcript (but this does not disclose the nature of
them).
Who should I approach to write a reference (I’m shortly to go out on work placement)?
The seminar leader that you had at Level 1 as part of MG1011 Introduction to Business and
Management will provide a reference for you. However, that relies on you having turned up to
these seminars and to have participated if you expect a reference that goes beyond the basic
facts available (that is, confirmed marks/grades for modules and similar). If you did not turn
up/you did not participate, then a ‘basic’ reference can be, and is, written by the Student
Centre. If the seminar leader does not know you, then they will likely say ‘I can’t provide a
reference for you’ and so you will need to direct your request to the Student Centre, who have
long experience of writing these and so you will not be disadvantaged by having a more
‘basic’ reference.
Page 88 of 114
Oversight of references for those going out on (and those on) placement is managed by the
Work Placement Coordinator. So, if your Level 1 seminar leader is no longer working at the
University (they may have left) or is for whatever reason not available or they are of the view
that they are not in a position to write one for you as they have not developed a suitable
relationship with you for whatever reason, then direct all queries to the Placement Director
and they will help you to resolve this one.
Who should I approach to write a reference (I’m about to graduate/leave)?
documentation and via the Director of Programmes (MBA).
There are, of course,
opportunities for PDP throughout your degree programme. Carrying out a task as part of
completing a piece of coursework is another such opportunity. Working with your seminar
leader on your final year project/supervisor on your PG dissertation/MBA business project is
perhaps one of the most visible and, as it is both regular and intensive, is usually viewed by
students as particularly insightful and useful to their personal development. Indeed, anything
that we do that leads us to reflect and plan, as reflection and planning is what personal
development planning means, in essence. Whether we actually recognise, or take, the
opportunities presented to us is another matter, of course.
You are free to approach any member of staff who, you believe, has sufficient knowledge
about you that enables them to write a suitable reference for you, whether for a job or for a
postgraduate or any other degree or future studies of any sort. It is likely, and expected, that
you will approach the seminar leader who has helped you with your Final Year Project. Or,
the person who acted as your Work Placement Tutor when you were out on work placement.
They are aware that they may well be asked and we have encouraged them to provide you
with a reference.
This relies on you having turned up to these seminars and to have participated and engaged
fully if you expect a reference that goes beyond the basic facts available (that is, confirmed
marks/grades for modules and similar). If you did not turn up/you did not participate and
engage fully, then a ‘basic’ reference can be, and is, written by the Student Centre. If the
seminar leader does not know you, then they will likely say ‘I can’t provide a reference for you’
and so you will need to direct your request to the Student Centre, who have long experience
of writing these and so you will not be disadvantaged by having a more ‘basic’ reference.
However, it may be the case that the person that you have approached may perhaps not be
available at the time when you need one (they might have left, be ill, be away on study leave,
or any other reason). Or, the person you approached has said ‘no’ (staff are not obliged to
write a reference for you). If, for whatever reason, you do not manage to secure a reference
from an academic member of staff who you have approached, do not worry. A reference will
be provided. No student will ever be left without any reference at all. What to do if you
cannot get a reference from an academic member of staff? If you contact the APO/TPO, they
will respond, or direct your request on to the appropriate person in order for this to be
implemented.
Personal development planning (PDP)
The first place to turn to is ASK (Academic Skills). This is located within the Library. ASK
runs an online learning resource for PDP. This Library web base outlines a structured
approach to the PDP process with suggested planning and reflection activities for each stage
of your study at Brunel. The Library web base contains materials such as self awareness
questionnaires, reflective exercises and frameworks to help you identify your strengths and
weaknesses. The Library web base also explains in much more detail what PDP involves
and how it can help you to achieve your potential. ASK also provides links to other Brunel
services that offer guidance and support to students on a range of issues related to learning
and PDP. Their website contains a range of general learning support resources including
topics such as ‘written communication skills’, ‘oral communication skills’, ‘teamwork’ and
‘numeracy’.
Within the School, opportunities for personal development planning abound. The nature and
scope of these opportunities vary, and they may be formal and/or more informal. Discussing
with your fellow students how to go about doing a piece of coursework provides an
opportunity for PDP, as does reading the study guide for a module. The programme
specification for your degree programme and, in particular, the study guide for each module
within this, indicate the skills and attitudes that are promoted and which underpin PDP. This
School’s Student Handbook, of which this is only one section, is another opportunity to
discover the opportunities for PDP within your programme. On the MBA programme there is
the Professional Development Portfolio as part of our career component on the MBA. This is
assessed as part of the business project module. Details can be found in the programme
Page 89 of 114
Page 90 of 114
Student support and services outside the School/at University level
Each School has its own ‘School Handbook’. There is also a College and a University-level
Handbook, too. These are, as its names suggest, concerned with College and Universitylevel provision and guidance. For example, it includes information such as the following:
Introduction to University; Who’s who in the University; Brunel International; International
Pathway Language Centre; Computer Centre; Library; Placement and Career Centre; Job
Shop; EAP; Media; Security Services; Sports; Student Centre; ASK; Counselling;
Dyslexia/Disability; Medical Centre and the Chaplaincy. You can find the University Student
Handbook from the University’s intranet pages.
facilities available to you, visit the Library website. Most Reading Lists are available online.
You can search by module name, code or the name of the module leader.
Library Subject Support
For BBS students, individual help and support in making the most of Library resources is
offered by Subject Liaison Librarians (SLLs), Alice Cann and Kanwal Virdee. Alice and
Kanwal also deliver group training sessions and can help, for example with:



Academic Skills (ASK) Week
During each teaching term you will find (in the study guide for each module) one week
timetabled as ‘Academic Skills (ASK) Week’. The ASK Week occurs approximately half way
through the Term 1 and Term 2 (usually around week 7/8 and 21/22). It represents a break
from formal teaching activities (lectures and seminars) and is your opportunity to reflect upon
your learning and to plan for the remainder of term/year and onwards. It is entirely up to you
how you choose to use this opportunity for reflection. If you are using the ASK online
resource to help structure your PDP activities it is suggested that you use the ASK Week in
Term 1 to cover the activities labelled ‘Stage 1’ for your current Level, and the Effective
Learning Week in Term 2 for ‘Stage 2’ (‘Stage 3’ can then be completed after you have
completed the whole Level in the summer). Some module leaders may also suggest specific
activities for ASK Week related to their own module.
ASK, the Academic Skills service
ASK is in the Library and forms part of our Academic Support team, working closely with
Subject Liaison Librarians. The Library offers support to students at Brunel University in a
variety of areas of academic skills which include:







Academic writing (essays, reports, dissertations)
Communication and presentation skills
Information and research skills
Mathematics and statistics
Plagiarism and referencing
Reading for academic purposes
Time management
Email: Business.Librarian@brunel.ac.uk
Phone: 01895 267425
Twitter: www.twitter.com/BBSLibrarian
Online Help



Business & Management subject guide: http://libguides.brunel.ac.uk/business
Research Support: http://www.brunel.ac.uk/services/library/research
LibAnswers Enquiry service: http://libanswers.brunel.ac.uk/
Help in person
“The Student Centre is located in the heart of the campus within the Bannerman building, on
the ground floor adjacent to the Library. The Student Centre provides a range of support
services through a team of student advisers who are on hand to deal with enquiries, provide
information and offer guidance throughout your time at Brunel. [The Graduate School and
also Brunel International provide a range of support services.]
The student advisers are able to help with a wide variety of administrative enquiries including:
pages
The Library
The Library is at the heart of the campus and offers a wealth of resources and services to
support you in your study at Brunel. In addition to the recently refurbished building which
houses study space and print resources, they offer an extensive e-Library which provides
electronic access to a huge range of online material, including journal articles and e-books.
With 24 hour term time access across the week, and a range of support available, you can
use the Library at a time which is convenient for you. To find out more about services and
Page 91 of 114
Contact
The Student Centre
An enquiry service to help you access information on and off-campus
Drop-ins and workshops
Individual help where required
Other learning-related events (eg learning days or learning weeks)
A study skills collection of books and other resources you can consult or borrow
For
more
information
please
see
the
Library
web
http://www.brunel.ac.uk/life/study/library and follow the “Academic Skills” links.



For basic help, eg borrowing books and finding items in the Library, visit the Library Help
Desk. For more in depth help, students can visit the Librarian Pod, on the ground floor of the
Library, where one of the team of Subject Liaison Librarians (SLLs) will be available.
Some of these topics will be covered directly in your subject curriculum. The Library service
offers additional support through:





Accessing online and print books, journals, theses and other sources
Literature searching and use of databases
Finding market research, company information, raw data, and other specialist
material
Assessing journal quality
Carrying out a literature review
Referencing and RefWorks bibliographic management software











student enrolment and registration
student record and general administration enquiries
student finance, fees and funding enquiries
Access to Learning Fund and Emergency Loan enquiries
student letters (including Council tax, bank or student status letters)
visa applications
general accommodation information
Transport for London discounts
annual vehicle permits for students
student access ID cards
student e-Vision and BlackboardLearn enquiries
Page 92 of 114
Enquiries can be dealt with on a face to face basis by visiting the Student Centre during
opening hours (no appointment necessary just drop in), or if you prefer you can telephone to
speak to an adviser or email your enquiry.
The Student Centre provides extended opening hours during the Registration period details of
which
are
published
on
the
Student
Centre
web
page:
http://intranet.brunel.ac.uk/student.centre.”
Placements and Careers Centre (PCC)
“Your degree is the essential starting point to getting a great job, but employers today want a
lot more and expect you to build skills and experience throughout your programme. The
PCC’s teams – Placements, Careers and the Job Shop – can help you at every stage of your
time at University, assisting you with your career choices and gaining a placement during your
placement year. Most students need to work part time, so you'll want to visit the Job Shop.
