Mba Information Handbook

School of Management and Business
Ysgol Rheolaeth a Busnes
MBA
DEGREE SCHEME
HANDBOOK
www.aber.ac.uk/smb
2009/2010
Cledwyn Building
Penglais
Aberystwyth
Ceredigion
SY23 3DD
Tel: 01970 622523
Fax: 01970 622524
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This handbook has been produced to help you navigate your way
through the MBA degree. It gives you dates and includes
information covering the structure and content of modules,
highlights the types of facilities that you will use and development
opportunities that you can take advantage of during your period
of study.
This booklet also includes useful sections covering referencing,

academic requirements and progression rules. We hope that it
will help you to get the most from your time spent studying for a
postgraduate degree here in Aberystwyth.
Please note that the School of Management and Business has made every effort to ensure the
accuracy of the information appearing in this handbook, details of course content and structure
may change without notice.
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INDEX OF CONTENTS:
Page
Dates of Terms 5
MBA Degree Scheme Structure 6
Core Modules Semester 1 7
Core Modules Semester 2 19
Elective Modules Semester 2 26
Management Reports (MBM9260) 41
Facilities 47
Professional Development 50
The Academic Year 51
Assessment Criteria 55
Academic Progress 59
Progression Rules 66
Welfare Matters 69
Student Support Services Contact List 71
Referencing Guide 73
Staff Contact List 83
Session 2009/2010
Michaelmas Term (1)

5
Monday 28th September 2009 - Saturday 19th December 2009
Lent Term (2)

Monday 11th January 2010 - Saturday 27th March 2010
Revision Week
Monday 11th January 2010 - Sunday 17th January 2010
Semester 1 Examinations
Monday 18th January 2010 – Saturday 30th January 2010
(teaching begins Monday 1st February 2010)
Easter Term (3)

Monday 19th April 2010 - Saturday 5th June 2010
Semester 2 Examinations
Monday 17th May 2010 - Saturday 5th June 2010
Graduation
Tuesday 12th July 2011 – Friday 15th July 2011
Please note:
There may be activities and events where dates and times will be confirmed later during the
terms. It is our expectation that all students will be attending all activities/events scheduled
during term time, unless there are personal/medical circumstances preventing them to do so.
Any personal travel arrangements must, as far as possible, be scheduled outside term periods.
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Degree Scheme Structure
MBA N192
Part One
Semester One Core Modules
MBM1010 Economics for Managers

MBM2010 Financial Reporting
MBM3010 Marketing Principles
MBM6010 Quantitative Methods (Statistics)
MBM7010 Human Resource Management
MBM9110 Information Systems and the Digital Firm
Semester Two Core Modules
MBM1110 Operations Management

MBM1610 Financial Management
MBM8010 Strategic Management
MBM8810 Principles of Project Management
20 elective credits to be taken during Semester Two
Semester Two Elective Options
ACM2420 Financial Markets and Investment

ECM4210 International Business: Opportunities and Risks
MBM1510 International Markets and Marketing
MBM3110 Supply Chain Management*
MBM9010 Small Business Management*
MMM1910 Managing in the Global Economy
MMM3210 Marketing Communications
MMM4010 Internet Marketing and E-Business*
Part Two
MBM9260 Management Reports
*These elective modules are not timetabled onto the MBA (Monday/Tuesday) timetable. As a
result, they may occasionally clash with other MBA activities.
All elective modules are subject to availability and due to the number of elective modules on
offer, choices may be restricted by timetable clashes. If this occurs, any core modules involved
will take priority. The School of Management and Business may withdraw a module from offer
where student take-up is too low to form a viable group, or as a result of staffing changes.
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CORE MODULES
SEMESTER 1
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Module Identifier MBM1010
Module Title Economics For Managers
Academic Year 2009/2010
Co-ordinator Mr Dennis A Thomas
Semester Semester 1
Other Staff Professor Peter R Midmore
Course Delivery
Lecture Introduction plus 10 x 2 hour sessions
Seminars / Tutorials Fortnightly tutorials and group based activities
Assessment
Assessment Type Assessment length / details Proportion
Semester Assessment Group project 25%
Semester Exam 2 Hours 75%
Supplementary Exam 2 Hours 100%
Learning Outcomes
On successful completion of this module students should be able to:
understand how economics can be used to formulate and inform business and everyday
problems, in particular those involving choice.
Aims
The aim of the course is to introduce selected economic concepts and demonstrate their application in
practical decision-making contexts. On completion of the course students will understand how economics
can be used to formulate and inform business and everyday problems, in particular those involving choice.
Brief description
This module is designed for students without significant background in economics.
Content
1. Introduction: What is Economics, and Why 'Economics for Managers'
2. Demand, Supply and Market Equilibrium
3. Market Intervention
4. Profit Maximisation
5. Firms Within Markets: Alternative Market Structures
6. Competitive Firms and Perfect Competition
7. Market Failure and Inefficiencies: Monopoly Imperfections and Externalities
8. Optimisation and Equating at the Margin
9. Producer Behaviour: Deciding How Much to Produce
10. Cost Minimisation and Cost Curves
11. The Oligopoly Problem
12. Strategic Decision Making and Game Theory
13. Separation of Ownership and Control
14. Principals and Agents: Incentive Contracts
15. Bidding, Contracting and Auctions
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Reading List
Recommended Text
Kreps, David M (2004) Microeconomics for Managers W W Norton & Company, New York and London
Voyager Search
Supplementary Text
Dixit, Avinash K. (1991) Thinking Strategically Alternative and additional sources edition n.e. W.W.Norton
Voyager search Dobbs, Ian (2000) Managerial Economics Alternative and additional sources Oxf.U.P.
Voyager search Fisher, Timothy C. G. (2002.) Managerial economics :a game theoretic approach /[by]
Timothy C.G. Fisher and Robert G. Waschik. Routledge Voyager search McMillan, J (1995) Games,
Strategies and Managers Oxford Voyager search Petrochilos, George A. (2004.) Managerial economics :a
European text : theory, policies, and problems /George A. Petrochilos.
http://www.loc.gov/catdir/description/hol041/2003060863.html Palgrave Macmillan Wilkinson, N (2005)
Managerial Economics: A Problem Solving Approach Cambridge University Press, Cambridge Voyager
search
Notes
This module is at CQFW Level 7
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Module Title Financial Reporting
Co-ordinator Ms Megan R Williams
Semester Semester 1
Other Staff
Course Delivery
Seminars / Tutorials 6 x 1 hour
Lecture 18 x 1 hour
Assessment
Semester Assessment 30%
Learning Outcomes
Having completed this module, student should be able to:
• describe and explain the conventions which underpin financial accounting

• describe, compare and contrast the different forms of UK business organisations
• explain, apply and illustrate the rules by which assets, liabilities, income and expense are
determined for insertion into financial accounts
• interpret a simple trial balance and thence prepare a set of accounting statements (profit and loss
account, balance sheet and cash flow statement)
• interpret simple financial statements, perform financial ratio analysis and prepare a simple analyst
style report, tying in numerical work to interpret underlying business history, position and
prospects
Aims
This module aims to give students a practical grasp of the basics of financial reporting (context, purpose
and the regulatory framework), the recording of business transactions and the preparation, understanding
and analysis of financial accounts (being the profit and loss account, balance sheet and cash flow
statement). The over-riding concern is that students should not be panicked or cowed when faced with
financial accounting information; rather, that they should be able properly to discern and interpret financial
accounting information, and contribute usefully to discussions and decision making based on or about it.
Brief description
This module is intended to provide a practical understanding of the context, preparation and analysis of
financial accounts, as pertinent to the non-specialist general manager.
Content
• context and purposes of financial reporting in the UK
• regulatory framework and standards for financial reporting
• accounting concepts, policies and treatments
• recording business transactions
• preparation of financial statements (profit and loss account, balance sheet and cash flow
statement)
• interpretation and analysis of financial statements
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Transferable skills
The module also aims to assist the development of a variety of personal transferable skills by encouraging
students to:
• identify and distil the key issues covered by lectures, tutorials and recommended readings
• develop basic information accessing and research skills; discriminate between relevant and
irrelevant information for the purposes of decision making; analyse data, apply judgement and
solve problems
• communicate effectively both orally and in writing; participate actively in tutorials either by leading
discussions or responding to issues raised; and work under pressure and meet deadlines
Reading List
Supplementary Text
Parker, R H (1999) Understanding Company Financial Statements Penguin Voyager search
Attrill, P and McLaney, E (2001) Accounting and Finance for Non-specialists Prentice Hall
Voyager search Davies, Tony and Pain, Brian (2001) Business Accounting and Finance
McGraw-Hll Voyager search
W Reid and D R Myddleton () The Meaning of Company Accounts 7th edition Gower Voyager
search
Notes
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Module Title Marketing Principles
Co-ordinator Mr Tony McGuinness
Semester Semester 1
Other Staff
Course Delivery
Lecture 10 x 2 hours
Assessment
Semester Assessment One piece of assessed coursework 30%
Supplementary One previous or supplementary piece of assessed coursework 30%
Assessment
Learning Outcomes
1. Have a clear understanding of marketing principles and strategies,

2. be able to apply them in a reflective way to organisations in which they have prior managerial
experience,
3. be able to apply them in a prescriptive way to other organisations.
Aims
This module deals with the role of marketing in the strategic and functional management of organisations.
It treats marketing as those particular behaviours whose role is to develop the link between customers and
some key proceses within the organisation - these behaviours are what distinguish marketing from other
functional areas of business.
Brief description
This module presents a strategic view of the distinctive role that marketing plays in core, value-delivery,
business processes.
Content
Introduction to marketing
Strategic marketing planning
External and internal environments of a makreting organisation
Models of buyer behaviour
Marketing strategy: segmentation, targeting and competitive positioning
Marketing tactics: the 4 Ps
Competitive marketing strategies: contexts and cases
Reading List
Essential Reading
Hooley, Graham J. (2004.) Marketing strategy and competitive positioning /Graham J. Hooley, John A.
Saunders, Nigel F. Piercy. 3rd ed. Financial Times/Prentice Hall Voyager search
Recommended Text
(2000.) The Oxford textbook of marketing /edited by Keith Blois. Oxford University Press Baker, Michael
John. (1999.) The IEBM encyclopedia of marketing /edited by Michael J.Baker. International Thomson
Business Voyager search Doyle, P. and Stern, P (2006) Marketing Management and Strategy 4 Edition
Prentice Hall Voyager search Weitz, B and Wensley, R (editors) (2003) Handbook of Marketing Sage
Publications Voyager search
Supplementary Text
Kotler, P., Wong, V., Saunders, J., and Armstrong, G. (2005) Principles of Marketing 4 European Edition
London: Prentice-Hall Voyager search
Notes
This module is at CFQW Level 7
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Module Title Quantitative Methods (statistics)
Co-ordinator Dr John A Lane
Semester Semester 1
Other Staff Dr John A Lane
Course Delivery
Lecture 1 Hours. (2 x 1-hour lectures per week)
Practical 1 Hours. (computing practicals)
Other 4 Hours. (4 x 1-hours example classes, plus tutorials as required)
Assessment
Assessment Assessment length / details Proportion
Type
Semester 2 Hours (open book, in class test) 30%
Assessment
Semester Exam 2 Hours (written examination) 70%
Supplementary 2 Hours [If open book test passed (50% or more), mark is carried 100%
Exam forward with weighting 30% and supplementary exam will contribute 70%.
If open book test failed, supplementary exam will be 100%.]
Learning Outcomes
On completion of this module, a student should be able to
• identify common types of data; summarise and interpret them in business contexts.
• calculate probabilities and conditional probabilities in a variety of situations.
• select an appropriate probability distribution for common types of data; find relevant probabilities
using tables, calculator or computer package.
• calculate the mean, variance and standard deviation of multiples and sums of independent
random variables.
• calculate confidence intervals for single random samples and paired data.
• formulate, carry out and interpret tests of hypotheses in common business contexts.
• use a computer package to carry out simple data analyses, including the construction of control
charts, and interpret the output.
• use a computer package to estimate a linear relationship between two or more variables, interpret
the fitted model and use it for prediction.
Brief description
The first part of the course deals with the dual but distinct problems of summarising and interpreting data
and providing mathematical models for situations where there is inherent uncertainty. The latter requires
material on properties of standard probability distributions. The concepts and rules are generously
illustrated with examples from business or administrative contexts. The remaining part of the course is
concerned with statistical inference. Here the basic ideas and elements are introduced and applied to a
variety of contexts including applications to quality control.
The module will make substantial use of a statistical package for some of the calculations.
Aims
To introduce students to basic methods for summarising and interpreting data. To provide an
understanding of, and working facility in, probability and statistical inference. To illustrate the uses of
probability and statistics in solving business problems.
Content
1. Summarising Data. Types of data. Frequency tables, pie and barcharts; descriptive statistics,
histograms, stem and leaf, box and whisker plots. Comparing data sets. X-Y scatter plots, correlation.
2. Probability. Elementary rules, symmetric situations, combinatorics, sampling with and without
replacement. Applications.
3. Conditional Probability and Tree Diagrams. The chain rule, Bayes Rule. Applications. Expected value;
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decision making.
4. Probability Distributions. Binomial and Poisson, applications in modelling, 'rare event' model for the
Poisson. Mean, variance and standard deviation, basic properties. Normal distribution, density function,
use of Statistical Tables. Applications. Central Limit Theorem, approximation of the Binomial and Poisson
distributions by the Normal distribution.
5. Confidence intervals. Single Normal random sample, distribution of the sample mean, confidence
levels, confidence interval for the mean, with variance both known and unknown. Matched pairs. Large
sample interval for the Binomial and the Poisson.
6. Hypothesis Testing. Examples for Normal, Binomial and Poisson data. Simple and composite
hypotheses, critical (rejection) region, type I and II errors, P-value, significance level, power function,
formulation of problems. Control charts and quality control.
7. Regression. Linear regression of y on x. Least squares estimates, the correlation coefficient, the fitted
line, tests on slope and intercept, prediction.
Reading List
Recommended Text
J Curwin and R Slater (2000) Improve your maths, a refresher course Thomson Learning Voyager search
J Curwin and R Slater (2001) Quantitative Methods for Business Decisions 5th edition Thomson Learning
Voyager search M C Fleming and J G Nellis (2000) Principles of Applied Statistics 2nd edition Thomas
Learning Voyager search Swift, Louise. (2005.) Quantitative methods for business, management, and
finance /Louise Swift and Sally Piff. Palgrave Macmillan Voyager search
Supplementary Text
Curwin, J. (Aug. 2007) Quantitative Methods:Short Course Thomson Learning EMEA, Limited Voyager
search Newbold, P (1984) Statistics for Business & Economics Prentice Hall Voyager search Ryan,
Barbara (May 2006) Minitab Student Version 14 for Windows + Minitab Handbook Thomson Delmar
Learning Voyager search Weiss, N A (1997) Introductory Statistics 4th Addison Wesley Voyager search
Recommended Background
Moore, DS, McCabe,GP, Duckworth,WM and Sclove, SL (2003) The Practice of Business Statistics W H
Freeman Voyager search
Notes
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Module Title Human Resource Management
Co-ordinator Dr Michael Savvas
Semester Semester 1
Other Staff
Course Delivery
Seminars / Tutorials
Assessment
Semester Assessment 2000 Word Essay/Report 30%
Learning Outcomes
• Define the key terms in Human Resource Management.

