Tailored Certificate for Business

Institute of Lifelong Learning
Certificate in Professional Practice
Course Handbook
2010-2011
The Leading Edge
Tailored Education for Business Needs

CONTENTS
INTRODUCTION 4
A) THE UNIVERSITY 5
B) INSTITUTE OF LIFELONG LEARNING 6
C) COURSE STAFF 7
D) COURSE ADMINISTRATION AND COMMUNICATIONS 8
i) CFS Accounts 8
ii) Contacting the Department 8
iii) Contact Details 8
iv) Management of the Course 8
v) E-Learning 9
E) COURSE DETAILS 11
i) Course Aims 11
ii) Course Duration 11
F) COURSE REGULATIONS 12
G) COURSE CONTENT 13
i) Tutorial Support 13
ii) Module Structure 13
H) ASSIGNMENTS 15
i) Presentation 15
ii) Structuring the Assignment 15
iii) How do I Write my Assignment 16
iv) Managing your Time 17
v) Using References and Writing a Bibliography 18
vi) Submitting your Assignment 18
vii) Extensions 18
viii) Return of Work from Staff 18
ix) Role of the Tutor 19
x) Role of the Student 19
xi) Reading Lists 20
I) ASSESSMENT AND RELATED GUIDELINES AND PROCEDURES 21
i) Scheme of Assessment and Marking Schedule 21
ii) Assessment 21
iii) Marking Criteria 21
iv) Internal Examiners 22
v) External Examiner 22
vi) Guidelines and Procedures for Submission of Work 23
vii) Course Deadlines and Extensions 23
viii) Mitigating Circumstances 23
J) QUALITY ASSURANCE ARRANGEMENTS 25
i) Staff-Student Committee 25

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Cert in PP – Handbook 2010/11
ii) Complaints procedure 25
iii) Appeals procedure 25
iv) Cancellations and refunds 25
K) STUDY SUPPORT, GENERAL FACILITIES AND WELFARE 26
i) Library Services 26
ii) IT Services 27
iii) The Student Support and Development Service (SSDS) 28
L) APPENDICES 30
Appendix 1 – Plagiarism 30
Appendix 2 – Using references 34
Appendix 3 – Sample Essays 39
Appendix 4 – Turnitin UK 45
Appendix 5 – Extension Request Form 47
Appendix 6 – Diverting CFS Accounts 49
Appendix 7 – Glossary 51

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INTRODUCTION
I am delighted to welcome you to the Institute of Lifelong Learning at the University of Leicester
and the Certificate in Professional Practice Course. This handbook will give you all the information
you need to get you started on the course as well as providing useful information throughout your
studies. Please read it carefully, as it gives details of the aims and objectives of the course and
how to approach your studies. Towards the back of the handbook you will also find some
important general information about studying at the University of Leicester and your rights and
responsibilities as a student.
The Certificate in Professional Practice is part of a programme of Degrees and Certificates offered
by the University of Leicester‟s Institute of Lifelong Learning. The Certificate is taught over an
eighteen month period. The Certificate consists of six modules that total 120 credits and qualifies
for the Certificate in Professional Practice.
The course is delivered on-line via the internet. You are eligible to join the main University Library
simply by joining the course. During your studies you will produce written work for each module,
take part in on-line discussion groups and produce a reflective statement. The final assessment is
based on this work. There are no examinations.
Certificate tutors are experienced teachers, and well understand the problems faced by mature
students in returning to learning. They will give you every help and encouragement. People who
are attracted to the course may not have studied for a number of years, but now feel ready to
return to learning. Others are simply looking for a new challenge. You only have to have a desire to
learn and a real commitment to study. Apart from the on-line activities you will be expected to work
at home – reading, making notes and writing essays. But learning about professional practice is
not just about working to meet a target. We hope that it will also enhance your understanding of
your sector, widen your skills, and introduce you to people who share the same interest and desire
to learn.
This course handbook contains the core information you will need to complete your studies
successfully. It contains many important details about the course and how it operates, as well as
about the various facilities and forms of support open to you. Please read the contents carefully
and keep it safe for future reference throughout the course.
Once again, a very warm welcome to the course!
Jan Ball
Course Director

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A) THE UNIVERSITY
The University of Leicester is one of the UK‟s leading research and teaching universities. The
University was founded as a University College in 1921 and granted a Royal Charter in 1957. It
has an estate of approximately 232 acres that includes a fifteen-acre Botanic Garden, an
arboretum and a range of residences in the suburbs that are set in attractive gardens.
The University has 23,000 students, studying within four Colleges:
Arts, Humanities and Law
Medicine, Biological Sciences and Psychology
Science and Engineering.
Social Science
There is a University-wide Graduate School and an Institute of Lifelong Learning. The University
employs approximately 3,500 staff. The Institute of Lifelong Learning sits within the College of
Social Science, though relates to many different academic disciplines in fulfilling its university-wide
role.
A judge in a recent awards ceremony described Leicester as “elite without being elitist”. We are
proud to be elite. But we are at least as proud to be an inclusive and progressive university. This
commitment to high quality, an inclusive academic culture and belief in the synergy of teaching and
research are our hallmarks. We believe that teaching is inspirational when delivered by passionate
scholars engaged in world-changing research that is delivered in an academic community that
includes postgraduate as well as undergraduate students.
For a University that believes teaching and research are synergistic, it is pleasing that the National
Student Survey reveals that 91% of full-time students are satisfied with their courses. Consistently
amongst the best in the country, this 2009 result is matched only by Cambridge amongst
mainstream universities in England.
Already ranked in the top-15 universities in Britain, by 2015 we aim to rise further to become top-
10. It is a cornerstone of our success that we are the only top-15 UK University to meet
Government benchmarks on inclusivity.

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B) INSTITUTE OF LIFELONG LEARNING
Government policies and initiatives continue to highlight the importance of lifelong learning to
individuals and to the broader society and economy. We have a long tradition of providing a wide
range of adult education courses and the current, broad, high-quality programme of lifelong
learning opportunities continues this tradition.
The Leicester Institute of Lifelong Learning (LILL) was set up on 1 August 2000, and is a
department within the College of Social Science. It builds on the work of Vaughan College
(founded 1862) and on a long and distinguished tradition of adult education within the city of
Leicester, absorbing within it the immediate predecessor to the Institute, the Department of Adult
Education. Jackie Dunne is Director of Lifelong Learning. As a leading research university, there
are great opportunities for us to develop a comprehensive, dynamic and imaginative portfolio of
lifelong learning activities. The Institute seeks to encourage and facilitate departments in
developing programmes of lifelong learning, and in delivering their research and expertise to the
wider community. It is also developing and expanding its own programme of part-time degrees,
diplomas and certificates, short courses, day schools and study visits, and social, cultural and
artistic events. Student enrolments to the Institute exceed 4000 per year.
The Leicester Institute of Lifelong Learning (LILL) aims to work closely with partners in the region,
including further education colleges, private companies, public-sector organisations and voluntary
bodies, to meet their education and training needs and to disseminate research findings. In order
to meet increased demands to match expertise and knowledge with the requirements of individuals
and employers, our lifelong learning programme needs to be accessible, flexible, versatile and
innovative.

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C) COURSE STAFF
Jan Ball Tel: 0116 252 5926
Course Director Fax: 0116 252 5909
Institute for Life Long Learning Email: jb326@le.ac.uk
128 Regent Road
Leicester LE1 7PA
Nicola Sorsby Tel:0116 252 5926
Course Administrator Fax:0116 252 5909
Institute of Lifelong Learning Email:ns218@le.ac.uk
128 Regent Road
Leicester LE1 7PA

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D) COURSE ADMINISTRATION AND COMMUNICATIONS
The Department staff aim to provide a supportive environment for all our students. Most of the
work you do on this course will be through studying in your own home and there may be times
when you feel isolated and would like to talk to someone. You may also realise that you need
support with academic matters or other issues which you wish to discuss. Please feel free to
contact us to discuss what support is available to you.
i) CFS Accounts
The University will from time to time wish to communicate official information to students
electronically via individual cfs email accounts. (Your cfs account is your University computer
account and provides you with a University email address and allows you to access facilities such
as Blackboard)
It is therefore the responsibility of all students to activate and regularly access their cfs email
accounts, as any communication sent by this method will be deemed to have been received. It is
possible, should students so wish, to set up a divert from their cfs account to a personal account.
(Instructions for doing this are included in Appendix 6.)
ii) Contacting the Department
We have established procedures to ensure that you get the answers to your queries as quickly as
possible. In the first instance always contact the Course Administrator Nicola Sorsby at the: -
Institute for Lifelong Learning
128 Regent Road,
Leicester LE1 7PA
Tel: 0116 252 5926
E: ns218@le.ac.uk
If appropriate she will pass your query on to another member of staff. Please
• Do not contact any other staff except by prior arrangement.
• Do use email.
• Do use the fax: +44(0)116 252 5909.
• Do provide a fax number or email address for a prompt reply.
iii) Contact Details
It is vital that you tell us of any change in these details immediately. Please do this
in writing to your Course Administrator.
iv) Management of the Course
The Department has a team of staff responsible for the administration of the courses.
Academic responsibility for the courses rests with the Course Director and the team of tutors. They
are responsible for preparing the module guides, setting and marking the assignments.
An external examiner is appointed for each course to ensure academic standards are maintained,
which includes reviewing marks for assessed work. They then pass their decisions to the
University Senate who make the award. Should students fail to meet the required standard then

