General Department Rules
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Assignment time management
Plan your assignment strategies early. All students have multiple commitments throughout the academic year, therefore, managing time is as important as assessment. It is probably good to estimate that half-year courses will take twice as much time each week as the full-year courses. Each of the management courses has a suggested average amount of time you should expect to spend on the course each week. Any time over and above that suggested, is your choice!
If you find that a number of assignments are due at the beginning or end of a term (which is common), plan the use of your time for the whole term. Hand-in some assignments before the due date. Remember, the due date is the LAST day that an assignment is to be submitted, avoid the stress and submit your assignment before the due date!
Read your course outline carefully for the percentage of the final grade for each assignment, test or exam. Take the relative proportion of each assignment mark into account when you plan your work schedule. Put more time into an assignment worth 40% than into one assignment worth 10%.
Assignment due dates
Things happen that cannot be foreseen - do not wait until the due date to explain to your lecturer/tutor why an assignment is not ready . Part of your education is to learn to take responsibility for your commitments. It is your responsibility to contact lecturers or tutors concerning unforeseen circumstances which may affect your assignments. Assessment is based on a number of criteria: one of those criteria is meeting deadlines.
Assignments are due on the date specified. However, late assignments may be accepted with a medical certificate.
Written assignment preparation
Before you begin , check with the lecturer or tutor for required standard of presentation necessary in your assignment.
Computers: Most courses require computer generated assignments, some do not. However, for your university assignments, the use of a computer is an asset. Markers want an assignment that is easy to read. An assignment that is easy to read has two characteristics; legibility, and a defined structure. Spending excessive amounts of time on formatting your assignment does not add to legibility or a clearly defined structure.
The probability of lost files or difficulties in printing or non-compatibility of programs must be taken into account when a deadline looms. Keep your program on a 3 minute auto-backup, keep backup copies on disks, check that your backup disk is not faulty, and save all documents before sending them to the printer. If you are using one of the University computer workrooms on the night before an assignment is due, be prepared for the rest of your class to be doing the same thing. This is not good time management!
In written assignments and verbal presentations the University and Department expect adherence to the provision for inclusive language. Sexist language, racist language, or language which denies or diminishes any person is not acceptable. Focus your awareness on common words that exclude; in a mixed audience "mothering" might exclude those men who perceive themselves as "care givers". Instead of "the best man for the job" use "the best person for the job". Use a noun, "the decision of the manager" instead of a pronoun, "his decision". Use inclusive pronouns; his/hers, s/he. Employees and managers come in all sizes, shapes, and colours; include them in the words you use.
Hints from the wise
Remember to use "reader friendly" strategies for your assignments. Assume a lack of knowledge on the part of the reader; give relevant information. In your assignments define your terms, write out questions in full, show all calculations, label tables and charts, reference any quotations, follow a cause and effect pattern with clear linkages.
And of course, WHAT CAN GO WRONG WILL GO WRONG. Leaving the final preparation of assignments to the last minute is often a cause, not just of stress, but also of disaster.
Keep a dated photocopy or computer file copy of all assignments submitted.
What are tests and assignments about?
Tests and assignments are about a lot of things. They are supposed to test competency in a knowledge area. They also test how well you can recall and reproduce information under stress. As well, test marks are one way of ranking students in a course, from the best to the worst, in relation to their ability to learn course material.
University students are being tested on their knowledge of theory and the application of that theory. Both theories and practices are passed on to students as information or knowledge in the form of "fundamentals" of an academic discipline. Students are expected to be able to reproduce fundamental knowledge and apply that knowledge to various situations. "Well rounded" students are able to apply the theories which they learn, and analyse a variety of situations, often outside the original academic discipline.
The University grants degrees to individual students and the assessment procedures in the Department of Management supports this system. All assignments for individual assessment are expected to be the work of the individual being assessed. You are expected to submit your own work, even if the understanding that you gained to produce that work came from interactions with instructors, tutors, or other students. Some group work is also assessed for individual marks. If you have any confusion about assessment and individual marks, ask your lecturer/tutor for clarification before submitting your assignments. Handing-in assignments which are not your own work is considered cheating and lecturers have the right to refuse to mark such work.