• Explain the shift from Personnel Management to Human Resource Management.
• Determine the key concepts of Human Resource Management.
• Apply the elements of performance management to a company.
• Examine Human Resource Management from an international dimension.
• Determine the case for managing diversity in a company.
Aims
To equip students with a thorough knowledge and understanding of the work of the personnel function in
various organisations. To assess the appropriateness of organisational behavioural contributions
developed in the Organisation Behaviour module for current human resource management practices and
opportunities. To develop in some detail the human resource management contribution to the
management of different organisations especially in the global context. To analyse the nature of power
and authority in organisations in relation to the development of appropriate and effective Human Resource
Management practices. To develop the knowledge and skills required by Human Resource Management
in making an effective contribution to organisations.
Brief description
The module will take a macro to micro perspective and will consider the following issues:
• Human Resource Management within the context of overall organisational performance.

• Organisational and national culture as a variable affecting the effective implementation of PM
systems
• An evaluation of traditional personnel management versus strategic Human Resource
Management, the myths and realities.
• Micro issues influencing, and influenced by, PMS and HRM: Entry (recruitment and selection);
Ongoing (training and development, empowerment, appraisal); Outgoing (labour turnover,
succession planning).
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Reading List
Recommended Text
Banfield, P and Kay, R. (2008) Introduction to Human Resource Management Oxford
University Press Voyager search Beardwell, I., Holden, L., Claydon, T (2007) Human
Resource Management: A contemporary approach 5th edition Prentice Hall Voyager search
Dowling, PJ, Festing, M, Engle AD (2008) International Human Resource Management 5
Edition Thomson Pub Voyager search Redman, T and Wilkinson, A (2001) Contemporary
Human Resource Management, Text and Cases Prentice Hall Voyager search Sparrow, P.,
Brewster, C and Harris H (2004) Globalizing Human Resource Management Routledge Pub
Voyager search Torrington, D., Hall, L and Taylor, S (2005) Human Resource Management 6
Edition Prentice Hall Voyager search
Notes
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Module Title Information Systems And The Digital Firm
Co-ordinator Dr Ian Harris
Semester Semester 1
Mutually Exclusive ILM5810
Other Staff
Course Delivery
Lecture 8 x 2 hour lectures
Seminars / Tutorials 2 x 1-hour tutorial
Assessment
Type
Semester Critically evaluate one aspect in the planing, development or 50%
Assessment implementation of an holistic information system within an organisation
of your choice and comment critically on the management chanllanges
and techniques that can be used.
Semester Exam 2 Hours Group 'seen' examination questions, researched in groups but 50%
individually assessed at examination.
Supplementary 2 Hours Resit or Resubmission as appropriate. 100%
Assessment
Learning Outcomes
Demonstrate a full understanding of the global environment that drives business change
Analyse and critically evaluate the role of Information Systems in both mitigating and creating global
business challenges.
Identify and discourse the Management Challenges of building and further developing Management
Information Systems.
Evaluate the relationship between business processes and Information System input, codification and
output.
Explain how information systems create new efficiencies in working practice.
Analyse the relationship between an information system and an organisation.
Describe and fully articulate the decision processes seen in an organisation.
Evaluate organisational inhibitors and understand the cost/benefit of information systems implementation.
Critically argue that the strategy and business plan drives the development and further planning of an
information system.
Identify the core competencies required in the systems development process.
Evaluate the principal causes of information system failure.
Select appropriate implementation strategies for information systems development.
Compare and contrast the global strategies for developing a business information system.
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Aims
The aim of this module is to provide students with a full and experiential understanding of the challenges
that managers have when choosing, implementing and using Information Systems. Major emphasis is
made on the humanistic influences of effective Information System implementation and transformation.
Additionally, the module seeks to create an awareness of the information systems that may be utilised by
management in an attempt to make their actions more effective. A substantial part of the teaching involves
case study where the students can empathise fully with the issues and gain a more complete
understanding of the issues. Finally, the students are made aware of the psychologies and methodologies
associated with Information System implementation.
Brief description
Today it is widely recognized that information systems knowledge is essential for managers, because
most organizations need information systems to survive and prosper. Information systems can help
companies extend their reach to faraway locations, offer new products and services, reshape jobs and
work flows, and perhaps profoundly change the way they conduct business.
Four powerful worldwide changes have altered the business environment. The first change is the
emergence and strengthening of the global economy. The second change is the transformation of
industrial economies and societies into knowledge- and information-based service economies. The third is
the transformation of the business enterprise. The fourth is the emergence of the digital firm. These
changes in the business environment and climate, pose a number of new challenges to business firms
and their management.
Content
1. Managing the Digital Firm
2. Information Systems in the Enterprise
3. Information Systems, Organizations, Management, and Strategy
4. Managing Data Resources
5. Redesigning the Organization with Information Systems
6. Understanding the Business Value of Information Systems and Managing Change
7. Enhancing Management Decision Making for the Digital Firm
8. Managing International Information Systems
Reading List
Recommended Text
Kenneth C. Laudon and Jane P. Laudon Essentials of Management Information Systems,
fifth edition
Voyager search
Christine Urquhart Information systems analysis and implementation Voyager search D E
Avison Information systems development: methodologies, techniques and tools Voyager
search Diane L Bordent and Kerric Harvey The Electronic Grapevine Voyager search Donal
J Flynn Information systems requirements: determination and analysis Voyager search
Robert Schultheis Management information systems: the manager's view Voyager search
Wendy Robson Strategic management and information systems: an integrated approach
Voyager search
Notes
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CORE MODULES
SEMESTER 2
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Module Title Operations Management
Co-ordinator Dr Ying Yang
Semester Semester 2
Other Staff
Course Delivery
Assessment
Semester Assessment Case Study 1,500 words 20%
Learning Outcomes
On completion of the module, students will be able to explain clearly the subject matter and its pertinence
to/implications for the wider business. Students will also be expected to identify the various key
components of Operations Management. Students will be able to address (both on an academic
and practical basis) a variety of operations management issues both through a process of
discussion and written work.
Aims
The main aims of the proposal are:
To introduce students to and develop their understanding of the discipline, concepts, theories and
practical models of Operations Management in the context of modern, well-integrated businesses; to build
students' ability/skills to approach and analyse a variety of operations management issues and problems.
To familiarise students with the use of case study material as a form of learning, and to improve students'
operations management topic-discussion skills.
Reading List
General Text
D Waller (2003) Operations Management, A Supply Chain Approach Thomson Business Press Voyager
search M Christopher Supply Chain Management Voyager search N Slack, S Chambers, R Johnston ()
Operations Management 3rd edition Prentice Hall (Main text) Voyager search Selection of relevant Case
Studies Heizer, J. and Bender, B. (2006) Principles of Operations Management FT Prentice Hall Voyager
search Kruger, D., Wit, P. and Ramdass, K. (2005) Operations Management Oxford University Press
Voyager search Slack, N., Chambers, S. and Johnston, R. (2004) Operations Management FT Prentice
Hall Voyager search
Notes
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Module Title Financial Management
Co-ordinator Miss Sarah Lindop
Semester Semester 2
Other Staff
Course Delivery
Seminars / Tutorials 8 x 1 hour sessions
Assessment
Semester Assessment Case Study - 2,000 words 20%
Learning Outcomes
Having competed the module, students will be able to:
- Explain the key elements of the business finance environment;

- Analyse the role of financial markets and institutions in supplying finance;
- Analyse the costs of long-term finance and capital structure decisions;
- Apply the concept of the time value of money;
- Apply relevant investment appraisal techniques;
- Analyse the role of mergers and acquisitions in coporate restructuring.
Aims
To provide theoretical and practical perspectives on corporate financing, investing and mergers.
Brief description
The module introduces the fundamental concepts and techniques of corporate financial management,
within the themes of financing, investing and restructuring.
Content
The Business Finance Environment and Corporate Governance
Costs of Financing and Capital Structure
Time Value of Money and Investment Appraisal
A Review of Investment Appraisal Techniques
Mergers, Acquisitions and Restructuring
Reading List
General Text
Attrill, P (2007) Financial Management for Decision Makers, 5th edition FT Prentice Hall Voyager search
Knott, G (2004) Financial Management, 4th edition Palgrave McMillan Voyager search McLaney, E J
(2009) Business Finance: Theory and Practice, 8th edition FT Prentice Hall Voyager search Pike, R and B
Neale (2006) Corporate Finance and Investment, 5th edition FT Prentice Hall Voyager search
Notes
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Module Title Strategic Management
Co-ordinator Dr Sajjad Jasimuddin
Semester Semester 2
Other Staff
Course Delivery
Assessment
Semester Assessment One 2000-3000 word essay 40%
Learning Outcomes
• Critically evaluate issues in strategic management process, content and context;

• Appreciate the strengths and weaknesses of environmental assessment tools and techniques;
• Understand that there are various 'means' of an organization achieving competitive advantage in
marketplaces and be able to recognize the effects of industry, market and competitive dynamics
on the sustainability and development of such a market position;
• Recognize that change is rarely ad hoc but rather should be continuous and a feature of
organizational health;
• Consider new and emerging forms of competitive activity ? specifically understanding the concept
of 'coopetition' (collaborating with ones competitors); and,
• Understand that the assumptions underlying the linear, sequential and prescriptive models of
strategic planning - and, in turn, recognize the value of complexity theory in strategy formation.
Aims
To provide an increased understanding of the many, often conflicting, approaches to strategic
management and to critically reflect on the assumptions, possibilities and limitations of each approach.
To provide an awareness of how strategy functions within the wider internal and external business
environment.
To provide students with the necessary skills to apply their learning to a wide range of situations and
scenarios.
Brief description
For many, strategy appears to be the very pinnacle of the hierarchy of management subjects. However,
there is little agreement on what strategy is. This is the backdrop that sets the concerns and problematics
that this course deals with. We examine a number of different theories and frameworks of strategic
management and their origins and consider the prescriptions and shortcomings associated with each of
them.
Content
Introduction to strategy and modes of strategy formation
Analysis of various strategy frameworks
International strategy and the impact of globalisation
The role of the strategist
Organisational culture
Business ethics and corporate responsibility
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Reading List
Essential Reading
Hitt, M, et al Strategic Management: Competitiveness and Globalisation Voyager search
Supplementary Text
De Wit, R and Meyer, R (2004) Strategy: Process, Content, Context 3rd edition International Thomson
Business Press, London Voyager search Mintzberg, H. Ahlstand, B. and Lampel, J (1998) Strategy Safari
Harlow: FT Prentice Hall. Voyager search Scholes, K. Johnson, G. and Whittington, R. (2005) Exploring
Corporate Strategy: Text and Cases. Harlow: FT Prentice Hall Voyager search
Notes
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Module Title Principles Of Project Management
Co-ordinator Gary D Straw
Semester
Semester 2
Other Staff
Course Delivery
Lecture 8 x 2 hrs
Seminars / Tutorials 2 x 1 hr
Assessment
Semester 1 piece of group coursework (maximum 2,500 words) (40%) and 50%
Assessment presentation (10%)
Semester Exam 1.5 Hours 50%
Supplementary 1.5 Hours Supplementary exam: Resit examination or resubmission 100%
Exam as appropriate
Learning Outcomes
Understand the role of project management and project managers in the organisational environment.
Describe the main components of project management.
Understand and critically assess the organisational dynamics that provide the context for using specific
approaches.
Evaluate and compare different Project Management tools and techniques for their suitability.
Deploy appropriate methodologies and assess their individual future development needs in the field.
Communicate project content in a structured and coherent manner.
Aims
This module aims to provide an introduction to contemporary models of project management, both
theoretical and practical; of relevance in all organisational contexts. Complementing related modules, this
will:
a) improve the employability of students;
b) enhance their ability to manage comlex projects in changing and developing environments;
c) provide them with a sound basis for future development in the field.
Brief description
This module is intended to provide an insight into the context and application of contemporary
project management approaches.
Content
Primarily delivered through lectures, the module will include a small number of seminars and practical
sessions.
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Reading List
Essential Reading
Mantel, S et al. () Project Management in Practice 6th Edition John Wiley & Sons Voyager search Maylor,
Harvey (2003) Project Management 3rd edition Prentice Hall Voyager search
Supplementary Text
() International Journal of Project Management Elsevier Voyager search Bentley, C (1992) Practical
Prince 2 Manchester, NCC Blackwell Voyager search Burke, R (2003) Project Management - Planning &
Control Techniques 4th edition John Wiley & Sons Voyager search Knutson, J (editor) (2001) Project
Management for Business Professionals 1st edition John Wiley & Sons Voyager search Lock, D (2003)
Project Management 8th edition Gower Publishing Ltd Voyager search
Notes
26
ELECTIVE MODULES
SEMESTER 2
27
Module Identifier ACM2420
Module Title Financial Markets & Investment
Co-ordinator Miss Rasha Al Sakka
Semester Semester 2
Other Staff
Course Delivery
Seminars / Tutorials 6 x 1 hour tutorials
Assessment
Semester Assessment COURSEWORK ESSAY (3,000 WORDS) 20%
Semester Exam 3 Hours EXAMINATION 80%
Supplementary Exam 3 Hours EXAMINATION 100%
Learning Outcomes
Evaluate the structure, operation and role of financial markets.
Critically analyse the efficient markets hypothesis.
Explain and analyse the role of financial institutions and financial intermediation.
Analyse the risk-return trade-off in investments.
Explain and apply portfolio theory in the context of capital markets.
Explain and analyse the dominant asset pricing models.
Analyse portfolio management in practice.
Content
a) Introduction to financial markets and investment
b) Functions and mechanics of equity, foreign exchange and derivatives trading
c) The role of financial institutions and financial intermediation
d) The efficient markets hypothesis
e) Analysis of investment concepts, risk and return
f) Portfolio theory and capital markets
g) Asset pricing models
h) Portfolio management in practice
Brief description
The module will analyse the role of financial markets in supplying finance and managing financial risk
within companies and financial institutions. It will also address some key concepts, theories and practices
in managing portfolios and investing.
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Module Skills
Application of
This will be developed in tutorial work, specifically on aspects of portfolio theory.
Number
Oral communication skills will be developed in the tutorial sessions. Written
communication skills will be developed via the essay submission in particular. The
student will need to know how to exploit the available sources of information to
Communication
their best advantage. They will be expected to submit their work in word processed
format and the presentation of the work should reflect effective expression of ideas
and competent use of language skills.
The aim is to promote self management within the context of assistance from the
Improving own module coordinator. Students will improve their own learning and performance by
Learning and undertaking directed but independent study and research, and deciding upon the
Performance direction taken for their essay submission. Time management will be crucial in
preparation for the assessments.
Internet sources and other electronic information sources will be vital resources in
Information
preparing the essay submission. Students will also be expected to submit their
Technology
work in word processed format.
Personal The module provides content which may prove highly valuable for many students
Development and in their later careers in management or finance. The process of developing their
Career planning essays will also contribute to their transferable skills.
This will be developed through the need for research and preparation required for
tutorial sessions. Also, the essay submission will require the student to develop
Problem solving independent research skills and problem solving skills. The final examination will
ensure that an assessment of the students ability to work independently can be
undertaken.
The submission of an essay will reflect the independent research skills of the
Research skills student. The need to locate appropriate research resources (e.g. from the internet
and academic journals) will develop research skills.
Collecting and understanding data and literature on the module content. Evaluating
Subject Specific
alternative perspectives and practices. Demonstrating subject specific research
Skills
skills. Applying a range of subject specific quantitative techniques.
Tutorial sessions will include group discussions where the students are obliged to
Team work
discuss the core issues as a group.
Reading List
Recommended Text
Blake, D. (2000) Financial Market Analysis 2 Edition Wiley Voyager search Buckle, M. J. (c2004.) The UK
financial system :theory and practice /Mike Buckle and John Thompson. Manchester University Press
Voyager search
Notes
29
Module Identifier ECM4210
Module Title International Business: Opportunities And Risks
Co-ordinator Dr Sangeeta Khorana
Semester Semester 2
Pre-Requisite MBM1010
Pre-Requisite ECM4110
Other Staff
Course Delivery
Seminars / Tutorials 5 x 1 hour
Lecture 18 x 1 hour
Assessment
Semester Assessment Individual Report 30%
Supplementary Exam 2 Hours resit exam or resubmit failed element(s) 100%
Learning Outcomes
• have and understand a specific body of knowledge;