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the Board of Examiners may recommend an alternative course of action in line with University
regulations. There are regular programme review meetings involving academic and administrative
staff. They are responsible for the smooth operational management of the courses, for ensuring
standards are consistent across all courses, and that our students are provided with the best
possible service.
v) E-learning
Your course will be making use of Blackboard i.e. an on-line teaching system, which will greatly
enhance your studies. Blackboard is a Virtual Learning Environment (VLE) that supports online
learning and teaching. It can be accessed by registered users from anywhere in the world using
the Internet and standard web browsers.
Once you have enrolled on the Blackboard site for your course, (details of how to do this are
explained below), then you will benefit from a range of features otherwise unavailable to distance
learning students. Among these are:
An on-line discussion group giving you the chance to swap ideas and discuss issues covered
in the course with other students;
Electronic versions of course-related materials, allowing you to easily search and retrieve key
information needed for assignments;
Searchable on-line versions of the course handbook, module guides and University
regulations;
An „assignment‟ area in Blackboard where you will upload your assignments and receive
feedback;
Links to recent publications and on-line resources relevant to your studies;
Links to the library;
Links to relevant internet sites.
Since the site is only available to current students on your course it is necessary for you to be
individually registered. Therefore, it is imperative that you let us know your University computer
username, which, additionally, provides you with a University email account. Details of how to
obtain this „cfs‟ username, by registering yourself on-line, are contained in your University
registration information. In order to study the course and complete the assignments you will have
to be registered on the blackboard site, and so you must let us have your username as an urgent
priority. Please send your username via your University email account to your Course
Administrator without delay.
As soon as we have enrolled you, you should log into the blackboard site for your course, by
visiting https://blackboard.le.ac.uk/webapps/portal/frameset.jsp.
You can go directly to this site by clicking on the Blackboard tab on the University homepage.
When you log onto the University website you will be on the external homepage (see below).

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To get to the link for Blackboard either go to „Current Staff and Students‟ on the right of the page or
click the link at the top of the page which says „remote access to…‟. Once you have set up links to
Blackboard it can be helpful to mark it as a „favourite page‟.
This contains background information and details of how to use the blackboard system.
Once you have entered your username and password and clicked on the login button you will see
that you are registered on the site for your course. Click on the title of your course to get started.
We strongly recommend that you spend some time early on in your studies familiarising yourself
with the site and making the most of the facilities that it offers. You will also be given a guided tour
and further training using Blackboard in the Induction workshop which takes place when you
commence your studies for Module 1. Details of Blackboard information are also included in the
Induction workshop pack which all students will receive.
Current Staff &
Students
Remote Access to…
Password
User name

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E) COURSE DETAILS
i) Course Aims
The aims of the course are to equip learners with the knowledge and skills within their profession
to be able to:
- build upon personal and professional experience and knowledge
- develop and interpret academic study in a professional context
- demonstrate awareness of the wider implications of professional practice
- reflect upon management of self, others and results of work
- develop a rigorous approach to the acquisition of a broad knowledge base
- employ a range of specialised skills
- evaluate information, using it to plan and develop investigative strategies
- determine solutions to a variety of unpredictable problems
- operate in a range of varied situations taking responsibility for the nature and quality of outputs
- undertake further training, develop existing skills, and acquire new competences that will
enable you to assume responsibility within organisations
ii) Course Duration
The course will normally be delivered over a period of eighteen months through six modules.
Module 1 – Reflection on Professional Practice
Module 2 – Managing People
Module 3 – Managing Change
Module 4 – Managing Finance
Module 5 – Managing Projects
Module 6 – Work-based Learning Project

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F) COURSE REGULATIONS
These Regulations apply to the conduct of the course in 2010/11, and should be read in
conjunction with the University of Leicester’s Undergraduate Programme Regulations and
with the relevant Module Specifications. These are available on the University website at:
http://www.le.ac.uk/academic/Regs/index.html
1. Awards and structure
a) The award available is the Certificate in Professional Practice
b) The award is made by the University of Leicester
c) The award is the responsibility of the College of Social Science.
2. Entry requirements
It is envisaged that entry requirements for the course will be flexible and that experience of
working in a professional role will be taken into account. It is envisaged that students will
enter the course with a combination of GCSEs or equivalent and relevant work experience.
Some students will have post-16 qualifications but this will not be a pre-requisite.
Entry is open to local, UK and potentially overseas applicants. The Certificate is offered as
a flexible learning package through Distance Leaning delivery.
3. Eligibility for awards
The following requirements apply:
Pass at Level 4/Award of Certificate in Higher Education: 120 credits.
4. Re-examination
Re-assessment marks will be capped at 40%, unless an approved impaired performance claim has
been received.
Any student who fails to meet the requirements for the award of Certificate may repeat the
assessment of each module for which credit has not been obtained, on one occasion only.
5. Review
These regulations are subject to annual review at the appropriate Board of Studies for the award.

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G) COURSE CONTENT
Overview
Each module will consist of approximately four (10 credits) or eight weeks (20 credits) of study.
The study time for the course is shown below. Obviously, it is up to you how much time you spend
in private study, however, the private study hours shown below are estimates of the amount of time
you can reasonably expect to study in order to successfully complete the course.
Studying online or paper based
lecture material
16
Tutorials – online or by e-mail 1 Student workload – 10 credit module
Work related Learning 21
Private Study 32
TOTAL 75
Studying online or paper based
lecture material
26
Tutorials – online or by e-mail 2 Student workload – 20 credit module
Work related Learning 40
Private Study 82
TOTAL 150
i) Tutorial Support
You are entitled to tutorial support. This will be by email or telephone and will be arranged with
your tutor. It is up to you to contact your tutor to make tutorial arrangements and to agree upon the
most convenient method for you both.
If you have concerns or need support in areas not directly related to the module you are studying
please contact the Course Director as your personal tutor.
ii) Module Structure
Module One: Reflection on Professional Practice (20 credits)
This module will cover aspects of the following:
key concepts of professional practice and their application in the workplace
study skills for higher education
the use of technology to support learning and development
researching appropriate academic and professional sources of information
Module Two: Managing People (20 credits)
roles within the structure and culture of the workplace
responsibilities of managers and the HR department in managing people
management styles

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methods of communication
motivation
Module Three: Managing Change (20 credits)
types of organisational change
personal responses to change
approaches to change, economic and organisational
understanding and overcoming resistance to change
Module Four: Managing Finance (20 credits)
The module will cover aspects of the following:
reading accounts
financial measurements –targets and budgets
planning, monitoring and controlling budgets
Module Five: Managing projects (10 credits)
understanding a research proposal
quantitative and qualitative methods of research
collating and recording information
analysing information
Module Six: Work-based Learning project (30 credits)
designing a research proposal
carrying out work-based and academic research using quantitative and/or qualitative
methods of research in the context of ethical considerations such as legislation and data
protection
presenting research in an appropriate format

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H) ASSIGNMENTS
You will find detailed information about the assessment for each module on Blackboard and also in each
module guide.
Modules will use a variety of methods including: -
a written assignment,
an e-tivity,
a reflective piece
a presentation
You must complete all parts of the module assessment.
Each assignment will test your understanding of the module content and your ability to apply the
outcomes of your research activities to the development skills for professional practice. Details of
the assignment you need to submit for each module can be found in the module guides and in the relevant
section on Blackboard. You are advised to read the assignment description/question(s) carefully and
then use your tutorial/ sessions to ask any questions you may have.
Whilst practical in nature, this is a Certificate in Higher Education, and as such, we will expect you to provide
evidence of further reading to support your arguments. A list of suggested further reading is presented within
each module guide. Students should identify other publications which may be of use. You will find
detailed information about the assessment for each module in your module guide. You will receive
a guide at the start of each module.
i) Presentation
This will, to some extent, depend upon the nature of the assignment, but some general points are:
The assignment should be produced in a word document which can be uploaded into
Blackboard (there are guidelines for this in the Blackboard section of your folder).
For hard copies of your assignment A4 paper should be used, typing on one side only.
All pages should be numbered.
Each page should have a left-hand margin of at least 35mm and margins at head, foot and
right-hand side of at least 15 mm for formal aspects of the work.
Double spacing and an acceptable font size and style should be used, normally Times New
Roman or Arial, size 12.
References and citations should follow the Harvard system. (More information can be found on
the next page in section iv).
A bibliography (i.e. citing publications), should follow the text, where a formal piece of academic
writing is part of the submission.
ii) Structuring the Assignment
A good, coherent and logical structure to your assignment is crucial if the tutor is to fully absorb
your argument. All your written assignments should be broadly structured as follows:
1. Contents Page
There should be a contents page showing page numbers of the main sections and sub-sections of the
assignment.