You may be required to make a declaration of authorship on a cover sheet attached to your assignments.
There is an accepted academic practice concerning the transfer of information. Plagiarism , which is the direct copying of the work of somebody else without acknowledgement in a standardised reference format, is not acceptable. Any kind of copying without referencing is subject to question.
Assignments, tests and exams are about assessing your understanding of the fundamentals and applications of an academic course. You are expected to paraphrase, not copy exactly, your sources of information. It is assumed that the process of changing the words, numbers, or the order of things is an indication of your individual understanding of the ideas presented. It is also assumed that each assignment, test or exam will be identified by your individual way of expressing knowledge. Exact copying without references is considered cheating or a dishonest practice.
Students who are suspected of dishonest practices are subject to the Regulations of Dishonest Practices . The Department may choose to give a reduced mark or no marks for that piece of work. In severe cases the Department may refer the matter to the Proctor who may raise a formal case with the Discipline Committee (see the University Calendar ). In all cases a student has the right to appeal.
The University grants degrees which you earn. Earning a degree means engaging in independent study. The University expects you to be responsible for your own learning. Tests and examinations are used to gauge your level of achievement.
Copying from other students sitting tests and examinations is considered cheating or a dishonest practice and is dealt with according to the Regulations of Dishonest Practices. To minimise other forms of cheating the University requires all students to identify themselves for the writing of tests and examinations.
You must produce your Canterbury card for identification at all university administered tests or examinations.
Term test and term assignment marks are available on the returned scripts. Listings of class marks, using student ID numbers, are posted on departmental bulletin boards. It is your responsibility to ensure that the marks on your scripts are the same as those posted. Remember that all marking and posting is done by people, and especially in large classes, mistakes can occur.
The Department reserves the right to "scale" marks to achieve a fair translation between marks and grades. The Department translates numbers (marks) into letters (grades) as part of the administrative process. In most instances, scaling increases the students' expected grade.
Your grades are being compared, implicitly or explicitly, to the grades of all students in your course. Some grading can be objective, i.e. the correct numerical answer, but often at university what is being tested and ranked is the understanding of concepts, ideas or practices. These are more often given a subjective grading. However, the range of understanding of all students, can be based on a set of standard "merit" criteria.
The table gives some of the criteria which might be used in the assessment process.
A+ A A-
These grades are awarded for outstanding work. Some criteria which may be taken into account: originality, quality of organisation, appropriateness of readings, clarity of argument, indication of the range of perspectives, correctness of computation, match of presentation and data, high level of analysis, all important elements are included.
B+ B B-
These grades represent a good quality of work. Some criteria: a clear organisation of information, following a standard format for the discipline area, an indication of knowledge of the literature, reasonable level of knowledge of specific computer software, adequate presentation of data, most important elements are included.
These grades indicate a minimum standard such as: understanding of both the context and techniques of an area of knowledge, limited view of different perspectives, cursory knowledge of computer software, superficial organisation, sufficient presentation standard, only essential elements are included.
The work met the minimum standards for the course but failed to show a sifficient level of understanding for the material to be used as a basis for further study.
The student failed to meet the minimum requirements of the course.
The only official grades for all courses are mailed to individuals.
Any grades given by lecturers are not official final grades.
Awful things can happen to you while you are a student.
You may get sick, your family may get sick, your house may burn down or ... There is no way that you can plan for everything which may happen. When awful things happen which will affect your academic performance, the University makes provision by granting an aegrotat.
The required procedures are outlined fully in the University Calendar. Carefully read these procedures early in your academic career. Forms for a variety of different situations, along with explanations of the regulations and requirements, are available from the Student Services Centre. Aegrotat consideration is intended to assist students who have covered the work of a course but have been prevented by illness or other critical circumstances from demonstrating their mastery of the material or skills at the time of assessment. In the event, contact the lecturer as soon as possible concerning your circumstances. No matter how bad things are, you are strongly advised to sit the exam or submit the assignment even if you are applying for an aegrotat. If you believe that illness or other circumstances will adversely affect your marks for an assessment, apply for an aegrotat. If you are prevented from handing in an assignment or sitting an exam because of circumstances beyond your control, apply for an aegrotat.