• be able to analyse and think critically;
• interpret statistics;
• present material both orally and in written form;
• manage their time;
• carry out independent tasks;
• work in groups.
Aims
To provide students with both subject specific and transferable skills. It also seeks to enable students to
assess the global environment and analyse international markets and industries. More specifically it will
focus on the problems involved in going international; the entry modes; financial management aspects as
well as risk management by assessing and evaluating the risks involved when transacting business
across the national boundaries.
Brief description
The intention of this module is to equip students with a thorough understanding of the main opportunities
and risks that firms face when making decisions to operate internationally. Specific issues covered include
the mode of internationalisation, ie, direct and indirect exporting, multinationality, joint ventures, mergers
and acquisitions, payment and exchange rate risks, risk assessment and arbitration procedures.
Content
Introduction
The process of internationalisation
The role of trading houses
Multinationality and location
Joint ventures, mergers and acquisitions
Payments systems and methods
Dispute resolution
Financial risks and risk transfer
Transferable skills
More specifically by taking this module students will enhance several transferable skills. Attendance at
lectures should help note taking and inculcate critical thinking. Essay writing will enhance writing as well
as time management skills and problem solving. Classroom participation and presentations will enhance
teamwork, communication and presentational skills and reinforce further time management skills. The
inclusion of web sites and encouragement to use the library fully should help to enhance basic IT and
research skills.
30
Reading List
General Text
Rugman, Alan M (Jan. 2006) Rugman:International Business_P4 Pearson Education, Limited Voyager
search Stonehouse, G, Campbell, D., Hamill, J and Purdie, T. (c2004.) Global and transnational
business :strategy and management /George Stonehouse ... [et al.]. Wiley Voyager search Wall, Stuart
(2004.) International business /Stuart Wall, Bronwen Rees. Financial Times/Prentice Hall Voyager search
Essential Reading
Hill, C. W. L. () International Business 6th Edition Irwin McGraw-Hill Voyager search
Recommended Text
Ball, D. A, McCulloch, W. H, Frantz, P. L, Geringer, M and Minor, M. S. (2004) International Business: The
Challenge of Global Competition 5th Edition Irwin McGraw-Hill Voyager search Bodie, Z and Merton, R
(2000) Finance 1st Edition Prentice Hall Voyager search Kerr, W. A. and Perdikis, N. (2003) The
Economics of International Business Chapman and Hall Voyager search
Notes This module is at CQFW Level 7
31
Module Title International Markets And Marketing
Co-ordinator To Be Confirmed
Semester Semester 2
Other Staff Professor Nicholas S Alexander
Course Delivery
Assessment
Semester Assessment A prepared group report with a limit of 2000 words 30%
Supplementary Assessment An individual report with a limit of 2000 words 30%
Learning Outcomes
have an understanding of:

The rationale for undertaking international marketing activities
Market selection
Market entry methods
The internationalisation process
The role of culture in the internationalisation process
International marketing strategy
Aims
The course aims to increase the awareness of students of the international context in which organisations
operate. The issues facing organisations in terms of marketing strategy and the external pressures and
opportunities. This will be based on the fundamental principles of marketing and the international context.
The emphasis throughout is on the application to current business issues and practice. Students will be
encouraged to read around the subject with a focus on current articles to show the reality of the issues
and the challenges organisations face.
Brief description
The delivery mechanism is a series of lectures but also case studies and student led debates on selected
topics. The session will run on specific weeks during the semester as outlined in the course plan.
Content
• Market Selection
• Market Entry Strategy
• The Internationalisation Process
• Designing the Global Marketing Programme
• The Role of Culture
32
Reading List
Essential Reading
Hollensen, Svend. (2007.) Global marketing :a decision-oriented approach /Svend Hollensen. 4th ed.
Financial Times Prentice Hall Voyager search
Recommended Text
Dickens, P (1998) Global Shift 3rd edition Paul Chapman Publishing Voyager search Phillips, C, Doole, I
and Lowe, R (2001) International Marketing Strategy: Analysis, Development and Implementation 3rd
edition Thomson Learning Voyager search Terpstra, V and Sarathy, R (1999) International Marketing 8th
edition Dryden Voyager search
Notes
33
Module Title Supply Chain Management
Co-ordinator Dr Ying Yang
Semester Semester 2
Course Delivery
Delivery Type Delivery length / details
Assessment
Semester Assessment 2000 word essay/report 30%
Learning Outcomes
Understand what constitutes a supply chain

Assess the roles and requirements of various tiers within the supply chain
Distinguish between a lean production system as compared with an ordinary mass production
system
Analyse the requirements expected from a business organisation to be recognised as a 'preferred
supplier' by a customer
Understand the different types of relationships within the supply chain
Analyse the risk and uncertainty around supply chains
Distinguish between various 'lean' tools
Brief description
This module examines the management implications of implementing an efficient business
organisation operating within a present day, lean, supply chain network. In particular, the
problems faced by management arising from implementing various 'lean' tools and
techniques are exmained. In addition, various types of customer/supplier relationships are
assessed along with the mechanisms required to reduce supply chain risk.
Aims
To introduce the concept of supply chain management.
To examine the differences between 'mass produce' and 'lean production'.
To assess the importance of customer/supplier relationships.
To introduce various lean tools and techniques.
To examine risk associated with supply chain management and lean principles.
Reading List
General Text
(2006.) Lean evolution :lessons from the workplace /Nick Rich ... [et al.]. Cambridge University Press
Voyager search Christopher, Martin. (2005.) Logistics and supply chain management :creating value-
added networks /Martin Christopher. FT Prentice Hall Voyager search Lamming, Richard. (1993.) Beyond
partnership : strategies for innovation and lean supply. Prentice Hall Voyager search Lysons, Kenneth.
(2006.) Purchasing and supply chain management /Kenneth Lysons, Brian Farrington. Financial
Times/Prentice Hall Voyager search Saunders, Malcolm. (1997.) Strategic purchasing and supply chain
management /Malcolm Saunders. Pitman Voyager search Womack, James P. (2005.) Lean solutions
:how companies and customers can create value and wealth together /James P. Womack and Daniel T.
Jones. Simon & Schuster Voyager search Womack, James P. (c1990.) The machine that changed the
world :based on the Massachusetts Institute of Technology 5-million dollar 5-year study on the future of
the automobile /James P. Womack, Daniel T. Jones, Daniel Roos. Rawson Associates Voyager search
Recommended Text
Womack, J and Jones, D (1994) Lean thinking: Banish waste and create wealth in your corporation Simon
& Schuster, New York Voyager search
Notes
34
Module Title Small Business Management
Co-ordinator Mrs Nerys Fuller-Love
Semester Semester 2
Course Delivery
Seminars / Tutorials In groups by arrangement
Assessment
Semester Assessment Business Plan - 20 pages maximum 20%
Learning Outcomes
• Discuss the theoretical aspects of entrepeneurship and analyse the impact of social and
environmental factors on the entrepreneurial personality
• Determine the skills necessary to run a small business effectively
• Analyse the effectiveness of government intervention to encourage enterpreneurship and SME's
prepare and present a business plan to raise finance for a new venture.
• Prepare and present a business plan to raise finance for a new venture.
Aims
The aim of this module is to consider entrepreneurial topics from the formation of a small business,
including developing the original concept, building a team and marketing. The entrepreneurial personality
is examined as well as the sources and structuring of finance. The module looks at the role of government
in encouraging entrepreneurship and SME's as well as the problems of developing a small business.
Brief description
This module looks at the theories of entrepreneurship and their practical implications as well as the
characteristics of the entrepreneur. The role of the small firm in the economy and its contribution to the
economy is explored as well as a comparison between male and female entrepreneurs. Marketing and
raising finance for small business are also included as well as growth and failure.
Content
Entrepreneurship
The small firm in the economy
Marketing in a small business
Growing a small firm
Failure
Government support for small firms
The Business Plan
Transferable skills
Transferable personal skills developed in this module include tam building and presentation
skills.
Reading List
Recommended Text
Birley, S and Muzyka, D F () Mastering Enterprise Financial Times/Pitman Publishing Voyager search
Supplementary Text
Carter, S and Jones-Evans, D () Enterprise and Small Business Financial Times/Prentice Hall Voyager
search Chell, E () Entrepreneurship: Globalisation, Innovation and Development Thomson Learning
Voyager search Wickham, P A () Strategic Entrepreneurship: A Decision-making Approach to New
Venture Creation and Management Financial Times/Pitman Publishing Voyager search
Notes
35
Module Identifier MMM1910
Module Title Managing In The Global Economy
Co-ordinator Dr Michael Savvas
Semester Semester 2
Other Staff
Course Delivery
Assessment
Semester Assessment One 3,000 word report 100%
Supplementary Assessment One 3,000 word report 100%
Learning Outcomes
On completion of this module, students will be able to:
• describe and evaluate appropriate organisational models to support global strategies

