Professional Documents
Culture Documents
Programme
Handbook
September 2016
Feedback
The business school encourages feedback from its
students and any comments or suggestions for
improving this handbook will be welcomed. Please make
any comments to the Student Support Office your
feedback will help to ensure that the handbook covers
all that you think it should and is a relevant and clear
guide for you during your studies in the business school.
Appendices ............................................... 35
4. About the University of Hull A complete list of all staff in the school, together with
office locations and contact details can be found at
The University of Hull was established in 1928 and now www2.hull.ac.uk/hubs/about-us/our-staff.aspx.
has over 16,000 students. The majority of these attend
the main campus in Hull but a sizeable minority are
located at the University's Scarborough Campus. The 6. Office locations
University of Hull combines the virtues of a traditional,
At the Hull campus business school staff are located in
research-led institution with a reputation for excellent
the Wharfe, Esk and Derwent Buildings on the west
and innovative teaching and a commitment to
campus. The majority of the business school is located
producing highly employable graduates.
in these buildings. However teaching rooms are also
The University's website is www2.hull.ac.uk. located in other buildings around the campus.
Merits and distinctions shall be awarded on the Rules governing absence from the University
basis of achievement in credit awarded by the You are required to be in attendance on week days
University of Hull only. A minimum of 120 credits during each trimester. All students are required to
must be credit awarded by the University of Hull in inform their school within two days if they are absent
order for a candidate to be eligible for the award of a from the University as a result of illness or for any other
merit or a distinction. reason. A GPs medical certificate will be required for
absences of more than seven days or for subsequent
The award of Masters degree with merit applies to
cases of mitigation. If you become ill and are unable to
students commencing a programme on or
inform the school office, you should arrange for
after 1 September 2012. A candidate must be
someone to communicate on your behalf. They should
awarded the Masters degree with merit provided
contact the Student Support Office through the contacts
that the candidate has achieved a weighted average
details provided in section 5. For further information
of between 60 and 69 over all marks assigned, with a
see the online handbook at:
mark of no less than 57 in the Masters stage.
http://www2.hull.ac.uk/student/studenthandbook/aca
A candidate must be awarded the Masters degree demic/absence.aspx
with distinction provided that the candidate has If your absence is related to a disability, please contact
achieved a weighted average of 70 or greater over all the Student Wellbeing Team for advice.
marks assigned, with a mark of no less than 67 in the
Masters stage. Part-time students will be advised of the attendance
requirements relating to their programme and teaching
A candidate shall be awarded: arrangements.
A Postgraduate Diploma with 120 credits or greater Attendance monitoring
A Postgraduate Certificate with 60 or more credits The University has an Attendance Policy, which expects
but less than 120 all students to attend all timetabled sessions for their
With less than 60 credits, the credits for all modules programme of study. On each module, some or all of
passed. your attendance will be monitored (Paragraph 10,
QH:K14 Attendance Monitoring). An attendance
register will be kept for tutorial sessions and students
13. Attendance
who miss more than two timetabled tutorial sessions
The academic year will be required to meet with their Academic tutor to
The following are the trimester dates. A more detailed discuss their attendance. Students who gain a University
plan of the academic year is in appendix 5. warning for non attendance should be aware that two
University warnings automatically lead to termination
Trimester One
of your programme of study.
26 September 2016 to 16 December 2016
In addition, during trimester 3 (the dissertation stage of
Examination weeks (MSc only):
the programme) all postgraduate students will be
9 January 2017 to 20 January 2017
required to meet with their dissertation supervisors.
Vacation: These meetings will be recorded on a dissertation
19 December 2016 to 6 January 2017 supervisory meeting record.
Trimester Two Tier 4 visa students should be aware that
30 January 2017 to 12 May 2017 monitoring their attendance is a legal
Vacation: requirement and poor attendance could lead to
3 April 2017 to 21 April 2017 their programme of study being terminated and
them being reported to the UK Border Agency.
Examination weeks (MSc only):
15 May 2017 to 9 June 2017 Students who need to be absent for a genuine reason
should obtain a leave of absence form from the business
Re-Assessment Examinations*
school student support office.
7 August 2017 to 18 August 2017
You should also see section 25, which provides further
* Students must be available if required to attend information on withdrawal, suspension of study etc and
sections 23-24 which provide information on the
[return to contents page]
page 10 | 73
support and advice available from the Business School 15. Ethical procedures for research
and the University. and teaching in the business school
Ethics is about the moral value of human conduct and
14. Learning and teaching methods of the rules and values that ought to govern it.
MSc students In all aspects of business today ethical considerations
MSc student timetables will be available online at the are receiving increasing attention. Hull University
start of each trimester. Students should visit the business school believes that ethical considerations are
following website: critically important in planning research and teaching.
http://www2.hull.ac.uk/student/studentadministrative A guiding principle is that research and teaching should
service/timetablingandroombookings.aspx be carried out with the best interests of the individuals
who are the subject of the research or of the teaching
MSc lectures and tutorials may be held in the Business being the primary consideration.
Schools learning and teaching rooms but they may also
be held in buildings across the campus. When research is undertaken by anyone connected to
HUBS, ethical considerations must be given attention.
Tutorials and workshops usually begin in the second or We believe this has implications for
third week of the trimester. Attendance is compulsory.
