University of Strathclyde International MBA Handbook 2010-11

5/22/2018 University of Strathclyde International MBA Handbook 2010-11

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The Place of Useful LearningJohn Anderson 1796

The University of Strathclyde was founded in Scotland as a place of useful learning, to makehigher education available to all, and to combine excellence with relevance. In fulfilling thismission in today's world it will:

Contributeto the advancement of the knowledge society, to social cohesion andto the quality of life in Scotland, and in the wider national and global community;

Generate, through excellence in research and scholarship, new ideas, knowledgeand skills to create opportunities for individuals and society;

Provide high-quality education to all of its students, regardless of background,inspiring them to develop to the full their abilities, and creating outstandingprofessional and creative people;

Offerthe opportunities for all staff to develop their full potential, and contributefully to the achievement of the University's Vision.

The University of Strathclyde aspires to be a dynamic top-ranking European University

dedicated to excellence through its core mission of promoting useful learning.


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The University of Strathclyde MBA Mission

The Place of Useful Learning

the mission o f the University of Strathclyde for over 200 years

The Strathclyde Business School is committed to be a place of useful learning by

providing, and having a reputation for:

a high quality learning experience for all involved with us through working with experienced, motivated, and talented colleagues

the delivery of high quality, cutting edge, learning material to practising managers and those undertaking degree programmes

scholarly research with managerial relevance and which influences management practice

published in the best internationally renowned journals, and so influencing the teachingprovided at other institutions across the world as well as our own degree programmes

delivered through executive development programmes

testin our work a ainst both academic ri our and ractice

high quality learningexperience through workingwith experienced, talentedand motivated colleagues,by:

maintaining high standardsof entry to our degreeprogrammes

delivering well designedsmall group work

maintaining the overall sizeof the programmes to 70students, to enable effectiveface-to-face delivery

face-to-face delivery that cantransfer the wisdom andexperience of the instructorthrough social interactionand responsiveness

administration that facilitatesthe learning experience,rather than limits it

the delivery of high quality,cutting edge, learning materialto practising managers & thoseundertaking degreeprogrammes:

from committed academic staffwho are experienced teachers,researchers, and consultants

which is integrated acrosssubjects to reflect realities oforganisational issues

which is developmental andenables participants to add-valueto their organisation, in anysituation & in a timely manner

using books published by our ownstaff, and that are also booksinfluencing the teaching ofprogrammes delivered by otherquality institutions

using core learning materialdeveloped in-house, that is up-to-date and appropriate for the task

interaction with practisingmanagers about current issues

scholarly researchwith managerial relevanceand which influencesmanagement practice bybeing:

published in internationallyrenowned journals, testing ourwork against the demands ofacademic rigour & influencingthe teaching provided at otherinstitutions across the world aswell as our own degreeprogrammes

research in collaboration withorganisations and theirmanagers, encouraging theinfluence practice has on

research & the development ofknowledge, and the influenceresearch has on practice

research undertaken that isrecognised in the internationalarena & that influences theresearch of others

published in magazines andnewspapers, so influencingpractitioners

delivered through executivedevelopment programmes thatuse the particular skills andknowledge of our staff

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CONTENTS

Section Page

INTRODUCTIONWelcome 5Whos Who in the International Division 6Communication With Staff 7The University of Strathclyde A Brief History 8

THE STRUCTURE OF THE MBARegistration 11General Description 11Module and Credit Structure 13Programme Schedules 14Your Local Learning Centre 17

ASSESSMENT GUIDELINESAssessment Structure 21Group Work & Peer Assessment 22MBA Degree Assessment Rules 24Taking Examinations 25Rules & Regulations for Sitting Examinations 25Resits 25Academic Progression 26Your Timetable 28

Deferrals and Absences 28Special Personal Circumstances 29Appeals 29Plagiarism and Collusion 29Format of Coursework 30Submission & Return of Coursework 31Marking Scheme 31Quality Assurance Procedures 31

MODULE & UNIT OUTLINES 32

APPENDIX 1 Examination Regulations 85

APPENDIX 2 Mitigating Circumstances 88

APPENDIX 3 Rules Relating to Plagiarism 90

APPENDIX 4 Appeals Procedure 93

APPENDIX 5 Equality & Diversity 95

APPENDIX 6 Students and The Higher Education Charter 96

APPENDIX 7 Whos Who at the International Centres 99

EXAM TIMETABLES 102

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WELCOME

We are pleased to welcome you to the University of Strathclyde Business School. By the endof your programme you will be joining many thousand Strathclyde MBA graduates many ofwhom are now CEOs of large and small organizations. Our MBA has been around for over

45 years and during that time it has developed into a uniquely integrated programme.

The Strathclyde Business School is one of less than 1% of schools in the world with all of theinternationally recognised accreditations: AMBA (Association of MBAs), AACSB (American),and EQUIS (European Foundation for Management Development) accreditation. We areproud of these awards that recognize the quality of our programmes. Each of theaccreditations involves extensive inspection, interviews with students and staff, and visits toall aspects of our facilities.

Within the School there are a large number of internationally recognised scholars staff whoare called upon to offer advice to the senior management of global companies and major

public organizations around the world. Many have written articles and books that are usedextensively across the globe influencing both teaching and management practice. You willnot be able to meet all of these during your study time with us, but they exist as a resourcewhen appropriate.

In welcoming you to the programme we are inviting you to become a partner in yourlearning. Learning is not a one-way activity we cannot treat you as if you werecustomers where we present you with a product, rather we can provide skilled andexpert staff that can work with you to facilitate your own learning. Because we have been inthe business for so long, we have been able to develop carefully the learning episodes overthe time you spend with us. The MBA has a beginning, a middle, and an end, and these

stages have been thought through following years of careful review and consequentialincremental change. We do not believe in a cafeteria approach to education, but insteadprefer learning that is designed to be developmental. We ask you to trust our judgment andwork with us during what will be a demanding time, particularly early in the programme.

Later in the programme you will choose from a very wide selection of electives. These willbe offered from a range of over 100 experts across the Business School. However, perhapsmore significant is the fact that, as well as the opportunity to undertake electives locally, youwill be able to join others from around the world who come to Glasgow for the ElectiveSummer School held each year. Our experience is that the opportunity to mix with otherstaking the Strathclyde MBA from our centres overseas is extremely valuable. In doing so,you become a part of an international network that, if used effectively, will provide you withvaluable contacts during your developing future career.

We hope you enjoy your time with us. You can be assured of our commitment to provideyou with the best learning possible.

Professor Colin EdenVice Dean & Director of the International DivisionStrathclyde Business School

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WHOS WHO OF THE INTERNATIONAL DIVISION

The following staff are involved in the day-to-day operations of the International MBAprogramme :-

Professor Colin EdenVice Dean & Director of the International Division

Direct Line : +44 141 553 6100email : [email protected]

Ronald Bradfield

Director - Strathclyde Business School in the UAETel : 00 97150 836 1254email : [email protected]

Dr. Michael MarckAcademic Manager South East Asia

Tel : +44 141 548 4378Email : [email protected]

Susan FrewManager Strathclyde Business School in the UAE

Tel : 00 9714 208 9282email : [email protected]

Angela McAulayAdministrator International Division

Direct Line : +44 141 553 6156

email : [email protected]

Kirsteen WeirProjects Co-ordinator / Programme Assistant

Direct Line : +44 141 553 6060email : [email protected]

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mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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COMMUNICATION - with staff

As your local learning centre is fully aware of the regulations and procedures of the MBAProgramme, you should contact the local Co-ordinator with any questions you may have.The local learning centre will deal directly with SBS on matters which require either

authorisation or advice.

The handbook provides a guide to the Strathclyde MBA and is intended to:- Inform you about the structure of the programme, course contents and the credit

structure Introduce you to the administration and academic staff Make clear the academic requirements for attainment of the degree of Master of

Business Administration Provide you with easy reference to the information you will need in order for you to plan

your studies and get the best from your MBA

The Universitys Procedures and Guidelines for Postgraduate Instructional and ResearchProgrammes can be found on the University website. These guidelines contain details ofUniversity processes and will provide you with useful information on your studies.

