Master of Business Administration

Leadership and Management

Programme Handbook

May 22, 2019

This handbook is valid for students who started the programme from July 2018
CONTENTS 2

Contents
1 Aims 4

2 Objectives 5

3 Providing the programme 7

4 Staff team 8

5 Programme outline 9
5.1 Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
5.2 Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
5.3 Progression through the programme . . . . . . . . . . . . . . . 18
5.3.1 Full-time: 1Y . . . . . . . . . . . . . . . . . . . . . . . 18
5.3.2 Part-time: 3Y . . . . . . . . . . . . . . . . . . . . . . . 19
5.3.3 Residency . . . . . . . . . . . . . . . . . . . . . . . . . 19
5.3.4 Awarded exit points . . . . . . . . . . . . . . . . . . . 19
5.4 Module tutors . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

6 Guidelines for learning and development 21

7 Learning resources 23
7.1 Core texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
7.2 Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
7.3 OnlineCampus . . . . . . . . . . . . . . . . . . . . . . . . . . 24

8 Study hints 25
8.1 Reading for information . . . . . . . . . . . . . . . . . . . . . 25
8.2 Online learning and virtual teams . . . . . . . . . . . . . . . . 26
8.3 Writing assignments . . . . . . . . . . . . . . . . . . . . . . . 26
8.3.1 Structuring the assignment . . . . . . . . . . . . . . . . 27
8.3.2 Referencing using the Harvard method . . . . . . . . . 28
8.3.3 Conventions for the Bibliography . . . . . . . . . . . . 30
8.3.4 Assignment front cover . . . . . . . . . . . . . . . . . . 31
8.3.5 Presentation of your assignment (checklist) . . . . . . . 32

9 Assessment strategy 33
9.1 Privacy and confidentiality of submitted work . . . . . . . . . 33
9.2 Criteria for assessment . . . . . . . . . . . . . . . . . . . . . . 34
9.3 Cheating and plagiarism . . . . . . . . . . . . . . . . . . . . . 34
9.4 Failures and resubmissions . . . . . . . . . . . . . . . . . . . . 35
CONTENTS 3

9.5 Deadlines for submission of work . . . . . . . . . . . . . . . . 35

9.6 Tutor feedback . . . . . . . . . . . . . . . . . . . . . . . . . . 36
9.7 Marking processes . . . . . . . . . . . . . . . . . . . . . . . . . 36
9.8 Assessment and disability . . . . . . . . . . . . . . . . . . . . 36
9.9 Assessment deadlines and exceptional circumstances . . . . . . 36

10 Academic Appeals 38
10.1 Appeals against academic judgement . . . . . . . . . . . . . . 38
10.2 Advice on appeals . . . . . . . . . . . . . . . . . . . . . . . . . 38

11 Programme regulations 39
11.1 Entry requirements . . . . . . . . . . . . . . . . . . . . . . . . 39
11.2 Entry via the Open Access module . . . . . . . . . . . . . . . 39
11.3 Duration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
11.4 Programme of study and progression . . . . . . . . . . . . . . 40
11.5 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
11.6 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
11.7 Award . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
11.8 Calculation of award . . . . . . . . . . . . . . . . . . . . . . . 41
11.8.1 MBA with 150 credits . . . . . . . . . . . . . . . . . . 42
11.8.2 PG Dip with 150 credits . . . . . . . . . . . . . . . . . 42
11.8.3 MBA with merit . . . . . . . . . . . . . . . . . . . . . 42
1 AIMS 4

1 Aim of the programme

This programme has been developed by the Business School at York St John
University.
The overall aim of the programme is to develop your critical understand-
ing and self-awareness of the issues relating to leadership and management, so
that you may develop your own leadership skills and knowledge, and develop
both your individual and organisational potential. You will be supported as
you:

• develop critical awareness and understanding of the key concepts of

leadership, innovation and change, organisational strategy, and na-
tional and organisational culture;

• develop the ability to connect theory with practice in creative and

innovative ways and reflect upon the learning involved as well as the
outcomes;

• develop critical awareness and understanding of the impact that leader-

ship, strategy and culture can have on innovation and change processes
within organisations;

• develop and enhance life-long learning skills and personal development

in order to work with self-direction and originality.

We are committed to the development of a collaborative learning

community within this programme, where learning is a partnership
of practice, and sharing is a key aspect of communities of learn-
ing. Active participation in the programme is important for all
programme members.
2 OBJECTIVES 5

2 Objectives
Knowledge and Understanding

• develop systematic, integrated and critically aware understanding of

processes of leadership and management in organisations;

• formulate a critical awareness of current issues relating to leadership

and management, informed by leading edge research and practice;

• acquire a deep knowledge and critical understanding of theories of lead-

ership, management, strategy, culture in organisations.

Cognitive and Thinking Skills

• evaluate and integrate theory and practice in a wide range of situations;

• extrapolate information critically and creatively utilising appropriate

decision making apply appropriate techniques in order to solve prob-
lems and identify and evaluate options;

• demonstrate the effective synthesis and analysis of information and

knowledge in order to extract meaning and understanding of practical
challenges.

Practical/Professional Skills

• be adaptable, demonstrating originality, insight, and critical and reflec-

tive abilities which can be brought to bear upon problem situations;

• judge complex issues systematically and creatively, with the ability to

develop sound analyses whilst dealing with incomplete data;

• the ability to make decisions and communicate them clearly in complex

and unpredictable organisational contexts.

Key Transferable Skills

• demonstrate the ability to use and share knowledge and information

effectively to articulate key concepts and abstract meaning;

• apply technological skills and research strategies in effective manage-

ment decision-making;

• be self-directed in the ability to learn independently in a way that

ensures continuing professional development;
2 OBJECTIVES 6

• develop academic writing skills to share understanding and new ideas.