They advertise part-time and vacation work for Brunel students and provide information and
advice on issues including tax and National Insurance, job-hunting and employment rights.
They also deal with administration for students carrying out part-time, casual and vacation
work on campus.”
Location: Placement and Careers Centre, 1st floor Bannerman Centre.
Website: www.brunel.ac.uk/pcc.
To find out who your careers consultant is go to: /pcc/about/careersOffer.shtml.
To find out who your placement officer is go to: /pcc/placements/contacts.shtml.”
Brunel International
Brunel International is situated within the Russell Building and is available for students who
may have particular issues relating to being in a new country. Specific information can be
obtained by email (brunel-international@brunel.ac.uk) or by contacting Reception on 01895
265519. What is available via Brunel International? Here is what they provide:
English language support
English language support for international students is available from Brunel’s International
Pathways and Language Centre.
In-sessional courses
Improve your English language and academic skills by attending in-sessional courses. From
October to March, these courses include Academic Writing, Academic Speaking, Academic
Listening, Academic Reading, and Use of Academic English. From April onwards, the
courses are Exam Preparation and Dissertation Writing. The courses are part of the services
provided by Brunel University for international students, so you do not have to pay, and they
can help you to improve the grades you are awarded on your degree programme. Full details
can be seen at the Brunel International website at http://www.brunel.ac.uk/international.
Achievement is provided upon successful completion of the language course. Full details can
be seen at the Brunel International website at http://www.brunel.ac.uk/international.
Financial support
There may be a time or times when you feel that you have not been able to perform as you
would normally do, as something has “significantly impaired [your] academic performance” or
will impair it. One such thing which might ‘impair’ your performance is problems with money,
including paying your tuition fees. You should also go to another section in this School’s
Student Handbook; that entitled ‘mitigating circumstances’. There you will find what a
“serious or significant event and its consequences” is (and is not), and when and how you
should make the Board of Examiners aware of these.
For advice and support about scholarships, bursaries, student loans, the Access to Learning
Fund and the ARC Student Hardship Fund (all at University, not School, level), you can find
this in the University Student Handbook by going to the University’s intranet.
The Students’ Union
As well as providing you with details on aspects such as societies, sports, clubs and similar,
there is also an Advice and Representation Centre. Their website says: “The Advice &
Representation Centre minisite is designed to empower past, present and prospective
students' of Brunel University, allowing YOU to find the answers to YOUR questions. If you
don't find what you are looking for, please let us know. Chances are if you are looking for it,
someone else is too, so we'll get it on the site as soon as we can! The ARC are here to help,
so if we do not know the answer to your question, we can find out who does. The ARC is a
free, confidential service for ALL Brunel University Students. We are open for drop in [click ...
to see their opening hours] when you can come along and speak to an adviser about your
issue. The drop in sessions last for 15 minutes, so if your problem is more complex we will
probably advise you to make an appointment. Depending on availability you may have to
return another day for the appointment (although we will try to see you on the same day when
possible). It is important that you bring any relevant documents when you come to see us, as
without them any advice we can give would be very limited. You can also get advice or make
an appointment by telephone or email”.
University policies
For details on University-wide policies such as Equal Opportunities, CRB, smoking, parking
and others, you can find these in the University Student Handbook at:
http://intranet.brunel.ac.uk/student_handbook/2009/home.shtml.
Ethical framework of Brunel University
One–to-One Consultations
You can book one-to-one consultations throughout the year with an in-sessional tutor to
discuss any coursework such as your assignments and dissertation. Tutors can also help
with identifying organisational and language problems in your writing and with finding
appropriate solutions. It is strongly recommended that you read the full details, including how
to
make
an
on-line
booking,
at
the
Brunel
International
website
at
http://www.brunel.ac.uk/international.
In addition to learning about the subject matter/discipline (business and management) you
also have the challenge of learning how a university works in order to find out what you need
to do, when, where, how and why. It is a complex organisation, and there is thus much to
learn, even if you have studied in another university before coming to Brunel (rules and
regulations vary considerably from one institution to another). Like any organisation, we are,
naturally enough, bound by the rules and regulations of the University more generally.
Whether a student or a member of staff, we are all guided by University-wide policy. One
such is the ‘Ethical Framework’. which sets out the University’s core values and principles.
This
can
be
found
here:
http://www.brunel.ac.uk/__data/assets/pdf_file/0004/197986/BrunelUniversityEthicalFramewo
rk2012.pdf
Page 93 of 114
Page 94 of 114
Modern Foreign Languages
The International Pathways and Language Centre offers free classes for Brunel students in
Arabic, French, German, Italian, Japanese, Mandarin Chinese, Portuguese, Polish, Russian
and Spanish. These classes are available at a variety of levels and are taught by qualified,
native speakers. They provide a stimulating atmosphere in which to learn and practise
foreign language skills including speaking, listening, reading and writing. A Certificate of
10 Programme specific information/other
The structure and content of your programme is contained it two types of documents. The
first is the programme specification and module outlines which can be accessed from:
https://moss.brunel.ac.uk/SiteDirectory/documentarchive/Brunel%20Business%20School/For
ms/AllItems.aspx
The second is through published schemes of studies for your pathway that are located on the
APO/TPO section on your BlackboardLearn.
Your degree programme: how we ensure quality of provision
This section covers the mission of the School, and teaching quality. How we ensure the
validity and relevance of your degree programme is described, together with an overview of
the most recent review of the provision.
The mission of the School, and its record re teaching quality
All universities in the UK are keen to ensure that their programmes are as valid and as
relevant as they can be, given that this is what our students, and staff, expect. This is
particularly the case for a research-intensive university such as Brunel University. As per the
website at Brunel, Brunel Business School's mission is to be "a research intensive School that
seeks to make a substantial contribution to the body of business and management
knowledge, which informs a diverse programme of study leading to employable global
citizens”.
How the School ensures the validity and relevance of its programmes
In order to ensure that we maintain, and enhance, our excellent record for teaching quality, all
universities undertake regular reviews of their provision. A review provides a regular
opportunity for a whole School or subject area within a School to discuss and evaluate
aspects of its taught provision in depth. A review takes place in the context of fostering the
continuing process of adaptation needed for the enhancement of the quality of the
University’s teaching provision, the student learning experience and the learning outcomes for
students. A review ranges widely and is both retrospective and prospective. As part of this,
the Subject Area is asked to consider questions in light of the learning experience and
outcomes for several cohorts of students, and to address how effective are the following in
supporting the achievement of intended learning outcomes for the programmes: teaching and
learning approaches; student support mechanisms including personal tutoring; staff
development; resources and facilities for teaching and learning (infrastructure); student
participation in the evaluation of all aspects of the programme; quality management in relation
to teaching delivery; student learning and assessment; feedback from students (and to
students, closing the feedback loop); feedback from External Examiners; feedback from
University committees (for example, Academic Appeals Committee, Disciplinary Board); input
from professional/statutory bodies, including QAA; inputs from employers; input from external
advisors from other UK universities. You are entitled to read the written reports that our
External Examiners submit to the University each year. To do so, please contact the
APO/TPO and they will be pleased to furnish you with whichever report(s) you wish to have.
Questions the subject area are asked to consider when reviewing the continuing validity and
relevance of programme aims and intended learning outcomes: Do the aims and intended
learning outcomes specified reflect the curriculum of the programmes?
Are these
appropriate, taking into account the cumulative effect of changes to the design and operation
of the programme over time? Are the aims and intended learning outcomes specified in line
with current research in the discipline and research and practice in (i) the application of
knowledge in the discipline, (ii) technological advances (ii) developments in teaching and
learning? Are the aims and intended learning outcomes specified in accordance with external
points of reference, such as subject benchmark statements, the national qualifications
framework and requirements of professional and statutory bodies? Do the aims and intended
Page 95 of 114
learning outcomes specified take account of student demand, employer expectations and
employment opportunities?
Are the aims and intended learning outcomes specified
appropriate given the achievements of student cohorts? Given the inevitable changes in both
the discipline, pedagogy of learning/teaching and the other issues detailed above within any
five-year timeframe, incremental changes are naturally made year on year. However, the
Review is a more fundamental look at the ‘whole picture’ and as such it provides us with the
opportunity to ‘refresh’ the programmes, and the delivery in order to better enhance the
student experience.
When planning or reviewing/monitoring a programme, whether undergraduate or
postgraduate, we take into account contact (classroom) time, naturally enough. Some subject
matter is better delivered by way of lecture, some by way of seminar or laboratory. The
rationale underpinning the decision-making for a particular module may, to students, not be
immediately apparent but, rest assured, at programme level, contact time is a key factor in the
provision, and a great deal of time and effort is devoted to ensuring that we have got the
appropriate ‘mix’ that best serves your learning needs. The organisation/number of
lectures/seminars/laboratories is underpinned by a strong pedagogic rationale. Experience,
and evidence gleaned, from years of practice demonstrates that this ‘mix’ is appropriate. The
contact time that you have is in line with business schools at comparable institutions, with
whom we have strong links, and with whom we engage. We have lectures where lectures are
considered the most appropriate to your learning needs, and seminars/laboratories where
seminars/laboratories are considered the most appropriate to your learning needs.
At the heart of the pedagogical approach in the Business School is that you take the selected
area of study to a greater intellectual depth. Choice and flexibility remain key, and this is best
demonstrated via the Final Year Project on the undergraduate programmes and via the
Dissertation on the postgraduate ones (or ‘Business Project’, as it is called on the MBA
programme); the ‘cornerstone’ of any postgraduate programme. These are the ‘cornerstones’
of any undergraduate or postgraduate programme. The Dissertation/Final Year Project
provides you with the opportunity to conduct an independent in-depth study and to
demonstrate a systematic approach to problem-solving. This approach is a feature of
departments and institutions in the Higher Education sector across the UK. Again, as per the
website at Brunel, “our special mission [is] to combine academic rigour with the practical,
entrepreneurial and imaginative approach pioneered by our namesake I K Brunel”. The
School, as part of the University, is “… one of the most optimistic, ambitious and forwardlooking … in the country”.