For each module you will be allocated to a specific every project by a staff member, research student
tutorial or workshop group. You will not necessarily be and student on a taught module where a major
with the same group of students for all modules. Since research project is undertaken
the composition of these groups is carefully timetabled, every taught module which has a research element
you will not be permitted to change groups except in When contemplating the beginning of a piece of
very exceptional circumstances. You must seek research as part of any of your taught modules you need
permission to change by completing a Tutorial Transfer to consider the ethical issues which need to be
Request form. addressed before it is started. The Schools Ethical
MBA module delivery arrangements Procedures for research and teaching (available on your
MBA modules are held mainly in the Derwent building. programme Canvas site) should be read and the
research ethics proforma (see appendix 6) must be
The teaching schedule for the first modules of your completed prior to the beginning of any research. The
programme will be handed to you during induction Ethical Procedures also outline procedures for obtaining
week. You will be issued with teaching schedules for the consent, sample consent forms and where appropriate
remaining modules at a later date. All schedules are witness certifications.
subject to change and you should therefore check your
programme Canvas site for the latest version. The proforma, a copy of the proposal, and any informed
consent letters should be submitted to your module
Module learning materials leader or supervisor. The module leader or supervisor is
For all modules, a module handbook will be placed on authorised to approve the proposal, although in cases
the module Canvas site. Please ensure that you provide where there is doubt s/he will consult the Research
your own stationery items such as staplers, pens, Ethics Committee Chair. Once approved the proposal
calculators etc. as these are not provided by the Support can then go ahead. Where proposals are not given
Office. approval, they will be discussed informally with you by
MBA students will also be provided with a study guide your module leader or supervisor; if this fails to resolve
and module text book. These will only be available on the issue cases will be discussed at a full Research Ethics
the date stated on your teaching schedule. For the first Committee meeting, at which you may be invited to
two modules, all items will available during welcome present your case.
week. In order to collect these items at the handout Module leaders of taught modules involving elements of
sessions you must show your student card. You will not research are required to report on the completion of
be allowed to collect for a friend. Please note that only research ethics proformas in their annual module
registered students will be allowed these handout reports.
materials.
Please note that following the Schools Ethical
Learning and teaching rooms Procedures and gaining approval for your research does
Food or drink must not be taken into lecture theatres or not absolve you from observing general ethical
into seminar or tutorial rooms. Please ensure that guidelines, for example, abiding by the law, observing
teaching rooms and PC suites are left tidy and that any copyright, complying with plagiarism conventions,
furniture moved is returned to its original position. acknowledging authorship etc. The ultimate
responsibility for the ethics in a project and how it
evolves remains with the researcher(s).
Following the completion of the reassessment, the The business school awards Postgraduate Prizes on an
highest mark for each element of assessment annual basis for each of the following areas:
Student Wellbeing, Learning and Welfare Also available for appointment outside of these hours by
Support contacting: Email huu-advice-centre@hull.ac.uk or ring
The Student Wellbeing, Learning and Welfare Support 01482 466 263. During the holiday period we are open
team are there to support students in a variety ways Tuesdays and Thursdays 9:30am 3pm.
from finance to chaplaincy, and wellbeing to learning. Nightline
Inclusion team A confidential listening and information service run by
Our inclusion team (Disability advisers) offer a wide students, for students. Nightline is a non-judgemental
range of support to meet individual students needs. and non-directive listening service, offering callers
Students with physical disabilities or long term health support and space to come to their own conclusions. No
conditions are strongly encouraged to contact the problem is too big or too small, and sometimes just
services (01482 462020) to discuss support available or talking helps.
reasonable adjustments that could be made to meet
Nightline holds a range of up-to-date information on
their needs. It is also important that you inform each of
issues such as burglary to sex. Contact details are
your module leaders at the very start of each module
explaining what type of support you need. For more
International students holding Tier 4 general visa must The Hull Way
familiarise themselves with their immigration The Hull Way aims to give all students the opportunity
responsibilities. Please follow the link below for more to develop and articulate the graduate attributes they
information: need to become a distinctive Hull graduate. The
http://www2.hull.ac.uk/student/registry_services/curr starting point for the Hull Way is the Hull Graduate
ent_students/tier_4_students.aspx Profile; which is a key set of graduate attributes all our
students will have the opportunity to develop. These
Please contact the Immigration Team, Student graduate attributes outline core skills, knowledge and
Wellbeing, Learning and Welfare Support if you have an behaviours we help our students develop at Hull to
immigration query relating to issues, including: enable them to be successful in the world at large and
* your student visa application or extension achieve their full potential.
* working restrictions while in the UK The Hull Way is characterised by five key principles:
* your own or your dependents immigration status 1.Students are given explicit opportunities in the
curriculum to develop graduate attributes
* inviting your family and/or friends to visit you in the
UK 2.The University will ensure the curriculum links
directly to the Hull Graduate Profile
Email: immigration@hull.ac.uk; Telephone: 01482
466659; Website: 3.Students will develop the ability to articulate their
http://www2.hull.ac.uk/international/visa_guidance.as graduate attributes
px; Location: 3rd floor, University House. 4.Students will be given support to engage with, and
develop their Hull Graduate Profile
If you do decide to withdraw you must confirm this in The University also has the power to require a student
writing using the approved University form available to suspend studying where a student is considered unfit
from the schools Student Support Office or the student to study by reason of posing a risk to him/herself or
portal giving the last date on which you attended your another, but only provided that a defined procedure has
programme, and return the form to Registry Services. If been followed. A candidate on any University of Hull
you are SLC funded Registry Services will inform the module or programme, wheresoever located, who is
appropriate body. This form also includes a judged, on substantial evidence, to be unfit to study by
questionnaire which invites you to indicate the reasons reason of posing a risk to him/herself or others may be
which resulted in you deciding to leave. This is designed required to suspend those studies (intercalate) even in
to help the University to monitor trends and respond to the absence of the candidates consent (QH:K13). For
them. No personal information about you will be more information see:
reproduced when the questionnaires are analysed. http://www2.hull.ac.uk/administration/leap/quality_st
andards/quality%20handbook/section%20k.aspx
One of the benefits of a credit accumulation system is
(QH:K13).
that it is often possible to take any credits gained where
you have not completed your programme and use them There are specific issues in relation to international
in the future, for example to resume your studies at this students and suspension of study, which may cause visa
or another University. At Hull credits are considered to and immigration problems for the student. For this
have a shelf life of 9 years, although re-admission reason, all international students must see the
would be up to the school responsible for the University Immigration and Cultural Adviser before
programme. To assist you, you may wish to obtain an submitting their suspension of study form to the school.
official transcript confirming the credits you have The Immigration and Cultural Adviser will sign the form
achieved see section 18 on transcripts. to indicate that the student has been given appropriate
advice.