In addition, on successful completion of the Master’s programme,

participants will have provided evidence of being able to:

• demonstrate an advanced understanding of concepts, information and

techniques informed by knowledge at the forefront of the study of lead-
ership and management;

• exhibit in-depth, critical, specialist knowledge and mastery of tech-

niques sufficient to allow detailed investigation into issues related to
leadership and management;

• design, conduct, analyse and disseminate an extended independent

piece of research relevant to leadership and/or management from in-
ception to completion;

• take a proactive, independent and self- reflective role in working and

developing professional relationships with others.
3 PROVIDING THE PROGRAMME 7

3 Providing the programme

This programme leads to a qualification awarded by York St John University.
It is provided by tutors from both Robert Kennedy College of Zürich and the
University. The programme aims and learning outcomes have been developed
by tutors at the University, and all aspects of structure, progression, assess-
ment and quality assurance are governed by University regulations. Tutors
from Robert Kennedy College will lead all online tutorials and discussion
groups, will facilitate learning and provide support for students, and will
mark assignments.
Learning materials will be provided by the College and the University,
working together.
Some tutorials will be provided directly by staff from the University dur-
ing the residential element of the programme. University tutors will also
provide support and materials to College staff where required, and will mod-
erate marked assignments.
Students on the programme will have access to all the online resources at
the University.
At the end of each module, before receiving their grades, students will
be asked to complete a formal evaluation form. Module evaluation is an
integral part of programme review and development, and helps the tutor
team to decide how to improve the programme. The evaluation is included
in the University’s module and programme review process. Representatives
of each cohort of students will also be asked to put forward the views of
the cohort at online Programme Panel meetings or as part of the residential
session.
4 STAFF TEAM 8

4 Staff team
Head of programme, York St John University
Dr Brendan Paddison, FHEA
Business School
York St John University
email: b.paddison@yorksj.ac.uk

Programme tutors, Robert Kennedy College

Dr David Costa Prof David Duffill Mr David Thompson
Robert Kennedy College Robert Kennedy College Robert Kennedy College
0041 844 007 007 0041 844 007 007 0041 844 007 007
e-mail: dean@college.ch e-mail: duffill@rkc.edu email: david.thompson@rkc.edu

Dr Radu Negoescu Dr Alistair Benson Prof Gabriel Jacobs

Robert Kennedy College Robert Kennedy College Robert Kennedy College
0041 844 007 007 0041 844 007 007 0041 844 007 007
e-mail: radu.negoescu@rkc.edu e-mail: benson@rkc.edu email: jacobs@rkc.edu

Administrators
Sebastian Soltan David McKenna
and Ethan Butteriss
Programme Administrator Programme Administrator
Dean’s Office Business School
Robert Kennedy College York St John University
tel: 0041 844 007 007 tel: 0044 190 48 76 786
sebastian.soltan@rkc.edu school.ybspartnerships@yorksj.ac.uk

Jane Munks

Academic support librarian

Library & Information Services
York St John University
tel: 0044 190 48 76 699
j.munks@yorksj.ac.uk
5 PROGRAMME OUTLINE 9

5 Programme outline
5.1 Participation
Students are expected to participate regularly in the online class discussion
(OnlineCampus forums) in order to develop their own thinking and support
the thinking of others in the group. Participation is considered to be vital
in the learning process. Failure to log in and actively participate during the
first 2 weeks of the term will be considered non-attendance. This may lead
to automatic withdrawal from the module in accordance with the module
withdrawal policy, available under Support in OnlineCampus.
Where there are exceptional reasons that affect your ability to participate,
you are expected to contact the module tutor and put the reasons in writing.
You may be required to provide medical or other evidence if your level of
participation is judged to be affecting progress in the programme. It is an
aim of the programme to develop a learning community. Group processes
and learning are affected by the attendance and participation of everyone.
Key dates are visible in OnlineCampus, before registration, so that you
can ensure your participation. Non-attendance will result in significant loss
both to your own progress and to the group’s interactivity and cohesiveness.
In order to progress to the capstone project stage, you will be
required to attend a residency of 5 days in either Zürich or York,
where you will work face to face with colleagues from the programme. The
residency will cover aspects of research methods, leadership skills and team
skills. This is a very valuable element of the programme and all students are
required to attend and take part. Note that there is an extra cost for this
element, as set out in the programme details.

5.2 Module aims and learning outcomes

A not-for-credit induction module (IND-YSJU) in OnlineCampus will be the
starting point of the programme. The induction process is designed to famil-
iarise the student with the programme design, requirements and resources, as
well as with the way online interaction, learning and grading will take place.
After the induction students should be familiar with academic life, including
academic writing, library services and library access, OnlineCampus access,
and academic support services.
5 PROGRAMME OUTLINE 10

MMK002: THE ESSENCE OF LEADERSHIP: OPEN ACCESS

MODULE
Level and credit rating: Level M, 30 credits
Estimated study hours: 300

Aims
The aim of this module is to critically appraise theories of leadership and
how leaders act to influence others directly, and also indirectly, by influenc-
ing organisational systems and structures. The module will focus on issues
of leadership behaviours and skills required to achieve sustainable success
and development for groups and organisations. The module will include an
analysis of the activities of individuals in leadership roles in an organisation,
or organisations, of the participant’s choice. Participants will be encouraged
to use their experience of their own leadership role to inform discussions,
enquiry and critical thinking.

Learning outcomes
By completing this module, you will be able to:

1. Critically evaluate a range of contemporary perspectives on organisa-

tional leadership;

2. Critically analyse how selected leaders exercise influence in organisa-

tions;

3. Identify appropriate leadership skills for particular contexts, and ex-

plain how they can be developed;

4. Understand and apply academic standards in written work.

Indicative content

1. Contemporary theories of organisational leadership, including transfor-

mational leadership, authentic leadership, distributed leadership, ethi-
cal leadership, indirect leadership;

2. Models of leadership and motivation;

3. Current concepts of leadership roles, capabilities and learning;

4. Ethical and responsible leadership values and behaviour;

5 PROGRAMME OUTLINE 11

5. Study skills relating to research and written work.

For students admitted via the Open Access route, passing MMK002
is mandatory for access to the full MBA programme.
5 PROGRAMME OUTLINE 12

MMK005: BUILDING AND LEADING HIGH PERFORMING

TEAMS
Level and credit rating: Level M, 30 credits
Estimated study hours: 300

Aims
The aim of this module is to appraise critically theories of teams, team-
working and how leadership may be exercised in teams. The module will
focus on issues of how effective and creative teams can be developed and
maintained in organisations, to achieve a high level of performance. Consid-
eration will be given to enduring teams, such as strategic senior leadership
teams, as well as temporary teams – such as project teams – and also teams
that cross departmental and organisational boundaries, and virtual teams.
The module will include an analysis of a team or teams in an organisation,
or organisations, of the participant’s choice. Participants will be encouraged
to use their own experience of team membership to inform their enquiry and
critical thinking.

Learning outcomes
By completing this module, you will be able to:
1. Critically evaluate contemporary theories of team development and
team performance, in relation to decision-making teams in organisa-
tions.

2. Compare different models of leadership within teams and identify ap-

propriate contexts for different models.

3. Undertake critical analyses of examples of team working in organisa-

tions, in relation to contemporary theories.