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2. Introduction
Here you should set out the objectives of your assignment, how you intend to tackle it, the areas for
discussion and the reasons for this approach and, if necessary, establish your interpretation of the
question.
3. Findings
This is the main bulk of the assignment where you develop your argument using your notes and
references to support your argument. Full details of all your references should be included in the
bibliography. Use headings and sub-headings within this section to give a logical structure to your
argument.
4. Conclusion or Summary
Your conclusions must be based on the evidence that you have provided in the findings, not on new
evidence that you have introduced in this section. This is your opportunity to tie your argument together by
analysing the key points.
5. Conclusions (if relevant)
These should clearly follow on from the conclusions you have drawn and represent a workable solution to the
problems presented. These are normally presented numerically.
6. Bibliography
This should contain a list of all the references in your assignment.
7. Appendices
You should use the appendices to include material which would have disrupted the flow of your argument if
presented in the main body. However, you must make reference to the use of an appendix in the main text
so that the reader knows to refer to this information. You should also briefly explain what the information
should tell the reader.
Appendix 3 of this handbook provides a copy of a sample essay which we strongly urge you to consult
before you submit your first assignment.
Please note that the sample essay is an example of an essay you need to be working towards i.e. you are
not expected to be able to produce written work at the „highest standards‟ (or similar to the sample essay) at
the beginning of the course, but rather you should aim to develop your writing skills gradually and throughout
the course.
iii) How do I write my assignment?
There is information and guidance to help you write your assessments within the following sections:
On Blackboard, click on the Support Services tab and look in Study Skills Information
In Module 1.
Writing takes practice, especially when you have not done it for a long time. You will develop strategies for
approaching assignments and a style of your own, and the process will become more fluid and
manageable. Writing in an academic style implies that you should normally adopt a formal
approach. You will therefore need to be careful not to become anecdotal or informal or make use

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of clichés, abbreviations and colloquialisms. You are likely to write a first draft, and then edit this,
maybe several times, though this will be easier if you are a confident word-processor.
Word limits can help to create balance in your work. As a rough guide to begin with allow yourself
around 20-25% of the words for the introduction and conclusion, and divide the rest sensibly
between sections in the main body of your work. With practice you will get a feel for varying this
when necessary.
To put your writing together effectively ask yourself whether you have:
Written a clear introduction that sets out your objectives;
Used separate paragraphs for each main idea or piece of information, and side headings where
appropriate (not too many - just main ideas);
Explained your points clearly. Imagine that you are writing for someone with an interest but
without course knowledge, such as a colleague in work.
Expressed yourself clearly. Proof read and amend any phrases that sound as if you are talking
to a friend. Use transition words/phrases like `however', `similarly', and ' on the other hand it can
be argued that' to link ideas and make your work flow;
Checked that you have shown you are aware of equal opportunities and have not used any
biased terms;
Drawn together the main points in your conclusion.
Acknowledged all your references and referenced your quotations correctly.
(iv) Managing Your Time
Your study periods should be planned so that they make efficient and effective use of your
time. Many students find it useful to have an area in their house where they study most of the time and
can store all their materials. Even if this is not possible, you should find somewhere that is
comfortable and with the minimum of distractions.
It is sensible to prepare a timetable of your week designating certain times when you are able to
study. You should first fill in your personal and work commitments which should include time for
relaxation. Then decide the most appropriate times for you to study, preferably when you are likely to
get the least distractions.
Try to do this realistically bearing in mind your other commitments, your own work style and your
maximum effective working time - can you really work for eight hours non-stop? You need to set
yourself realistic deadlines. It is also better to over estimate rather than under estimate the time
needed - you can always revise it later. We strongly recommend that you read carefully the
study skills material which will be provided during Module 1; it contains many useful tips
that you will find invaluable during the course of your work.
Setting Targets
You may find it useful to set yourself deadlines at the beginning of each week bearing in mind what
needs to be done. This may prevent you from falling behind and will give you a sense of achievement
at the end of each week.
Do not over estimate the number of hours you will be able to devote to your study. If you achieve
your target for the week earlier than anticipated, this is a bonus; revise your timetable accordingly. If

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you find you are falling behind, then again revise your timetable. It is not wise to be too ambitious as
this may lead to feelings of failure and disappointment.
You should try to identify your own study habits. If you work well in the evening but not in the morning,
then schedule your work for the evening. Take regular breaks for refreshments, or take a walk
when you need to. Forcing yourself to work when your concentration is flagging will not produce
your best work. It is worth remembering that for most people, regular study is more effective than
irregular study; and two four-hour periods are more effective than one eight- hour stretch. As far as
possible, you should undertake some study every day.
Don't forget those odd moments in the day that can be put to good use. For example, reading on
the train, bus or plane.
(v) Using References and writing a Bibliography
Referencing is a way of acknowledging the use of ideas or the statements made by other authors
that you have consulted by providing the exact source of the ideas or statements. There are a
number of different ways of referencing; for this course you are required to apply the Harvard
system as shown in Appendix 2. It is vital to cite or quote references correctly to avoid the use
of plagiarism (see Appendix 1 for the University guidelines on plagiarism).
There is a guide to using references and writing your bibliography:
On Blackboard, click on the Support Services section and look in the Study Skills Information section.
In Module 1.
(vi) Submitting your assignment
Your work will be submitted through Turnitin, the JISC Plagiarism Detection Service. Please refer
to Appendix 4 for information about Turnitin UK.
The module guides will detail each module‟s assessment and related deadlines.
(vii) Extensions
If you feel that you will not be able to meet the deadline for submitting an assignment you must
complete an extension request form and submit it to your tutor in advance of the deadline.
If the extension is approved then you will be given a new submission date and the Course
Administrator will keep a record of this. There is a copy of the extension request form required in
Appendix 5 of this handbook. Please refer to section (I) Assessment and Related Guidelines and
Procedures for more information on assignment deadlines and extensions. Requests for
extensions made on the due date are inadmissible and become subject to a lateness penalty.
(viii) Return of work from staff
Every effort will be made to ensure that marked work is returned to students as soon as possible.
All work has to be second marked by a different tutor. Current practice is for work to be returned
within a 3 to 5 week period. The module tutor will supply feedback with your work. All marks are
provisional and „subject to moderation and ratification at an Examination Board‟.

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(ix) Role of the Tutor
The tutor is responsible for:
introducing you to the module, the course and/or the building, as appropriate;
reviewing progress and helping you to set targets - for instance, the completion of action
plans;
discussing the content of the module with the group collectively;
providing a timetable of sessions for the current module;
monitoring your progress on Blackboard;
teaching, or arranging for the teaching of the module;
advising you on further reading and reflection;
guiding you on the planning and production of your assignment for that module;
offering you a one to one tutorial to provide assignment guidance;
carrying out an evaluation of the module with the participants from your group;
informing you about the timing and proposed contents of subsequent modules.
(x) Role of Students
To facilitate successful study you should:
make known to the tutor any particular needs you may have e.g. in coping with dyslexia;
make known to the tutor early in the module any adjustments to the contents which you
wish to see, but be prepared to be guided by the needs of the group as a whole
maintain your individual action plan in consultation with your tutor
carry out reading and reflective practice as advised;
carry out work-based investigations and activities as guided by your tutor;
keep your tutor informed of any conditions which may impede or affect your progress;
submit your assignment by the due date;
ensure that you have organised, through the correct channels, an extension (for which
there must be a good reason) if the need arises.
gather any specific evidence that will not be contained in your portfolio for inclusion in an
appendix, which should follow the bibliography;
photographs and diagrams may be included in assignments where appropriate.

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Student behaviour is governed by the following regulations:
Regulation on Personal Conduct
Statement Concerning Harassment and Discrimination
Regulations concerning Residential Accommodation
Regulations concerning Freedom of Speech
Library Regulations
Code of Student Discipline
The Internet Code of Practice and Guide to Legislation contains warnings about the improper use
of the Internet.
(xi) Reading Lists
You will receive a recommended reading list with your module guide for each module. A wide
range of on-line resources (reading materials) will also be available for you to consult and they will
be uploaded on Blackboard.

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I) ASSESSMENT AND RELATED GUIDELINES AND PROCEDURES
(i) Scheme of Assessment and Marking Schedule
The standards in this document are written to comply with the principles and practices as set out
in:
The University of Leicester Code of Practice on Examining for First Degrees:
http://www.le.ac.uk/academic/quality/Codes/examining/index.html
The University of Leicester Revised Learning & Teaching Strategy 2006:
http://www.le.ac.uk/academic/learning-and-teaching/strategy.html
The QAA Framework for Higher Education Qualifications:
http://www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp
The Programme Specification document for the award
(ii) Assessment
All modules on the course can be assessed through a combination of coursework and/or
presentations, the weighting of which for each module is published in the module specification. The
module size and credit value will determine the amount and balance of assessment instruments to
be used by internal examiners.
Deadlines will be provided in each module handbook. Late submission of work will be penalised
by the loss of marks as determined by the Board of Examiners.
(iii) Marking Criteria
The pass mark for all modules will be 40%. The assessment weightings will determine this as set
out for each module in the module specification. The criteria for compensation and progression are
set out in the Programme Regulations for the Certificate in Professional Practice
A pass will be awarded for a mark of 40% - 59%
A merit will be awarded for a mark of 60%-69%
A Distinction for 70% or more
Candidates whose marks fall within 3% of the required mark for a Pass, Merit or Distinction will be
considered by the Board of Examiners.
Candidates who fail to satisfy the examiners in the assignments, may be permitted to resubmit
work in respect of one or more essays or examination papers on not more than one occasion
which shall normally be within one year of the initial failure.
The key guiding principles are that students:
Will be assessed in an open, fair and comparable way across all modules
Will be assessed according to the learning outcomes for each module
Will experience a range of assessment methods appropriate to the aims and objectives of the
Certificate in Professional Practice as set out in the Programme Specification document
Will have the opportunity to demonstrate success in gaining key or transferable skills
Will have the opportunity to gain assessment evidence in the workplace