Suspension of studyAn alternative to withdrawing from
the University might be to suspend your studies for a Retrospective suspension of study must be seen as
period of time. This might enable you to resolve the exceptional. Students may have to repay part of any
difficulties which are affecting your studies, whether funding already received. Students who have received
medical, personal or financial. Occasionally suspension disabled student allowance (DSA) support may
of study is also used to enable you to undertake some experience funding difficulties if retrospective
form of work experience not forming part of the suspension of study is approved the student must
programme of study. Suspension of study may mean contact Disability Services in advance to discuss this.
that a scholarship you received may not be transferred
For more information see:
to the new study period Check this and other financial
www2.hull.ac.uk/student/studentadministrativeservice
details before you apply to ensure you have all the
/studenthandbook.aspx
relevant information available to you before making
your decision. Repeating a trimester or a whole year
In very exceptional circumstances it may be appropriate
Again you should discuss this option with your
to repeat a complete trimester (including the teaching
Academic Support Tutor, but if you do decide
and assessment periods) or a complete year. The effect
suspension of study is appropriate you must put your
Hull University Business School [return to contents page]
Postgraduate Taught Programme Handbook September 2016 page 23 of 73
of this is that any (and all) credits gained during the submitted within 5 working days of the
period being repeated cannot be counted towards the examination or assessment deadline and where
programme of study in question (and they will not you have not attempted the examination or
appear on your official transcript). Again you should submitted the assessed work due. If you become
seek the advice of your academic support tutor and ill during an examination, you must submit a
ensure that you obtain any documentation appropriate claim for mitigation to the Head of Registry
to support the request, including medical certificates if Services within 5 working days. Applications
appropriate. Requests should then be made in writing to received after that date will be referred to the Student
the Director of Learning and Teaching. The formal Progress Committee to determine whether they may be
approval of the Student Progress Committee will be considered in the light of the lateness of the application.
required and you will be written to once a decision has
To apply for mitigating circumstances use the form (s)
been made. Normally the Senior Tutor will wish to
available here:
interview you.
http://www2.hull.ac.uk/student/registryservices/curre
You must note that a repeat period will only be ntstudents/usefulforms.aspx
approved where you can clearly establish either medical
The school has set up a panel that considers all cases of
circumstances or exceptional personal circumstances or,
mitigating circumstances immediately prior to the
in some cases, disability related concerns which have
examination boards.
been so serious that they have had a significant effect on
your ability to undertake your studies, and that they Coursework extensions
have lasted for a large part of the year. Requests to In cases where they have experienced acute
repeat will not be accepted in cases where a student has circumstances affecting the submission of specific work
simply performed poorly and wants a second chance. students can request an extension to the approved
In all cases, you must submit a medical certificate or coursework submission deadline. A coursework
information from an independent, reliable and extension request must be submitted in advance
verifiable source other than yourself. Again you should of the coursework submission deadline.
also be aware that each stage of the programme must be
Please consult the guidelines provided in the
completed within three years, including any period of
coursework extension request form and note the
suspension of study.
acceptable reasons for an extension request and the
The above rules also apply to any request to reapply for requirement to submit evidence of your circumstances.
the same programme of study. The form is available from:
http://www2.hull.ac.uk/student/registryservices/curre
Mitigating circumstances
ntstudents/usefulforms.aspx
When preparing for an examination or other form of
assessment, this may be done while experiencing the The form should be submitted with accompanying
effect of circumstances which might affect your evidence, for example, a doctor's certificate. If you do
performance. Boards of Examiners are empowered to not submit work on time and have submitted an
take such circumstances into account if they consider application for an extension which is turned down, then
that the circumstances have had a significant effect the penalties outlined above for late submission will
when determining your module marks or your overall apply.
degree classification. However, under no circumstances
Dissertation extensions
will your marks be changed. It is your responsibility to
Dissertation extensions will only be granted for medical
make the School aware of such circumstances before the
circumstances or exceptional personal circumstances.
relevant Board of Examiners meets. Appeals are very
Extensions will not be given for delays in collecting data
rarely allowed where evidence is raised after
or other time related time management issues.
such a meeting when it was available before.
Please note that the business school uses its Students must complete a Final Stage Dissertation
discretion by permitting students a new attempt Extension Form and attach appropriate supporting
in assessments affected by mitigating evidence. Full conditions and guidelines are printed on
circumstances. the form which is available from the Student Support
Office. Please note that the form must be signed by your
The University refers to this as 'mitigating' (sometimes
programme leader/academic support tutor (not your
known as 'extenuating') circumstances, and has
dissertation supervisor) before it is handed in to the
established a procedure to enable you to inform schools
business school student support office.
of such circumstances. In all cases you must submit
evidence to support your application, such as a medical Full time students should note that a dissertation
certificate or information from an independent and extension may mean that a dissertation will not be
appropriately qualified source which will enable the processed in time for the October 2017 exam board. In
University to confirm the circumstances you are this case, your work would not be assessed until the
claiming. Applications must and may only be following spring exam board which would result in a
CV and interview preparation advice, including We also support many of the international functions
mock interviews within the school including
details of companies offering placement, internship
managing the international partnership portfolio
and graduate opportunities
facilitating international visitors and delegations
company projects, work experience and business
international visiting scholars
competitions
organising guest lecturers for key study modules Contact hubsinternational@hull.ac.uk
World of Work week
Security
The School does not tolerate any acts of physical
33. Data protection
violence or intimidation and any such acts will be taken All computerised student records maintained by the
extremely seriously. Anyone in the School who is or University comply with the requirements of the Data
feels threatened should immediately contact a member Protection Act 1984 & 1998, and are registered as such.
of the School and contact security. Anyone observing Copies of the Universitys Registration Document are
intimidating or violent behaviour is strongly advised to available in the Computer Centre, the Library and
avoid becoming involved in any such situations unless it Registry Services.
is unavoidable and in all cases to immediately alert
security.
