Global Online

Programmes:
Teaching
Guide

Last Updated: 24 October 2019

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Contents
1.0 Welcome ............................................................................................................................... 4
1.1 Introduction .................................................................................................................................4
1.2 Online Carousel ............................................................................................................................4
1.3 The Online ‘VLE’ programme design and Pedagogy ....................................................................5
2.0 The role of the unit tutor ......................................................................................................10
2.1 Tutor Training.............................................................................................................................11
2.2 Providing assessment feedback .................................................................................................11
2.3 Student support and pastoral care ............................................................................................11
Further help .....................................................................................................................................12
3.0 Key Partnership Contacts ......................................................................................................13
3.1 Partnership Details.....................................................................................................................13
3.2 Pearson Contacts .......................................................................................................................13
3.3 MMU Contacts ...........................................................................................................................13
4.0 Academic Calendar ...............................................................................................................14
5.0 Disabled Students.................................................................................................................14
6.0 Recognition of Prior Learning................................................................................................15
6.1 Guidance ....................................................................................................................................15
6.2 Process .......................................................................................................................................15
7.0 On-Campus Student Support Services ...................................................................................17
7.1 Library Services ..........................................................................................................................17
8.0 Student Onboarding .............................................................................................................17
8.1 Student Success Support Process ..............................................................................................18
8.2 Gathering Student Feedback .....................................................................................................19
9.0 Academic Policies and Regulations .......................................................................................20
9.1 Student Code of Conduct ...........................................................................................................20
9.2 Student Complaints Procedure ..................................................................................................20
9.3 Complaints and Appeals Procedure for Applicants ...................................................................21
9.4 Fitness to Study ..........................................................................................................................21
9.5 Procedure for Suspension and Expulsion on the Grounds of Professional Unsuitability ..........21
9.6 Assessment Regulations ............................................................................................................21
9.7 Academic Misconduct ................................................................................................................21

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 9.8 Academic Appeals ......................................................................................................................21
9.9 Exceptional Factors ....................................................................................................................22
9.10 Regulations for Payment of University Fees for Global Online Programmes .........................22
9.11 Supporting Students at Risk of Academic Failure ....................................................................22
9.12 Student Pregnancy and Maternity Guidelines .........................................................................22
10.0 Assessment Process ............................................................................................................23
10.1 Marking Process .......................................................................................................................23
10.2 Assessment Boards and Process ..............................................................................................23
10.3 Examinations ............................................................................................................................24
10.4 Assignments .............................................................................................................................24
10.5 Assessment Marking Criteria ...................................................................................................24
Appendix 1: Exemplar Assessment Brief .....................................................................................27
Appendix 2: Exemplar Assessment Feedback ..............................................................................33
Appendix 3: Exemplar Moderation Assignment Brief ..................................................................34

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1.0 Welcome

1.1 Introduction
Welcome to your teaching guide for your Manchester Metropolitan University online programme
and unit. The purpose of this guide is to provide you with detailed information on the structure and
management of your Programme, in addition to ‘how to’ and best practice information on making
use of the available features and tools to create the best possible learning experience for your
students and online provision.
This guide should be used in conjunction with online tutor training provision that have been
created by Man Met and Pearson’s subject matter experts. The tutor training unit provides the
academic content of the course and will help you understand the online provision and pedagogical
design of our online classroom, from delivering seminars, support discussion activities and
facilitating the formative and summative assessments.
These programmes have been developed in partnership with Pearson with whom the university has
signed a contract for development and delivery. Pearson have responsibility for content
development, recruitment, marketing and also student pastoral care and support (known as
student success advisors, SSAs). More information is provided about the role of the SSA in 2.2 of
this guide.

1.2 Online Carousel

In order to get an insight into the programme, access to the carousel is key as it will present the
running order of the units, including start dates and end dates, but also the importance of the first
unit for a new cohort. Figure 1 presents an example of an MBA carousel which now includes
‘breaks’. These breaks have been designed to give the students breathing space between units
preventing burn out midway through their programme. Each Programme has its own Carousel,
however some elective units are shared across programmes (Highlighted in green figure 1.)
There are currently three intakes of students per year. These are September, January and May.

2017 2018 2019 2020 2021 2022

TP ► Sep Nov Jan Mar May Jul Sep Nov Jan Mar May Jul Sep Nov Jan Mar May Jul Sep Nov Feb Apr Jun Aug Oct

Unit Start Date 03-Sep 05-Nov 07-Jan 11-Mar 13-May 15-Jul 16-Sep 11-Nov 13-Jan 16-Mar 18-May 20-Jul 21-Sep 23-Nov 01-Feb 12-Apr 14-Jun 16-Aug 18-Oct

Unit End Date 26-Oct 04-Jan 01-Mar 10-May 05-Jul 06-Sep 08-Nov 10-Jan 06-Mar 15-May 10-Jul 11-Sep 13-Nov 29-Jan 26-Mar 04-Jun 06-Aug 08-Oct

Cohort
General MBA 548G
▼

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Unit C1709 C1711 C1801 C1803 C1805 C1807 C1809 C1811 C1901 C1903 C1905 C1907 C1909 C1911 C2001 C2003 C2005 C2007 C2009 C2011 C2101 C2103 C2105 C2107 C2109 C2111 C2201

Figure 1: Example Carousel

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1.3 The Online ‘VLE’ programme design and Pedagogy
The online VLE is hosted by Pearson using their own Moodle version. This is slightly different to
Manchester Met. All tutors will need to have access to the tutor training unit, student orientation
(so you can see how students are prepared for their programme of study as reference) and the unit
you are delivering on. University oversees all academic aspects of the course programme, to ensure
that the procedures required by the University are followed and appropriate academic standards
maintained.
All content for units has already been designed by subject matter experts (SMEs) recruited by Man
Met to work with Pearson’s content development team. All materials are hosted on Pearson’s VLE
version of Moodle.
The VLE allows storage, retrieval and sharing of information and learning materials giving students
and their tutors access to materials and communication within the learning community 24 hr a day
from any internet connected computer. This enables a flexible approach to learning delivery in
terms of both time and place. Learning opportunities are delivered to the learner via a computer
that uses standard internet technology.
This model, as well as providing scalability, provides for the possibility of a wider spread of
expertise than can be maintained on campus, increases international diversity, and also ensures
that instructors are genuinely committed to the aims of online learning.
Programmes mirror, as much as possible, the academic structure of established on-campus
programmes and is targeted more specifically at working professionals. The distinctive feature of
this 100% online programme is, of course, the module delivery mechanism. Each taught module, in
general, is delivered entirely online over the internet, over a period of eight weeks. For the purpose
of unit design and programme pedagogy the unit is designed on three core principles: Prepare –
Share – Develop (Depicted in figure 2 with the associate technologies).

Adobe Connect

Moodle Moodle

Share

Prepare Develop

Online Model

Figure 2: Online Learning Model

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As shown in the course structure, each session is laid out in the same way and provides a regular
schedule of work both for tutors and students. To deliver this course effectively, tutors should
become familiar with the student experience of each type of activity to ensure they have reviewed
the work students are being set so that the best support is provided.
The pedagogical model is embedded in each unit. Each unit is worth 15 credits and takes place
over eight weeks. The learning falls alone a “bell curve” of learning with week’s 1-3, developing the
foundations of the units learning objectives, Week 4 the midway point allowing students
draft/scope their assignment through the task preparation (Skeleton of the assignment). Weeks 5-
6 is the final scaffolding of the unit’s learning material and task objectives.
Active teaching takes place throughout weeks 1–6, while for the last two weeks tutors are not
teaching, but should be available for student queries as they review work and complete the final
assessment. The unit is assessed via a single summative assignment which students submit in week
8, after the taught sessions and consolidation week. Details of assignment and submission
instructions can be found in the final assessment section of the unit and the programme handbook.
Please see figure 3 below for model as presented on VLE

Figure 3: Online VLE in partnership with Pearson

Prepare
The Prepare section involves students working independently ahead of active teaching. The three
areas described under the Prepare section of each session are:
 Essential Readings
 Interactive Presentation
 Preparation Checkpoint.
These activities are pre-populated into your course and do not require any setup ahead of the
session. Students should complete all three activities before the Live Seminar detailed below.
Essential Readings are split between the recommended textbook (provided via the VitalSource
platform) and Further Resources, typically accessed via library resources.