You should note that normally the Department does not conduct special assessment in terms of Regulation 6 of the Aegrotat Regulations.
However good your intentions, your circumstances may change. If you must withdraw, do it early. Withdrawing is a better strategy than ending up with a "fail" for your final mark. Withdrawal procedures are outlined in the University Calendar. Further information on withdrawing from courses is available from the Student Services Centre.
The University and the Department take seriously their commitment to provide the highest level of education to students. A major part of a university education is the assessment process. However, you may sometimes disagree with an assessment outcome.
As a student you are expected to be responsible for your own academic career. If your marks/grades are not what you expect, on tests or assignments, find out why. If you do not understand comments or marking procedures, ask. Remember that this is an academic institution and you will be expected to argue for your case. Take time to allow the "passion" to ebb by writing down your points of dissatisfaction.
There is an accepted protocol for resolving student dissatisfaction.
In the first instance, talk with the lecturer/tutor involved or the Subject Co-ordinator. You will usually find that a discussion with the lecturer or the Subject Co-ordinator produces a satisfactory outcome.
However, if you do not want to do this, talk with a staff member within the Department who you feel you can trust or the HOD. If you feel that the Department is too small to find someone to talk with, the University provides a system of outside moderators to help students. Posted on notice boards in all departments are Grievance Committee posters which list names, departments and telephone numbers of Committee members. Grievance Committee members ensure that your side of the story is heard and confidentiality is assured.
Harassment is not acceptable at Canterbury. Support is available for students who consider that harassment is affecting their work or study. Help and mediation are provided by the Harassment Prevention Committee. Lists of contact persons are posted on departmental bulletin boards.
See UC Policy Library for information on policy and procedures.
The Department has a strong interest in postgraduate study. Postgraduate study is the opportunity to obtain an in-depth knowledge of an academic discipline. Able undergraduate student are encouraged to keep in mind the possibility of going on to postgraduate study. We invite you to discuss with staff, as early as possible, your continuing academic career.
Students may continue in the Department to gain postgraduate qualifications in Management. The Honours degree is a one year research-focused degree, in which students concentrate on a special area of interest (Marketing, Organisational Leadership & Development, Strategy).
An Honours degree is an internationally recognised qualification representing a high level of academic achievement. Honours graduates are sought after by major graduate recruiters and are well prepared for analytical occupations such as market research, human resource management and consulting. The programme provides a thorough grounding in two subject areas and emphasises analytical and communication skills.
The Honours Programme is essential preparation for anyone contemplating undertaking a MCom, PhD or academic career.
Full-time students can complete the programme in one academic year. The degree may also be completed in up to three years of part-time study (with approval of the Academic Board).
The Honours Programme also forms Part I of the MCom (Masters Programme) in Management. Part II of the Masters Programme is based on research leading to submission of a thesis. It can be completed in one year of full-time study.
The focus of the Honours Programme is at a high academic level emphasising concepts, theory and research. Students needing prior preparation should refer to the BCom or the Graduate Diploma in Management.
Associate Professor Colleen Mills is the BCom (Hons) in Management Co-ordinator.
The main purpose of the MCom is to enable students from the Management BCom (Hons) Programme to develop their Honours Research project, with guidance from a suitable supervisor in the department, to the point where it represents a modest but potentially significant contribution to human knowledge.
Accordingly, the main route into the Management MCom is by first completing the BCom (Hons) in the Department of Management. BCom (Hons) graduates will have completed some advanced academic courses in the areas of Organisational Leadership & Development, Marketing and Strategy, as well as an empirical or theoretical research methods and a research project (see the BCom (Hons) brochure). Students who form an opinion that their "project" has potential for this type of development and who like the idea of a dedicated research year, should first discuss the possibility of advancing to MCom with their Honours project supervisor, who is likely to be the most suitable supervisor for any future Masters thesis. Students should also discuss their plans with the MCom Admissions Co-ordinator towards the end of the academic year.