34. Appeals and complaints
Electrical safety
Only electrical equipment that is properly installed and Academic appeals
maintained should be used in the School. The indication The University has a detailed set of regulations
that equipment has been properly maintained is that a governing your right of appeal against academic
label is attached to each item bearing a date after which decisions - these can be accessed at
it should no longer be used. Items not bearing such a www2.hull.ac.uk/student/studenthandbook/academic/
label, or where the date on the label has been passed, academicappeals.aspx along with a copy of the appeal
should not be used. form.
10. Copyright in the content of lectures and other 13. Student-made recordings of lectures and other
teaching sessions remains the property of the teaching sessions are for the sole use of the
University, it is only in the act of recording that individual concerned, cannot be made on behalf of
issues of ownership arise. Verbal and/or physical other students and are not for wider public
contributions to group learning activities by consumption by any means, including by virtue of
students and staff remain the intellectual property external dissemination electronically or otherwise.
of their authors. As such, it is important to The recording must not be left open to external
distinguish between two key different types of scrutiny, be reproduced or passed on to anyone
teaching session where recording may take place: else, other than for transcription purposes. Once
the recording has served its purpose, it should be
a. Large group sessions (e.g. lectures) where
erased. This will normally be after the final degree
recordings are primarily of academic
result has been achieved and confirmation that
staff, of reported-back responses from
future learning from the recording will not be
group activities or of answers to
necessary. While staff and students are expected to
specifically posed-questions. These
allow others to use their contributions to lectures
sessions will normally contain no or
and other teaching sessions as part of their
limited personal, sensitive and/or
learning, the unauthorised transmission or sharing
confidential contributions from staff or
of this recorded material through any media
individual students. Such sessions will
constitutes a breach of University rules and will be
normally always be open to recording by
subject to disciplinary action.
students.
14. At the beginning of a module, and in relevant
b. Small group interactive sessions (e.g.
module documentation, students should be
seminars, tutorials or break-out activities
informed that lectures and other teaching sessions
within larger groups) where staff and
may be recorded by the lecturer to be made
students are active in generating content
available online or by other students for personal
and outputs through discussions and
use. Students who intend to record teaching
group activities and where some of the
sessions for personal use should also be reminded
discussion or content may be personal,
of the consequences of breaching these rules.
sensitive and/or confidential. In such
sessions permission to record the 15. If a third-party is contracted to undertake lectures
teaching session may be withheld by staff or other learning sessions on behalf of a Module
or participating students where they have Leader, it is the responsibility of the Module Leader
a clear and justifiable cause to believe that to ensure that the third-party understands and
the recording will breach privacy and/or agrees to paragraphs 1-17 before teaching begins.
impede the learning of those taking part.
16. The Assessment of Needs report funded as part of
11. At all times in a lecture or teaching session that is the Disabled Students Allowance (DSA) or provided
being recorded by staff or by other students, all by a member of the Inclusion Team (Disability
parties have the right to request that the recording Advisers) may include the recommendation that an
is stopped for a particular discussion or section of audio-recording device may be used in lectures,
the session if they are uncomfortable with the seminars or other teaching events. Allowing
recording continuing. students to use an audio-recording device in these
circumstances will normally be a reasonable
Replacement cards are available from Registry Services 9 Postgraduate external examiners
at a cost of 10. A card which has been stolen will be
10 University code of practice: Academic support tutors
replaced free providing you have reported the theft to
the police. 11 Business School Student Complaints Procedure
As a HUBS student, you are expected to develop the following approaches to your studies:
Be independent. This involves being able to work by yourself - for example, reading around your subject,
preparing for taught sessions and assignments and asking for help when you need it.
Be self motivated and in charge of your learning processes. This involves working out when, where and how you
learn best. It also means being persistent and tackling subjects and topics that you find challenging.
Be organised: understand the organisation of your programme of study and modules, attend scheduled learning
and teaching activities, know when and how your work has to be handed in, know the dates for examinations,
keep up-to-date with your university e-mails and announcements on canvas.
Engage with your subject in a constructive and critical manner. This involves actively participating in learning and
teaching activities, reading the relevant study materials and taking time to discuss and think about your subject.
Be willing to work with others for instance, during taught sessions and as part of wider business school or
University activities.
Take responsibility for all of your assessed work, whether you complete it individually or as part of a group. In
particular, you should ensure all assessments are free of plagiarism and are not open to possible allegations that
you used academic misconduct.
Be able to work with uncertainty and change. Universities are complex places and you will need to develop skills
in dealing with information overload, information updates and activities that take you out of your comfort zone.
These characteristics are appreciated by employers and will enable you to become successful managers and business
professionals.
SELF-MANAGEMENT
A key feature of university education is self-management. In HUBS we expect ALL students to:
To ensure that there is a constructive learning environment for ALL students, lecturers and tutors may:
If there are good reasons for you not being able to engage with your studies, then please contact your academic
support tutor or module tutor(s).