4. Understand and apply appropriate academic standards in written work.

Indicative content

1. Types and functions of groups and teams in organisations

2. Theories of characteristics of high performing teams

3. Processes within high performing teams

4. Contributions and roles of members of teams

5 PROGRAMME OUTLINE 13

5. Models of leadership in teams, including focused and shared leadership,

and leadership processes

6. Team learning

7. Conflict and cooperation within teams

8. Diversity in teams

9. Virtual teams
5 PROGRAMME OUTLINE 14

MMK006: COACHING AND MENTORING SKILLS FOR SUC-

CESS
Level and credit rating: Level M, 30 credits
Estimated study hours: 300

Aims
This module will focus on supporting students as they develop the coaching
and mentoring skills that are instrumental in building sustainable success for
individuals and groups. It will have a strong underpinning of theory and
practical application

Learning outcomes
By completing this module, you will be able to:

1. Critically evaluate a range of coaching and mentoring skills;

2. Demonstrate a critical understanding of the contribution to success of

coaching and mentoring in a range of contexts;

3. Critically reflect on their personal development of key coaching and

mentoring skills;

4. Present information that is appropriate for an academic audience.

Indicative content

1. Exploring the definitions of coaching and mentoring;

2. Exploring the different purposes of coaching and mentoring;

3. Learning about and practising a range of coaching and mentoring skills;

4. Exploring and using a range of models for coaching and mentoring;

5. Discussing the ethics around coaching and mentoring including con-

tracting and ground rules.
5 PROGRAMME OUTLINE 15

MMK004: SUCCESSFUL STRATEGIC THINKING

Level and credit rating: Level M, 30 credits
Estimated study hours: 300

Aims
The aim of the module is to build awareness and understanding of strate-
gic thinking and strategic leadership and their contribution to sustainable
organisational performance by reviewing relevant theories, models and con-
cepts. Participants will develop a critical appreciation of the complexity
of relationships and tensions associated with developing and implementing
strategy. They will be encouraged to use their own experience to inform
discussion, enquiry, critical thinking and reflection.

Learning outcomes
By completing this module, you will be able to:

1. Critically evaluate contemporary theories and models of organisational

strategy, strategic processes, strategic thinking and strategic leader-
ship;

2. Critically apply theoretical models to selected strategic processes in an

organisation;

3. Propose and justify innovative improvements to selected strategic pro-

cesses, to enhance organisational performance;

4. Present information in a meaningful way for an academic audience.

Indicative content

1. Theories of the development and implementation of organisational strate-

gies;

2. Strategic thinking and strategic leadership: theory, process and prac-

tice;

3. Potential aims of organisational strategies, including competitive ad-

vantage, sustainable development of capabilities, corporate social re-
sponsibility.
5 PROGRAMME OUTLINE 16

MMK011 CAPSTONE PROJECT

Level and credit rating: Level M, 60 credits
Estimated study hours: 600
Pre-requisites: Participation in either the York or Zürich resi-
dency; attempted 120 credits; passed 90 cred-
its.
Post-requisites The final grade for the module is computed on
a 20:70:10 weighting between the proposal, the
dissertation, and a reflective portfolio covering
the full programme. The average grade across
the three components must be a minimum of
50% for the module to achieve a pass grade.

The Research Methods element of the module is taught (residency

+ online materials) and the Capstone Project is an independent
study, completed under the guidance of a supervisor.

Aims
The Capstone Project is a module whose aim is to encourage participants
to demonstrate the understanding and knowledge gained from the course
and how this can be applied in a practical or theoretical way in a particu-
lar setting or context. The Capstone Project provides participants with
an opportunity to undertake research into a significant aspect of leadership
and/or management and/or innovation/change within their organisation or
community. This independent research will demonstrate participants’ ability
to explore and examine a complex issue that is relevant to their organisation
or area of activity, define a research question, research this situation using
appropriate tools, and produce relevant conclusions and recommendations.
As part of your MBA degree, you will write a 12,000-word dissertation on
an aspect of leadership and management. The subject of the capstone project
must be agreed by the academic team, and following the research methods
element you should prepare a written proposal of not less than 2,000 words,
to include: your reasons for undertaking the study; a specific appropriate
research question; the learning objectives; your proposed methodology for
collecting and reviewing data; a list of key texts. A supervisor will be assigned
to you, and once a proposal has been agreed by the teaching team and in
parallel you receive ethical approval from the Research Ethics committee, you
will start work on your dissertation with regular support from the supervisor.
The tutor will give guidance on aspects of literature search; understanding
of key concepts; designing; planning and presenting the study, and relating
5 PROGRAMME OUTLINE 17

theory to practice.

Learning outcomes
By completing this module, you will be able to:

1. Define an area for research and establish a clear and appropriate re-
search question;

2. Critically evaluate a range of methodologies for collection and analysis

of qualitative and/or quantitative data, depending on the setting and
context of their project;

3. Critically evaluate contemporary theories where appropriate and de-

pending on the setting and context of their project;

4. Compare different frameworks and models and identify appropriateness

for the context being analysed;

5. Undertake relevant independent research into the aspect of business

management under investigation and present findings and conclusions
in an appropriate management report format;

6. Critically reflect upon your own learning and skills development

Indicative content

1. The practice of management consulting;

2. Consulting as a profession;

3. Business research methods and practice;

4. Negotiating a scope of work;

5. Developing a business proposal;

6. Data collection and analysis;

7. Preparing and presenting a consulting report;

8. Managing expectations;

9. Approaches to research and framing the research questions, aims and

objectives;
5 PROGRAMME OUTLINE 18

10. Ethical and professional considerations;

11. Qualitative and quantitative research methodologies.

5.3 Progression through the programme

Some constraints on the module order must be observed:

• MMK002 must be taken as the first or first-and-second module during

the first term of study; subsequent modules can then be taken in any
order - this will be determined by sufficient cohort size;

• the residency can be taken any time during the programme, as long as
at least one core module has been completed; however, since places are
limited, priority will be given to students having completed 3 or more
core modules, and only then to students with less completed modules;

• in order to progress on to MMK011 (the captstone project) you must

have:

– attended the residency;

– attempted 120 credits and successfully acquired 90.

Two examples of study plans follow.

