Postgraduate

Programme
Handbook

September 2016

This handbook is available

on request in alternative
formats from the business
school student support
office
 Preface
This handbook forms part of a two-tier structure of
handbook information available to you as a student of
the University. While this handbook, produced by the
school, seeks to give you information of immediate
concern relating to the school and your programme of
study, it also provides you with sections identifying
University policies and procedures which are directly
relevant to you, and with which you must familiarise
yourself. In addition, the University produces a second
handbook, which is available on-line. This provides
additional information covering University regulations,
policies and procedures including links to the full text
version of each regulation, policy or procedure and
information about University facilities and services. It
also contains more detailed information about your
rights and responsibilities as a student, and information
about the structure of the University.

The online handbook can be accessed at

www2.hull.ac.uk/student/studenthandbook.aspx

It is your responsibility to familiarise yourself with the

contents of this handbook, and make sure that you use it
as the first source of information and guidance on
matters relating to your programme and status as a
student. You will not be permitted to rely on ignorance
of regulations, policies or procedures contained in this
handbook as a ground for mitigation, special treatment
or appeal.

Every effort is made to ensure that the information in

this handbook is accurate and up-to-date at the time of
publishing. However, matters detailed in this handbook
are subject to review and change during the year. The
online student handbook contains the most up-to-date
information. Students studying for a professionally
accredited programme should note that this handbook
relates to University regulations, policies and
procedures which may differ from those pertaining to
accrediting bodies. Your programme leader will provide
you with further details.

Feedback
The business school encourages feedback from its
students and any comments or suggestions for
improving this handbook will be welcomed. Please make
any comments to the Student Support Office your
feedback will help to ensure that the handbook covers
all that you think it should and is a relevant and clear
guide for you during your studies in the business school.

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Contents
Preface ....................................................................... 2
Feedback ................................................................... 2
Introduction ............................................... 5
1. Welcome ......................................................................... 5
2. Student charter ............................................................ 5
3. About the school ............................................................ 5
4. About the University of Hull ......................................... 6
5. Key staff ....................................................................... 6
Postgraduate programme leaders ............................ 6
6. Office locations .............................................................. 6
7. Other sources of information ........................................ 6
Canvas ....................................................................... 6
Academic matters ....................................... 7
8. Masters programmes in the school .............................. 7
9. The framework for higher education qualifications ... 7
10. Portfolio and module learning outcomes and goals ... 7
11. University and programme of study regulations .......8
12. Credit transfer.............................................................. 9
13. Grading descriptors and portfolio criteria of
assessment ................................................................... 9
Mark scale for postgraduate modules ...................... 9
Guidance on classification...................................... 10
13. Attendance ................................................................. 10
The academic year .................................................. 10
Trimester One ......................................................... 10
Trimester Two......................................................... 10
Rules governing absence from the University ....... 10
Attendance monitoring .......................................... 10
14. Learning and teaching methods ................................11
MSc students............................................................11
MBA module delivery arrangements ......................11
Module learning materials ......................................11
Learning and teaching rooms .................................11
15. Ethical procedures for research and teaching in the
business school ...........................................................11
16. Assessment procedures for written examinations
and coursework.......................................................... 12
MSc Students .......................................................... 12
MBA Students ......................................................... 12
MSc and MBA Students.......................................... 12
Instructions for candidates for written .................. 12
examinations........................................................... 12
Examination papers................................................ 12
Examination paper repository ............................... 13
Submission of coursework ..................................... 13
Use of TurnitinUK .................................................. 13
Penalties for overlength work ................................ 14
Anonymous marking .............................................. 14
Group work ............................................................. 14
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
Penalties for late work ............................................ 14
17. Academic Misconduct - Plagiarism and cheating ... 15
Regulations ............................................................. 15
The caution procedure ........................................... 16
Where can I get help with referencing? ................. 16
Avoiding plagiarism in group work ....................... 16
18. Getting your results ....................................................17
Getting your results .................................................17
Feedback ..................................................................17
Reassessment of failed modules ............................ 18
External examiners ................................................ 18
Transcripts .............................................................. 18
Module information and assessments ................... 18
19. Prizes and scholarships ............................................. 18
20. Professional bodies ................................................... 19
21. Academic discipline .................................................. 19
Proof-reading services............................................ 19
Resit not permitted ................................................ 19
First warnings ....................................................... 19
University warnings, exclusion from assessment
and termination ................................................... 19
22. General University regulations ................................. 19
Gifts to staff members ............................................ 20
Student support....................................... 20
23. Support services ........................................................ 20
Student Wellbeing, Learning and Welfare Support20
The Advice Centre .................................................. 20
Nightline ................................................................. 20
Careers and Employability Service ........................ 21
Visa compliance team ............................................ 21
24. Academic support tuition ......................................... 21
The Hull Way .......................................................... 21
References .............................................................. 22
25. Possible problems and solutions .............................. 22
Changing modules .................................................. 22
Changing programme of study .............................. 22
Withdrawing from the University.......................... 23
Repeating a trimester or a whole year ................... 23
Mitigating circumstances ....................................... 24
Coursework extensions .......................................... 24
Dissertation extensions .......................................... 24
Academic appeals ................................................... 25
26. Study skills and support ............................................ 25
Skills Team ............................................................. 25
Online study skills resource and handbook .......... 25
27. Learning resources (Library, IT and language
learning centre) ......................................................... 25
Library and computing regulations ....................... 25
Library services at the University of Hull .............. 25
ReadingLists@Hull ................................................ 26
Definitions of levels of reading recommendation as
used in ReadingLists@Hull ................................ 26
The information and communications technology
(ICT) department ................................................ 26
Rooms ..................................................................... 27
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 The campus network .............................................. 27 Appendix 4 Postgraduate portfolio criteria of
Computer facilities and specialist software in the assessment ........................................................ 46
business school .................................................... 27
Wireless hotspots.................................................... 27 Appendix 5 Academic year chart 2016-2017 .... 54
The Language Learning Centre .............................. 27
28. Student and graduate centre for professional success27 Appendix 6 Research ethics proforma .............. 55
29. The international and engagement office ................ 28
30. HUBSoc ..................................................................... 28 Appendix 7 University guidance on referencing 59
31. Student academic representation ............................ 28
Appendix 8 - Feedback on assessment policy ...... 60
Student representatives ..........................................29
Staff-student committees [SSCs] ...........................29
Quality enhancement reports.................................29 Appendix 9 Postgraduate external examiners .. 62
Business school committees ...................................29
Access to information on student academic Appendix 10 - University code of practice:
representation ..................................................... 30 Academic support tutors .................................. 63
32. Health and safety ...................................................... 30
University Smoking Policy .................................... 30 Appendix 11- Business school student complaints
Fire Evacuation Procedures .................................. 30 procedure .......................................................... 73
Business school health and safety policy and
emergency and security plan .............................. 30
Fire safety and emergency procedures ................. 30
First aid procedures ............................................... 30
Flood emergency procedures ................................ 30
Power failure emergency procedures..................... 31
Security ................................................................... 31
Electrical safety ....................................................... 31
Risk assessment ...................................................... 31
Health, safety and travel ........................................ 31
33. Data protection .......................................................... 31
34. Appeals and complaints ............................................ 31
Academic appeals ................................................... 31
Student progress committee .................................. 31
Senior Tutors ..........................................................32
Complaints by students ..........................................32
35. Equal opportunities policy ........................................32
36. Audio and/or visual recordings of lectures and other
teaching sessions for personal use by students ........32
37. Registration and the payment of tuition fees ...........34
Financial support for students ...............................34
Student employment (full-time students) .............34
38. General administrative issues ...................................34
Keeping your contact details and personal
information up to date.........................................34
Replacement student cards .................................... 35

Appendices ............................................... 35

Appendix 1 - Professional principles .................... 36

Appendix 2 - Business school postgraduate

programmes ...................................................... 37

Appendix 3 - Programme portfolio generic

learning goals .................................................... 43

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Introduction
1. Welcome
A warm welcome to Hull University Business School. If
you are just beginning your programme of study, I hope
you will quickly feel at home in the school and find your
time with us challenging, enjoyable and fruitful. To
those returning for your second, third, or fourth year,
welcome back. I hope that all of you will find the
information in this handbook relevant and useful.
Our aim is to prepare you to become a successful
manager in todays complex business world. We do this
through stimulating programmes, influenced by the
latest research and the needs of the modern business
world, and a range of support structures to help you
make the most of your studies. We are delighted that
you have chosen to join us here and hope that you will
be proud to be an integral part of Hull University
Business School.
With best wishes for your studies
Dr Claire Hookham Williams
Associate Dean (Education)
2. Student charter
The University of Hull is a community dedicated to
advancing knowledge and education. A successful
community needs everyone who is a member of it,
whether staff, student or visitor, to respect its
fundamental values and beliefs. Our own values and
beliefs translate into a culture where we, as members of
the University community, are open and honest with
each other, where we work together in a connected way,
and where we strive for excellence.
The student charter, developed through a partnership
between the University and the HUU, is a manifestation
of our culture and says what you as a student can expect
from the University, and what is expected from you.
The student charter is available here:
www2.hull.ac.uk/student/studenthandbook/
regulations/thestudentcharter.aspx
In addition the business school has a set of professional
principles which outline what is expected of HUBS
students and these are provided in appendix 1.
3. About the school
Hull University Business School (HUBS) is part of the
Universitys Faculty of Business, Law and Politics and
provides a stimulating, dynamic environment in which
international business, management, marketing,
logistics, accounting, finance, and economics are
studied, developed and influenced.
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
Hull University Business School is proud to hold
multiple industry accreditations as well as independent
international accreditations such as AACSB, held by less
than 5% of the worlds 13,000 business programmes.
This places us in a select group of UK business schools,
assures you of our commitment to providing an
outstanding experience and further enhances the value
of your degree in the global employment market.
As a school, we are dedicated to the development of
responsible leadership for a complex world. To achieve
this, we encourage all those who engage with us to adopt
an approach we call 'Connected Thinking' a
perspective that builds an understanding of the
complexities in the global business environment.
Through this way of thinking, individuals and
organisations develop the capacity to recognise the
connections that make a difference and think creatively
to lead change in a responsible way, whatever their role
on the global business stage.
This approach is evident in everything that we do, and
at every level of our excellent learning, teaching and
research activities.
Building on a long tradition of accounting, business,
economics and management teaching and research, the
business school was formed in August 1999 with the
department of Economics joining in 2002. Despite still
being classed as relatively 'new' in comparison with
some of the UK's other business schools, it is one of the
most successful.
Since its opening, the school has grown year on year and
now has more than 3,000 students and around 100
academic staff organised into six subject groups. These
reflect the range of business subjects built into our
teaching programmes and the research interests and
expertise of our academic staff. Our research centres
foster a thriving research culture that also informs our
teaching and learning.
In addition to high-quality teaching and world-class
research, the school also delivers executive programmes
and short courses, as well as services to business.
The business school operates on both campuses of the
University in Hull and Scarborough. In Hull, the school
is housed in a world-class learning and teaching facility.
This development combines traditional buildings and
new build to provide an inspirational environment in
which to work for staff, students and guests.
The school in Hull has up-to-date facilities including
dedicated computer suites, a management learning
laboratory and a 500-seat lecture theatre. There are
large library collections in business subjects along with
growing electronic information resources and state-of-
the-art ICT facilities and infrastructure. We have a
highly qualified and enthusiastic staff and a
cosmopolitan, diverse and lively student body. We are
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also proud of our links with other well-known business
schools worldwide.
4. About the University of Hull
The University of Hull was established in 1928 and now
has over 16,000 students. The majority of these attend
the main campus in Hull but a sizeable minority are
located at the University's Scarborough Campus. The
University of Hull combines the virtues of a traditional,
research-led institution with a reputation for excellent
and innovative teaching and a commitment to
producing highly employable graduates.
The University's website is www2.hull.ac.uk.
5. Key staff
Professor Kathryn Haynes is Dean of the Faculty of
Business, Law and Politics
Lynne Barrow us the Associate Dean (International)
Dr Claire Hookham-Williams is the Associate Dean
(Education)
Professor Steve Johnson is the Associate Dean
(Research)
Wayne Williams is the Associate Dean (Student
Experience)
Postgraduate programme leaders
Professor David Collins is the programme leader and
academic tutor for MBA students.
Dr Fernando Correia is the Programme Director for
MSc students.
Programme leaders/academic tutors for each MSc
programme are:
Accounting and Finance: Dr Mona Soufian
Advertising and Marketing: Dr Wen-Ling Liu
Business Management: Steve Braund
Economics and Business: Dr John Atkins
Financial Management: Dr Yilmaz Guney
Finance and Investment: Dr Qin Xiao
Human Resource Management: Dr Denise
Thursfield
Human Resource Management part-time: Bridget
Freer
Logistics and Supply Chain Management: Dr
Alessandro Creazza
Management Consulting: TBC
Marketing Management: Dr Raphael Akamavi
Money, Banking and Finance: TBC
Joanne Dewey and Amy Cowling are the Learning and
Teaching Enhancement Managers.
Gary Fussey is the Student Administration Manager.
Michelle Fleming is the Student Experience Manager.
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The main contact point for postgraduate students is the
business school student support office: Esk Room 018 in
Hull.
A complete list of all staff in the school, together with
office locations and contact details can be found at
www2.hull.ac.uk/hubs/about-us/our-staff.aspx.
6. Office locations
At the Hull campus business school staff are located in
the Wharfe, Esk and Derwent Buildings on the west
campus. The majority of the business school is located
in these buildings. However teaching rooms are also
located in other buildings around the campus.
It is advisable to locate your lecture/tutorial rooms
before you are required to be there. Good time keeping
is required, as late arrival is disruptive to both staff and
your fellow students.
The business school student support office is located in
Room 018, Esk Building, opposite the Allam lecture
theatre. Campus maps of all University locations are
available from the Student Reception or on the
Universitys website
http://www2.hull.ac.uk/campuses/hull-campus.aspx
The business school student support office contact
details are:
Business school student support office
Room 018, Esk Building
Hull University Business School
University of Hull
HULL HU6 7RX
United Kingdom
Tel 01482 463633
Email hubsstudent@hull.ac.uk
Business school student support office/reception
opening times are as follows:
Monday Friday 8:45 16:30
7. Other sources of information
Canvas
Further information about the business school may be
found at www2.hull.ac.uk.
Details of your programme of study and the modules
you will, or may, take are found on the Universitys
website at www.courses.hull.ac.uk or for students
commencing the MBA programme from September
2016 on the virtual learning environment.
Canvas is the University of Hulls online learning
environment https://canvas.hull.ac.uk/. It is very
important that you familiarise yourself with your
programme Canvas site and refer to it on a regular
basis. Failure to do so will mean that you will miss out
on important information.
Canvas is where you will find copies of important
handbooks and workbooks and a range of important
information including timetables, information on
student representation and general office and academic
information. Module Canvas sites then contain module
handbooks (providing you with details of what you can
expect in the module), lecture notes and other module
details. Where applicable teaching materials will be
made available to students 48 hours prior to the
teaching session taking place. If this is not appropriate
for the mode of delivery students should be informed.
Please note that you are advised not to remove yourself
from any Canvas sites until after graduation as this can
lead to the loss of assessment related information.
The business school sends all formal communication
including urgent messages and important information
to students via their University email accounts. Any of
our staff may try to contact you via your University
email address.
As a result all students should check their University
email address on a regular basis. Failure to do so will
mean you may miss out on important information.
The University of Hull online student handbook can be
found at
www2.hull.ac.uk/student/studenthandbook.aspx .
The information contained in the online handbook is for
all university students if you have any queries about
whether some of the information is applicable to you or
not please contact your Academic tutor.
An online study skills resource and a study skills
handbook, produced by the school, is available on your
programme Canvas site.
Academic matters
8. Masters programmes in the school
The business school offers the following full-time
postgraduate taught programmes
The Hull MBA (560009)
MSc Accounting and Finance (560038)
MSc Advertising and Marketing (565645)
MSc Business Management (560015)
MSc (Econ) Economics and Business (560063)
MSc Financial Management (560064)
MSc Finance and Investment (561030)
MSc Human Resource Management (565649)
MSc Logistics and Supply Chain Management
(565621)
MSc Management Consulting (560037)
MSc Marketing Management (565638)
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
MSc Money, Banking and Finance (565648)
By part-time study, the school offers
The Executive MBA
MSc Human Resource Management
The Executive MBA is also offered by part-time study in
Hong Kong, Singapore, Bahrain, Oman and Romania.
9. The framework for higher
education qualifications
University awards are designed to comply with the
Quality Assurance Agencys Quality Code and other
external reference points (Information is available at
http://www.qaa.ac.uk/assuring-standards-and-
quality/the-quality-code). In particular all schools have
produced programme specifications for all of their
taught programmes, which set out what you can expect
to be able to do if you successfully complete the
programme. These are referred to as intended learning
outcomes.
Full programme and module specifications are available
at www.courses.hull.ac.uk or for students commencing
the MBA programme from September 2016, on the
virtual learning environment.
Programme structures are provided in appendix 2.
The University has a credit based, modular structure for
all its programmes of study. Full-time students take 60
credits of study in each trimester. Taught MSc modules
are rated at 10 and 20 credits. Taught MBA modules are
rated at 10 credits.
Postgraduate Masters programmes require 180 credits
of study completed over three trimesters or periods for
full-time study.
Part-time study is normally based on half the full-time
workload.
Each credit is based on a notional 10 hours of student
study time - which includes class contact time,
independent study and preparation and completion of
assessed coursework and written examinations. You
should therefore expect to spend some 100 hours of
study time in successfully completing a 10 credit module
and 200 hours for a 20 credit module.
10. Portfolio and module learning
outcomes and goals
Each group of programmes offered by the school
(Bachelors, MBA, MSc, Doctoral) the School has an
agreed set of programme portfolio generic learning
goals. These are reviewed each year. The postgraduate
portfolio learning goals can be found in appendix 3. The
programme portfolio learning goals are assessed using
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individual elements of assessment in specified modules.
Achievement of programme portfolio learning goals is
then reviewed each year by the schools Assurance of
Learning Committee.
In order to meet programme and module learning
outcomes, each programme of study in the school uses a
variety of teaching and learning methods, including
formal lectures, practical classes, seminars and
tutorials, and group activities. The extent of direct
student participation in these will vary and more
specific guidance is given in each module handbook.
In assessing whether these learning outcomes have been
achieved, a variety of assessment methods are used.
Virtually all modules include elements of assessed
coursework, often in conjunction with a written
examination. Details are again provided in the module
handbooks. You will be given feedback on your
completed assessments.
11. University and programme of study
regulations
The programme of study for which you have registered,
and therefore the qualification you are seeking, is
governed by regulations which operate at two levels.
First, the University level, applying consistently to every
programme of study. Second, at the level of the
individual programme, setting out which modules you
must take, which modules you can opt for, and where
there are any agreed variations to the standard
University regulations such as how modules are
weighted to determine the final classification of the
degree.
Therefore to qualify for the award you are seeking you
must abide by both levels of regulations. Any action
outside regulations can only be taken if the approval of
the University Student Progress Committee (explained
later) has been obtained by your school.
The following summarises the key points of the
University regulations, which you should be aware of,
but the full version can be viewed at:
www2.hull.ac.uk/administration/policyregister/
qualityhandbook/sectionb.aspx
(Please note that part-time students will be provided
with information during induction on University and
Programme of Study Regulations.)
each programme is divided into stages representing
each set of 60 credits. For example the taught
masters degree is made up as follows:
Certificate stage (first 60 credits equivalent
to the first trimester full-time)
Diploma stage (second 60 credits equivalent
to the second trimester full-time)
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Masters stage (third 60 credits commonly the
dissertation undertaken during the Summer
period)
Your programme specification states your core
and permitted optional modules
to qualify for the award of the degree you must
successfully complete all 60 credits for each stage
the pass mark for modules is 50.
you can be reassessed once in any failed module
unless the Module Board has denied reassessment as
a result of you not complying with the attendance
and/or submission requirements of the module
the mark for any module passed following
reassessment is capped at 50
in very limited circumstances, a narrow fail can be
treated as a pass (called compensation), although
no change is made to the mark awarded for the
module
in very limited circumstances, a candidate may have
credits disregarded (called condonement) in
deciding the candidate's eligibility for the degree
provided certain conditions are met
the maximum total number of credits which may be
condoned or awarded by compensation is 30.
Compensation and condonement is not permitted
during the Masters stage. It is only permissible at
the Certificate, Diploma and Post-Degiploma stages.
students on the MSc Human Resource
Management should note that the CIPD does
now allow condonement or compensation. A
student failing in one or more modules will not be
eligible for a CIPD accredited award. They may
however, within the confines of University
regulations, be eligible for a University award.
a candidate at the Diploma stage who fails more
than 60 credits at first attempt, is automatically
deemed to have failed the programme, without being
permitted to be reassessed in the failed modules.
However, such a candidate may be permitted to
repeat the stage at the discretion of the Programme
Board of Examiners. Student Progress Committee
has determined that the following factors should be
considered in exercising this discretion: (i) the
profile of marks, ii) the candidates
attendance/submission record, (iii) the candidates
potential to succeed in the repeated stage and whole
degree, (iv) any mitigating circumstances properly
notified
a candidate who is not allowed to progress to the
Masters stage but is allowed to undertake
reassessment in failed modules, may not begin the
research for the Masters stage dissertation until the
reassessments have been successfully completed
unless no more than 30 credits (for students
commencing the programme from September 2016)
or 40 credits (for students commencing the
programme prior to September 2016) have been
failed and the candidate is permitted to continue by
the Programme Board of Examiners
 there is no automatic right for students to take
assessments overseas. However, a request to do so
may be made (for students with a permanent non-
UK home address) for Summer re-sits only. The
policy and request form can be found in the Quality
Handbook, Section F20:
www2.hull.ac.uk/administration/policy_register/qu
ality_handbook/section_f.aspx A charge may be
applied.
where a candidate has to be reassessed and is not
permitted to continue as explained above, the three
month period for undertaking the final stage will be
deemed to commence once you are notified that you
have passed the reassessments and are allowed to
commence the final stage
if you do not successfully complete a stage you can
be awarded a lesser qualification, at which point
your programme of study will be at an end a
candidate may not repeat a stage except with the
approval of the University Student Progress
Committee. Such approval will only be given where
medical circumstances or exceptional personal
circumstances are established of a kind which clearly
affected the candidate's performance throughout the
year. Repeat years are not given lightly. Equally you
may not reapply for the same degree without the
approval of the Student Progress Committee. The
same criteria as for a repeat stage will apply
Masters degrees are awarded as a pass, but will be
awarded with distinction, where the candidate has
achieved an average of 70+ over all 180 credits, and
with a mark of no less than 67 in the masters
(dissertation) stage
Masters degrees are awarded with a Merit (for
students registering for the first time after
September 2012) where the candidate has achieved a
weighted average of between 60 and 69 over all
marks assigned, with a mark of no less than 57 in the
Masters (last 60 credits) stage.
The University expects students on Joint, With and
Combined programmes to have an experience
comparable to their peers studying a single subject. The
leaflet, Guide for Students on Joint, with and combined
programmes (annexe 3 under Supervision, Induction
and PDP) explains further:
http://www2.hull.ac.uk/administration/cdte/quality_st
andards/quality_handbook/section_k.aspx
12. Credit transfer
You may have undertaken studies prior to starting your
programme at the University. In certain cases such
prior learning might be transferable to your current
programme and therefore give you exemption from
some of the requirements of your current programme.
This is called Accredited Prior Learning and may be
certificated or experiential (e.g. work experience). If
you have experience which you think might be
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
transferable to your degree programme you should
discuss this with your school, who will advise on
whether it is transferable and the evidence you will have
to provide. Please note that credit transfer is not
permitted on the MBA.
In addition to the judgement the school will have to
ensure the following regulations are adhered to:
Candidates must complete the final stage - all 60
credits - of the (Hull) qualification sought - e.g. the
final (usually dissertation) stage of a Masters degree.
Credit transfer is therefore not possible towards a
postgraduate certificate.
Merits and Distinctions are determined using only
credits awarded by the University of Hull; to be
eligible for consideration for a merit or distinction,
the candidate must have achieved no fewer than 120
credits from the University of Hull, including the
Masters (dissertation) stage of the programme.
Credits cannot be transferred where they have
already been used towards a qualification (whether
from this University or another institution) unless
the first qualification is a step towards the current
qualification.
13. Grading descriptors and portfolio
criteria of assessment
The University of Hull grading descriptors for Level 7,
have been developed to align with the Quality Assurance
Agencys Quality Code and other external reference
points. A link to these is provided in appendix 4. The
descriptors outline the key features and general
characteristics of assessed work associated with each
grade-band. They aim to provide a framework for
articulating the expected standard of students work.
The framework provides clear and consistent statements
to describe students performance which, in turn,
facilitate transparency in feedback to students, helping
students to understand how to improve performance.
The School has published portfolio criteria of
assessment for the Undergraduate, MSc and MBA
portfolios. These are informed by the programme
portfolio learning goals, the particular level of study and
the Universitys generic grading descriptors. The
postgraduate criteria are provided in Appendix 4.
Students should consult their module handbooks for
module specific assessment criteria and linkages with
module learning outcomes and the portfolio criteria of
assessment.
Mark scale for postgraduate modules
50100 Pass
4049 Compensatable
044 Fail
In order not to give an advantage to candidates who
pass a module after reassessment, such modules are
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recorded as having been passed with a mark of 50 (see
section 18).
Guidance on classification
Taught Masters degrees are awarded as a pass but will
be awarded with a merit or distinction as detailed
below:
Merits and distinctions shall be awarded on the
basis of achievement in credit awarded by the
University of Hull only. A minimum of 120 credits
must be credit awarded by the University of Hull in
order for a candidate to be eligible for the award of a
merit or a distinction.
The award of Masters degree with merit applies to
students commencing a programme on or
after 1 September 2012. A candidate must be
awarded the Masters degree with merit provided
that the candidate has achieved a weighted average
of between 60 and 69 over all marks assigned, with a
mark of no less than 57 in the Masters stage.
A candidate must be awarded the Masters degree
with distinction provided that the candidate has
achieved a weighted average of 70 or greater over all
marks assigned, with a mark of no less than 67 in the
Masters stage.
A candidate shall be awarded:
A Postgraduate Diploma with 120 credits or greater
A Postgraduate Certificate with 60 or more credits
but less than 120
With less than 60 credits, the credits for all modules
passed.
13. Attendance
The academic year
The following are the trimester dates. A more detailed
plan of the academic year is in appendix 5.
Trimester One
26 September 2016 to 16 December 2016
Examination weeks (MSc only):
9 January 2017 to 20 January 2017
Vacation:
19 December 2016 to 6 January 2017
Trimester Two
30 January 2017 to 12 May 2017
Vacation:
3 April 2017 to 21 April 2017
Examination weeks (MSc only):
15 May 2017 to 9 June 2017
Re-Assessment Examinations*
7 August 2017 to 18 August 2017
* Students must be available if required to attend
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Note that the academic year for taught postgraduate
programmes starting on 26 September 2016 is deemed
to run until 21 September 2017 (representing 45 weeks
of study time plus vacations).
Students on part-time programmes of study will be
notified of any variations to these dates.
Rules governing absence from the University
You are required to be in attendance on week days
during each trimester. All students are required to
inform their school within two days if they are absent
from the University as a result of illness or for any other
reason. A GPs medical certificate will be required for
absences of more than seven days or for subsequent
cases of mitigation. If you become ill and are unable to
inform the school office, you should arrange for
someone to communicate on your behalf. They should
contact the Student Support Office through the contacts
details provided in section 5. For further information
see the online handbook at:
http://www2.hull.ac.uk/student/studenthandbook/aca
demic/absence.aspx
If your absence is related to a disability, please contact
the Student Wellbeing Team for advice.
Part-time students will be advised of the attendance
requirements relating to their programme and teaching
arrangements.
Attendance monitoring
The University has an Attendance Policy, which expects
all students to attend all timetabled sessions for their
programme of study. On each module, some or all of
your attendance will be monitored (Paragraph 10,
QH:K14 Attendance Monitoring). An attendance
register will be kept for tutorial sessions and students
who miss more than two timetabled tutorial sessions
will be required to meet with their Academic tutor to
discuss their attendance. Students who gain a University
warning for non attendance should be aware that two
University warnings automatically lead to termination
of your programme of study.
In addition, during trimester 3 (the dissertation stage of
the programme) all postgraduate students will be
required to meet with their dissertation supervisors.
These meetings will be recorded on a dissertation
supervisory meeting record.
Tier 4 visa students should be aware that
monitoring their attendance is a legal
requirement and poor attendance could lead to
their programme of study being terminated and
them being reported to the UK Border Agency.
Students who need to be absent for a genuine reason
should obtain a leave of absence form from the business
school student support office.
You should also see section 25, which provides further
information on withdrawal, suspension of study etc and
sections 23-24 which provide information on the
support and advice available from the Business School
and the University.
14. Learning and teaching methods
MSc students
MSc student timetables will be available online at the
start of each trimester. Students should visit the
following website:
http://www2.hull.ac.uk/student/studentadministrative
service/timetablingandroombookings.aspx
MSc lectures and tutorials may be held in the Business
Schools learning and teaching rooms but they may also
be held in buildings across the campus.
Tutorials and workshops usually begin in the second or
third week of the trimester. Attendance is compulsory.
For each module you will be allocated to a specific
tutorial or workshop group. You will not necessarily be
with the same group of students for all modules. Since
the composition of these groups is carefully timetabled,
you will not be permitted to change groups except in
very exceptional circumstances. You must seek
permission to change by completing a Tutorial Transfer
Request form.
MBA module delivery arrangements
MBA modules are held mainly in the Derwent building.
The teaching schedule for the first modules of your
programme will be handed to you during induction
week. You will be issued with teaching schedules for the
remaining modules at a later date. All schedules are
subject to change and you should therefore check your
programme Canvas site for the latest version.
Module learning materials
For all modules, a module handbook will be placed on
the module Canvas site. Please ensure that you provide
your own stationery items such as staplers, pens,
calculators etc. as these are not provided by the Support
Office.
MBA students will also be provided with a study guide
and module text book. These will only be available on
the date stated on your teaching schedule. For the first
two modules, all items will available during welcome
week. In order to collect these items at the handout
sessions you must show your student card. You will not
be allowed to collect for a friend. Please note that only
registered students will be allowed these handout
materials.
Learning and teaching rooms
Food or drink must not be taken into lecture theatres or
into seminar or tutorial rooms. Please ensure that
teaching rooms and PC suites are left tidy and that any
furniture moved is returned to its original position.
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
15. Ethical procedures for research
and teaching in the business school
Ethics is about the moral value of human conduct and
of the rules and values that ought to govern it.
In all aspects of business today ethical considerations
are receiving increasing attention. Hull University
business school believes that ethical considerations are
critically important in planning research and teaching.
A guiding principle is that research and teaching should
be carried out with the best interests of the individuals
who are the subject of the research or of the teaching
being the primary consideration.
When research is undertaken by anyone connected to
HUBS, ethical considerations must be given attention.
We believe this has implications for
every project by a staff member, research student
and student on a taught module where a major
research project is undertaken
every taught module which has a research element
When contemplating the beginning of a piece of
research as part of any of your taught modules you need
to consider the ethical issues which need to be
addressed before it is started. The Schools Ethical
Procedures for research and teaching (available on your
programme Canvas site) should be read and the
research ethics proforma (see appendix 6) must be
completed prior to the beginning of any research. The
Ethical Procedures also outline procedures for obtaining
consent, sample consent forms and where appropriate
witness certifications.
The proforma, a copy of the proposal, and any informed
consent letters should be submitted to your module
leader or supervisor. The module leader or supervisor is
authorised to approve the proposal, although in cases
where there is doubt s/he will consult the Research
Ethics Committee Chair. Once approved the proposal
can then go ahead. Where proposals are not given
approval, they will be discussed informally with you by
your module leader or supervisor; if this fails to resolve
the issue cases will be discussed at a full Research Ethics
Committee meeting, at which you may be invited to
present your case.
Module leaders of taught modules involving elements of
research are required to report on the completion of
research ethics proformas in their annual module
reports.
Please note that following the Schools Ethical
Procedures and gaining approval for your research does
not absolve you from observing general ethical
guidelines, for example, abiding by the law, observing
copyright, complying with plagiarism conventions,
acknowledging authorship etc. The ultimate
responsibility for the ethics in a project and how it
evolves remains with the researcher(s).
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The University of Hull also has a Code of Practice on
Research Misconduct which is followed if any breaches
of good practice occur (see section L of the Quality
Handbook which can be accessed via the on line
student handbook)
16. Assessment procedures for written
examinations and coursework
the dates of your examinations, and if you have
any clashes or difficulties, to report those to the
business school student support office as a
matter of urgency.
Please inform, or seek advice from your Academic tutor
if:
For religious reasons you cannot take
examinations on a particular day