CORE MODULES AND OPTIONS FOR EACH PROGRAMME. All MSc students MUST take the Research Methods and Dissertation
(56386) module in trimester 3
MSc 56181 Principles of Marketing 56325 Advertising and Media One 10-credit trimester 2 option chosen
Advertising Management 56337 International Marketing from:
and 56192 Integrated Marketing 56345 Public Relations and 56375 Digital Marketing Management
Marketing Communications Organisational Communications 56189 Market Research
(565645) 56244 Professional Skills & Ethics 56328 Cross-Cultural Communication
56327 Buyer Behaviour
MSc Business 56863 Managing Finance 56864 People Management Two 10-credit trimester 2 options chosen
Management from:
56181 Principles of Marketing 56336 International Business
(560015) Management Environment and Strategy 56326Business Project Management
56244 Professional Skills & Ethics 56328Cross-Cultural Communication
56330eCommerce
56320 Assessing Entrepreneurial
56335Financial Analysis
Opportunities
56340Operations Management
56349Real Estate Investment
56359Sustainable Logistics
56379 Management Fads and Fashions
MSc 56186 Economics for Business 56336 International Business Two 10-credit trimester 2 options chosen
Economics 56184 Statistical Analysis of Economic Environment and Strategy from:
and Business Data 56185 Current Issues in Business 56326Business Project Management
(560063) 56244 Professional Skills & Ethics Economics 56328Cross-Cultural Communication
56353 Regulation of competition, 56330eCommerce
trade and industry 56335Financial Analysis
56340Operations Management
56359Sustainable Logistics
56246 Money & Banking
MSc Finance 56240 Quantitative Techniques in 56248 Risk Management One 10-credit trimester 2 option chosen
and Finance and Investments 56259 Portfolio Management from:
Investment 56250 Investment and Financial 56326Business Project Management
56357 International Finance and
(561030) Theory Investments 56328Cross-Cultural Communication
56244 Professional Skills & Ethics 56330eCommerce
56376 Financial Markets 56340Operations Management
56349Real Estate Investment
56359Sustainable Logistics
MSc Financial 56865 Foundations of Finance 56183 Corporate Financial One 10-credit trimester 2 option chosen
Management 56182 Corporate Performance Analysis Management from:
(560064) 56335 Financial Analysis 56326Business Project Management
56244 Professional Skills & Ethics
56376 Financial Markets 56357 International Finance and 56328Cross-Cultural Communication
Investments 56330eCommerce
56340Operations Management
56349Real Estate Investment
56359Sustainable Logistics
56369International Banking
56248Risk Management
MSc Logistics 56129 Principles of Logistics and 56130 Supply Chain Planning and Two 10-credit trimester 2 options chosen
and Supply Supply Chain Management Control from:
Chain 56140 Logistics Technology 56147 Global Logistics and Supply 56326Business Project Management
Management 56244 Professional Skills & Ethics Chain Management 56328Cross-Cultural Communication
(565621)
56317 Supply Chain Design 56330eCommerce
56335Financial Analysis
56340Operations Management
56359Sustainable Logistics
MSc Money, 56186 Economics for Business 56246 Money and Banking Students must choose
Banking and 56244 Professional Skills & Ethics 56247 Introductory Econometrics 56357 International Finance and Investments
Finance for Finance
56865 Foundations of Finance Or two of the following 10 credit Trimester
(565648) 2 options:
56376 Financial Markets
56249Monetary Policy
56349Real Estate Investment
56369International Banking
56248Risk Management
MSc Human 56211 Leading, Managing and 56253 Critical Concepts in HRM
Resource Developing People 56221 Learning and Development
Management 56212 Human Resource Management 56315 Research Methods
(Full time) in Context 56230 Comparative International
(565649) 56255 Employment Relations HRM Trimester 3
56316 Dissertation
TRIMESTER 1 TRIMESTER 2
CORE MODULES
The Hull MBA Executive Programme Structure (part time distance taught)
CORE MODULES
CORE MODULES
The Hull MBA Executive Programme Structure (part time distance taught)
CORE MODULES
The programme portfolio learning goals also inform the programme portfolio assessment criteria which can be found
in full in appendix 4.
Practical and professional skills: A single course-embedded Students must demonstrate their ability
Graduates can analyse, interpret and manage 2,500 word assignment is to interpret accounting information in
data appropriate to a specific context. used to assess performance relation to non-financial performance
on this learning goal. measures and broader perspectives.
Knowledge and understanding: A single independent Students must demonstrate their ability
Graduates can identify and apply appropriate 15,00020,000 word to critically identify, evaluate, and apply
discipline-based knowledge to a business, dissertation is used to knowledge from their discipline (i.e.
managerial or organisational issue taking into assess performance on named award) to a business, managerial
account the context of the issue. The this learning goal. or organisational issue. Their work will
discipline-based knowledge is that associated take into account the context of the issue
with the named award. It will also involve and also its connectivity to the wider
students recognising and considering the organisational or external environment.
inter-connectivity between different functions
and systems.
Practical and professional skills: A single independent Students must present and interpret data
Graduates can analyse, interpret and manage 15,00020,000 word relevant to their named award. This may
data appropriate to a specific context dissertation is used to include data obtained from primary or
assess performance on secondary sources, or data generated as a
this learning goal. result of their independent research.
Students should consult their module handbooks for module specific assessment criteria and linkages with module
learning outcomes and the portfolio criteria of assessment.
Transferable skills:
Reflection on own professional competencies and production of a career development plan.
Exemplary Achievement: 90-100%
There is evidence of an exemplary standard of reflection on own professional competencies and the career
plan is based on rigorous consideration of contextual evidence and displays the highest level of originality of
thought and expression
Outstanding Achievement: 80-89%
There is evidence of an outstanding standard of reflection on own professional competencies and the career
plan is based on rigorous consideration of contextual evidence and displays a high level of originality of
thought and expression
Excellent Achievement: 70-79%
There is evidence of an excellent standard of reflection on own professional competencies and the career
plan is based on thorough consideration of contextual evidence and displays a high level of originality of
thought and expression
Very Good Achievement: 65-69%
There is evidence of a very good standard of reflection on own professional competencies and the career
plan is based on contextual evidence and displays a reasonable level of originality of thought and expression
Good Achievement: 60-64%
There is evidence of a good standard of reflection on own professional competencies and the career plan is
based on contextual evidence and displays a reasonable level of originality of thought and expression
Satisfactory Achievement: 55-59%
There is evidence of a satisfactory standard of reflection on own professional competencies and the career
plan is based on contextual evidence and displays a reasonable level of originality of thought and expression
Adequate, but weak Achievement: 50-54%
There is evidence of an adequate standard of reflection on own professional competencies and the career
plan is based on a limited consideration of contextual evidence.