• devise effective communication strategies. IT and information systems infrastructures
• outline key ethical and cultural issues in international business
• evaluate international markets
• identify the key elements in the design of a global strategy
Aims
To provide students with subject specific skills, ie, the principla issues involved in managing interntional
companies, in particular, strategic, organisational, cultural and ethical issues. To provide students with
transferable skills - communication skills, etc.
Brief description
Introduction. Formulative international strategies. International maufacturing and R & D activities. HRM
issues. Ethics. Postscript.
Content
Introduction and identification of contemporary issues in the global economy
Strategic perspective: internationalisation and growth strategies
Organisational models to support global strategies
Cross-cultural challenges of international business
Ethical issues in international business
Global HRM issues
Transferable skills
Students following this module will enhance note taking skills, report writing skills, reinforce time
management. The inclusion of web sites and encouragement to use the library will enhance IT and
research skills.
Reading List
General Text
Charles W L Hill (2002) Global business today Postscript 2003 with CD, Maps and Powerweb 2nd edition
McGraw-Hill Voyager search Kerr W A and Perdikis, N (2003) The Economics of International Business
Estey Centre for Law and Economics in International Trade Voyager search Richard M Hodgetts and Fred
Luthans (2002) International management: culture, strategy and behaviour 5th edition McGraw-Hill
Voyager search Stonehouse, G, et al (2000) Global and Transnational Business Wiley Voyager search
Notes
36
Module Title Marketing Communications
Co-ordinator Mr Damian M Gallagher
Semester Semester 2
Other Staff
Course Delivery
11 x 2 hours
Lecture
Assessment
Semester Assessment One 2,000 word project 40%
Semester Exam 1.5 Hours 60%
Supplementary Exam 1.5 Hours Resit exam and/or resubmission of project 100%
Learning Outcomes
1. Define the key terms in marketing communications
2. Appraise the impact of contexts on marketing communications
3. Evaluate the power of branding
4. Apply the campaign planning process
5. Explain the merits of the marketing communications tools
6. Appraise the importance of agencies
7. Evaluate the performance of the marketing communications plan
Brief description
This module helps students to develop an understanding of the variety of communication concepts, tools
and practices required by organisations to communicate with their stakeholders effectively. It will begin
with the introduction to communication process focusing on communications theory and the understanding
of the communication environment. In the second part particular marketing communication tools will be
introduced, analysed and evaluated in terms of their ability to communicate effectively with different
stakeholders.
Content
Communications plan
Communications media
Communications environment
Communications mix - advertising and direct marketing, personal selling, sales promotions, pr,
sponsorship, corporate identity
E-marketing
Communications mix - supportive communications
Creative aspects of marketing communications
Branding and brand management
37
Reading List
Recommended Text
Belch, G E and M A Belch (2001) Advertising and Promotion: An Integrated Marketing Communications
Perspective 5th Edition Boston: McGraw Hill Voyager search Fill, C (2006) Simply Marketing
Communications Harlow: FT Prentice Hall Voyager search
Supplementary Text
Kitchen, P J (1999) Marketing Communications: Principles and Practice London: Thompson Voyager
search Pickton, D and A Broderick (2005) Integrated Marketing Communication 2nd Edition London:
Pearson Education Voyager search Smith, P R (1999) Marketing Communications: An Integrated
Approach London: Kogan Page Voyager search
Notes
38
Module Title Internet Marketing And E-business
Co-ordinator Dr Ian H Harris
Semester Semester 2
Course Delivery
Lecture 8 x 2 hours
Assessment
Semester
Individual project 2,500 word report 75%
Assessment
Semester Group research project To be delivered as a 15 minute business
25%
Assessment briefing and maximum of 1,000 word briefing summary per group
Supplementary
2000 word management report on a topic relating to Internet Marketing 100%
Assessment
Learning Outcomes
On completion of this module, students should be able to:
• Understand and critcally evaluate the various marketing and communicative processes employed
by e-businesses to promote goods and services on the internet.
• Determine (and justify) best practice internet marketing strategies for a diverse range of goods,
services and types of organisation.
• Successfully communicate and manage strategic internet-related marketing intentions to other
members of an organisation.
Aims
The aim of this module is to provide students with: i) an understanding of the marketing and
communicative strategies required to conduct and successfully promote business over the internet: as well
as ii) an awareness of how these strategies are similar to or different from those practice in more
traditional marketing environments. Particular attention will be paid to the various (visual, textual and
aural) advertising and promotional strategies employed by e-Business to market their goods and services
in a variety of e-commerce related electronic mediums (eg computer, TV, mobile phone etc). This module
also aims to develop an awareness within students of the various marketing associated problems and
opportunities associated with internet commerce, such as: i) the implementation of e-Business within an
established marketing mix; ii) developing customer loyalty and trust: iii) dealing with consumer information
empowerment; iv) internet retailing and brand development; v) pricing; vi) customer profiling and
segmentation.
Brief description
The lectures for this module are separated into four themed sections:
A. Establishing and maintaining a web presence;
B. The online purchase experience;
C. Online customer service marketing/management; and
D. Online advertising and web-site promotion.
In each of these themed sections we will focus on a small number of crucially important aspects of real-life
Internet marketing activity. For example, in part B ? `The online purchase experience? - we examine the
following topics:
i) Web site accessibility/navigation;
ii) Security and trust;
iii) Product presentation and description; and:
iv) The order process (the `shopping cart?).
Content
Lecture One: An Introduction to Internet Marketing and Ebusiness
Lecture Two: An introduction to Search Engine Optimisation
Lecture Three: Search Engine Optimisation ? the basics
Lecture Four: Search Engine Optimisation ? the finer details
Lecture Five: Email Marketing Communication
39
Lecture Six: Customer Relationship Management
Lecture Seven: Managed Customer Relationships
Lecture Eight: Ethical Considerations and Security for Ebusiness
Lecture Nine: Ethical considerations and security for Ecommerce
Lecture Ten: The purchase and checkout process
Reading List
Recommended Text
Dave Chaffey, Richard Mayer, Kevin Johnston, Fiona Ellis-Chadwick () Internet Marketing - Strategy,
Implementation and Practice 2nd Edition FT - Prentice Hall Voyager search
Supplementary Text
Brian Austin (2000) Web Page Design in Easy Steps Computer Step Publications Voyager search C Clark
(1999) Effective Business Briefings Kogan-Page, London Voyager search C Westland and T Clark (1999)
Global Electronic Commerce: Theory and Cases MIT Press Voyager search E Lawrence (et al) (1998)
Internet Commerce John Wiley & Sons, New York Voyager search J Strauss and R D Frost (1999)
Marketing on the Internet: Principles of On-Line Marketing Prentice Hall, New York Voyager search
Jennifer Niederst (1999) Web Design in a Nutshell O'Reilly, Beijing Voyager search Jim Buyens (1999)
Running Microsoft FrontPage 2000 Microsoft Press, Washington Voyager search S Sangwan Internet
Commerce and Consumer Marketing Voyager search Stephen Copestake (2000) Paint Shop Pro in Easy
Steps Computer Step Publications Voyager search
Notes
40
41
PART TWO
MANAGERIAL REPORT
42
Module Title Managerial Reports
Co-ordinator Mr Elton A W St George
Semester Semester 3 (Dissertation)
Mutually Exclusive MBM9160
Other Staff
Course Delivery
Other 12 Hours. workshop + ongoing contact during the programme
Assessment
Type
Semester One written Company report of no more than 14,000 words on a specific 30%
Assessment company or issue within a company, a sector or issue within a sector, a
business plan or a conultancy report for a client. Usually 70% of the report
must cover one or more of these key subject areas: Economics; HRM and
OB; Financial Management and Management Accounting; Marketing and
Strategy; the remaining 30% must cover the subject of Leadership and
Managerial skills.
Semester 70%
Assessment
Learning Outcomes
* Gain experience of working within a team in a more effective way via the experience and theory gained
during the programme
* Focus on their personal development with regards to their managerial skills
* Critically assess their own and their colleagues managerial skills performance
* Further their knowledge in the theory of team-building, interpersonal communication, leadership and
other skills related topics and be able to utilise this knowledge in a practical and efficient manner
* Focus on a specific company/organisation/institution or Management related issue/problem and equip

themselves with an increased knowledge and understanding of this field with respect to the four key areas
of business outlined previously.
* Gain an awareness of the professional and academic literature available by researching the subject area
prior to the writing of the report
* Gain further knowledge and experience by working with the module co-ordinator and/or practitioner
during both the research and writing-up stages of the project
* Write the project conclusion in a form consistent with the typical 'management report' format employed in
business and industry
Brief description
The Report should not simply describe the company/organisation/institution (although aspects of the
Report will inevitably provide some description of, for instance, financial data and product-market
strategy); examiners will seek to specifically award grades to students that address the following:
1. Critical analysis of the company/organisational/institutional situation
2. Demonstrate the use of tools, techniques, frameworks and analytical approaches to diagnose the
company/organisational/institutional situation
3. Demonstrate an appreciation of 'time' illustrating the dynamic elements involved in strategic and
organisational evolution (students are strongly recommended to consider the longitudinal issues over time
rather than purely adopt a static viewpoint of the issues today).
4. Use appropriate referencing (both managerial and academic sources) so as to anchor analyses to
43
literature rather than make the project self-opinion-based.
Students should appreciate that this assignment is deliberately broad. There is no definitive structure and
the scope given in the brief above is designed as integral to the assessment process. This latitude
provides an opportunity for students to compile the most incisive report that analyses the
company/organisational/institutional situation. An implicit part of the assessment is that students devise
the structure that they feel is most appropriate to their critical analysis.
Aims
The main aims of the module are to:
• Bring together the knowledge and practical experience acquired (regarding the subject of
managerial skills and the managerial skills ability of the student and their team) from the Masters
programme.
• Bring together the knowledge and practical experience acquired during Management Skills events
(such as communication workshops, leadership weekends and team-building activities) that are
held during the relevant masters programme and apply it in the production of the report.
• Use the professional and academic literature to extend their knowledge and add to the depth of
coverage during the report writing.
• To utilise the existing professional and academic literature and their practical
business/management experience (where relevant) in order to critically evaluate their personal
managerial skills related performance and development as well as that of their team members.
Focus on: a) a specific company, organisation or institution and/or b) a management related
issue, event or problem
AND
Investigated the theory and practice of the specific management issue, event or problem selected using
the existing professional, academic and prescriptive literature in each (or a selection of) the following
business sub-disciplines:
1. Marketing
2. Strategy
3. Human Resource Management / Organisational Behaviour
4. Managerial Economics
5. Financial Management / Organisational Behaviour
Content
• Report Writing: structure, and style

• Managerial Styles
• Leadership and Motivation
• Delegation
• Effective Communication
• Recruitment and Selection
• Team-Building
• Presentations
• Research methods
• Sources of information
• Company/organisational/institutional analysis
• Relevant, practical and current theory and practice in the sub-disciplines of: Economics, Human
Resource Management/Organisational Behaviour Financial Management/Management
Accounting, Marketing and Strategy.
Transferable skills
• Working within a team

• Communication skills
• Presentation skills
• Report writing
• Leadership skills
• Report Writing
• Research skills
44
• Self-management
• Analytical skills
Notes
45
Managerial Reports (MBM9260)
Following successful completion of the taught part of the programme, you will then begin work
on your Managerial Report.
The report provides the opportunity to utilise the knowledge and experience gained during the
taught period of the programme. The practical, relevant nature and style of the reports are
ideally suited to a management degree and they will help to prepare students in their career and
personal development. They are also flexible in design, allowing students to focus their reports
more specifically towards their own interests and experience.
The first part of this report will focus upon the analysis of an individual company, selected by the
student. The report could either examine a specific issue within the company, or involve a more
general analysis of the company incorporating any or all of the four main areas of management:
Finance, Human Resource, Economics and Strategy.
The second part of this report will be based upon the area of Managerial Skills. Students will
research the area of Managerial Skills with particular relevance to the skills requirements of the
current business environment. There will also be the opportunity for the student to critically
analyse their own managerial skills capabilities.
Deadlines for Management Reports
The deadline for Management Reports and Dissertations is two years from the date of
registration, for example if you register in September 2009 your Report/Dissertation must be
submitted by the 30th September 2011.
The full degree scheme, including submission of the dissertation/management report in the
prescribed form, shall be completed within the following periods from the date of the initial
registration:
Full-time candidates following one year schemes not more than 2 years
Part-time candidates not more than 5 years
If the dissertation/management report is not submitted within the University's time-limit the
candidature will be deemed to have lapsed and there will be no further opportunity for
submission.
The University time limit may be extended in exceptional cases only and in accordance with
criteria laid down in Standing Orders. A reasoned application, supported by appropriate
independent evidence, must be submitted by the candidate's department to the University for
consideration.
If a dissertation/management report is failed by the examiners the candidate may re-present it
once only, not more than twelve months from the date of the official communication to the
candidate of the result by the University Registry. A fee shall be payable for the examination of
such a re-presented dissertation/management report.
Further information and guidance on the rules and regulations governing the submission of your
dissertation or management report can be found at:
http://www.aber.ac.uk/en/regulations/contents/modular-masters/
The Postgraduate Office will inform you about all the submission requirements during Part Two
of your degree.
46
47
FACILITIES
48
Team-Building
From the outset of your MBA programme it is important that you get to know your fellow students
in order to work effectively both as an individual and as a team member. The team-building
experience is designed to encourage and facilitate
individual development and team working and will enable
you to gain maximum benefit from the very start of the
programme. Attendance is compulsory.
The dates for the event this year are:
Friday 16 October 2009 – Sunday 18 October 2009
MBA Resource Room
The MBA programme has a dedicated MBA resource and breakout room which is situated on
the lower ground floor of the School building. It contains computing facilities, a resource section
and work space. You will need to contact the Postgraduate Office to obtain the security code to
access this facility.
The National Library of Wales
The National Library of Wales is one of the great libraries of the world and is situated just below
the main University campus. Since 1911 it has enjoyed the right to collect, free of charge, a
copy of every printed work published in Britain and Ireland. In addition it has a huge collection of
works about Wales and the other Celtic countries: books and pamphlets, magazines and
newspapers, microforms, ephemera, and a wealth of electronic material.
The Library is not only a library, it has thousands of manuscripts and archives, pictures and
photographs, maps, sound recordings and moving images, available for all students to consult in
the building. It also arranges exhibitions throughout the year, as well as lectures and other
events. As a student at Aberystwyth you have free access to the National Library's 6 million
volumes, maps and prints.
Hugh Owen Library
When you become a student at Aberystwyth, you will enjoy access to a modern, well-equipped
library service which has seating for over 1,300 readers, houses more than 700,000 volumes
and subscribes to more than 3,000 current periodicals. A wide range of networked databases
and other electronic information sources are also available to you. The main Hugh Owen Library
is open for up to 77 hours a week during term time and trained library and computing staff are
constantly on hand to assist you with enquiries and provide assistance when needed.
49
Computing Facilities
The University provides a wide range of the latest computing facilities to meet your
requirements. A large number of workstations are located on campus and in halls of residence
providing unlimited 24 hour access. Aberystwyth's local area network serves as a gateway to
the Internet and the World Wide Web. There is an extensive range of software available to you.
These range from word-processing packages and databases to design and artistic packages.
Specialist staff are on hand to provide you with help and guidance. A wide range of short
intensive courses are organised to ensure that you get the most from the services.
Gregynog Hall
Gregynog Hall is a residential Conference Centre managed by the University of Wales.