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The Interactive Presentation, is an easy-to-use learning package that actively engages learners
through animation, visual aids and activities. The interactivity enables learners to consume, digest
and test their understanding of key theory, concepts and models, which they can later apply in
practice.
The Preparation Checkpoint is a quiz launched and marked within the course, with student results
recorded in the Gradebook. You may wish to review the results ahead of delivering the live
seminar.
Share
The Share session involves delivery of a weekly Live Seminar online and promoting a healthy
learning environment for students through a Discussion Board. The three areas described under the
Share section of each session are:
 Live Seminar
 Group Task
 Discussion Board
As above all required materials are pre-populated into the course. Tutors will deliver the Live
Seminar via the Adobe Connect system (training is provided for this separate to this document).
Note that live seminars need to run twice in each weekly session to accommodate students
working in different time zones. Preference is a Wednesday lunchtime and early evening.
Students like and prefer consistency across all of their units so is important to them as part of their
student experience. Unit tutors will need to add details of each Live Seminar into Moodle including
time and date and the link to the Adobe Connect session URL. They will learn how to create the
Adobe Connect link as part of the Adobe Connect training mentioned above, and populate this into
the ‘live seminar’ section of each session. How to post seminar sign up details is shown in the video
at the end of this section.

PM4: Moodle- Live Sessions on Moodle

Department
Head/Depty
MMU/Admin department
Programme
Leader

• Refer to the Adobe

Unit Leader

Workbook
• Setting up the session
• Uploading material
• Recording the session
• Managing the ‘live’ session
Unit Tutor
• Adobe: creates a hyperlink
to the online session.
• The Hyperlionk needs to be
pasted into the classroom

Prepare for your Preload any other Preload any other

Log into the online Create the Adobe Links or
live session in supporting supporting
VLE Ask Pearson to do this
adobe material material
Pearson
Online VLE

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Please check that the device (PC, Mac, Tablet, Mobile) meets the recommended technical
specifications to run an Adobe Connect session - details can be found here -
https://helpx.adobe.com/adobe-connect/tech-specs.html#c95client
Once the live seminar has been delivered, tutors will need to post the link to the recording for
students to review. The link will be provided through Adobe Connect, and you go to the same ‘live
seminar’ area as before but this time click the ‘edit settings’ link on the right side of the page (as
shown below):

On the settings page, you will see an area to enter a session recording link. Copy the link into that
section then click ‘save and display’ at the bottom of the page.
PM4: Moodle- Live Sessions on Moodle
Department
Head/Depty
MMU/Admin department
Programme
Leader

• Refer to the Adobe

Unit Leader

Workbook
• Setting up the session
• Uploading material
• Recording the session
• Managing the ‘live’ session
Unit Tutor
• Adobe: creates a hyperlink
to the online session.
• The Hyperlionk needs to be
pasted into the classroom

Prepare for your Preload any other Preload any other

Log into the online Create the Adobe Links or
live session in supporting supporting
VLE Ask Pearson to do this
adobe material material
Pearson
Online VLE

The Group Task assignment is a formative exercise, which students will complete after the Live
Seminar and submit via Moodle. For this task, students will be assigned to small groups. An audio
introduction to the task provides full instructions for how they interact with the collaborative space
provided. Note that some moderation/support may be required as students work through this task,
which is discussed in the video at the end of this section.

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Student success advisors allocate groups for each unit at the beginning of delivery so groups are
ready to start working together. Where possible, students will remain in the same groups for their
units. This is not always possible due to suspensions and opt outs.

PM5: Moodle- Facilitation of Online Learning

Department
Head/Depty
MMU/Admin department
Programme
Leader

Respond to
academic issues

• Adobe: creates a hyperlink

Unit Leader

to the online session.

• The Hyperlionk needs to be • Journal Article
or Case study
Respond to
pasted into the classroom
academic issues
Unit Tutor

Email Responses might Email the Pearson on

Respond to Emails Post any
Support the Group create new discussions. Preload any other Student VLE issues
and discussion supporting martial
Task, engage with e.g. Assignment Task, supporting and PL/UL on
within 48Hours into the classroom
the students supporting case studies material technical academic
discussions
etc issues
Pearson

Respond to
Student /VLE
Online VLE

Discussion topics are pre-populated for each session. In general, tutors and on occasions unit
leaders and programme leaders should monitor the discussions and add comments where needed
to promote the discussion, endorse good answers, and help students towards answers if they are
struggling.
Develop
The Develop section is where students will use the knowledge they have gained from tutor and
group managed activities and test their understanding and the extent to which they have achieved
the learning outcomes of the session. It is recommended that tutors spend some time before each
session (except Session 1) reviewing student activity in this area to keep aware of how students are
performing. The four areas described under the Develop section of each session are:
 Development Checkpoint
 Personalised Independent Task (session 2 and 6)
 Assessment Preparation Task (session 4 only)
 Reflective Journal
 Further Resources
As above, the materials for each activity are pre-populated in the course for most units depending
upon the nature of subject being delivered. Some checkpoints for example might require more
qualitative approaches and feedback by tutors.
The Development Checkpoint quiz is a formative exercise in Moodle and should be completed by all
students to check they have grasped the concepts of the session.
The Personalised Independent Task (session 2 and 6) is a more complex exercise to test students’
critical understanding of the material covered in the session. The Personalised Independent Tasks
are formative tasks for which you will provide only written feedback to students.

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The Assessment Preparation Task (Session 4) provides students with a similar task to the end of unit
assessment and requires both written feedback and grading. Students will submit answers via the
assignments feature and the Assessment Preparation Task must be manually graded. How to
retrieve student work and submit a grade is covered below in the Moodle Gradebook section.
The Reflective Journal is an exercise to help students self-assess how well they have completed the
session learning outcomes and how their learning might be applied in their own organisations.
Further Resources vary from session to session and are optional materials to provide support to
students. Tutors do not need to specifically use these, but it may be useful to be aware of what is
there in case it becomes helpful to refer students to them as they work through the session.

2.0 The role of the unit tutor

The following section provides a checklist for unit tutor activities involved in this role
 Engage with Manchester Met’s mandatory online tutor training
 First point of named contact for students on academic and pedagogic matters related to
your group of students
 Add a short profile and bio to Moodle site
 Post a welcome message prior to launch of unit start
 Review module content and assessment requirements prior to delivery of the unit material
 Inform students at the beginning of the unit of your typical log on times and days
 Log in regularly to monitor and respond to activity. This should be at least three times per
week and a response to queries provided within 48 hours
 Inform students at the beginning of the unit of which days and times you will deliver live
webinars. These should preferably be on Wednesday and run sometime between 12-2pm
and 5.30-8pm (one in each of these time slots per week). Days and times should be
consistent throughout the delivery period to provide consistency for student schedules and
planning. A valid reason must be provided to the unit leader if there is a need to reschedule
any of these and a minimum of 48 hours provided to students
 Upload links for hosting the live webinars at the beginning of the unit
 Provide individual personalised feedback for three set tasks throughout delivery of the unit
as and when these tasks occur in the delivery of the unit
 Monitor and review group work activity providing timely and constructive feedback where
appropriate.
 Be active and engage your students; making your supportive presence felt through regular
interactions with discussion forums. Encourage students to use the discussion forum as
opposed to emailing you directly for general academic related matters. This will help avoid
duplication of FAQ by students and your time in only having to address them once through
this forum.
 Use the Announcement board to share updates and knowledge
 Sometimes, your students may request live support through various channels such as
phone/skype. Please do your best to accommodate (as long as the request is reasonable)
and make an appointment that suits both parties.