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21
(iv) Internal Examiners
All modules will have a designated Internal Examiner (module tutor). Another tutor will second
mark all work. The Course Administrator and Course Director will be responsible for compiling the
final results list for an individual module for presentation to the Board of Examiners.
(v) External Examiner
An External Examiner will be appointed to the award. This appointment is made under the terms of
the University of Leicester's Code of Practice on External Examining.
The following marking criteria and descriptors will be used for all assessments.
Mark
Range
Descriptor
85-100
Content drawn from a range of well-chosen primary and secondary sources.
Excellent critical evaluation and analysis of evidence expressed in a well
reasoned, logical manner.
Excellent organisation of information, with good application of appropriate
examples to illustrate points and justify arguments.
Excellent presentation.
70-84
Content drawn from a range of primary and secondary sources.
Very good critical evaluation and analysis of evidence expressed in a very well
reasoned, logical manner.
Very good organisation of information, with good use of examples to illustrate
points and justify arguments.
Very good presentation.
60-69
Content drawn from a range of primary and secondary sources.
Good critical evaluation and analysis of evidence expressed in a well-reasoned
logical manner.
Good organisation of information with use of examples to illustrate points and
justify arguments.
Good presentation.
50-59
Content drawn from basic range of sources.
Competent critical evaluation and analysis of evidence expressed with basic
reasoning and logic.
Competent organisation of information with some use of examples to illustrate
points and justify arguments.
At least acceptable presentation.
40-49
Content drawn from limited range of sources.
Limited evidence of critical evaluation and analysis of evidence expressed with
basic reasoning and logic.
Basic organisation of information with limited use of examples to illustrate points
and justify arguments.
Presentation may be poor.
35-49
Content drawn from rudimentary range of sources.
Minimal attempt at critical evaluation and analysis of evidence expressed with
rudimentary logic and reasoning.
Rudimentary organisation of material and use of examples, to illustrate points
and arguments.
Presentation may be poor.

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22
(vi) Guidelines and procedures for submission of work
All essays and assignments should be submitted on Blackboard in the „My assignments‟ section by
the specified submission date. Details for how to submit assessments are given on Blackboard.
You will be required to confirm that the work submitted is your own by agreeing to the following
statement:
I confirm that I have read and understood the Department's instructions on the presentation of
written work and the University's Regulation on Academic Dishonesty and I declare that the
submission attached to this statement and presented to the University of Leicester for assessment
complies with University requirements and is my own work.
It is the responsibility of the student to ensure that the work is submitted on time. Please
keep a copy of all your work in case of loss, and also retain marked work once it has been returned
to you for future examination/moderation purposes.
(vii) Course Deadlines & Extensions
You will need to be submitted your work through Turnitin, by the deadlines set out in the module
guide.
If you feel that you will not be able to submit work on time, due to unexpected factors beyond your
control, an application for an extension to the submission dates must be submitted to the Course
Administrator before the original deadline. Extension request forms are available from the Course
Administrator and on Blackboard in the Assignment area. A sample form is attached as appendix
5 in this handbook.
The nature of e-tivities means that it is not possible for extensions to be granted for this part of the
assessment. Clear guidelines for completion of e-tivities will be included in the assessment details
for each module.
If neither the assessed work nor an application for an extension is submitted by the due
date, the assignment will have failed. A new submission date will be set by the module tutor, but
the assignment will be treated as a resubmission. Therefore you will then have the opportunity to
receive the maximum of 40% for that assignment.
If an extension is granted, the extension form will be sent to indicate the new submission date.
If an extension is granted, there may be a delay in your work being marked, as all assignments
subject to an extension will be marked together, once the final assignment is submitted.
Students will not be awarded marks or the final Certificate in Professional Practice unless all fees
have been paid.
(viii) Mitigating Circumstances
It is the responsibility of students to inform the Course Director of any matters (whether of an
academic, personal, medical or other nature), which may be relevant to their academic
performance, and to supply substantiating evidence, for example, a medical certificate. Such
information should be submitted as soon as it is available, and in any event before the meeting of
the relevant board of examiners is due to take place. (Appeals against classification or against
termination of course may be disallowed if the appeal is based on mitigating circumstances, which
the appeals committee believes should have been communicated earlier.) All cases will be

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23
considered on their merits in the light of the extent to which the adverse circumstances might
reasonably be deemed to have affected a student‟s performance or justified a failure to meet
deadlines.

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24
J) QUALITY ASSURANCE ARRANGEMENTS
Quality Assurance is essential to maintain high standards throughout the course. The course team
monitors and maintains standards on the course through a Board of Studies that meets on a
regular basis to review course matters. An Examining Board is held once a year. The external
examiner is invited to help review marks, awards and student progress. Each year an Annual
Report is prepared. This document contains a comprehensive review of the course and is reported
through the appropriate committee.
(i) Staff-Student Committee
A student representative is encouraged to attend the Board of Studies meetings. Student feedback
is obtained with evaluation forms that are used at the end of each module. Students can also raise
ideas and concerns through work with their personal tutor. Further information can be found on the
University Protocol on Student Feedback at www.le.ac.uk/academic/quality/guidelines
(ii) Complaints procedure
The University is committed to providing the highest quality of education possible within the limits
imposed by the resources available to it, and it strives to ensure that its students gain maximum
benefit from the academic, social and cultural experiences it offers. Where students feel that their
legitimate expectations are not being met, or where misunderstandings about the nature of the
University's provision occur, the University expects that problems will be speedily and effectively
dealt with at local level. Its complaints mechanism is based on the assumption that staff will at all
times deal thoughtfully and sympathetically with students' problems, so as to minimise the extent to
which formal procedures need to be followed.
All complaints should be addressed, in the first instance, to the Course Director. If the Course
Director is not able to deal satisfactorily with the complaint then it may be referred, either by the
Course Director or the complainant to the Director of Studies of the relevant teaching centre and/or
to the Head of Department, Institute of Lifelong Learning, 128, Regent Road, Leicester, LE1 7PA.
(iii) Appeals procedures
The full text of the appeals procedures governing appeals against termination of course and
appeals against degree classification are set out in the Undergraduate Regulations. Course
students wishing to make an appeal should consult with their Course Director in the first instance.
Advice on the operation of the complaints and appeals procedures can be obtained from the
Academic Registrar, Fielding Johnson Building (Tel: 0116 2522419), or from the Education Unit,
Students‟ Union (Tel: 0116 223 1132).
(iv) Cancellations and refunds
If a course is cancelled or withdrawn by the University prior to commencement, your fees will be
refunded in full. If you withdraw from a course 14 days before the first meeting, and notify us in
writing, your fees will be refunded less a 15% administration charge. Once a course has begun,
refunds can only be made in exceptional circumstances, when an administrative charge will be
levied. Requests for such refunds should be made in writing to the Institute Administrator, outlining
the circumstances.

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25
K) STUDY SUPPORT, GENERAL FACILITIES AND WELFARE
i) Library services
Using the University Library will make a key contribution to success in your studies.
SEE the Institute of Lifelong Learning Student Handbook for full details of the Library
Collections and facilities (https://library.le.ac.uk)
For details of the Leicester Digital Library please see www.le.ac.uk/li/digital. Your CFS user name
and password, which you get when you register, is needed to access the digital library off campus.
For more details on accessing the digital library off campus see
http://www.le.ac.uk/li/digital/accessoffcampushelp.htm
Distance Learners and part-time research students can use the Library‟s Distance Learning
Service, which offers additional help in obtaining material. See www.le.ac.uk/li/distance
SCONUL Access is a national scheme that allows all part-time, distance learning, and placement
students and full time postgraduate students to borrow material from other participating libraries. Full-
time undergraduate students can use member libraries for reference purposes.
You will need to complete an application form which is available to download from the University
Library site (see http://www.le.ac.uk/library/learning/libraries.html) and return it to Leicester
University Library. This will then be validated and returned to you to take with your University of
Leicester ID/Library card to the library/ies you wish to join. Some libraries may also require you to
provide a passport photo.
It is important that you join the scheme before making a journey to the University Library you wish
to use.
Students with dyslexia and other specific learning difficulties, disabilities and long term conditions
can make use of additional services and facilities. See www.le.ac.uk/li/disabilities for details.
As a registered student, Senate‟s Library Regulations apply; these can be found at
http://www.le.ac.uk/li/about/regulations.html. The Librarian, or any person nominated by the
Librarian, can apply sanctions, or levy a fine on any user who breaks University regulations. See
http://www.le.ac.uk/li/about/policies.html for current charges and other fees.
Contact Details
Web site: www.le.ac.uk/library
David Wilson Library:
Email: libdesk@le.ac.uk
Tel: (0116) 252 2043
Clinical Sciences Library:
Email: clinlib@le.ac.uk
Tel: (0116) 252 3104
University Bookshop
The Bookshop is owned and managed by the University. Established in 1958 the bookshop
moved to new premises on the ground floor of the David Wilson Library in April 2008. SEE the
Institute of Lifelong Learning Student Handbook for more information.