You have any disability or illness that may

MSc Students
affect how, when or where and examination
There are three examination periods in each academic
takes place (eg dyslexia)
year, which in 2016/17 will be:
Instructions for candidates for written
9-20 January 2017
examinations
15 May9 June 2017
These are detailed on the Registry Services website,
The reassessment period will be 7 August to 18 August
http://www2.hull.ac.uk/student/resgistry_services/cur
2017.
rent_students/exams_and_results.aspx
Students on the part-time programmes should note that
and posted outside each examination hall. It is your
their examination periods may vary from those given
responsibility to familiarise yourself with them.
above. Further details will be given to you early in your
programme. You are not permitted to take mobile phones,
electronic or subject-specific dictionaries, or
There are also 3 standard dissertation hand in points. If
programmable calculators into the examination hall.
you start in September then your hand in date will be
To minimise the risk of cheating or the appearance
Thursday September 14th 2017. The other hand in dates
of cheating, bags must be left at the back of the
are in January and May and would apply if, for example,
examination hall (but the University cannot accept
you requested an extension to your submission point.
responsibility for any loss of property).
The process and rules for this can be found in the
Examinations will start when the Invigilator
programme regulations that apply to your course and
formally announces the start. You may not write
information will also be on the Registry Services website
anything (even your name) before that
along with the paperwork that you will need to
announcement. To do so may be treated as academic
complete.
misconduct, which is punishable under the
MBA Students University code of practice.
Students on the MBA programme should note that their It is important to note that students must bring
examinations and other assessments are scheduled their University Student ID card or other
throughout the year, following the pattern of module photographic identification (such as a driving
delivery. Detailed information will be given to you early licence or passport) with them to all examinations.
in your programme. You should note that while your identity remains in
any doubt, marking your script may be delayed and
MSc and MBA Students
this may result in consequential delay in notifying
It is part of the requirement of your degree that you are
you of your results
available during all examination periods. It will not be
acceptable for you not to be available with the reason Alternative examination arrangements
that you did not expect to have to sit an examination
If you have a disability and require alternative
and have made another commitment. Note that only in
arrangements for examination you should contact the
the most exceptional circumstances will you be given
Student Wellbeing Team. If you have any other special
permission to sit an examination other than at the
circumstances which may require alternative
University. Student Progress Committee will decide
arrangements you should contact your school.
whether circumstances meet this criteria, but has made
it clear that it intends approval to be rare (see Section Students should be aware that the University
F20 of the Quality Handbook which can be accessed via Regulations on Classes and Examinations
the online Student Handbook). requires that the Deans permission be obtained
before students undertake any external
Examination timetable
examinations.
The examination timetable for each period is produced
Examination papers
by Registry Services. This information will be available
Your examination paper will state the required number
through the portal or from the business school student
of compulsory and optional questions you are expected
support office. It is your responsibility to check
to answer. If you fail to answer a compulsory question
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(whether that be for the whole paper or within a section
of a multi-sectioned paper) you will be awarded zero for
that question. Please be aware markers are under
instruction to mark any additional questions in the
order they appear on the examination paper,
disregarding any extra questions above and beyond the
number required to be answered. Further information
and guidance may be found in the Study Skills
Handbook.
Examination paper repository
Past exam papers are available from the University's
digital repository (go to http://hydra.hull.ac.uk and
sign in using your campus ID and password, or click on
the Digital Repository link in the portal). Where papers
are not available, please enquire in the School.
Students are advised that because of staff, assessment
and programme changes, it is generally only helpful to
check papers for the preceding two or three years. Ask
your module leader for advice in case the exam format
or coverage has changed. Some papers are taken by
students from several degrees and because of this a
paper may have two different module serial numbers
but the same content.
Submission of coursework
eSubmission is the approved method for your HUBS
programme of study. You must submit your assessed
assignment(s), for all modules that you are taking
during the 2016/17 Academic Year using the Canvas
system. Submission of a printed copy is NOT permitted.
You should submit via the Assignments menu item on
the relevant module Canvas site.
An assignment for eSubmission must be prepared using
the HUBS Electronic Submission System Coursework
Coversheet. This document is stored in MSWord and is
available from the Coursework section on the
Programme Canvas site.
There are separate versions of the Coursework
Coversheet, which you must use if you are making a
group submission or if you have a disability (which has
been recognised formally by the University). These are
also available from the Coursework section of the
Programme Canvas site.
You must complete the first page of the Coversheet
accurately and in full. If you make a mistake this could
result in you not getting credit for your work. You must
add your submission directly to the coversheet
document, or paste your submission into the document
You are strongly advised to make your electronic
submission well ahead of the deadline (we suggest 3
hours) to ensure that you have time to produce the
required documentation. Failure to make effective use
of the eSubmission system will not be accepted as
grounds for an extension, or mitigation.
Assignments must be submitted by the date and time
stipulated. Deadlines will be strictly adhered to.
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
Students submitting late, and who do not have
mitigating circumstances approved by the Mitigating
Circumstances Panel, will be subject to penalties for late
submission specified by the University. Please note that
Saturday and Sunday are treated as working days for
the purposes of the late submission policy. Substitute
submissions will not be accepted after the deadline
without the appropriate late submission penalties being
applied.
If a mark of less than the pass mark is received on an
assessment element then you should wait for the
decision of the relevant module board, which will
inform you of your next step.
See also section 17 on Academic misconduct.
Use of TurnitinUK
The Universitys chosen software for detection of
academic misconduct is Turnitin UK. You have a series
of entitlements and responsibilities in respect if its use:
1. TurnitinUK is a tool to detect potential instances of
plagiarism and incorrect source referencing.
Academic judgement is an essential element in the
process of detecting plagiarism and the interpreting
TurnitinUK reports.
2. TurnitinUK compares the content of a student
written assignment with material in the TurnitinUK
database. The software only indicates the extent to
which an assessment contains text that matches
other text within the database. Neither is it the case
that text-matching against database material will
identify all areas of potential plagiarism.
3. Staff and students should be aware that TurnitinUK
and the Originality Report generated do not
represent the only method of detecting plagiarism
nor the only evidence that can be provided in a
suspected case of academic misconduct.
4. The University is committed to ensuring that all
students are treated equitably and consistently and
to upholding the highest level of academic integrity
and rigour.
5. Text-matching is used as the basis on which an issue
of academic concern or offence is provisionally
identified. It should be used only as an indicator and
not as a substitute for academic judgement on
whether an offence has been committed.
6. All instances of academic misconduct are regulated
by the Universitys Regulations (principally
Regulations for Academic Misconduct QH:F8).
7. The production and submission of any piece of
assessed written work, whether via TurnitinUK or
otherwise, remains the sole responsibility of the
student. Students are expected to ensure all sources
are appropriately acknowledged within their own
work and in line with school practices.
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8. All submissions of summatively assessed student
work to Turnitin must be made within the
Universitys chosen Virtual Learning Environment
(Canvas for most students, though a small number
may be asked to use eBridge) or the University e-
portfolio, PebblePad.
If you are unfamiliar with eSubmission you are advised
to consult your Programme Canvas site and work
through the Making an eSubmission Guide. The guide
will show you how to use the system and is set up to
help you to practice submitting assignments in advance
of the real assignment submissions. This allows you to
see how the Turnitin system works.
Penalties for overlength work
Coursework assessments have a set word length as this
enables students to develop their writing skills and
demonstrate that they can present their work in a clear
and concise manner. The University has in place a
standard system of penalties for summatively assessed
work deemed to be overlength (sections 29-30) F1,
Quality Handbook:
(i) Penalties are a percentage of the maximum
mark available for the assessment element which
is overlength
(ii) Overlength assessment penalties apply only
to word counts and exclude charts, graphs, tables
etc
(iii) Unless otherwise specified the published
word limit excludes references in footnotes,
appendices, references and bibliography lists
(iv) Your coursework assessment rubrics will tell
you to declare a word count on the coversheet
where a word limit is specified.
(v) An erroneous word count declaration will be
dealt with as suspected use of academic
misconduct.
(vi) The penalty for overlength work is:
1020% over the specified word limit, a
penalty of 10%
more than 20% over the published word
limit, the work will be awarded a mark of zero
You can check the length of your assignment using the
Word Count function, available under the Review tab deadline. Early submission is encouraged.
of Microsoft Word 2007.
When the work is marked the marker should give a
mark and feedback on the work as submitted. If a
penalty for over length submission is to be applied then
the mark entered as the agreed mark should reflect the
final penalised mark, specifying the number of marks
deducted clearly.
Anonymous marking
The University has decided that in almost all cases
coursework should be anonymously marked in order to
ensure impartiality in the marking of your work. Your
name will only be revealed once the marker has
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completed the electronic feedback form and returned
the feedback to the Student Support Office for you to
collect. You must take care to avoid including your name
in the title page, the main text and any page headers in
the work submitted.
Group work
Where a module is assessed by group work you must
accept collective responsibility and ownership for any
work produced as part of that group. If you have any
problems or difficulties working as a group or if you feel
a member of the group is not contributing you should
report this immediately to your module leader.
All members of the group will receive the same final
mark provided that each has made an equal
contribution. When the group leader and other
members of the group indicate that an individual has
not contributed equally their mark may be reduced
following further investigation by the groups
supervisor.
Submission of group work to Canvas should be done by
the group leader, other members of the group should
make no submission to Canvas in relation to group
work.
It is the responsibility of the whole team to ensure that
the work submitted is handed in on time. If an
individual entrusted with the responsibility of
submitting the work in on time fails to do so then the
whole team will be penalised for handing in late work.
The group leader is responsible for ensuring feedback
reaches the other members of the group.
Penalties for late work
All deadlines for submission of coursework will be
stated on the business school student support office
Canvas site (http://canvas.hull.ac.uk) and this should
be checked regularly by all students.
The specified deadline applies to the submission of the
electronic copy of the assignment. If your coursework
is submitted late the coursework will be awarded a
reduced mark as indicated below.
Please note that deadlines are final submission dates,
but work may be submitted at any point up to that
All work submitted by the stated deadline, or by an
approved extension to the deadline (see section 25), will
be marked as normal.
The University has in place a standard system of
penalties for summatively assessed work subject to late
submission:
(i) Penalties are a percentage of the maximum
mark available for the assessment element
which has been submitted late
(ii) All your coursework assessments must have a
published submission time which should be
no later than 4pm
 (iii)Non standard modules may differ but only if
Faculty Learning, Teaching and Assessment
Committee has agreed. Your Course or
Student Representative should be able to
liaise with this Committee for you. Contact
Hull University Union if you are in any doubt
about who is your Representative.
(iv)The late submission penalties applied to
coursework submitted after the published
deadline are:
Up to and including 24 hours after the
deadline, a penalty of 10%
More than 24 hours and up to and
including 7 days after the deadline; either
a penalty of 10% or the mark awarded is
reduced to the pass mark, whichever
results in the lower mark
More than 7 days after the deadline, a
mark of zero is awarded.
17. Academic Misconduct - Plagiarism
and cheating
Regulations
The University Regulations for Academic Misconduct
available at
http://www2.hull.ac.uk/student/studenthandbook/aca
demic/unfairmeans.aspx govern all forms of
illegitimate academic conduct which may be described
as cheating, including plagiarism. The term academic
misconduct is used in the regulations to indicate that a
very wide range of behaviour is punishable. The
regulations give examples, including:
cheating in an examination by possessing materials
prohibited in the examination room
cheating in an examination by using materials
prohibited by the examination room
falsifying the results of laboratory, fieldwork or other
forms of data collection
impersonating another during an examination
conspiring with another or others to have work
completed by another candidate, including offering
work, whether for sale or not, for use by another
without acknowledgement
collusion (where the work submitted is the result of
the work of more than just the student making the
submission but which the student making the
submission claims to be his/her own work without
acknowledging the contribution of other students)
using false statements, or presenting false evidence,
in support of a request to defer an examination,
obtain an assessment extension, or explain any form
of absence or default
removing, hiding or destroying library materials
without permission
falsifying a transcript or other official document
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
submitting work for assessment which has been
performed or created by other persons or
commissioning third parties to perform or create the
work whether for payment or not
making your work available to others, giving
opportunity for them to plagiarise (group work
must acknowledge the contribution of others or
collusion may be deemed to have occurred)
An erroneous word count declaration on written
assignments which are over-length
submitting work for assessment which is
substantially the same work as submitted for a
previous assessment (sometimes referred to as self-
plagiarism).
notification of a suspected case of Academic
misconduct will normally be given to you within four
trimester weeks of the submission deadline of the
assessment unless fresh evidence is discovered
thereafter.
Plagiarism is a specific form of academic misconduct.
It is work which purports to be a candidates own but
which is taken without acknowledgement from the
published or unpublished work of others. Such
unattributed taking is plagiarism whether from articles,
books, computer programs, data, essays, papers,
reports, or any other material originated by another
person, whether obtained from written, printed or
electronic sources, including via the Internet, the World
Wide Web (WWW) or any other computer-based or
networked system. It is plagiarism whether the medium
is literary (essays and reports), graphical (designs,
diagrams, graphics), electronic (computer programs) or
mathematical (proofs). Intention to commit the offence
is not relevant to the finding of guilt, but may be
relevant to the penalty imposed.
Conduct is punishable when undertaken by any
University of Hull student on any programme, whether
acting alone or with others, and conduct which amounts
to an attempt to use such means is also a breach of the
regulations. The regulations define the procedures
which must be followed when an allegation is made,
stating the rights of the student, including the
establishment of an Adjudicating Panel which is
required to determine whether the breach of the code
has been proven.
It is essential, therefore, that you recognise that
the University takes very seriously any form of
illegitimate conduct, especially plagiarism, and
that if you are judged to have breached these
regulations this could result in you not being
awarded your degree.
It is your responsibility to ensure that you have
understood the guidance you have been given about
referencing and therefore how not to commit
plagiarism. When completing your electronic
submission via the module Canvas site you are agreeing
with this statement and are declaring that the work
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which you are submitting is your own. If you have any
doubts you must seek advice from your Academic tutor.
The caution procedure
The caution procedure defines limited circumstances in
which a student may be issued with a caution instead
of Adjudicating Panel proceedings at certificate stage
(usually first 20 credits) only if they are new to the
University of Hull. The following instances of Academic
Misconduct are open to the Caution procedure:
plagiarism
collusion
possession of unauthorised materials in the
exam room
It should be noted that use of unauthorised materials in
the exam room may not be referred to the Caution
procedure and will be treated as a full offence of
Academic misconduct.
Students issued with a caution should consult the
section on where to get help below.
Where can I get help with referencing?
The business schools adopted style of referencing is the
Harvard System. You are therefore requested to
familiarise yourself with this system and to use it
consistently in any piece of work that you produce for an
assessment. You are urged not to use footnotes in any of
your written work.
If you are unsure about referencing or plagiarism please
refer to the business schools online study skills resource
or study skills handbook (available via your programme
Canvas site) or seek advice from your academic tutor or
the Library and Learning Innovation (LLI) team. LLI,
based in the Brynmor Jones Library provide full and
comprehensive help on referencing styles on their
website Got to www.hull.ac.uk/skills and click on the
referencing section for detailed help. LLI also run
practical sessions on referencing so check the same
website out for further information.
Students should do this before commencing work on
assignments. Students undertaking Dissertations and
should bear in mind that their supervisors are not
responsible for checking their work for plagiarism or
academic misconduct before they are submitted.
All coursework submitted will be routinely scrutinised
using the Turnitin system which will provide academic
staff with information on the similarity between the
work you have submitted and a wide range of published
material and work submitted by other students and your
own previous work.
You will have the opportunity to use Turnitin with drafts
of your work to increase your awareness of good
academic practice and learn in practical ways how to
improve your academic literacy skills.
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You will receive guidance on plagiarism and how to
avoid it. You should, however, assess your referencing
skills and then use the help and advice available to
ensure you reference correctly.
Please note that academic staff will not check any
assessment drafts, including dissertations, for
plagiarism. This will only be checked for in the final
submission.
Appendix 7 provides the Universitys Guidance on
Referencing.
Avoiding plagiarism in group work
Some of your assessment activities will involve formal
group work, that is, a group presentation or a group
project. In these cases, it is necessary to produce a piece
of work that is a culmination of a joint effort, or includes
work, ideas and thoughts of both you and your
colleagues working in the same group. With this type of
assessment activity you may be asked to identify the role
each group member took in producing the final product.
Where a piece of work is produced by a group all
members of the group should be named and all take
equal responsibility for its content and presentation.
Where a module is assessed by a combination of group
and individual work you are reminded that whilst it is
legitimate to work with colleagues for the group project,
the principle does not extend to the individual work.
Students should also refrain from using the material
from a group report in their individual report, as it may
cause the marker to be suspicious if another member of
the group adopts the same approach. Furthermore, it is
unlikely that the same material will properly address
both assessments in other words, using sections from
the group work in your individual work (or vice versa)
might result in a lower grade because you have not
answered the question appropriately. Should you have
any doubts when faced with a group/individual
assessment combination please seek advice from the
Module Leader.
Many students find it helpful to form and work in
informal study groups, as this gives you opportunities to
discuss ideas and concepts, forge friendships, and
consult one another over draft versions of their written
assignments. Be aware that this approach may
introduce an element of danger if members of the group
then present very similar pieces of work, in either
content or structure, or in their arguments and
conclusions. If a marker identifies two, or more, pieces
of work that have similarities all students involved will
be asked to answer a formal allegation of the use of
academic misconduct, or plagiarism. Should these
allegations be proven, the consequences for your
programme of study can be quite severe. Therefore,
although you are encouraged to discuss your
work during the preparation stages, you are
discouraged from swapping work, showing your
colleagues final versions of assignments, writing
assignments collaboratively, or preparing
model answers for open and case based exams
as a group which are then used in the exam.
18. Getting your results
Getting your results
Where appropriate, marks for individual pieces of
assessed work are given to you during the module, to
enable you to utilise feedback in completing the module.
However, such results are provisional, that is they can
be changed by the module board for example on the
advice of the external examiner and they are not
therefore final until that Board has met and the Student
Progress Committee has formally confirmed the marks.
The fact that a Module Board reduces a mark previously
notified to you as provisional does not constitute
grounds for appeal.
At the end of the first trimester your provisional
results will be available on MyAdmin
(https://myadmin.hull.ac.uk/main/). Results can be
discussed at a meeting with your academic tutor.
It is your responsibility to make sure that your home
address is correct or that an alternative correspondence
address has been added to your contact information on
the portal. To change your home address or add a
correspondence address, go to
https://portal.hull.ac.uk/uPortal personal
information. Any changes to addresses must be
completed before the end of the examination period.
Your results will also be available on My Admin
from the day after the official release date. You
will not be able to get your results before those
deadlines, and under no circumstances will your results
be given to you over the telephone, nor will they be
given to another person on your behalf.
Feedback
Opportunities for obtaining feedback are actively
promoted to students at appropriate points during the
academic session. Students are reminded of the
relevance of feedback in the context of their learning
experience and are actively encouraged to seek out
feedback in all its forms at those times when it is
available. Feedback about your progress in a module
can be in the form of discussions with your tutor,
questions during seminars as well as being via a
coursework feedback form and via annotations on the
hard copy submission of your coursework. It should be
noted however that students are not entitled to have
drafts of assessed work read by a tutor prior to
submission.
Students are entitled to receive their feedback within
four weeks of the assessment deadline in accordance
with policies approved at University Learning, Teaching
and Assessment Committee and Faculty Learning,
Teaching and Assessment Committee (or equivalent).
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
The University requires its Schools to give students
feedback on their work which addresses the following
principles:
- A clear statement will be given on the
period of time in which your work will be
returned with feedback and will not
exceed 4 trimester weeks.
- You will be provided with an opportunity
to act on the feedback in preparing for
further assessments in the same or other
related modules.
- Feedback will be clear, and where
written, legible
- Feedback will include specific reference
to module learning outcomes or to clear
grading criteria derived from learning
outcomes
- The principles on which work is being
marked will be made clear, whether this
is via learning outcomes or grading
criteria.
- Feedback is likely to be balanced, to
include strengths as well as areas for
development
- Feedback will include some targets for
future development (relevant at both
mid- and end-module).
- Feedback will include not only areas for
development, but also practical ways to
improve these areas
- Clarification relating to feedback will be
made available to students on request
We appreciate your patience in waiting for feedback and
would like to reassure you that the four week timeline is
used to ensure that your work is read thoroughly and
that constructive feedback is provided to you. This
feedback should allow you to identify how you can
improve and develop your work for future assessments.
In addition, the four week period is necessary to allow
for second marking which is a University quality
assurance process whereby a member of the teaching
team ensures the consistency, and approves the
standards, of first marking. It is possible that some
module leaders may be in a position to provide feedback
before the four week timeline depending on various
factors including module size and teaching and research
workloads for example.
You will be notified via your University email when
provisional grades and feedback are available for
collection. Please note that whilst you are able to ask for
further clarification on feedback provided you cannot
appeal your grade on the basis of academic judgement.
Feedback on examinations is provided on a cohort basis
with Module Leaders providing a feedback summary on
the module canvas site within 1 week of students being
able to access their results on the portal. The summary
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will identify what was done particularly well by students
and common problems or errors.
If you require further feedback or are confused by the
feedback you have received it is your responsibility to
seek further feedback about your progress through
discussions with your tutor and questions during
seminars.
Please note that this feedback does not constitute an
opportunity for students to discuss any amendments to
their marks.
The Business Schools Feedback on Assessment Policy
can be found in appendix 8.
Reassessment of failed modules
(excluding where a student has mitigating circumstances)
Note that the method of reassessment is laid down for
each module. It will normally be the same as the method
of first assessment, but there are circumstances where
an alternative method is necessary for practical reasons.
Where this is the case, details will be given in the
module handbook.
The University regulations state that you have a right,
subject to having a satisfactory record of submission, to
be reassessed in a failed module.
The school's default reassessment policy is that
students who fail a module will only be
reassessed in the failed element of the module.
However, you may apply to be reassessed in
other (passed) elements of a module you have
failed, but the module mark will be capped at
50%. Note you cannot be reassessed in any
module which you have passed.
The exception to this policy is where the module has a
specified reassessment strategy. For example, if the first
assessment strategy consisted of two, or more, elements
but the reassessment strategy is by a single element of
assessment, you would have no option regarding how,
and in what way, you were reassessed.
The form that you are required to complete to request
reassessment of a passed element is available from the
Student Support Office. No other documentation is
acceptable. Likewise, informal requests (by
email/telephone) followed by a formal written request
submitted after the deadline, will not be accepted.
Failure to submit appropriate documentation, or submit
on time, will result in the default reassessment policy
being applied.
You must ensure that the form is submitted to the
Student Support Office within 15 days (21 days if you are
an overseas student) of the publication of your marks in
the summer. After this deadline has passed the schools
default reassessment position will apply to any students
who havent submitted their form.
Following the completion of the reassessment, the
highest mark for each element of assessment
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will go forward, even if the highest mark for an
element was the pass mark from the first assessment,
and not from a reassessment specifically requested by
you. However, the maximum mark that can be awarded
for a reassessed module is a pass mark (50%).
External examiners
The University employs external examiners to assist the
University in discharging its responsibility for the
quality and standards of the education it provides and
the awards it offers. The role of the external examiner is
to assure the standard of your award when compared to
similar awards of other institutions, to assure the
integrity of the assessment process and to comment on
the quality of the learning opportunities given by the
University.
You should not contact the external examiner directly.
Hull University Union, Course Representatives and
Student Representatives work with the University to
oversee the management of Quality and Standards of
the Universitys programmes, including external
examiner reports. You are encouraged to liaise with
your Course Representative and Hull University Union.
The full list of postgraduate external examiners is
provided in appendix9..
Transcripts
In addition to receiving an official transcript at the end
of your programme of study, you may need copies
during your period of study to assist in applying for
employment or further study. You should approach
Registry Services - further details:
https://myadmin.hull.ac.uk/Main/Login.aspx .
You should note that you will be refused a transcript if
you are in debt to the University (as well as any degree
or other certificate).
Module information and assessments
Please note that examination scripts will not be
returned to students after the examination period.
Many professional bodies require detailed programme
information from people who apply to take their
examinations. It is your responsibility to keep any
module handouts that you are given. The school can not
satisfy any requests for module information once you
have graduated.
Students are advised to keep copies of any programme
handouts or programme details obtained from the
University web pages. These items may not be available
after a student has graduated and, where these items are
available, a charge may be made to cover photocopying
and administrative costs.
19. Prizes and scholarships
The business school awards Postgraduate Prizes on an
annual basis for each of the following areas:
 MSc Accounting and Finance
MSc Advertising and Marketing
MSc Business Management
MSc (Econ) Economics and Business
MSc Finance and Investment
MSc Financial Management
MSc Human Resource Management
MSc Logistics and Supply Chain Management
MSc Marketing Management
MSc Management and Consulting
MSc Money, Banking and Finance
Hull MBA On-Campus
Hull Executive MBA
Hull MBA Off-Campus
The Chartered Management Institute (CMI) Prize
for Best Executive MBA Dissertation *
The Chartered Institute of Marketing (CIM) Prize for
Best Marketing Management Student *
Agencia Consulting Prize (Group price for MSc
Management Consulting) *
*Prizes are subject to review annually. Check with your
programme leader and the Business School Student
Support office to confirm which prizes are to be
awarded.
20. Professional bodies
A number of the schools modules and programmes
carry professional body accreditations/exemptions.
Further details are available from the schools student
and graduate centre for professional success (see section
28).
21. Academic discipline
Proof-reading services
Proof-reading services are available to students in a
variety of forms, from informal proof reading by friends
or family, to professional services commanding the
payment of a fee by the student.
The University does not allow the promotion of proof-
reading services on its campuses where the service
offered is such that the person providing the service
expects to, as a direct result of the amendments made
and with no additional input from the student, improve
the academic quality of the work and by extension, the
mark awarded to the student. Such a service would be
considered to amount to the use of academic
misconduct by the student concerned. Regulations for
Academic Misconduct would apply in all such cases.
This approach has the support of the Hull University
Union.
The University and Hull University Union are
supportive of advisory services, part of whose role is to
require the engagement of the student in the process of
learning how to proof-read their own work, with a view
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
to the improvement of their academic practice. Such
services make no amendment in respect of academic
content, and require the students to finalise the text that
will be submitted for assessment. The University
provides such services to its students through the Skills
Team which provides resources online at
http://www2.hull.ac.uk/student/student-
handbook/support/skills-team.aspx including a study
guide for students on how to do their own proof-
reading.
Resit not permitted
If you do not comply with the submission and
completion requirements for a module the Module
Board of Examiners can use its discretion and refuse
you permission to be reassessed if you fail the module at
the first attempt. This means that you do not get the
credits for the module and as a result may not be able to
progress further with your programme of study or may
be awarded an interim qualification.
The criteria used by the Module Board to exercise
discretion will concern the pattern of your engagement
with the module including such factors as the number
of required assessment elements undertaken [OR
attempted] and the relative weightings of these
assessment elements. Consequently, if you have
attempted a limited weight [OR proportion] of
assessments (or, indeed, none) then the Board may
apply a Resit Not Permitted (RNP) decision [flag].
First warnings
This is the generic title given to warnings which may be
issued at school - or sometimes Faculty -level and will
be issued if you fail to comply with the attendance and