The quality assurance framework
The University is responsible for the academic standards and quality of the education
provided, and the expectations that the University is required to meet as a UK Higher
Education provider are set out in the UK Quality Code for Higher Education. The ‘Quality
Assurance’ site provides information on the University’s processes and procedures that are in
place to assure the quality of its academic provision and standards of the awards it confers.
The Framework for Higher Education Qualifications in England, Wales and Northern Ireland
(FHEQ) applies to all awards issued by the University, and is an important reference point for
providers. The fundamental premise is that qualifications should be awarded on the basis of
achievement of outcomes and attainment. The framework used by the University to assure
standards is aligned with the UK Quality Code for Higher Education.
The Quality Assurance Agency, (QAA) requires that each University has robust processes for
monitoring its academic provision. Accordingly, the University requires each academic
School at Brunel to go through an Annual Monitoring Process every year with respect to its
taught programmes which includes ‘Modular/study/assessment block review’; ‘Programme
Monitoring’ and ‘School Evaluation’. The Annual Monitoring process allows Schools to assure
themselves of the continued quality and relevance of their programmes and is a requirement
of the University.
Page 96 of 114
Strict rules for conducting this monitoring process are prescribed by the Pro Vice-Chancellor
for Quality Affairs, and accountability to the University is through completion of a School
Evaluation Form which reports on any identified concerns that need to be reported to the SubCommittee for Quality and Standards Assurance. School Evaluation Forms are considered
by this sub-committee which will assess the effectiveness of the process as used in each
School and address any University-wide issues. In addition, Annual Block Review Reports in
respect of modular/study/assessment blocks (‘blocks’) are prepared annually following
monitoring and evaluation and these are stored and made available for the Annual
Programme Monitoring, Academic Programme Review and any externals reviews, (such as
by the QAA), as required.
Annual Programme Monitoring requires a risk-based approach, where subject areas are
asked to assess the performance of programmes against a range of quality indicators. The
primary mechanism for programme monitoring is the programme monitoring meeting which
prepares an action list as part of the Programme Monitoring Report. A pro-forma setting out
these actions is then submitted on an annual basis until all actions have been accepted as
completed by a University-level Committee.
The University conducts regular reviews of all of its programmes and students’ success in
achieving the intended learning outcomes and these reviews occur at all levels from individual
modules to entire subjects, and are consistent with the expectations outlined in Chapters A4
and
B8
of
the
Quality
Code
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A4.aspx and
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B8.aspx.
The
suite
of
Senate
Regulations
available
at
http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senateregulations make up the University’s regulatory framework within which standards are defined
and assured. Senate Regulations 2 and 3 govern undergraduate and postgraduate awards
respectively, and Senate Regulation 4 deals with a broad range of assessment and
examination issues.
Monitoring of programmes by the Business School
All modules and all courses within the Business School are subject to the internal ‘checks and
balances’ described above. The BBS designs its modules/courses, and the University does
not permit any module/course to run until it has satisfied the requirements of the University.
All modules and all courses within the Business School have been subjected to the scrutiny
required and have been deemed by the University to meet the standards required.
As part of what any School does at Brunel, there are ‘Boards of Studies’ in the Business
School, where module changes/proposed new modules and/or new programmes are
presented and discussed, and where decisions are made. In the Business School, this formal
meeting is called ‘the Academic Programmes Committee’. Throughout the years, these
meetings have been attended by students, who are members of this Committee and they
contribute just as any other member of the Committee does.
All programmes in the Business School have undergone validation through a University
approval process that included internal and external members of staff, thereby offering
confidence of externality. Programmes are often externally assessed by accrediting bodies
for relevance of content.
Nearly all Business School modules have been running for many years. They are regularly
‘refreshed’ as the discipline moves on, so content might change from one year to the next.
Each study guide, every year, has within it the following statement, which not only assures
students that the module and programme has been approved but also is evidence that the
module and programme has undergone the required scrutiny, as no module outline or
programme is published by any School but is instead published by the Quality and Standards
department of the University. This is the text:
Page 97 of 114
“Note that the details provided in this study guide are based on the formal Module
Outline for this module which sets out the agreed content, learning outcomes,
assessment and teaching methods. The details in this Module Outline have been
formally agreed by Senate and, once published, will not change for the academic year
in question. Module Outline documents for your programme of study can be found by
looking
at
Course
and
Module
Data
held
by
Registry
at
https://moss.brunel.ac.uk/SiteDirectory/documentarchive/Brunel%20Business%20Scho
ol/Forms/AllItems.aspx. At the same location you will also find the formal scheme of
studies document for your degree course which sets out the modules that you must
study in order to complete your degree. The formal outline for modules is necessarily
brief, so you will find that this study guide will give you more detailed information.”
The fact that the Module Outline and Programme Specification appear on the Quality and
Standards web pages of the University website is evidence of the required academic scrutiny
and robustness of such modules and programmes, thereby showing that the quality control
process is, and has been, followed.
The rationale underpinning the curriculum at Level 1
Some students tell us that Level 1 is of a ‘low level’. All universities in the UK admit students
from different educational bases/backgrounds. Some, like you perhaps, have gained A levels
in the subject area. Such students form a significant minority, and may perhaps be at some
advantage in Level 1 (if they have covered some of the knowledge/content before arrival).
However, the majority of students have not undertaken A-level study either in the UK or
overseas. And/or, may not have undertaken that study in business and management itself
(they may have studied in a different, though related, discipline and thus need time to adapt to
the new one). However, the rationale underpinning Level 1 study is not that it serves as a
vehicle for covering a large knowledge area (this is dealt with at Levels 2 and 3) but instead
that it must “introduce them to the style and ethos of both Business and Management (as an
academic discipline) and business and management as a profession”. It is “of strategic
importance in helping students to establish themselves as a self-motivated learners with good
communication skills”, and thus the Level 1 curriculum has been designed with this in mind.
That is, the focus is not on the delivery of knowledge/content but instead on helping students
to understand business and management as a profession, and in helping them to develop the
critical thinking skills required of a graduate (as opposed to a non-graduate). Such
development is not part of the skill-set of pre-university level study, whether in the A-Level
curriculum or any other.
Expertise and experience of academic members of staff re teaching, research and
supervision of research
Senate Regulation 4 says that an external examiner is “a senior member of the academic
staff of another higher education institution, member of a professional body with appropriate
standing, or member of another recognised authority in the appropriate discipline.” Senate
Regulation 4 says that external examiners have “recent, relevant, assessment experience
and an understanding of academic standards in other institutions sufficient to enable them to
assist with national comparisons of standards”. Senate Regulation 4 says that external
examiners “… have an appropriate level of academic expertise and experience sufficient to
command the respect of colleagues [and] have appropriate professional expertise and
experience”. Many, if not all, senior members of the academic staff in Brunel Business
School act as external examiners at other universities. It is a key part of the role, in fact. So,
these senior members of the academic staff are similarly regarded as “a recognised authority
in the appropriate discipline”, academics with “recent, relevant, assessment experience and
an understanding of academic standards in other institutions sufficient to enable them to
assist with national comparisons of standards” and “have an appropriate level of academic
expertise and experience sufficient to command the respect of colleagues [and] have
appropriate professional expertise and experience”.
All academic members of staff have undergone, or are currently undergoing, a period of
probation. If currently on probation, this is closely monitored at all stages. For those who
Page 98 of 114
have completed their probationary period, as in business/industry, academic members of staff
are subject to regular and ongoing performance management. It goes without saying that this
ensures that all academic staff have demonstrated evidence of their ability to perform to the
standards required of them. This covers not only performance in terms of teaching but also in
terms of research. We are well rated in the UK's Research Assessment Exercise (RAE). As
academics/lecturers/researchers, we supervise all levels of research; undergraduate,
postgraduate and doctoral/PhD. This includes the professors, readers, senior lecturers and
lecturers. It necessarily includes those with special/extra responsibilities, such as the
Directors of Programmes (UG and PG), Director of Teachign and Learning and the Head of
Student Support etcetera (they, too, are lecturers/senior lecturers/readers/professors). A
Final Year Project/Masters or PhD dissertation is a piece of research (although each is at a
different level). Our ‘trade’, so to speak, is research (we do it every day) and thus we know
what a piece of research is/should be. And, of course, we would not be employed by the
University if we were not capable of doing research, and effectively supervising research at
every level. After all, Brunel is a 'research-intensive' University and it is a requirement of the
job of an academic.
Qualifications (PhD or otherwise) of staff giving lectures/seminars
This is the subject of much debate, globally, in higher education. In the US, including the top
universities such as Harvard, the vast majority of lectures/seminars are delivered not by fulltime lecturers/professors who have PhDs (‘faculty’ as they are known in the US) but instead
by those studying for their PhD, that is, those without PhDs. Naturally, their delivery is
monitored by the institution concerned, in order to ensure quality and standards. In the UK, it
is very rare for PhD researchers to lead/deliver a lecture, although fairly common for them to
lead a small-group seminar. When we consider that it is appropriate for them to do so (and
there are occasions where it is), then we, too, monitor their delivery. Staff in the Business
School at Brunel University are thus aware that, on the rare occasions when our PhD
researchers are tasked to lead a lecture, or when they are tasked to lead a seminar, that the
PhD researcher is delivering a lecture or seminar that has been prepared (‘designed’) by the
person with responsibility for the module, that is, the module leader (the lecturer/professor).
The use of PhD researchers to support delivery is common practice in the higher education
sector although, in the Business School, it is less common than in other institutions with which
we are familiar. In Brunel University, as in all other universities, there is a comprehensive
training programme for PhD researchers, in addition to the support and guidance provided by
the module leader. We can thus have confidence that the standard of delivery is of the
appropriate standard.