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  Act as the first line of response for student inquiries relating to curriculum related issues.
Contact your unit leader for clarification if assistance is required and provide feedback to
students once clarification is received.
 At the end of week 6 and week 8 encourage students to complete the unit evaluation form
on your unit Moodle site
 Mark and provide appropriate, constructive feedback against set marking rubric within two
weeks of the summative assessment deadline
 Provide all marked transcripts with marks and summary comments on performance of your
student group to the unit leader within two weeks of the assessment deadline
 Be available to mark resubmissions of your student group at the next submission deadline
 Be responsible for maintaining agreed standard in online delivery and take responsibilities
for your own professional continuous development of online learning using university wide
resources such as CELT and Learning and Development
 Familiarise yourself with understanding all internal processes for change requests & IT
queries.

2.1 Tutor Training

Tutors are responsible for familiarising themselves with the training materials provided to them as
well as content familiarisation of materials on the VLE. Whilst many tutors are likely to have
experience of delivering online programmes elsewhere, it is mandatory that you attend the
Manchester Met training to ensure you have a full understanding of the technology used and the
structure and philosophy behind the course design.
Training typically includes attending three live webinars and a number of tasks based on the
prepare, share and develop model that students engage with. An estimate of 8 hours is required to
devote to this online training unit for which there is payment or workload allocation.
Tutors will be responsible for demonstrating to the appropriate Deputy Head of Department that
they have completed all training activities by submitting their individual activity report off the unit
on Moodle to the Deputy Head responsible for the programme.
There is a badging certificate now in place, which can be printed off by tutors as proof of
completion.

2.2 Providing assessment feedback

It is important that appropriate and adequate feedback is provided to students for each piece of
summative assessment they engage with. There is a standard feedback form to be adopted when
providing this feedback and an exemplar of how this might be fulfilled in appendix 2 to this
document. Appendix 1 provides an exemplar of formulating an assessment and appendix 3
provides the moderation assessment briefing form to be used when creating new assessments.

2.3 Student support and pastoral care

Students are supported by Pearson’s Student Success Advisor team, comprised of student success
advisors (SSA). This team provides hands on monitoring and support to all students throughout the
eight weeks of the unit.

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The success team offer a one stop shop approach allowing easily gained advice and guidance when
required without valuable time spent trying to find the right department to contact when studying
at a distance. The one stop shop offer for online students is where they can access help and
guidance, support and encouragement as well as a listening ear. The team will refer on to
appropriate specialists or on campus services when required, they will assist students to access
these services, SA’s will work closely with tutors, or appropriate designated partner specialist
service providers to ensure seamless handover. All academic related matters will be passed to the
appropriate tutor for follow up.
The student services team cover telephone, skype, Google hangout Monday to Friday 8am to 6pm.
All communication is captured in the CRM system
Emails are responded to within 24 hours 7 days per week. Closed bank holidays.
The Student Success Advisor team will use the unit Gradebook in Moodle to monitor student
submissions and contact students who appear to be struggling with content or not engaging with
the course material. SSA’s monitor the students engagement in the VLE to ensure that they are
progressing and engaging in the required module/course activities, if there is a gap or noticeable
lack of engagement the SSA will contact the student to ensure there is no potential problem with
access to their VLE and make sure there are no other concerns or they need any help. The team will
also be a student’s first point of contact if they are unsure how to use the various materials within
each session of the unit.
Tutors may be contacted by a student success advisor in the event that support of an academic
nature is required, or to alert to any action that may be required to further support the group or an
individual. For example, if a large amount of students have struggled to understand a concept,
tutors will be notified so that they can take suitable actions to help students get a better
understanding.
If non-academic questions are raised by students, the tutor should recommend they contact a
student success advisor. Students can get in touch by phone or e-mail using the contact details
provided below:
Phone: +44 (0)161 880 4722
E-mail: globalonlinestudentsupport@mmu.ac.uk

Further help
For any general queries related to the delivery of a unit on the Moodle platform or incorrect
content or technical issues for example, please raise a query via the incident log using the form
below. The idea of this log is that all queries go into one central place at Pearson. The project
owner directs each query to the relevant department for attention. You can then log into to see an
update as to what is happening with your query. This helps avoids email traffic and ensures that
your query is directed to the correct department and gets dealt with effectively. It also allows us at
Man Met to track queries for trends and common reoccurring issues which we can then work with
Pearson to resolve.
Query Log Form

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The form allows you to log your query by programme and issue as well as identifying through traffic
light system, how urgent the problem is. You Can track Pearson response to your issue by clicking
on the link Query Log of Issues

3.0 Key Partnership Contacts

3.1 Partnership Details

Name of Address Telephone Website
Institution
Manchester Metropolitan
Manchester
University, +44 (0)161 247 2000 http://www2.mmu.ac.uk/
Metropolitan
University All Saints Building, All Saints,
Manchester, M15 6BH
Date of Key Contact Phone
Key Contact Name Key Contact Email
Contract Number
Nigel Banister
T: +44 (0) 161 2471511
16/12/2016 Director of Global Blended n.banister@mmu.ac.uk
M: +44(0) 7870 836375
Programmes
Partner closures, holidays and other information
Closed Bank Holidays
December Holidays

3.2 Pearson Contacts

Job Title Name Telephone Email Address
Head of Partnership Philip Goddard 07715 811642 philip.goddard@pearson.com
Head of Student Joy Newton 07464 529750 joy.newton@pearson.com
Success
Student Success Tom White 07713 388216 tom.white@pearson.com
Manager
Student Success Team 0161 880 4722 globalonlinetstudentsupport@mmu.ac.uk
Course Development
Learning Services Ellen Morgan 07825 828662 ellen.morgan@pearson.com
Director
Head of Academic Esther Jubb 07585 008448
esther.jubb@pearson.com
Services
Content/Learning Cathy Thomas- 07919 451426 catherine.thomasvarcoe@pearson.com
Design Lead Varcoe
Programme Chris Watchous 01279 623531 chris.watchous@pearson.com
Delivery Manager

3.3 MMU Contacts

Job Title Name Telephone Email Address
Director of Global Blended Nigel Banister 0161 247 1511 n.banister@mmu.ac.uk
Programmes 07870 836375

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 Professional Services
Deputy Director (Students) Hayley Preston 0161 247 1699 hayley.preston@mmu.ac.uk
Student Operations Manager Stuart Ramsden 0161 247 2591 s.ramsden@mmu.ac.uk
Programmes Management Office 0161 247 3764 collbl@mmu.ac.uk
Programmes Officer Victoria Ballantyre 0161 247 1766 v.Ballantyne@mmu.ac.uk
Assistant Programmes Officer Penny Penman 0161 247 1786 p.Penman@mmu.ac.uk
Academic
Programme Leader: MBA Dr Rosane Pagano 0161 247 3816 r.pagano@mmu.ac.uk
Programme Leader: IHRM Dr Anastasia Kynighou 0161 247 3937 a.kynighou@mmu.ac.uk
Programme Leader: Finance Dr Michael Flanagan 0161 247 3813 m.flanagan@mmu.ac.uk
and Strategy
Programme Leader: Sports Dr Nicolas Scelles 0161 247 3949 n.scelles@mmu.ac.uk
Business, Management and
Policy
Programme Leader: Food Andrew Hollingsworth 0161 247 2678 a.hollingsworth@mmu.ac.uk
Science and Innovation

4.0 Academic Calendar

There is a dedicated calendar for global online programmes which has three intakes per year.
Students pay for the programme on a modular basis, can opt out of a single module or suspend
their studies (for up to one year). The following key dates are highlighted:
 Application deadline: This is the last date when applications can be received for the next
cohort. Offers are usually made within 2 working days of application submission.
 Induction Period: Students are provided with a two week induction period.
 Course Material Release date: The date when course material will be released to students
(usually the Friday before teaching).
 Teaching period start date: First day of teaching (including the previous ‘orientation day’).
 Census Date: Final date for confirmation of student enrolment.
 Consolidation Period: Students may use this time to consolidate or review their learning on
the unit prior to their assessment.
 Assessment Period: When assessments or examinations will take place.
 Marking Period: Marking and internal modification period. Marks are released to students
and noted as provisional subject to ratification by the Assessment Board.
 Assessment Board: External examiner modification takes place between the marking period
and Assessment Board meeting. Marks are ratified by the Assessment Board and
reassessment arrangements confirmed.
 Results Published: Results are published the week after the Assessment Board has met.