submission requirements of your programme without
good reason. See section 13 on attendance
requirements.
University warnings, exclusion from assessment
and termination
Failing to improve your academic conduct after
receiving a first warning may result in the school
requesting a University Warning from the Student
Progress Committee. This is part of a scale of penalties
which may lead to you being excluded from assessment
or having your programme terminated.
22. General University regulations
Please be aware that as a student you have both rights
and obligations in respect of your fellow students,
members of staff, and others who come into contact
with the University. The University has a set of general
regulations governing the conduct of students, as well as
specific policies and procedures. These are supported by
a Code of Discipline, under which you could be
penalised for conduct of a non- academic nature (such
as possession of drugs or damage to property). You also
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have rights to freedom of speech, freedom from
harassment, and to have your personal information
handled in accordance with the Data Protection Act, but
you also have obligations to respect other peoples right
to free speech, freedom from harassment, and
protection of their personal information. It is also
expected that students will behave in a way which
respects the right of their peers to learn and the rights of
staff to teach.
Gifts to staff members
The relationship between staff and students is a friendly
but professional one. While we respect the practices in
different cultures and the wish of students to express
friendliness and appreciation, gifts to individual
members of staff are not considered appropriate. The
Head of School or Director of Studies will be able to
explain these matters to you in more detail if required.
Further details of the relevant regulations, policies and
procedures which affect you as a student are available in
the online handbook at
http://www2.hull.ac.uk/student/studenthandbook/reg
ulations.aspx
http://www2.hull.ac.uk/student/studenthandbook/aca
demic.aspx
Student support
23. Support services
Within the University there are a range of support
services which have been developed to assist you in
overcoming academic or personal difficulties. These
include the Student Wellbeing, Learning and Welfare
Support, Students Union Advice Centre, Skills Team
and the Careers and Employability Service. For further
details go to the on-line handbook
www2.hull.ac.uk/student/studenthandbook/support.as
px.
Student Wellbeing, Learning and Welfare
Support
The Student Wellbeing, Learning and Welfare Support
team are there to support students in a variety ways
from finance to chaplaincy, and wellbeing to learning.
Inclusion team
Our inclusion team (Disability advisers) offer a wide
range of support to meet individual students needs.
Students with physical disabilities or long term health
conditions are strongly encouraged to contact the
services (01482 462020) to discuss support available or
reasonable adjustments that could be made to meet
their needs. It is also important that you inform each of
your module leaders at the very start of each module
explaining what type of support you need. For more
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information see:
http://www2.hull.ac.uk/student/support.aspx
Learning support team
The learning support team are available to provide
specialist support for students with dyslexia and other
learning differences, please see
http://www2.hull.ac.uk/student/support/learningsupp
ort.aspx .
Student wellbeing advisers
Our Student wellbeing advisers are normally available
Monday to Friday during office hours for students who
require confidential, free support for a range of issues
which cause emotional or mental distress. A drop in
service and bookable appointments are available from
the AskHu desk on the 2nd floor of University house.
Contact 01482 462222 for availability.
http://www2.hull.ac.uk/student/support/healthandwel
lbeing.aspx
The Advice Centre
The Students Union Advice Centre is a free service run
by the Students' Union. It provides impartial,
confidential advice and information to the students of
the University of Hull and is usually the first port of call
if you have a problem.
The Advice Centre provides a wide range of information
and advice on academic issues, employment rights,
benefits, debt and funding, consumer issues and
housing problems.
The Advice Centre is comprised of a team of paid staff.
If we can't help directly (for example legal advice), we
will be able to sign post you to someone who can.
The Advice Centre operates on a first come-first served
basis, and is open during the following times during
trimester:
Monday 9:30am-3pm
Tuesday 9:30am-3pm
Wednesday 12-3pm
Thursday 9:30am-3pm
Friday 9:30am-3pm
Also available for appointment outside of these hours by
contacting: Email huu-advice-centre@hull.ac.uk or ring
01482 466 263. During the holiday period we are open
Tuesdays and Thursdays 9:30am 3pm.
Nightline
A confidential listening and information service run by
students, for students. Nightline is a non-judgemental
and non-directive listening service, offering callers
support and space to come to their own conclusions. No
problem is too big or too small, and sometimes just
talking helps.
Nightline holds a range of up-to-date information on
issues such as burglary to sex. Contact details are
T01482 466262
www.nightline.ac.uk
Careers and Employability Service
The Careers and Employability Service is available to
help you navigate your way through the wide range of
opportunities open to you at the end of your studies and
help you to implement the next steps in your personal
career plan. We will help you meet employers on
campus, gain work experience and understand whats
needed for the graduate job market. It is all about being
professional, getting connected and developing the
confidence to present effectively to future employers.
Dont leave it until your final year; get in early and see
us for information, graduate jobs and placements, skills
development sessions, and employer events. Book a
meeting with a Careers Adviser - we are here to help.
Register to access all services via our website
www.hull.ac.uk/careers - where you can also find
opening hours, drop-in times and events. Location:
Third Floor, University House, Hull campus
(Telephone: +44 (0)1482 465096 / E-mail:
careers@hull.ac.uk)
Skype: HullUniCareers. Find us also on Facebook,
Twitter and Linked In.
Visa compliance team
The University of Hull has two teams dealing with
various aspects of immigration matters.
Please contact the visa compliance team, Registry
Services if you have an immigration query relating to
our Tier 4 sponsorship, attendance and monitoring, etc:
Email: vct@hull.ac.uk; Telephone: 01482 466810;
Location: 2nd Floor, University House.
International students holding Tier 4 general visa must
familiarise themselves with their immigration
responsibilities. Please follow the link below for more
information:
http://www2.hull.ac.uk/student/registry_services/curr
ent_students/tier_4_students.aspx
Please contact the Immigration Team, Student
Wellbeing, Learning and Welfare Support if you have an
immigration query relating to issues, including:
* your student visa application or extension
* working restrictions while in the UK
* your own or your dependents immigration status
* inviting your family and/or friends to visit you in the
UK
Email: immigration@hull.ac.uk; Telephone: 01482
466659; Website:
http://www2.hull.ac.uk/international/visa_guidance.as
px; Location: 3rd floor, University House.
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
24. Academic support tuition
Every student will be allocated a member of academic
staff who will act as your academic support tutor. You
are required to meet with your tutor for a minimum of
two individual meetings per trimester and four
timetabled group meetings per year. The aim of
academic support tuition is to build supportive
relationships between you, your tutors and other
students in the same tutor group. In addition to
providing academic support, your tutor will be able to
signpost you to the Universitys pastoral support
services if required.
Your academic support tutor may also be someone you
approach for a reference (for further study or
employment) either part way through a programme,
towards the end, or even after programme has ended.
You can discuss any queries you might have or any
problems you might be experiencing with appropriate
staff in the business school student support office, your
academic support tutor, programme leader, student
success adviser or if you would prefer to speak to
somebody independent of the school with a member
of staff from the students union Advice Centre, the
Universitys Student Support Services or the Skills
Team.
The University Code of Practice on Academic Support
Tuition governs the system of academic support tuition
and sets out both what you can expect from your School
and tutor and what is expected of you. You should
familiarise yourself with the Code of Practice which is
set out as appendix 10 to this handbook.
The Hull Way
The Hull Way aims to give all students the opportunity
to develop and articulate the graduate attributes they
need to become a distinctive Hull graduate. The
starting point for the Hull Way is the Hull Graduate
Profile; which is a key set of graduate attributes all our
students will have the opportunity to develop. These
graduate attributes outline core skills, knowledge and
behaviours we help our students develop at Hull to
enable them to be successful in the world at large and
achieve their full potential.
The Hull Way is characterised by five key principles:
1.Students are given explicit opportunities in the
curriculum to develop graduate attributes
2.The University will ensure the curriculum links
directly to the Hull Graduate Profile
3.Students will develop the ability to articulate their
graduate attributes
4.Students will be given support to engage with, and
develop their Hull Graduate Profile
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5.The Hull Way can be recognised and celebrated by
achieving a Hull Employability Award
What can students expect?
The Hull Way will be promoted in your curriculum
through the Hull Graduate Profile. Opportunities for
graduate attributes development will be highlighted and
there will be additional development opportunities from
your broader University experience, such as
volunteering, societies and even work experiences. The
school and University will provide additional support in
recognising and developing your graduate attributes by
providing the tools and training you will need to
succeed. You will also be actively encouraged to record
your achievements for the Hull Way by working towards
your Hull Employability Award.
Further information about the Hull Employability
Awards, and how to start planning for the Hull Way can
be found here: http://hullawards.hull.ac.uk/
References
You are likely to be asked to provide details of a referee
from the University during, or at the end of, your period
of study, so that they can be contacted for a reference.
You should approach your Academic support tutor in
the first instance to ask if they would be willing to
provide references for you. Tutors (and other staff) are
not automatically obliged to be a referee for you,
although they will not normally refuse.
By agreeing to provide references, your Academic
support tutor is required to provide a fair and accurate
assessment of your ability and are often asked to give
their opinion on your suitability for a particular
position. Their reference may include information
which can be negative, such as attendance, but your
referee will normally inform you if this is the case.
When seeking a reference you should always seek the
referees agreement in advance. This ensures that they
are available to provide a reference for you in a timely
manner. Make sure that you inform your referee about
the reason for the reference request, providing them
with job details, where possible, and make sure that
they have a copy of your up-to-date CV. Give your
referee as much notice as reasonably possible.
Assistance with CVs and applications, amongst other
things, is available from the University Careers and
Employability Service.
25. Possible problems and solutions
You are reminded of the importance of discussing any
problems you might be experiencing with appropriate
staff, whether your academic support tutor or somebody
independent of the school such as the Students Union
Advice Centre, Student Support Services or Skills Team,
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Library and Learning Innovation . For further details go
to the online handbook
www2.hull.ac.uk/student/studenthandbook/
support.aspx
A number of the solutions identified below may involve
changing your status part way through an academic
year. You should be aware that as you may be taking two
modules which span two trimesters, this will create
difficulties if you wish (for example) to recommence
your studies part way through the following year, e.g. at
the start of the second trimester. You should discuss this
with your Academic support tutor. (Schools have been
issued with guidance on possible options).
Changing modules
You may wish to change a module during your
programme. While core modules must be taken, and
options must be chosen from within the permitted range
for the programme you are taking, if you do wish to
change module you must first find out whether the new
module is permitted within your programme. You will
need the approval of the school responsible for offering
the module, as well as the approval of your home school.
If you do wish to change module you should consult
with your Academic support tutor and the member of
staff responsible for the module, and then complete the
University change of module form (available from your
school or the Registry Services website
http://www2.hull.ac.uk/student/registryservices/curre
ntstudents/usefulforms.aspx under Students and
Teaching), following the procedure set out on the form.
Changes must be made within three weeks of the start
of the module.
Please note that on some programmes, such as the
Executive (part-time) MBA all modules are core and
cannot be changed.
Changing programme of study
There are several reasons why you might want to change
your programme of study. You should discuss this with
your Academic Support Tutor and, if the programme is
from another school, consult with staff responsible for
the programme.
In all cases where you are considering a change of
programme, you must obtain the consent of the school
offering the new programme, as well as the school which
you are leaving (where the two are different). You must
complete the change of programme of study form
available here:
http://www2.hull.ac.uk/student/registryservices/curre
ntstudents/usefulforms.aspx
You will also be required to take or send the form to
Student Financial Services, to ensure that appropriate
arrangements are made for payment of tuition fees. You
will then take the form (stamped by Student Financial
Services) to Registry Services and the changes will be
made to your record. If you are SLC funded Registry
Services will inform the appropriate body. If the start of
the course you wish to transfer to does not coincide with
the current date you may need to temporarily withdraw
before starting the new programme, and you must
complete the relevant Temporary withdrawal form
(available from your school or the student portal).
Withdrawing from the University
There may be a number of reasons why you might
contemplate leaving the University without completing
your programme. If you are in that position there are a
range of staff and services within the University who
will try to help you a) decide whether this is the right
course of action b) help you to progress it if you have
decided it is the right thing to do. Your Academic
Support Tutor should be your first source of support,
but there are a range of support services whom you can
contact, including the Students' Union Advice Centre
and the Careers and Employability Service. Go to
http://www2.hull.ac.uk/student/careers.aspx
If you do decide to withdraw you must confirm this in
writing using the approved University form available
from the schools Student Support Office or the student
portal giving the last date on which you attended your
programme, and return the form to Registry Services. If
you are SLC funded Registry Services will inform the
appropriate body. This form also includes a
questionnaire which invites you to indicate the reasons
which resulted in you deciding to leave. This is designed
to help the University to monitor trends and respond to
them. No personal information about you will be
reproduced when the questionnaires are analysed.
One of the benefits of a credit accumulation system is
that it is often possible to take any credits gained where
you have not completed your programme and use them
in the future, for example to resume your studies at this
or another University. At Hull credits are considered to
have a shelf life of 9 years, although re-admission
would be up to the school responsible for the
programme. To assist you, you may wish to obtain an
official transcript confirming the credits you have
achieved see section 18 on transcripts.
Suspension of studyAn alternative to withdrawing from
the University might be to suspend your studies for a
period of time. This might enable you to resolve the
difficulties which are affecting your studies, whether
medical, personal or financial. Occasionally suspension
of study is also used to enable you to undertake some
form of work experience not forming part of the
programme of study. Suspension of study may mean
that a scholarship you received may not be transferred
to the new study period Check this and other financial
details before you apply to ensure you have all the
relevant information available to you before making
your decision.
Again you should discuss this option with your
Academic Support Tutor, but if you do decide
suspension of study is appropriate you must put your
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
request in writing to the Head of School. You must use
the Suspension of Study form:
http://www2.hull.ac.uk/student/registryservices/curre
ntstudents/usefulforms.aspx, indicating the length of
time requested, the reasons and the last date you wish
to attend the programme. You will be required to
provide suitable supporting evidence eg. medical
evidence. Provided the request is for no more than one
year the Head of School will be able to approve the
request. Requests of more than a year, or extensions of
existing suspensions of study, require the approval of
the Student Progress Committee. You should be aware
that each stage of any programme must be
completed within three years, including any
period of suspension of study.
If you are an international student on a Tier 4 visa then
you will need to return home when you intercalate and
you will need to apply for a new visa before you return
to the University.
The University also has the power to require a student
to suspend studying where a student is considered unfit
to study by reason of posing a risk to him/herself or
another, but only provided that a defined procedure has
been followed. A candidate on any University of Hull
module or programme, wheresoever located, who is
judged, on substantial evidence, to be unfit to study by
reason of posing a risk to him/herself or others may be
required to suspend those studies (intercalate) even in
the absence of the candidates consent (QH:K13). For
more information see:
http://www2.hull.ac.uk/administration/leap/quality_st
andards/quality%20handbook/section%20k.aspx
(QH:K13).
There are specific issues in relation to international
students and suspension of study, which may cause visa
and immigration problems for the student. For this
reason, all international students must see the
University Immigration and Cultural Adviser before
submitting their suspension of study form to the school.
The Immigration and Cultural Adviser will sign the form
to indicate that the student has been given appropriate
advice.
Retrospective suspension of study must be seen as
exceptional. Students may have to repay part of any
funding already received. Students who have received
disabled student allowance (DSA) support may
experience funding difficulties if retrospective
suspension of study is approved the student must
contact Disability Services in advance to discuss this.
For more information see:
www2.hull.ac.uk/student/studentadministrativeservice
/studenthandbook.aspx
Repeating a trimester or a whole year
In very exceptional circumstances it may be appropriate
to repeat a complete trimester (including the teaching
and assessment periods) or a complete year. The effect
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of this is that any (and all) credits gained during the
period being repeated cannot be counted towards the
programme of study in question (and they will not
appear on your official transcript). Again you should
seek the advice of your academic support tutor and
ensure that you obtain any documentation appropriate
to support the request, including medical certificates if
appropriate. Requests should then be made in writing to
the Director of Learning and Teaching. The formal
approval of the Student Progress Committee will be
required and you will be written to once a decision has
been made. Normally the Senior Tutor will wish to
interview you.
You must note that a repeat period will only be
approved where you can clearly establish either medical
circumstances or exceptional personal circumstances or,
in some cases, disability related concerns which have
been so serious that they have had a significant effect on
your ability to undertake your studies, and that they
have lasted for a large part of the year. Requests to
repeat will not be accepted in cases where a student has
simply performed poorly and wants a second chance.
In all cases, you must submit a medical certificate or
information from an independent, reliable and
verifiable source other than yourself. Again you should
also be aware that each stage of the programme must be
completed within three years, including any period of
suspension of study.
The above rules also apply to any request to reapply for
the same programme of study.
Mitigating circumstances
When preparing for an examination or other form of
assessment, this may be done while experiencing the
effect of circumstances which might affect your
performance. Boards of Examiners are empowered to
take such circumstances into account if they consider
that the circumstances have had a significant effect
when determining your module marks or your overall
degree classification. However, under no circumstances
will your marks be changed. It is your responsibility to
make the School aware of such circumstances before the
relevant Board of Examiners meets. Appeals are very
rarely allowed where evidence is raised after
such a meeting when it was available before.
Please note that the business school uses its
discretion by permitting students a new attempt
in assessments affected by mitigating
circumstances.
The University refers to this as 'mitigating' (sometimes
known as 'extenuating') circumstances, and has
established a procedure to enable you to inform schools
of such circumstances. In all cases you must submit
evidence to support your application, such as a medical
certificate or information from an independent and
appropriately qualified source which will enable the
University to confirm the circumstances you are
claiming. Applications must and may only be
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submitted within 5 working days of the
examination or assessment deadline and where
you have not attempted the examination or
submitted the assessed work due. If you become
ill during an examination, you must submit a
claim for mitigation to the Head of Registry
Services within 5 working days. Applications
received after that date will be referred to the Student
Progress Committee to determine whether they may be
considered in the light of the lateness of the application.
To apply for mitigating circumstances use the form (s)
available here:
http://www2.hull.ac.uk/student/registryservices/curre
ntstudents/usefulforms.aspx
The school has set up a panel that considers all cases of
mitigating circumstances immediately prior to the
examination boards.
Coursework extensions
In cases where they have experienced acute
circumstances affecting the submission of specific work
students can request an extension to the approved
coursework submission deadline. A coursework
extension request must be submitted in advance
of the coursework submission deadline.
Please consult the guidelines provided in the
coursework extension request form and note the
acceptable reasons for an extension request and the
requirement to submit evidence of your circumstances.
The form is available from:
http://www2.hull.ac.uk/student/registryservices/curre
ntstudents/usefulforms.aspx
The form should be submitted with accompanying
evidence, for example, a doctor's certificate. If you do
not submit work on time and have submitted an
application for an extension which is turned down, then
the penalties outlined above for late submission will
apply.
Dissertation extensions
Dissertation extensions will only be granted for medical
circumstances or exceptional personal circumstances.
Extensions will not be given for delays in collecting data
or other time related time management issues.
Students must complete a Final Stage Dissertation
Extension Form and attach appropriate supporting
evidence. Full conditions and guidelines are printed on
the form which is available from the Student Support
Office. Please note that the form must be signed by your
programme leader/academic support tutor (not your
dissertation supervisor) before it is handed in to the
business school student support office.
Full time students should note that a dissertation
extension may mean that a dissertation will not be
processed in time for the October 2017 exam board. In
this case, your work would not be assessed until the
following spring exam board which would result in a
delay in your graduation i.e. you would graduate in the
summer of 2018 rather than in January 2018. Part-time
students will be similarly affected.
Please note that each extension case will be unique and
will be dependent on factors such as the availability of
the marking team assigned to the individual
dissertation; however dissertations submitted 14
weeks prior to the date of an exam board will definitely
not be processed in time for that board.
Academic appeals
The University has a detailed set of regulations
governing your right of appeal against academic
decisions - these can be accessed at
www2.hull.ac.uk/student/registry_services/current_stu
dents/if_things_go_wrong/academic_appeals.aspx
along with a copy of the appeal form.
It is important to be aware that you cannot appeal
simply because you disagree with a decision of your
school for example the award of 55 for a piece of work.
You must be able to show that there has been some
defect in the process by which that decision was made,
such as not following procedures, bias or prejudice on
the part of the examiner, or failure to consider relevant
factors (such as mitigating circumstances). Appeals
must be lodged within 10 working days of you receiving
notification of the decision against which you wish to
appeal.
The University will allow students who have submitted
an appeal to graduate and also allow students who have
graduated to submit an appeal (provided they are within
the 10 working day window). The candidate will
graduate with the classification awarded and, if the
appeal is subsequently upheld, any change will result in
a new award being made.
26. Study skills and support
Skills Team
The Skills Team offers free resources and guidance for
all full-time and part-time students, at every level of
study, on study skills; academic writing; maths;
numeracy and statistics and finding resources.
The service runs a programme of free, interactive
workshops with student helpers throughout the year on
various study skills topics. There are also online
versions of the same workshops available for
independent study. Details of how to book a workshop
place and how to enrol for an online workshop are
available on the service website along with access to
online learning resources and study guides and a
comprehensive section on referencing and how to avoid
plagiarism. You are advised to explore the service
website at www.hull.ac.uk/skills.
Support is available on any aspect of study on an
individual basis by email (skills@hull.ac.uk),
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
telephone, Skype or in person. Appointments should be
made using the link above. The team are based in the
Brynmor Jones Library and can be contacted at
skills@hull.ac.uk or on 01482 466199.
Online study skills resource and handbook
The business school has prepared a study skills
handbook and online study skills resource for all
students which can be found on your programme canvas
site.
27. Learning resources (Library, IT
and language learning centre)
Information about the computer centre, Brynmor Jones
Library, and Scarborough campus libraries is available
in the online handbook
www2.hull.ac.uk/student/studenthandbook/academic/
library.aspx
Full information about opening times can also be found
there. See also section 26 for information about the
skills team.
Library and computing regulations
Regulations govern the use of the libraries and
computer facilities (whether provided in schools or the
computer centre). They are designed to ensure that all
students gain maximum benefit from learning
resources. The University takes very seriously any
misuse of library facilities or computers. The full text of
the regulations can be found at:
www2.hull.ac.uk/student/studenthandbook/
regulations/library.aspx
Library services at the University of Hull
December 2014 saw the completion of the 28 million
redevelopment of the Brynmor Jones Library, which is
situated at the heart of the Hull campus. The ground
floor houses the University Art collection, a large
exhibition space, a caf, training rooms, lecture theatres
and the point for returning books.
Wifi and powerpoints are available throughout the
Brynmor Jones Library and you may bring your own
tablet or laptop, or borrow a laptop for a few hours from
the Reading Room. In addition there are hundreds of
networked PCs available throughout the building. Each
floor has an information kiosk, printer/copier and a
self-issue terminal for taking out books. The student
card that you receive on registering with the University
is also your library card and you will need it to enter the
upper floors of the Brynmor Jones Library, to borrow
books and to use the printer/copiers.
The Brynmor Jones Library has a variety of study spaces
to cater for everyone. There are bookable group study
rooms, quiet and social learning spaces on each floor.
Some rooms are equipped with IT and there are several
interactive whiteboards on the 7th floor.
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The High Demand Collection housed in the Reading
Room on the 1st floor contains all the books listed on
your reading lists, (ReadingLists@Hull). There are
thousands of other books shelved on the various floors
of the Library according to the subject. Floor guides are
available on each floor outside the lifts and all the
Librarys resources, print and digital, are listed on the
Library catalogue. We have a number of different loan
periods; 24 hours, one week, four weeks and eight
weeks. Items are assigned a loan period depending on
the demand for that item. Undergraduate students may
borrow 20 items at a time. Please return or renew by the
due date or you will incur fines.
The Library is not just a local storehouse of books, it is
also your gateway to a huge range of quality-assured
online information resources; electronic databases
covering all subject areas, thousands of full-text
electronic journals and newspapers, plus thousands of
online reference works and electronic books. The
Library webpages and Library catalogue will help to
guide you to this information.
The Library supports you in developing a range of study
and employability skills, including use of information
resources. We offer a comprehensive induction
programme, followed by more focused Spotlight
sessions and workshops. Additionally there is a range of
online support, and we offer one-to-one support where
required. See our website for more details.
There is also a library at the Scarborough campus - the
Keith Donaldson Library, which was extensively
refurbished in Summer 2010. You are entitled to use
both libraries and you may request books that are held
in one library to be delivered to the other library for
your use. Further details of the services available from
the Universitys Libraries are available on the Library
website, www.hull.ac.uk/lib.
The University also has significant archives and special
collections, particularly in the areas of politics and
pressure groups, modern literature and drama,
maritime studies and local history. These are held at
the new, award-winning Hull History Centre and more
information can be found on the Centres website at,
www.hullhistorycentre.org.uk.
In addition a HUBS learning resource website has been
developed (http://libguides.hull.ac.uk/business)
bringing together key resources for Business School
students.
ReadingLists@Hull
Module reading lists are now available online. You can
access your reading list directly from within the
appropriate Virtual Learning environment site or by
searching by module name or module code on:
http://readinglists.hull.ac.uk
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Definitions of levels of reading recommendation
as used in ReadingLists@Hull
The following definitions for levels of reading
recommendation for items on reading lists were agreed
in the Summer of 2014. Tutors are asked to adopt these
standard levels of recommendation: if you do not see
these, please let your tutor and the Library know.. The
Library will refer to these levels of recommendation in
determining the likely demand for access to the listed
books, and that will influence the number of copies
purchased for the Library and the loan period.
Suggested for student purchase
Students will need to refer to this resource throughout
the module and possibly subsequent modules, and may
therefore find it useful to own a copy. Items suggested
for student purchase will be provided by the Library.
Essential
These resources are key to the module. Students need to
use them to support their understanding of the topics
and themes covered by the module. Essential resources
will also be provided by the Library.
Recommended
These are supplementary resources which expand on
the topics and themes found in the Suggested for
purchase or Essential reading material.
Recommended resources will also be provided by the
Library.
Background
Students with a desire to research the topic more fully
may wish to consult these resources but will not need to
do so to pass the module. These resources will normally
be provided by the Library. In some cases students may
need to approach their school for guidance on how to
obtain access through other routes.
The information and communications
technology (ICT) department
The information and communications technology
department is located in the Applied Science 3 building.
All students are automatically registered to use
computing facilities across the campus and are provided
with a unique username and password that will allow
them to access their computer account. This account
gives them access to the internet, a University email
address, access to the Virtual Learning environment
(canvas), use of networked printers and storage that
allows you to securely store documents and files (The G:
Drive).
Opening times may be found through the on-line
handbook or at www2.hull.ac.uk/ICT/contact.aspx.
There are also two 24-hour open access computer rooms
on the Hull Campus providing access to networked PCs
by card entry. These 24-hour rooms are located in the
Foss building on the West campus (100 PCs) and the
Larkin 24 room (24 PCs) between Ferens and Larkin on
the East campus.
Rooms
Students may book lecture rooms with PowerPoint
presentation facilities through Room Bookings on
telephone extension 6777.
The campus network
Every faculty and hall of residence has connections to
central facilities through the campus network. Network
systems, such as email, are generally available 24 hours
a day, seven days a week. The only exceptions to this are
during periods of scheduled downtime when some or all
network systems may be unavailable. The campus
network is connected to the UK academic network and
the internet. Access to the web and email is available to
all students at no charge.
Computer facilities and specialist software in
the business school
The business school has its own PC facilities. The
computer room (Computer Suite 1) is situated on the
first floor of the Derwent Building, with the exception of
occasional teaching periods. Please check the door of
Computer Suite 1 for further details.
The school has access to IT facilities for teaching, and
access to over 700 additional PCs is available on the
Hull campus.
Please note that these facilities represent a major
investment on behalf of its students and you should
treat them with due respect. The playing of games and
the introduction of non-approved software (whether