5.3.1 Full time, one year completion (1Y)

For those students who undertake the programme over one year, normally
the sequence of modules would be:

Term 1 MMK002 The Essence of Leadership &

MMK005 Building and Leading High Performing
Teams
Term 2 MMK006 Coaching and Mentoring Skills for Success
&
MMK004 Successful Strategic Thinking
pre Term 3 residency in Zürich or York
Term 3 MMK011 Capstone Project
5 PROGRAMME OUTLINE 19

5.3.2 Part time, three year completion (3Y)

For those students who undertake the programme over two/three years, nor-
mally the sequence of modules would be:

YEAR 1
Term 1 MMK002 The Essence of Leadership
Term 2 MMK005 Building and Leading High Performing
Teams
YEAR 2
Term 1 MMK006 Coaching and Mentoring Skills for Success
Term 2 MMK004 Successful Strategic Thinking
pre-Year 2 Term 2 residency in Zürich or York
YEAR 3
Term 1,2,3 MMK011 Capstone Project

5.3.3 Residency
Students are required to take one residency in the course of the programme.
Residencies are usually scheduled for September, November, April, and June,
and the dates are announced in OnlineCampus, under the Register tab. Due
to the limited number of places per residential session, priority will be given
to students having completed 3 or more core modules. If there are still free
places, they will be open for registration to all students who passed at least
one module.

5.3.4 Awarded exit points

A brief description of the three possible awarded exit points is given here,
for full details, please see Section 11.7.
• Master of Business Administration - the candidate must:

– successfully pass 180 credits (or a minimum of 150 credits with an

overall average mark of at least 50, including the failed module);
– attend the residency.

• Postgraduate Diploma - the candidate must:

– successfully pass a minimum of 120 credits.

• Postgraduate Certificate - the candidate must:

– successfully pass 60 credits.

5 PROGRAMME OUTLINE 20

5.4 Module tutors

Module Module Tutor(s) RKC Module Directors YSJU
Induction Dr Radu Negoescu
MMK002 Dr Alistair Benson Dr George Boak
MMK005 Dr Radu Negoescu Dr George Boak
MMK006 Mr David Thompson Dr David Atkinson
MMK004 Prof David Duffill Dr Chen Ren
MMK011 Prof Gabriel Jacobs, Dr Radu Negoescu Dr Greig Mill
6 GUIDELINES FOR LEARNING AND DEVELOPMENT 21

6 Guidelines for learning and development

We believe that, in a learning community, development is enhanced when:

Tutors / facilitators:
1. Know their subject and communicate it clearly, creatively and enthu-
siastically
2. Encourage enjoyment of the learning process
3. Communicate clear learning objectives and clarify expected learning
outcomes
4. Respect and value the individuality of each learner
5. Collaborate with learners in the learning process
6. Are open to negotiate aspects of course content and methodology
7. Involve learners in the assessment process
8. Communicate honestly and openly
9. Continually listen to and try to understand the learner
10. Offer a balance of support and challenge
11. Help learners to find appropriate learning resources
12. Are available and accessible for ongoing consultation and support
13. Set up systems for continual two-way feedback in areas of strength and
in areas for development
14. Structure the learning experience intentionally and flexibly
15. Set clear deadlines and keep to them
16. Respect the confidentiality and dignity of each learner
17. Are committed to ongoing personal and professional development through
research, training, supervision, and consultation
18. Operate within ethical and professional boundaries
19. Act in accordance with being both professional and human
20. Are congruent in their way of being and working in relation to the core
values and principles espoused by the course
6 GUIDELINES FOR LEARNING AND DEVELOPMENT 22

Students / learners:

1. Are clear about what is, and what is not, offered by the course and its
staff

2. Understand what is expected in order to fulfil academic, practical, par-

ticipative and attendance requirements

3. Accept responsibility for their own learning

4. Commit themselves to participate fully in all aspects of the course

5. Share learning with others to create a learning community

6. Contribute to a climate of learning where risk-taking is encouraged

7. Take responsibility for communicating their needs to peers and staff

8. Manage time effectively and prioritise

9. Meet course and assessment deadlines

10. Take opportunities to consolidate learning outside the course

11. Are open to personal and professional development by giving and re-
ceiving feedback honestly and supportively

12. Use the staff for ongoing support by specifically requesting help

13. Respect and value the contribution of other learners and of staff

14. Are committed to ongoing personal and professional development through

continuous personal reflection

15. Communicate the qualities of genuineness, warmth and empathy to

everyone on the course, including both colleagues and tutors
7 LEARNING RESOURCES 23

7 Learning resources
You will be registered as a member of the library at York St John University,
where you can access many journal articles through the Web. You will be
given a resource list at the start of each module. This list will contain
some key journal articles that you will need in order to prepare for online
discussions and tutorials.
You can visit the library’s website at http://www.yorksj.ac.uk/ils to search
the library catalogue, access a wide range of electronic resources and find out
about using the materials.
Your Academic Support Librarian to contact for help is Jane Munks -
j.munks@yorksj.ac.uk.
For access to the materials of the University’s electronic library you will
need a University password, which will be supplied by YSJU upon enrolment.
If you have any difficulty in accessing materials once you receive your Library
login details, please contact the Information and Help Desk, by using the
Contact us page on the Library website.
NOTE: You will have two sets of credentials, one for RKC and one for
YSJU. Being aware of this will help you avoid confusion and lost time.

7.1 Core texts

These texts have relevance for several modules in the course:

• Johnson, G., Whittington, R., Scholes, K., Angwin, D., & Regnér, P.
(2017). Exploring strategy (Eleventh Edition). New York: Pearson.

• Saunders, M. N. K., Lewis, P., & Thornhill, A. (2015). Research meth-

ods for business students (Seventh edition). New York: Pearson Edu-
cation.

• Schein, E. H. (2017). Organizational culture and leadership (5th Edi-

tion). Hoboken, New Jersey: Wiley.

• Senior, B., & Swailes, S. (2016). Organizational change (Fifth Edition).

New York: Pearson.

• Yukl, G. A. (2013). Leadership in organizations (8th ed). Boston:

Pearson.
7 LEARNING RESOURCES 24

7.2 Journals
There is access to a wide range of electronic journals through the University
library. The range of journals you can access, and the amount of information
you can access from each journal, is subject to variation in licence agreements.
Check the library weblinks, above, for what is available.

7.3 OnlineCampus
Robert Kennedy College provides you access to the OnlineCampus online
learning platform: https://campus.college.ch/
For a detailed description of the OnlineCampus, please see the OnlineCam-
pus User Guide under the Support section.
8 STUDY HINTS 25

8 Study hints
8.1 Reading for information
Not all books need to be read from cover to cover. Go to the contents and
index first to help you select relevant sections, or even pages. Often an author
will summarise an article or chapter in the initial abstract or in a paragraph
at the end. Some books will need thorough and careful reading, however.
In other words, different study requirements will call for different read-
ing strategies and, to be an effective reader, you need to have a variety of
strategies at your disposal. It is important to decide on your reading purpose
(“what am I reading for?”) and select the appropriate approach:

• Scanning - The aim is to obtain specific important information without

reading the whole text.