Unsatisfactory Achievement: 40-49%
There is evidence of a less than adequate standard of reflection on own professional competencies and the
career plan includes little consideration of contextual evidence.
Very unsatisfactory Achievement: 1-39%
There is evidence of a minimal standard of reflection on own professional competencies and the career plan
includes little or no consideration of contextual evidence.
Values:
Identification and the development of appropriate responses to ethical issues.
Exemplary Achievement: 90-100%
Consideration and application of ethical standards in the work are exemplary with the highest levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Outstanding Achievement: 80-89%
Consideration and application of ethical standards in the work are outstanding with the high levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Excellent Achievement: 70-79%
Consideration and application of ethical standards in the work are excellent with high levels of judgement
and contextualisation of theory being displayed in the development of appropriate responses to ethical
issues
Very Good Achievement: 65-69%
Intellectual skills:
Application of problem-solving and decision-making skills to complex and unstructured managerial and
organisational problems. This will involve the integration of theory from different disciplines, observation of practice,
and the construction and application of coherent arguments about theory and practice.
Exemplary Achievement: 90-100%
There is an exemplary level of criticality displayed in the application of problem-solving and decision-
making skills to complex and unstructured managerial and organisational problems. Theory from different
disciplines, observation of practice, are thoroughly integrated into coherent and highly persuasive
arguments about theory and practice
Transferable skills:
Clarity of communicate in an appropriate medium to a named audience.
Exemplary Achievement: 90-100%
The work displays exemplary clarity of communication with the insightful selection of a range of media
highly appropriate to the full array of audience needs
Outstanding Achievement: 80-89%
The work displays outstanding clarity of communication with the insightful selection of a range of media
highly appropriate to a broad array of audience needs
Excellent Achievement: 70-79%
The work displays excellent clarity of communication with the appropriate selection of a range of media
according to a broad array of audience needs
Very Good Achievement: 65-69%
The work displays very good clarity of communication with the appropriate selection of a range of media
according to a broad array of audience needs
Good Achievement: 60-64%
The work displays good clarity of communication with the appropriate selection of a range of media
according to a broad array of audience needs
Satisfactory Achievement: 55-59%
The work displays satisfactory clarity of communication with the appropriate selection of media according to
an array of audience needs
Adequate, but weak Achievement: 50-54%
The work displays adequate clarity of communication with the selection of media according taking into
consideration some audience needs
Unsatisfactory Achievement: 40-49%
The work displays a lack of clarity of communication with little attention to audience needs in the selection
of appropriate media
Very unsatisfactory Achievement: 1-39%
The work displays a poor level of clarity of communication with no explicit attention to audience needs in
the selection of appropriate media
Values:
Identification and the development of appropriate responses to ethical issues.
Exemplary Achievement: 90-100%
Consideration and application of ethical standards in the work are exemplary with the highest levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Outstanding Achievement: 80-89%
Consideration and application of ethical standards in the work are outstanding with the high levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Excellent Achievement: 70-79%
Consideration and application of ethical standards in the work are excellent with high levels of judgement
and contextualisation of theory being displayed in the development of appropriate responses to ethical
issues
Very Good Achievement: 65-69%
Consideration and application of ethical standards in the work are very good with reasonable levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Good Achievement: 60-64%
26-Sep-16 wk 1
03-Oct-16 wk 2
10-Oct-16 wk 3
17-Oct-16 wk 4
24-Oct-16 wk 5
31-Oct-16 wk 6
07-Nov-16 wk 7
14-Nov-16 wk 8
21-Nov-16 wk 9
28-Nov-16 wk 10
05-Dec-16 wk 11
12-Dec-16 wk 12
19-Dec-16 Christmas wk 1
26-Dec-16 Christmas wk 2
02-Jan-17 Christmas wk 3
09-Jan-17 Exam wk 1
16-Jan-17 Exam wk 2
23-Jan-17
30-Jan-17 wk 13
06-Feb-17 wk 14
13-Feb-17 wk 15
20-Feb-17 wk 16
27-Feb-17 wk 17
06-Mar-17 wk 18
13-Mar-17 wk 19
20-Mar-17 wk 20
27-Mar-17 wk 21
03-Apr-17 Easter wk 1
10-Apr-17 Easter wk 2
17-Apr-17 Easter wk 3
24-Apr-17 wk 22
01-May-17 wk 23
08-May-17 wk 24
15-May-17 Exam wk 1
22-May-17 Exam wk 2
29-May-17 Exam wk 3
05-Jun-17 Exam wk 4
12-Jun-17
19-Jun-17
26-Jun-17
03-Jul-17
10-Jul-17
17-Jul-17
24-Jul-17
31-Jul-17
07-Aug-17 Reassessment Exam wk 1
14-Aug-17 Reassessment Exam wk 2
21-Aug-17
Business School
A PROFORMA FOR
This proforma should be completed by all staff and research students undertaking any research project
and by taught students undertaking a research project as part of a taught module.
Part A (compulsory)
Programme of Study............................
.................................
..................................................
.................................
.................................
...................................
...................................
Signature of researcher.........................................................
Signature of researcher.........................................................
If statement 1 is ticked and signed, there is no need to proceed further with this proforma, and research
may proceed now.
If statement 2 is ticked and signed the researcher should complete part B of this proforma.
Part B
This proforma should be read in conjunction with the Ethical Principles for Researchers and the HUBS
flow chart of research ethics procedures. It should be completed by the researchers. It should be sent
on completion, together with a brief (maximum one page) summary of the issues/problems in the
research (and how they are proposed to be dealt with), for approval to the Chair of the HUBS Research
Ethics Committee (or nominated Committee member) or in the case of research being completed as part
of a taught module to the students supervisor or module leader prior to the beginning of any research.