It is also currently possible to enrol on the MCom via other routes. Please refer to the MCom brochure available at the Departmental office.
Professor Bob Hamilton is the Co-ordinator for the MCom Programme in Management.
MSc in Management Science
You can earn either a BCom(Hons) or a BSc(Hons) degree in your fourth year of Management Science study. Students are able to obtain in-depth instruction in many facets of the mathematical branch of Management, geared towards both a career in Operations Research/Management Science or as preparation for further studies such as a MCom, MSc or PhD.
A major component of the degree is the completion of a practical project which aims to solve a business problem in a local or regional organisation. Students work in teams and are supervised by a staff member who guides the project to a successful completion; success is judged by how well the solution is implemented within the organisation.
Graduates who have been credited with MSCI 301 and MSCI 302 may enrol in a two year MCom Programme. Part 1 is shared with the BCom (Hons)/BSc (Hons) students. Part 2 is devoted to research for a Masters thesis.
Shane Dye, Com 322, is the Co-ordinator for the Honours and Masters Programmes in Management Science.
The Department also has a well developed Doctoral Programme. Doctoral study is research training which culminates in the production of a thesis. Students who undertake Doctoral research anticipate a career in research either in business or academia.
Professor Bob Hamilton t is the contact person for the PhD Programme.
PhD theses recently completed and in progress:
- Jeremy AINSWORTH An Examination of Consumer Response to Change in Online Retail Environments
- Amr Sedgi Yagoub ABDALLA Exploring the Impact of Leadership and Managerial Framing
Approaches on the Sensemaking of Frontline Employees at Times of Change
- Puck ALGERA Between Utopia and Reality: Realising a corporate purpose beyond profit within the complexity of organizational life
- Paula ARBOUW Explore the Behaviours, Experiences, Motivations and Challenges of Voluntary Simplifiers
- Therese ARNO Supply Chain LCA and Carbon Foot Printing Research Question
- Ahmed Uzair AZIZ Understanding Consumer Retail Borrowing Behaviour
- Paul BALLANTINE Internet Marketing
- Stephen BATSTONE Risk Management in the Electricity Sector
- Joanne BENSEMANN Copreneurship in rural tourism: Exploring women's experiences
- Adrian BRADSHAW The Impact of Information Syhstems Consultants on Small & Medium Sized Enterprises: A theory of the firm perspective
- Bhujanga CHAKRABARTI Optimal Reactive Power Management in Electric Power Systems
- Joanne CHEYNE Copreneurship - a framework for exploring women's experiences of rural tourism production
- Jeffrey DALLEY The Influence of Organisational Membership Status on Corporate Social Capital
- Michael DARBY Exploring the Development of Creative Capabilities in Creative Firms
- Hubert de VRIES A Study into the Influence of Migration, Settlement, Cultural and Business Factors on Immigrant Entrepreneurship in New Zealand
- Anton de WAAL Innovation tool usage in support of production innovation projects in the New Zealand context
- Michael DUNCAN Organisational Change in New Zealand Energy
- Alexander DUNN Methodologies to Evaluate Food Safety Interventions in the New Zealand Context
- Callum FLOYD Franchise System Management: Form, Structure and Performance
- Kodicara Asoka GUNARATNE The Support Need of Entrepreneurial Small Business at the 'post startup' Stage of Development
- Mohammad Babul HASAN Optimization of Production Planning for Quota Based Integrated Commercial Fishery
- David IVORY Voice of Enterprise: Power in Enterprise Education within a New Zealand Secondary School
- Peter JACKSON Generation Investment Incentives & Risk in Electricity Markets
- Christopher JANSEN Journeys in Leadership: Exploring influences on leadership values and beliefs in directors of non profit organisations in NZ
- Allen LIM The Effects of Visual Vividness in Mobile Advertising when Presented in the Context of Consumer Goals and Product Involvement
- Jye Ying LU Exploratory Study on the Key Determinants of Corporate Social Responsibility (CSR) Practices in Export-oriented Networks: A Case in Malaysia