• Skimming - Similar to scanning, except that the aim here is to gain a

general impression, looking for main ideas evident in keywords, words
in bold print or in italics, chapter headings or sub-headings, tables and
illustrative material.

• Intensive study reading - This should follow on from scanning, skim-

ming or both. The aim is to gain full understanding of the text and the
reading, therefore, must be thorough and complete. The SQ3R tech-
nique has been recommended as an ’active’ approach during intensive
study reading.

The SQ3R technique

S SurveyWhat is my purpose? What is the text about? Is it suffi-
ciently up-to-date? Is it likely to contain what I need?
Q Question Should I read it? If so, which parts? What reading approach
should I use?
R Read Skim selected parts. Read it again. Select and organise to
suit purpose. Make notes.
R Review What have I found out? How does it link with my previous
ideas? Have I made appropriate/sufficient notes? Do I need
to refer to any sources in original form?
R Revise Can I recall the main ideas/arguments? Can I list them from
memory?
8 STUDY HINTS 26

8.2 Online learning and virtual teams

Online learning is very flexible yet can be challenging and demanding. In the
induction module you will have the chance to discover the pros and cons of
working in a virtual team with colleagues who start the programme at the
same time with you. Use this not-for-credit module to get your bearings and
make your online learning experience as rewarding as possible. Please refer
to the induction module syllabus on OnlineCampus for further information.

8.3 Writing assignments

As a general rule, all assignments should try to anonymise, to the largest ex-
tent possible, all references to real life persons and companies. Additionally,
the student name should not appear in the assignment.

Address the issue. Read the assignment outline very carefully. Make sure
you understand what it is saying before you put pen to paper. If there are
any terms you do not understand, or if it seems in some ways ambiguous to
you, seek clarification from a course tutor. It is frustrating for all concerned
- especially for you - if you produce 6,000 words or more that fail to address
the issue that was presented. Ensure you have read and fully understood the
assessment criteria before you start your preparation.

Read around the topic generally, consulting as wide a variety of per-

spectives within the literature as you consider appropriate. Take advice on
this from your course handouts, reading lists and tutorial suggestions.

Begin to identify the line you intend to argue. Make a skeleton plan
using whatever system makes sense to you (e.g. logical and interrelated list
of key ideas, flow diagram, etc.).

Read more selectively and more intensively. As you take notes, keep
the title firmly in mind. Use a reliable reference and source filing system.

Modify your original plan to take new material into account.

Having consulted the literature in this way, evaluate the strengths

and weaknesses of the various perspectives identified and draw conclu-
sions which are based on coherent argument, evidence (or lack of it), but not
on unsupported personal opinion or prejudice. Where no conclusions can
8 STUDY HINTS 27

reasonably be drawn, then a personal interpretation can be offered as long as

it is in some ways supported by a balance of probability, and is well argued.

8.3.1 Structuring the assignment

A generally acceptable framework would be as follows. Tutors will advise if
their expectations diverge from this general pattern.

1. Front Cover: A standard assignment cover form, as at page 31, should

accompany your assignment.

2. Introduction: In this section you should seek to clarify your own un-
derstanding and interpretation of the assignment title, perhaps setting
it in its wider context. The introduction may also serve as a synop-
sis of the assignment followed by the key issues that will be discussed,
the background to them, the aspects selected for consideration and the
reason(s) for selecting them. There should be some indication of the
sequence in which material will be presented. It is in the introduction
that terms should be defined. The introduction provides a ’map of the
territory’ and it should be succinct.

3. The Main Body: This will normally include an examination and

critical review of the relevant literature and an application of key ideas
and frameworks to the aspects of practice that you are analysing. A
line of argument should be developed which takes account of differing
viewpoints, interpreting and evaluating them. This part of the assign-
ment may be split into two or more sections (such as Literature Review,
Analysis of Practice etc).

4. Conclusion: This should attempt to offer a resolution, however ten-

tative, of the issues under consideration. Implications or recommen-
dations arising from the argument should be drawn out. Material or
evidence which is not already referred to in the main body should not
be introduced here.

5. List of references: An alphabetically arranged list of works referred

to in the text should be presented. This should follow the conventions
outlined below.

6. Appendices: e.g. results of questionnaires, transcripts, observation

schedules, statistical tables or illustrative samples (written or graphic).
Such data should only appear in Appendices if they are referred to or
included in summary form in the text of the assignment. Otherwise,
8 STUDY HINTS 28

keep hold of them but do not include them. Additional pages will not
add value to the assignment unless they are fully relevant and necessary.
Appendices should always be individually titled and lettered.

Review your first draft of the assignment after a suitable period. Check
that you have actually addressed the issues you were asked to address. Use a
spell-checker to check punctuation and grammar. You might ask friends who
are not familiar with the issues to read the draft for clarity and coherence,
or swap and read drafts with someone else on the programme and compare
notes. Use the assessment checklist on page 32 to identify where you think
your assignment sits. Amend where necessary.
Make sure that you make copies of your work as it develops, including
backing up copies on a memory stick, so that all your effort is not lost through
an IT problem.
Check the length. It is part of the discipline of advanced study to be
able to keep your assignment within the specified limits; it shows that you are
capable of identifying the essential issues and treating them economically yet
comprehensively. If you have exceeded the number of words specified, this
may indicate that you have included irrelevant material. Usually a mar-
gin of 10% either way is allowed. So discipline yourself to keep within the
reasonable limits laid down. Re-draft and re-write. Follow the guidelines
for presentation. Carefully proof-read the finished product for typographical
errors.

8.3.2 Referencing using the Harvard method

Making references to the published work of other writers, and quoting from
these works to illuminate or support your argument, is a vital aspect of aca-
demic writing. Such quotations should be an integral part of your discussion
and should be accompanied by some critical comment - not presented as if
they were the last word on the subject. Whether they are direct quotations or
indirect paraphrases from the original, they should always be fully attributed
to their source (see below, conventions on bibliography).
The convention of referencing preferred is known as the Harvard method.
It has been selected because it is efficient, convenient, easy to use and proba-
bly the most commonly used style in educational publications. The Harvard
method uses the name of the author and the date of publication as a key to
the full details of the reference, which are set out in the bibliography section
at the end of the assignment.
When an author’s name is mentioned in the text, the date is inserted in
brackets immediately after the name, as in:
8 STUDY HINTS 29

“it has been argued by Smith (1998), however, that...”