licensed or not) is strictly forbidden to prevent the
introduction of computer viruses. The use of equipment
for non-relevant or improper purposes is strictly
discouraged, as it denies other students the access time
they require on an increasingly IT based learning
programme. Full guidelines for the use of IT facilities
can be found at
www2.hull.ac.uk/acs/PDF/computing_regs_full.pdf
Computers will be in great demand as assignment
deadlines approach and you are encouraged to consider
this when preparing your personal work plan.
The Business school computer facilities provide access
to the following specialist software packages:
Datastream
Reuters Datastream provides information and data
sets pertaining to developed, developing and frontier
countries regarding individual equities, equity
market indices, unit trusts, investment trusts,
warrants, futures, options, company accounts
including corporate social and environmental
responsibility indicators, bonds markets,
macroeconomic environment, foreign exchange
market, interest rates, commodities and derivatives.
How to access DATASTREAM Terminal:
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
ESK link CS3 computer lab; Derwent CS1 computer
lab; Derwent first and ground floor PhD computer
labs
Bloomberg for Education brings the pace and
excitement of real business and macro-econometrics
into the classroom. Using the Bloomberg
Professional service, students are empowered with
the same information and technology relied on by
financial professionals all over the world. The
Bloomberg Financial Markets Lab offers services
including cross-asset, real-time data; historical time
series analysis in all markets including Equity, Fixed
Income and FX; powerful API integration with MS
Excel; public and private company accounting data
and corporate finance dataset; portfolio and risk
analytics and historical back-testing; peer-ranked,
customizable investment simulations; global
economic data for macroeconomic analysis; and
global M&A and IPO database.
How to access BLOOMBERG Terminal:
Derwent CS1 computer lab
Wireless hotspots
The eduroam wireless network is available throughout
both Hull and Scarborough campuses. You can use your
device wherever you are, from lecture theatres to social
areas. To find out how to connect your devices go to:
http://www2.hull.ac.uk/ICT/ wifi.aspx
The Language Learning Centre
The Language Learning Centre provides support and
learning activities to help members of the university
develop their language skills. The Language Learning
Advisers guide students towards suitable resources to
match their needs.
If English is not your first language then you may
benefit from additional support. You will find it useful
to discuss your requirements with your Academic
support tutor /Personal Supervisor. The Language
Learning Centre within the University offers numerous
English language programmes and training courses and
self-study language learning facilities. You are advised
to contact them as soon as possible to find out how they
can help you with developing your language skills.
The language learning centre
Ferens Building
The University of Hull
HU6 7RX
Telephone: +44 (0)1482 465900 (Reception)
email: sllc@hull.ac.uk
28. Student and graduate centre for
professional success
The main purpose of the business schools student and
graduate centre for professional success is to provide
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business students with opportunities to increase their
real life business understanding and experience, and
provide them with exposure to potential employers. The
office also works with businesses locally, regionally,
nationally and internationally to enable them to get
involved in the work of the business school.
The student and graduate centre for professional
success is located on the ground floor of Derwent
building in the business school (room 020), and can
provide you with help and assistance with:
CV and interview preparation advice, including
mock interviews
details of companies offering placement, internship
and graduate opportunities
company projects, work experience and business
competitions
organising guest lecturers for key study modules
World of Work week
Information on these can also be found on the centres
notice board.
Student and graduate centre for professional success
staff are:
Valerie Monaghan, Graduate Skills and Careers
Manager
Sarah Fewster, Alumni Manager
Louise Morris, Administrator
Contact worldofwork@hull.ac.uk
World of Work week
The student and graduate centre for professional
success organises World of Work week annually, which
consists of a series of workshops and employer
presentations focusing on employability and career
opportunities.
In 2016/17, this will take place from 6th March 10th
March 2017. For the detailed programme of events see
posters and messages around the business school.
29. The international and engagement
office
The business schools international and engagement
office is dedicated to the international aspects of the
business school, supporting both staff and students
regarding international activity. They provide an
extensive range of opportunities for staff and students
to research, study and travel overseas largely through
our worldwide portfolio of international partner
institutions.
International and engagement office staff include:
Caroline Michel, International Relations Manager
Julie Arnold, Student Recruitment, Admissions and
Widening Participation Officer
Joe Bishop, International Relations Officer
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The international relationships office is located on the
ground floor of Derwent building in the business school
(room 019), and can provide students with help and
assistance in areas such as
international year abroad: options, structure and
advice
overseas summer schools: options, structure and
advice
student conferences and events
country advice including health and safety overseas
We also support many of the international functions
within the school including
managing the international partnership portfolio
facilitating international visitors and delegations
international visiting scholars
Contact hubsinternational@hull.ac.uk
30. HUBSoc
HUBSoc (Hull University Business School Society)
organises a variety of social and business-related events
throughout the academic year. Past events have
included a five-a-side football tournament, a night out
in York, an assessment centre workshop with Kimberly-
Clark, a brewery tour, PricewaterhouseCoopers skills
sessions, a marketing trip to a local radio station, and a
pool tournament.
The society is run by students for students and it aims to
offer activities through which students can learn new
skills, or gain an insight into areas of business which
you may not have access to on your particular degree
programme. Students have the chance to stand for
election for committee positions, in the business school
and in HUBSoc and this gives you an opportunity to
gain experience in positions of responsibility, to try out
new skills you have learnt and to learn to work
effectively in teams. This provides a very valuable
opportunity to improve your curriculum vitae.
HUBSoc also seeks to provide a strong student identity
for the business school and to provide a recognised and
important organisation through which a large range of
school-related student issues can be processed.
31. Student academic representation
The business school encourages its students, along with
other stakeholders, to participate in the development,
decision making and organisation of the school. It also
seeks to foster a sense of belonging to the school and of
pride in its reputation and achievements.
This note sets out some of the formal mechanisms by
which students can contribute to the continual review
and enhancement of learning and teaching through staff
student committees and the Quality Enhancement
Report, and to the conduct and development of school
business more generally through participation in the
schools decision making bodies.
Student representatives
As a student representative, you are expected to
attend a training session at the beginning of the
year, held by the Students Union
attend Staff-Student Committee meetings (or
equivalent)
consult with peers to determine whether there are
issues that you should raise at staff-student
committee
represent your peers to staff within your unit/
school/ programme in staff-student committees
feedback information to peers
share student issues with Faculty/ school reps if
deemed necessary to go to next level
be a member of the Students Union Academic
Council
keep in contact with the Vice President (Education)
at the Students Union
As a student representative, you can expect your school
to facilitate representation within the school
to help you to publicise your position as student
representative
As a Student Representative, you can expect the
Students Union
to hold elections by the Monday of week 4 of the first
trimester
to contact you by week 5 of the first trimester with
details of training sessions to be held. The times and
days must be varied allowing all Student
Representatives to attend.
to hold these training sessions by week 7 of the first
trimester
to arrange a means of discussion between all student
representatives within a Faculty/School before each
meeting of Faculty/School Board, so that issues
crossing schools can be taken forward to the next
level
to ensure that contact details are available for you to
contact your Vice President (Education) with any
queries or problems
Staff-student committees [SSCs]
Postgraduate full-time programmes
Postgraduate students are represented through a set of
programme based SSCs.
The business school has a Staff-Student Committee for
each programme study area. These committees provide
students with the opportunity to raise issues of a general
nature concerning their courses and for staff to seek
views from students on a variety of University matters.
Meetings are usually held once a trimester but may be
held more often if required.
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
Students are represented on the committees by elected
representatives. Details of nomination procedures and
meeting dates will be posted on the appropriate notice
boards and on canvas. The elections are conducted by
the Students Union.
Quality enhancement reports
The business school attaches great importance to
achieving high standards of teaching on all its modules.
We have therefore developed a variety of structures and
procedures which enable us to meet these aims.
Students are encouraged to participate in the
preparation of the schools annual Quality Enhancement
Report, submitted to the University each January and
covering the previous academic year. The report
includes reports from each programme within the
school.
Students individually contribute by completing Module
Evaluation Questionnaires.
Module reports are produced in which module leaders
are required to comment on module evaluations. These
reports are available to students via their programme
canvas sites.
Module handbooks provide details of actions taken to
amend a module in light of the results of student
module evaluation questionnaires.
Programme reports are then compiled which make
reference to, amongst other things, module reports and
staff student and academic committee minutes.
The Programme Reports, including module evaluations,
are placed on the agenda of each programme staff-
student committee at the first meeting following their
completion.
Students may also have the opportunity to make
informal comments and suggestions concerning the
module in tutorial sessions.
Business school committees
The business school wishes to ensure that its students
are given opportunities to make their views known
formally and to participate in school business, over and
above representation on the staff-student committees.
The school is large, in terms of its staff, student
numbers, and income, with diverse learning and
teaching programmes, research activities and reach out
services to the business community and educational
partners.
The school has a busy committee schedule extending
throughout the year. Its committees deal with corporate
programmes; collaborative programmes; with research;
learning and teaching; and quality assurance. There are
also meetings of each of the schools six subject groups.
All of these report to the School Board.
In consultation with the Vice-President for Education in
Hull University Union, the business school has agreed a
system of representation. Students are elected from the
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pool of student representatives to sit on specific school
Committees.
Access to information on student academic
representation
A copy of this protocol is placed on the Student Support
Office canvas site. Here you can also find a list of the
schools committees, their membership and terms of
reference together with and contact details for the
committee secretary.
32. Health and safety
The University, in its Health and Safety Policy,
recognises that safety is an essential part of all its
activities. The Universitys aim is to safeguard, so far as
is reasonably practicable, the health, safety and welfare
at work of all its staff, students and visitors. For their
part, students of the University should conduct
themselves in a safe manner, in accordance with the
Universitys Health and Safety Policy and Codes of
Practices, copies of which are available in all Schools
and sections of the University.
University Smoking Policy
In July 2007, a ban on smoking in public places came
into effect in England and Wales. The University
complies fully with this and smoking is not permitted in
or directly adjacent (within 5m) to any University
building.
The University smoking policy includes the rule that all
academic, academic-support, administrative and
accommodation buildings are no smoking areas. This
rule applies equally to students, contractors and other
visitors to the University.
http://www2.hull.ac.uk/administration/pdf/HSafety-
Smoking%20Policy%20Issue%203%20March%202014.
pdf
Fire Evacuation Procedures
The University Fire Policy and Safety Procedures are
detailed below:
General Fire Alarm Activation Procedure - Fire Action
notices are displayed throughout the buildings:
Action required:
If you notice any signs of the fire - break a Manual
Call Point (even if the alarm is sounding).
On hearing the alarm all staff and students must
evacuate the building immediately via the nearest
exit.
If possible close all windows and doors behind you
as you leave.
Dont use an extinguisher unless you are trained to
do so
Follow the directions of the Fire Warden, Pastoral
or Commercial services staff.
Go to the designated assembly area.
Immediately contact the Security Control Room
(Hull) on 01482 46 5555 or (Scarborough) on
01723 35 7266.
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Report any significant information to the Incident
Controller at the fire panel.
Do Not
Go back to your room or office if you are away
from it.
Shout or run as it may cause a panic.
Re-enter the building unless verbally told that it is
safe to do so by the fire warden or Safety Office.
Disabled Persons Fire Alarm Activation Procedure:
Evacuate the building using the nearest safe route
to a refuge, or evacuate horizontally into another
building if available.
Contact the Security Control Room using the two
way communication provided or use your mobile
phone (Tel. No. Hull 01482 465555; Scarborough
01723 357266) and inform them of your name,
location etc.
Ask the Emergency Evacuation Chair Operator to
retrieve the nearest emergency evacuation chair.
If requested, inform the Fire Warden of your
name, and telephone number.
You can rest in the refuge safely until the fire is
confirmed.
Confirmation of a fire will be given by the Report
Centre. If so, evacuate as soon as possible.
If at any time you or the Emergency Evacuation
Chair Operator feels unsafe, you must transfer into
the chair and evacuate.
Business school health and safety policy
and emergency and security plan
The business school aims to provide and maintain safe
and healthy conditions, equipment and systems of work
for all who come into contact with the school. In order
to help achieve this aim, the school has a health and
safety policy and an emergency and security plan, both
of which are available upon request. Some of the key
areas of the policy and plan are provided below for your
information.
Fire safety and emergency procedures
If you notice a fire you should follow the University Fire
Policy and Safety Procedures. In Hull the designated
assembly points are detailed on notices provided in the
Schools lecture, seminar and meeting rooms. On the
Scarborough campus people should assemble in the
main car park. If you have a condition that affects your
ability to evacuate the building, please ensure that you
make this known to the lecturer.
First aid procedures
In the event of an accident causing injury, the nearest
qualified first aider should be contacted either directly
or through the Schools reception or your lecturer. The
names of first aiders are displayed on notices in the
Schools lecture, seminar and meeting rooms. Following
treatment, the accident will be reported to the Schools
Health and Safety officer.
Flood emergency procedures
In the event of a flood, fire wardens will assist in
evacuating the building. The fire alarm call points
should be broken and the security centre contacted in
line with the procedure for a fire emergency.
Power failure emergency procedures
In the event of a power failure, emergency lighting will
operate. A decision will be taken by the Dean as to
whether it is safe for people to stay in the Business
School.
Security
The School does not tolerate any acts of physical
violence or intimidation and any such acts will be taken
extremely seriously. Anyone in the School who is or
feels threatened should immediately contact a member
of the School and contact security. Anyone observing
intimidating or violent behaviour is strongly advised to
avoid becoming involved in any such situations unless it
is unavoidable and in all cases to immediately alert
security.
Electrical safety
Only electrical equipment that is properly installed and
maintained should be used in the School. The indication
that equipment has been properly maintained is that a
label is attached to each item bearing a date after which
it should no longer be used. Items not bearing such a
label, or where the date on the label has been passed,
should not be used.
Risk assessment
The Business School has been reviewed and assessed in
respect of the risks associated with all of its activities.
The overall findings were that the school operates in a
very low risk category and line managers are delegated
to report any deviations to the School health and safety
officer.
All school activities must be assessed for hazard and
evaluated for risk. An assessment that identifies a
significant hazard should be recorded in writing, and
the measures needed to control the risk to health and
safety should be listed.
Health, safety and travel
If, as part of a module, you will be undertaking an
independent activity deemed by the School to include an
element of risk you should complete the Schools
Health, Safety and Travel risk assessment form (details
of how you complete the form are available on the UG
office canvas site). Relevant activities include:
Undertaking independently organised field work in
the UK or overseas
Undertaking independently organised company
visits
Visiting local schools as part of the Schools
widening participation programme
Attending conferences, exhibitions or trade fairs
Any other independent activity which the School
feels carries an element of risk (if activity does not
come under any of the above options)
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
In undertaking any such independent activities you
should consider the risks involved. Some of these may
be practical issues, some personal and some study
related issues. Approval to undertake the activity must
be granted prior to commencement of the activity. You
must also read the Schools Health, Safety and Travel
Guidelines (available on your office canvas site).
33. Data protection
All computerised student records maintained by the
University comply with the requirements of the Data
Protection Act 1984 & 1998, and are registered as such.
Copies of the Universitys Registration Document are
available in the Computer Centre, the Library and
Registry Services.
34. Appeals and complaints
Academic appeals
The University has a detailed set of regulations
governing your right of appeal against academic
decisions - these can be accessed at
www2.hull.ac.uk/student/studenthandbook/academic/
academicappeals.aspx along with a copy of the appeal
form.
It is important to be aware that you cannot appeal
simply because you disagree with a decision of your
school for example the award of 55 for a piece of work.
You must be able to show that there has been some
defect in the process by which that decision was made,
such as not following procedures, bias or prejudice on
the part of the examiner, or failure to consider relevant
factors (such as mitigating circumstances). Appeals
must be lodged within 14 days of you receiving
notification of the decision against which you wish to
appeal.
The University will allow students who have submitted
an appeal to graduate and also allow students who have
graduated to submit an appeal (provided they are within
the 14 day window). The candidate will graduate with
the classification awarded and, if the appeal is
subsequently upheld, any change will result in a new
award being made.
Student progress committee
Student Progress Committee is the University
Committee which acts on behalf of Senate in awarding
qualifications to undergraduate and taught
postgraduate students. It is also responsible for
overseeing all matters of student progress, including
academic appeals and develops and reviews policies and
procedures to enhance the support available to students
and to ensure consistency and fairness across all
programmes. As indicated in section 25 on possible
problems and solutions, it deals with a range of matters
such as repeat periods, University Warnings and
terminations of programme, and is the final arbiter on
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page 31 of 73
the application and interpretation of University
programmes regulations.
Senior Tutors
The Committee is constituted of a Chair (who is the
Registrar), a Deputy Chair and seven Senior Tutors (one
based at the Scarborough campus) as well as staff from
other professional services departments. Senior Tutors
are allocated a number of schools, not including the one
in which they work, and therefore have responsibility
for students in those schools when matters of academic
progress or academic discipline, of the kind described
elsewhere, arise. In particular if you are in dispute with
your school over a matter of your academic progress
which cannot be resolved with the school you are
entitled to approach the Senior Tutor for advice and
assistance. The Senior Tutor is independent of your
school. The Business Schools senior tutor is Dr Clare
Whitfield (Nursing). For further details go to
www2.hull.ac.uk/student/studenthandbook/academic/
studentprogresscommittee/seniortutors.aspx
Senior Tutors deal with all appeals. They will consider
your case and make a decision as to whether there are
grounds for appeal or not.
Complaints by students
The University has in place detailed regulations
governing your right to make a complaint if you have
cause for concern about any aspect of the Universitys
provision to you as a student. These regulations require
that your complaint is first made to the Faculty or
Director of the service which is the subject of your
complaint. Please see appendix 11 for the Business
School Student Complaints Procedure. If it cannot be
resolved at that level - formally or informally - you have
the right to take the matter to the University Complaints
Investigation Officer (CIO). The CIO is an experienced
member of staff who will be independent of the school
or service about which you are complaining.
Informal resolution of a dispute is normally the
Universitys preferred option and encourages both sides
to agree a resolution to the complaint as early as
possible. It does not compromise the rights of the
complainant to insist that the regulations be applied in
full.
Full details of the Complaints Regulations can be
accessed at
www2.hull.ac.uk/student/studenthandbook/
regulations/complaints.aspx
35. Equal opportunities policy
The school seeks to operate in such a way that any form
of discrimination or harassment is prevented. Any
student who feels that they are the subject of
discrimination or harassment should raise the matter in
the first instance with their academic support tutor.
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36. Audio and/or visual recordings of
lectures and other teaching
sessions for personal use by
students
1. The audio recording of lectures or other teaching
sessions can provide a useful resource for students.
Benefits of recording can include freeing up
students to engage more actively in group sessions
by enabling less reliance on written note-taking;
the aiding of revision; the accommodation of a
variety of learning styles; the creation of a more
inclusive learning environment for students who
have particular educational needs and/or for whom
English is not their first language.
2. The University recognises that while, other than
third party copyright, the copyright in the content
of lectures and other teaching sessions remains the
property of the University, it is only in the act of
recording that issues of ownership arise. Personal
contributions to group learning activities by
students and staff remain the intellectual property
of their authors. For this reason the University
seeks to protect intellectual rights and privacy and
takes seriously any objections of students or staff
against being recorded. While staff and students are
expected to allow others to use their recorded
contributions to lectures and other teaching
sessions as part of their learning, the unauthorised
transmission or sharing of this recorded material
through any media constitutes a breach of
University rules and will be subject to disciplinary
action.
3. For the purposes of this text, the term 'recording'
refers to any audio recording of a lecture or other
teaching session, made with any type of audio
recorder.
4. Students seeking to make video recordings of
taught sessions must seek permission of both staff
and student participants.
5. Under the Equality Act 2010, the University has a
legal duty to make reasonable adjustments to
ensure that disabled students can fully participate
in their studies. The University normally permits
the audio recording of lectures and other teaching
sessions for personal use by all students, as part of
its commitment to the creation of an overarching
inclusive learning environment.
6. The University regards staff recording their own
lectures and other teaching sessions to make
available online as good practice, noting that due
process must be followed where recordings include
the intellectual property of others.
7. Where lectures and other teaching sessions are not
recorded by the lecturer, the University normally
permits their recording for personal use by
 students, as part of its commitment to creating an
inclusive learning environment. Instances where
recordings are not permitted are deemed
exceptional.
8. Students are not normally required to ask
permission to record lectures or other teaching
sessions for personal use.
9. Recordings made by students should be as overt as
possible (i.e. on equipment that is visible) in order
that the lecturer and other students are aware that
they are being recorded. It is accepted, however,
that in large group sessions (i.e. lectures) not all
students and staff are likely to be able to see the
recording equipment or know that recording is
taking place.
10. Copyright in the content of lectures and other
teaching sessions remains the property of the
University, it is only in the act of recording that
issues of ownership arise. Verbal and/or physical
contributions to group learning activities by
students and staff remain the intellectual property
of their authors. As such, it is important to
distinguish between two key different types of
teaching session where recording may take place:
a. Large group sessions (e.g. lectures) where
recordings are primarily of academic
staff, of reported-back responses from
group activities or of answers to
specifically posed-questions. These
sessions will normally contain no or
limited personal, sensitive and/or
confidential contributions from staff or
individual students. Such sessions will
normally always be open to recording by
students.
b. Small group interactive sessions (e.g.
seminars, tutorials or break-out activities
within larger groups) where staff and
students are active in generating content
and outputs through discussions and
group activities and where some of the
discussion or content may be personal,
sensitive and/or confidential. In such
sessions permission to record the
teaching session may be withheld by staff
or participating students where they have
a clear and justifiable cause to believe that
the recording will breach privacy and/or
impede the learning of those taking part.
11. At all times in a lecture or teaching session that is
being recorded by staff or by other students, all
parties have the right to request that the recording
is stopped for a particular discussion or section of
the session if they are uncomfortable with the
recording continuing.
Hull University Business School
Postgraduate Taught Programme Handbook September 2016
12. There are occasional circumstances where the
recording of a lecture or other teaching session may
not be appropriate. If the nature of the subject
covered in a session is deemed in advance to be too
sensitive or controversial for recording, staff should
announce to participating students that recording
will not be permitted. Where a staff member takes a
decision to withhold consent for the recording of a
whole lecture or other teaching session, the reasons
for this should be noted and reported to their Head
of School. In addition, if consent is withheld, in line
with the requirements of the Equality Act 2010,
staff should provide alternative ways of
accommodating the needs of those for whom
recording is a reasonable adjustment (see
paragraphs 15-16).
13. Student-made recordings of lectures and other
teaching sessions are for the sole use of the
individual concerned, cannot be made on behalf of
other students and are not for wider public
consumption by any means, including by virtue of
external dissemination electronically or otherwise.
The recording must not be left open to external
scrutiny, be reproduced or passed on to anyone
else, other than for transcription purposes. Once
the recording has served its purpose, it should be
erased. This will normally be after the final degree
result has been achieved and confirmation that
future learning from the recording will not be
necessary. While staff and students are expected to
allow others to use their contributions to lectures
and other teaching sessions as part of their
learning, the unauthorised transmission or sharing
of this recorded material through any media
constitutes a breach of University rules and will be
subject to disciplinary action.
14. At the beginning of a module, and in relevant
module documentation, students should be
informed that lectures and other teaching sessions
may be recorded by the lecturer to be made
available online or by other students for personal
use. Students who intend to record teaching
sessions for personal use should also be reminded
of the consequences of breaching these rules.
15. If a third-party is contracted to undertake lectures
or other learning sessions on behalf of a Module
Leader, it is the responsibility of the Module Leader
to ensure that the third-party understands and
agrees to paragraphs 1-17 before teaching begins.
16. The Assessment of Needs report funded as part of
the Disabled Students Allowance (DSA) or provided
by a member of the Inclusion Team (Disability
Advisers) may include the recommendation that an
audio-recording device may be used in lectures,
seminars or other teaching events. Allowing
students to use an audio-recording device in these
circumstances will normally be a reasonable
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page 33 of 73
 adjustment which the University and its staff are
required to make under the Equality Act 2010.
17. Where it is not appropriate to permit the recording
of a whole lecture or teaching session the
responsible member of staff must ensure that an
alternative reasonable adjustment is made (for
example, providing a set of written or audio notes
or a one-to-one tutorial where students are able to
record the discussion that they have with the
lecturer). The Inclusion team are able to offer
advice and guidance around alternative reasonable
adjustments where it is not appropriate to permit
recording.
37. Registration and the payment of
tuition fees
You are required to register annually and pay, or make
appropriate arrangements for the payment of your
tuition fees with Student Financial Services. New
students will be contacted prior to the start of the year
and asked to pre-register. You will then be told how to
complete your registration. Returning students will be
able to complete most of the process online via your
MyAdmin account on the portal. You will need to go to
your school to finalise your registration.
You will be advised by your school /Registry Services of
when to register. You should note that you will not be
allowed to re-register if you have a tuition fee debt from
a previous year. Information about tuition fees is
available from Student Financial Services (01482
466296/studentfinance@hull.ac.uk). If you
encounter any difficulties in paying your fees
you must consult Student Financial Services
without delay. Failure to register means that you
cannot receive tuition, access University facilities, or
receive any award, transcript or other official document.
(Overseas students may also be in breach of their
student visa). Further information about registration
can be accessed at
www2.hull.ac.uk/student/studenthandbook/academic/
registration.aspx. The majority of fees due to be paid
directly by students will be collected by recurring card
payments or direct debit. Information about this is
available on our web page:
http://www2.hull.ac.uk/student/money/payingfees/pa
ymentoptions.aspx
Advice on the payment of tuition fees can also be
obtained from the Students Union Advice Centre
(01482 466263, email: huu-advice-centre@hull.ac.uk,
www.hullstudent.com/advice) or Student Support
Services Information Point (01482 462020,
studenthelp@hull.ac.uk).
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Financial support for students
Limited help is available for students who experience
financial difficulty. International students are required
to possess sufficient funds both to pay their tuition fees
and for day to day living and study before they enter the
UK.
Home students may be eligible to apply to the HEFCE
Access to Learning Fund if they can demonstrate that
taking their income and allowable expenditure over the
academic year as a whole they have a deficit. Further
information is available at
http://www2.hull.ac.uk/student/studenthandbook/fina
nce/accesstolearningfund.aspx plus a copy of the
guidelines and application form. Additional support is
available for particular categories of students, such as
those with child care commitments.
If you are experiencing financial difficulties you are
encouraged to seek guidance and support from the
Students Union Advice Centre.
Student employment (full-time students)
The University recognises that students come from a
diversity of backgrounds with a variety of external and
personal/family commitments. It further recognises
that studying for an academic qualification will have
differing financial pressures depending on individuals
circumstances and lifestyle expectations. As a
responsible education provider, the University would
wish to remind students that external work
commitments may affect their academic performance.
In order to inform the choice about working patterns,
students should be mindful that the guidance is that for
a 20 credit module the expected overall work load will
equate to approximately 200 hours. For a full-time
student this would equate to approximately 40 hours
per week, including formal contact and private study.
38. General administrative issues
Keeping your contact details and personal
information up to date
It is your responsibility to ensure that at all times the
University has complete and accurate contact details for
you. This also includes if you are studying abroad or
working on placement for a year. Students can manage
their contact details and review personal information
that the University holds through the MyAdmin system
https://myadmin.hull.ac.uk/Main/Login.aspx. You can
access MyAdmin using your user name and password
from the computer centre. If you are unable to make
changes in relation to your personal information the
portal will inform you of what documentation may be
needed and what areas of the university you need to see.
Alternatively, changes to your details can be notified to
your school using the approved University form,
available from the school, and/or the Registry Services
website:
http://www2.hull.ac.uk/student/registryservices/curre
ntstudents/usefulforms.aspx