5.0 Disabled Students

The Enrolment Advisor will ask applicants during the pitch calls whether they have disability they
wish to declare or, if an applicant makes the Enrolment Advisor aware they have a disability, the
advisor will update the Salesforce record to reflect the disability.

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The Enrolment Advisor will contact the Student Success Manager and make them aware of the
applicant. The Student Success Manager will then be responsible for contacting the applicant and
MMU Disability Services in advance of the applicant becoming a student. This will allow MMU
Disability Services to have advance warning of the potential disabled student and advise the
Student Success Manager of next steps once the student is enrolled. A Personal Learning plan will
be developed and passed back to the Student Success Manager who will load on to Moodle and
advise the programme team of the PLP.

6.0 Recognition of Prior Learning

6.1 Guidance
Applicants considering submitting a claim for Recognition of Prior Learning (RPL) should read
through the University’s Policy for RPL to ensure they understand the purpose and requirements of
the process. The RPL process is completely separate from the Admissions process and applicants
should only submit an RPL claim if they have already received an offer of a place on a Manchester
Met Global Online programme. If they have not yet applied for admission to Manchester Met, they
must do this first by following the University’s application procedures for Global Online
programmes.
Applicants will need to identify whether an RPL claim is appropriate. To identify whether an RPL
claim is appropriate, they will need to find out about the content and structure of the relevant
Manchester Met Global Online programme to see if it corresponds to the prior learning they have
undertaken. The Pearson Enrolment Team for Global Online Programmes will help with this.
Applicants should be aware of the maximum amount of credit they may be exempted from. For
most Manchester Met programmes this is 50% of the award they are aiming for, so for a Master’s
Degree worth 180 credits, the maximum amount of RPL an applicant may claim is 90 credits.
There are a few exceptions to this tariff and details can be found in the RPL Policy. RPL can only be
claimed against ‘taught’ units, so applicants will not be able to make a claim for exemption from
their dissertation or independent study project.

6.2 Process
Pearson should provide applicants with the RPL claim form and unit specifications along with
guidance that applications for RPL can only be considered against whole units and that all unit
learning outcomes must be met through the prior accredited or experiential learning in order to be
granted exemption from a unit. In all cases, verifiable evidence must be provided. Evidence is
generally in the form of certificates, transcripts of study, unit specifications etc.
Pearson will ask the applicant to complete the RPL claim form sections A, B and C and then return
the form, along with evidence, electronically, to Pearson. Pearson will check that all appropriate
information has been provided and communicate with the applicant as necessary before sending
the completed RPL claim form to Manchester Metropolitan University academic adviser/assessor
(in this case the course leader) for a decision.
The applicant should complete sections A9-12, B and C. Section B will require information about the
Manchester Met unit/programme from which the applicant is seeking exemption and Section C
asks for evidence of the prior learning completed. By completing these sections, the applicant will
15
demonstrate that they understand how their prior learning enables them to meet the Learning
Outcomes of the Manchester Met unit/programme. Information should be included that
demonstrates:
 The applicant meets the Learning Outcomes of the Manchester Met unit/programme;
 The content/topics covered by the prior learning matches the Manchester Met unit(s) or is
relevant to the Manchester Met programme;
 The level of the prior learning is the same as or higher than the level of the Manchester Met
unit/programme;
 The value of the prior learning is equal to or higher than the value of the Manchester Met
unit/programme. (N.B. Manchester Met measures the value of all learning in terms of
credits, with each credit being equivalent to 10 hours of student effort);
 The prior learning was undertaken recently enough to still be relevant to the Manchester
Met unit/programme (N.B. Qualifications more than 5 years old will not normally be
accepted and in some cases, such as professionally accredited programmes/units, prior
learning will need to have been completed more recently.);
 The prior learning was undertaken by the applicant.
All evidence submitted in support of a claim must be written in English. All relevant prior learning
must be included on the claim form as the University cannot consider any prior learning that is
omitted, even if it was undertaken at Manchester Metropolitan University. If applicants need any
help completing the claim form, they should contact their academic advisor as soon as possible.
Pearson staff will be responsible for checking that the applicant has completed all of the following
tasks before the RPL claim form is submitted to Manchester Metropolitan University for
consideration.
 fully completed all questions in sections A, B and C of the form
 included all of the relevant evidence to support their claim as required in sections B and C
 clearly labelled and numbered all pieces of supporting evidence and indicated which
piece(s) of evidence relate to each section of the form
The claim should be submitted as early as possible so that the University can assess it and advise
the applicant whether exemption has been granted or not. This process may take up to 4 weeks
from the date the University receives the claim (this may be longer during University closure at
Christmas). If the programme/unit that the applicant is seeking exemption from starts teaching
during this time, the applicant must engage with the programme/unit and complete any elements
of assessment until notification of the outcome of the RPL claim is received.
The course leader will advise Pearson if there is further information required to consider the
application and Pearson will communicate this to the applicant. This process will be repeated as
necessary until the course leader is satisfied with the claim and evidence provided (this is generally
the main cause of delay and therefore it is important that Pearson staff check the completeness
and accuracy of the information provided before passing to Manchester Metropolitan).
Manchester Metropolitan academic staff will complete section D of the RPL claim form – approval
by assessor and by Chair of Examination Board. The University will notify Pearson of the outcome
of the RPL claim. Pearson will confirm the outcome to the applicant and proceed with the
application process.

16
If the RPL claim is approved, the transcript the applicant receives at the end of the academic
year/programme will indicate which Manchester Met unit(s) they have been exempted from. At the
end of the course, the degree classification will be calculated using only the units undertaken at
Manchester Met. Any marks received from other institutions for previous learning will not be taken
into account.

7.0 On-Campus Student Support Services

Students have access to the following services at Manchester Met. They can access the services
directly or they can contact the Student Success Advisor who can guide them to the information
below.
Service Link Contact Information
Disability Services https://www2.mmu.ac.uk/student- 0161 247 3491
life/wellbeing/disability/ disability.service@mmu.ac.uk
Counselling, https://www2.mmu.ac.uk/counselling/ 0161 247 3493
Mental Health and
counselling@mmu.ac.uk
Wellbeing Service
Study Skills https://www2.mmu.ac.uk/student-life/study- 0161 247 3330
success/study-skills/
studyskills@mmu.ac.uk
Library Services https://www.library.mmu.ac.uk/ 0161 247 6106
library@mmu.ac.uk
Students’ Union https://www.theunionmmu.org/ 0161 247 1162
theunion@mmu.ac.uk
Technical Help http://www.globalonline.ithelpdesk.mmu.ac.uk
Desk 24/7

7.1 Library Services

Manchester Metropolitan University will flag Global Online students in the University’s student
records system. Due to licences, students from outside of the UK will not be able to access certain
databases. In order to ensure parity of access for all students, the flag will ensure that Global
Online students are directed only to databases that students outside of the UK may access.

8.0 Student Onboarding

Welcome Call
Within 48 working hours of the student record creation, the Student Success Team will contact the
student to arrange a welcome call.
This call is the opportunity for the student to meet their advisor. The advisor will discuss the next
steps of the onboarding process, they will answer any questions the student may have, explain the
process of suspension of study, as well as gather detailed information to add to the student record.

17
This call can last up to an hour and really is dependent on how much information the student
requests.
The advisor will emphasise the importance of completing the orientation module in Moodle, and
advise them of the Welcome Webinar.
A post welcome email will be sent that includes a copy of the welcome pack, the link to the study
planner and link to the welcome webinar.

Welcome Pack
This document is created by the Student Success team in conjunction with the University. The
Welcome Pack provides an introduction to studying online with Manchester Metropolitan
University. The Welcome Pack is sent to students following the welcome call, along with a link to a
study planner, degree planner and the programme handbook. The Welcome Pack will be signed off
by the Deputy Director of Student and Programme Management (Students).