When a less direct reference is made to one or more authors, both name
and date are bracketed, with the references separated by a semi-colon, as in:
“several authors have noted this trend (Carr, 1989; Grundy,
2000; Kemmis, 2001)”
When the reference is to a work of dual or multiple authorship, use only
surnames of the abbreviated form, as in:
“Salter and Tapper (1991)” or “Broadfoot et al. (1988)”
If an author has two references published in the same year, add lower case
letters after the date to distinguish, as in:
“Smith (1994a, 1994b)”
For direct quotations, you should include page numbers in the reference,
as in:
“Jones (2001:57)”
If you wish to omit some words/sentences in a quotation, indicate this by
using three breaketed dots ([...]) in the appropriate place.
If you wish to use information in a text and you do not go to the primary
source, you should indicate this as follows:
“Gardner and Lunzer (cited in Beard, 1987) suggested...”
Brief quotations should be incorporated in the text of the assignment,
and set within quotation marks; lengthy quotations should be indented at
the left margin and should be single-spaced. All quotations should be fully
referenced.
8 STUDY HINTS 30

8.3.3 Conventions for the Bibliography

Each assignment should include a bibliography in alphabetical order, whose
content and format conform to the following examples. In your documents,
you need not include the source type like here (only for exemplification), but
instead only the information listed in this table’s second column:
Book Wells, G. (1997) The Meaning Makers London: Hod-
der & Stoughton.
Multiple au- MacLure, M., Phillips, T. & Wilkinson, A. (1988)
thors Oracy Matters. Milton Keynes: Open University
Press.
Article in an Blyth, W.A.L. (1990) “Social Demands and Schools’
Edited Volume Responses”. In N. Proctor, (ed.) The Aims of Pri-
mary Education and The National Curriculum. Bas-
ingstoke: Falmer Press
Article in David, T. (2000) “Is Nothing Important?” Education
Journal 3 - 13, 17 (1), 15-18.
Articles in O’Hear, A. (1999) “Learning One of Life’s Mysteries”.
newspapers The Times Education Supplement. 29th June 1990:
and periodicals 20.
or, if author The Times Education Supplement. (1993) “Call for
not given Nursery Expansion”. 29th June 1993:3.
Official Re- Department of Education and Science (1989) From
ports and Policy to Practice. London: H.M.S.O.
Publications
Websites Smith, A www.learningatwork.co.uk/resources at
17/10/2003
8 STUDY HINTS 31

8.3.4 Assignment front cover

All submitted assignments (drafts included) should have a cover page as
below:
Student ID number:

Module name:

Assignment title:

Assignment deadline:

Effective word count (words used):

I confirm that I have read the University regulations on plagiarism, and that
this assignment is my own work.
8 STUDY HINTS 32

8.3.5 Presentation of your assignment (checklist)

1. Is the work presented legibly, and in a form which the marker will find
acceptable?

2. Is the work submitted in time? Deadlines for submission should be

strictly adhered to, except in exceptional circumstances and after prior
consultation with tutors.

3. Is the electronic copy of the assignment in an accepted format? (pdf

or Word format). Make sure you also retain a copy for safe-keeping.

4. Does the work have a cover page (as on page 31), giving your student
id number but no name? This ensures anonymity during the marking
process. The cover sheet includes a statement that indicates that you
have read the University requirements with regard to plagiarism (see
below, Section 9.3), and by submitting this with the assignment you
are agreeing that you understand and will abide by these requirements.

5. Has the work properly anonymised company and personal names if

accounts of past or present personal experiences are required?

6. Line spacing should be set at 1.5 or double. Pages should be numbered

sequentially, including appendices.
9 ASSESSMENT STRATEGY 33

9 Assessment strategy
Each core module is assessed, with a 30 credit module requiring an assessment
of the equivalent of 6,000 words, and the capstone project is assessed with
a 60 credit award requiring an individual and original research document of
12,000 words, and a Research Proposal of 2,000 words.
The module assessments have been developed to measure the learning
outcomes for each module and to achieve the standards required at each level
of the programme. Specifically, the assessments are designed so that relevant
issues can be explored in the workplace. The professional and academic
strands of learning - knowledge, skills, attitudes and values - are integrated
within the programme and the assignments.
The outline assignment and criteria for assessment for each module will
be made available to you at the beginning of the module. The assignment will
match and reflect the learning outcomes for the module. Each assignment
will ask you to apply theories, frameworks and models from the module to
your own experience - your own practice, or practice within your organisation,
or within an organisation of your choice. Each assignment allows you scope
to choose which aspects of practice you will analyse, and which theories and
frameworks you will apply. You should discuss your plans for each assignment
with your module tutor.

9.1 Privacy and confidentiality of submitted work

Students are encouraged to remove any direct references to persons or organ-
isations that may lead to their being recognised. In addition to this, work
submitted to RKC and YSJU may not be used by RKC and YSJU outside
the grading process without the express consent of the student. This covers
not only text and materials presented in the work, but ideas and strategies
as well.
9 ASSESSMENT STRATEGY 34

9.2 Criteria for assessment

A* (80-100) A (70-79)
i) Command of the topic, creativity, perception i) Demonstrates command of the topic by show-
and insight, all suggesting that work should be ing unusual creativity, perception and insight -
published in an academic forum; a serious contribution to academic debate;
ii) Outstanding selection that makes a substantial ii) Outstanding selection from a wide, relevant and
contribution to academic debate; innovative range of perspectives and sources;
iii) Outstanding use of source material; iii) Sources very well-integrated into the overall ar-
iv) Excellent argument that is of the highest aca- gument;
demic quality; iv) Clear, well-structured argument that is well
v) Critical distance and outstanding analysis of the crafted and cogent;
question, to a high degree of excellence; v) Critical distance and outstanding analysis of the
vi) Referencing impeccable using appropriate con- question;
ventions; vi) Referencing clear and accurate using appropri-
vii) Virtually no errors in grammar/spelling/syntax. ate conventions;
vii) Virtually no errors in grammar/spelling/syntax.

B (60-69) C (50-59)
i) Demonstrates command of the topic by showing i) Understanding of contemporary academic de-
creativity and insight; bate, with some creative input;
ii) Selection from a wide and relevant range of per- ii) Relevant selection from a good and relevant
spectives and sources that draws upon contem- range of perspectives and sources;
porary academic debate; iii) Sources mostly well-integrated into the overall
iii) Sources well-integrated into the overall argu- argument;
ment; iv) Mostly clear, cogent and well-structured argu-
iv) Clear, cogent and well-structured argument; ment;
v) Critical distance and sound analysis of the ques- v) Demonstrates criticality and generally good
tion; analysis;
vi) Referencing clear and accurate using appropri- vi) Referencing clear and mostly accurate using ap-
ate conventions; propriate conventions;
vii) Near perfect grammar/spelling/syntax with a vii) Good grammar/spelling/syntax with some er-
few errors only. rors.