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26
Contact details: Telephone: 0116 229 7440
E-mail: bookshop@le.ac.uk
ii) IT Services
Support for the University‟s central computing services is provided by staff in IT Services. The
computing service used by most students is referred to as the CFS service and it makes use of
Microsoft‟s Windows operating system to provide access to the Microsoft Office suite of
programmes and other software that will help you with your studies.
Computer Accounts: When you complete your University registration you will be issued with an
email address and a username for accessing the CFS service.
The CWIS: The CWIS is the University‟s Corporate Web Information Service and a web browser
must be used to view the information available. The CFS service has Internet Explorer and when
you run this browser on campus the University‟s internal home page will be displayed. Most of the
content is provided by University staff and many departments will use this service to disseminate
their information.
Regulations of Use: Students must abide by Senate‟s Regulations Concerning the Use of
Computing Services. These regulations, which are available on the CWIS, state that „The staff of
the University will at all times have authority to maintain good order in the use of the University's
computing facilities and may suspend or exclude from their use any person who breaks these
Regulations.‟
Access to Computers: Most of our teaching buildings have open access PC Areas where there
are computers you can use and some of these rooms have overnight and week-end access.
There are also several open access PC areas in the David Wilson Library. NOTE: The University
expects students to use computers in open access PC Areas only for legitimate academic
purposes and with consideration for others‟ needs.
Resources Protected by Athens: The University subscribes to a number of database services
which are protected by Athens. To obtain access to these resources you must use your CFS
username. NOTE: Support for these external services is provided by staff in the David Wilson
Library.
Remote Access to University Email: You can use the Outlook Web Access service to obtain
secure access to your University email from anywhere in the world. A web browser is required and
the address for this service is http://webmail.le.ac.uk/ NOTE: Your CFS username and password
will be requested.
Wireless Network Service: The Wireless Network service is freely available to all members of the
University and it provides Internet web browsing and access to your University email and CFS
files. You can also access Blackboard, the University's Virtual Learning Environment (VLE), and if
registered you can obtain access to the ULTRA service (which runs Linux). NOTE: Your laptop
must be suitably configured to connect to the Wireless Network service.
Printing Facilities: Registered students may use the printers in our PC Areas. The costs of
printing are automatically debited from your „Print and Copy‟ account which is created when you
register for a computer account. For more information about the printing facilities available please
visit the IT Services website (see below).
IT Problems: If you are on campus and have an IT related problem or query you can visit the Help
Zone in the David Wilson Library. This is a combined Library and IT Services one-stop-shop for

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27
help and support. You can also contact the IT Service Desk (email: ithelp@le.ac.uk or tel: 0116-
252-2253) or your department may have computer support staff who can offer you help.
ITS Website: For more information about the services and support available visit the IT Services
website at http://www.le.ac.uk/its/
Contact Details
IT Service Desk
Open: Monday to Friday, 9:00 - 17:00
Tel: 0116-252-2253
Email: ithelp@le.ac.uk
iii) The Student Support and Development service (SSDS)
The Student Support and Development Service (SSDS) provides development and support
services in a number of areas. SEE the Institute of Lifelong Learning Student Handbook for full
details. Key contacts are:
http://www2.le.ac.uk/offices/ssds/about_us/making-connections?searchterm=makingconnections
Student Development
Student Development Zone
Second Floor
David Wilson Library
Tel: 0116 252 5090
Email: studentdev@le.ac.uk
Website: www.le.ac.uk/studentdevelopment
AccessAbility Centre
AccessAbility Zone
David Wilson Library
Tel/minicom: 0116 252 5002
Fax: 0116 252 5513
Email: accessable@le.ac.uk,
Website: http://www.le.ac.uk/accessability/
Student Welfare Service
1st
Floor Percy Gee Building
Telephone: 0116 223 1185
Fax: 0116 223 1196
Email: welfare@le.ac.uk
Website: http://www.le.ac.uk/welfare
Student Counselling Service
161 Welford Road (behind the Freemen‟s Common Health Centre)
Telephone 0116 223 1780
E-mail: counselling@le.ac.uk
Web: http://www.le.ac.uk/counselling/
Student Support (mental wellbeing)
161 Welford Road (behind the Freemen‟s Common Health Centre)
Tel: 0116 252 2283
Email: mentalhealth@le.ac.uk
Website: www.le.ac.uk/mentalhealth

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28
The Student Healthy Living Service
161 Welford Road (above Freeman‟s Common Health Centre)
Telephone 0116 223 1268
E-mail healthyliving@le.ac.uk
Website: http://www2.le.ac.uk/offices/ssds/healthy-living-for-students
Students‟ Union Education Unit
Percy Gee Building
Tel: 0116 223 1132/1228
E-mail: educationunit@le.ac.uk
Website: http://leicesterunion.com/yourunion/ed_the_education_unit/

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29
Appendix 1– Plagiarism
This is a matter which is of increasing concern to departments, and is therefore covered
extensively in these Guidelines.
A statement on academic honesty has been approved by the Standing Committee of Deans for
departmental use and is reproduced below. As you read through University Regulations, you will
note that there is a specific regulation about academic honesty. This describes the penalties which
apply when students cheat in written examinations or present someone else‟s material for
assessment as if it were their own (this is called plagiarism). Very few students indeed commit
such offences, but the University believes that it is important that all students understand why
academic honesty is a matter of such concern to the University, and why such severe penalties are
imposed.
Universities are places of learning in two senses. For students on taught courses, learning takes
place through listening and talking to academic staff, discussion with peers, reading primary and
secondary texts, researching topics for dissertations and project work, undertaking scientific
experiments under supervision and so on. For Ph.D. students and academic staff, learning takes
the form of original research, where the outcome will be a contribution to the sum of human
knowledge.
At whatever level this learning takes place, however, a common factor is the search for truth, and
this is why an over-riding concern for intellectual honesty pervades all the University‟s activities,
including the means by which it assesses students‟ abilities. Throughout your time at the University
you will legitimately gather information from many sources, but when you present yourself for any
examination or assessment, you are asking the markers to judge what you have made as an
individual of the studies you have undertaken. This judgement will then be carried forward into the
outside world as a means of telling future employers, other universities, financial sponsors, and
others who have an interest in your capabilities that you have undertaken the academic work
required of you by course regulations, that you are capable of performing at a certain intellectual
level, and that you have the skills and attributes consistent with your range of marks and the level
of your award. If you use dishonest means with the aim of presenting a better academic picture of
yourself than you deserve, you are engaging in a falsehood which may have the severest
repercussions.
If you are discovered, which is the most likely outcome, the penalties are severe. If by some
chance you are not discovered, you will spend the rest of your life failing to measure up to the
academic promise indicated by your degree results and other people‟s expectations of your
abilities.
Cheating in written examinations
The University assumes that students know without being told that this is dishonest, and it
therefore applies strict penalties in all written examinations at all levels. Any student found copying
from another student, talking in an examination, or in possession of unauthorised material, is
reported by the invigilator to the Examinations Officer, who refers the matter to the Registrar. The
standard penalty is for a mark of zero to be given to the module concerned, but in some
circumstances, particularly in the case of a repeat offence, the penalty could be permanent

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30
exclusion from the University. The risks associated with cheating are enormous. The simple advice
is: Don‟t do it.
Collaboration
Many modules offer students the opportunity to work together in pairs or teams. Care should be
taken to read departmental guidelines on how such modules are to be assessed.
If a joint or collaborative report is requested, the team can work together right up to the point of
submission. In such circumstances, individuals may be asked to indicate the sections of the report
they contributed to, or the assessment may be of the group itself, or there may be an additional
form of assessment, such as presentation session, which allows for individualised grading.
A more common arrangement is where the collaborative investigation of a topic is followed by the
submission of a report from each team member, where each report is independently produced.
Similarly, work undertaken on computers or at the laboratory bench may be jointly undertaken with
other students, but the outcome for assessment purposes is still meant to reveal the intellectual
abilities of the individual students, and therefore has to be prepared by that student without the
assistance of others.
If you do not understand what is required of you, ask the module convenor or another academic
tutor, or your personal tutor. Do not guess.
Plagiarism
Plagiarism is to take the work of another person and use it as if it were one‟s own in such a way as
to mislead the reader. Whole pieces of work can be plagiarised (for example, if a student put his or
her name on another student‟s essay), or part pieces, where chapters or extracts may be lifted
from other sources, including the Internet, without acknowledgement.
Sometimes plagiarism happens inadvertently, where students fail to read instructions about or do
not understand the rules governing the presentation of work which require sources to be
acknowledged. In such cases, the problem is usually identified very early in the course and can be
put right through discussion with academic tutors.
Deliberate attempts to mislead the examiners, however, are regarded as cheating and are treated
very severely by boards of examiners. Any plagiarism in assessments which contribute to the final
degree class are likely to lead, at the very least, to the down-grading of the degree class by one
division or at Master‟s degree level to a down-grading of the award to Diploma level. In the worst
cases, expulsion from the University is a possibility.
The severity of the penalties imposed for plagiarism stems from the University‟s view that learning
is a search for truth and that falsehood and deception have no place in this search. The emphasis
placed on avoiding plagiarism sometimes worries students, who believe that they will find it
impossible to avoid using someone else‟s thoughts when they spend all their time reading critical
works, commentaries and other secondary sources and are required to show in their work that they
have studied such material. Sometimes problems arise from poor working practices, where
students muddle up their own notes with extracts or notes taken from published sources.