Welcome Webinar
The welcome webinar is hosted by the Student Success Team using the Zoom platform, this is
tailored to each programme and ideally will include participation by the Programme team where
possible.
This is an opportunity for the students to see the Student Success Team and Academic Programme
Team on video. The content will include information on how to access the Student Success Team, a
demonstration of how to navigate around Moodle. Other topics will include the structure of the
programme, how to prepare to study online, what to expect in the programme and a brief
introduction to the subject matter of the first module as well as more information about the faculty
and their current research. The event is recorded and can be accessed asynchronously.
There is an opportunity for students to ask questions and to chat to each other for the first time. It
is important that the programme leader is available during the orientation unit to welcome
students just as we would do on a face to face programme and communicate with them
throughout their first two weeks of study with us.

Orientation module
The orientation module is hosted on the virtual learning environment Moodle, students will be
given access to this module 4 weeks prior to programme start date, and will have access as soon as
they have made payment for their first module.
The Student Success Team will monitor student engagement in the module and remind them of the
importance of engaging prior to programme start.

8.1 Student Success Support Process

Responding to Emails and Calls

All inbound calls are logged on Salesforce by call type and duration, notes are recorded from all
calls.

18
Emails received via globalonlinestudentsupport@mmu.ac.uk or Advisor individual emails are replied
to via the student record in Salesforce rather than from the MMU Outlook outbox. This ensures
the email is recorded in the student records area of salesforce.
The content of the incoming email can be copied into Salesforce if the Advisor feels the detail is
should be stored on the student record. Emails will be responded to within 24 hours, 7 days per
week.

Virtual Learning Environment Monitoring

Student Success Advisors are responsible for monitoring student activity and engagement within
the VLE. This will be done by accessing the VLE and running regular reports from the VLE . This data
will be imported into Salesforce.
Any student displaying no activity 3 days after their last login will be contacted to ensure there isn’t
a problem and they are intending to engage.
Students with low activity will be contacted to ensure everything is ok and they are not
experiencing any problems.
In the event the Advisor is unable to contact the student and they have not engaged with the VLE,
the Advisor will continue to attempt contact with the student over a four week period. If the
Advisor is unable to make contact with the student, the formal warning process will be
implemented after the end of the first module.

Proactive Contact
A communications campaign will be created for each programme to identify key points within the
modules when it would be most appropriate to contact students.
The following are examples of proactive contacts:
 Mid- module formative assessment points
 When grades are received from VLE reports for formative assessment
 A reminder email will be sent to ensure they don’t miss these key dates
 All students will be reminded of summative assessment hand in deadlines and times.
 Students on suspension will be contacted two weeks prior to the start date of the next unit
to remind them of the return and payment date.
 All students will be advised of the next unit payment date.
 Students will be congratulated on passing each unit.
 Students will be contacted regarding reassessments.
 Check in to ask for unit/programme feedback and check on their progress.

8.2 Gathering Student Feedback

Surveys
The Student Success team will send a post-enrolment survey. The purpose of the survey is to
ascertain why they chose the programme, and to provide an evaluation of their experience through
admissions and registration.
A second survey will be sent to students on completion of 120 credits prior to their dissertation
which mirrors the normal student feedback survey but adapted for online learning environments. A
19
mid-programme survey will be sent to the students after the completion of four units. This survey
focuses on how they are finding the programme, the support from the Student Success Advisors,
whether they would recommend this programme to others and what advice they would give to
new starters.
A final reflection survey is sent on completion of the programme.
All survey results will be shared with Manchester Met for further circulation.

Ad-hoc Feedback
Any ad-hoc positive or negative feedback will be recorded. This feedback will be available to MMU
Operations Manager on request. Students will be asked if their feedback can be used and quoted
and will be asked to complete an official release form.

9.0 Academic Policies and Regulations

9.1 Student Code of Conduct

Manchester Met has a Student Code of Conduct to safeguard the quality of student experience.
The Code outlines the behaviour that is expected of all students in their interactions with fellow
students and staff and in their use of University facilities. The Code also outlines procedures for
dealing with behaviour classes as misconduct. The Policy can be found at:
https://www2.mmu.ac.uk/student-case-management/guidance-for-students/student-code-of-
conduct/
The Student Support Advisor should alert the University’s Student Case Management Team and
MMU Operations Manager if a code of conduct query arises. The University has a process in place
to respond to this.

9.2 Student Complaints Procedure

Manchester Met recognises there may be occasions where students wish to raise legitimate
complaints relating to their course or the facilities or services provided by the University. To ensure
that complaints are dealt with transparently and without fear of recrimination, the University has in
place a Student Complaints Procedure, which details procedures, and parameters for making a
complaint, alongside what action may be taken in response. The Procedure can be found at
https://www2.mmu.ac.uk/student-case-management/guidance-for-students/student-complaints-
procedure/
The Student Advisor should alert the University’s Student Case Management Team and MMU
Implementation Manager if a student makes a complaint regarding the course or an aspect of
University services or provision not provided by Pearson. The University has a process in place to
respond to this. If the complaint is with regards to Pearson activity, this will be dealt with directly
by Pearson.

20
9.3 Complaints and Appeals Procedure for Applicants
In an instance where an applicant has a legitimate complaint or feels the need to appeal, the
applicant should be directed to the Manchester Metropolitan University Complaints and Appeals
Procedure for Applicants
https://www2.mmu.ac.uk/student-case-management/guidance-for-students/student-complaints-
procedure/

9.4 Fitness to Study

The Fitness to Study Policy informs and guides the University’s response to situations where there
are concerns that a student is not well enough to study and/or be a member of the University
community. Concerns of an academic nature should be discussed with the Course Leader. Other
concerns should be discussed with or directed to the Head of Counselling, Health and Well-being.
Policy can be found at:
http://www.mmu.ac.uk/academic/casqe/regulations/docs/Study_Fitness.pdf

9.5 Procedure for Suspension and Expulsion on the Grounds of Professional Unsuitability
This procedure is for students studying courses accredited or overseen by Professional, Statutory or
Regulatory Bodies. Pearson staff should discuss any concerns regarding a student initially with their
Programme Leader or the Head of Department.

9.6 Assessment Regulations

Manchester Metropolitan University publishes and maintains a set of Assessment Regulations. The
Regulations set out the rules and procedures that determine final degree classification. Further
information can be found at:
https://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php.

9.7 Academic Misconduct

Instances of academic misconduct should be directed to the Programme Leader in the first
instance. Further information can be found at:
https://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php

9.8 Academic Appeals

Manchester Metropolitan has in place a range of policies and procedures to ensure that the final
marks awarded to students are fair, equitable and accurately reflect the quality of work submitted.
In very rare circumstances – where student performance has been adversely affected by
exceptional factors not previously disclosed, or where a material irregularity has occurred during
the conduct of assessment – there may be a basis for submitting an Academic Appeal. Academic
Appeals can only be submitted in the circumstances outlined above, and cannot be used for
challenging the academic judgement of Assessment Boards.

21
The Student Success Team should contact the University’s Student Case Management Team and
MMU Implementation Manager, if a student raises an academic appeal. The University has a
process in place to respond to this. This can be found at:
https://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php.

9.9 Exceptional Factors

The University recognises that there may be occasions where illness or difficult life events occur
outside of a student’s control, and that these can have a detrimental impact on performance in
assessed work. The University has an Exceptional Factors Procedure to handle such cases, which
outlines the type of exceptional, short-term events that are considered as Exceptional Factors, and
what students need to do to make an Exceptional Factors claim.
The Student Advisor should contact the University’s Student Case Management Team if a student
wishes to submit an exceptional factor. The University has a process in place to respond to this.
This can be found at:
https://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php.