Gregynog Hall, hidden away in the peaceful Montgomeryshire countryside, is a centre for
conferences, education and the arts. The Hall is surrounded by 750 acres of gardens, woodland
and farmland, making Gregynog one of the most peaceful and relaxing venues imaginable.
• National Library of Wales with over 6 million volumes

• University Library with 700,000 volumes
• Over 900 PCs for your use, many available on 24 hour access
• Computing facilities located in Halls of Residence and throughout teaching buildings
• Specialist learning support for students with dyslexia
• Free access to the Internet and the World Wide Web
• Language and Learning Centre to offer specialist help in writing skills
• Computer assisted Language Laboratory to help you to acquire new language skills
• Easy and free access to all these facilities
Aberystwyth has an excellent range of learning facilities to help you to succeed in your chosen
subject.
50
Professional Development and Alumni
As an AMBA accredited Business School we are committed to assisting our MBA students with
the development of their future careers. We provide this service in partnership with the
Association of MBA’s Career Horizons, TopCareers.com and external consultants.
Full details will be provided to all MBA students on how to access the interactive web based
services, as well as dates for all of the Careers Development workshops, seminars and
information sessions.
Career Development Workshops: 28 & 29 October 2009
University Careers Advisory Service - www.aber.ac.uk/careers/
Careers Library
• Open 10.00 - 17.00 hours with early closing at 16.30 on Fridays

• Information Officer or Information Assistant available to answer users’ queries
• Comprehensive careers library (reference and take-away information, careers video
collection, practice psychometric tests, vacancy bulletins, etc)
• Micro-computer available to users in the Library giving access to employer and vacancy
databases, specific recruitment agencies available on the WWW; Civil Service
Commission’s aptitude tests, Funderfinder and other packages
• Prospects Planner - a careers guidance package for students and graduates (staff
included) to use.
• Two web browsers allowing Internet access and e-mail facilities for students and
graduates to use.
Interviews with careers advisers
• Duty adviser service (15-minute interviews, bookable on the day)

• Appointments (long or short discussions, bookable in advance)
• Available to all undergraduates and postgraduates at Aberystwyth University, and to
graduates of Aberystwyth University and elsewhere. Aberystwyth University graduate
staff are also welcome to use the service.
Group work
• Careers talks by employers, careers advisers and others

• Workshops on applications, interviews and management skills
• Psychometric tests (run under strict exam conditions by qualified advisers).
51
The academic year
Like most other Universities Aber has adopted an academic year with two semesters, each of
fifteen weeks. Lectures and tutorials will take place over the first eleven weeks in each semester
(with breaks at Christmas and Easter). The remaining four weeks are for revision and
examinations. The relevant dates for 2009/2010 are set out at the front of this handbook.
Use of mobile telephones
Please note that the use of mobile telephones in lectures, seminars and tutorials is forbidden, as
their use is highly disruptive to other students and staff. Those of you who have mobile
telephones are asked to ensure that they are “switched off” for the duration of a lecture, seminar
or tutorial. The use of mobiles is also forbidden on the top two floors of the Cledwyn Building.
Lectures
Lectures are central to the information process and usually take students systematically through
the topics or issues outlined on a syllabus. There are as many different styles of lecturing as
there are lecturers. Some prefer to use overheads for example, while others eschew the
practice and, in some instances the content of a particular module imposes its own constraints
on the way in which it can be taught. Lectures are a valuable source of information and
simplification of material.
Tutorials/Seminars
On the relevant modules, attendance at tutorials is compulsory. They are designed to help you
understand a subject and give you an opportunity to discuss it with your fellow students and
tutor. It is in these groups that you can seek clarification of points made in lectures or issues
that you have come across in your reading which you have not understood. You are, of course,
also able to see your lecturer or tutor at other specific times to discuss problems related to your
work. How much you get out of tutorials depends on how much you and other students put in.
Below we make some suggestions regarding what you can do to help the process.
Your attendance is recorded and monitored. Non attendance will be penalised and you
will be reported as an unsatisfactory student. This could lead to exclusion from the
University.
What to do at tutorial and seminar classes
Most lecture programmes have an accompanying tutorial or seminar programme. This will be
set out in the module outline and further details will be provided in the first lectures. The tutorial
programme normally starts a few weeks after the lecture programme. Please check your e-mail
and noticeboards for instructions about tutorials. For modules taken in other departments you
must ask the relevant module co-ordinator about the tutorial arrangements.
The following notes are for your guidance;
1. The module outline or tutor will tell you what topic is to be discussed in each seminar. You
should prepare by doing some background reading on the topic. This reading will be of more
use if you set aside some time to think about the important points or issues.
2. You should be prepared to contribute in seminars. The success of a seminar group, or the
lack of it, depends on all its members. You should be willing to comment on the topic and on
what other people say. With regard to future employment, the ability to contribute effectively
to the work of a group is an important skill. In the future, you may wish to ask your tutor for
an employment reference. Your contributions and performance in seminars are likely to be
important in the tutor’s evaluation of you.
52
3. You should be willing to ask questions about points you do not understand. It is unlikely that
you are the only one who does not understand. The tutor will give you an opportunity to ask
questions.
4. If you are presenting a seminar, you have a duty to your fellow students to provide a good
presentation on the assigned topic. The presentation should not last for the whole seminar -
the tutor will indicate the length of presentation required. You should cover the main points
of the relevant theories and empirical evidence and not go into too much detail. You should
not read out your presentation - this can be very boring! You should work on your
presentation so that you can deliver it at an appropriate pace without reading word-for-word
from notes. Presentational skills are important in many jobs and seminars are a good place
to improve them. In presenting seminars, you can use the board or an overhead projector, if
you feel these are useful ways of presenting material.
5. Do not encourage fellow students and tutors to give mini-lectures. This can only be
prevented by the participation of students, i.e. you!
Attendance and submission of work
Regular attendance at lectures, tutorials and seminars is expected of all students at all times,
unless there are clear personal or medical circumstances. The University examination
conventions available from these web-pages
(http;//www.aber.ac.uk/en/regulations/contents/student/regulations and
http://www.aber.ac.uk/en/student/regulations) are clearly spelt out in that satisfactory academic
progress is subject to satisfactory attendance throughout the course in the same way as the
submission of coursework and the taking of examinations.
The dates of terms, vacations and examination periods are clearly outlined at the beginning of
this handbook. As such, lecturers are entitled to expect that you will be attending regularly and
doing the work that has been required of you during term time. Typically, absenting yourself from
one class simply because there is an assignment due on that day is not condonable - particularly
when coursework/assignment deadlines are usually communicated well in advance.
The School acknowledges that medical or personal circumstances do sometimes affect

significantly the progress of studies, class attendance and examination performance. You are
advised to notify the Postgraduate Office of any special circumstances that may impinge on your
attendance and progress. Such matters are treated in strict confidence. Should you feel unable
to discuss the details of your circumstances with the Postgraduate Office, you can contact the
Student's Union Advice and Counselling Centre, which will then write to the School making
recommendations.
It is reasonable to expect that students intending to be absent from classes for one full week or
more will notify the relevant Programme Leaders or the Postgraduate Office. In other cases of
shorter absences, common courtesy would expect you to inform the relevant lecturer(s) in
person or by email.
You will be advised of the submission date for coursework at the beginning of the semester in
which the module is taught. Coursework has to be submitted to the Postgraduate Office (S10) in
the Cledwyn Building during office hours (office hours are 10.00 – 12.30 and 2.00 – 4.00), but no
later than 3.00 pm on the deadline date for submission. For each assignment, please
ensure that you complete two copies of the cover sheets available from the Postgraduate Office;
one should be attached to the assignment, and the other will be date-stamped and returned to
you as a receipt. No submissions will be accepted after 3.00pm, and no submissions should be
made in any other way, e.g. direct to Module Coordinators, left in pigeonholes, or slipped under
office doors. Staff may refuse to mark coursework not submitted in the approved manner.
53
Late Submission of Assessed Work
The School operates Faculty policies concerning penalties for assessed work submitted late
without good cause:
Work submitted up to 10 working days late: 5 marks deducted per day

Work submitted later than 10 working days: mark of zero awarded
An extension will only be granted in exceptional circumstances and must be requested in

advance and in writing. Where an extension of 7 days or more is requested, supporting
evidence from a medical practitioner or student counsellor will normally be required. Forms for
completion are available from the Postgraduate Office.
Application for Extension to Coursework Deadline

To be used only where there are genuine unforeseen circumstances which make it impossible to
meet a submission deadline. (Normally only medical problems or adverse personal
circumstances qualify). If an extension of 7 days or more is requested, supporting evidence
from a medical practitioner or Student Counsellor will normally be required. Any students found
to be abusing the system (for example, by inventing an illness or problem) will be viewed as
infringing the University’s regulations covering ‘unfair practices’. Extension requests made within
24 hours of the submission deadline will NOT be considered without exceptional and
documented reasons, with late submission subject to the standard penalty. Forms for
completion are available on Blackboard (under School of Management and Business,
Postgraduate Administration, Assessed work, Application for extension) or collected from the
Postgraduate Office. When completed, please bring the form to the Postgraduate Office for
processing. Applications must be initially approved by the relevant Degree Scheme coordinator.
Failure of computer/printer etc. is NOT accepted as a reason for late submission.
Private study
It is as important to organise your own private work as any other part of the course. You should
establish an effective pattern for yourself, with regards to daytime and evening study. For some
students, short bursts are more productive, while for others a longer period of uninterrupted work
produces results.
An important part of any private study is, of course, the Library. You will find it an invaluable
resource and should familiarise yourself with its system, its services and its contents as soon as
you can. There is no more rewarding experience than reading about a subject and exploring its
literature in your own way. This is the intellectual freedom that a university course affords you.
Assessment of your coursework and exams will depend on evidence that you have read widely
about a subject. Opening hours of the University Libraries can be found at:
http://www.inf.aber.ac.uk/locations//libraries.asp.
What to do at lectures
Do not attempt to take down everything that the lecturer says. Lectures are not intended to
proceed at dictation speed (writing down, remembering and regurgitating have virtually no
educational value and are not what a university education is about). Listen, digest and make
just sufficient notes to recall the gist of what has been said or covered. Analysing what you hear
in this way is the key to the learning process. The ability to do it well is a vital transferable skill
which will stand you in good stead in the wider world.
Go over your notes as soon as you can after lectures (and tutorials), while the material is still
fresh. Tidy them and add to them as necessary. Check any points that are not clear in
textbooks or other recommended reading. It is much easier to do this straight-away than just
before the exams. This way your notes will be of much more use when you come to revise.
54
Don't fall behind! Under the modular system it is more important than ever to keep pace with all
your modules. With “examining-as-you-go”, there is very little time for catching up just before
exams.
Written work
This may take many different forms, the most common being in essay form. Other formats
which may be included are reports, case study analysis or project. In many of your modules the
essay will be central to the learning and assessment process. Depending on the module being
studied, you may also be required to do a number of exercises in addition to one or two essays
but for many students it is essay writing which provides the greatest challenges and you should
learn to write them convincingly and effectively.
Here is some useful advice:
1. Be sure you understand the nature of the question and what it is demanding of you.
2. Choose five or six main points in response to the title and structure your essay round them.
3. Having read around the subject, select relevant material to illustrate your points and support
your line of argument. Use the material wisely. The essay should be in your voice and not in
that of a textbook or lecture notes. Remember it is the "value added" which comes from
thinking for yourself which gives the essay its worth.
4. Ensure that your essay conforms to word limits and does not ramble. You should aim to
write succinctly and focus on essentials. The first paragraph should be an effective, crisp
introduction to your work, not an aimless outpouring.
5. Present your work neatly and correctly. All coursework for modules taught within the
School must be word-processed.
6. Some modules involve essays or projects as part of the assessment. If this is the case stick
to the set deadlines. If you do not, then you will lose marks.
7. If you have difficulties with essay writing and language the Language and Learning Centre
(Llandinam Building) will be happy to help you (tel: 01970 622545 e-mail
Language+Learning@aber.ac.uk).
Feedback on your work
One of the things you may need to get used to is that you will probably get less frequent
feedback on your progress than you have been accustomed to at earlier stages in your
education. However, you will of course get marks and comments on your coursework, normally
within 3 working weeks (term-time) of the submission deadline. Discussion with other students
can also give you a feel for how you are getting on. You should also feel no inhibitions about
meeting staff (in their Office Hours) to go over any problems you have with your work. In
addition, one of the great advantages of the modular degree structure is that you will get your
results semester-by-semester, which as well as recording your progress should permit you to
make more informed choices about modules as your degree programme unfolds.
Masters Assessment Criteria
The purpose of these guidelines is to provide you with an indication of the general grounds on
which marks are given. The following is a non-exhaustive list of the criteria which will be applied
by teaching staff in the marking of coursework. It is intended to provide you with guidance,
rather than a set of “hard” and “fast” rules.
55
SMBA
Masters Assessment Criteria
Masters Distinction (70%+)

This will be a piece of work that demonstrates a sophisticated understanding of relevant
literature and clear evidence of independent thought. The analysis will be deep and insightful. At
the MSc level, there will be clear evidence of an ability to add to the literature via theoretical
insights and/or original empirical investigation. At the MBA level, there will be clear evidence of
an ability to effectively link and/or apply the literature to practical applications.
Masters Merit (60 – 69%)

This will be a piece of work that demonstrates a reasonably sophisticated grasp of relevant
literature. The analysis will be concise and focused. The work will display considerable evidence
of critical thought but will lack the sophistication and depth of distinction level work. At the MSc
level, there will be some tangible evidence of an ability to add to the literature via theoretical
insights and/or original empirical investigation. At the MBA level, there will be some tangible
evidence of an ability to effectively link and/or apply the literature to practical applications.
Masters Pass (50 – 59%)

This will be a piece of work that demonstrates a solid grasp of the subject area and the literature,
and an ability to deploy arguments in a convincing fashion. Good analytical skills will be evident.
The task will be addressed in a coherent and fluent manner. At the MSc level, there will be
some attempt to add to the literature via theoretical insights or original empirical investigation. At
the MBA level, there will be some attempt to link and/or apply the literature to practical
applications.
Fail (Below 50%)

This will be a piece of work that demonstrates little or no critical powers of analysis. The
candidate has largely, or wholly, failed to understand, address or explain the issues involved in
the task. At the MSc level, there will be inadequate evidence of adding to the existing theoretical
or empirical literature. At the MBA level, there will be inadequate attempts to link and/or apply
the literature to practical applications.
56
Masters Masters Masters Not
Distinction Merit Pass Adequate
(70+) (60-69) (50-59) (below 50)
Structure and Argument:
- effective and clear introduction    
- spread of issues covered    
- closeness to answering the
question    
- structure and coherence of the
argument    
- usefulness of the conclusion    
- overall    
Use and Application of Analytical

Material
- use of an appropriate analytical
framework    
- understanding of relevant
analytical material    
- application of analytical material    
Background Reading/Evidence
and its use
- use of supporting evidence    
- accuracy in the use of evidence    
- appropriate use of references and
quotations    
- bibliography and referencing    
Style and Presentation

- fluency of writing    
- spelling/grammar/punctuation    
- presentation and legibility    
- degree of conformity to required
word limit    
57
In summary the following might apply as descriptions of coursework which fall under
each category and will translate into grades/marks as given in the Table below.
Structure and Use and Background Style and