The name you have registered will appear on Appendices

your degree certificate upon graduation.
1 Business school professional principles
Replacement student cards
Your student card will have been stamped and 2 Business school postgraduate programmes
laminated at registration to make it valid. You will find
3 Programme portfolio generic learning goals
that, in addition to enabling you to enter the Library
and the Students Union, and permitting you to vote in 4 Postgraduate portfolio criteria of assessment
Students Union elections, it will also help prove your
5 Academic year chart 2016-2017
status as a student for other purposes, such as getting
discounts at local shops. Note that membership of the 6 Research ethics project pro forma
Students Union is not compulsory a statement in the
7 University guidance on referencing
document in your registration form explains when and
how you may opt out of membership. 8 Feedback on assessment policy

Replacement cards are available from Registry Services
at a cost of 10. A card which has been stolen will be
replaced free providing you have reported the theft to
the police.
9 Postgraduate external examiners
10 University code of practice: Academic support tutors
11 Business School Student Complaints Procedure

Hull University Business School [return to contents page]

Postgraduate Taught Programme Handbook September 2016 page 35 of 73
Appendix 1 - Professional principles
What is expected of HUBS students?
HUBS mission is to equip managers and business professionals to succeed in a fast-changing and interdependent
world. We underpin this mission by outstanding learning and teaching that produces employable and enquiring
managers and business professionals by providing them with an understanding of professional practice in a complex
world. We have developed this statement in collaboration with student representatives who strongly endorse it.

As a HUBS student, you are expected to develop the following approaches to your studies:
Be independent. This involves being able to work by yourself - for example, reading around your subject,
preparing for taught sessions and assignments and asking for help when you need it.
Be self motivated and in charge of your learning processes. This involves working out when, where and how you
learn best. It also means being persistent and tackling subjects and topics that you find challenging.
Be organised: understand the organisation of your programme of study and modules, attend scheduled learning
and teaching activities, know when and how your work has to be handed in, know the dates for examinations,
keep up-to-date with your university e-mails and announcements on canvas.
Engage with your subject in a constructive and critical manner. This involves actively participating in learning and
teaching activities, reading the relevant study materials and taking time to discuss and think about your subject.
Be willing to work with others for instance, during taught sessions and as part of wider business school or
University activities.
Take responsibility for all of your assessed work, whether you complete it individually or as part of a group. In
particular, you should ensure all assessments are free of plagiarism and are not open to possible allegations that
you used academic misconduct.
Be able to work with uncertainty and change. Universities are complex places and you will need to develop skills
in dealing with information overload, information updates and activities that take you out of your comfort zone.