Other useful information is presented on the intranet pages (www.intranet.sbs.strath.ac.uk),including your bulletin board, a list of lecturers and their contact details, the BusinessInformation Service (a superb study resource), computing facilities, careers service. Pleasenote that you will not have access to the intranet until you have been allocated your log indetails from the University.

You should also appreciate that, in addition to the stipulations contained in this handbookand on the intranet pages, you are subject to overall University regulations.

MBA YEAR NAME

Each intake of the Strathclyde MBA has a unique identity. As you will see below Scottishclan tartan names are being used. Please use this unique identifier in all correspondence.

Intake Name of Intake

October 2011 MacWilliamApril 2011 MacWhirterOctober 2010 MacVicarApril 2010 MacVeyOctober 2009 MacTavishApril 2009 MacTaggartOctober 2008 MacSween

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http://www.intranet.sbs.strath.ac.uk/http://www.intranet.sbs.strath.ac.uk/


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THE UNIVERSITY OF STRATHCLYDE - a brief history

The University of Strathclyde has its origins in the 'Age of Enlightenment' and the vision ofone man, John Anderson, Professor of Natural Philosophy in the University of Glasgow.

John Anderson died in January 1796 and bequeathed the bulk of his property to the publicfor the good of mankind and the improvement of science, in an institution to bedenominated the "Anderson's University". The intention of the founder was to provide wideropportunities for people to obtain a liberal and scientific education, and he had particularly inmind the skilled artisans for whom, at that time, no provision was made. The theories ofNatural Philosophy were to be taught, but instruction was also to include demonstrations byexperiments. Even more remarkable was Anderson's wish that his University should be opento women. He envisaged a University of four Faculties: Arts (which included subjects nowclassified as sciences), Medicine, Divinity and Law. (The Faculties of Divinity and Law werenot developed but the other two became integral parts of the University in the 19thcentury).

Although there was little money left after his affairs were wound up, Anderson's trusteesacted with vigour and the new university was constituted on 9 June 1796 by a seal of causeof the magistrates of the city of Glasgow. Because of limited funds, the trustees decided tocall their modest university 'Anderson's Institution'. Thomas Garnett was the Institution'sfirst Professor and his subject, like that of the founder, was Natural Philosophy (or Physics),although this also embraced Chemistry. Garnett left for the Royal Institution in 1799 andwas succeeded by George Birbeck (who was subsequently instrumental in founding theUniversity of London). The following year, 1800, saw the commencement of classes insurgery and anatomy, effectively marking the beginnings of Anderson's Medical School whichwould become a particularly vigorous part of the Institution.

The Institution was clearly well management and quickly attracted a large public to itslecture programmes. As a result of its success, the Institution's premises in John Streetbecame inadequate and in 1828 it moved to George Street and at the same time, theInstitution changed its name to Anderson's University. By 1830 the University had chairs inNatural Philosophy, Mathematics and Chemistry and it continued to recruit talented membersof staff such as Thomas Graham, the Professor of Chemistry who would later formulate thelaw of the diffusion of gases, which bears his name. The University's Medical School by thistime had chairs in Anatomy, Surgery, Materia Medica, Midwifery and the Practice ofMedicine. It was building up an impressive reputation and among its alumni was DavidLivingstone who attended classes during the 1830s.

These early years were not, however, without difficulties. Perhaps the most serious crisis tostrike the Andersonian was the dispute which culminated in the students of the mechanicsclass breaking away in 1823 to form the Glasgow Mechanics Institution, the first of its kind.If this was a setback, it did help to create a climate of healthy competition and Anderson'sUniversity and the Mechanics Institution (later styled the College of Science & Arts) wereboth able to find eager audiences.

Glasgow flourished during the Victorian era, and the rapid industrial and commercialdevelopment of this period produced a great demand for education at all levels. A numberof important new institutions came into being, including in 1837, the Normal Seminary (fortraining teachers) and, in 1847, the Athenaeum (which provided commercial education).

Educational trusts were also popular and among these were Allan Glen's School and theAtkinson Institution. Each of these would become part of Strathclyde's story.

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Lacking a Royal Charter, Anderson's University was obliged to change its name to Anderson'sCollege in 1877. It remained the largest of the many educational institutions in the city,other than the University of Glasgow. It enjoyed a good reputation and it continued torecruit high quality staff. It was also attracting increasing numbers of students. However,

the plethora of educational institutions in the city demanded regulation and rationalisationand in 1887, as a result of a Royal Commission, Anderson's College, the College of Science &Arts, Allan Glen's and the Atkinson were amalgamated to form the Glasgow & West ofScotland Technical College.

As its name suggests, the new College was to be dedicated to technical education and thisfactor, combined with increased specialisation, led to further reorganisations. The MedicalSchool was detached from the Technical College in 1887 and establish as an independentinstitution, Anderson's College of Medicine which was eventually absorbed by the Universityof Glasgow's Faculty of Medicine in 1947. In 1899, the Technical College's Department ofAgriculture was amalgamated with the Scottish Dairy Institute, Kilmarnock, and established

under a separate Board of Governors as the West of Scotland Agricultural College. TheWeaving, Dyeing and Printing College on the other hand, which for thirty-two years hadbeen a separate institution, was absorbed by the Technical College in 1908.

The Glasgow & West of Scotland Technical College was soon a recognised centre ofexcellence in technical education with a world-wide reputation, noted for its innovativecurriculum and its teaching in such areas as Electrical Engineering, Shipbuilding,Architecture, Physics and Technical Chemistry. Its accommodation was, however, incapableof sustaining its rapidly increasing student population and a major building programme waslaunched. The new building on George Street was, on its completion in 1910, the largest inEurope dedicated to technical education. In recognition of the institution's reputation, theCollege was authorised to change its name to the Royal Technical College in 1912 and theGeorge Street building still bears the name `The Royal College'.

The Royal Technical College consolidated the reputation of its institutional predecessors. In1913 a scheme of affiliation with Glasgow University was drawn up and in 1919 the Collegewas recognised as a 'University College' and included on the grant list of the UniversityGrants Committee - it was a University in all but name. The same mix of engineering andscience remained in evidence, but the College also became more involved in research.During the Second World War, it trained many servicemen in subjects such as radar andconducted research to aid the war effort. Typically innovative, it opened a Department ofIndustrial Administration in 1947 which began residential courses in Management Studies.In 1956 the College became the Royal College of Science and Technology (RCST).

The 1960's was a period of expansion in the provision of Higher Education in the UK,spearheaded by the recommendations of the influential Robbins report (1963). In fact, priorto the publication of that report, the future university status of the RCST had been assured.Nonetheless, Robbins made an important recommendation, which would affect the speedwith which the new university would be accepted. This concerned the Scottish College ofCommerce, whose antecedents could be traced back to the establishment of the GlasgowAthenaeum in the 1840s. Like the Technical College, this institution had undergone severalname changes, and changes in fortune, but after World War II it began to expand, not onlyin the field of commercial education but also in associated activities such as Librarianshipand Hotel and Catering. Robbins recommended that there should be greater collaboration

between the RCST and neighbouring colleges. The Governors of the Scottish College of

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Commerce accordingly sought integration with the RCST and in May 1964 the two Collegesamalgamated.

The expanded RCST now included Departments in Commerce, Law, Accountancy and otherbusiness-related subjects, in addition to its traditional areas of expertise in the sciences and

technology. In August 1964 the Royal College of Science & Technology was created theUniversity of Strathclyde by Royal Charter.

By 1990 the University had become one of the largest in the UK and had been organised intofour Faculties: Arts and Social Studies, Business, Engineering and Science. Its campus hasgrown far beyond the confines of the Royal College to support a rapidly expanding studentpopulation. Several new academic buildings were constructed in the late 1960s and theearly 1970s. To meet the needs of a burgeoning community of overseas students, inparticular, a campus village, was created in the 1980s.

Following the disappearance of the `binary line', which separated the universities from other

Higher Education institutions, Jordanhill College of Education opened discussions with theUniversity, which culminated in a merger of the two in 1993. The College, with an illustrioushistory stretching back to the Normal Seminary (1837) and beyond, became the Universitysnew Faculty of Education. The University of Strathclyde now has two campuses, the JohnAnderson city centre campus and, in the west-end of the city, the Jordanhill campus whichhouses the University's new Faculty of Education.