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31
In the light of all that has been said above, the question you should ask yourself about any piece of
academic work are „Will the marker be able to distinguish between my own ideas and those I have
obtained from others?‟ What markers fundamentally want to see is that students have read widely
round the subject, that the sources used have been acknowledged, and that the conclusions which
arise from the study are the student‟s own.
The University has issued a code of practice on plagiarism to departments which includes
guidance on the best ways of assisting students in the early part of their studies. This is in order to
instil in them the sort of good learning habits which will help to guard against the dangers of
academic dishonesty. If you are in any doubt about what constitutes good practice, read through
departmental guidelines carefully and then if necessary ask your personal or academic tutors for
further advice. Look out for leaflets about the activities of the Student Learning Centre in College
House, or make an appointment there for some one-to-one advice.
The University‟s Regulation on Plagiarism is as follows:
The University‟s primary functions of teaching and research involve a search for knowledge and
the truthful recording of the findings of that search. Any action knowingly taken by a student which
involves misrepresentation of the truth is an offence which the University believes should merit the
application of very severe penalties. Offences in this category include, but are not confined to,
cheating in written examinations, copying work from another person, making work available to
another person for copying, copying from published authorities, including the Internet, without
acknowledgement, pretending ownership of another‟s ideas, and falsifying results. Any student
who knowingly allows any of his or her academic work to be acquired by another person for
presentation as if it were that person‟s own work is party to plagiarism.
Plagiarism is used as a general term to describe taking and using another‟s thoughts and writings
as one‟s own. Plagiarism can occur not only in essays and dissertations, but also in scientific
experimentation, diagrams, maps, fieldwork, computer programmes, and all other forms of study
where students are expected to work independently and produce original material.
Where plagiarism is identified, departments are authorised to apply through the relevant Board of
Examiners the following penalties:
Undergraduate students
First offence: Failure of the module, resit allowed, severe written
warning
Second and third offences: A mark of 0 for the module.
Resubmission required for the purposes of
Progression
Possible downgrading of degree class if the offences are for modules which contribute to the final
classification, and if the normal application of the standard scheme of assessment incorporating
marks of 0 does not automatically lead to a downgrading.

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In applying this penalty, Boards of Examiners will have due regard to the significance of the
plagiarised work in the overall scheme of assessment.
Fourth offence or multiple* Termination of course
simultaneous offences after the
second offence:
[*In this context „multiple‟ means plagiarism in more than one separate module and plagiarism
applying to double modules of 30 or 40 credits].

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Appendix 2 – Using References
The University has strict rules about plagiarism and therefore it is very important that your written
assignments are properly referenced. For details of the University‟s Regulation on Plagiarism
please refer to Appendix 1 in this handbook.
Why you should use references:
When you write an assignment or essay, it is important that you acknowledge the source of anyone
else's ideas that you have used or mentioned in your work. If you do not, you could be accused of
plagiarism. Plagiarism is defined as taking, using, and passing off as your own, the ideas or words
of another.
You should use references for all sources, not only books but journal articles, newspaper reports,
conference proceedings or web pages. You should also include the source of any tables of data,
diagrams or maps.
All your work should use Harvard style referencing.
There are two aspects to learn:
1. references within the text (i.e. in-text references)
2. list of works consulted and cited given at the end (i.e. a bibliography)
The next sections will explain how to do this.
1. Using references in your text
In your writing the reference (or citation) in the text should include the name of the author (or
authors) and the year of publication, plus the page number(s) related to the information or quote
used.
Referring to a book with one author:
….the most successful teams “are made up of a balance of people with a range of skills, abilities
and experiences” (Belbin 1987, p.132)
Another way of including the reference would be
Belbin (1987, p.132) notes that ….
Referring to a book with two or three authors:
Smith and Whittington (2006, p. 21) suggest that….
Referring to a book with 3 or more authors:
If you need to reference a work written by 3 or more authors, write the first author's name followed
by et al.

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For example,
Edwards, L. et al (2004) reports….
If there is more than one reference by the same author published in the same year:
In this case they are generally labelled in order of publication with a lower case letter e.g. 2004a,
2004b)
For example,
other researchers faced this problem (Stairs 1992a, p.98; James 1994, p.107) while Stairs (1992b,
p.3) recognised...
If the author is unknown
Sometimes you may not have the name of the author, and in this case give the title of the book in
italics.
For example,
In Advertising in the Western Cape (1990 p.14), we find……
If you want to cite a work you have not actually read
You may want to refer to a work that you haven't actually read but which has been summarised or
discussed in somebody else's work. You must make it clear that you are referring to a text that
you have not read at first hand.
For example,
The work of Oliver (cited by Kogut 2001, p. 33) is very interesting
2. Constructing a Bibliography
At the end of your text you need to make a list of all the references in alphabetical order to form a
bibliography. In this list you should include all the books and journals you have cited in your
assignment and also books and journals that you have read for the module but have not directly
referred to in your assignment.
It is important to be consistent in the way you use punctuation and capitalisation in your full
references.
A) Books
When giving full references for books in the bibliography the following details should be included:
Surname and forenames or initials of the author (or authors)
The date of publication
The book title
The place of publication
The date of publication
The name of the book title should be in italics.

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35
Book by a single author:
Chapman, S. (1992) Merchant Enterprise in Britain: From Industrial Revolution to World War I.
Cambridge: Cambridge University Press.
Book by two authors:
Fessenden, R. and Fessenden, J. (1998) Organic Chemistry. 6th ed. London: Brooks/Cole.
Book by more than two authors (you must list all authors do not use et al.):
Grime, J.P., Hodgson, J.G., and Hunt, R. (1990) The Abridged Comparative Plant Ecology.
London: Chapman & Hall.
Book by a corporate author (e.g. a government department or organisation):
The Economist (1998) Style Guide. London: Profile Books.
Edited book:
Zwaga, H.J.G., Boersema, T. and Hoonhout, H.C.M. (eds.)(1999) Visual Information for Everyday
Use: Design and Research Perspectives. London: Taylor & Francis.
Chapter in an edited book:
Berns, W. (1961) „Reform of the American party system‟ in Robert A. Goldwin (ed.) Political
parties, USA. Chicago: Rand McNally, pp.40-58.
B) Journals
When giving details of journal references in the bibliography you should include:
The author (or authors)
The date of the journal
The title of the article
The name of the journal
The volume number of the journal
The first and last pages of the article
Please notice that it is the title of the journal that is in italics and not the article. This is the
name under which the work will have been stored.
Article in a journal:
Kellock Hay, G., Beattie, R., Livingstone, R. and Munro, P. (2001) “Change, HRM and the
Voluntary Sector”, Employee Relations, Vol. 23 (3), pp. 240-255.
Editorial in a journal:
Does retail technology matter? [Editorial] (2003) Worldwide retail automation (March), 3.

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36
C) Other sources
Internet:
The internet is increasingly being used as a source of information and it is very important to
reference internet pages so information can be checked or followed up. The reference in the
bibliography should include:
The author of the information (this may be an individual, group or organisation)
The date the page was put on the internet
The title
The http:// address
The date you accessed the web page
The title of the information is in italics
Lifelong Learning Institute (22/07/2005) Introduction to the Institute of Lifelong Learning. Accessed
02/03/2007
http://www.le.ac.uk/lifelonglearning/intro.html
Article in a newspaper:
Tweedie, N. (2003) Marines fight for Saddam's last citadel. The Daily Telegraph, 14 April 2003, 1.
Acts of Parliament:
Children Act 1989 (c.41). London: HMSO.
White paper:
Department of Health (1999) Saving Lives: Our Healthier Nation. Cm 4386. London: Stationery
Office.
Green paper:
Department of Health (1998) Our healthier nation: a contract for health. Cm 3852. London:
Stationery Office.
Conference Paper:
Jackson, B.G. (1977) Public authority costs of tourism. In Tourism: a tool for regional development,
Leisure Studies Association Conference, Edinburgh, May 20-21, 1977 edited by Brian S. Duffield.
Tourism and Recreation Research Unit, University of Edinburgh for the Leisure Studies
Association, pp.71-75.
Dissertation:
Wilson, Sean (1997) An Investigation of Physiotherapists Working as Extended Scope
Practitioners. Unpublished BSc (Hons) dissertation, Kingston University, Kingston, Surrey
Reference Materials (dictionaries, encyclopaedias, bibliographies and indexes):

________________________________________________________________________________
37
Pring, J.T. (compiler) (1986) The Oxford Dictionary of Modern Greek: Greek-English and English-
Greek. Oxford: Oxford University Press.
Videos:
BBC Training Videos (1989) Marketing a product range [video recording]. London: BBC
Enterprises.
D) Missing details
Sometimes either the date or place of publication may not be printed anywhere on the publication
you are referencing. If the date is missing, use the abbreviation [n.d] for no date. If the place of
publication is missing, use [n.p.] for no place. Always put these in square brackets. Normally when
referencing journals and newspapers neither the publisher nor place or publication are given.
For example,
Ronan, B.J. [n.d.] A cure for cancer? [n.p], Havilland Press