- Chadinee MANEESOONTHORN An empirical examination of the effect of permission interactivity, vividness and personalisation on consumer attitudes within an e-mail marketing approach
- Regina MARTIN Investigate the impact of positive leadership behaviours on team learning and performance
- Sharifah Zannierah SYED MARZUKi Understanding Restaurant Managers' Expectations of Halal Certification in Malaysia
- Aldene MEIS MASON A Comparison Between Indigenous Sami Herding of Rangifer Tarandus and Indigenous Invit Hunting of Rangifer Tarandus: Implications for subsistence and commercialization
- Sussie MORRISH Portfolio Entrepreneurs: Antecedents of Business Cluster Development
- Jens MUELLER Movement of the Long White Cloud of Governance Shifts in Attitudes to Governance in New Zealand
- Poh Yen NG Dynamic Capabilities of Malaysia High Growth Technology Companies
- John O'SULLIVAN Exploring the Sensemaking Process of Maori and Pakeha Entrepreneurs
- Nitha PALAKSHAPPA Examination of Collaborative Business Relationships in New Zealand
- Nicola PETTY Resources for Vision Impaired
- Ranga Prabodanie RANATHUNGA ARACHCHIGE A Market for Allocating Point, Non-Point Water Pollution Permits
- Michelle RENTON Investigating Consumer Reactions to the Advertising of Genetically Modified Food Products
- Antonio PINTO RODRIGUEZ Smart Market for Runoff and Sediment Discharge
- Achinto ROY Corruption related decision-making in the Multinational Business Arena
- Don SLOAN Method Selection in the Valuation of SME in New Zealand
- Stephen STARKEY Urban Water Scheduling: Enhancing Allocation With Market Pricing Mechanisms
- Mark STEWART Telecommunications Industry
- Paul STEWART Intertemporal Considerations for Supply Offer Development in Deregulated Electricity Markets
- Yi-Ping SU Tourism Business Responses to Climate Change: The Case of Taiwanese Tourist Hotel
- Chatchai THNARUDEE The Interrelationship between the Complex Hierarchy of Institutional Strategic Planning and Praxis
- James TIPPING Analysis of Spot Price Stochasticity in Electricity Markets
- Bernard WALKER For Better or for Worse: Employment Relationship Problems under the Employment Relations Act 2000
- Matthew WALLEY The Influence of Psychological Attributes on Firm Performance in SME's
- Anna WALLS How Civil Engineers Deal With Difficult Projects
- Tony WHITE The Export Performance of NZ Based Manufacturers
- Russell WORDSWORTH Moving to Greener Pastures? A study of voluntary turnover of immigrant employees
The Graduate Diploma in Management is a point of entry into the world of management for those who wish to expand their knowledge of Commerce subjects. It is a one year course designed for graduates with a major in other academic disciplines. It offers students the opportunity to gain knowledge of the principles and science of managing enterprises and resources.
The Programme has five designated Diploma courses: Fundamentals of Management, Accounting and Data Analysis for Management, Human Resource Management, Marketing and Strategic Management.
Please contact the Programme Co-ordinator for details of eligibility. Study may be undertaken full-or part-time. Achievement in the Diploma Programme could lead to enrolment in the BCom (Hons) Programme.
Associate Professor Paul Ballantine is the Co-ordinator of the Graduate Diploma in Management Programme.
The MBA Programme can be taken as either a full-time (18 months) or a part-time course. Acceptance into the MBA Programme is normally restricted to students who have an academic degree and a minimum of five years work experience in a managerial or professional position.
Students undertake a mix of compulsory and elective courses. Individuals complete a locally sponsored business project, which combines theory, methodology, and application as a finale to the Programme.
Although individual endeavour is important, working as part of a team in a majority of the courses and assignments is a distinguishing feature of the Canterbury MBA Programme.
Tony Mortensen is the MBA Programme Director.
Our MBA Programme is currently accredited by AMBA, the Association of MBAs.