The University is the third largest in Scotland. Strathclyde is renowned world-wide for itsteaching and research, and it enjoys strong ties with the industrial and commercialcommunity of Glasgow and the West of Scotland.

The School is housed in a purpose designed building, completed in April 1992, which haswell-equipped lecture theatres, modern computing facilities, audio-visual facilities, numerousfully-equipped seminar rooms, business library and information services.

The International MBA programme is managed by the International Division of theStrathclyde Business School under the leadership of Professor Colin Eden, Vice Dean &Director of the International Division an Academic Manager (S.E.A.) and Manager (Gulf) andsupported by an Administrator based at the University. The function of the Administrator isto liase with the staff in each of the International local learning centres, and in this way, withthe participants on the MBA programme.

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THE STRUCTURE OF THE MBA

Registration

There are 3 levels of student registration. These are:

Associate (Credit loading agreed on entry)

Associate students are individuals who after having gone through a formal applicationprocess are undertaking a limited number of core MBA classes. These classes can only betaken from the core subjects undertaken in Semester 1 or 2. Associate registered studentswill attend local counselling sessions, intensive seminars and undertake course assessmentsin a similar manner to both Diploma and MBA registered students. They may apply for eitherDiploma or MBA registration on successful completion of the core classes they have beenassigned. Those individuals who do not progress towards completion of the Diploma or MBAwill be awarded either certificates of attendance or certificate of competence (classescompleted successfully).

Diploma (120 Credits)

Diploma entered students have not met the full entry requirements of the MBA programmebut have achieved a level of entry that allows them to complete the first 126 credits of thefull MBA programme. When the assigned classes have been successfully completed they willhave completed the entry requirement of the 180 credit MBA programme and can progresstheir studies towards completion of the full MBA. Progression is automatic once the 126credits have been completed. Individuals who do not wish to progress to the full MBAprogramme may graduate with an award of Diploma.

MBA (180 Credits)

An MBA registered student has met the full entry requirements entailed in the applicationprocess and has undertaken a course of study which will require successful completion of allmodules 1-4 outlined on page 11 which amounts to 180 credits of work.

Description of MBA Programme

The MBA programme aims to give a broad understanding of management issues at a seniorlevel along with appropriate skills and techniques but, at the same time, the programmeallows a degree of specialisation if required. While many traditional MBA programmes

consist of a set of unlinked single discipline classes, we recognise that the job of a seniormanager involves making decisions across a wide range of functions. The Strathclyde MBAtherefore offers you a holistic, integrated approach to management.

Our purpose is to provide you with a high quality learning experience, through working withexperienced academics and student colleagues and through the use of high quality learningmaterials which reflect scholarly research. In terms of output, the focus is on enabling you todevelop as a manager so that you can add value to your organisation in any situation and ina timely manner. It is intended that the MBA should include collaborative learning in whichwork experience, knowledge, understanding and applicable skills are shared, worked withand reflected on.

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The Strathclyde MBA draws on a number of specialist areas, but the purpose is not to trainspecialists. Rather, the purpose is to enable you to develop as an excellent generalist, whoknows what you need to know of diverse areas of management and who can integrate yourknowledge. The MBA seeks to help you develop ways of grappling with opportunities and

problems in the practice of management through developing as a reflective, open-thinking,adaptive learner. This will be facilitated through enhanced understanding of the interplay oftheory and practice in management.

The structure and content of the MBA reflect these aims. The first module, The ReflectivePractitioner, explores concepts and skills of management and learning which will be appliedand developed throughout the course, and your career. The second module Making theBusiness Work enables you to explore the languages, concepts, skills and application ofspecialist areas from the perspective of the general manager. The third module, StrategicManagement for Sustainable Success, develops your ability to work as a manager inmodern, complex organisations through using and integrating a wide range of techniques

and theories pertinent both to day-to-day management and strategic change. The fourthmodule, Personal Development, enables you to choose where to develop further, eithercontinuing a generalist approach, or seeking to understand a particular subject in greaterdepth. This includes, the MBA Project, which enables you to explore in depth a managerial,organisational or environmental issue, and through so doing, to put into practice relevantknowledge and skills, and to reflect on learning outcomes.

The MBA has been designed to be delivered internationally on a part-time basis. Theprogramme has been specifically designed to provide you with a stimulating and challenginglearning experience which normally takes between two and five years to complete. Mostparticipants finish the instructional parts of the programme in two to three years. While wewill do our utmost to help you, clearly your progress and the value you gain from the coursewill depend on the time and effort you are able to give to the programme. Some studentshave indicated that the programme requires you to spend 15 to 20 hours per week on thecourse activities. However, the flexibility of the programme means that you are able to planyour studies in conjunction with your personal and work commitments.

The MBA Programme consists of a number of learning components including extensivecourse materials, written by Strathclyde academics and supported by textbooks whereappropriate. University of Strathclyde faculty staff supported by local counselling staff willprovide more than two hundred hours of teaching and workshops at the local learningcentres. This means the programme that is delivered to the full time students will bedelivered in the international learning centres on a part time basis. In addition to the face-

to-face seminars by Strathclyde academics, the programmed is supported by counsellingsessions which are conducted in the local learning centres by University approvedcounsellors. Although attendance at the local counselling sessions and most of the intensiveseminars provided by visiting Strathclyde faculty is voluntary, it is compulsory that youattend a number of local workshops, as detailed on page 17.

The Programme is identical to that of the UK programme and this leads to the award of theStrathclyde MBA degree.

We hope that this MBA programme will not only give you a stimulating and challengingexperience, but that it will also enhance your career prospects and as a result, that you will

view the MBA as an investment towards your future career.

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Module & Credit Structure

The programme is credit-based and is made up of 4 modules, comprising one or more studyunits. In order to complete the Strathclyde MBA you must accumulate 180 credits.

Module 1: The Reflective Practitioner 20 credits

The Learning ManagerComparative Corporate GovernanceManaging

Module 2: Making the Business Work 60 credits

Financial & Management Accounting 10 creditsFinance & Financial Management 10 creditsOperations Management 10 credits

Managing People in Organizations 10 creditsMarketing Management 10 creditsAnalytical Support for Decision Making 10 credits

Module 3: Strategic Management for Sustainable Success 30 credits

Exploring the International BusinessEnvironment 10 creditsStrategy Analysis & Evaluation 10 creditsMaking Strategy 10 credits

Module 4: Personal Development 70 credits

Strategic Consulting in Practice 10 credits2 elective units 20 creditsProject (inc. Project Methodology) 40 credits

Note :

Course members must complete The Learning Manager workshop before undertakingManaging.

Course members may elect to do an individual project or a group project (see ProjectGuidelines published on the intranet for more details).

It has been normal practice for most students to wait until they have completed instructionalclasses before commencing their project. Starting the project in Semester 3 or 4 will allowyou devote most of your time to the Project itself. Students having been given the decisionof Proceed to Project by the Board of Examiners on their results letter, will have one yearfrom the date of this decision to complete their Project.

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Programme Schedules

The programme semesters are delivered in blocks of approximately six months withexaminations at the end of each. This pattern is illustrated over the next few pages. Within

each semester a group of subjects will be offered at your centre. The semesters start inOctober and in April each year. However, the subjects offered in each international centremay differ.

It is important you recognise that the programmes shown are intended as illustrative inorder to indicate the minimum time that is required to complete the MBA degreeprogramme. Many participants find that they require more time due to personal andprofessional commitments. The flexibility within the Strathclyde MBA programme allowsparticipants to study at their own pace and this ensures that they gain the maximum benefitfrom each part of the MBA course.

The programme is delivered by means of open learning materials, textbooks, counsellingsessions (tutorials) conducted by Local Counsellors and intensive seminars delivered byStrathclyde University academic staff. In each subject, you will be expected to completeassignments which are usually included in the final assessment and there are examinationsin all subjects marked with (E) on the programme schedule.

The dates of intensive seminars will be issued by the Local Centre Co-ordinator.