These characteristics are appreciated by employers and will enable you to become successful managers and business
professionals.

SELF-MANAGEMENT

A key feature of university education is self-management. In HUBS we expect ALL students to:

1. Be ON TIME for lectures, seminars, workshops and tutorials

2. Be PREPARED ( by reading work set in your module handbook)
3. RESPECT other students and also teaching staff (e.g. by not talking or disrupting the learning of others in
lectures or other taught sessions, switching off mobile phones, and listening to each other).

To ensure that there is a constructive learning environment for ALL students, lecturers and tutors may:

1. Exclude late arrivals

2. Exclude students who are not prepared for their classes (who have not read or worked on preparatory
learning materials)
3. Ask students to leave lectures or other taught sessions if they are disrupting the learning experience of
others. In extreme cases, the business school may use the University disciplinary code to ensure that unruly
students do not disrupt the learning experiences of others.

If there are good reasons for you not being able to engage with your studies, then please contact your academic
support tutor or module tutor(s).

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 Appendix 2 - Business school postgraduate
programmes

MSc TRIMESTER 1 TRIMESTER 2 TRIMESTER 2 OPTIONS

CORE MODULES AND OPTIONS FOR EACH PROGRAMME. All MSc students MUST take the Research Methods and Dissertation
(56386) module in trimester 3

MSc 56190 Issues in Accounting and 56183 Corporate Financial

Accounting Accountability Management
and Finance 56865 Foundations of Finance 56191 Accounting, Organisations
(560038) and Control
56244 Professional Skills & Ethics
56260 Corporate Accounting and 56439 Public Sector Finance,
Financial Institutions Taxation & Accounting

MSc 56181 Principles of Marketing 56325 Advertising and Media One 10-credit trimester 2 option chosen
Advertising Management 56337 International Marketing from:
and 56192 Integrated Marketing 56345 Public Relations and 56375 Digital Marketing Management
Marketing Communications Organisational Communications 56189 Market Research
(565645) 56244 Professional Skills & Ethics 56328 Cross-Cultural Communication
56327 Buyer Behaviour

MSc Business 56863 Managing Finance 56864 People Management Two 10-credit trimester 2 options chosen
Management from:
56181 Principles of Marketing 56336 International Business
(560015) Management Environment and Strategy 56326Business Project Management
56244 Professional Skills & Ethics 56328Cross-Cultural Communication
56330eCommerce
56320 Assessing Entrepreneurial
56335Financial Analysis
Opportunities
56340Operations Management
56349Real Estate Investment
56359Sustainable Logistics
56379 Management Fads and Fashions

MSc 56186 Economics for Business 56336 International Business Two 10-credit trimester 2 options chosen
Economics 56184 Statistical Analysis of Economic Environment and Strategy from:
and Business Data 56185 Current Issues in Business 56326Business Project Management
(560063) 56244 Professional Skills & Ethics Economics 56328Cross-Cultural Communication
56353 Regulation of competition, 56330eCommerce
trade and industry 56335Financial Analysis
56340Operations Management
56359Sustainable Logistics
56246 Money & Banking

MSc Finance 56240 Quantitative Techniques in 56248 Risk Management One 10-credit trimester 2 option chosen
and Finance and Investments 56259 Portfolio Management from:
Investment 56250 Investment and Financial 56326Business Project Management
56357 International Finance and
(561030) Theory Investments 56328Cross-Cultural Communication
56244 Professional Skills & Ethics 56330eCommerce
56376 Financial Markets 56340Operations Management
56349Real Estate Investment
56359Sustainable Logistics

Hull University Business School [return to contents page]

Postgraduate Taught Programme Handbook September 2016 page 37 of 73
 56369International Banking

MSc Financial 56865 Foundations of Finance
Management 56182 Corporate Performance Analysis
(560064)
56244 Professional Skills & Ethics
56376 Financial Markets
56183 Corporate Financial
Management
56335 Financial Analysis
56357 International Finance and
Investments
One 10-credit trimester 2 option chosen
from:
56326Business Project Management
56328Cross-Cultural Communication
56330eCommerce
56340Operations Management
56349Real Estate Investment
56359Sustainable Logistics
56369International Banking
56248Risk Management

MSc Logistics 56129 Principles of Logistics and 56130 Supply Chain Planning and Two 10-credit trimester 2 options chosen
and Supply Supply Chain Management Control from:
Chain 56140 Logistics Technology 56147 Global Logistics and Supply 56326Business Project Management
Management 56244 Professional Skills & Ethics Chain Management 56328Cross-Cultural Communication
(565621)
56317 Supply Chain Design 56330eCommerce
56335Financial Analysis
56340Operations Management
56359Sustainable Logistics

MSc 56181 Principles of Marketing 56336 International Business

Marketing Management Environment and Strategy
Management 56192 Integrated Marketing 56337 International Marketing
(565638) Communications 56189 Market Research
56244 Professional Skills & Ethics 56375 Digital Marketing
56327 Buyer Behaviour Management

MSc Money, 56186 Economics for Business 56246 Money and Banking Students must choose
Banking and 56244 Professional Skills & Ethics 56247 Introductory Econometrics 56357 International Finance and Investments
Finance for Finance
56865 Foundations of Finance Or two of the following 10 credit Trimester
(565648) 2 options:
56376 Financial Markets
56249Monetary Policy
56349Real Estate Investment
56369International Banking
56248Risk Management

MSc Human 56211 Leading, Managing and 56253 Critical Concepts in HRM
Resource Developing People 56221 Learning and Development
Management 56212 Human Resource Management 56315 Research Methods
(Full time) in Context 56230 Comparative International
(565649) 56255 Employment Relations HRM Trimester 3
56316 Dissertation

MSc Human Year 1

Resource 56396 Leading, Managing and Developing People
Management 56397 Human Resource Management in Context
(Part time) 56398 Employment Relations
(565650)
Year 2

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 56399 Critical Concepts in HRM
56400 Learning and Development
56402 Research Methods
56401 Comparative International HRM
Year 3
56403 Dissertation

Hull University Business School [return to contents page]

Postgraduate Taught Programme Handbook September 2016 page 39 of 73
MBA Programmes NEW ENTRANTS FROM SEPT 16 ONWARDS

The Hull MBA Programme Structure (On campus) (561613) 2016 17

TRIMESTER 1 TRIMESTER 2

Core Managing in Organisations (56517)

Modules International Business (56527)
trimesters 1
Systemic Management (56520)
and 2
Strategic Management (56528)
Complexity and Network Thinking (56552)
Human Resource Management (56519)
Economic Environment (56523)
Consultancy and Intervention (56526)
Accounting and Finance for Managers (56518)
Leadership and Organisational Change (56529)
Marketing (56525)
Supply Chain and Operations Management (56524)

Core Research Methods & Dissertation (56553)

Module

Students are also offered a series of Personal and Professional Development

activities throughout this programme. It should be noted that these elements are
non-credit bearing.

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The Hull MBA Executive Programme Structure (part-time) 561614

CORE MODULES

Managing in Organisations (56554)

Marketing (56565)
Human Resource Management (56557)
Accounting and Finance for Managers (56555)
Supply Chain and Operations Management (56560)
Systemic Management (56558)
Strategic Management (56567)
Leadership and Organisational change (56568)
Research Methods and Dissertation (56570)
Economic Environment (56559)
Consultancy and Intervention (56556)
International Business (56566)
Complexity and Network Thinking (56569)

The Hull MBA Executive Programme Structure (part time distance taught)

561610 - Executive MBA (Romania)

561609 - Executive MBA (Singapore) PSB Academy
561611 - Executive MBA (Bahrain)
561612 - Executive MBA (Hong Kong)

CORE MODULES

Managing in Organisations (56482)

Marketing (56493)
Human Resource Management (56489)
Accounting and Finance for Managers (56488)
Supply Chain and Operations Management (56492)
Systemic Management (56490)
Strategic Management (56499)
Leadership and Organisational change (56500)
Research Methods and Dissertation (56502)
Economic Environment (56491)
Complex Project Management (NEEDS CODE)
International Business (56498)
Complexity and Network Thinking (56501)

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Postgraduate Taught Programme Handbook September 2016 page 41 of 73
PROGRAMME AND MODULE CODES FOR STUDENTS COMMENCING PROGRAMME PRIOR TO
SEPTEMBER 2016

The Hull MBA Executive Programme Structure (part-time) 565640

CORE MODULES

Managing in Organisations (56200)

Marketing (56201)
Human Resource Management (56219)
Accounting and Finance for Managers (56202)
Supply Chain and Operations Management (56206)
Systemic Management (56204)
Strategic Management (56205)
Leadership and Organisational change (56208)
Research Methods and Dissertation (56281)
Economic Environment (56203)
Consultancy and Intervention (56210)
International Business (56213)
Complexity and Network Thinking (56434)

The Hull MBA Executive Programme Structure (part time distance taught)

560050 Executive MBA (Romania)

560054 Executive MBA (Singapore) PSB Academy
565632 Master of Business Administration (Singapore) KAPLAN (rolling out)
565633 Master of Business Administration (Bahrain)
565634 Master of Business Administration (Oman) (rolling out)
565641 Executive MBA (Hong Kong)

CORE MODULES

Managing in Organisations (56214)

Marketing (56216)
Human Resource Management (56215)
Accounting and Finance for Managers (56217)
Supply Chain and Operations Management (56223)
Systemic Management (56235)
Strategic Management (56220)
Leadership and Organisational change (56658)
Research Methods and Dissertation (56280)
Economic Environment (56218)
Complex Project Management (56227)
International Business (56280)
Complexity and Network Thinking (56)

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Appendix 3 - Programme portfolio generic
learning goals
For each group of programmes offered by the school (Bachelors, MBA, MSc, Doctoral) the school has an agreed set of
programme portfolio generic learning goals. These are reviewed each year and the MBA and MSc ones are provided
below. The programme portfolio learning goals are assessed using individual elements of assessment in specified
modules. Achievement of programme portfolio learning goals is then reviewed each year by the schools Assurance of
Learning Committee.

The programme portfolio learning goals also inform the programme portfolio assessment criteria which can be found
in full in appendix 4.

Programme portfolio learning goals - MBA

Programme portfolio generic learning Method of measuring Satisfactory minimum level of

goal for performance performance
Knowledge and understanding: A single course-embedded Students must critically identify,
Graduates can identify and apply appropriate examination is used to evaluate, and apply knowledge from
discipline-based knowledge to a specific assess performance on this one or more business and management
managerial and organisational issue. This will learning goal. Students disciplines to the situation presented in
involve critically selecting and applying take a two-hour, unseen, the case study. Their work will
knowledge from one or more business and examination based on a demonstrate a recognition that
management disciplines. It will also involve pre-notified case study complexity arises with respect to a
students recognising and considering the concerning an issue in particular issue as a result of the
interconnectivity between different functions strategic management. interconnectivity between different
and systems. functions and systems.

Intellectual skills: A single course-embedded Students must demonstrate their ability

Graduates can independently, with limited
guidance, apply problem-solving and decision-
making skills to complex and unstructured
managerial and organisational problems. This
will involve the integration of theory from
different disciplines, observation of practice,
and the construction and application of
coherent arguments about theory and practice.
2,500 word assignment is to apply and reflect on how a range of
used to assess performance systems methodologies and models
on this learning goal. promote understanding and learning
about strategic development within the
context of real-world complex systems.

Practical and professional skills: A single course-embedded Students must demonstrate their ability
Graduates can analyse, interpret and manage 2,500 word assignment is to interpret accounting information in
data appropriate to a specific context. used to assess performance relation to non-financial performance
on this learning goal. measures and broader perspectives.

Transferable skills: A single course-embedded Students must demonstrate their ability

Graduates can communicate effectively in
writing to a professional audience.
4,000 word assignment is to communicate effectively in writing to
used to assess performance a named audience by reflecting on their
on this learning goal. own strengths, and activities and
opportunities to develop skills required
to perform effectively as a globally
aware manager.

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Postgraduate Taught Programme Handbook September 2016 page 43 of 73
Programme portfolio generic learning Method of measuring Satisfactory minimum level of
goal for performance performance

Values: A single dissertation of Students must demonstrate their ability

Graduates can identify and respond to ethical
issues.
15,000 words is used to to identify and consider ethical issues
assess performance on this both in the process of their work by
learning goal. using the schools ethical procedures
and in its content by considering ethical
issues that may arise within the subject
of their study.

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Programme portfolio generic learning goals - MSc

Programme portfolio generic learning Method of Satisfactory minimum level of

goal for measuring performance
performance

Knowledge and understanding:
Graduates can identify and apply appropriate
discipline-based knowledge to a business,
managerial or organisational issue taking into
account the context of the issue. The
discipline-based knowledge is that associated
with the named award. It will also involve
students recognising and considering the
inter-connectivity between different functions
and systems.
A single independent Students must demonstrate their ability
15,00020,000 word to critically identify, evaluate, and apply
dissertation is used to knowledge from their discipline (i.e.
assess performance on named award) to a business, managerial
this learning goal. or organisational issue. Their work will
take into account the context of the issue
and also its connectivity to the wider
organisational or external environment.

Intellectual skills: A single independent Students must demonstrate their ability

Graduates can independently, with limited
guidance, design a research study that
involves critically identifying, evaluating and
implementing appropriate research
methodologies, methods and skills in the
context of their discipline.
15,00020,000 word to construct a coherent argument
dissertation is used to concerning the selection and use of
assess performance on research approaches and methodologies,
this learning goal. and also critically reflecting on their
practical application to an issue or
problem.

Practical and professional skills:
Graduates can analyse, interpret and manage
data appropriate to a specific context
A single independent Students must present and interpret data
15,00020,000 word relevant to their named award. This may
dissertation is used to include data obtained from primary or
assess performance on secondary sources, or data generated as a
this learning goal. result of their independent research.

Transferable skills: A single course Students must be able to demonstrate

Graduates can reflect on their professional
competencies and produce a career
development plan
embedded 3000 word their ability to reflect on their professional
learning journal is competencies and identify a career
used to assess development plan in the context of their
performance on this career aspirations and becoming a
learning goal. business and management practitioner.

Values: A single dissertation of Students must demonstrate their ability

Graduates can identify and respond to ethical
issues.
15,00020,000 words to identify and consider ethical issues
is used to assess both in the process of their work by using
performance on this the schools ethical procedures and in its
learning goal. content by considering ethical issues that
may arise within the subject of their
study.

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Postgraduate Taught Programme Handbook September 2016 page 45 of 73
Appendix 4 Postgraduate portfolio criteria of
assessment
The School has published criteria of assessment for the Undergraduate, MSc and MBA portfolios which enable a
direct link between the portfolio learning goals, the learning outcomes of the modules under study, the particular
level of study and the Universitys generic grading descriptors (annexe 5-7 NB: As HUBS operates a postgraduate past
mark of 50 annex 7b applies rather than annex 7a).

Students should consult their module handbooks for module specific assessment criteria and linkages with module
learning outcomes and the portfolio criteria of assessment.

MSc Portfolio Criteria of Assessment

Knowledge and understanding:

Identification and application of appropriate discipline-based knowledge to a business, managerial or organisational
issue taking into account the context of the issue. The discipline-based knowledge is that associated with the named
award. It will also involve students recognising and considering the inter-connectivity between different functions
and systems
Exemplary Achievement: 90-100%
There is an exemplary display of knowledge, understanding and exploration of the main body of knowledge
associated with the named award and consideration of interconnectivity between functions and systems.
The very highest standards of scholarship (authoritative and publishable) that can be expected of a level 7
submission
Outstanding Achievement: 80-89%
There is an outstanding display of knowledge, understanding and exploration of the main body of
knowledge associated with the named award and consideration of interconnectivity between functions and
systems. Attains some of the high standards of scholarship that can be expected of a level 7 submission and
shows real potential to influence the discipline
Excellent Achievement: 70-79%
There is an excellent display of knowledge, understanding and exploration of the main body of knowledge
associated with the named award and consideration of interconnectivity between functions and systems.
Mostly attains the highest standards of scholarship that can be expected of a Level 7 submission and shows
potential to influence the discipline
Very Good Achievement: 65-69%
There is a very good display of display of knowledge, understanding and exploration of the main body of
knowledge associated with the named award and consideration of interconnectivity between functions and
systems. Attains very good standards of scholarship
Good Achievement: 60-64%
There is a good display of display of knowledge, understanding and exploration of the main body of
knowledge associated with the named award and consideration of interconnectivity between functions and
systems. Attains good standards of scholarship
Satisfactory Achievement: 55-59%
Subject knowledge, understanding and exploration is satisfactory, as is consideration of interconnectivity
between functions and systems, but there are some noticeable gaps in the appreciation of the main body of
knowledge associated with the named award. Standards of scholarship are adequate
Adequate, but weak Achievement: 50-54%
Evidence of subject knowledge, understanding and exploration is limited, and appreciation of the main body
of knowledge associated with the named award is partial and incomplete. Standards of scholarship are
undermined by a generally poor linkage of issues and themes within the task set
Unsatisfactory Achievement: 40-49%
Evidence of subject knowledge, understanding and exploration, especially of linkages between functions and
systems, is extremely limited, and appreciation of the main body of knowledge associated with the named
award is unsatisfactory. Some strengths are displayed but these are outweighed by several weak features
including the standard of scholarship
Very Unsatisfactory Achievement: 1-39%
The work does not meet expected levels of subject knowledge, understanding and exploration and does not
display appreciation of the main body of knowledge associated with the named award. Any strengths of the
work are heavily outweighed by its weaknesses including a very unsatisfactory standard of scholarship

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Intellectual skills:
Design of a research study that involves critically identifying, evaluating and implementing appropriate research
methodologies, methods and skills in the context of their discipline.
Exemplary Achievement: 90-100%
There is an exemplary level of criticality displayed in the design of a discipline specific research study
involving the identification, evaluation and implementation of appropriate research methodologies,
methods and skills
Outstanding Achievement: 80-89%
There is an outstanding level of criticality displayed in the design of a discipline specific research study
involving the identification, evaluation and implementation of appropriate research methodologies,
methods and skills
Excellent Achievement: 70-79%
There is an excellent level of criticality displayed in the design of a discipline specific research study
involving the identification, evaluation and implementation of appropriate research methodologies,
methods and skills
Very Good Achievement: 65-69%
There is a very good level of criticality displayed in the design of a discipline specific research study
involving the identification, evaluation and implementation of appropriate research methodologies,
methods and skills
Good Achievement: 60-64%
There is a good level of criticality displayed in the design of a discipline specific research study involving the
identification, evaluation and implementation of appropriate research methodologies, methods and skills
Satisfactory Achievement: 55-59%
There is a satisfactory level of criticality displayed in the design of a discipline specific research study
involving the identification, evaluation and implementation of appropriate research methodologies,
methods and skills
Adequate, but Weak Achievement: 50-54%
There is an adequate level of criticality displayed in the design of a discipline specific research study
involving the identification, evaluation and implementation of appropriate research methodologies,
methods and skills
Unsatisfactory Achievement: 40-49%
There is an unsatisfactory level of criticality displayed in the design of a discipline specific research study
with the identification, evaluation and implementation of appropriate research methodologies, methods and
skills being less than thorough
Very Unsatisfactory Achievement: 1-39%
There is a very unsatisfactory level of criticality displayed in the design of a discipline specific research study
with the identification, evaluation and implementation of appropriate research methodologies, methods and
skills being highly deficient

Practical and professional skills:

Analysis, interpretation and management of data appropriate to a specific context.
Exemplary Achievement: 90-100%
There is evidence of an exemplary standard of analysis, interpretation and management of data using a wide
range of tools that are regarded as standard in the discipline associated with the named award
Outstanding Achievement: 80-89%
There is evidence of an outstanding standard of analysis, interpretation and management of data using a
wide range of tools that are regarded as standard in the discipline associated with the named award
Excellent Achievement: 70-79%
There is evidence of an excellent standard of analysis, interpretation and management of data using a wide
range of tools that are regarded as standard in the discipline associated with the named award
Very Good Achievement: 65-69%
There is evidence of a very good standard of analysis, interpretation and management of data using a wide
range of tools that are regarded as standard in the discipline associated with the named award
Good Achievement: 60-64%
There is evidence of a good standard of analysis, interpretation and management of data using a wide range
of tools that are regarded as standard in the discipline associated with the named award
Satisfactory Achievement: 55-59%

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 There is evidence of a satisfactory standard of analysis, interpretation and management of data using a
range of tools that are regarded as standard in the discipline associated with the named award
Adequate, but weak Achievement: 50-54%
There is evidence of an adequate standard of analysis, interpretation and management of data using a range
of tools that are regarded as standard in the discipline associated with the named award
Unsatisfactory Achievement: 40-49%
There is evidence of a limited standard of analysis, interpretation and management of data using a narrow
range of tools that are regarded as standard in the discipline associated with the named award
Very unsatisfactory Achievement: 1-39%
There is evidence of a very limited standard of analysis, interpretation and management of data using a
narrow range of tools that are regarded as standard in the discipline associated with the named award

Transferable skills:
Reflection on own professional competencies and production of a career development plan.
Exemplary Achievement: 90-100%
There is evidence of an exemplary standard of reflection on own professional competencies and the career
plan is based on rigorous consideration of contextual evidence and displays the highest level of originality of
thought and expression
Outstanding Achievement: 80-89%
There is evidence of an outstanding standard of reflection on own professional competencies and the career
plan is based on rigorous consideration of contextual evidence and displays a high level of originality of
thought and expression
Excellent Achievement: 70-79%
There is evidence of an excellent standard of reflection on own professional competencies and the career
plan is based on thorough consideration of contextual evidence and displays a high level of originality of
thought and expression
Very Good Achievement: 65-69%
There is evidence of a very good standard of reflection on own professional competencies and the career
plan is based on contextual evidence and displays a reasonable level of originality of thought and expression
Good Achievement: 60-64%
There is evidence of a good standard of reflection on own professional competencies and the career plan is
based on contextual evidence and displays a reasonable level of originality of thought and expression
Satisfactory Achievement: 55-59%
There is evidence of a satisfactory standard of reflection on own professional competencies and the career
plan is based on contextual evidence and displays a reasonable level of originality of thought and expression
Adequate, but weak Achievement: 50-54%
There is evidence of an adequate standard of reflection on own professional competencies and the career
plan is based on a limited consideration of contextual evidence.
Unsatisfactory Achievement: 40-49%
There is evidence of a less than adequate standard of reflection on own professional competencies and the
career plan includes little consideration of contextual evidence.
Very unsatisfactory Achievement: 1-39%
There is evidence of a minimal standard of reflection on own professional competencies and the career plan
includes little or no consideration of contextual evidence.