Argument Application of Reading and Presentation
Analytical Evidence
Material
Weak, with Inadequate Inadequate
(0 - 49%) minimal critical evidence of Inadequate
structure in analysis reading from
place and/or lecture notes
explanation of and a key text
issues
Clear Reasonable Complete Reasonably
(50 - 59%) presentation and fairly reading of good flow of
of a basic complete relevant writing with
essay grasp with textbook fair
structure some material and grammatical
demonstration key items from and spelling
of application reading list accuracy
of material
Coherent and Solid and Evidence of Reasonably

(60 - 69%) well-argued complete wide reading of good flow of
around a solid demonstration all relevant writing with
essay and reading list fair
structure application of material grammatical
analytical and spelling
material accuracy
Essay has a Evidence of a As for 60-69% High level of

(70% or clear logical very firm with additional writing
above) structure, with grasp with the evidence of accuracy,
key points ability to apply reading and and a style
highly material very research which makes
developed imaginatively beyond reading
and critically compelling
assessed and
interesting
58
59
Academic progress
In the rare event of unsatisfactory progress by a student, the following procedures apply:
a) unsatisfactory attendance or submission of work, i) a meeting with the Director of

Programmes, ii) a meeting with the Director of the School,
b) persistently unsatisfactory performance, i) interview with the Director of School, ii) a report to
the Dean of the Faculty.
University Statement on Plagiarism

Plagiarism is the act of using someone else's work with an intent to deceive. In academic
contexts, the point of the deception is normally to obtain higher marks than you think you would
get for your own unaided efforts. There are several ways of going about this. You might decorate
your essay with some choice expressions from some other source(s), without making it clear
that you have done this. You might take substantial chunks. You might copy from notes or
essays written by fellow students or even taken from the internet. In more extreme cases,
students might actually submit work to which they have contributed nothing at all, something that
is entirely the work of another mind.
People who do this do it for various motives. A good and ambitious student might do it because
s/he desperately wants a very good degree result, and is doubtful if s/he can achieve that on
his/her own; or because there is a course in which s/he is relatively weak. A poor student might
do it because s/he has been in the pub when s/he ought to have been working and has no work
to submit. Sometimes the motives can be very complex. Whatever they are, plagiarism is
intellectual dishonesty.
There is of course a very real risk of plagiarism being detected. A student may feel that s/he will
get away with downloading material from the Internet and presenting it as his/her own work. But
it is probably worth noting that if you find it there then the lecturer setting the topic in the first
place is also aware of it.
Similarly if you copy a fellow student's work, the chances of it being spotted are very high
indeed.
No intellectual endeavour is ever absolutely original. Even the most original minds depend on
the thoughts and discoveries of their predecessors. And in most intellectual disciplines, students
are expected to demonstrate familiarity with the established literature in their fi eld: indeed, this
is one of the key competences that you need to demonstrate in most academic fields. Most of
the time, you will be citing articles and books that are especially relevant to your enquiry, and
making your own contribution to it. That contribution might not be a great one, especially in the
early years of a degree programme; but it will, or should, be your own.
Each Department will have its own subject-specific account of the best ways in which to
avoid plagiarism, appearing elsewhere in the Departmental Handbook and you should
familiarise yourself with it.
Sometimes students can be so weak or under-confident in a subject, again especially early on in

their studies, that they really find it difficult to tell what is acceptable borrowing from other
sources and what is not. Sometimes, unacceptable degrees of borrowing can occur when a
60
student has not actually intended to engage in unfair practice. For this reason, when a member
of the academic staff reads work that s/he suspects is not the unaided work of its supposed
author, s/he may not at once notify this to the Chairman of the relevant Examining Board but
may discuss it first with the student. University staff will exercise proper academic judgement.
If and when s/he decides to do so, the Chair will normally interview the student in the presence
of the staff member making the enquiry, to establish whether there was an intention to benefit
unfairly. The panel may decide that there was not. This, they may then think, is not unfair, but
bad practice. They will probably assign an appropriately low mark to the examined element. If,
however, the panel is convinced that there is on the face of it a case of unfair practice, and if the
course element constitutes more than 20 credits' worth of the overall assessment weighting for
the year of study, the Chairman will notify the University authorities and what happens next will
be governed by the University's Academic Regulation on Unfair Practice. The most signifi cant
part of this is reproduced in this Handbook. If a case of plagiarism is established, the penalties
can be very severe indeed and can result in your permanent exclusion from the University.
Where the assessed element is worth 20 credits or less, departments are authorised to handle
the case wholly internally, unless the student chooses to appear before the University's Unfair
Practice Committee. In most such cases, the mark for the assessed element will be 0 with
possibly no opportunity to resit. More severe punishments may also be imposed (e.g. 0 for the
module as a whole).
Clearly, however, the most sensible course for a student to pursue, and the course that most
students do pursue, is to develop enough academic judgement and self-confidence for them not
to be in any danger of such an accusation being made against them. Most students have no
wish to gain credit for what they have not themselves contributed, or to gain a qualification that
is, even in part, a bogus achievement.
61
SMBA’s Policy on Plagiarism
Examples of plagiarism include unattributed quotation from a published source; copying from
the notes or essays of others; submission of work actually written or dictated by others or
materially attributable to them, or work which has been memorised from a common source or
otherwise jointly done; unattributed use of other peoples' ideas or scientific results; and so forth.
Where plagiarism occurs in the context of formal assessment or examinations, it

constitutes an example of ‘unfair practice’, to which University of Wales regulations,
procedures and penalties apply. A number of cases have been detected in SMB over the
last few years and dealt with accordingly.
Of course students tend to use the same sources, and are encouraged to discuss their work,
and similarities in what they write are to be expected. Judgement is needed to avoid straying
from legitimate and desirable co-operation into the area of plagiarism. The following simple
guidelines are intended to help avoid problems (see also the ‘Referencing Guide’ at the end of
this booklet).
1. Append a bibliography to your essays, listing all the sources you have used.
2. Surround all direct quotations with inverted commas, and cite the precise source (including
page numbers) either in a footnote or in parentheses directly after the quotation.
3. Except in the case of explicitly textual analyses, use quotations sparingly and make sure that
the bulk of the essay is in your own words.
4. Remember that it is your own 'value added' that gives an essay merit. Whatever sources
you have used, the structure and the presentation of the argument should be your own. To
achieve this, you will find it helpful to 'distance' yourself from your sources by putting aside
the books etc. that you have used, and perhaps also the notes you have made on them,
when you actually sit down to write.
But keep a sense of proportion in all this, and exercise judgement. For example, it is not
generally necessary to attribute to a source statements which have passed into the public
domain and become commonplace (e.g. "many business sectors were affected by globalisation
and technological changes in the 1990s"). It is usually also not necessary to cite or attribute
lecture material, though again you should avoid copious direct quotations or near quotations,
and should not rely wholly on lecture notes to form the structure of your essay.
62
Examinations
Preparing for exams
Ensure you are familiar with what is required of you by reading the ‘Students’ Examination
Handbook’ carefully.
If you have worked steadily for each module, exams should pose few problems. You may find
the following advice obvious but useful.
1. Be in a fit state to take the exam - get a good night's sleep before the day.
2. Find out well in advance when and where the exam is going to take place. Failure to turn up
for an exam without good reason (e.g. notified illness, supported by a medical note) will
result in you failing the paper and may result in your being denied the opportunity of sitting a
Supplementary Examination. See paragraph 15 “Absence from Exams” – the Students’
Examination Handbook. Remember that some modules have names or identifiers which can
be very similar to those of other modules, both undergraduate and postgraduate. Read the
timetable carefully to make sure you attend the correct exam. Check the paper on the desk
to make sure you are sitting the correct paper before you start.
3. Don't start writing straight away. Breath deeply, keep calm and read the questions carefully.
Note how many questions have to be answered. Remember that you lose marks
unnecessarily, if you answer too few questions.
4. Take some time to choose your questions.
5. Remember your good writing techniques.
6. Time yourself carefully. Follow mark guidelines and, as you will be earning marks at a faster
rate in the first half of an answer rather than towards the end, remember to start the next
question on time.
7. Where part of the assessment is based on coursework make sure that this has been handed
in by the appropriate deadline. Failure to do so will cost you marks. (See below.)
8. Class tests should be addressed in a similar manner to examinations.
Remember that you are not allowed to take dictionaries or electronic equipment (mobile
phones, PDAs, MP3 players, etc) into examinations. Calculators are not allowed in most
exams. In the few SMB modules where calculators can be used, only two types of calculator is
permitted: Casio FX83ES and Casio FX85ES (these can be purchased from the student union
shop, from W.H. Smith and online suppliers).
Unfair Practice in Examinations
It is an unfair practice to commit any act whereby a person may obtain, for himself/herself or for
another, an unpermitted advantage. In particular, but without prejudice to the generality of the
foregoing, it is unfair practice to:
i. Introducing into an examination room and/or associated facilities any unauthorised form
of material such as a book, a manuscript, data or loose papers, information obtained via
any electronic device, or any source of unauthorised information
ii. Copying from, or communicating with, any other person in the examination room and/or
associated facilities except as authorised by an invigilator
63
iii. Communicating electronically with any other person, except as authorised by an
invigilator
iv. Impersonating an examination candidate or allowing oneself to be impersonated
v. Presenting an examination script as one's own work when the script includes material
produced by unauthorised means
vi. Presenting evidence of special circumstances to Examining Boards, which is false or
falsified or which is, in any way, intended to mislead Examining Boards
Should an allegation of unfair practice be made against an individual, the University may
convene a Committee of Enquiry to investigate the case.
If the allegations are substantiated, the penalties available to the Committee are:
1. Cancellation of the candidate's marks in part or in whole for any or all assessments taken
during the semester or year in question
2. Exclusion of the candidate from the University for a specific period or permanently
3. Disqualification of the candidate from any future examination in the University
What to do and who to see when things go wrong
For the vast majority of students university life is straightforward and they encounter very few
difficulties of an academic or non-academic nature. If you do feel that you have problems of an
academic or personal nature (i.e. health or finance) then there are a number of support facilities
that are provided by the School, the University and the Students Union. The Postgraduate
Office should be your first port of call and they will be only too willing to help or at least guide you
as to where best to seek help. You may also wish to see your Program Leader, who can advise
on the academic impact of any problems you encounter. If you prefer, you are free to seek the
help of the Students Advice and Counselling Staff. The University also has a medical officer
who may be contacted at the Medical Centre situated in G27 Cledwyn. You may make an
appointment to see medical staff by telephoning 622087. If you have financial difficulties the
University administers a hardship fund and application forms can be obtained from the Student
Welcome Centre (third floor).
Special Circumstances affecting academic performance
A medical certificate is needed in the case of medical problems likely to affect performance and
this must be obtained and presented as soon as possible after the examination, class test or
coursework submission and, in any event, before the meeting of the relevant exam board. If the
problem is personal but not of a medical nature, then some other form of independent
documentation is required (e.g. a letter from the Students’ Union Advice and Counselling
Centre). Information and the Special Circumstances form can be found on the Aberystwyth
University website under ‘Learning and Teaching’ (follow link under ‘Guidelines and Regulations’
to http://www.aber.ac.uk/en/academic/special-circumstances/).
The Special Circumstances form and all documents relating to medical or other problems which
might have affected attendance and/or academic performance should be handed in to Sarah
Norrington-Davies (sgh@aber.ac.uk) in the Postgraduate Office (S10), Cledwyn Building.
Guidelines on completion of ‘Special Circumstances’ form

The University aims to assess all its students rigorously but fairly according to its regulations and
approved procedures. It does however rely on students to notify it of special circumstances
which may affect their performance so that it can treat all students equally and equitably.
Examples of Special Circumstances include, but are not limited to: short or long-term illness or
disability, severe financial problems, major accommodation problems, bereavement or other
compassionate grounds.
64
It is in your interests to let us know of any special circumstances before your module results are
confirmed: sorting out appeals against your results afterwards takes a considerable period and
leads to unnecessary worry for you, especially when problems arise over sponsorship, loans or
accommodation.
If you do wish to let the University know of special circumstances, please complete the enclosed
form and forward it to the designated people in all your departments together with copies of the
supporting evidence. You may, if you wish, submit the evidence in a sealed envelope, marked
'confidential' but please ensure that your Full Name and Student ID number also appear on the
envelope. It will be treated in accordance with the University's Statement on Confidentiality (see
http://www.aber.ac.uk/en/regulations/student/appendix-6/) and will be used by Examination
Boards to assess its impact on your performance on the relevant assessments. It will not be
used for any other purposes. You will under no circumstances be disadvantaged by
submitting this information.
Please note the University requires students to notify it of special circumstances as soon as
possible and in any case before results are confirmed. It will not consider appeals based or
special circumstances which could reasonably have been notified to departments before the
Examination Boards or where, exceptionally, the relevant evidence becomes available only after
the release of results.
Disability Awareness
Students with special needs are asked to discuss them at the earliest opportunity with the
Postgraduate Office and Student Support Services http://www.aber.ac.uk/welfare-disability/
Mail
All communications from the School will be via e-mail. Please check your e-mail on a regular
basis. All mail sent to you via the School will be placed in the pigeon holes located on the
second floor of the Cledwyn Building.
University and SMBA World Wide Web Pages
Students should be aware that the University and SMBA publish a great deal of useful
information on their websites. In particular you may access your student record, your current
module registration and your exam marks from the University website. The university publishes
a full module directory and degree scheme structures. The School web address is
www.aber.ac.uk/smb/
65
MBA Student Forum
The MBA Student Forum’s role is to act as a link between students and staff. This is a two way
process through which ideas, suggestions and concerns relating to teaching and learning can be
discussed (if you have more immediate concerns you may wish to raise these with your personal
tutor and/or degree scheme coordinator).
The MBA student Forum is essential to the success of the partnership between students and
staff and ultimately the success of the School. It meets three times a year and comprises of
student nominated representatives from the MBA programme, MBA programme leader and
nominated academic staff. The role of the representatives is to liaise with fellow students and
represent their views at the Forum meetings. You will receive an e-mail at the beginning of term
with information of how to become an MBA representative.
66
PROGRESSION RULES FOR TAUGHT POSTGRADUATE SCHEMES
1. To qualify for progression to the dissertation/project phase of a Taught Master's scheme a