International learning centre groupings:-

Gulf Asia Europe

Abu Dhabi Hong Kong GreeceBahrain Malaysia SwitzerlandDubai SingaporeOman

Participants who commence the programme in any of the above groupings will proceedthrough the programme according to the following schedules.

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Gulf & Asia Centres

Participants who commence the MBA programme at the Gulf and Asia Centres in October willproceed through the programme in the following manner -

PROGRAMME A

SEMESTER 1 - OCT. SEMESTER 2 - APR.

Marketing Management (E) Operations Management (E)

Financial & Management Accounting (E) Analytical Support for DecisionMaking (E)

Finance & Financial Management (E)Managing People in Organizations (E)

Exploring the International BusinessEnvironment Comparative Corporate Governance

Programme Seminar The Learning Manager


ManagingStrategy Analysis & EvaluationMaking StrategyStrategic Consulting in PracticeProject Methodology

Elective subject 1Elective subject 2

Project

Participants who commence the MBA programme at the Gulf & Asia Centres in April willproceed through the programme in the following manner -

PROGRAMME B

SEMESTER 1 - APR. SEMESTER 2 OCT.

Operations Management (E) Marketing Management (E)

Analytical Support for DecisionMaking

(E) Financial & Management Accounting (E)

Managing People in Organizations (E) Finance & Financial Management (E)

Comparative Corporate Governance Exploring the International Business

Environment

The Learning Manager

Programme Seminar



ManagingStrategy Analysis & EvaluationMaking StrategyStrategic Consulting in Practice

Project Methodology

ProjectThese timetables are illustrative and subject to alteration

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Greece & Switzerland

Participants who commence the MBA programme from the above Centres in October willproceed through the programme in the following manner -

PROGRAMME CSEMESTER 1 - OCT. SEMESTER 2 APR.

Operations Management (E) Marketing Management (E)

Analytical Support for DecisionMaking

(E) Financial & Management Accounting (E)

Managing People in Organizations (E) Finance & Financial Management (E)

Comparative Corporate Governance Exploring the International Business

EnvironmentThe Learning Manager

Programme Seminar


ManagingStrategy Analysis & EvaluationMaking StrategyStrategic Consulting in PracticeProject Methodology


Project

Participants who commence the MBA programme from the above Centres in April willproceed through the programme in the following manner -

PROGRAMME D


Marketing Management (E)

Operations Management (E)

Financial & Management Accounting (E) Analytical Support for DecisionMaking (E)

Finance & Financial Management (E) Managing People in Organizations (E)

Exploring the International BusinessEnvironment

Comparative Corporate Governance

Programme SeminarThe Learning Manager

SEMESTER 3 - APR. SEMESTER 4 - OCT.

Elective subject 1Elective subject 2Project MethodologyProject

ManagingStrategy Analysis & EvaluationMaking StrategyStrategic Consulting in Practice

These timetables are illustrative and subject to alteration

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YOUR LOCAL LEARNING CENTRE

Local Counselling

At the first meeting in your local learning centre, you will be given details of the local

counsellors in each subject. The local counsellors are approved and appointed by theUniversity. The objective of the local counselling sessions is to provide a means ofovercoming any difficulties you may encounter with the open learning materials, to integratethe material to your local work context and to assist you with your studies, particularly insetting the assignment deadlines in conjunction with the overall requirements from theUniversity. The local counsellors will mark and comment on your assignments. However, inaccordance with the Universitys Quality Assurance policies, marked assignments are subjectto a second marking process by Strathclyde academics and review by the Subject Co-ordinators, to monitor and control the standard of marking over all the Strathclyde MBAmodes of study.

If you are having difficulties in meeting your assignment deadlines, you should discuss theseproblems with the local counsellor and also inform the Programme Administrator of yourcentre. This will ensure that the appropriate administrative procedures are followed.

Attendance at counselling sessions is on a voluntary basis, but attendance is highlyrecommended, as these sessions provide the opportunity to meet with fellow students,discuss issues and/or difficulties with the course, work on your assignments, and prepare forthe examinations.

Intensive Seminars

The intensive seminars conducted in each learning centre are in effect, short courses foreach subject conducted by visiting academics from the University, and provide you with theopportunity to meet with Strathclyde academics and discuss the course content with them.In general, intensive seminars occur over a two day period from 9-5pm each day. Theseminars are usually held at weekends, but in some cases may be scheduled in theevenings, in which case the pattern would be three evenings, usually 5-10pm. The localcentre administrator will supply a detailed timetable for both counselling sessions andintensive seminars.

The following subjects will normally have intensive seminars included in the programme.

Year 1Marketing ManagementFinancial & Management AccountingFinance & Financial ManagementExploring the International Business EnvironmentOperations ManagementManaging People in OrganisationsAnalytical Support for Decision MakingComparitive Corporate GovernanceManaging

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Year 2

Strategy Analysis & EvaluationMaking Strategy

As with local counselling sessions, attendance at intensive seminars is generally on avoluntary basis, unless otherwise specified. There are however, four workshops on theprogramme which require compulsory attendance, as detailed below.

Workshops

All course members are required to attend the following four workshops at your LocalLearning Centre, and which are spread over the period of the instructional component of theprogramme.

The four workshops should be attended in the following order:

Year 1 Programme Seminar (2 days)The Learning Manager (2.5 days)

Year 2 Project Methodology (0.5 day)Strategic Consulting in Practice (3 days)

It should be noted that when attending a workshop it is not possible to arrive later or toleave before the end of the workshop programme unless by special arrangement with theworkshop tutor. Course members who arrive late or leave before the workshop endswithout this pre-arrangement will be automatically awarded a fail in the workshop.

The Electives

You are required to take a minimum of 2 elective classes and these offer an opportunityboth to extend your knowledge into a relevant area of business activity and to add anelement of specialist knowledge to a field of study already undertaken.

Taught electives in the Learning Centres

Two or more face- to- face taught electives are generally offered in each LearningCentre each academic year. They follow the format of the intensive seminarsalthough the duration of the elective seminars can range from 3 to 5 days, depending

on the elective. The electives offered at each of the learning centres vary, andchange each year.

The list of electives to be offered in the Learning Centres will be available aroundDecember/January. You may attend taught electives in other Learning Centres, butit should be noted that where elective class sizes are limited, preference will alwaysbe given to the students at each Learning Centre.

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Taught electives in Glasgow

There is an also an opportunity to undertake one of more face-to-face taughtelectives at the University campus in Glasgow from May-July each year during thesummer school. A wide range of electives are offered and each elective is generally

run over the course of a week and in undertaking these electives, you join theparticipants on the UK part-time, full time and flexible learning programmes.

The list of electives to be offered at the summer school each year is generallyavailable during January.

Open learning electives

For each open learning elective selected, you will be allocated a Strathclyde tutorwho will be available by email. The tutors function is to answer any queries youhave while working through the assignment and also to receive, mark and comment

upon your assignments. These should be channelled to the University through yourlocal learning centre.

Progression to Elective Stage

Note that you must have completed a minimum of 60 credits of the subjects offered inSemesters 1 and 2 before making your elective choices. This must include any pre-requisiteclasses which are required to be taken before attending an elective, this information will beavailable on the elective choice form.

You will be asked to submit your elective choice form listing the electives you wish to take inorder of preference. In the case of taught electives, places will be allocated according toavailability; some electives have limits on class numbers and you may, therefore, not beallocated a place on your chosen elective(s). The University will contact you with the detailsof the places allocated to you by mid March. Once the allocations have been made, it isexceptionally difficult to entertain changes; should you wish to have your allocation changedyou should submit a request in writing to the University International MBA office in Glasgow.Note however, that requests for change will not be considered until two weeks before theelective classes commence.

It should be noted that electives are offered by subject specialists who may, underexceptional circumstances, be unable to deliver their class; while we will make every effort

to find a replacement lecturer and/or class, we cannot be held responsible for anytravel/accommodation costs incurred.

Attending Classes at Other Learning Centres

There are no fees payable for attending intensive seminars, compulsory workshops or taughtelectives at another Learning Centre or the summer school electives in Glasgow. Youhowever, are responsible for your travel and accommodation costs should you wish to do so.