The link between teaching/learning and research
Our future graduates need to demonstrate knowledge and awareness of the theoretical
underpinnings which inform practice in business and management. As academics, we are in
part lecturers but in part researchers, too. The symbiotic relationship of learning/teaching and
research is difficult to tease out and explain (or, at least, in brief) but the ‘outputs’ of our
research are peer-reviewed and published in journals. We are passionate about our own
research, and this in part explains our enthusiasm for teaching, as it is an opportunity to
discuss, with our students, the vital research work that we do, and how it makes its valuable
contribution not only to that knowledge (the literature in the field) but also to you, our future
graduates, in whatever you choose to do post-graduation, regardless of career direction or
future study.
Academic members of staff have made a conscious decision to work not in business/industry
but instead to work in a university; evidence, then, of their commitment to our students and to
the wider community, of which we are a part. As you will likely not be surprised to learn,
academic members of staff consider formal education to be very important indeed to our
happiness and wellbeing; helping you to learn, and to achieve whatever goals you set
yourself, is wholly rewarding (to us), which is why we have chosen to reject the working in
business/industry directly (although we work with business/industry by way of our research).
Personal development planning (PDP)
Page 99 of 114
This section describes the support available to help you build a record of your learning
experiences and achievements during your undergraduate or postgraduate programme.
Personal development planning (PDP, for short) is explained. Also impacting on our degree
programmes is the work of the Quality Assurance Agency (the QAA). The QAA provides
guidance to universities on such matters. Our degree programmes should therefore make
reference to this, and this section describes how.
The Quality Assurance Agency (QAA) is an independent body responsible for reviewing the
quality and standards of UK Higher Education. One of its roles is to provide guidance to help
universities to improve the quality of their educational provision to students. One of their
recommendations is that personal development planning (PDP) should be a feature of all
educational provision leading to an HE award.
The whole of this section is taken from the QAA website (at www.qaa.ac.uk). PDP is ‘a
structured and supported process undertaken by an individual to reflect upon their own
learning, performance and / or achievement and to plan for their personal, educational and
career development.’ The reflective and planning skills on which the idea of PDP is based
are integral to knowing how to learn in different contexts and to the ability to transfer learning.
The ultimate responsibility for deriving benefit from PDP should rest with each student,
although institutions will influence this. It is intended to help you:





become a more effective, independent and confident self-directed learner
understand how you are learning and relate your learning to a wider context
improve your general skills for study and career management
articulate your personal goals and evaluate progress towards your achievement
and encourage a positive attitude to learning throughout life



a structured process that is integral to higher level learning
concerned with learning in an holistic sense (both academic and non-academic)
something that an individual does with guidance and support: the latter perhaps
decreasing as personal capability is developed so that it becomes self-sustaining
a process that involves self-reflection, the creation of personal records, planning and
monitoring progress towards the achievement of personal objectives
intended to improve the capacity of individuals to communicate their learning to
others who are interested in it (eg academic staff and employers)
The ideas that underpin these conceptions mean that PDP is:


The QAA see personal development planning as part of a broader concept called the
Progress File. This term includes two elements:


a transcript recording student achievement which should follow a common format
devised by institutions collectively through their representative bodies
a means by which students can monitor, build and reflect upon their personal
development (termed personal development planning)
The main benefit of PDP comes from engaging in the reflection and planning process.
Reflecting on your activities and planning towards specific goals are effective strategies for
improving your future performance. For example by reflecting on your strengths and
weaknesses as a learner you might be able to identify specific areas where you need to
improve (for example essay writing or oral presentation). Once you have identified an area
for improvement you can plan specific activities to improve your skills in this area. Spending
time reflecting on both your successes and failures is essential to developing as a learner and
as a person. If you choose to keep personal development records as part of your PDP
process, these records themselves can also prove a valuable resource to you. For example,
your notes reflecting upon your performance as part of team might prove useful in completing
a job application which asks for examples of your teamworking skills.
Page 100 of 114
As you can see from the discussion of PDP above, PDP is a process to help you think about
your own learning and achievement and to help you plan for your future development. These
are activities that you will already be doing anyway to some extent. A further characteristic of
PDP is that it is a ‘structured’ process. The idea of using a structured process is that it will
help you to use reflection and planning more effectively by helping you to focus on what is
important. The University provides resources to help you to follow a structured approach to
PDP should you choose to do so (see another section, below, entitled ‘What opportunities for
PDP are available outside the School?’).
As a result of engaging in PDP activities you may decide to keep your own personal records
of the process. It is entirely up to you whether you decide to do so or not. It can be formal
(that is, written) and/or informal (that is, not written). Indeed, it might be argued that much of
our personal development, whether in school, university, home or anywhere else, is informal
for the most part; we do not record (write down) all our learning experiences, successes and
failures in life ! Consider all the vital skills that we have learned to date. We managed to
learn how to walk, talk, make friends, be a supportive daughter/son/partner and a lot more in
that time, none of which were written down. It is very doubtful that you have a ‘progress file’
of your life to date, that is, a huge folder/portfolio of documents that record your every learning
experience, and yet you have most certainly learned a great deal. You will learn a great deal
at university, too. If you wish to construct a formal, written document, that is, a
folder/portfolio, of your learning experience whilst at university, then feel free to do so. There
are clearly some documents that you might wish to have available for public scrutiny; your
final year project, for example. Such a public document may be useful to show others (future
employers, for example). As you can see from the QAA’s recommendations about the
development of progress files, you have a progress report/transcript which records your
achievement. This contains all the information that the QAA recommends should be included
in such transcripts. It is a formal, written document and is, in a sense, information ‘owned’ by
the institution. This progress report/transcript, together with any records of your own, have
the potential to be used as resources from which you select material to produce CVs or other
personal statements.
However, ‘personal development’ is very much about the personal aspects of your
development, and much of this we do not make public, for various reasons. ‘Personal
development’ should also not be seen as another phrase for ‘planning now, for a career after
graduation’. Learning, and life, is about much more than (preparing for) a career/job,
important though that is to many who work after graduation. ‘Personal development’ is also
not limited to your degree programme; learning at university is much more than learning a
subject. Being at university involves developing other, equally useful yet challenging skills
such as living away from home for the first time, meeting a lot of new people in a very short
time, managing your finances, becoming more independent … the list goes on. While the
School naturally provides modules to help you develop, for example, report writing skills, it
does not provide modules in ‘how to make friends’ or ‘how to manage your finances’
(although these might, perhaps, be as/more useful!).
professional skills that you can use as a starting block to build your portfolio and update your
CV. There is also the ‘Business Life Student Ambassadors Scheme’. Full details of this
Scheme, and Business Life more generally, can be found on the School’s homepage.
The School has numerous mechanisms for student engagement and involvement. StudentStaff Liaison Committees are a primary mechanism involving the nominated Student
Representatives. Student Representatives also serve on the School Board and the Academic
Programmes Committee. The School has a regular programme of student engagement
communications which take place for 5 minutes at the start of core lectures for each
undergraduate programme each teaching term.
Work placement; a great opportunity to develop the skills that you need
Like you, we are absolutely committed to helping our graduates to be highly employable;
indeed, we have been very successful in this regard, as you will be aware. I suspect that this
in part explains why you selected Brunel University; our excellent reputation for helping to
produce graduates which are highly valued in the marketplace.
Whatever the skills that future employers are looking for, they can be practised and honed via
a period of work placement. Not only that, undertaking a period of work placement, as part of
your degree programme, allows you to provide the evidence to future employers that you can
do what you say that you can do. After all, if you are claiming that your skills of x or y are
excellent, the first question a future employer will ask is ‘show me the evidence for this claim’.
Many students obtain their first job, after graduation, with the employer with whom they
undertook their work placement. The employer saw the period of work placement as a kind of
‘year-long practical interview’, a chance to see you in action, so to speak. If they liked what
they saw, and they have job opportunities available, put yourself in their shoes. Would you
employ the candidate who had been ‘tried and tested’ (the one who had undertaken the
period of work placement) and found to be ‘fit for purpose’ or the unknown one (the one who
had not worked for them previously)? Most would select the one who had been ‘tried and
tested’.
It is well known that those who undertake a period of work placement as part of their degree
programme find Level 3, and their degree studies more generally, far more enjoyable, exciting
and useful. They say that this is because what they had previously considered as ‘dull old
theory, unrelated to the real world’, that is, what they had studied at Level 1 and Level 2, in an
academic context/way, is, in fact, highly relevant, in practice. In short, both (theory and
practice) are looking at exactly the same thing, both inform the other, both are essential and
both are inextricably interwoven. The learning outcomes for the period of the work placement
are assessed by way of the assessment mechanism(s) as set out in the module outline for
MG2555 Work Placement.
Preparing for any re-assessment(s)
It is important to remember that PDP is not a paper exercise. As you can see from the above,
it is entirely your choice how you ‘monitor, build and reflect upon your personal development’.
The point of PDP is not to produce a report or portfolio; it is instead to use the PDP process
as a way of developing yourself as a learner and as a person.
Let us take the imaginary case that you failed module MG2222 Important Business Matters at
the first attempt and that Senate Regulations allows you to be re-assessed in the
assessment(s) which comprise this module, either as a ‘first attempt’ for an uncapped
mark/grade (because you had mitigating circumstances) or as a ‘second attempt’ for a
capped mark/grade. When you read e-Vision, you will find there the decision of the Board of
Examiners. What will be written there is something like:
In addition to the lectures, seminars, lab sessions and other activities that are carried out
within the modules themselves, the School also offers a substantial suite of courses,
workshops and events under the umbrella of Business Life. These activities are designed to
help you to further develop the skills and abilities that you will need to use in the professional
environment, whether in the workplace or elsewhere. These courses, workshops and events
include things such as how to self-manage learning, determine a career path and operate in
today’s workplace, helping you to explore different career options, decide where interests lie
and formulate a plan for achieving goals. In doing these as you progress through your
studies you will begin the task of building up a portfolio of extra-curricular activities and
‘You failed module MG2222 Important Business Matters at the first attempt. We, the Board of
Examiners, permit you to be re-assessed in the assessment(s) which you failed. This reassessment will be classed as a ‘second attempt’ and will be for a capped mark/grade. You
will need to be re-assessed in only the element or elements which you failed; examination (if
there is an examination) and/or coursework (if there is coursework). You will undertake this
assessment/these assessments in the August resit period 2016.’