9.10 Regulations for Payment of University Fees for Global Online Programmes
There are regulations in place for the payment of University Fees for Global Online Programmes
and these are available at:
https://www2.finance.mmu.ac.uk/services/?id=31&rootid=311

9.11 Supporting Students at Risk of Academic Failure

There is a procedure in place to support students who wish to suspend or withdraw from their
studies. The procedure is available at:
https://www.mmu.ac.uk/academic/casqe/regulations/assessment/docs/withdrawal-suspension-
online.pdf

9.12 Student Pregnancy and Maternity Guidelines

Manchester Met believes that becoming pregnant or caring for a child should not prevent any
student from succeeding, and is committed to showing flexibility to facilitate a student’s success.
This policy covers any student who becomes pregnant during their studies, gives birth during their
studies and students whose partners are pregnant. It also covers any student who is the partner of
someone who is pregnant and expects to be responsible for the child, and any student becoming a
parent. There is a policy available at:
http://www.celt.mmu.ac.uk/referral/pregnancy.php

22
10.0 Assessment Process

10.1 Marking Process

Academic staff should follow the standard protocols for marking as detailed on the CELT website
http://www.celt.mmu.ac.uk/assessment/index.php.
The marking timeline includes internal modification and are detailed on the academic calendar.
Academic staff will upload marks to Moodle within the agreed deadlines. The mark will be released
to students prior to the Assessment Board meeting and will be released with the following caveat:
“Please note this is a provisional mark to assist you in understanding your feedback. This has not yet
been externally moderated and so may be subject to change when ratified by an Assessment Board.
You will be informed of any re-assessments once your marks have been ratified by the Assessment
Board.”

The Postgraduate and External Programmes Team will produce a spreadsheet, in accordance with MMU
current practice. Academic staff will complete the spreadsheet and return to Programmes Team who will
enter the marks into QLS, in order to produce the board reports.

10.2 Assessment Boards and Process

The Assessment Board will ratify the marks and confirm arrangements for reassessment. The
Programmes Team will confirm the marks to the Student Success Team. Students will access their
ratified marks and reassessment arrangements via the MyResults app.
Assessment Board guidance can be found on the CASQE website at
https://www.mmu.ac.uk/academic/casqe/regulations/assessment-boards.php
If a student does not reach the required mark for the unit, the student should continue with the
unit that they are currently studying. If the student wishes to, they can choose to “opt-out” of the
following unit to undertake the re-assessment, otherwise they will undertake their reassessment
alongside their next unit’s assessment, as confirmed by the Assessment Board. It is not
recommended that they suspend their studies at this point to take a re-assessment.
If the student has failed the unit again they may no longer be eligible for the Masters award, this
will be confirmed by the Assessment Board.
All re-assessments will be capped at 50 unless there are approved exceptional factors. If a student
has a lesser grade for a re-assessment than the original grade the higher grade will be used.
Compensated fails for marks between 40-49% inclusive may be awarded up to 30 credits at the
discretion of the Assessment Board, with the exception of IHRM which does not permit
compensation (i.e. all units IHRM units must be passed).
Students who fail an optional unit may have the opportunity to select an alternative optional
module. This can only be done once. The alternative optional unit will retain the re-assessment
status of the original unit.
Please also refer to the Assessment Regulations on the CASQE website at
https://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php

23
10.3 Examinations
Examination dates will be set by Manchester Met and communicated to Pearson.
ProctorU will be used to invigilate the examinations.
Papers must be produced in line with Manchester Met guidelines and be verified by an external. All
papers should be sent securely to Pearson.
Any concerns in relation to the examinations in terms of process or student behaviour must be
reported to the Deputy Director (Students) and Director of Global Blended Programmes.

10.4 Assignments
Assignment deadlines will usually be 23:59 on Sunday of the assessment period as determined on
the academic calendar.
Assignment briefs must go through the Manchester Met internal and external verification process
before being published on the Global Online Moodle.

10.5 Assessment Marking Criteria

(Include Programme learning Outcomes Assessment Criteria as necessary)

CRITERIA 0-19% 20-34% 35 - 40-49 50- 60- 70-85% 86-

39% 59%- 69% 100%
5 No Very Limited Adequate Appropria Good Excellent Outstandi
Demonstrati identification limited identificati identificati te identificati identificatio ng
on of of theory and identificati on of on of identificati on of n of theory identificati
knowledge practice, no on of theory theory on of theory and on of
of examples theory and and theory and practice. theory
operational offered. and practice. practice. and practice. Satisfactory and
issue and practice. Limited Adequate practice. Satisfactor discussion practice.
the Very discussion discussion Satisfactor y of Insightful
organisation limited of of y discussion operational discussion
al and discussion operation operation discussion of issues of
structural of al issues al issues. of operation Critical and operation
need to operation operation al issues extensive al issues.
manage al issues al issues Critical discussion
capacity discussion of
of operational
operation issues.
al issues

Critical No discussion Limited Some Adequate Sufficient Fluent Original Insightful

discussion of critical critical critical critical critical critical critical
the discussion discussion discussion discussion discussion discussion discussion
operational of of of operation operation operational operation
and ethical operation operation operation al and al and and ethical al and
challenges al and al and al and ethical ethical challenges ethical
of managing ethical ethical ethical challenges challenges of managing challenges
supply and challenges challenges challenges of of supply and of
demand of of of managing managing demand managing
managing managing managing supply supply supply
supply supply supply and and and
and and and demand demand demand
demand demand demand

24
Key points No attempt Extremel Some Descripti Appropri Good Rigorous Exemplar
framed and has been y limited back ve ate examinat critical y
contextuali made to backgrou ground backgrou contextu ion and contextuali contextu
sed frame the nd and nd and alisation contextu sation alisation,
question. context contextu context and alisation underpinn meticulo
No and alisation adequate backgrou of key ed with usly
background framing offered, number nd issues, theory. framed
offered of incomple of points sufficient well Thorough
concepts te and raised identifica defined identificati
superfici tion and and on of
al points framing framed issues
raised of key with
issues practical
examples
Utilisation No attempt Extremel Some Adequat Appropri Good Rigorous Authorita
of data and to y limited literature e ate use critical use of data tive use
evidence incorporate use of and evidence of data use of and of data
from data or evidence evidence and data and evidence evidence and
literature evidence or data used used evidence and data from evidence
form from from from from literature from
literature literature literature literature literature secondar
y sources
Conclusion No Very Some Adequat Sufficient Sufficient Reflective Illuminati
s are conclusions limited conclusio e conclusio and conclusion ng and
evidence evident conclusio ns drawn conclusio ns drawn critical s drawn insightful
based and n that but are ns drawn from conclusio from conclusio
supported have more from discussio ns drawn discussion ns drawn
through tenuous opinionat discussio n
logical links to ed than n
discussion the evidence
discussio based
n
Essay is Unstructure Poor Some Adequat Appropri Good Excellent Outstand
well d, illogical structure structure e ate structure structure ing
structured, flow, disrupted and structure structure and and structure
logical and disorganised flow. logical and flow, and organisat organisatio and
organised Limited flow, but acceptabl organisat ion. n. Fluent organisat
logical still too e ion. Critical and ion.
flow jumbled organisat Coherent flow and precise Authorita
ion and connecti connectivit tive
logical vity y between connecti
flow between elements vity
elements between
elements
Appropriat Inappropriat Very Poor use Acceptab Appropri Good use Excellent Complex
e academic e language poor of le, ate use of use of language
language, and syntax usage of academic language, of academic academic and
spelling, unacceptabl language, language, grammar academic language. language, syntax.
grammar e grammar syntax too many and language. Precise sophisticat Outstand
syntax and spelling and spelling syntax. Appropri syntax. ed syntax. ing
spelling; errors, Still ate No Excellent grammar
extremel bad needs to syntax, grammat spelling
grammar few ical or and

25
 y poor be more spelling spelling grammar
grammar academic or errors
grammat
ical
errors
Consistent No Very Some Adequat Appropri Through Sophisticat Authorita
and referencing referenc referenc e ate and ed tive
appropriat apparent es, es and in Harvard Harvard sufficient referencin referenci
e inapprop text referenci referenci referenci g and in ng and in
referencing riate citation. ng, but ng, ng. text text
and in text sources, still some Sufficient Precise in citations citations
Not in
citation poor in inconsist in text text
the
text ences, citation, citations
Harvard
citation. some more placeme
style or
Poor use inapprop needed. nt were
inconsist
of riate occasion
ently
Harvard sources. ally in
applied
style Adequat error
e in text
citations

26
Appendix 1: Exemplar Assessment Brief

Faculty of Business and Law

Assignment Brief 2018/19

Unit Title: Strategic Operations for Business Development

Unit Code: 5U6Z0033 Core: N Level: 6

Assignment Title: CW1 Individual essay

Unit Leader: Ruth McQuater

Contact Details: r.mcquater@mmu.ac.uk tel 0161 247 3864

Submission Date: See date on Feedback Return Date: See Date on Moodle four weeks after
Moodle submission
Submission Instructions: submit through Turnitin

Feedback Return Information: Feedback will be uploaded on to Moodle

Assignment Task: Critically explore the management of supply and demand in a service or retail sector of
your choice. You must identify, consider and critique appropriate capacity management models and
strategies. Include in your discussion ethical and sustainable issues that may arise from the application of
the models identified. 2500 words (max).