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Transferring Between Centres/ UK Programmes

Due to the inherent flexibility of the programme it is possible to be a member of one centreto transfer permanently from one centre to another or to one of the UK programmes.

Transferring between centres or the UK programmes on a permanent basis, requires achange of registration and passing the administration from one centre to another and thetransfer arrangements must be made via your own Learning Centre Administrator and theAdministrator at the University. There will usually be a fee implication involved intransferring, and your administrator will advise of this. Prior to making the transfer youmust agree to accept the fee implications. Transfer to the full time programme is dependentupon availability of places.

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ASSESSMENT GUIDELINES

This section specifies the criteria by which you will be assessed on the MBA. Please ensurethat you familiarise yourself thoroughly with its contents. If you are unclear about anyaspect of the section, please discuss this with your local learning centre administrator.

1. Assessment Structure

The MBA programme is divided into 4 stages, with modules, classes and assessmentelements defined as follows:

Module Unit Assessment Element Credits

The Reflective

Practitioner

The Learning Manager


Managing

Workshop - Pass/Fail

100% cw

100% cw20 credits

Making the

Business Work

Managing People in Organizations

Marketing Management

Operations Management

Financial & Management Accounting

Finance & Financial Management

Analytical Support for Decision Making

50% cw, 50% exam

50% cw, 50% exam

50% cw, 50% exam

50% cw, 50% exam

50% cw, 50% exam

50% cw, 50% exam

10 credits

10 credits

10 credits

10 credits

10 credits

10 credits

StrategicManagementFor SustainableSuccess

Exploring the International BusinessEnvironment *

Strategy, Analysis & Evaluation *

Making Strategy

100% cw

100% cw

100% cw

10 credits

10 credits

10 credits

To gain the award of Diploma in Business you must satisfactorily completethe above modules and also Strategic Consulting in Practice as set out below. Tocontinue with the MBA you must satisfactorily the electives and project below.

PersonalDevelopment

Strategic Consulting in Practice

Elective 1Elective 2

Project (inc. Project Methodology)

100% cw

100% cw100% cw

100% cw

10 credits

10 credits10 credits

40 credits

* EIBE and SAE - all assignments must be passed at 50% or above.

To pass a class where there is an examination, you require to achieve an exam mark of 40% or above.

cw = coursework

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Groupwork on the Strathclyde MBA

Group work is an essential element of the Strathclyde MBA since teamworking skills areessential to success in organisations. During the course of the MBA, you will work in several,different groups, and in the process, you will make use of and develop your negotiation and

collaboration skills. You will, probably, work with people who have very different views orpractices from yours. This will strengthen your skills at dealing with many different people,including "difficult" people. Working with people from a variety of backgrounds andexperiences will give you new insights into the different ways of looking at problems anddifferent "realities". A graduating student recently reflected that thinking outside the box isgreat, but understanding the "boxes" inside which other people think gives you an evengreater advantage. Besides, working in different groups enables you to get to know more ofyour MBA peers more closely -- which in a few years time will constitute an invaluableaddress book. In the past, several student groups have actually become new businessventures.

However, it is also important to recognise that group work can be hard work ... Inparticular, our MBA students typically have strong personalities, and working in a group fullof strong personalities can be challenging. Therefore, you will naturally experience times oftension or conflict during your work in teams. Some groups are tempted to avoidconfrontation and tension. However, all groups typically go through the stages of forming,storming, norming and performing, and Strathclyde MBA groups are no exception. Thegroups which manage to perform best are usually those which manage to understand theirdifferences, and leverage every members particular skills and talent. Also, it is often easierto work in groups where a strong spirit of collaboration is fostered. Groups which do notmanage to get beyond a collection of individuals, each wanting to be the leader, often donot perform as well.

Groupwork and peer assessment

You will be required to submit a number of group assignments, or to take part in workshopsas part of a group. These assessments usually incorporate an element of peer assessmentto ensure that the mark allocated to each student is commensurate with that studentsparticipation to the groups work. Therefore, you will be required to assess the contributionof the members of your team and this assessment will be factored into the team membersfinal mark in the subject.

When completing the peer assessment, remember that everyone is different and hassomething different to contribute! Some students might mostly contribute ideas, others

might have particular skills in organising a group, others may be invaluable in motivatingparticipation during hard times or getting access experts or other resources. While mostgroups tend to meet face-to-face, group members who cannot attend meetings should stillbe able to participate, contribute and communicate. Therefore, it is the responsibility ofeach group member to discuss his/her contribution with the rest of the team, especiallywhen that group member is travelling often or announced to be absent for a period of time.If your experience is that some group members do not contribute what you consider to be afair share, it is preferable that you raise these issues during the course of working throughthe assignment since resolving this issue should eventually lead to a better assignment.Teams which do not address these problems when they arise often find that the situationonly gets worse. Groups may find it useful to discuss everyone's participation regularly.

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The discussion should be conducted in objective terms (e.g. number of tasks, part of anassignment, and general project management, communication) rather than objectiveimpressions such as not pulling one's weight etc.

Peer assessment is based on principles of fairness and the "rating" you allocate to each

member of the team should be a reflection of that person's whole contribution. Therefore, ifa member of the group has clearly not contributed their "fair share", then peer assessmentshould be used to reflect this. Conversely, if a member of the team has clearly played anexceptional part in the making of the assignment, then peer assessment should also be usedto reflect this. However, please note that any indications of racist or malicious,deceitful, vengeful peer assessments will be dealt with severely and may lead tothe same treatment as for improper academic conduct.

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2. MBA Degree Assessment Rules

To gain the award of MBA you must satisfactorily complete all classes and the Projectas follows:

2.1 you must pass (i.e. achieve 50% or above) in all classes, although not in allassessment elements, except in Exploring the International BusinessEnvironment and Strategy, Analysis & Evaluation where all assignments mustbe passed at 50% or above. You must achieve a mark of 40% or above inall examinations to pass the class.

2.2 you must satisfactorily complete all compulsory workshops including,Programme Seminar, The Learning Manager, Strategic Consulting in Practiceand Project Methodology

2.3 distinctions may be awarded at the discretion of the Examination Board basedon exceptional performance throughout the MBA programme and candidatesshould normally have achieved a minimum weighted average of 70% (basedon all assessable credits), having passed all classes at the first attempt.

2.4 you must make a "credible attempt" in all assessment elements of each classwithin each module. You cannot achieve a "credible attempt" unless yousubmit all coursework, attend for examination (if applicable) and attendcompulsory workshops. The Board of Examiners will determine if yourperformance and attendance are considered "credible".

2.5 you must submit coursework by the deadline set by the local counsellor. Ifyou submit your assignment late you should expect marks to be deducted at arate of 5 absolute percentage marks per week, or part week late, up to amaximum of four weeks. Coursework submitted more than four weeks late orafter the start of the examination diet which follows a class (even if this isahead of the four week maximum) will be deemed ineligible and an absencewill be recorded for the class.

2.6 you are required to sit examinations at the first examination diet after a classis completed, but it is recognised that this may be inconvenient and your firstattempt can be postponed until a later examination diet. The local learningcentre must be advised if you are going to attempt the examination by

completing the relevant MBA Examination Registration Form. If you havealready failed or deemed to be absent from an examination you will beexpected to appear at an examination within one year (i.e. two examinationdiets) of the MBA Board of Examiners decision. If this is not possible, then adeferral form must be submitted to satisfy the Board of Examiners when youracademic performance is reviewed Failure to do so will result in a fail beingrecorded for the class.

2.7 if you are recorded as absent in any one assessment element on 2 occasionsyou will be required to withdraw from the programme

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3. Taking Examinations

Students must first be eligible to sit an examination prior to registering. To beeligible you must have :-

submitted all coursework by the specified deadline which must be before thecommencement of the examination dietsAND

paid the required fees due if paying for the programme by instalments

Should either of these criteria not be met and you proceed to sit the examination, theexamination paper will not be marked and be automatically counted as a fail.

When registering for an examination, you must indicate whether you are registeringfor a first sit at the class or a resit as a result of a previous fail in the class.Please use the official examination registration form provided by the local learningcentre.

All examination scripts are marked by University staff.