candidate must obtain:
i. an average of at least 50 overall;

ii. marks of 50 or above in at least 80 credits of the modules taken in Part One of a Taught
Postgraduate scheme, including any of the scheme's core modules which have been
specified by the Department as having to be passed with a minimum of 50. No marks
below 30 on any of the modules taken.
In exceptional circumstances the examining board may allow candidates to progress
into Part Two if he/she has met all of the above with the exception of gaining marks
below 30 in no more than 20 credits. Where there is evidence that a student has not
pursued a module diligently, the examining board should not operate this convention.
2. To achieve Distinction level in Part One of a Taught Master’s scheme a candidate must
obtain:
i. an average of at least 70 overall;
ii. marks of 50 or above in at least 80 credits of the modules taken in Part One of a Taught
Postgraduate Scheme, including any core requirements as specified by Departments. No
marks below 30 on any of the modules taken.
In order to gain a Master’s degree a candidate must pass Part One and Part Two.
In order to gain a Master's Degree with Distinction, a candidate shall achieve an overall mark
of not less than 70%, having achieved not less than 65% in Part One and not less than 70%
in Part Two. [In calculating the overall mark, Part One and Part Two are equally weighted].
Candidates who have failed Part One or Part Two at the first attempt shall not be eligible for
the award of Distinction.
3. To qualify for the award of a Postgraduate Diploma a candidate must obtain:
i. an average of at least 50 overall over 120 taught credits;

ii. marks of 50 or above in at least 80 credits’ worth of modules in Part One including any
modules which have been specified as core for the Postgraduate Diploma.
A candidate who has attained an overall mark of 70% or above shall be eligible for the mark
of Distinction.
4. To qualify for the award of a Postgraduate Certificate a candidate must obtain:
i. an average of at least 50 overall over 60 taught credits;

ii. marks of 50 or above in at least 40 credits’ worth of modules in the 60 taught credits
assessed for the Certificate, including any modules which have been specified as core for
the Certificate.
5. Candidates resitting failed modules shall be eligible for a maximum of 50 in each.
67
Final Degree Classification
The following extract is from Standing Order 21:
When introducing the formula which regulates eligibility for the award of a degree with
Distinction, the University was concerned to permit candidates who had been more successful in
Part Two than in the examined component – Part one – to be eligible for a Distinction overall
provided that the aggregate mark obtained is 70% or greater. It follows therefore that
candidates achieving a mark of 70% or greater in part One, but 69% or lower in Part Two cannot
be considered for the award of a Master’s degree with Distinction:
Part One Mark Candidate is eligible for the award of Distinction

65% Where the Part Two mark is 75% or greater;
Notes: (i) candidates who have failed the dissertation element at their first submission
are not permitted to be eligible for the award of a Distinction subsequently;
NB: A merit award has been introduced this year for students registering September 2009. The
merit will be awarded to overall averages of 60 – 69%. Updated progression rules will follow
later in the Academic year.
68
POSTGRADUATE RESIT OPTIONS
Students re-sitting modules offered by the School of Management and Business will have the
following options, unless otherwise stated in the module outline.
1. Where the student has passed the coursework but failed the exam, the student
should re-sit the exam only and carry their coursework mark forward.
2. Where the student has failed the coursework but passed the exam, the student
should re-submit the coursework only and carry their exam mark forward.
3. Where the student has failed both the coursework and the exam the student should re-sit
the exam only at 100%.
Students re-sitting modules offered by other departments will follow the above unless there are
clear guidelines to the contrary from the relevant department.
Resits will be taken at the next available opportunity usually this will be the supplementary
examination period in August of the same academic year.
69
Welfare Matters
Looking after you

Student Support
Welfare
Aberystwyth has always prided itself on being a very happy University and the majority of our
students encounter no problems during their period here. However, a number do experience
difficulties and it is reassuring for you to know that we have an extensive provision to maintain
your wellbeing and welfare.
The Director of Student Support Services oversees the extensive range of welfare services
offered by the University. These include a full-time Welfare Officer based at the Student’s Union,
medical care provided by the University Medical Centre, and the Student Financial Support
Office. The professionals involved in the service can provide you with confidential advice on a
wide range of issues ranging from money matters, childcare and general welfare issues.
Students' Union
Student Advice and Counselling Centre
This service, organised by the Students Union, is one of the biggest and most comprehensive in
the UK. The SACC Manager and elected student officer work together to provide practical
advice and information. Our team of counsellors is here to help with problems of a more
personal nature. In addition, advisors from the health authority attend on a sessional basis to
provide advice on sexual health and family planning, and drugs and alcohol management.
Childcare
The University’s nursery provides full- or part-time nursery care for children over the age of three
months.
The University also provides After-School Clubs, Half Term and Holiday Play Schemes.
The availability of childcare places in University-managed facilities is limited. Therefore student

parents who accept an offer from Aberystwyth are advised to make early enquiries about
childcare. Those who are late in applying (after 15 January) or in accepting an offer (after 28
April) are likely to be at a disadvantage in finding a childcare place. It should be noted that
provision in the private sector is also limited.
For details about all childcare services in the University and private sector, please contact the
Manager of Childcare, Glenview Day Nursery, Brynmôr Road. Telephone (01970) 623325 or the
Director of Student Support, Telephone (01970) 622995.
Nightline
This is an independent information and listening service run by students, for students. This
confidential help line and drop in service runs every day from 8pm to 8am during term time on
(01970) 621717. The service is located below Branwen’s in Penbryn hall of residence, behind
the Porters Lodge.
70
Medical Services
Based at the student Health Centre the service is staffed by the University Medical Officer (MO)
and the University Nurse, supported by a Medical Secretary. The Medical Officer is available for
advice, consultation and support on a wide range of problems including health, general welfare,
emotional difficulties and stress-related problems. The nurse can evaluate minor injuries and
ailments as well as give general advice on health matters.
The service is non-prescribing and supplementary to that provided by the NHS, and the staff
work closely with the local general medical practitioners and hospital services. Students are
required to register with a local General Practitioner at the earliest opportunity.
71
Student Support Services
The following services can be found in the

Student Welcome Centre
Aberystwyth University
Penglais Campus
Aberystwyth
SY23 3FB
Telephone: 01970 621971
Money Doctor - a new service available from September 2009 that will provide advice on financial self
management, debt, and assistance from the University’s financial contingency fund.
Disability - a broad range of services for students with disabilities, including learning support in the form
of note takers, examination arrangements and accommodation for students with physical disabilities.
Learner support - study skills, time management and advice on dyslexia
Student Health Centre – advice on medical and health issues, lifestyle, wellbeing and stress.
Assistance for students encountering difficulties.
Guidance and support on the University’s mechanisms for resolving complaints.
Student Fees Office

Enquiries concerning tuition fees, accommodation fees, and bursaries.
Key Contact Details:
Director of Student Support Services

Dr John Powell
Student Welcome Centre, Penglais Campus,
Telephone: 01970 622955
E-mail: ejp@aber.ac.uk
University Medical Officer

Student Health Centre
G27 Cledwyn
Telephone: 01970 622087
nurse@aber.ac.uk
72
73
School of Management and Business
Ysgol Rheolaeth a Busnes
Referencing Guide
2009-2010
74
Introduction to referencing
Several different methods of referencing are in common use within Universities. It is essential
that you adopt one method - as approved by your School - and use it consistently throughout
your work. The School of Management and Business at Aberystwyth University uses the
Harvard APA style.
Referencing is important in all academic work as it indicates to the reader the sources of your
quotations and borrowed ideas. Failure to indicate your sources is tantamount to plagiarism.
The purpose of the referencing system is to describe your sources in an accurate and consistent
manner and to indicate within the text of your paper, report or dissertation where particular
sources were used. This is essential for three reasons: (a) it demonstrates a disciplined
approach to your work (academic rigor); (b) it means you will not be accused of plagiarism
because you have acknowledged your sources; (c) anyone who reads your work at a later date
will be able to follow up on citations which interest them.
All sources, whether academic texts, journal articles, newspaper articles, material from the
Internet etc., must be cited in the text. There are two kind of textual citation - firstly, a direct
quotation, where you use the author's own words in your text and for which the format is as
follows:
“Obtaining funding for a research project entails drawing up a detailed research proposal which
is then closely examined either by colleagues in the same or another university or by members
of a funding body”. (O'Connell & Davidson 1994, p.34)
or
O'Connell & Davidson (1994, p.34) states that: “Obtaining funding for a research project entails
drawing up a detailed research proposal which is then closely examined either by colleagues in
the same or another university or by members of a funding body”.
So the necessary components are author, date of publication (that is, year) of text and page
number.
Sometimes you might want to use a quotation which is not taken from the original source - i.e.,
that you have found a citation in someone else's work. Here the format is as follows:
“All are concerned, in some sense or another, with problems of languages and meaning in
relation to the 'interpretative understanding of human action.” (Giddens cited in O'Connell &
Davidson 1994, p.30).
or
75
As Giddens (cited in O'Connell & Davidson, 1994, p.30) argues “All are concerned, in some
sense or another, with problems of language and meaning in relation to the 'interpretative
understanding of human action”.
Here the format is author - cited in - author of text that you have found the citation in - date of
publication of this text - page number in this text.
You can use dots, to show that you have not lifted the entire sentence from the source that you
consulted. NB three dots are sufficient. Also you can use square brackets if you want to slightly
alter the quotation from the way it is in the source text - for example:
[Elements of discourse create] problems of language and meaning in relation to the...
The brackets indicate that you have inserted you own words in place of the original author's
words.
Also note that longer quotations (i.e., more than two lines) should be separated out from the rest
of the text. You can either use single space long quotations (in a double spaced text) or indent
them, or both, to make them stand out.
If you wish to add emphasis to a quote, you may, but make sure that you indicate that you have
added this emphasis - for example:
“It assumes that any social phenomena are continually changing .... “ (Easterby-Smith 1997, p
33 - emphasis added)
Always remember to use speech marks or some other form of notation to make it clear that
certain sections of your dissertation are direct quotes.
[sic] can be used after a particular word in a quote to mean 'so written', i.e., that this is the way
that the author worded the original. This is often useful when quoting an author who used sexist
languages - e.g., 'he' or 'his' when speaking about managers - to make it clear that these are
their words and not yours.
You should also use the author / date of publication / page number format when citing the
source of any diagrams or tables which you have reproduced from other people's texts.
76
The second kind of textual citation comes into play when you want to indicate that an idea or a
concept has come from another source without using that source's own words. You can do this
either by using a direct reference, as follows:
According to Easterby-Smith (1997) social phenomena change constantly.
or an indirect reference:
Social phenomena are in a constant state of change. (Easterby-Smith, 1997)
If more than one person has come up with this idea, you can string citations together, as follows:
Many writers have suggested that social phenomena are constantly changing. (Easterby-Smith,
1997; Giddens, 1997 and May, 1998)
This should be done either in date of publication order (as above) or in alphabetical order of
author. Make sure you stick to one format and use it throughout.
Sometimes you might want to make reference to material which is not taken from the original
source - i.e., that you have found someone else's work. Here the format is as follows:
As Mullins (1999) has pointed out, McGregor's argument is based on several assumptions about
the nature of management.
Also note that, if the ideas that you are using only appear once in the text, or only in a small
section of the text, that it is a good idea to include the number of the page/s on which they
appear, even though you are not lifting the original words - so the citation (Mullins, 1999) might
become (Mullins, 1999, p 275).
ibid., meaning 'in the same place', can also be used to stand in for a citation where the citation is
exactly the same as the one immediately preceding it. So (ibid.) used after a quotation would
mean 'the same as the last citation', page number and all. Do not use ibid. under any other
circumstances: it is only appropriate when you are quoting or using ideas from the same place in
a text several times without citations from other sources intervening. Also do not use ibid. to
refer to a citation on the previous page. It should be italicized and abbreviated.
et al., meaning 'and others', should be used in in-text citations where there are more than two
authors, and should be italicized and abbreviated - so, for example, (Saunders, Lewis and
Thornhill, 1997) would become (Saunders et al., 1997). However, the authors should be listed in
full in the bibliography.
77
If there is no obvious author for a piece that you are using, for example, an editorial in a
newspaper, use the name of the publication in which the piece appears as the author - e.g., (The
Guardian, 1999). This also applies to the bibliography.
The reference list at the end of the report, paper or dissertation should be arranged
alphabetically by the author’s surname. The Harvard format requires book and journal titles etc.
to be underlined or italicised. The latter has been adopted in this guide.
Book reference
Gardner, H. (1973). The arts and human development. New York: Wiley.
Strunk, W., & White, E.B. (1979). The elements of style (3rd ed.). New York: Macmillan.
Institute for Financial Studies. (1995). Analysis of conservative budget strategy in the 1990s.
London: Author.
Anon. (1976). Encyclopaedia of psychology. London: Routledge.
Moore, M.H., Estrich, S., McGillis, D., & Spelman, W. (1984). Dangerous offenders: the elusive
target of justice. Cambridge: Harvard University Press.
Note: List up to 6 authors. The 7th and subsequent authors are abbreviated to et al.
Edited Book
Maher, B. A. (Ed.). (1964-1972). Progress in experimental personality research, (6 vols.). New