NOTE
If this research has a research population of those under 18 years of age it requires specific authorisation,
including that from authorities outside the University. It should not proceed until such authorisation has
been obtained in writing.
1. Will you obtain written informed consent from the participants? Y/N
If yes, please include a copy of the information letter requesting consent. In the case of electronic
surveys it is acceptable to advise participants that completion of the survey constitutes consent.
Please provide a printout of the survey template.
If no, the research should not proceed unless you can specifically satisfy the Research Ethics
Committee with the measures you will take to deal with this matter.
3. Issues for participants. Please answer the following and state how you will manage perceived risks
if any answer is YES:
f Will the study take place in a setting other than the University
campus or residential buildings? YES NO
*Note: if the intended participants are of a different social, racial, cultural, age or sex group to
the researcher(s) and there is any doubt about the possible impact of the planned procedures,
then opinion should be sought from members of the relevant group.
4.
Might conducting the study expose the researcher to any risks (e.g.
collecting data in potentially dangerous environments)? Explain your YES NO
method of dealing with this.
6. Does the research conflict with any of the HUBSs research ethics principles? Y/N
If YES do not proceed Describe for the Research Ethics Committee what action you have taken to
address this?
7. If the research requires the consent of any organisation, have you obtained it? Y/N
If NO, do not proceed. Describe for the Research Ethics Committee what action you have taken to
overcome this problem.
8. Did you discuss the ethical problems with this research with an informed colleague (including
supervisors for PhD students)? Y/N
Thank you for completing this proforma. If you are a research student/member of staff this form must be
signed by you, your supervisor/colleague and the HUBS Research Ethics Committee representative for
your area.
In the case of students undertaking research as part of a taught module, it must be signed by you and your
supervisor or module leader.
Once signed, staff and research students should send copies of this form, and the proposal must be sent to
the Secretary of the Research Ethics Committee, Hull University Business School (see flow chart),
including where possible examples of letters describing the purposes and implications of the research,
and any Consent Forms (see appendices).
Name of Researcher/Student
For proformas relating to research funded by grants, please complete the following:
pFact no:
RAR no:
Funder/sponsor
In your work, you should use the existing knowledge of others to back up and provide evidence for your arguments.
The sources of information you use may include such material as books, journal articles (paper or electronic),
newspapers, government publications, websites, videos, computer programs and so on.
An in-text author-date system (often referred to as the Harvard system, but APA is also allowed)
An author-title (short title) footnote system, derived from a standard source (a Chicago style system and
OSCALA is allowed).
Different schools will have different preferences for which referencing style is used, based on disciplinary needs. You
therefore need to find out which referencing style your school uses and use that system. In essence, your school
should be using one of Harvard, APA, Chicago style footnote or OSCALA as their chosen referencing system.*
As long as you use one of the four University approved referencing systems consistently you should not be penalised.
It is strongly advised that you also learn to use bibliographic software (e.g. RefWorks or Endnote) to manage your
references.
Staff are not expected to comment on initial drafts of coursework assessments. However, tutors should be prepared
to discuss and comment on assignment plans and/or indicative structures of student work. Time within the module /
programme may be identified (which is preferable) for this or students should be directed to meet with tutors during
their office hours or book a meeting at another time (again, this should be made clear in the module hand book).
Where staff provide students with assessment guidance via canvas, thus giving all students access to guidance asked
for by individual students, then it should be made clear to students up to what point this guidance will be posted and
also the expected response time from the tutor (i.e. so many working days).
Students submit their work electronically wherever possible. This is processed via canvas through the Turnitin
plagiarism detection system. The work is marked and annotated as appropriate, so as to assist the student
understanding of their strengths and weaknesses in their submission. There is a standard HUBS Assessment form to
use to record these strengths or weaknesses or a bespoke assessment marking form can be used that reflects how the
allocated mark was achieved. Staff may use their own feedback sheets if this helps in relating the feedback to the
modules learning outcomes and refers students to the assessment criteria.
All feedback needs to be clear and legible. Wherever possible feedback must be electronic. The Schools Learning
Technology Officer is available to provide advice and assistance to staff on digital tools that can be used to assist with
efeedback.
Feedback should be returned in a timely manner and at the latest within 4 weeks of submission.1 Details of these
deadlines are provided via email to staff and via canvas to students.
Feedback needs to be detailed and ensure the student is clear about what things they did particularly well and what
they could have done to improve the work they submitted. This will necessarily require staff to write more than a few
sentences. Feedback should be constructive, clear and supportive and should not be sarcastic. Feedback must
include specific reference to module learning outcomes or to clear grading criteria derived from module
learning outcomes and it should be made clear to students at the onset the principles on which the work will be
marked. Feedback should indicate specifically whether each outcome has been achieved and if not the reasons for this
judgement. Feedback should include targets for future development, for example:
- General academic features/study skills
- Presentation, style, structure
- Range and use of reading
- Criticality
- Focus on the question/establishment of a key and relevant question
It is recommended that where possible/appropriate, indicative answers to questions and exemplar answers are
provided, so that students can generate their own feedback by comparing their previously assessed work against the
answers.2.
Key issues common across assignments from a particular group can be collated and fed back collectively to the class,
either within class time or via canvas.
1Bank holidays, University closure days and University Easter days are not included in the 4 week calculations.
2Pending any further clarification from the University Solicitors Office, student work used in this manner must be anonymised and
permission gained from the student concerned
Feedback on examinations
It is important that students receive feedback on examinations just as they do for coursework however, this is done
on a cohort, rather than individual student basis (although students would still be able to seek out feedback on an
individual basis, should they so wish).
For this purpose a typed feedback summary should be completed and posted onto the module canvas site. The
summary should take into account the principles described above for coursework feedback and identify what was
done particularly well by students and what common problems or errors were made by students sitting the paper.