F - narrow fail (40-49) F* - fail (0-39)

i) Descriptive, while demonstrating reasonable un- i) Limited/poor understanding demonstrated, and
derstanding; any creative content is somewhat off the point;
ii) Relevant but not wide selection from a reason- ii) Some/minimal relevant sources and limited
able range of sources; topic coverage;
iii) Sources sometimes properly integrated into the iii) Sources only occasionally/not at all integrated
argument; into the argument;
iv) Some tendencies towards a clear and cogent ar- iv) Some/minimal structure and argument present;
gument; v) Limited/poor analysis and criticality, with re-
v) Some successful analysis with a tendency to ac- liance on sources;
cept the source material at face value; vi) References limited/inappropriate;
vi) References adequate but clearer and/or more vii) Many errors in grammar/spelling/syntax mak-
references needed; ing it difficult/impossible to read.
vii) Reasonable grammar/spelling/syntax but with
several errors.

9.3 Cheating and plagiarism

The University regulations on cheating and plagiarism can be found
on the University website https://campus.college.ch/support/YSJ-POL-
Cheating
Plagiarism is the offence of publishing another writer’s findings, opinions
or words as if they were one’s own and original. Failure to acknowledge and
9 ASSESSMENT STRATEGY 35

correctly attribute another writer’s work is tantamount to plagiarism and the

plagiarist will be severely penalised. Severe cases may lead to failure in
the degree.
Self-plagiarism is also unacceptable, that is, copy and paste of
work from your other assignments.
Guidelines on citing resources can be found here:
Harvard referencing: https://campus.college.ch/support/YSJ-ILS-SmileHarvard
Academic integrity checklist: https://campus.college.ch/support/YSJ-
ILS-AcIntChecklist
For security of assessment and to assist in the development of participants’
academic writing skills, Turnitin (plagiarism detection software) is available
to be used from the beginning of the programme.
Guidance on using Turnitin can be found here:
https://campus.college.ch/support/YSJ-TEL-TurnitIn

9.4 Failures and resubmissions

A module’s assignment is considered failed if any of the following happens:

• you fail to submit your assignment by the published deadline or ex-

tended deadline;

• your assignment does not achieve a passing mark (50%).

Resubmission of unsuccessful work will be allowed up to ONE attempt for

each module, and the mark for the resubmitted work will be capped at 50%.
A second unsuccessful attempt, or failure to resubmit, will result in the
module being recorded as failed.
Failure of a module means the credits for that module can no
longer be obtained. See section 11.7 for alternative awards that
may apply.

9.5 Deadlines for submission of work

The University regulations on late or non-submission of work can
be found on the University website https://campus.college.ch/support/YSJ-
POL-Late-NS
You are expected to respect deadlines for the handing in of work for
assessment. The dates given for the submission of work must be adhered to.
Marks may be deducted for work handed in after the deadline.
Extensions beyond the deadline can only be given in very special cir-
cumstances, described in the Exceptional Circumstances Policy. You will
9 ASSESSMENT STRATEGY 36

be required to complete an extraordinary circumstances form (available in

OnlineCampus under Support) for any extension, but in all cases before the
deadline.
A mark not exceeding the minimum pass mark for the award
for which the student is registered should be awarded if the work
is received after the date and time specified.

9.6 Tutor feedback

Feedback is seen by the team as an integral part of the learning experience
and you will be given critical and constructive comment on your progress
within each module at both formative and summative assessment points.
You will receive detailed feedback on assessment to help you develop and
continuously improve your performance whilst on the programme. Advice
will be provided in relation to development, further areas for research and
guidance on how to enhance your subject knowledge.

9.7 Marking processes

After your work is handed in for assessment, it will be marked by a tutor at
Robert Kennedy College, and a sample of the batch of assignments submitted
will be moderated by a tutor at York St John University. A sample of scripts
is also sent to the external examiner, including borderline marks between
pass and fail or pass and distinction. The marking process will generally be
completed within four weeks. During this time you will not have access to
your grade or feedback, but will have the opportunity to fill a module as-
sessment survey - this helps the programme team greatly in their continuous
improvement efforts.

9.8 Assessment and disability

If you have a disability or a specific learning difficulty which may mean you
need an alternative form of assessment on a module, it is your responsibility
to alert the tutor to this within three weeks of the start of the course. The
tutor will then work with you, the Disability Unit and the Registry to devise
a suitable alternative.

9.9 Assessment deadlines and exceptional circumstances

If your circumstances are so serious that you cannot engage with your as-
sessment, you should consider suspending study. If you remain on the
9 ASSESSMENT STRATEGY 37

programme, you are considered to have made the decision that you were in
a position to engage with the programme. In exceptional circumstances, if
you cannot meet the deadline for an assessment, the University may agree a
deferral of the deadline. “Deadlines” include the date for submitting written
assessments and the dates for examinations, practical demonstrations, pre-
sentations, performances and other forms of assessment. For this to apply,
you must show that:

• You could not have reasonably avoided the situation or otherwise acted
to limit the impact (such as requesting to suspend your studies);

• The events concerned are genuinely exceptional. Such events might

include loss of a close family member, or a sudden and severe debili-
tating illness at the time of an examination or submission of assessed
work. Circumstances such as the normal pressures of academic stress,
paid employment, relationship issues, computer difficulties, transport
difficulties, and financial difficulties are unlikely to be accepted.

• The events must have had an impact on your ability to study or com-
plete an examination, presentation or submit an assessment

• The timing of the exceptional circumstances must be related to the

timing of the impact for which you are claiming
10 ACADEMIC APPEALS 38

10 Academic Appeals
10.1 Appeals against academic judgement
(Extracted from University Guidelines issued by the Registrar)
York St John University will not entertain appeals which relate to aca-
demic judgement. By academic judgement, we mean challenge based on a
student’s opinion or someone acting on behalf of the student of how a piece
of work ought to be graded in contrast to the opinion of the University ex-
aminers and its external examiners.