Values:
Identification and the development of appropriate responses to ethical issues.
Exemplary Achievement: 90-100%
Consideration and application of ethical standards in the work are exemplary with the highest levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Outstanding Achievement: 80-89%
Consideration and application of ethical standards in the work are outstanding with the high levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Excellent Achievement: 70-79%
Consideration and application of ethical standards in the work are excellent with high levels of judgement
and contextualisation of theory being displayed in the development of appropriate responses to ethical
issues
Very Good Achievement: 65-69%

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 Consideration and application of ethical standards in the work are very good with reasonable levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Good Achievement: 60-64%
Consideration and application of ethical standards in the work are good with reasonable levels of judgement
and contextualisation of theory being displayed in the development of appropriate responses to ethical
issues
Satisfactory Achievement: 55-59%
Consideration and application of ethical standards in the work are satisfactory with reasonable levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Adequate, but weak Achievement: 50-54%
Consideration and application of ethical standards in the work are adequate but the levels of judgement and
contextualisation of theory displayed are low in the development of appropriate responses to ethical issues
Unsatisfactory Achievement: 40-49%
Consideration and application of ethical standards in the work are unsatisfactory and the levels of
judgement and contextualisation of theory displayed are very low in the development of appropriate
responses to ethical issues
Very unsatisfactory Achievement: 1-39%
Consideration and application of ethical standards in the work are very unsatisfactory and the levels of
judgement and contextualisation of theory displayed are minimal or negligible in the development of
appropriate responses to ethical issues

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MBA Portfolio Criteria of Assessment

Knowledge and understanding:

Identification and application of appropriate discipline-based knowledge to a specific managerial and organisational
issue. This will involve critically selecting and applying knowledge from one or more business and management
disciplines. It will also involve students recognising and considering the interconnectivity between different functions
and systems
Exemplary Achievement: 90-100%
There is an exemplary display and application of knowledge relevant to contemporary managerial and
organisational issues and consideration of interconnectivity between functions and systems. The very
highest standards of scholarship (authoritative and publishable) that can be expected of a level 7 submission
Outstanding Achievement: 80-89%
There is an outstanding display and application of knowledge relevant to contemporary managerial and
organisational issues and consideration of interconnectivity between functions and systems. Attains some of
the high standards of scholarship that can be expected of a level 7 submission and shows real potential to
influence the discipline
Excellent Achievement: 70-79%
There is an excellent display and application of knowledge relevant to contemporary managerial and
organisational issues and consideration of interconnectivity between functions and systems. Mostly attains
the highest standards of scholarship that can be expected of a Level 7 submission and shows potential to
influence the discipline
Very Good Achievement: 65-69%
There is a very good display and application of knowledge relevant to contemporary managerial and
organisational issues and consideration of interconnectivity between functions and systems. Attains good
standards of scholarship
Good Achievement: 60-64%
There is a good display and application of knowledge relevant to contemporary managerial and
organisational issues and consideration of interconnectivity between functions and systems. Attains good
standards of scholarship
Satisfactory Achievement: 55-59%
There is a satisfactory display and application of knowledge relevant to contemporary managerial and
organisational issues and consideration of interconnectivity between functions and systems but there are
some noticeable gaps in the appreciation of the main body of relevant knowledge. Standards of scholarship
are adequate
Adequate, but weak Achievement: 50-54%
There is an adequate display and application of knowledge relevant to contemporary managerial and
organisational issues and limited consideration of interconnectivity between functions and systems. There
are some noticeable gaps in the appreciation of the main body of relevant knowledge. Standards of
scholarship are undermined by a generally poor linkage of issues and themes
Unsatisfactory Achievement: 40-49%
There is an unsatisfactory display and application of knowledge relevant to contemporary managerial and
organisational issues and extremely limited consideration of interconnectivity between functions and
systems. There are noticeable gaps in the appreciation of the main body of relevant knowledge. Some
strengths are displayed but these are outweighed by several weak features including the standard of
scholarship
Very Unsatisfactory Achievement: 1-39%
There is an unsatisfactory display and application of knowledge relevant to contemporary managerial and
organisational issues and little or no consideration of interconnectivity between functions and systems. Any
strengths of the work are heavily outweighed by its weaknesses including a very unsatisfactory standard of
scholarship

Intellectual skills:
Application of problem-solving and decision-making skills to complex and unstructured managerial and
organisational problems. This will involve the integration of theory from different disciplines, observation of practice,
and the construction and application of coherent arguments about theory and practice.
Exemplary Achievement: 90-100%
There is an exemplary level of criticality displayed in the application of problem-solving and decision-
making skills to complex and unstructured managerial and organisational problems. Theory from different
disciplines, observation of practice, are thoroughly integrated into coherent and highly persuasive
arguments about theory and practice

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 Outstanding Achievement: 80-89%
There is an outstanding level of criticality displayed in the application of problem-solving and decision-
making skills to complex and unstructured managerial and organisational problems. Theory from different
disciplines, observation of practice, are thoroughly integrated into coherent and persuasive arguments about
theory and practice
Excellent Achievement: 70-79%
There is an excellent level of criticality displayed in the application of problem-solving and decision-making
skills to complex and unstructured managerial and organisational problems. Theory from different
disciplines, observation of practice, are well integrated into coherent and convincing arguments about
theory and practice
Very Good Achievement: 65-69%
There is a very good level of criticality displayed in the application of problem-solving and decision-making
skills to complex and unstructured managerial and organisational problems. Theory from different
disciplines, observation of practice, are integrated into arguments about theory and practice
Good Achievement: 60-64%
There is a good level of criticality displayed in the application of problem-solving and decision-making skills
to complex and unstructured managerial and organisational problems. Theory from different disciplines,
observation of practice, are integrated into arguments about theory and practice
Satisfactory Achievement: 55-59%
There is a satisfactory level of criticality displayed in the application of problem-solving and decision-
making skills to complex and unstructured managerial and organisational problems. There is limited use of
theory from different disciplines, observation of practice, in the development of arguments about theory and
practice
Adequate, but Weak Achievement: 50-54%
There is an adequate level of criticality displayed in the application of problem-solving and decision-making
skills to complex and unstructured managerial and organisational problems. Due to the limited use of theory
from different disciplines and observation of practice arguments about theory and practice are
underdeveloped
Unsatisfactory Achievement: 40-49%
There is an inadequate level of criticality displayed in the application of problem-solving and decision-
making skills to complex and unstructured managerial and organisational problems. Arguments about
theory and practice are absent or undeveloped due to the very limited use of relevant theory and observation
of practice
Very Unsatisfactory Achievement: 1-39%
There little or no criticality displayed in the application of problem-solving and decision-making skills to
complex and unstructured managerial and organisational problems. Arguments about theory and practice
are absent or undeveloped due to the extremely limited use of relevant theory and observation of practice

Practical and professional skills:

Analysis, interpretation and management of data appropriate to a specific context.
Exemplary Achievement: 90-100%
There is evidence of an exemplary standard of analysis, interpretation and management of data using a wide
range of appropriate tools
Outstanding Achievement: 80-89%
There is evidence of an outstanding standard of analysis, interpretation and management of data using a
wide range of appropriate tools
Excellent Achievement: 70-79%
There is evidence of an excellent standard of analysis, interpretation and management of data using a wide
range of appropriate tools
Very Good Achievement: 65-69%
There is evidence of a very good standard of analysis, interpretation and management of data using a wide
range of appropriate tools
Good Achievement: 60-64%
There is evidence of a good standard of analysis, interpretation and management of data using a wide range
of appropriate tools
Satisfactory Achievement: 55-59%
There is evidence of a satisfactory standard of analysis, interpretation and management of data using a
range of appropriate tools
Adequate, but weak Achievement: 50-54%

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Postgraduate Taught Programme Handbook September 2016 page 51 of 73
 There is evidence of an adequate standard of analysis, interpretation and management of data using a
limited range of tools

Unsatisfactory Achievement: 40-49%

There is evidence of a limited standard of analysis, interpretation and management of data using a narrow
range of tools
Very unsatisfactory Achievement: 1-39%
There is evidence of a very limited standard of analysis, interpretation and management of data using a very
narrow range of tools

Transferable skills:
Clarity of communicate in an appropriate medium to a named audience.
Exemplary Achievement: 90-100%
The work displays exemplary clarity of communication with the insightful selection of a range of media
highly appropriate to the full array of audience needs
Outstanding Achievement: 80-89%
The work displays outstanding clarity of communication with the insightful selection of a range of media
highly appropriate to a broad array of audience needs
Excellent Achievement: 70-79%
The work displays excellent clarity of communication with the appropriate selection of a range of media
according to a broad array of audience needs
Very Good Achievement: 65-69%
The work displays very good clarity of communication with the appropriate selection of a range of media
according to a broad array of audience needs
Good Achievement: 60-64%
The work displays good clarity of communication with the appropriate selection of a range of media
according to a broad array of audience needs
Satisfactory Achievement: 55-59%
The work displays satisfactory clarity of communication with the appropriate selection of media according to
an array of audience needs
Adequate, but weak Achievement: 50-54%
The work displays adequate clarity of communication with the selection of media according taking into
consideration some audience needs
Unsatisfactory Achievement: 40-49%
The work displays a lack of clarity of communication with little attention to audience needs in the selection
of appropriate media
Very unsatisfactory Achievement: 1-39%
The work displays a poor level of clarity of communication with no explicit attention to audience needs in
the selection of appropriate media

Values:
Identification and the development of appropriate responses to ethical issues.
Exemplary Achievement: 90-100%
Consideration and application of ethical standards in the work are exemplary with the highest levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Outstanding Achievement: 80-89%
Consideration and application of ethical standards in the work are outstanding with the high levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Excellent Achievement: 70-79%
Consideration and application of ethical standards in the work are excellent with high levels of judgement
and contextualisation of theory being displayed in the development of appropriate responses to ethical
issues
Very Good Achievement: 65-69%
Consideration and application of ethical standards in the work are very good with reasonable levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Good Achievement: 60-64%

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 Consideration and application of ethical standards in the work are good with reasonable levels of judgement
and contextualisation of theory being displayed in the development of appropriate responses to ethical
issues
Satisfactory Achievement: 55-59%
Consideration and application of ethical standards in the work are satisfactory with reasonable levels of
judgement and contextualisation of theory being displayed in the development of appropriate responses to
ethical issues
Adequate, but weak Achievement: 50-54%
Consideration and application of ethical standards in the work are adequate but the levels of judgement and
contextualisation of theory displayed are low in the development of appropriate responses to ethical issues
Unsatisfactory Achievement: 40-49%
Consideration and application of ethical standards in the work are unsatisfactory and the levels of
judgement and contextualisation of theory displayed are very low in the development of appropriate
responses to ethical issues
Very unsatisfactory Achievement: 1-39%
Consideration and application of ethical standards in the work are very unsatisfactory and the levels of
judgement and contextualisation of theory displayed are minimal or negligible in the development of
appropriate responses to ethical issues

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Appendix 5 Academic year chart 2016-2017
Week Commencing Standard Teaching Year Structure

26-Sep-16 wk 1
03-Oct-16 wk 2
10-Oct-16 wk 3
17-Oct-16 wk 4
24-Oct-16 wk 5
31-Oct-16 wk 6
07-Nov-16 wk 7
14-Nov-16 wk 8
21-Nov-16 wk 9
28-Nov-16 wk 10
05-Dec-16 wk 11
12-Dec-16 wk 12
19-Dec-16 Christmas wk 1
26-Dec-16 Christmas wk 2
02-Jan-17 Christmas wk 3
09-Jan-17 Exam wk 1
16-Jan-17 Exam wk 2
23-Jan-17
30-Jan-17 wk 13
06-Feb-17 wk 14
13-Feb-17 wk 15
20-Feb-17 wk 16
27-Feb-17 wk 17
06-Mar-17 wk 18
13-Mar-17 wk 19
20-Mar-17 wk 20
27-Mar-17 wk 21
03-Apr-17 Easter wk 1
10-Apr-17 Easter wk 2
17-Apr-17 Easter wk 3
24-Apr-17 wk 22
01-May-17 wk 23
08-May-17 wk 24
15-May-17 Exam wk 1
22-May-17 Exam wk 2
29-May-17 Exam wk 3
05-Jun-17 Exam wk 4
12-Jun-17
19-Jun-17
26-Jun-17
03-Jul-17
10-Jul-17
17-Jul-17
24-Jul-17
31-Jul-17
07-Aug-17 Reassessment Exam wk 1
14-Aug-17 Reassessment Exam wk 2
21-Aug-17

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Appendix 6 Research
ethics proforma

Business School
A PROFORMA FOR

STAFF AND STUDENTS BEGINNING A RESEARCH PROJECT

This proforma should be completed by all staff and research students undertaking any research project
and by taught students undertaking a research project as part of a taught module.

Part A (compulsory)

Research Proposer(s): ........................................

Student number (if applicable): ........................................................................................

University of Hull email address: ......................................................................................

Programme of Study............................

Research (Working Dissertation/Thesis) Title: ..................

.................................

Research (brief): ..............................

..................................................

.................................

.................................

...................................

...................................

Proforma Completion Date:

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Tick and sign by one of the following statements:

1) I confirm that human participants are not involved in my research and in

addition no other ethical considerations are envisaged.

Signature of researcher.........................................................

2) Human participants are involved in my research and/or there are other

ethical considerations in my research.

Signature of researcher.........................................................

If statement 1 is ticked and signed, there is no need to proceed further with this proforma, and research
may proceed now.

If statement 2 is ticked and signed the researcher should complete part B of this proforma.

Part B

This proforma should be read in conjunction with the Ethical Principles for Researchers and the HUBS
flow chart of research ethics procedures. It should be completed by the researchers. It should be sent
on completion, together with a brief (maximum one page) summary of the issues/problems in the
research (and how they are proposed to be dealt with), for approval to the Chair of the HUBS Research
Ethics Committee (or nominated Committee member) or in the case of research being completed as part
of a taught module to the students supervisor or module leader prior to the beginning of any research.

NOTE

If this research has a research population of those under 18 years of age it requires specific authorisation,
including that from authorities outside the University. It should not proceed until such authorisation has
been obtained in writing.

1. Will you obtain written informed consent from the participants? Y/N
If yes, please include a copy of the information letter requesting consent. In the case of electronic
surveys it is acceptable to advise participants that completion of the survey constitutes consent.
Please provide a printout of the survey template.
If no, the research should not proceed unless you can specifically satisfy the Research Ethics
Committee with the measures you will take to deal with this matter.

2. Has there been any withholding of disclosure of information regarding

the research/teaching to the participants? Y/N
If yes, please describe the measures you have taken to deal with this.

3. Issues for participants. Please answer the following and state how you will manage perceived risks
if any answer is YES:

a) Do any aspects of the study pose a possible risk to participants

physical well-being (e.g. use of substances such as alcohol or YES NO
extreme situations such as sleep deprivation)?

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 b) Are there any aspects of the study that participants might find
humiliating, embarrassing, ego-threatening, in conflict with YES NO
their values, or be otherwise emotionally upsetting?*

c) Are there any aspects of the study that might threaten

participants privacy (e.g. questions of a very personal nature; YES NO
observation of individuals in situations which are not
obviously public)?*

d) Does the study require access to confidential sources of

information (e.g. medical records)? YES NO

e Could the intended participants for the study be expected to be

more than usually emotionally vulnerable (e.g. medical YES NO
patients, bereaved individuals)?

f Will the study take place in a setting other than the University
campus or residential buildings? YES NO

g Will the intended participants of the study be individuals who

are not members of the University community? YES NO

*Note: if the intended participants are of a different social, racial, cultural, age or sex group to
the researcher(s) and there is any doubt about the possible impact of the planned procedures,
then opinion should be sought from members of the relevant group.
4.
Might conducting the study expose the researcher to any risks (e.g.
collecting data in potentially dangerous environments)? Explain your YES NO
method of dealing with this.

5. Is the research being conducted on a group culturally different from the

researcher/student/supervisors? Y/N

If yes, are sensitivities and problems likely to arise? Y/N?

If yes, please describe how you have addressed/will address them.

6. Does the research conflict with any of the HUBSs research ethics principles? Y/N
If YES do not proceed Describe for the Research Ethics Committee what action you have taken to
address this?

7. If the research requires the consent of any organisation, have you obtained it? Y/N
If NO, do not proceed. Describe for the Research Ethics Committee what action you have taken to
overcome this problem.

8. Did you discuss the ethical problems with this research with an informed colleague (including
supervisors for PhD students)? Y/N

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 If YES, please name the colleague (or supervisor) and provide the date and a
summary of the issues that were discussed.

Thank you for completing this proforma. If you are a research student/member of staff this form must be
signed by you, your supervisor/colleague and the HUBS Research Ethics Committee representative for
your area.

In the case of students undertaking research as part of a taught module, it must be signed by you and your
supervisor or module leader.

Once signed, staff and research students should send copies of this form, and the proposal must be sent to
the Secretary of the Research Ethics Committee, Hull University Business School (see flow chart),
including where possible examples of letters describing the purposes and implications of the research,
and any Consent Forms (see appendices).

Name of Researcher/Student

Signature Date ...

Name of Supervisor/Colleague/Module leader

Signature Date ...

For proformas completed by staff and research students only:

Name of Research Ethics Committee member

Signature Date ...

For proformas relating to research funded by grants, please complete the following:

pFact no:

RAR no:

Funder/sponsor

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Appendix 7 University guidance on referencing
What is referencing?
Referencing is acknowledging the sources of information (originated by another person) that you have used to help
you write your essay, report or other piece of work.

In your work, you should use the existing knowledge of others to back up and provide evidence for your arguments.
The sources of information you use may include such material as books, journal articles (paper or electronic),
newspapers, government publications, websites, videos, computer programs and so on.

When must you use a reference in your work?

You MUST use a reference whenever you:

Quote directly from a source.

Paraphrase (put into your own words) someone elses ideas. This is an alternative to using a direct
quotation.
Use statistics or other pieces of specific information; graphics such as diagrams, illustrations or charts,
which are drawn from a source you have read.
If you do not follow the conventions of referencing your work you run the risk of committing the serious academic
offence of plagiarism. Plagiarism is taking the work of others and passing it off as your own work (even
unintentionally). This may ultimately result in failure or expulsion from the University.

How do you reference?

You reference using a referencing system. This is a set of guidelines to show you what information is needed in a
reference and how you should format it, both within your text and in your reference list at the end of the document.
University policy requires students to use one of two referencing systems:

An in-text author-date system (often referred to as the Harvard system, but APA is also allowed)
An author-title (short title) footnote system, derived from a standard source (a Chicago style system and
OSCALA is allowed).
Different schools will have different preferences for which referencing style is used, based on disciplinary needs. You
therefore need to find out which referencing style your school uses and use that system. In essence, your school
should be using one of Harvard, APA, Chicago style footnote or OSCALA as their chosen referencing system.*

As long as you use one of the four University approved referencing systems consistently you should not be penalised.
It is strongly advised that you also learn to use bibliographic software (e.g. RefWorks or Endnote) to manage your
references.

Where can I get help with referencing?

Library and Learning Innovation (LLI), based in the Brynmor Jones Library provide full and comprehensive help on
all four referencing styles on their website. Go to www.hull.ac.uk/skills and click on the referencing section for
detailed help. LLI also run practical sessions on referencing so check the same website out for further information.

* The Business School has adopted the Harvard style of referencing.

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Appendix 8 - Feedback on assessment policy
Business School

Feedback on Assessment Policy

Feedback on coursework prior to submission

Staff are not expected to comment on initial drafts of coursework assessments. However, tutors should be prepared
to discuss and comment on assignment plans and/or indicative structures of student work. Time within the module /
programme may be identified (which is preferable) for this or students should be directed to meet with tutors during
their office hours or book a meeting at another time (again, this should be made clear in the module hand book).

Where staff provide students with assessment guidance via canvas, thus giving all students access to guidance asked
for by individual students, then it should be made clear to students up to what point this guidance will be posted and
also the expected response time from the tutor (i.e. so many working days).

Feedback on coursework after submission

Students submit their work electronically wherever possible. This is processed via canvas through the Turnitin
plagiarism detection system. The work is marked and annotated as appropriate, so as to assist the student
understanding of their strengths and weaknesses in their submission. There is a standard HUBS Assessment form to
use to record these strengths or weaknesses or a bespoke assessment marking form can be used that reflects how the
allocated mark was achieved. Staff may use their own feedback sheets if this helps in relating the feedback to the
modules learning outcomes and refers students to the assessment criteria.

All feedback needs to be clear and legible. Wherever possible feedback must be electronic. The Schools Learning
Technology Officer is available to provide advice and assistance to staff on digital tools that can be used to assist with
efeedback.

Feedback should be returned in a timely manner and at the latest within 4 weeks of submission.1 Details of these
deadlines are provided via email to staff and via canvas to students.

Feedback needs to be detailed and ensure the student is clear about what things they did particularly well and what
they could have done to improve the work they submitted. This will necessarily require staff to write more than a few
sentences. Feedback should be constructive, clear and supportive and should not be sarcastic. Feedback must
include specific reference to module learning outcomes or to clear grading criteria derived from module
learning outcomes and it should be made clear to students at the onset the principles on which the work will be
marked. Feedback should indicate specifically whether each outcome has been achieved and if not the reasons for this
judgement. Feedback should include targets for future development, for example:
- General academic features/study skills
- Presentation, style, structure
- Range and use of reading
- Criticality
- Focus on the question/establishment of a key and relevant question

It is recommended that where possible/appropriate, indicative answers to questions and exemplar answers are
provided, so that students can generate their own feedback by comparing their previously assessed work against the
answers.2.

Key issues common across assignments from a particular group can be collated and fed back collectively to the class,
either within class time or via canvas.

1Bank holidays, University closure days and University Easter days are not included in the 4 week calculations.
2Pending any further clarification from the University Solicitors Office, student work used in this manner must be anonymised and
permission gained from the student concerned

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Students may request clarification regarding their feedback. Students should be made aware that assessment marks
fed back to students are provisional until they are ratified by the module board.

Feedback on examinations

It is important that students receive feedback on examinations just as they do for coursework however, this is done
on a cohort, rather than individual student basis (although students would still be able to seek out feedback on an
individual basis, should they so wish).

For this purpose a typed feedback summary should be completed and posted onto the module canvas site. The
summary should take into account the principles described above for coursework feedback and identify what was
done particularly well by students and what common problems or errors were made by students sitting the paper.
The summary may also include the model answers which were provided to the external examiner. If this is done then
it is best to remove the marks allocation. Additionally, the module team should ensure that similar questions will not
be used in the future where access to previous model answers could then result in students gaining advantage.

This feedback should be posted on the canvas site within 1 week of the students being able to access their results via
the portal (this will be within approx 8 weeks of the completion of trimester 1 and within 1 week of the summer
programme boards - information on exact timing will be provided at the start of each academic year).

August 2015

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Appendix 9 Postgraduate external examiners

Title Name Institution Programmes

MSc Financial Management
Prof Adkins, Roger University of Bradford MSc Finance and Investment
MSc Economics & Business (Hull and PSB)
MSc Money Banking and Finance
Dr Dawson, Peter University of East Anglia MBA Economic Environment module
MSc Business Management
Osseo Asare, MBA Research Methods and Consultancy and Intervention
Dr Augustus University of Sunderland modules
Papagiannidis, MBA Complexity and Network Thinking,, Systemic
Prof Savvas Newcastle Business School Management and Strategic Management modules
MSc Logistics & Supply Chain Management
Dr Potter, Andrew Cardiff Business School MBA Supply Chain and Operations Management module
MSc Advertising & Marketing
MSc Marketing Management
Prof Sahadev, Sunil Salford Business School MBA Marketing and International Business modules
MBA Human Resource Management, Managing in
Organisations and Leadership and Organisational Change
modules modules
Prof Stewart, Jim Coventry University MSc Human Resource Management
Vosseberg, MSc Accounting and Finance
Ms Gabriele University of Exeter PG Accounting modules

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Appendix 10 - University code of practice:
Academic support tutors

University Code of Practice

Academic Support Tutors: for Staff and Undergraduate and Taught
Postgraduate Students

Document Reference:Academic Support Tutors

Identifier:QH:K6
Version:3 06 Date : Feb 16

Date coming into force:Feb 2016

Approved By: University Learning, Teaching and Assessment Committee

(ULTAC)
Originator: Learning Enhancement and Academic Practice (LEAP)

Responsibilities:Academic Support Tutors

Students
Disability Liaison Officers
Deans / Associate Deans
Staff Development Office

Application to collaborative provision: Information

Contacts: LEAP 01482 466703

Applications for exemptions to: ULTAC

Report Exemptions to:ULTAC

Summary / Description:
This code outlines the Universitys minimum expectations of Academic Support Tutors and
students, including the interaction and service level between them.