Page 101 of 114
Page 102 of 114
Business Life
If it is an examination that you need to be re-assessed in, that examination (in the August resit
period) will not be different in any fundamental way to that of the examination in the May
examination period. Other than the questions themselves (which will of course be different),
the examination will not be different in any fundamental way.
If it is coursework, the same applies. That is, if you had to write a report earlier, then you will
be asked to write a report for submission in the August resit period. If you had to write a
reflective account of x earlier, then you will be asked to write a reflective account of x in the
August resit period. If you undertook a ‘class test’ earlier, then you will be asked to undertake
a ‘class test’ in the August resit period. The only exception to this is groupwork. This is an
exception because we cannot find/arrange ‘a group’ for you to work with over the summer
period (either because you, alone, failed this element and so there is no other student
available and/or some other practical reason which makes this impossible).
How will you know what, precisely, you will need to do for the coursework, as re-assessment,
in the August resit period? Each module leader will upload, to Blackboard Learn, details of
what you have to do, just as they do/did for the first one. They normally upload this in July.
You should therefore direct all enquiries re the resit coursework for the module to the module
leader. And, of course, the module leader will be available to you over the summer (we are
here throughout the summer) although you will need to take into account that staff will be
taking leave over the summer and plan accordingly, that is, do not leave it until the last
minute. Rather than just turn up, assuming that their ‘office hour’ is running every week
throughout the summer (it will not be, as they/we will be taking some leave at some point),
you should instead email them, and book an appointment.
The August resit period; taking examinations in your home country/outside the UK
We may agree this. However, there is no entitlement to this, so it is at our discretion as to
whether (or not) we will agree to this. So, you may request taking an examination (or
examinations) in your home country but we are not obliged to agree to this. The ‘default’
position is that the University requires you to be (re-)assessed at Brunel University in
the UK and so if we do not agree to you undertaking an examination in your home
country, then you need to plan/prepare to come to Brunel University in order to do so.
In order for us to agree to you taking an examination outside the UK, certain conditions need
to be met.
One, you have our written agreement to undertake an examination outside the UK/at a
place other than Brunel University. Who makes the decision as to whether or not you are
permitted to undertake the examination in your home country/outside the UK? The decision
as to whether or not we will permit this is an academic one (you are asking the Board of
Examiners to vary its ‘default’ position re assessment). Anything to do with the assessment
itself (nature, type, place where it takes place) is academic, not administrative. The decision
rests with BBS Student Support (academics) and not with the APO/TPO (administrators).
So, you need the written agreement of BBS Student Support. You should therefore email
BBS Student Support and get our written permission. Indeed, every British Council requires
this before they will entertain any request from you, so before you approach any British
Council, you should first email BBS Student Support.
Two, the venue/place where the examination takes place is one which we have approved.
We permit students to undertake examinations overseas only at a British Council. If there is
no British Council in your home country/near to where you are living/staying in the August
resit period, then you will have to make arrangements to take the examination here at Brunel
University.
Three, only if the time difference permits this. It may or it may not. Here is an illustration.
Let us imagine that the examination here at Brunel University is scheduled to take place at
09.30. The examination must therefore be taken at the exact same time, 09.30, in your home
country but taking into account any possible time difference. Students all over the world have
to take it at '09.30' even if, in your country, '09.30' is '13.30' or '17.30'. So, if the examination
is '09.30' and a student is, say, in Kuwait, and '09.30' in the UK is '13.30' in Kuwait, then the
student in Kuwait will sit the examination at 13.30 Kuwait time (13.30 Kuwait time is 09.30 UK
time). What if the British Council in your home country is not open at 19.30, 22.30, 02.30
Page 103 of 114
(which is 09.30 in the UK)? Then we cannot vary the time of the examination in order to
accommodate this (you cannot take it earlier, or later, than the published UK time). To
repeat, the examination must be taken at the exact same time in your local area taking
account of the time difference, so your British Council needs to be open at the equivalent time
in your own country. If the British Council is shut, they may perhaps be able to make an
exception in your case and to open especially for you. Or, perhaps, they can ensure that you
are 'invigilated'/have no access to a phone or computer between the time of the examination
here and the time of the examination there, to ensure that there is no possibility of you having
contact with anyone who has already taken the examination here in the UK/who will be taking
the examination in the UK at a later time.
Why will we not permit you to undertake the examination either earlier or later than those
students who are undertaking the examination here in the UK? The reason is obvious. There
is a risk, even if very small, that communication might take place between a student here in
the UK and someone taking the same examination in another country and so one or other
student (either the one here in the UK or the one in another country) would know the
questions in advance of other candidates. There is a risk that someone doing the
examination later would find out, from someone who had done the examination earlier, what
was in the examination paper. A student might say 'I don't know anyone who's doing this
exam (so there’s no chance of me telling other students the questions)' but that is not the
point. It is a possibility that a candidate could inform them, and so we cannot permit it. The
risk might well be very small, but it exists. As the safety and security of assessments cannot
be compromised, no variation in time can or will be permitted. Or, not unless we find out that
you are the only candidate, that is, no one, other than you, is undertaking this examination. If
this is the case, then we could permit a slight variation to the time. If the time difference does
not permit you to undertake the examination at the same time as those who are undertaking it
in the UK, and you are not the only candidate undertaking this examination, then you need to
plan/prepare to come to Brunel University in order to do this examination.
Four, there is sufficient time to organise this examination. We have many students
undertaking examinations in the August resit period and it takes a lot of time and effort to
organise them. It takes even more time and effort to do so if the examinations take place
outside Brunel University/at a British Council. So, if you have left it too late to organise this
with us, then it may not be possible for us to do so. If there is insufficient time for you/us to
arrange for you to undertake the examination in your home country/outside the UK, then you
need to plan/prepare to come to Brunel University in order to do this examination.
Five, you yourself take full responsibility for arranging for any examination that we agree
to you taking at a British Council to take place. Should the British Council charge any fees for
this (this is for you to find out; we ourselves do not know this), then it will be you, not Brunel
Unviersity, who must pay this fee. Why? You yourself have chosen (note, chosen) to incur
these extra costs and so it is you who must pay them. Arranging examinations takes time
and effort and so this will naturally impact on your revision/study time. You need to bear this
in mind as you cannot later claim ‘arranging all this took time away from my revision/study
and my marks were lower as a result’. That it takes time and effort is a known risk, and
knowing the risk (you know the risk), you canot later claim ‘this was unforeseen’.
It is your responsibility to contact your local British Council, who are familiar with such
requests, to arrange this for you. Permission to undertake an examination at the British
Council is/was agreed by BBS Student Support, academic members of staff. However, once
you have our (academic) agreement, it then becomes something administrative. We,
academics, do not book rooms, arrange invigilators and all the rest here at Brunel University
and so we, academics, do not send examination papers to a British Council or carry out any
practical arrangements. We (academics) instead leave that to the experts, our administrative
colleagues in the Academic Programmes Office (APO/TPO). At this point, there is no need to
further involve BBS Student Support.
How much time is needed in order to make all of these arrangements? It all depends. But
you should think ‘weeks’ rather than ‘days’ and plan accordingly. You knew, back in June or
July, that you had to be (re-)assessed in the August resit period (the decision of the Board of
Page 104 of 114
Examiners was conveyed to you via e-Vision then) and so there is/was plenty of time to begin
planning for the August resit period. That planning and arranging should, ideally, begin in
June or early July and not well into August.
When you make contact with your local British Council, be sure to copy the APO/TPO in on
each and every email (email: bbsapo@brunel.ac.uk), and remain in contact at all times with
the APO/TPO while you make these arrangements. Unless the APO/TPO are involved with
your arrangements, it will not be possible to complete all of the administrative requirements,
so this must be a three-way communication between yourself, the APO/TPO and your British
Council, but organised by yourself. If you cannot get this sorted out in time, then you need to
plan/prepare to come to Brunel University in order to do this examination.
Preparing for the next academic year: Level 2
Whether you are going on to Level 2, or doing a one-year (thick) work placement in the
coming academic year, it is important to do some preparation. This section will give you
some guidance as to what to do. You will know which modules you are doing in the
upcoming year as every module that you will study as part of your BSc Honours degree
programme is detailed in what is called your ‘programme specification’. The programme
specification for your degree will provide you with the code, title, number of credits and
whether the modules are compulsory or optional. The easiest route to access them is from
the 'Programme Specifications and Module outlines' link under 'Learning and Professional
Support' on the 'Information for Students' page. The programme specification will list all
modules that comprise your degree at Level 1, Level 2 and Level 3. This programme
specification will also tell you which modules are compulsory, and which ones are optional.
The School also publishes an overview of your programme on its BlackboardLearn site. The
School will normally publish the study guides for modules for the coming academic year on
BlackboardLearn in time for the start of the academic year.
You should also look at what has been written to you via e-Vision, following the decision of
the Board of Examiners (also conveyed to you, but later, by way of your transcript/progress
report, which is sent to you by post). E-Vision will detail any module(s) that you will need to
be re-assessed in. If you failed any module(s) in the academic year that has just finished, the
notes on e-Vision will detail what the Board of Examiners requires you to do. This will tell you
what you will need to be re-assessed in, and details of what you need to do in order to
prepare for the re-assessment(s).