Off Campus Examinations

It is possible to take examinations off campus (i.e. outwith an international learningcentre or at the University). This allows you the opportunity to take yourexaminations at a pre-approved venue, (i.e. a local University or a British Councilexams centre) in another country.

You will be required to complete an Off Campus Exam Registration Form prior to

each examination diet (March and August each year). You are responsible formaking the arrangements with the host institution to take your examination and willbe responsible for any charges they levy, e.g. invigilation, room hire etc.

You are also required to pay 40 per examination, payable to the University prior tothe date of the examination.

4. Rules And Regulations For The Sitting Of Examinations

The University has strict rules about the way in which examinations should beconducted. An extract from the University of Strathclyde Calendar detailing theseregulations is given in Appendix 3.

5.1 Use of programmable calculators is not permitted.5.2 Use of computers is not permitted.

5. Resits

If you do not achieve a composite mark (coursework and where applicableexamination of at least 50% with a minimum examination mark of 40% in all classes,(with the exception of Exploring the International Business Environment andStrategy, Analysis & Evaluation where all assignments must be passed at 50% orabove) at your first attempt, you will be required to take a compulsory resit(s) as

follows:-

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5.1 if you do not achieve 50% or above in a class a compulsory resit will beawarded.You must take this..

5.2 if you are deemed to have been absent in a class, a compulsoryresit will beawarded. You must take this.

5.3 taking a resit in a class means resitting elements as follows:

a) if you failed coursework only, the resit will be in the courseworkb) if you failed the examination, the resit will be in the examinationc) if you failed more than one assessment element within a class (e.g. both

the course work and the exam) you will be required to resit both, andachieve a composite mark of 50% or over with minimum examinationmark of 40%.

In a) & b) above the resit mark will be the composite of the element taken

and the previous pass mark in any other part of the assessment for the class.

(Note that should you pass the coursework but fail the examination, youcannot resubmit the coursework as you have already achieved a pass in it).

5.4 all resits, whether in coursework and/or in examination, must be taken within2 examination diets following the award of a resit. Resits in coursework mustbe submitted by a deadline 2 weeks prior to the examination diet. You areallowed one resit opportunity in each failed class. However, if you do nottake the resit within 2 examination diets, you will lose theopportunity to do so and you will be required to Withdraw from theprogramme .

5.5 if you fail a resityou may at the discretion of the Examination Board begranted a 3rdand final sit.. The nature of the resit will normally be in line withpoint5.3 above.

Note : If you fail an examination and require written feedback, please submit yourrequest in writing (within one month of receipt of your results letter)to your local learning centre who will forward your request to the University.Please note that written feedback is only provided to those studentswho have not achieved a composite mark of 50% and above.

6 Academic Progression

6.1 The maximum period of study for your programme is six years. You mustcomplete all instructional classes within five years, this will be calculated fromfirst registration.

6.2 Progression to the Elective classes requires the completion of at least 60credits plus attendance at the Learning Manager, in addition to havingcompleted any pre-requisite classes for attendance of the elective classesselected.

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6.3 The Project must be completed in one year, once you have received theProceed to Project decision from the Board of Examiners. This decision ismade formal once you have completed all instructional classes. However, you

may begin the project once you have completed all classes in semesters 1and 2 and have attended a Project Methodology workshop.

The criteria for passing the project are as follows:

6.3.1 you must submit a project proposal

6.3.2 you must achieve a mark of at least 50% for the project itself.

6.3.3 you are allowed one resit attempt should your first submission notreach 50%.

6.4 The Board of Examiners meets following each diet of examinations. Thepurpose of the Board of Examiners is to confirm your coursework andexamination marks and to take a decision about whether and how you mayproceed with the programme.

As well as University of Strathclyde examiners, a number of "externalexaminers" are members of the Board. Their role is to ensure that standardsare comparable with those of similar programmes in other institutions.

As our International programme is managed from a number of centres, it isnecessary to apply quality standards across the entire programme.Therefore, although coursework marks will be returned to you as soon as ithas been marked by the local tutor, these marks cannot be consideredfinal until confirmed by letter from the Board of Examiners.

The Board of Examiners will usually make one of the following decisionsabout your progress:

Proceed Proceed with a compulsory resit/s Award Diploma in Business Withdraw from MBA and Award Certificate Withdraw from MBA and Award Diploma in Business Proceed to the Project Award Masters Award Masters with Distinction No Activity Withdraw

Occasionally a more complicated decision is made; if so, it will be fullyexplained to you. After each meeting of the Board of Examiners a letter willbe sent to you outlining your results. If you are in any doubt about how tointerpret this letter you should contact your Learning Centre Administrator as

soon as possible after receipt of the letter.

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7. Your Timetable

You are expected to take classes as they are scheduled on your timetable. If, for anyreason, you are unable to take a class as scheduled, you should discuss yoursituation with the local learning centre administrator. It is possible for you to arrangean alternative schedule.

8. Deferrals And Absences

In exceptional circumstances only, you may request a deferral of the submission datefor a piece of coursework or to defer an examination (first sit or resit) to asubsequent diet as follows:

8.1 To defer a piece of coursework, you should submit a deferral request formexplaining the circumstances fullyto the local learning centre administrator,this will be passed to the University Programme Administrator for approval.The deferral cannot extended beyond the commencement of the appropriateexamination diet

8.2 To defer an examination, you shouldmake a request, in writing, explainingthe circumstances fully,to the local learning centre administrator who willforward this for approval by the University Programme Administrator.

8.3 In both cases (i.e. coursework and examination), it is your responsibility toensure that you receive and keep a copy of the signed agreement to thedeferral.

8.4 Deferrals must be requested in writing and approved in advance of thedeadline.

8.5 If you do not request and receive a formal deferral of either examinations or

coursework and fail to sit or submit, the Board of Examiners will automaticallydeem you to have been absent in the class (see sections 2.5-2.7). In thecase of a resit, you will lose the option to take the resit and will be required toWithdraw from the programme

8.6 If a last minute illness or other emergency prevents submission of courseworkor attendance at an examination you shouldsubmit a written explanation tothe local learning centre administrator as soon after the event as possible andalways where possible, provide documentary evidence (e.g. a doctor'scertificate)to substantiate your case.

8.7 Deferral of a resit which has been granted by a Board of Examiners is a

serious event. A resit examination should be taken within a year of the Boardof Examiners meeting which awards the resit. Should there be circumstanceswhich require that a resit is delayed (illness, personal problems), then therequest mustbe made in detail in writing to the University ProgrammeAdministrator in time for a case to be made at the next meeting of the Boardof Examiners. If this case is not made or is not considered to be relevantthen the credits for that class will be lost. This may result in a decision by aBoard that you be withdrawn from the MBA programme. You are stronglyadvised to avoid deferrals as the accumulation of work thereafter can bedetrimental to your progress.

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9. Special Personal Circumstances

If you feel that special circumstances, such as illness or bereavement, mean that youhave not performed to your normal standard in an examination or coursework, youare advised to discuss these with the local learning centre administrator. If youwould like the Board of Examiners to consider these circumstances when makingdecisions about your academic progress, you may set out the circumstances in aletter to the University Programme Administrator who will present the case to theBoard of Examiners. You are strongly advised to contact the local learning centreadministrator at the time when the circumstances occur. Letters received after anexamination results letter has been issued are less convincing than those received atthe time of the occurrence! Where possible the letter should be accompanied bysupporting documentation, such as a medical certificate.

10. If You Wish To Appeal A Decision Of The Board Of Examiners

10.1 If the Board of Examiners requires you to withdraw, then you may, if youhave just cause, appeal against this decision. Details of the appealsprocedure are shown in Appendix 3.

10.2 However, note that once the marks have been approved by the Board ofExaminers, the marks used in the assessment process will only be reviewed inexceptional circumstances.

11. Plagiarism and Collusion

Coursework is expected to be the original work of the individual submitting it. Inparticular, you must avoid committing either plagiarism or collusion.

11.1 Plagiarism:plagiarism is the offence of attributing someone else's work toyour own name. One form of plagiarism is the copying of another studentscoursework without their knowledge and submitting it under your own name.This is clearly unacceptable. Note that if you knowingly allow another studentto copy from you will be regarded as guilty of collusion - see 11.2.