During the transition year of 2015-16, the term Academic Support Tutors applies equally to
any references to Academic Tutors.

Version 3 06 (Feb 16) introduces the following changes:

Updates paragraphs 19 and 20 with respect to the role of the Senior Tutor

Version 3 05 (Oct 15) introduces the following changes:

Replaces Academic Tutor with Academic Support Tutor

Version 3 04 (Sept 15) introduces the following changes:

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 Replaces Academic Support Tutor with Academic Tutor
Aligns the expectation with respect to academic supervision meetings with the University Policy
(a minimum of two individual meetings per trimester and four group meetings per year) (para. 5)
Replaces Disability Tutor with Disability Liaison Officer (in line with amendments to QH: K3)

Version 3 03 (Aug 15) introduces the following changes:

Replaces Personal Supervisor with Academic Support Tutor

Version 3 02 (Oct 14) introduces the following changes:

General update
Update to incorporate The Hull Way (para. 16)

Version 3 01 (Sep 13) introduces the following changes:

Updates URL links

Version 3 00 (Sep 13) introduces the following changes:

Re-defines guidelines as a Code of Practice, states supervision is intended to support retention
via advice on academic and pastoral matters (para 1) and may include referral to other
appropriate services (para 1 and appendix 1)
Indicates the scope of students to whom the Code applies (para 4)
Introduces statement that a supervisor should remain as a students lead supervisor for the full
tenure of their programme (para 5)
Reiterates that the lead supervisor is responsible for ensuring effective communication between
supervisors (para 6)
Removal of reference to franchise years
Indicates that departments need not appoint a 2nd supervisor if the programme is Single Honours
and the student is undertaking either a Free Elective or an approved module of the programme
out-with the home department (para 10)
Makes explicit the supervisors role in accessing records of supervisees attendance and marks
profiles (para 13)
Indicates normal hours of attendance to be the expectation of meeting times for supervisor and
supervisee (para 13)
Refers PDP considerations to QH:K8 (para 16)
States students may request a reference from their supervisor (para 17) and may request a
meeting with the Senior Tutor (para 18)
Indicates the necessity for supervisors to be trained and the option for staff to be re-trained if an
(Associate) Dean believes it to be necessary (para 22)
Removes some corresponding text

Version 2 04 (Jul 11) removes the paragraph about Scarboroughs use of the Consultation Tutor system
(no longer in use)

Version 2 03 (Feb 11) updates code with reference to new committee structure

This university Code has been written in accordance with the approach approved by QSC to enhance
clarity (Quality Handbook section A2) involving the following terminology:
must = mandatory
should = advisable
may = desirable.
Where these terms are used they are emphasised in bold.

This document is available in alternative formats from

Learning Enhancement and Academic Practice

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 Table of Contents

PURPOSE .................................................................. Error! Bookmark not defined.

AUTHORITY ............................................................... Error! Bookmark not defined.
SCOPE ....................................................................... Error! Bookmark not defined.
BEING ALLOCATED AN ACADEMIC SUPPORT TUTORError! Bookmark not defined.
Students on Joint, with or combined honours degrees Error! Bookmark not defined.
Students on Placement/Study Abroad......................... Error! Bookmark not defined.
Students Returning From Intercalation Undertaking Repeat Period of StudyError! Bookmark
not defined.
Exchange Students ..................................................... Error! Bookmark not defined.
Modules Taken From Outside the Department ............ Error! Bookmark not defined.
Changing your Academic Support Tutor...................... Error! Bookmark not defined.
OBTAINING ADVICE FROM YOUR ACADEMIC SUPPORT TUTORError! Bookmark not
defined.
ADVICE AND GUIDANCE AVAILABLE ...................... Error! Bookmark not defined.
THE ROLE OF DISABILITY LIAISON OFFICERS ...... Error! Bookmark not defined.
RECORD-KEEPING AND CONFIDENTIALITY........... Error! Bookmark not defined.
PERSONAL DEVELOPMENT PLANNING The Hull WayError! Bookmark not defined.
REFERENCES ........................................................... Error! Bookmark not defined.
ACCESS TO THE SENIOR TUTOR ........................... Error! Bookmark not defined.
FEEDBACK ................................................................ Error! Bookmark not defined.
TRAINING FOR ACADEMIC SUPPORT TUTORS ..... Error! Bookmark not defined.
APPLICATION TO ALL CATEGORIES OF COLLABORATIVE PROVISIONError! Bookmark
not defined.

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 University Code of Practice
Academic Support Tutors: for Staff and Undergraduate and Taught
Postgraduate Students

PURPOSE
1. The purpose of this code of practice is to explain the commitment of the University of Hull to
provide undergraduate and postgraduate taught students3 with the support of an Academic
Support Tutor or access to equivalent academic and pastoral support. It defines a relationship
which is based on a partnership between staff and students and therefore sets out the
obligations of both through which an effective academic support system can operate. They set
out these obligations because each academic department is free, and encouraged, to enhance
the support provided, which may be achieved, for example, by providing group academic
support in addition to personal academic support. Academic support is intended to support
retention of students, by providing support and advice to students on academic progress in
addition to advice and guidance on pastoral matters, including referral to other appropriate
services.

Explanatory note (amended Aug 2015)

Para 1: The role of Academic Support Tutor is distinct from the supervision provided by a member of
academic staff for the dissertation when engaged on postgraduate study. Separate procedures apply
to that relationship (QH:B9-B25, inclusive).
2. This Code of Practice should be seen as one part of a comprehensive network of support
provided by the University which includes a number of specialist support and advice services,
covering such matters as careers, disabilities, counselling, study advice and money matters.
Some services are provided by the University, others by the Students Union. The Academic
Support Tutor provides the vital link to each students academic department and programme of
study, for example if difficulties begin to affect academic performance and therefore need to be
acted upon by the department. All services, however, adhere to appropriate confidentiality
safeguards.

AUTHORITY
3. The University Learning, Teaching and Assessment Committee (ULTAC) is the final arbiter of
the application and interpretation of this code of practice.

SCOPE
4. This Code of Practice has been approved by ULTAC and will be subject to regular review. All
academic staff who act as Academic Support Tutor are expected to be familiar with them. This
code and therefore the commitment to provide an Academic Support Tutor applies to all
undergraduate and taught postgraduate students whether they are undertaking a certificate,
diploma or degree on a full-time or part-time basis on the University campuses or elsewhere, or
exchange students or single module students. In certain circumstances it can be expected that
modifications may be made for example in terms of accessibility where a student is based other
than on the campuses.

BEING ALLOCATED AN ACADEMIC SUPPORT TUTOR

5. The basis of the scheme is that the department responsible for a students programme of study
must ensure that a named academic member of staff is identified as the students Academic
Support Tutor. In doing this they should make arrangements to ensure that the risk of a conflict
of interest is minimised, for example by requiring that a member of staff does not act in a
disciplinary role in respect of his/her tutees. The Academic Support Tutor should remain as a

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 students lead for the full tenure of the students programme (accepting that a mechanism for
changing tutors where necessary will be in place).

As a student you can expect your department:

to allocate you a named Academic Support Tutor, normally during the first week of your
programme of study
to ensure that if your Academic Support Tutor is away for more than one week during a
trimester or four weeks during a vacation another member of staff is clearly identified and
available to you
to appoint a replacement Academic Support Tutor if your original tutor is away for a
trimester or more (for example because of study leave) or leaves the University
to make clear the methods by which information will be made known to you about the
academic support system and how you can expect Academic Support Tutors to
communicate with you
to define any specific departmental requirements as to how often you should see your
Academic Support Tutor
to provide the opportunity to meet with your Academic Support Tutor at least twice per
trimester for individual meetings and at least four times per year with respect to group
meetings.

As a student you are expected:

to read any information provided to you about who your Academic Support Tutor is and the
methods by which the department will communicate with you
to comply with any departmental requirements as to how often you should see your
Academic Support Tutor.

Students on Joint, with or combined honours degrees

6. In addition to the appointment of an Academic Support Tutor in the lead department, a further
Academic Support Tutor must be appointed in the joint department(s). One Academic Support
Tutor, usually that in the lead department, is responsible for ensuring effective communication
between Academic Support Tutors across departments - bearing in mind the principle that
students are required to provide information only once. The lead department is responsible for
identifying a lead Academic Support Tutor and for communicating this to students and other
Academic Support Tutors.

Students on Placement/Study Abroad

7. Departments are responsible for ensuring that support from the Academic Support Tutor is
available in a practical manner while the student is away from the University, and that the
student is clear about how to access that support. The Department is also responsible for
ensuring that appropriate arrangements exist within the organisation/institution at which the
student is based for providing pastoral support.

Students Returning From Intercalation Undertaking Repeat Period of Study

8. Departments should be aware of the importance of ensuring that students returning from
intercalation or repeating a period may need additional support, for example to help them to re-
adjust, especially where there has been a significant gap since their previous study. This may
take the form of more regular academic support than for other students.

Exchange Students
9. Students who are studying at the University on an exchange or similar programme from an
overseas University are also covered by this Code of Practice. Each student will be allocated a
home department, irrespective of the modules they are undertaking, and that department will
be responsible for allocating an Academic Support Tutor.

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 Modules Taken From Outside the Department
10. Students may take optional or free elective modules from other departments. Modules taken
outside the home department as options within a Single Honours programme or as Free
Electives do not require the second department to appoint an additional Academic Support
Tutor.

Changing your Academic Support Tutor

11. The University recognises that there will be occasions where students feel that the relationship
with the Academic Support Tutor is not working. In such circumstances it is important that
there is an opportunity for a student to request a change of Academic Support Tutor. However,
this should not be done lightly, and should normally occur only after any problems have been
aired with the Academic Support Tutor or another appropriate member of staff.

As a student you can expect your department:

to provide an opportunity to discuss any difficulties you are experiencing in the relationship
either with your Academic Support Tutor or another member of staff
to make known the procedure through which you can request a change of Academic
Support Tutor
to take seriously any request for a change and either provide a new Academic Support Tutor
or give clear reasons why a change is not being agreed to.

As a student you are expected to:

use any opportunity provided to discuss any difficulties either with your Academic Support
Tutor or another member of staff
use the published procedure for requesting a change of Academic Support Tutor but only in
good faith and after the above discussions have taken place.

Remember that the University is committed to preventing harassment of any member of the
University whether staff or student. This is published in a University Policy available to you
through the on-line handbook at
http://www2.hull.ac.uk/student/studenthandbook/regulations/preventionofharrassment/harassme
ntpolicy.aspx. No member of staff will act to a students detriment as a result of a request for a
change of Academic Support Tutor.

OBTAINING ADVICE FROM YOUR ACADEMIC SUPPORT TUTOR

12. The effectiveness of the Academic Support Tutor system depends on the commitment of both
parties, and the recognition that an Academic Support Tutor has responsibility for a range of
matters and students.

As a student you can expect your Academic Support Tutor:

to inform you as to when and how you can contact your Academic Support Tutor, whether
through making an appointment, open access hours, e-mail, telephone etc. to respond to
any request for an appointment/advice and be available as promised
to advise of specific times when s/he requires you to attend a meeting whether on a one-to-
one basis or as part of a group
to be contactable within their normal working hours
to make you aware of other appropriate specialist and support services, e.g. welfare or
counselling services

As a student you are expected to:

use the published methods for contacting your Academic Support Tutor (e.g. making an
appointment where required or only using published open access hours)
attend any meeting of which you are (reasonably) required to attend by your Academic
Support Tutor, or notify your Academic Support Tutor of your inability to attend and the
reason for that, and arrange a new time to meet.
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 ADVICE AND GUIDANCE AVAILABLE
13. The following section explains the kind of advice/guidance which students can expect to receive
from their Academic Support Tutor. However, the University centrally and through each
department aims to provide comprehensive and user-friendly information about University
regulations, academic progress and support services so that it should not be necessary to
contact your Academic Support Tutor to answer basic questions. Academic Support Tutors
will be able to devote much more time to more difficult issues if they are not constantly
answering questions which could be answered through other information readily available within
the University.

As a student you can expect your Academic Support Tutor:

to provide you with guidance on your academic progress on your programme of study,
including explaining the implications of marks awarded and on possible courses of action in
the light of those marks
to be able to access your records of attendance and marks profile in order to inform an early
intervention to support your academic performance to provide a first point of contact on
pastoral matters. This may include advising on your rights and obligations as well as other
more appropriate specialist support services (e.g. Counselling, Careers, Study Advice
Services, Disability Liaison Officer or Disability Services, Students Union Advice Centre,
Student Loans and Hardship Office, Mature Students Advisor)
to plan group meetings that include structured and purposeful activities that enable students
to develop academic and disciplinary/professional skills and promote a sense of disciplinary
identity and belonging

As a student you are expected:

to be aware of other sources of information and to utilise these to answer straightforward
questions before approaching your Academic Support Tutor especially through the
departmental/programme handbook and University student
handbook on-line http://www2.hull.ac.uk/student/studenthandbook.aspx and
http://www2.hull.ac.uk/administration/cdte/quality_standards/student_info.aspx
to inform your Academic Support Tutor of any difficulties you may be experiencing which
might affect your studies, (including any periods of absence from the University) even if you
do not require specific help from your Academic Support Tutor, for example because you
have approached a support service directly for help
to be available to meet your Academic Support Tutor within the normal hours of attendance
required by your mode of study.
to comply with the procedures within the department for notifying absences from compulsory
classes, absences from the University and use the Universitys procedures for notifying
mitigating circumstances, applying for absence from examinations, or for coursework
extensions.

THE ROLE OF DISABILITY LIAISON OFFICERS

14. The role of Disability Liaison Officer plays a central role in ensuring faculties and departments
meet their obligations in relation to managing the requirements of disabled students within their
academic study. Based within the administrative teams in faculties and / or departments, the
Disability Liaison Officer works closely with Student Wellbeing, Learning and Welfare Support to
ensure the needs of students (for example alternative examination arrangements) are met.

The key elements / responsibilities of the role are:

To act as the main contact for the faculty / department regarding the management and
administration of disabled student adjustments / needs
To receive information from Student Wellbeing, Learning and Welfare Support and
disseminate accordingly
To attend induction, training sessions and forums specifically for Disability Liaison Officers

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 To work with Student Wellbeing, Learning and Welfare Support administrative teams to
ensure information is accurate
To ensure all information is accurate and up to date appertaining to reasonable adjustments,
acting on any new, updated information provided by Student Wellbeing, Learning and
Welfare Support
To ensure all reasonable adjustments are planned and managed for class based activities
(where necessary and appropriate) and assessments (including in-class tests)
To engage with students requiring adjustments ensuring an excellent student experience

As a student you can expect your department:

to advertise the name of the Disability Liaison Officer and how to contact him/her
to ensure that all staff in the department are aware of the identity of the Disability Liaison
Officer, and the nature of his/her role.

As a student you are expected:

to consider whether you would benefit from consultation with the Disability Liaison Officer
and to comply with any advertised means for contacting him/her, e.g. using published office
hours
to make known to your Academic Support Tutor if you have any difficulties in contacting the
Disability Liaison Officer.

RECORD-KEEPING AND CONFIDENTIALITY

15. Academic Support Tutors are not required to keep detailed records as a matter of course but it
is important that a basic record is maintained and that this is handed on to any other colleague
who takes over supervision for an individual student.

As a student you can expect your Academic Support Tutor:

to maintain a basic record of meetings held with you including the date and a note of the
nature of the meeting and any advice given
to respect the confidentiality of matters discussed with you, subject to any overriding duty of
disclosure.

As a student you are expected:

to recognise that there may be circumstances in which information must be disclosed and to
discuss with your Academic Support Tutor any issues or concerns relating to confidentiality.

PERSONAL DEVELOPMENT PLANNING The Hull Way

16. The University supports personal development planning for all students through the Hull Way.
The promotion and support of the Hull Way is explained in QH:K8.

REFERENCES
17. The Academic Support Tutor may be approached by the student for a reference either part way
through a programme, towards the end, or even after programme has ended. The expectation
is that the Academic Support Tutor will provide a reference and refusal to do so will be
exceptional. An Academic Support Tutor might legitimately refuse to provide a reference for
example where a tutee has failed to comply with departmental requirements to attend meetings
with the Academic Support Tutor.

As a student you can expect your Academic Support Tutor:

to provide a fair and honest assessment of you/your work according to the criteria specified
for the reference (if specified). This does not mean that the Academic Support Tutor is not
permitted to include anything which may be negative about you, but the Academic Support
Tutor should normally discuss any such matters before writing the reference. This does not
mean that the content of the reference will be negotiated with you. It is for the Academic
Support Tutor to decide in his/her judgement what should be included

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 to discuss with you if s/he feels unable to provide the reference for any reason and in such a
case to suggest another person who might provide the reference
to obtain information, where practicable, from colleagues who have known/taught you to get
a broader picture of you
to advise you whether the reference will be provided on a confidential or open basis (such
as providing you with a copy).

A student you are expected:

to contact your Academic Support Tutor to request the reference never put somebody
down as a referee without seeking their permission first
to provide your Academic Support Tutor with sufficient information about the purpose for
which the reference is required to enable him/her to judge what is appropriate; this should
include details of the post/course for which you are applying if possible
to provide your Academic Support Tutor with a full and current CV (approach the University
Careers and Employability Service if you need help with this) and discuss, or highlight, any
particular skills, attributes or achievements which you believe are particularly relevant and of
which the Academic Support Tutor should be aware
to ensure that you give the Academic Support Tutor reasonable notice of the need for the
reference so that s/he has time to complete it. Make clear any deadlines which apply.

ACCESS TO THE SENIOR TUTOR

18. The University Student Progress Committee is responsible for overseeing all matters relating to
the academic progress of undergraduate and taught postgraduate students, as well as
approving the award of qualifications and administering the system of academic appeals. The
Committee is comprises Senior Tutors - experienced members of academic staff who each
have responsibility for students in a number of departments other than the one in which they
teach. Students may request an appointment with the Senior Tutor responsible for the
department in which the student is studying, for example where the student is in dispute with
that department. However, Senior Tutors also provide a support role both for students and
Academic Support Tutors by providing advice on regulations and procedures in unusual or
complex cases. They do not act as a second Academic Support Tutor and therefore do not
provide the kind of advice listed under the section advice and guidance available.

19. Specifically the Senior Tutor deals with academic appeals where they will receive the appeal,
investigate and make a decision on whether or not there are grounds for appeal. As part of this
process they may interview you, though your appeal should contain all of the information
relevant to your case.

20. The Student Progress Committee makes decisions on:

Requests to extend intercalations beyond 12 months

Requests to repeat an academic year
Requests to issue University warnings for non attendance, unfair means or professional
unsuitability
Requests to consider mitigating circumstances claims submitted after the 7 day deadline
Requests to exclude students from assessment or terminate their studies for non-
attendance
Requests for extensions to 'final stage' dissertations beyond 12 months (taught
postgraduate students only)
Requests to consider 'special cases' where a department requests something that falls
outside the University's regulations

Once a decision is made you will be informed in writing.

All of these matters are explained in the University on-line student handbook
http://www2.hull.ac.uk/student/studenthandbook/usefulforms.aspx.
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 As a student you can expect your Academic Support Tutor:
to advise you of matters which require the approval of the University Student Progress
Committee and where the Senior Tutor will need to be involved
to support you in seeking to resolve issues that may lead to an academic appeal, with your
academic department
to advise you of who the relevant Senior Tutor is and how to contact him/her
to advise you of the relevant procedure which needs to be followed in a given case.

As a student you are expected:

to use the information provided in departmental and University handbooks
to raise issues of dispute or potential dispute with your Academic Support Tutor before
seeking to involve the Senior Tutor to see if they can be resolved satisfactorily
to contact any sponsor or funding body (whether SLC or other) where you are proposing a
course of action which may affect your funding status (such as a request to repeat the year
or transfer to another course)
to supply all of the information required when submitting an academic appeal
to not expect your Academic Support Tutor to give decisions or assurances on matters
which can only be decided by the University Student Progress Committee.

FEEDBACK
21. This Code of Practice has been revised following extensive consultation. Constructive feedback
is welcome at any time either through your Academic Support Tutor or Staff/Student
Committee.

TRAINING FOR ACADEMIC SUPPORT TUTORS

22. The University (via Staff Development Office) provides training for Academic Support Tutors.
All Academic Support Tutors must undertake training. The Dean (or Associate Dean) may
require that Academic Support Tutors be trained whether they have attended training on a
previous occasion or not.

APPLICATION TO ALL CATEGORIES OF COLLABORATIVE PROVISION

All students on a University of Hull award must be offered the level of academic support
expected by students registered at the University. Partner institutions must allocate Academic
Support Tutors to students in accordance with this code of practice or operate an equivalent
system. This code provides information for staff and students on the allocation and role of
Academic Support Tutors, changing Academic Support Tutors, record-keeping and
confidentiality.

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Appendix 11- Business school student complaints
procedure
Student Complaints Procedure
The University is committed to handling any student complaint in a way which:
Encourages informal resolution
Is fair and efficient
Treats complainants with appropriate seriousness and sympathy
Is as speedy as is consistent with a fair and thorough investigation
Allows the University, or any part of it, to benefit from investigation.

The University defines a complaint as a specific concern on the part of a student about the provision of education or
other service by the University, or the Students Union. Examples include:

Inaccurate or misleading information about programmes of study

Inadequate teaching or supervision
Insufficient academic facilities
Service not provided to standard advertised
The behaviour of a member of staff.

The complaints regulations specifically do not cover a complaint by a student about another student and this
should be dealt with under the Student Code of Discipline.

The complaints regulations set out the procedures through which formal complaints by students on all Business
School programmes or modules, regardless of location or method of delivery, must be addressed. They emphasise
informal resolution as the first objective, therefore, the first action that a student with a complaint should make is
to approach the person or office concerned (e.g. Module/Programme Leader, Academic Support Tutor or Business
School Student Support Office) in order to seek an informal resolution agreed by both parties.

If, after seeking informal resolution, the student still believes that the complaint has not been addressed
appropriately then the complaint will become formal and all such formal complaints must be lodged in writing to
the School Complaints Officer.

The School Complaints Officer will investigate the complaint, offer the complainant the opportunity of a meeting, and
produce a written report to the complainant within one month of receiving the written complaint. The report to the
complainant will state his/her right to register a formal Appeal with Student Progress Committee within 21 days if
s/he is dissatisfied with the final outcome of their complaint to the Business School. This appeal will then be further
investigated by the Senior Tutor delegated to the school.

In any case where the complainant declares, or is already known to have, a disability, the complaint will be copied
to the Student Wellbeing, Learning and Welfare Support Team which will advise on any reasonable adjustments
required in investigating the complaint. In any case where the complaint is against the School Complaints Officer
the issue will be investigated by an Associate Dean. Complaints by students on Dual Award programmes should be
made to the partner that is the subject of the complaint. Complaints concerning all Hull and Scarborough campus
issues should be made using the procedure outlined above.

Complaints by students on part-time and on distance taught programmes should also be made using the procedures
outlined above. Complaints by students on validated programmes delivered by the University's partner institutions
must be made to the college which is the subject of the complaint using the college's own complaints procedures.

Key contacts:
School Complaints Officer via the Business School Student Support Office
Room 018, Esk Building, +44 (0)1482 463633, hubsstudent@hull.ac.uk

For further information see:

http://www2.hull.ac.uk/administration/policyregister/qualityhandbook/sectione.aspx

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