Unit Learning Outcomes Assessed.

LO1: Critically evaluate the impact strategic decisions have on operations and logistics within their
immediate and extended value chain.

LO3: Evaluate the potential consequences for operations and logistics of ethical and sustainable decision
making.


Assessment Details and Instructions.

Service operations are often constrained by the available resources needed to deliver their services, such as
the number of seats on a train or airplanes, the number of staff needed for patient care in hospitals, the
number and size of class rooms in an education setting. In retail, issues such as “fast fashion” cause not only
supply chain capacity issues but also can create sustainability and waste issues. Similarly, food retail
capacity decisions may impact more on the supply side rather than on the demand side.

Consequently, operations managers employ different strategies to manage both resources allocation and
the management of demand for the services being provided. Strategies include, limiting supply (eg, often
seen in fast fashion and health care) queuing, pricing differentials, seasonal availability, timetable and
scheduling of buses or class room activities, incentives etc, supplier control (often seen with in the

27
supermarket retail sector). However, choosing the most appropriate strategy poses a challenge to ensure
that demand is met without oversupply, and that operational resources are used efficiently and effectively.

There have been many instances where management decisions have had disastrous effects on the supply
chain and on the management of supply and demand for example the Three Sisters Chicken scandal or KFC
running out of chicken.

There is no single answer to all service supply and demand capacity management, for example managing
queues in a post office or checkout does not pose the same challenges as managing a queue for knee
surgery. A missed appointment in a hair salon is different from a missed NHS dental appointment.

Whatever strategy employed there are operational trade-offs that can have an impact on both the supply
side and on the demand side. Similarly, the impact of some decisions may have an ethical and moral
dimension to them such as overbooking by airlines and other transport or cancelled orders in the super
market supply chain.

It is these decisions and challenges and the ethical consequences of the operational decision making that
you are to explore.

Task

“Critically explore the management of supply and demand in a service or retail sector of your choice. You
must identify, consider and critique appropriate capacity management models. Include in your discussion
ethical and sustainable issues that may arise from the application of the models identified.” 2500 words
(max).

You must include, AS A MINIMUM, the recommended journal articles listed in the assignment brief.

You will be assessed on your ability to construct an argument using appropriate academic references and
journal articles, models, theory and practical case examples to illustrate your points. It is expected that you
will incorporate Most if not ALL the resources listed below as well as find more to support your argument.
The use of web based sites and information should be kept to minimum. Wikipedia references are
inappropriate for an academic piece of work and should not be used under any circumstances.

Format:
 This is an essay of MAXIMUM word count 2500.
 Font size 12 Calibri or equivalent
 MMU standard Harvard referencing is essential (A PDF copy can be found on Moodle).
 Use headings and subheadings to structure your argument
 Use referenced evidence, facts and figures where necessary.
 Use images and pictures if appropriate.
 Submit through the Turnitin link on Moodle no later than 23.55 on Friday 11th January 2019. If there are any Turnitin service
issues at this time you must email a copy of your assignment to r.mcquater@mmu.ac.uk before midnight 23.55.
After this time, your submission will be marked as late.

Additional information.

28
There will be Three formative tutorials to help you with this task. These will take place during the normal
tutorial schedule. They will take the format of:

Assignment Tutorial 1 week commencing 8th October: Introduction to the Assignment

Assignment Tutorial 2 week commencing 5th November: Critical constructs of capacity and developing an
argument.

Assignment Tutorial 3 week commencing 3th December: Drafting out the assignment.

The expectation is that ALL students will attend these.

What you MUST do:

 Use ALL the resources listed and add more that reflects your perspective
 Use Harvard referencing appropriately and in full both in the text as citations and listed in full,
alphabetically, at the end.
 Use grammatically correct formal English.
 Proof read your work
 Attend supporting tutorials.
 Provide a robust structure and context for your examination.
 You must use your own words – the assignment is designed to demonstrate YOUR knowledge. You
must synthesis and interpret what the various authors are saying.
 You must read the assignment brief!
 You must use UK English, not USA.
 Include a word count on your front page
 Inform the unit leader if you have a personal learning plan and require an extension before the end
of term (14/12/18).

What you must NOT do.

 Do not use Wikipedia or other inappropriate web sites.
 Do not use generic texts books, these will not contain the information you need
 Do not Leave it to the last minute.
 Do not go over the word count, no work will be marked over the maximum limit.
 Do not use quotations, you do not have the word count!
 Do not include an executive summary
 Do not use appendices. These will not be looked at or marked.
 Do not Submit late. You will be given a zero.

Please Note: Your tutor cannot grant extensions. If you think you are unable to submit on time due to a
health or some other unforeseen issue you must contact the student hub and apply through formal
channels for exceptional factors. https://www2.mmu.ac.uk/student-case-management/guidance-for-
students/exceptional-factors/

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Formative feedback.

A draft paper may be submitted no later than Monday 10th December if you want written or verbal feedback
on structure and content. This should be submitted through the Turnitin link on Moodle. Formative
feedback will be given by 24th of December.

Please note that formative feedback on your assignment structure and content will be given ONCE only.

Feedback on work submitted for final assessment.

You will be given feedback on your submitted work that covers your ability to be critical of information to
support your argument and how you have analysed it in context and how you have used that to construct
and communicate your argument. Comment will also be made on the academic and professional skills you
have further enhanced and developed.

Early Career Professional Skills developed

As a matter of course, this assignment will help further develop your information gathering capabilities,
critical analysis and thinking skills and practical decision making as well as enhancing your written
communication skills essential for employability and life long learning. It will also enhance your knowledge
of innovations in business practice.

 Identify and apply information through critical thinking and analysis (ECP 1)
 Enhance effective communication skills (ECP 2)
 Develop specific and up to date knowledge of business operations provisioning.

In addition to content feedback you will be given feedback on your skills development and areas for
suggested development to enhance your Early Career Professional profile.

Resources.

Basic reading.
This is for background only and should not be used as your main source for constructing your argument.

Johnson, R., Clark, G., and Shulver, M. (2014) Managing Service Resources (chpt 11) in Service Operations
Management 4th Ed. Pearson Education, Harlow.

Below are examples of academic papers that you should read, however this is not an exhaustive list. You
must research and analyse appropriate sources to support your own examination of the set question. It is
expected that you will research and cited at least 10 scholarly articles in your work.

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Dixon, M,. Karniouchina, E, van der Rhee B, Verma R, and Victorino L (2014) ‘‘The Role of Coordinated Marketing-
Operations Strategy in Services: Implications for Managerial Decisions and Execution,’’ Journal of Service Management,
25 (2), 275-294.

Froehle, C., Roth, A., Voss, C. and Chase, R. (2000), “Antecedents of new service development effectiveness an
exploratory examination of strategic operations choices”, Journal of Service Research, Vol. 3 No. 1, pp. 3-17.

Hoffman, K, and Beradino, F. and Hunter, G. (2013) “Congestion pricing applications to manage high temporal demand
for public services and their relevance to air space management” vol 28, pp28-41.

Klassen, K. J. and Rohleder, R.J. (2002) "Demand and capacity management decisions in services: How they impact on one
another", International Journal of Operations & Production Management, Vol. 22 Issue: 5, pp.527-548.