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38
Appendix 3 – Sample Essay
Evaluate the impact of the Internet on practices for recruitment and selection employed by
firms
The Internet has had a significant global impact on recruitment practices within organisations of all
sizes. In the area of selection, advances have been slower, but there are, nevertheless, some
interesting on-line selection initiatives. These include automated filtering of applications, initial
psychological testing of applicants and networking systems for selecting developing job
specifications and interviewing and selecting candidates. This essay will attempt to describe and
evaluate the impact the Internet has had on both these two aspects of human resources
management.
The Internet is a system of connecting computers around the world. Linked to this is the „Intranet‟,
which is a way organisations can communicate internally. The population connected to the Internet
in 1999 totalled some 196 million people, predicted to rise to over 500 million by the end of 2003.
By the start of 2000, the daily number of Emails sent exceeded – each day – the number sent in
total for the whole of 1990 (Globalisationguide 2003).
The Internet has had a significant impact on the way both firms and job seekers seek each other
out. In Britain in 2000, the Chartered Institute of Personnel estimated that 47 per cent of all
employers were making use of the Internet for recruitment purposes (Dale 2003). In the USA the
Association of Internet Recruiters estimated that 45 per cent of companies surveyed had filled one
in five of their vacancies through on-line recruiting (Charles 2000). More than 75 per cent of
Human Resources personnel in the USA are now making regular use of Internet job boards in
addition to traditional recruitment methods of newspaper advertising and links with employment
agencies (HR Focus 2001).
The main ways that firms use the Internet include developing their own web sites, making use of
recruitment agency websites, or using „job boards‟: external websites that carry sometimes
thousands of vacancies that job seekers can scan. Increasingly, external recruitment agencies are
specialising in particular types of niche vacancies, or acting as career managers for job applicants
and helping to both place the applicant in the right job and support that person during their career.
Job seekers too, use the Internet to contact prospective employers by placing their CVs or work
résumés on to websites that employers can scan. A survey in the USA in 1999 suggested that 55
per cent of graduates had posted their résumé on to an online job service, and that three-quarters
had used the Internet to search for jobs in specific geographic locations (Monday, Noe and
Premeaux 2002). Some job seekers, with high demand skills, offer their labour in electronic „talent
auctions‟, with job negotiations, once a successful match has been made, facilitated by the Auction
House representatives on behalf of the applicants.
The main advantages to employers of using the Internet for recruitment purposes are in the speed
of operation, breadth of coverage, particularly if recruiting on a world-wide basis, and cost saving
that can occur. Electronic advertising can quickly connect with job-seekers in many different places
that might not otherwise be contacted by more conventional methods. Small to medium sized
enterprises too, find that they can compete effectively electronically with larger companies and can
begin to attract high-calibre recruits to their web-sites, which might not otherwise be the case with
more traditional methods of recruitment. With regards to cost saving, it has been estimated that
expenditure on newspaper advertising and „headhunter‟ fees dropped in the USA by 20 per cent as
Internet expenditure increased (Boehle 2000). On-line recruiting, if it is used effectively, is also
estimated to cut a week off the recruitment process (Capelli 2001). Large organisations, like
L‟Oréal and KPMG, use the Internet to recruit staff on both cost-saving grounds, and because they
feel it increases their visibility and attracts high-calibre recruits. With KPMG, for example, the
Human Resources staff were dealing with 35,000 paper applications a year, but decided to switch
all their UK recruitment online from May 2001 to save time and printing costs (Carter 2001).

________________________________________________________________________________
39
However, despite the obvious impact the Internet has made on the recruitment process, there are
a number of concerns and drawbacks to using this medium. These include the issue of relevance
of the medium, confidentiality, the large numbers of applications generated, and the problems that
job seekers find in navigating websites and communicating electronically with employers.
The first question recruiters need to ask themselves is „to what extent do members of the target
recruitment group have access to the Internet?‟ Despite increasing use of the Internet, there are
still considerable numbers of people, particularly older adults, who do not have access to a
personal computer either at work or in their homes. It is estimated, for example, that more than half
the adults in West Yorkshire currently do not use the Internet, and that 27 per cent of businesses in
the region do not use computers (LSC 2001). It is clear that the Internet is a major source of
recruiting administrative, IT related or senior and middle management staff from a wide
geographical area. However, it is used less for recruiting at junior clerical or administrative levels,
for manual and practical jobs, or for jobs in a specific locality. And even among the target groups,
networking and personal contacts, or using trusted professional recruiters, tend to be the strategies
most frequently currently mentioned as most effective for both job-seekers and employers
(Feldman and Klass 2002).
The issue of confidentiality poses a number of concerns both to job-seekers and employers. In
Britain, the Data Protection Act, 1998, stipulates that if a person‟s details are submitted for one
purpose or job they should not be stored or used for any other purpose without the candidate‟s
permission. However, recruitment agencies or employers may want to hold on to candidate‟s
information for longer periods in case other opportunities arise. Whilst many candidates would not
object to this, there are fears expressed by job-seekers about the commercial use employers or
agencies might make of information supplied, or that the information sent electronically could be
intercepted by third-parties (Carter 2001).
Other pitfalls of using the Internet include processing the large numbers of applications received
electronically by large organisations and difficulty job-seekers have experienced in using some
websites. These difficulties include locating jobs on some employer‟s websites, navigating sites,
lack of specific and relevant job descriptions and difficulties in customising, formatting and
downloading CVs to companies‟ specifications (Feldman and Klass 2002). Indeed, the problems of
processing large numbers of electronic applications have encouraged employers to look at using
the Internet more effectively for the selection stages of the recruitment process.
Automated filtering of applications received is becoming more common through the use of software
designed to search CVs for key words or skills. There is in this a potential discrimination problem,
as all candidates must be given an equal chance to apply, and electronic screening of applications
must try and take into account the cultural and language differences of applicants. However, online
screening has the potential to also reduce discrimination, as the emphasis can be placed less on
academic qualifications and more on softer skills, such as team working, negotiating skills and
leadership ability. Applicants may also be faced with initial screening by online verbal, numerical or
other psychometric tests, although there is a potential here for fraud by some candidates, who
might ask a third party to take the tests on their behalf.
There are also interesting developments in the use of Internet for final selection stages of the
recruitment process. Colleagues, separated by distance, can come together to establish job
descriptions and selection criteria or view job candidates through video-conference or Internet
communications, then communicate with each other by Email to give their respective opinions of
them. A panel can interview candidates and the interview relayed to colleagues elsewhere
electronically. These distant observers can send their questions or comments to candidates or
pass their own observations of the interview. However, comments sent electronically can help to
reduce discrimination or bias, because these can be recorded and stored, which may subsequently
encourage a more sober and objective assessment of candidates (Tullar and Kaiser 1999).

________________________________________________________________________________
40
It can be argued that, despite the increase in use of the Internet for recruitment and selection
purposes, many Human Resources personnel are still cautious about its use or implementation
(Carter 2001). The cost of making the proper investment into the electronic infrastructure is a key
prohibiting factor, but another is in the feeling that the Internet should not replace the „personal
touch‟, particularly in the intermediate or final selection stages. Whilst the Internet can certainly
assist in identifying potential candidates, it cannot tell a company how good they are, although, it
can certainly facilitate the process of bringing a wide range of opinions of applicants to the final
judgement. Whilst the recruitment side of the process is likely to expand and develop in the future,
selection of candidates is likely to remain a much more personal affair and in the hands of people,
rather than machines.
BIBLIOGRAPHY
Boehle, S. (2000) „Online Recruiting Gets Sneaky‟, Training, 37 (2), pp.66-74.
Capelli, P. (2001) „Making the Most of On-Line Recruiting‟, Harvard Business Review, 79
(3), pp.139-146.
Carter, M. (2001) „We Want to be Your Friend‟, Human Resources, July edition, pp.33-35.
Charles, J. (2000) „Finding a Job on the Web‟, Black Enterprises, 30, pp.90-95.
Dale, M. (2003) A Manager’s Guide to Recruitment and Selection. London: Kogan Page.
Feldman, D.C. and Klass, B.S. (2002) „Internet Job Hunting: a field study of applicant
experiences with on-line recruiting‟. Human Resources Management, 41 (2), pp.175-192.
(LSC) Learning & Skills Council (2001) West Yorkshire In Focus, 2001: an economic and
labour market profile of the sub-region, Bradford: Learning & Skills Council for West
Yorkshire.
Monday, R.W, Noe, R.M. and Premeaux, S.R. (2002) Human Resource Management,
Eighth Edition, N.Y: Prentice Hall.
Tullar, W.L and Kaiser, P.R. (1999) „Using New Technology: the Group Support System‟, in
R. Eder, and M. Harris (eds.) The Employment Interview Handbook, London: Sage, pp.
279-292.