An alternative form of plagiarism involves copying large sections, or evencomplete papers, from published sources and submitting them as part, or all,of a piece of coursework without acknowledging the source.

You are therefore advised to regard published material as being there to helpyou, not to write the coursework for you. The coursework has to be yourown. However much you are informed by what you have read, the materialmust be chewed over and fashioned to help you give your own response tothe topic set.

If you feel it would be helpful to use another author's own words to illustratea point you wish to make, be sure to use quotation marks and to referencethe author clearly.

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You should also clearly reference: assertions of fact that cannot be presumed to be common

knowledge paraphrases of other writer's statements opinions and generalisations derived directly from other writers

borrowed tables and diagrams (for which the source is usuallywritten underneath the table or diagram).

If you are unclear about how to reference material you should consult eitherthe local counsellor or University lecturer who set the coursework.

11.2 Collusion: collusion is the offence of submitting work as your own when ithas been done jointly with another person or persons. It applies mainly toindividual coursework and is less relevant in the case of teamwork.

Agreeing with another student either to submit work produced collaboratively

or to copy the students work. This is a form of plagiarism in which theindividual whose work is being plagiarized gives consent for this to happen. Insuch cases both parties are committing an offence

While you are encouraged to work jointly with other course members toexplore ideas or resolve difficulties in understanding, THE COURSEWORKTHAT YOU SUBMIT UNDER YOUR OWN NAME MUST BE YOUR OWNWORK.If you are in doubt about the degree to which it is appropriate towork with other course members towards an individual piece of coursework,you should consult the lecturer who set the coursework.

11.3 Penalties for plagiarism and collusion: the University regards theseoffences as extremely serious. Penalties may range from a fail in the classconcerned, to a ruling that the offender be disbarred from the University. Anawarded degree may be withdrawn if plagiarism or collusion is subsequentlydiscovered.

Detailed information on Plagiarism and Collusion can be found in Appendix 2.

12. Format of Coursework

Unless explicitly requested to do otherwise by a tutor or lecturer, coursework

submissions should be in the following format: typed, on A4 paper accompanied by a completed assignment form, attached to the front stapled in the top left corner

We ask you not to use plastic or cardboard covers or envelopes.

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13. Submission and Return of Coursework

13.1 Coursework should be submitted to the local learning centre administrator bythe deadline. Each piece of coursework must be accompanied by acompleted assignment form and all assignments must be uploaded to

Turnitinat the time of your final submission (details of Turnitin are availableon the Strathclyde intranet).

13.2 The top copy of the form acts as a receipt of submission and you shouldensure that this is signed and returned to you. Be sure to keep this receipt.

13.3 You are required to keep a copy of all coursework submitted.

13.4 In the event that a piece of coursework goes missing, it is your responsibilityto provide evidence of submission and another copy of the coursework. Ifyou are unable to do so, you may be awarded a fail in the class and will

certainly be required to submit another piece of coursework.

13.5 Assignments will normally be returned to you within five weeks of thedeadline. You are required to keep returned assignments in readiness in casethese are requested by the Board of Examiners. Though marks for eachassignment will be returned to you, these marks have to be ratified by theMBA Board of Examiners.

14. Marking Scheme

The following broad guidelines for allocation of marks have been adopted:

75% or more excellent65% to 74% very good55% to 64% good50% to 54% just acceptable40% to 49% poor40% or less very poor

15. Quality Assurance Procedures

To ensure that common standards for the Strathclyde MBA are being maintained

across all delivery routes all assignments are second marked by University academicstaff. It should be noted that marks may change during this process and thereforeall marks given by local counsellors are not final until they have been ratified by aboard of examiners.

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MODULE & UNIT OUTLINES

This section provides outlines of the modules and their component units, covering: creditsallocated, aims, objectives, skills outcomes, knowledge based objectives, indicative content,indicative texts, assessment details and pre-reading.

With regard to the indicative texts, these are the textbooks recommended by the lecturersmost recently associated with the courses, but are merely indicative. We strongly advise younot to purchase any of them in advance: by the time you come to take a course the lecturer(or tutor) may provide an updated list.

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PROGRAMME SEMINAR (including the Business Simulation Game)

Objectives:

The purpose of the programme seminar is firstly to welcome new course participants and

introduce them to the Strathclyde MBA programme. The contents of the course handbookincluding: the structure and nature of the course; University rules and regulations; how toset about assignment writing and access to the electronic libraries will be explained as wellas outline the nature and philosophy of a reflexive the learning process.

The purpose of the second part of the Programme Seminar to give course participants agroup learning experience in the interactive nature of business showing how the variousfunctions of organisations have to interact in terms of decision making in order to achievecommon goals and have them reflect on their own competences. Also, to give participantsexperience of management of complex environments and to discuss the need for enhancedmanagerial skills.

Learning Outcomes of the business simulation:

To appreciate the importance of integrating the various managerial functions when dealingwith a complex environment and the need for co-operation with fellow team members.

Skills Outcomes

Team and Conflict Management; Time Management; Problem Solving; Communication Skills,the interpersonal skills of influencing

Course Outline

This course is based on competitive team dynamics a complex running a business game(e.g. Edit 515) which focuses on the interactions between the different functions of abusiness organisation and emphasises the effects that decisions made in one functional areamay have on other functional areas. It also offers participant teams to practice strategic andoperational thinking in parallel and reflect on the need for an interactions of both. Coursemembers will work in teams and will be required to produce decisions within a structuredframework. Emphasis will be placed upon effective group management.

Indicative Texts

Not applicable

Assessment

The Programme Seminar is assessed through compulsory attendance and presentations atthe workshop.

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Class title The Reflective Practitioner: The Learning Manager,Governance, and Managing

Credits 20

Class aims

The class aims to develop the managerial capabilities of students in three ways:

1. through developing their skills as reflective learnersby enabling them to analyze theirlearning processes and ensuring that they appreciate core aspects of self awarenessand can effectively interact with others;

2. through developing their skills as reflective practitionersby exploring the ways inwhich management theory can be used to enhance management practice;

3. through analyzing the importance of structural elements in promoting good corporatemanagement

Learning outcomes

Subject specific knowledge and skills:

The class will facilitate development of knowledge of:

The Learning Manager models of personal strengths and weaknesses; barriers and facilitators of effective group interaction; different types of thinking and intelligence required in organizations; the role of facilitation in organizations and an understanding of the art of facilitating

and being facilitative; the difficulties than can be associated with transfer of ideas into practice; models and approaches t o managerial learning; the concept of reflective practice.

Managing a sense of the historical development of managerial theory; the variety in types of managerial theory including, for example, those constructed as

prescriptive steps, metaphors and descriptive conceptualizations; the relationship between descriptive and normative formulations of theory; theory relating to areas of management practice such as decision making, sense

making, innovation management and managing across boundaries; how to use management theory to enhance management practice.

Comparative Corporate Governance the nature of organizational governance; the role of directors; the nature and concerns of key organizational stakeholders; international environments from a comparative perspective including common law

countries (the USA and UK), Europe and Asia-Pacific; issues relating to the future design of governance strategies.

Cognitive abilities and non-subject specific skills:

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Participants will gain the ability to:

The Learning Manager act in accordance with the key aspects of self-awareness in the practice of effective

management; analyze the elements of interacting with others that lead to effective management,

and understand the implications of personal strengths and weaknesses in thiscontext;

use alternative ways of thinking appropriate to different management tasks, bydeveloping an understanding of personal thinking styles;

identify key personal issues and their potential effect on the process ofimplementation in organizations;

assess and manage their learning processes.

Managing

read accounts of research on management theory and critically assess these for rigorand practice relevance; write succinct critical argument; act as effective reflective practitioners.

Comparative Corporate Governance carry out organizational structure and stakeholder analyses; carry out research projects; appreciate a comparative perspective on organizational context.

Teaching and learning methods

Collaborative learning between students, and between students and staff is central tothis class. It uses a mix of experiential elements and more traditional learning approaches,with the three components relying on different mixes of these, as is appropriate for thesubject matter covered.