As for the timetable, you have to do what everyone in the University does, that is, check the
timetable yourself. The timetable is best accessed through the 'information for students' page
on the website. You should be aware, however, that the timetable is unlikely to be published
until a week or so before the start of the year; and that even if it is, it is still liable to change.
Neither administrative nor teaching staff in the School will be able to tell you precisely when
(or whether) the timetable is finalised. Students (together with both administrative staff and
lecturers) therefore have to check the timetable regularly. You should check the timetable
both before the start of the term and also during the first few weeks of the term, when
changes are still likely.
The School will usually try to produce a more readable version of the timetable specific to
your programme and level and this will normally be posted onto BlackboardLearn for the start
of term. As the School relies on the data from Registry in preparing this resource, it is subject
to change as described above. If a module is shown as having a lot of seminars or lab
sessions, then you need to contact the module leader direct in order to find out which
group(s) you are in. Neither the administrative staff nor any other member of the academic
staff will have this information, as allocation of students to seminars or lab sessions is the sole
responsibility of the module leader.
Lectures (and/or seminars or lab sessions) start on the first day of the term. That is, the first
day of Term 1, and/or the first day of Term 2. The date of the first day of each term is
available from Registry’s webpages (under ‘timetabling’). Or, you can look at the 'Closure
Dates' on the 'Information for Students' webpage, as this is a more accessible, and easier to
Page 105 of 114
read document. The webpages show term dates several years in advance, so you will easily
be able to plan ahead. The School expects you to attend lectures and/or seminars or lab
sessions from the first day of Term 1; it does not matter that you may not yet have enrolled by
the first day of Term 1.
Preparing for the next academic year: Level 3
Preparation is usually seen as the key to success, and this is particularly important when
going into Level 3, the final year, as your performance at this Level has a big impact when it
comes to classification of your final degree. This section will give you some guidance as to
what to do. The final year project is a module which counts for 40 credits of the 120 credits
that comprise the final year. This section also provides some guidance about preparing for
your final year project.
We do not email/contact students over the summer about changing programme, module
choice and similar. You will know which modules you are doing in the upcoming year as
every module that you will study as part of your BSc Honours degree programme is detailed
in what is called your ‘programme specification’. The programme specification for your
degree will provide you with the code, title, number of credits and whether the modules are
compulsory or optional. The easiest route to access them is from the 'Programme
Specifications and Module outlines' link under 'Learning and Professional Support' on the
'Information for Students' page. The programme specification will list all modules that
comprise your degree at Level 1, Level 2 and Level 3. This programme specification will also
tell you which modules are compulsory, and which ones are optional. The School also
publishes an overview of your programme on its BlackboardLearn site. The School will
normally publish the study guides for modules for the coming academic year on
BlackboardLearn in time for the start of the academic year.
You can find out which optional modules are available to you from the programme
specification. Look at the module outlines/syllabuses from the previous academic year (or
from the upcoming one, if available) in order to help you to decide which option is most
suitable for you. The study guides from the previous academic year will also be useful. Yes,
modules (optional or compulsory) may change from one year to another, either substantially
or in a more minor way, but they will give you a reasonable idea of the subject matter, which
should be the guiding factor in your decision making (the assessment pattern, that is, whether
it is coursework or examination, should not influence which module you select). These
documents will provide you with ample guidance. Students often worry that the choice of
options is somehow going to ‘hinder’ their future career. An option is just that; an option. The
modules that are the most important are the compulsory ones. Like all universities, we are
not obliged to run options, even if published in the programme specification. Also, it is only
one module. One module out of the seventeen that you take as part of your degree
programme. One module is not going to make the difference between a ‘good’ job or career
and a ‘not good’ one.
You should also look at what has been written to you via e-Vision, following the decision of
the Board of Examiners (also conveyed to you, but later, by way of your transcript/progress
report, which is sent to you by post). E-Vision will detail any module(s) that you will need to
be re-assessed in. If you failed any module(s) in the academic year that has just finished, the
notes on e-Vision will detail what the Board of Examiners requires you to do. This will tell you
what you will need to be re-assessed in, and details of what you need to do in order to
prepare for the re-assessment(s).
As for the timetable, you have to do what everyone in the University does, that is, check the
timetable yourself. The timetable is best accessed through the 'information for students' page
on the website. You should be aware, however, that the timetable is unlikely to be published
until a week or so before the start of the year; and that even if it is, it is still liable to change.
Neither administrative nor teaching staff in the School will be able to tell you precisely when
(or whether) the timetable is finalised. Students (together with both administrative staff and
lecturers) therefore have to check the timetable regularly. You should check the timetable
Page 106 of 114
both before the start of the term and also during the first few weeks of the term, when
changes are still likely.
to note that if you do not meet the criteria for a pass grade (grade D-), you will not be eligible
for consideration for the award of an Honours degree. Other than that, it is a ‘normal’ module.
The School will usually try to produce a more readable version of the timetable specific to
your programme and level and this will normally be posted onto BlackboardLearn for the start
of term. As the School relies on the data from Registry in preparing this resource, it is subject
to change as described above. If a module is shown as having a lot of seminars or lab
sessions, then you need to contact the module leader direct in order to find out which
group(s) you are in. Neither the administrative staff nor any other member of the academic
staff will have this information, as allocation of students to seminars or lab sessions is the sole
responsibility of the module leader.
In general terms, you will need to demonstrate that you can identify and research a practical
issue/’problem’ and make a contribution to the ‘resolution’ of that ‘problem’ in the domain of
business/management. The final year project has two major components. One, a critical
literature review component. Two, a suitable response to the issue/’problem’. It is not merely
‘a long essay’ about your views of x or y. The first represents a research activity designed to
review current understanding and knowledge on the project topic as presented in recent
research work within the discipline. The second represents the detailed response that
addresses a practical problem within the research area.
Lectures (and/or seminars or lab sessions) start on the first day of the term. That is, the first
day of Term 1, and/or the first day of Term 2. The date of the first day of each term is
available from Registry’s webpages (under ‘timetabling’). Or, you can look at the 'Closure
Dates' on the 'Information for Students' webpage, as this is a more accessible, and easier to
read document. The webpages show term dates several years in advance, so you will easily
be able to plan ahead. The School expects you to attend lectures and/or seminars or lab
sessions from the first day of Term 1; it does not matter that you may not yet have enrolled by
the first day of Term 1.
There are different types of final year project. There are naturally different requirements for
each, but it is important to be aware that the essential difference is not one of ‘level’ or
‘difficulty’ (each Pathway is equally ‘difficult’/at the same ‘level’). It is instead one of subject
matter. After all, it makes no sense to say that a final year project in, say, a department of
Mathematics or Psychology is ‘more difficult’ (or ‘easier’) than a final year project in, say, a
department of Law or Engineering. The ‘topic’ or ‘subject’ of the final year project is in no way
related to ‘ease’ or ‘difficulty’. ‘Ease’ or ‘difficulty’ is instead in the head of the person
undertaking the final year project, that is, exactly the same ‘topic’ or ‘subject’ could be
regarded as ‘easy’ by one student and ‘difficult’ by another. It is not ‘easy’ or ‘difficult’ per se.
Preparing for your final year project
It would be wise to find out as much as possible about final year projects before you start.
This is of course true for any module, but given the perceived difficulty, you might feel
reassured by talking about this before you start. Our experience tells us that there are a lot of
myths/rumours about final year projects, and that many students are poorly/wrongly informed.
It would therefore be sensible to hear about final year project work from academic colleagues
rather than relying on wrong information passed from student to student. This section gives
some general, preliminary guidance to students who wish to know more about the final year
project module. You should be aware that the procedures for one academic year may well
differ significantly from those of previous years. Precise information on Level 3 projects will
be available by way of the study guide. You should examine the study guide carefully, as it
will supersede what is written here.
You cannot start work (formally, at least) on your final year project before the
beginning of Term 1/the start of the academic year. The reason for this is that it would
disadvantage those students who are not free at this time; those working on placement, for
example. In the beginning of the Term you will need to agree the subject matter with the
academic member of staff who will be leading the seminars to support your final year project
work. You will not be assigned a seminar group until the academic year begins, and so
seminar leaders will not be able to commit to offering you support and guidance until
seminars begin. That is, if you contact any potential seminar leader prior to the start of the
module in order to discuss your own possible FYP, they will not be able to meet you to
discuss this. Procedures, guidelines and deadlines for this process will be published in the
study guide by the beginning of Term 1. However, you should of course start thinking about
your final year project, much as you would prepare for any other module. All lecturers
(lecturers, senior lecturers, readers, professors) in the School are potential seminar leaders.
At postgraduate level, this piece of research is called a ‘dissertation’. At undergraduate level,
this piece of research is called a ‘final year project’. You will confuse us if you email us to
discuss your ‘dissertation’ as we will think that you are one of our (many) postgraduate
students. Use the correct terminology; it is called a ‘final year project’.
A final year project is a 40-credit compulsory module, and is a component in all
undergraduate programmes. This module intends to bring together the knowledge and skills
accumulated throughout the undergraduate programme and provides you with an opportunity
to research a topic in your discipline in depth, work under your own initiative (and the
guidance of a seminar leader) and further your analytic and development skills. It is important
Page 107 of 114
The final year project is part of a normal module. You should therefore wait until the
module begins before you discuss your ideas with the seminar leader. You cannot
begin this discussion over the summer. Again, this is in part because there will be some
students who, over the summer/before the start of the academic year (those on work
placement, say) who will not be able to access such discussions. If we agree to meet/see
some students (those not on work placement, say) but not others (those on work placement,
say), this would perhaps be giving some an unfair advantage over others. So, for this reason,
you should keep all your ideas, thoughts, plans and similar until the module begins, formally.
Do not direct any queries through the BBS Student Support email. The final year
project module is a ‘normal’ module. BBS Student Support do not deal with modulespecific queries. Module-specific queries are dealt with by module leaders. So, once
the Term/academic year begins (but not before), you should address all modulespecific queries to the module leader.