10.2 Advice on appeals

If you are thinking about making an appeal, the Registrar can advise on the
appeals process. If you want advice and support in making your appeal, you
should approach the Student’s Union.
Before you make an appeal, however, it is desirable that you discuss your
concerns with your Head of Programme, Dean of Faculty or Academic Tutor
if at all possible. You will be able to seek information, air your concerns,
and sometimes possibly clear up misunderstandings. However, you should
not allow the inability to talk to the person you are looking for delay you in
making your appeal. Time limits are important. Please see below.
Time Limits
You should note that there are very strict time limits that are rigorously
enforced on making appeals. You must tell the Registrar in writing of your
intention to appeal by no later than 15 days after the publication of results
and send us all paperwork by no later than 20 days after the publication of
results.
York St John hears appeals as soon as possible after the date for submis-
sion of appeals. If you appeal against a degree result you may not be able to
attend a degree ceremony if the appeal has not been resolved. Similarly, if
you attend a ceremony and accept your degree, the University will conclude
that you have, by this action, withdrawn your appeal. For most degrees
awarded in early July, the appeals hearings are in September and well in
time for the degree ceremony in York Minster in November.
Details of the procedure for appeal can be obtained from the Head of Fac-
ulty or from the Registrar, and further details are available on the following
website:
https://campus.college.ch/support/YSJ-POL-Appeals
11 PROGRAMME REGULATIONS 39

11 Programme regulations
Postgraduate Diploma or Master of Business Administration in
Leadership and Management

11.1 Entry requirements

YSJU requires the following evidence:

• a bachelor’s degree or equivalent, achieved at Class 2.2 or above, from

an approved University or Institution;

– AND

• current or recent work experience (within the last two years) appropri-
ate to enable you to contribute to the programme.

If your first language is not English, you need to take an IELTS test or
an equivalent qualification accepted by the University, see How to Apply -
English language requirements
You might be able to demonstrate English Language capability through
work based references.

11.2 Entry via the Open Access module

If you have extensive work experience appropriate to enable you to con-
tribute to the programme you can gain entry to the programme through
the APEL (Accredited Prior Experiential Learning) process. This should be
demonstrated via the application form and a CV and will enable you to enter
the programme via the Open Access Module MMK002 The Essence
of Leadership. If passed, this module will provide the required evidence
for you to join the full programme and the credits will count towards your
Master’s degree.

11.3 Duration
The full time programme is for one academic year. The part-time Postgrad-
uate Diploma/Masters programme is for three academic years. The max-
imum normal duration for completion of the programme is three
years.
11 PROGRAMME REGULATIONS 40

11.4 Programme of study and progression

1. The programme will comprise of all the core modules and the capstone
project. For the Masters award all modules must be attempted and
at least 150 credits attained with a mark average across all attempted
modules of at least 50.

2. If a student achieves at least 120 credits they will be eligible for the
award of Post Graduate Diploma (PGDip)

3. If a student achieves at least 60 credits they will be eligible for the

award of Post Graduate Certificate (PGCert)

Core modules are:

MMK002 The Essence of Leadership 30 M credits
MMK005 Building and Leading High Performing Teams 30 M credits
MMK006 Coaching and Mentoring Skills for Success 30 M credits
MMK004 Successful Strategic Thinking 30 M credits
Other modules are:
YSJRESY/Z Residential week in either York or Zürich 0 credits, mandatory
MMK011 Capstone project 60 M credits

11.5 Assessment
1. The programme is arranged so that modules are linked together through-
out the period of the course. Assessment of the core modules will occur
during, and at the end of, the study of those modules.

2. For each core module the assessment will consist of coursework of 6,000
words or its equivalent as specified in the course validation document.

3. The capstone project will normally be 12,000 words.

4. The latest date for submission of work shall be prescribed by the Uni-
versity.

11.6 Examination
1. Marks, pass marks and other marking conventions shall adhere to the
marking conventions agreed by York St John University.

2. Candidates may be re-examined in the module on one occasion only

and not later than the end of the academic year following that in which
the module was studied.
11 PROGRAMME REGULATIONS 41

3. The examiners may require a candidate to present for viva-voce exam-

ination.

11.7 Award
1. Examiners will have regard to the student’s satisfactory completion
of the appropriate number of core and capstone project modules at
the required grade, and the student’s satisfactory participation in all
aspects of the programme.
2. In order to qualify for the Postgraduate Certificate, candidates must
accumulate 60 credits. All 60 credits will be passed with a mark of 50
or above.
3. In order to qualify for the Postgraduate Diploma, candidates must
accumulate 120 credits. All 120 credits will be passed with a mark of
50 or above.
4. In order to qualify for the degree of Masters of Business Administra-
tion, candidates must accumulate 150 level M credits. Level M credits
presented for the degree must include the capstone project element. All
150 credits will be passed with a mark of 50 or above, and the average
over all modules (including failed ones) must be 50 or above.
5. The Master of Arts degree may be awarded with distinction to candi-
dates whose work has been of outstanding merit. A candidate will be
considered for the award of the degree with distinction if he or she has
passed all modules with a minimum mark of 60 and has achieved an
average mark of 70 or above over all modules.

11.8 Calculation of award

Please see General Regulations for PostGraduate Awards on
https://campus.college.ch/support/YSJ-POL-Regs. Below are the rele-
vant parts exemplified to support understanding
Number of Credits Award
60 with an average mark >= 50 Post Graduate Certificate
120 with an average mark >= 50 Post Graduate Diploma
150 with an average mark < 50 Post Graduate Diploma
150 with an average mark >= 50 MBA
180 with an average mark >= 60 MBA Merit
180 with an average mark >= 70 MBA Distinction
11 PROGRAMME REGULATIONS 42

Some examples to help make this clearer:

11.8.1 MBA with 150 credits

This student would get an MBA award because they have enough
credits and their average mark is over 50
Module Mark Awarded Credits
MMK002 45 0
MMK005 56 30
MMK006 63 30
MMK004 65 30
MMK011 65 60
Total 294 150
average 58.8

11.8.2 PG Dip with 150 credits

This student would get a PG Diploma because although they have
enough credits for a Masters their average mark is below 50, so
they do not meet the standard of Masters level.
Module Mark Awarded Credits
MMK002 40 0
MMK005 50 30
MMK006 50 30
MMK004 50 30
MMK011 54 60
Total 244 150
average 48.8

11.8.3 MBA with merit

This student would get an MBA award at Merit level because their
average mark is 60 or above. If they were on the borderline - say
with 55 in MMK006 then the awarding board would look at the
capstone project grade - if this is in higher grade band they may
uplift the student to the next level.
11 PROGRAMME REGULATIONS 43

Module Mark Awarded Credits

MMK002 55 30
MMK005 65 30
MMK006 63 30
MMK004 57 30
MMK011 60 60
Total 300 180
average 60