The summary may also include the model answers which were provided to the external examiner. If this is done then
it is best to remove the marks allocation. Additionally, the module team should ensure that similar questions will not
be used in the future where access to previous model answers could then result in students gaining advantage.
This feedback should be posted on the canvas site within 1 week of the students being able to access their results via
the portal (this will be within approx 8 weeks of the completion of trimester 1 and within 1 week of the summer
programme boards - information on exact timing will be provided at the start of each academic year).
August 2015
Summary / Description:
This code outlines the Universitys minimum expectations of Academic Support Tutors and
students, including the interaction and service level between them.
During the transition year of 2015-16, the term Academic Support Tutors applies equally to
any references to Academic Tutors.
Version 2 04 (Jul 11) removes the paragraph about Scarboroughs use of the Consultation Tutor system
(no longer in use)
Version 2 03 (Feb 11) updates code with reference to new committee structure
This university Code has been written in accordance with the approach approved by QSC to enhance
clarity (Quality Handbook section A2) involving the following terminology:
must = mandatory
should = advisable
may = desirable.
Where these terms are used they are emphasised in bold.
PURPOSE
1. The purpose of this code of practice is to explain the commitment of the University of Hull to
provide undergraduate and postgraduate taught students3 with the support of an Academic
Support Tutor or access to equivalent academic and pastoral support. It defines a relationship
which is based on a partnership between staff and students and therefore sets out the
obligations of both through which an effective academic support system can operate. They set
out these obligations because each academic department is free, and encouraged, to enhance
the support provided, which may be achieved, for example, by providing group academic
support in addition to personal academic support. Academic support is intended to support
retention of students, by providing support and advice to students on academic progress in
addition to advice and guidance on pastoral matters, including referral to other appropriate
services.
AUTHORITY
3. The University Learning, Teaching and Assessment Committee (ULTAC) is the final arbiter of
the application and interpretation of this code of practice.
SCOPE
4. This Code of Practice has been approved by ULTAC and will be subject to regular review. All
academic staff who act as Academic Support Tutor are expected to be familiar with them. This
code and therefore the commitment to provide an Academic Support Tutor applies to all
undergraduate and taught postgraduate students whether they are undertaking a certificate,
diploma or degree on a full-time or part-time basis on the University campuses or elsewhere, or
exchange students or single module students. In certain circumstances it can be expected that
modifications may be made for example in terms of accessibility where a student is based other
than on the campuses.
Exchange Students
9. Students who are studying at the University on an exchange or similar programme from an
overseas University are also covered by this Code of Practice. Each student will be allocated a
home department, irrespective of the modules they are undertaking, and that department will
be responsible for allocating an Academic Support Tutor.
Remember that the University is committed to preventing harassment of any member of the
University whether staff or student. This is published in a University Policy available to you
through the on-line handbook at
http://www2.hull.ac.uk/student/studenthandbook/regulations/preventionofharrassment/harassme
ntpolicy.aspx. No member of staff will act to a students detriment as a result of a request for a
change of Academic Support Tutor.
REFERENCES
17. The Academic Support Tutor may be approached by the student for a reference either part way
through a programme, towards the end, or even after programme has ended. The expectation
is that the Academic Support Tutor will provide a reference and refusal to do so will be
exceptional. An Academic Support Tutor might legitimately refuse to provide a reference for
example where a tutee has failed to comply with departmental requirements to attend meetings
with the Academic Support Tutor.
19. Specifically the Senior Tutor deals with academic appeals where they will receive the appeal,
investigate and make a decision on whether or not there are grounds for appeal. As part of this
process they may interview you, though your appeal should contain all of the information
relevant to your case.
FEEDBACK
21. This Code of Practice has been revised following extensive consultation. Constructive feedback
is welcome at any time either through your Academic Support Tutor or Staff/Student
Committee.
The University defines a complaint as a specific concern on the part of a student about the provision of education or
other service by the University, or the Students Union. Examples include:
The complaints regulations specifically do not cover a complaint by a student about another student and this
should be dealt with under the Student Code of Discipline.
The complaints regulations set out the procedures through which formal complaints by students on all Business
School programmes or modules, regardless of location or method of delivery, must be addressed. They emphasise
informal resolution as the first objective, therefore, the first action that a student with a complaint should make is
to approach the person or office concerned (e.g. Module/Programme Leader, Academic Support Tutor or Business
School Student Support Office) in order to seek an informal resolution agreed by both parties.
If, after seeking informal resolution, the student still believes that the complaint has not been addressed
appropriately then the complaint will become formal and all such formal complaints must be lodged in writing to
the School Complaints Officer.
The School Complaints Officer will investigate the complaint, offer the complainant the opportunity of a meeting, and
produce a written report to the complainant within one month of receiving the written complaint. The report to the
complainant will state his/her right to register a formal Appeal with Student Progress Committee within 21 days if
s/he is dissatisfied with the final outcome of their complaint to the Business School. This appeal will then be further
investigated by the Senior Tutor delegated to the school.
In any case where the complainant declares, or is already known to have, a disability, the complaint will be copied
to the Student Wellbeing, Learning and Welfare Support Team which will advise on any reasonable adjustments
required in investigating the complaint. In any case where the complaint is against the School Complaints Officer
the issue will be investigated by an Associate Dean. Complaints by students on Dual Award programmes should be
made to the partner that is the subject of the complaint. Complaints concerning all Hull and Scarborough campus
issues should be made using the procedure outlined above.
Complaints by students on part-time and on distance taught programmes should also be made using the procedures
outlined above. Complaints by students on validated programmes delivered by the University's partner institutions
must be made to the college which is the subject of the complaint using the college's own complaints procedures.
Key contacts:
School Complaints Officer via the Business School Student Support Office
Room 018, Esk Building, +44 (0)1482 463633, hubsstudent@hull.ac.uk