York: Academic Press.
Article in Edited Book (Chapter)
Vygotsky, L. S. (1991). Genesis of the Higher Mental Functions. in: P. Light, S. Sheldon & M.
Woodhead, (Eds.), Learning to think (pp. 32-41). London: Routledge.
Government Publication
Great Britain. Home Office. (1994). Prisons policy for England and Wales. London: HMSO.
Great Britain. Command Papers. (1991). Health of the nation. (Cm 1523). London: HMSO.
78
Report
Birney, A.J. & Hall, M.M. (1981). Early identification of children with written language difficulties.
(Report No. 81-502). Washington, D.C.: National Educational Association.
Conference Paper in Published Proceedings
Borgman, C.L., Bower, J., & Krieger, D. (1989). From hands-on science to hands-on information
retrieval. In J. Katzer, & G.B. Newby, (Eds.), Proceedings of the 52nd ASIS annual meeting: Vol.
26. Managing information and technology (pp. 96-100). Medford, NJ: Learned Information.
Journal Article
Popper, S. E. & McCloskey, K. (1993) Individual differences and subgroups within populations:
the shopping bag approach. Aviation Space and Environmental Medicine, 64(l), 74-77.
Noguchi, T., Kittawaki, J., Tamura, T., Kim, T., Kanno, H., Yamamoto, T., & Okada, H. (1993).
Relationship between aromatase activity and steroid receptor levels in ovarian tumors from
postmenopausal women. Journal of Steroid Biochemistry and Molecular Biology. 44(4-6), 657-
660.
Two or more works. by the same author(s) with the same publication date: where an author (or
particular group of authors) has more than one work in a particular year list them in title order
and follow the date with a lower case letter
a, b, c, . . . For example:
Harding, S. (1986a). The instability of the analytical categories of feminist theory. Signs, 11(4),
645-64.
Harding, S. (1986b). The science question in feminism. Ithaca: Cornell University Press.
When referred to in the text these letters following year of publication are also used.
Newspaper Article
Young, H. (1996, July 25). Battle of snakes and ladders. The Guardian, p. 15.
Anon. (1991, July 13). Caffeine linked to mental illness. New York Times, pp. B13, B15.
79
Individual Works
Anonymous. (1992). How your gestures reveal inner thoughts. Oxford English Dictionary, p. 209.
Retrieved September 10, 2004, from Oxford University Press on CD-ROM.
If a work is signed “Anonymous” your reference must begin with the word Anonymous, followed
by date etc. as normal. If no author is shown, put the title in the normal author position.
Pritzker, T.J. (n.d.). An early fragment from central Nepal. Retrieved September 12, 2004, from:
http://www.ingress.com/~astanart/pritzker.html
If no date is shown on the document, use n.d.
Note: These references contain important elements common in citations of electronic sources:
author, initials, (year), Title, Retrieved month, day, year, from Internet address.
The Medium (CD-ROM, Online, etc.)
The expression “Retrieved from” is used to refer to the publisher and the Internet address (URL).
“Retrieved August 29, 2003” refers to the date that the resource was accessed. This is used
because Internet sources are liable to frequent change.
Parts of Online Works
Daniel, R.T. (1995) The history of Western music. Britannica online: Macropaedia. Retrieved
August 29, 2004, from: http://www.eb.co.uk/
Online Journal Article
Korb, K.B. (1995). Persons and things: book review on Bringsjord on robot-consciousness.
[Electronic version]. Psycholoquy 6(15). Retrieved August 29, 2004, from
gopher://wachau.ai.univie.ac.at:70/00/archives/Psycholoquy/95.V6/0162
Note: for articles in Internet-only journals page numbers are not given, and where possible the
URL you give should link directly to the article itself.
Smith, L. (1996) Keynesian economic policy in France. [Electronic version]. Journal of Economic
Analysis, 35(2). 19-27. Retrieved July 24 2004, from: European Business ASAP, Information
Access Company Web site: http://www.searchbank.com/eurobus/
80
Sydora, B.C. (1996). Intestinal intraepithelial lymphocytes respond to systemic lymphocytic
choriomeningitis virus infection. [Electronic version], Cellular Immunology, 167(2), 161-169.
Retrieved August 21, 2004, from IDEAL, Academic Press Web site:
http://www.janet.idealibrary.com
Where referencing an online article where the format differs from the printed version or which
includes additional data or commentaries, you should add the date you retrieved the document
and the Web address (URL).
Newspaper Article (online and on CD-ROM)
Young, H. (1996). Battle of snakes and ladders. The Guardian, p. 15. Retrieved September 10,
2004, from The Guardian on Chadwyck Healey CD-ROM database.
Howard, P. (1996). The case of the red-handed leak. The Times. [Electronic version]. Retrieved
August 13, 2004, from: http://www.the-times.co.uk
Bloxwich, K. (1994). Dividing the spoils. Financial Times, pp. 18-19. Retrieved September 22,
2004, from The McCarthy Database on Chadwyck Healey CD-ROM database.
Use pp. for page ranges only for encyclopaedia entries, multi-page newspaper articles and
chapters or articles in edited books. For articles in journals or magazines use the numbers alone
(not pp. before the numbers).
Online Discussion List Message
BLAXTBRM., (1995, October 13). Parasite nucleotide sequences. Parasite-Genome. Retrieved

August 27, 2003, from: http://www.mailbase.ac.uk/lists/parasite-genome
Note: the author name is given as it appeared in the e-mail message.
Personal E-mail Communication
Davis, W. (bill.davis@port.ac.uk), (1995, 23 December). Thoughts on disarmament

conference. E-mail to Robert Jones (jonesr@intpol.ox.ac.uk).
WWW site (whole site)
American Psychological Association [No date]. PsychNET [Online]. Available from:

http://www.apa.org [Accessed: 3 October 1996].
81
Document From an FTP Site
Bixley, T. S. (1995) Sentient microfilaments: a tempest in a tubule. Retrieved September 14,

2003 from: ftp://blahblah.princeton.edu/pub/harnad/conscious-ness/1 1/bixley
For this Referencing Guide extensive use has been made of the University of Portsmouth
Library leaflet “Bibliographic References Harvard Format – APA Style”. This leaflet is a
summary of the APA style guidelines as contained in The Publication Manual of the
American Psychological Association, (5th ed., 2001). In addition, the following references
have been used:
Bell, J. (1987). Doing your research project. Oxford: Open University Press.
Gill, J. & Johnson, P. (1991). Research methods for managers. London: Paul Chapman.
Jankowicz, A. (2000). Business research projects. (3rd ed.). London: Business Press Thomson
Learning.
Jolliffe, F.R. (1986). Survey design and analysis. New York: Ellis Herwood.
Some other references which may be of benefit are as follows:
Axelrod, M.D. (1975). The Dynamics of the Group Interview’, Advances in Consumer Research,
3, 437-441.
Babbie, E. & Halley, F. (1994). Adventures in social research: data analysis using SPSS,
California: Sage.
Bagozzi, R.P. (1988). The rebirth of attitude research in marketing. Journal of the Market
Research Society, 30(2), 132-142.
Ballaine, W. and Rummel, F. (1963). Research methodology in business. London: Harper and
Row.
Barnett, V. (1991). Sample survey principles and methods. London: Edward Arnold.
Bell, J. (1999). Doing your research project. (3rd ed.). Buckingham: Open University Press.
Bellinger, D.N., Bernhardt, K.L. & Goldstucker, J.L. (1976). Qualitative marketing research.
Chicago: American Marketing Association.
Blaxter, L., Hughes, C. & Tight, M. (2001). How to research, (2nd ed.). Buckingham: Open
University.
Bloom, P. N., Milne, G.R. & Adler, R. (1994). Avoiding misuse of new information technologies:
legal and societal considerations. Journal of Marketing Research, 58, January, 98-110.
Calder, B.J. (1977). Focus groups and the nature of qualitative marketing research. Journal of
Marketing Research, 14 (August), 353-364.
Catterall, M. & Maclaran, P. (1998). Using computer software for the analysis of qualitative
market research data. Journal of the Market Research Society, 40(3), 207-221.
82
Chisnall, P.M. (1997). Marketing research, (5th ed.), Berkshire: McGraw-Hill.
Churchill, G.A. (1991). Marketing research: methodological foundations. Orlando: Dryden Press.
Crabtree, B.F. & Miller, W. (1993). Doing qualitative research. Newbury Park: Sage.
Cryer, P. (1996). The research student’s guide to success. Buckingham: Open University Press.
Denscombe, M. (1998). The good research guide. Buckingham: Open University Press.
Diamentopoulos, A. & Schlegelmilch, B.B. (1997). Taking the fear out of data analysis, London:
The Dryden Press.
Edwards, A. & Talbot, R. (1994). The hard-pressed researcher: a research handbook for the
caring professions. New York: Longman.
Frey, J. H. & Fontana, A. (1991). The group interview in social research. Social Science Journal,
28(2), 175-187.
Ghauri, P. & Gronhaug, K. (2002). Research methods in business studies. A practical guide.
Harlow: Financial Times Prentice Hall.
Girden, E.R. (1996). Evaluating research articles. Thousand Oaks: Sage.
Greenbaum, T.L. (1998). The practical handbook and guide to focus group research, (2nd ed.).
Lexington, MA: Lexington Books.
Kinnear, T. & Taylor, J. (1996). Marketing research. an applied approach, (5th ed.). London:
McGraw Hill.
Malhotra, N.K. (1996). Marketing research: an applied orientation. (2nd ed.). London: Prentice
Hall.
Marshall, C. & Rossman, G.B. (1995). Designing qualitative research. London: Sage.
Mason, J. (1996). Qualitative researching. London: Sage Publications.
McQuarrie, E.F. (1996). The market research toolbox: a concise guide for beginners. London:
Sage.
Morgan, D.L. (1997). Focus groups as qualitative research. California: Sage.
Orna, E. & Stevens, G. (1995). Managing information for research. Buckingham: Open
University Press.
Proctor, T. (1997). Essentials of marketing research. London: Pitman.
Ragin, C. (1994). Constructing social research. California: Sage.
Robson, C. (1993). Real world research: a resource for social scientists and practitioner-
researchers. Oxford: Blackwell.
Saunders, M. Lewis, P. & Thornhill, A. (2003). Research methods for business students, (3rd
ed.), Harlow: FT Prentice Hall.
Silverman, D. (2000). Doing qualitative research: a practical handbook. London: Sage.
83
SCHOOL OF MANAGEMENT AND BUSINESS - STAFF TELEPHONE/E-MAIL
Name Room Tele No. e.mail
Alexander, Nick F14 2848 nsa@aber.ac.uk
Biehl, Brigitte S21 2520 bbb@aber.ac.uk
Fuller-Love, Nerys S9 2208 nnf@aber.ac.uk
Gallagher, Damian S3 2503 dmg@aber.ac.uk
Gaskell, Wendy F11 2500 wlg@aber.ac.uk
Godfrey, Richard F4 2511 rdg@aber.ac.uk
James, Su F10 2212 sdd@aber.ac.uk
Jasimuddin, Sajjad S18 2213 smj@aber.ac.uk
Khorana, Sangeeta F3 2210 sak@aber.ac.uk
Lane, Jennifer F18 2206 jel@aber.ac.uk
Lennon, Carys S10 2523 cyl@aber.ac.uk
Lindop Sarah F6 2510 sol@aber.ac.uk
McDougall, Awen F11 2542 amm@aber.ac.uk
McDougall, Iain S13 2205 iim@aber.ac.uk
McGuinness, Tony F1 2529 tmg@aber.ac.uk
Midmore, Peter F19 2251 pxm@aber.ac.uk
Miles, Julia F11 2202 jim@aber.ac.uk
Norrington-Davies, Sarah S10b 2549 sgh@aber.ac.uk
Perdikis, Nick F17 2517 nip@aber.ac.uk
Prytherch, Anna F20 2506 abp@aber.ac.uk
Ruziev, Kobil F13 2522 kkr@aber.ac.uk
Savvas, Michael F15 2507 mvs@aber.ac.uk
Soobaroyen, Teerooven S1 2211 trs@aber.ac.uk
Straw, Gary S17 2505 gds@aber.ac.uk
Thomas, Dennis F5 8780 det@aber.ac.uk
Williams, Megan S2 2207 rww@aber.ac.uk
Williams, Pam F11a 2502 pww@aber.ac.uk
Yang, Ying S4 2509 yiy@aber.ac.uk
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Harris, Ian – MBM9110, MMM4010 2243 ihh@aber.ac.uk
Lane, John – MBM6010,MMM7010 IMPS 2763 ajl@aber.ac.uk
Roberts, Glenda – AC10410, EC10910 IMPS 2774 grr@aber.ac.uk
Straw, Gary – MBM8810 S17 2505 gds@aber.ac.uk
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Mba Information Handbook

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Mba Information Handbook

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School of Management and Business

Ysgol Rheolaeth a Busnes

This booklet also includes useful sections covering referencing,

MBA Degree Scheme Structure 6

Core Modules Semester 1 7

Core Modules Semester 2 19

Elective Modules Semester 2 26

Management Reports (MBM9260) 41

The Academic Year 51

Student Support Services Contact List 71

Staff Contact List 83

Michaelmas Term (1)

Lent Term (2)

Easter Term (3)

Semester One Core Modules

MBM1010 Economics for Managers

Semester Two Core Modules

MBM1110 Operations Management

20 elective credits to be taken during Semester Two

Semester Two Elective Options

ACM2420 Financial Markets and Investment

MBM9260 Management Reports

Seminars / Tutorials Fortnightly tutorials and group based activities

• describe and explain the conventions which underpin financial accounting

1. Have a clear understanding of marketing principles and strategies,

Practical 1 Hours. (computing practicals)

Other 4 Hours. (4 x 1-hours example classes, plus tutorials as required)

• Define the key terms in Human Resource Management.

• Human Resource Management within the context of overall organisational performance.

Seminars / Tutorials 2 x 1-hour tutorial

Explain how information systems create new efficiencies in working practice.

Analyse the relationship between an information system and an organisation.

Describe and fully articulate the decision processes seen in an organisation.

Identify the core competencies required in the systems development process.

Evaluate the principal causes of information system failure.

Select appropriate implementation strategies for information systems development.

Seminars / Tutorials 8 x 1 hour sessions

- Explain the key elements of the business finance environment;

• Critically evaluate issues in strategic management process, content and context;

Describe the main components of project management.

Communicate project content in a structured and coherent manner.

Seminars / Tutorials 6 x 1 hour tutorials

Evaluate the structure, operation and role of financial markets.

Critically analyse the efficient markets hypothesis.

Analyse the risk-return trade-off in investments.

Explain and apply portfolio theory in the context of capital markets.

Explain and analyse the dominant asset pricing models.

Analyse portfolio management in practice.

• have and understand a specific body of knowledge;

Notes This module is at CQFW Level 7

have an understanding of:

This module is at CQFW Level 7

Understand what constitutes a supply chain

• describe and evaluate appropriate organisational models to support global strategies

1. Define the key terms in marketing communications

2. Appraise the impact of contexts on marketing communications

3. Evaluate the power of branding

4. Apply the campaign planning process

5. Explain the merits of the marketing communications tools

6. Appraise the importance of agencies

7. Evaluate the performance of the marketing communications plan

* Focus on their personal development with regards to their managerial skills