________________________________________________________________________________
41
Tutor's Comments on Final Year Undergraduate essay
Maximum Mark Mark Awarded
Structure and
Approach 10 6
Investigation and Use
of Sources 30 23
Reasoning, Argument
and Analysis 50 30
Presentation and Style
10 9
Overall Mark Awarded 6
Tutor's Comments:
The mark awarded, 68, is a good one (in the 2.1 undergraduate honors range), but clearly
with a little more work the student could have moved into the top "A' or first class range of
marks (70+).
The mark that would be awarded would depend however, on the stage of learning the
student was at. Students at postgraduate level would be expected to engage with the
subject in a deeper level way.
If this assignment had been submitted by a postgraduate MA/MBA student, the tutor's
comments would have been different.
Get Below the Surface
It is a good idea to highlight significant words in essay titles to make sure you focus on what is
expected of you. This is particularly important for any essay topics or questions that ask you to
`discuss', 'analyse', 'evaluate', or 'criticise' anything. For example:
Evaluate the impact of the Internet on practices for recruitment
and selection employed by firms.
68
"This was a strong essay, clearly structured (although both introduction
and conclusion could be more detailed), and making appropriate use of
relevant literature.
Advantages and disadvantages of the Internet with respect to recruitment and
selection are considered. Although ideally the essay should have built on these
to fully evaluate (i. e. debate) the effectiveness of the Internet as a tool -
ideally comparing it with other tools - to add to the conclusion you draw".

________________________________________________________________________________
42
Assuming you understand what the Internet is, the significant words to think about are 'evaluate',
'impact', 'recruitment', 'selection' and 'firms'.
The question asks you particularly to evaluate (see earlier definition) the impact (a significant
effect) of the Internet on both recruitment and selection practices.
So you need to look for evidence on the impact, both negative and positive, on both these
aspects of human resource management in firms.
The term `firms' suggests too, that you need to evaluate the impact on firms of different sizes
and to see if there is any variation between firms according to the nature of their business.
The question also presents you with a proposition: it proposes that the Internet has had an
impact on recruitment and selection; it stresses the words `the impact', which suggests there
has been one.
You need to think about whether or not you agree that this proposition is correct - you don't
have to agree with the proposition in any essay question. For example, if you disagreed with
the proposition, you could take up a position in the assignment that argued that the Internet
has had little impact on recruitment and selection - assuming you could find evidence to support
this position.
The point is that essay titles are often quite provocative: they provoke you to take up a position
and to support this with reliable evidence.
The two main positions that you would take in this essay are:
1. agreeing that the Internet has had an impact on recruitment and selection, then describing
what this has been and discussing why it has happened and any limitations or problems with its
impact;
2. disagreeing that there has been an 'impact', or it has been very limited, and discussing why
you feel this.
In both cases, evidence would be presented to support your position.
STRUCTURE OF SAMPLE ESSAY
Paragraph 1: Introduction: there is a clear introduction that informs the reader what the essay will
attempt to do, (e.g. „describe and evaluate the impact the Internet has had…‟ etc.
Paragraph 2: Sets the context, e.g. describes the Internet and its rapid advance in recent years.
Paragraphs 3 to 5: Description: how Internet is currently used for recruitment purposes, e.g. by
both employers & job-seekers

________________________________________________________________________________
43
Paragraph 6: Advantages: outlines the main advantages to employers of using the Internet
Paragraph 7: Signals a change of direction (note use of word „However‟ to alert the reader to
this shift in perspective, and lists the issues to be discussed).
Paragraphs 8 to 10: Counter-discussion: looks at some of the drawbacks of using the Internet
for recruitment purposes.
Paragraphs 11 & 12: Selection issues: use of Internet in the selection stage of recruitment: looks
at some examples of this.
Paragraph 13: Conclusion: attempts to pull ideas together and reach a conclusion.
RECOMMENDED READING:
Cottrell, S. (2003) The Study Skills Handbook. London: Palgrave.
(This book contains lots of bite-sized chunks of advice and information presented in a lively and
visually interesting way. This is an excellent general study skills guide for all undergraduate or
postgraduate students).
Giles, K. and Hedge, N. (1998) The Manager’s Good Study Guide. Milton Keynes: Open University
Press.
(This is a study skills guide written for business studies students and contains advice and
information presented in a clear, readable and subject-specific way).
Also recommended:
Marshall, L. and Rowland, F. (1998) A Guide to Learning Independently. Milton Keynes: Open
University Press.
http://www.bized.co.uk/ - a study support site for business studies students.

________________________________________________________________________________
44
Appendix 4 – Turnitin UK
All work that is submitted for assessment on Blackboard will be scanned through TurnitinUK.
The PDS and the use of Personal Data - Data Protection Overview
Under the Data Protection Act 1998 personal data is defined as „data which relates to a living
individual who can be identified from that data or from that data and other information which is in
the possession of… the data controller‟. In order for your institution to make use of the service it
will be necessary for personal data relating to you to be transferred to countries not governed by
EU Data Protection legislation. However, it should be noted that iParadigms, the company
processing your data are bound by terms of contract to at all times abide by the Data Protection
Act 1998. Each institution, signing up to use the service, will act as Data Controller for the personal
data submitted.
Use of Personal Data
Students/Authors
In order for this service to work you will be required to submit your assignments to the service
where they will be stored together with your name, email address, course details and institution.
You may also opt to enter your address and phone number but this is not compulsory. Once your
material has been uploaded it will be stored electronically in a database and compared against
work submitted from this or any other department(s) within this institution or from other UK
institutions using the service.
Your instructor will receive an Originality Report from the service. In most cases this feedback will
be used by the instructor to instruct you about the process of citation and the importance of
maintaining academic standards. In some cases, dependent on extent, level and context, the
institution may decide to undertake further investigation which could ultimately lead to disciplinary
actions, should instances of plagiarism be detected. Such decisions are entirely at the discretion of
your institution.
Instructors
For Instructors the personal data you will be expected to submit to the service will include your
name, email address, course details and institution. All of the above will be linked to the content
submitted by your students and may be used by fellow academics within other UK institutions to
contact you in the event of a suspected case of plagiarism. In this circumstance your contact
details will be disclosed to academic staff within the other institution(s) from where matching
content has been submitted.
Administrators
In addition to the above it will be necessary to submit supplementary contact information in the
form of your work postal address, fax and telephone number to register you as a qualified account
administrator and to enable you to receive appropriate documentation and updates from the
service.
Rights of the Data Subject
As the Data Subject you have the right to see what personal information is held about you in
relation to the service. The service will seek to retain content submitted to it and associated
personal data until the termination of this service or its successor, thus helping to accumulate as
large a corpus of knowledge as possible against which to compare submitted content.
Under Section 10 of the Data Protection Act you also have the right of objection to your personal
data being processed in this way. However, it should be noted that this right is limited to

________________________________________________________________________________
45
processing which you feel is likely to cause substantial and unwarranted damage or distress to you
or another and is not, therefore, a general right to withdraw your data.
Should you feel that the processing of your personal data in relation to the operation of the PDS
(Turnitin® UK) is likely to cause damage or distress to you or another of a substantial or
unwarranted nature you should in the first instance contact either your institution‟s System
Administrator or Data Protection Officer.
Students please note: Your instructor can submit your work to the service without the use of
personal data should you decide to exercise this right. The right to objection relates to the storage
of your personal data and does not extend as a right to object to your tutor making use of
technology aimed at improving academic standards when assessing your work.
The PDS and the use of Personal Data
Copyright
iParadigms has no interest in acquiring the intellectual property rights for the content submitted.
The copyright for such content will continue to reside with either the author or the institution;
whichever is currently the case.
The service will help to protect the work from future plagiarism and thereby help maintain the
integrity of any qualifications you award.

________________________________________________________________________________
46
Appendix 5 – Extension Request Form
Institute of Lifelong Learning
Assignment Extension Request
If, through illness or other serious difficulty, you think you will be unable to meet the deadline for an
essay, you should use this form to make a request for an extension. You should submit your
request to the Course Director* before the deadline is reached. Please complete the form in block
capitals and fill in the record slip. The Course Director* will then contact you and, if the request
has been granted, will agree a new deadline with you. This form will be processed by the Course
Administrator, who will send you the record slip and file the rest of the form with your records.
*Or the appropriate person identified in your Course.
THIS SECTION TO BE COMPLETED BY THE STUDENT
Name of Student: _________________________________________Year:___________
Name of Tutor:___________________________________________________________
Programme/Course: ______________________________________________________
Name of Module:_________________________________________________________
Assignment/Task:________________________________________________________
Deadline for assignment:________________________
Reason for request (where appropriate, please attach any supporting documentation).
Please note that all requests will be treated in confidence. If your request is of a particularly private
or sensitive nature and you do not wish to record it here, please speak in confidence to your tutor
or to the Course Director. Alternatively, you may prefer to enclose a covering letter marked
“Strictly Confidential”.

________________________________________________________________________________
47
THIS SECTION TO BE COMPLETED BY THE COURSE DIRECTOR
Extension Granted? Yes/No
New Agreed Deadline __________________________
Comments______________________________________________________________
Signed (Course Director)___________________________
Date_______________________________
(Please also fill in the relevant sections on the record slip below. When complete, please forward in
good time direct to the Course Director, or via the Course Administrator.)
RECORD OF EXTENSION REQUEST
Name of Student:
____________________________________________YEAR__________________
Name of
Tutor:___________________________________________________________________
Name of
Module:_________________________________________________________________
Title of
Assignment:_____________________________________________________________
Original Deadline for assignment:________________________
Received by: _____________________________
Date: ____________________________________
Extension Granted? Yes/No
New Agreed Deadline_____________________________
PLEASE NOTE THIS FORM IS AVAILABLE ELECTRONICALLY

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