What, specifically, you can do to prepare for your final year project. One, keep a sense of
perspective about the final year project, difficult though that may be. A final year project is a
final year project, regardless of discipline, or academic year. Yes, the assessment pattern
might vary, perhaps, but a final year project is the cornerstone of all undergraduate degree
programmes in the Higher Education sector in the UK. Around 250,000 students graduate
each year. Every one of these 250,000 students does a final year project. You are
undertaking something that is absolutely normal, standard, and for which extensive support is
available. Whilst the seminar leader provides a very small part of that support, what is looked
for in a final year project more generally is available to you via the study guide and via the
mountain of books and other self-help materials published about this most common and
normal piece of coursework that students undertake at university. Quite literally, millions and
millions of students have undertaken final year projects. You will not be either the first, or the
last. A final year project is different, however, in one way, namely, that it is ‘directed’ by you.
You get to choose what you want to explore. So, rather than an essay title or examination
question or whatever set by us, it is instead a piece of coursework/examination ‘set’ by you. It
is a fantastic opportunity to undertake a piece of work which interests and motivates you. It is
hard work, yes, and there are ups and downs, inevitably. But, as all graduates will tell you, it
is challenging, exciting and a wonderful learning experience.
Two, read (those on University Challenge introduce themselves with ‘Hello, my name is Joe
Bloggs and I’m reading for a degree in history/mathematics/medicine’ for a reason) around
the subject matter that you are interested in. Based on your previous study and/or work
placement experience you may have an idea of particular issues that you would like to find
Page 108 of 114
out more about. You can look up the study guides and reading lists of Level 3 modules for
useful references or consult books and journals in the library that address
business/management issues. As this is an academic piece of work, that reading is,
predominantly, of ‘academic work’, so think ‘journal articles’ rather than books or other types
of written material. It is journal articles which contain/describe ‘a piece of research’ and it is ‘a
piece of research’ which you are undertaking. Journals will give you an up-to-date view of
important issues in our discipline. You can also find out more about student research projects
in the numerous books, both discipline and non-discipline-specific, available in any University
library.
Three, you should consider whether or not you will draw on an outside organisation. Some
students are keen to undertake their final year project in collaboration with some outside
organisation (for example, following a work placement with a particular company). This is
often an opportunity to carry out interesting, ‘real-world’ problem solving. However, this
situation can create problems to your work, the company and the University if not handled
carefully. In particular, you will need to remember that the final year project is an academic,
not a consultancy, endeavour and as such is judged on the basis of the assessment criteria
published via the study guide, not the expectations of the particular company. Also the
deadlines can cause problems as often the company wants, for example, the report/piece of
work as soon as possible whereas the University wants you first to research the area and the
context and then develop/produce it in Term 2. Having said that, final year projects in
association with companies can be very successful if they are agreed in advance by all
interested parties so that misunderstandings do not occur. It may be useful to discuss this
aspect of final year projects with your seminar leader early on. Four, and finally, read some
projects that were submitted in previous academic years (reading 6 to 10 would be ideal).
These are available electronically, via BlackboardLearn.
Cancellation of lectures/seminars
We naturally do all that we can to ensure that lectures/seminars take place at the stated time
and that we provide sufficient notice should a cancellation be necessary. For cancellations
for which we have sufficient notice we normally send an email; many of you are online most of
the day, we know, and so this is the quickest way to contact you. We also ask a member of
the administrative staff to walk across campus and to put up notices on the lecture
theatre/classroom door. However, you will naturally appreciate that there are (fortunately
rare) times when we just cannot alert you in advance. Take the case of a 09.00 lecture. The
‘office hours’ of the University are 09.00 to 17.00. So, if a lecturer is taken ill, or faces some
kind of emergency or whatever, they can leave a message on the answer machine but this
will likely not be picked up until 09.00 (although sometimes earlier, as some staff arrive earlier
than 09.00). Indeed, in the snowstorms of a previous academic year, several staff rang in to
say that they were on their way, but who then faced delays on the road and who thus could
not get here, despite their best efforts. However, even if we are told, just before 09.00, that a
lecturer cannot make it, we are then faced with how to convey this information to, say, 500
students. Administrative staff are despatched to put up notices in relevant places, of course,
but this is of little comfort if, say, you have set off very early in the morning. In addition, there
are also cancellations due to events that it is not practicable for us to be made aware of
beforehand. An example of this might be a lecturer who has a car crash on the way, and
either has no mobile phone (not everyone has a mobile phone, or one with them at all times)
or is unable to make a call for whatever reason. Such incidences are very rare, fortunately,
but do happen.
Availability of past examination papers
There is heated debate in Higher Education as to the value of making examinations from
previous years available. Many universities do not make them available at all. There is
nothing in the literature on learning/teaching that says that making examination papers from
previous years available to students is 'good'. In those institutions which do not make past
papers available to their students, their students do not fail (or do ‘worse’)! There is no
difference whatsoever between the pass/fail rate between those modules where examination
papers from previous years are made available and the pass/fail rate where examination
papers from previous years are not made available to students.
On occasion, examination papers from previous years are not actually available; take the
case of a new module. A new module means that no examination paper actually exists.
Even if a module is running in the current academic and was also running in the previous
academic year, there is no guarantee that the module is the ‘same’. It may well have been
updated, modified, changed in some way. If so, then it is fairly certain that the examination
will also need to be similarly updated, modified, changed in some way. So, looking at an
examination paper from a previous year is no guarantee at all that it will be similar in format,
content or anything else to one running in the current academic year. Even if the content of
the module is unchanged, the format of the examination may change from one year to
another. So, one year might, say, be essay-type questions. The following year it might be
multiple choice questions (unlikely, but possible). Or, the weighting of the assessment might
change. So, one year it might be 70% coursework/30% examination. The following year it
might be 50% coursework/50% examination. This means that the examination format, length
and other aspects may be very different. Students often ask for examination papers from
previous years because of a lack of confidence. This is particularly the case for students new
to the University. Always bear in mind that we accepted you into the University because we
know that you are capable of studying at university level.
That said, where available, past examination papers will be discussed in the lecture and will
be made available to you.
How past examination papers will be handled, in the classroom
Lecturers are encouraged to discuss past examination papers in the class (where such exist).
Indeed all aspects of the rubric can and will be discussed and if a past examination paper is
available, some or all questions may be presented and discussed. What is not made
available, or discussed in class, is the ‘model answers’ to those questions. By discussing
examination papers in the classroom (rather than merely just making them available) we help
to avoid misunderstandings that might arise if you do not attend lectures and thus rely only on
your own reading (and your own interpretation) of the examination papers.
How best you can prepare, if examination papers from previous years are not available
Deadlines for coursework are not ‘bunched’. We take particular care not to ‘bunch’
assessments. We monitor this carefully, and the checking of deadlines is a key part of the
‘checks and balances’ that we go through before the start of each academic year. And, we
have worked to ensure that the number of coursework items/assessments here in the
Business School is very, very low indeed (in comparison to other Schools/institutions), in
response to the concerns, sector-wide in higher education, that we ‘over-assess’. This allows
you to structure your work appropriately and to meet the published deadlines.
In order to prepare for the examinations, whatever their format, you need to do the following.
Look at the published learning outcomes (in the module outline and reproduced in the study
guide). Do the necessary reading (core book, other). Students sometimes say that they need
access to the examination papers from previous years as they need to time themselves.
However, you have had that practice before coming to the University and, it might be argued,
we do not need 'training' for such. After all, if an examination paper has four questions, and
two hours to answer them in, it is a matter of devoting around 30 minutes to each, regardless
of the format. And the format of examination papers at university is no different from any
other examination paper that you have met before (multiple choice, essay-type, etcetera). All
that is different is the actual questions being asked. Those questions will relate, directly, to
the learning outcomes stated in the module outline and reproduced in the study guide
(although if there is coursework, some of these learning outcomes might be met via
coursework, instead/too). So, just do what you have always done, and with great success,
that is, study effectively (if you had not demonstrated this ability, we would not have accepted
you into the University). We have every confidence that you are equipped for the task.
Page 109 of 114
Page 110 of 114
The scheduling of submission deadlines for coursework
Should you feel that your examination technique needs improvement, then there is a
mountain of self-help books available. You can also call on the advice and support offered by
ASK, the Graduate School and by Brunel International.
Revision sessions for modules with an examination component
Whether or not revision sessions are provided depends on the module. What you will be
assessed on is set out in the learning outcomes for the module, as specified in the module
outline and reproduced in the study guide. The examination contains no ‘surprises’, as you
are assessed on the learning outcomes (all or some, as specified in the study guide). The
format of the examination paper will be a standard one; choice/no choice of questions, essay
or other type, or whatever. Again, there will be no ‘surprises’. Depending on the organisation
of the module, you will find that some modules have revision sessions, and others do not.
The study guide will set out whether or not such a session is offered. Whether the module
leader does or does not (and we are not obliged by the School or University to provide them),
bear in mind that a ‘revision session’ is neither required nor necessary for examination
preparation purposes.
The purpose, scope and nature of revision sessions
Let us be clear about this; we do not teach to the examination. Like all lectures, a ‘revision
lecture’ (if one is provided) is as useful as any other. However, a ‘revision lecture’ is not one
where, out of the blue, the ‘content’ of the examination is suddenly revealed to you. Instead,
the ‘content’ of the examination has been known to you from day one of the module; it is that
described in the learning outcomes (in the study guide, and module outline). Yes, we provide
guidance and support in preparation for them, but we do not 'prep' students to pass
examinations. Yes, they are to assist you in your revision (which should have been started
well before the revision session(s) and not afterwards) but revision sessions are not, in fact,
necessary at all. Why not? Because you are examined on that set out in the published
learning outcomes for the module; no more, no less.