Kork, A-A. and Vakkuri, J. (2016) “Improving access and managing healthcare demand with walk in clinic: Convenient at
what cost?” International Journal of Public Sector Management, vol 29 no 2 pp148-163.

Muari, A.G. (2007) “Yield Management and Perceptions of Fairness In The Hotel Business” International Review of
Economics, vol 54, issue 2, pp284-293.

Simangunsong, E., Hendry, L. C and Stevenson, M. (2016) "Managing supply chain uncertainty with emerging ethical
issues." International Journal of Operations & Production Management, Vol. 36 Issue: 10, pp.1272-1307,

Wangenheim, F. V. and Tomás Bayón, T (2007) “Behavioral Consequences of Overbooking Service” Capacity. Journal of
Marketing, Vol. 71, No. 4 (Oct), pp.36-47

Werner, A. and Lim, M. (2016) “Ethics of a living wage.” Journal of Business Ethics vol 137 p433 .

Wiese, A., Zielke, S. and Toporowski. W. (2015) “Sustainability in retailing?: research streams and emerging trends.”
International Journal of Retail & Distribution Management, vol: 43 (4/5) pp -2-24

News paper article: 'People have gone chicken crazy': what the KFC crisis means for the brand

https://www.theguardian.com/business/2018/feb/24/people-have-gone-chicken-crazy-what-the-kfc-crisis-means-for-
the-brand

Grading and Marking Criteria. * Your work will be graded using the standard descriptions
below.
Over 86-100%
Outstanding use of academic models, theory and case studies. Deconstruction and reconstruction will draw
out unexpected link between theory and practice. Students will draw together subject matter from a variety
of management disciplines providing a thorough understanding and questioning of what is known and
presenting as well as pushing the critical boundaries of knowledge. Critical aspects will be exemplary that
engages fully and critically with literature that far exceeds learner level expectations.

70-85%
Excellent extraction of the operational issue and its impact will be demonstrated, with excellent
understanding and application of theory and/or models and their link with practice. Information has been

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extracted beyond that presented in the unit. Excellent critical evaluation will be evident throughout.
Deconstruction and reconstruction will draw out some of the more esoteric issues are well as the most
obvious ones. The students will draw together subject matter from a variety of management disciplines
providing a thorough understanding and questioning of what is known and presenting as well as pushing the
boundaries unknown areas. Reflection will engage fully and critically with literature and will be thoroughly
underpinned and grounded in theory or applied operational constructs.

60-69%
Good extraction of information and application of models with careful critical evaluation. Deconstruction and
reconstruction will draw the student into the issues associated with the question with confident reference to
theory and practice. Relevant organisation, management examples will be explored. Critical analysis will be
within the boundaries of what is currently known. Reflection will engage with literature and will be
underpinned and grounded in theory to provide a good critical analysis.

50-59%
Adequate extraction of information and application of models, sufficient for critical evaluation.
Deconstruction and reconstruction only of the obvious issues associated with the question will be apparent.
Organisation, management, social and behavioural aspects will be apparent. There will be acceptable critical
analysis. Reflection will engage with literature and will be underpinned and grounded in theory to provide
some critical analysis.

40-49%
An attempt has been made to outline the operational issue. There is an adequate if basic platform for
evaluation. There is some link between theory and practice with and adequate level of critical reflection.
Some organisational, operational and strategic aspects will have been touched on.

30-39%
A partial attempt has been made to outline the operational issue, but with a limited platform for critical
evaluation. Limited research of the literature will have been carried out. A very limited understanding of the
issues will be presented. Reflection will engage with standard text with insufficient underpinning and little a
very limited critical analysis will be presented

20-29%
The outlining of the operational issue is inadequate. Inadequate or inappropriate resources have been used
descriptively, not critically. Little understanding of the issues will be presented. Little critical reflection will
be presented. A very limited link to theory and practice will be offered.

0-19%
Little or no attempt has been made to address the assignment brief. There is no evidence that appropriate
resources have been used. There is no evidence of the use of models or the link to practice.

Unit Specification: see Moodle.

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Appendix 2: Exemplar Assessment Feedback

Faculty of Business and Law Moderated Mark

Assignment Brief 2017/18 68

Student name ±±±±±±±±±±

Id number
Unit title Strategic Operations for Business Development

Unit Tutor Ruth McQuater

Moderator Dr Rosane Pagano

Demonstration of knowledge
of operational issue and the
organisational and structural
need to manage capacity
This was a thorough and insightful exploration of capacity management. Whilst
your emphasis was on yield maximisation you did explore some of the factors
that influence capacity decisions and the challenges of managing demand. I
would have liked to have seen more of the latter from an practical operational
perspective. I could not quite see the relevance of including SEVQAL here. It
added little to your discussion

Critical discussion of the These have been implicit in your discussion, however when discussion is from a
operational and ethical fiscal perspective these can create operational challenges that can tip over into
challenges of managing supply ethical ones. This needed to be explored more.
and demand

Critical analysis and This was thorough and thoughtful, although there was occasion were more
underpinning could have added to your critical analysis

Conclusions are evidence This was appropriate given your discussion. But here you could added a bit on
based and supported through why complexity is such an issue and getting the balance right is a set of trade-
logical discussion offs that can go astray

Structure, grammar, Appropriate and academic. Watch out for the placement of your citations,
referencing several were in the wrong place and few were missing
Overall Comments A thoughtful and critical piece overall

Unit Leader Signature

Date

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Appendix 3: Exemplar Moderation Assignment Brief

Faculty of Business and Law

Moderation of Assignment Brief/Examination Paper

Unit ID #
Unit title #
Programme #
Level #
Assignment Identifier #
Unit Leader(s) #

Please note the assessment brief should have undergone a pre-moderation verification review by the unit team prior to
final moderation, using the same criteria below.

To be completed by the internal moderator: Please comment on each of the areas and return to the unit leader

Has the 2017/18 Assignment Brief Pro forma been used?

Does the assignment brief/examination paper conform to all the

details given in the unit specification? Is it level appropriate?

Are submission instructions clear and appropriate? Does the

submission day and date agree with the programme schedule of
assignment submission days and dates?
Are the return of marked work and feedback instructions clearly
stated?

Is it clear to students what they need to do? Have all details been
included on the brief?

Have details for assessment support been included (if appropriate)?

Have PSRB/AOL/ECP requirements been included (where

appropriate)?

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Has a clear marking scheme been included? Is it level appropriate?
Does it provide a mechanism for fair and consistent marking?

Is it clear how marks are to be awarded?

Have group work guidelines been included? Is it clear how the

groups are being assessed? If peer review is to be summatively
included is it clear how this are operationalised (if appropriate).
Does the assignment have a research component? Does it meet
the University’s ethical requirements? Is ethical review required?

SUGGESTED CHANGES TO THE ASSIGNMENT BRIEF/ EXAMINATION PAPER (IF ANY) FROM THE INTERNAL MODERATOR

What are the strengths of this assignment?

Do you have any recommendations about this assignment?

Internal Moderator ______________________

Date _______________

SUGGESTED CHANGES TO THE ASSIGNMENT BRIEF/ EXAMINATION PAPER (IF ANY) FROM THE HEAD OF DEPARTMENT OR
NOMINEE

CONFIRMATION FROM HEAD OF Department and SIGN OFF

The above assignment brief/ examination paper has been reviewed by the Department Head or nominee and is
satisfactory in terms of consistency with the unit specification, expected level of achievement and assessment
procedures set out in the programme documentation. AOL and PSRB requirements have been included, where
necessary. Any comments have been satisfactorily addressed.
Head of Department’s or nominated other’s signature: Date

Once Internal Moderation has been completed and the Head of Division has approved the assignment brief/
examination paper then this form, the Assessment Brief pro forma and the moderated item need to be
forwarded to the Programme Office for consideration by the External Examiner.

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EXTERNAL EXAMINER’S COMMENTS:

External Examiner’s signature: Date

UNIT LEADER’S RESPONSE TO EXTERNAL EXAMINER’S COMMENTS

Unit Leader’s signature: Date

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