The Learning Managerwill be taught through a series of experiential sessions with a focuson group working, exercises and facilitated discussions. Managingwill be taught through adesigned blend of modes which includes lectures, in-class group exercises, intersessiongroup tasks, reading, presentations and writing. Comparative Corporate Governance will betaught using a mix of lectures, reading assignments and research papers; in some locationsthe lectures will be replaced by self directed learning with detailed guidance notes to directthe learning from the reading.

Student participation and interaction are regarded as central to the experiential elementsand students are required to engage in all lecture sessions and group work and to sharetheir ideas and experiences with their peers.

Indicative Content/Structure of Class/Lecture Programme

The Learning Manager self awareness introduce thinking/feeling/ behaving model of the person; managerial learning;

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the nature of group interaction; influencing others and own influencing style; emotional intelligence; transfer of learning into practice.

Managing the nature of reflective practice; a brief history of management theory; examples of theory in areas of management practice, such as Decision making and

sense making, Innovation Management and Managing Across OrganizationalBoundaries;

the use of management theory to enhance management practice; the use of theory as handles for reflective practice.


The Importance of Corporate Governance in a Free Market System;

Theories of Corporate Governance; The role, performance and evaluation of directors; Owners, Stakeholders and Socially Responsible Investment; Comparative Aspects of Corporate Governance with focuses on Common Law

Countries (United States and United Kingdom), Europe (France, Germany, TheNetherlands, Turkey), Asia-Pacific (Japan, China, Hong Kong or Singapore);

Case Studies such as Enron, WorldCom, Parmalat, Royal Ahold; The Future of Corporate Governance Strategies.

Groupwork and attendance at intensive seminar

Managing is a course which requires students to work in groups. The face-to-face time forManaging consists only of a 2.5 day intensive seminar (and no local counselling), which isthe basis for assignment submission. Thus, groupwork is fundamental to involvement in theseminar, and involvement in the seminar is equally fundamental to groupwork contribution.Therefore, we require that all students attend the intensive seminar in its entirety, at theirown or another centre, whichever suits their circumstances best. Since active participation atthe seminar is essential (and since there are no local counselling sessions in this class),students are required to have read and synthesised a number of articles prior to attendingthe seminar.

We realise that it may be impossible for some students to attend, for example if they nowlive in a different country. These students who are unable to attend any intensive seminarwill undertake the class through open learning. They should contact theircentre administrator as soon as they receive the schedule of seminars and know they willnot be able to attend any seminar. Students who have to take the open learning route, bydefinition, cannot attend an intensive seminar.

Indicative reading list

Core Learning MaterialsHuxham, C. Managing, 2008 Strathclyde Business SchoolClarke, T. International Corporate Governance(London: Routledge, 2007).Csikszentmihalyi, M (1990) Flow Harper Perennial

Covey, S.R., (2004) The Seven Habits of Highly Effective People, Simon & SchusterDickson A (2004) Difficult Conversations Piatkus London

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Cunliffe, Ann L. On becoming a critically reflexive practitioner, Journal of ManagementEducation, Vol 28 No 4 August, 407-426. 2004 Organizational Behavior Teaching Society.Englehart, J (2001), The marriage between theory and practice Public AdministrationReview. 61 (3) 371-374. American Society for Public Administration.Frost P. J. (2003) Toxic Emotions at Work, Harvard Business School Press Boston

Goleman. D., Emotional Intelligence: Why it can matter more than IQ. Bloomsbury, UKGabriel, Y. (20020 Essai: On paragrammatic uses of organizational theory OrganizationStudies, Vol 23, 1, 133-151. 2002 EGOS.Hill, P., (2004) Concepts for Coach - A guide for managers, London, Institute of Leadershipand Management.Huse, M. Boards, Governance and Value Creation (Cambridge: Cambridge University Press,2007).Huxham, C. and Beech, N. (2003), Contrary prescriptions: Recognizing good practicetensions in management, Organization Studies Vol 24, 69-92. Sage Publications (London,Thousand Oaks, CA and New Delhi)Huxham C. and Vangen, S. (2004) Doing things collaboratively: Realizing the advantage or

succumbing to inertia? Organizational Dynamics Vol 33, 190-201.Lindblom C.E. (1959) The science of muddling through, Public Administration Review, 19:79-88. American Society for Public Administration.Mintzberg H. (1975) The managers job: Folklore and fact. Harvard Business Review, July-August. 1975 by the President and Fellows of Harvard College, all rights reserved. Printedby permission of the Harvard Business ReviewPugh D.S. and Hickson D.J. (1989) Writers on organizations, The Management ofOrganisations. 4thedn 84, 01-101 and 5thedn 95-129. D.S. Pugh and D J Hickson.McKenna. E., Business Psychology and Organisational Behaviour third Edition, Taylor andFrancis, USMonks, R. Corpocracy (Chicester: John Wiley & Sons, 2007).Monks, R. and N. Minow. Corporate Governance (Chicester: John Wiley & Sons, 4thed.,2008).Reina. D. S. & Reina. M. L. (1999) Trust & Betrayal in the Workplace: Building EffectiveRelations in Your Organisation Berrett-Koehler, San FranciscoReynolds. L. (1997) The Trust Effect, Nicholas Brealey, LondonRidderstrale. J & Nordstrom. K., (2004) Karaoke Capitalism Pearson Education EdinburghRushton, K. (ed). The Business Case for Corporate Governance. (Cambridge: CambridgeUniversity Press, 2008).Tushman, M. and Nadler, D (1986) Organizing for innovation, California ManagementReview, 28(3): 74-92.Van de Ven, (1986) Central problems in the management of innovation, ManagementScience, 31(5):590-607.

Weick Karl E. (1993) The collapse of sense making in organizations: the Mann Gulchdisaster, Administrative Science Quarterly. Ithaca: Dec. Vol. 38, Iss. 4; 628-652. 1993 byCornell University.Weick, K. Improvisation as a mindset for organizational analysis Organizational Science,9(5): 543-555.

Assessment

Assessment is by 100% course work as follows

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Component Course work details Within componentweights

Betweencomponent weights

The LearningManager

Active participation Pass/fail

Managing Active participationIndividual pre-classreading notesIndividual or groupcritical essayOutput fromintersession tasks(as appendix)

Pass/fail

Pass/fail

100%Pass/fail 50%

ComparativeCorporate

Governance

Active participationin case studies

Group assignment(with peerassessment)

Pass/fail

100%

50%

Matrix of learning outcomes/assessment

Subject specific knowledge and skills Teaching/learningmethod

Evidence ofoutcome

Models of personal strengths and weaknesses l, dr, gp, cd Active participation

barriers and facilitators of effective group interaction l, dr, gp, cd Active participationdifferent types of thinking and intelligence requiredin organizations

l, dr, gp, cd Active participation

the role of facilitation in organizations and anunderstanding of the art of facilitation


the difficulties than can be associated with transferof ideas into practice


the inter-connectivity and tension between differentneeds and drivers in a business;


models and approaches to managerial learning l, dr, gp, cd Active participationthe concept of reflective practice l, dr, rp, gp, cd Essay

a sense of the historical development of managerialtheory

l, cd Active participation

the variety in types of managerial theory including,for example, those constructed as prescriptive steps,metaphors and descriptive conceptualizations

l, dr, rp, ep, gp,cd

EssayPowerpointInter-session taskoutput

the relationship between descriptive and normativeformulations of theory

l, cd Active participation

theory relating to areas of management practicesuch as decision making, sense making, innovationmanagement and managing across boundaries

l, dr, rp, ep, gp,cd

EssayPowerPointInter-session task

outputhow to use management theory to enhance l, dr, rp, ep, gp, Essay

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management practice cdthe nature of organizational governance l, dr, ir, rp, cd Research paperthe role of directors l, dr, ir, rp, cd Research paperthe nature and concerns of key organizationalstakeholders

l, dr, ir, rp, cd Research paper

international environments from a comparativeperspective including common law countries (the USand UK), Europe and Asia-pacific


issues relating to the future design of governancestrategies


Cognitive abilities and non-subject specificskills

act in accordance with the key aspects of self-awareness in

Documents

University of Strathclyde International MBA Handbook 2010-11