The learning outcomes do not say 'you must know topics x y and z'. If a module leader gives
you ‘topics to focus on for the examination’, it is indeed because they/we believe that if you
revise these specific points then this would be helpful to you in the examination itself in some
way. But it does not mean that those specific ‘topics’ will ‘come up’ in the examination. It is
instead that analysing/ studying those specific points or subjects will help you to better
understand the material/content on which you will be examined, which may or may not be
those particular ‘topics’. Many students seem to be of the view that the purpose of a revision
session is to give hints/tips or areas in the module to focus on for the examination. It most
certainly is not. The revision session is not to tell you that 'x or y topic will come up, so focus
on x or y'. To do this would be entirely inappropriate, in fact, as it is tantamount to giving you
far too much direction (it is dangerously close to giving you the questions themselves).
Instead, we direct you to particular ’topics’ as we believe that, by focusing your attention on
these in your revision, it will be helpful to you when being examined on that set out in the
learning outcomes. In short, we do not teach ‘topics’. We do not examine you on your
knowledge of ‘topics’ but instead on far higher-level skills and abilities, and as set out in the
published learning outcomes and as befits undergraduate or postgraduate study at a
research-intensive university in the UK.
On that point, learning outcomes, examination papers are subjected to a rigorous checking
process for appropriacy by a module moderator (and others) and also by the external
examiners long before the examination period. Indeed, the examination papers are written
well ahead of the examination period (they are written before the start of the academic year,
in fact, given that they need to be ‘checked’ by the external examiners) and so module
leaders/the writers of examination papers are not waiting until a week or so before the
examinations and writing these at the last minute, based on the delivery of the lectures up to
that point. The examination papers are thus entirely appropriate, and 'fit for purpose', that is,
they test the learning outcomes as set out in the module outline and reproduced in the study
guide.
Page 111 of 114
The structure and weighting of the questions in the examination paper are normally described
in the study guide or in other documentation. So, you will know, for example, whether you are
to answer three questions out of five, or whatever. And, what will happen if you answer more
than three out of five (the standard response is that we will mark the first three answers only,
and not the best three out of how many were answered). However, in some senses, the
weighting is unhelpful. So, let us imagine that you are asked to answer three out of five
examination questions. Question 1, which is compulsory, is weighted 50%, and the other two
are weighted 25% each. It could be something else. It could be that each of the three
questions are weighted equally. Or any other weighting. Whether a question is worth 5%,
25% or 75% is not something that we are obliged to tell you, but even if we do/did, it is not
clear in what way, practically speaking, this information could be used. Knowing that a
question is worth 25% (or whatever) provides no advantage or knowledge which could
usefully be put into practice in your revision. Instead, to help you in your revision, you should
refer to the published learning outcomes.
Library, electronic resources
Like all Schools, and all studies at undergraduate or postgraduate level, you are expected to
make full use of an academic Library. It is not for nothing that contestants on the TV
programme called ‘University Challenge’ introduce themselves by saying ‘My name is Jo/e
Bloggs, and I am reading for a degree in x’. Reading is central to your studies. Whilst every
module has a core book in its reading list, it is the reading around the subject, in addition to
the ‘basics’ provided via the core book, that it is essential, and that which is expected of future
graduates. Being able to search for that which is ‘around the subject’ is key to both your
studies at university and also key to success in the workplace later. In the workplace, no one
tells you ‘go away and read x’; the employer expects you to find the relevant material which is
pertinent to the issue or case that you are dealing with. You therefore need to learn to use, or
further develop, your skills of searching for material, both by going to the Library itself and/or
by searching online. In our discipline, business and management, most journals are, these
days, available in electronic format, so that makes the task of finding material that much
simpler (we do not need to physically go to the Library). The Library has a wealth of online,
and in house, support available to help you with this most basic, and key, of skills that you will
need whilst at university. Each School has its own Library Representative who, in addition to
support staff in the Library, offers School-specific support to both staff and students.
About the CIPD
The Chartered Institute of Personnel and Development is the world’s largest Chartered HR
and development body, originally founded in 1913. This is what they say about themselves
(we have provided, below, the text that has been provided to the School from this body).
They are advancing HR, setting the standards for best practice in HR, shaping thinking and
building HR capability. They currently have over 135,000 members including more than
80,000 professional members, representing the most influential senior HR leaders from the
world’s leading organisations and the next generation of HR professionals.
Their
internationally recognised professional qualifications are a great way to acquire the essential
underpinning knowledge and skills needed to become an effective HR or L&D practitioner.
Their philosophy is to embed business awareness and understanding within their
qualifications which means that students/their members learn how to develop and implement
HR interventions and strategies in order to make an impact in the workplace.
Whether you are just starting out, or looking to advance your career, the CIPD is there to
support you every step of the way as well as to inspire you to achieve your full career
potential. Their study resources are designed to help you find what you need quickly,
enabling you to study smarter. These can be found in their Student Resource Area
http://www.cipd.co.uk/qualifications/student-resources/. Some of the resources available to
you as a member include:
HR factsheets – perfect for getting an overview of any HR topic including PESTLE analyses
visit http://www.cipd.co.uk/hr-resources/factsheets/
Page 112 of 114
Research reports – offer in-depth analysis and commentary on current issues, with real-life
case studies at http://www.cipd.co.uk/hr-resources/research/
Practical tools – checklists, diagnostics and frameworks to help you plan and transform your
thoughts into actions, visit http://www.cipd.co.uk/hr-resources/practical-tools/
CIPD HR Profession Map – shows you what you need to know and do as a HR practitioner at
every stage of your career http://www.cipd.co.uk/cipd-hr-profession/hr-profession-map/
Dedicated discussion boards – in our online Communities area you can ask questions and get
study support from CIPD members and other students at http://www.cipd.co.uk/community/
The quickest and easiest way to join is to complete their online membership form at
www.cipd.co.uk/studentregistration using your registration key. You can get your registration
key from your course tutor and the process will take no longer than ten minutes to join or
update your membership details. You can pay for your membership by annual Direct Debit
via debit/credit card, or you can choose to pay in quarterly instalments. If your company will
be paying for your membership fees, you can request an invoice by contacting us on +44 (0)
20 8612 6208 or memadmin@cipd.co.uk. If you are already a member, you will still need to
register online to confirm your enrolment and ensure membership recognition upon
completion. However you will not have to pay any additional fees. After you have completed
the registration process you will receive your CIPD membership pack and card within ten
working days. For further information about membership or studying CIPD qualifications
please contact us on +44 (0) 20 8612 6208.
Once you have successfully completed your qualification you will have achieved the
underpinning knowledge to upgrade to a professional level of membership. More and more
HR professionals around the world are pursuing professional membership of the CIPD to
achieve industry recognition. This professional accolade signifies someone who has gone
beyond the achievement of a qualification and has a recognised track record of creating a real
impact in the workplace. It demonstrates that they have been benchmarked against a set of
international standards for best- practice HR and can make a difference to an organisation’s
strategy and its people.
learning opportunities. Get in touch with your local branch now tofind out what is happening
in your area http://www.cipd.co.uk/branches/branchfinder. For inquires on how to apply for
membership of the Chartered Institute of Personnel and Development (CIPD) please contact
the APO office or alternatively contact the CIPD directly through the link:
http://www.cipd.co.uk/Membership/_routes-to professional membership.htm.
You should note that membership of certain professional accreditation bodies, for example,
the Chartered Institute of Personnel and Development (CIPD), cannot be achieved by
completing a library based or conceptual academic dissertation. You should therefore check
carefully what any such accreditation bodies require before undertaking your dissertation.
You should note that certain professional accreditation bodies, for example, the CIPD, do not
permit students to be eligible for their membership whose marks have been condoned or who
have been awarded an aegrotat degree.
For inquires on how to apply for membership of professional accreditation bodies, namely, the
Chartered Institute of Personnel and Development (CIPD) please contact Mrs Harkamal Kaur
(Harkamal.Kaur@brunel.ac.uk) or Mrs Narinder Bhandal (Narinder.Bhandal@brunel.ac.uk) at
the APO/TPO office or alternatively contact the CIPD directly through the link:
http://www.cipd.co.uk/Membership/_routes-to-professional-membership.htm
This is the end of the School’s Student Handbook.
There are three levels of professional membership open to both HR generalists and
specialists:
Associate member (Assoc CIPD) – you are typically providing professional advice to
managers across the business and supporting the HR function.
Chartered Member (Chartered MCIPD) – you are typically managing, developing and
implementing HR policies that support organisational objectives.
Chartered Fellow (Chartered FCIPD) – you are typically leading the development of strategic
HR plans that drive sustained business performance.
Successful completion of an Advanced Diploma provides you with the underpinning
knowledge to upgrade to any of the three levels of professional membership, providing you
meet the respective criteria. It will also mean you will become a Graduate member of the
CIPD. It is important to note that Graduate membership is not a professional level of
membership and does not allow the use of a CIPD designation after your name. Graduate
membership shows employers that you have successfully achieved a demanding
qualification, but professional membership can truly demonstrate that you have a proven track
record in the workplace as you will have been bench marked against a set of international
standards. The last award of Graduate status will be 31 December 2013 and Graduate
membership will be removed on 30 June 2014. If you feel that you are not ready to apply for
one of the Chartered grades, you can re-grade for free to Associate member by contacting
the CIPD on +44 (0)20 8612 6208 on completion of your programme. For more information
on
upgrading
and
to
find
the
relevant
forms
go
to
http://www.cipd.co.uk/Membership/upgrade/.
You can get involved. Follow them on their social networking sites for more information on
upcoming webinars, events and other useful resources! www.facebook.com/CIPDUK
https://twitter.com/cipdstudents www.linkedin.com/company/cipd www.cipd.co.uk/community.
Branches are local networks of volunteers who work to provide you with networking and
Page 113 of 114
Page 114 of 114