The Study Skills Handbook (Palgrave Study Skills)

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The group work was hard. All the other group members lived in hall and they began to meet up in hall and make decisions without me. I felt left out. In the end I spoke to the tutor and she raised it as an issue in the tutorial. The other students were upset as they hadn’t realised I felt left out and they would have preferred me to talk to them direct. After that we met on campus during the day and the group worked well together. identifying what they want to learn, for example, reading the learning outcomes in the module handbook You will find that different learning and teaching activities such as lectures, seminars and tutorials take place within your programme of study. If you are not experienced in these approaches to learning then you will find that you will need to spend a little time with your peers and tutors adapting to new ways of thinking and behaving. Some of your assessment activities will involve group work, that is, a group presentation or a group project. In these cases, it is acceptable to produce a piece of work that is a culmination of a joint effort, or includes work, ideas and thoughts of both you and your colleagues working in the same group. The principle behind group assessment activities is to give you some experience in being part of, or perhaps leading, a team. It provides opportunities for you to develop and demonstrate transferable skills such as communication, negotiation, participation, compromise, decision-making, and obviously teamwork. With this type of assessment activity you may be asked to identify the role each group member took in producing the final product. What do I do if I want to quote something that contains something that is inaccurate, grammatically incorrect or misspelled? Use the indication [sic] within a quotation if it contains a claim or phrase that you feel is incorrect, outdated, or unacceptable, or a word or phrase that is grammatically incorrect. It should be inserted directly after the phrase to which it refers e.g. Jane Smith said “I got mad [sic] with the worker.”

presentation or at the end of it. • Try to bring vitality and variety into your speech pattern. Vary your tone. Use This manual is a starting point to help you with your studies. Many students will complete a module that provides detailed guidance on academic skills, for example, the undergraduate module called Academic and Professional Skills or similar postgraduate modules. Other students may be introduced to these topics as part of an induction programme or research methods module. It is important to remember that as a student in HUBS you will have access to help and support from a number of different sources and these are outlined in the following section: Introduction .................................................................................................... 37 Improving your reading skills ......................................................................... 38 Strategies for effective reading: ...................................................................... 39 Closing comments .......................................................................................... 40 Used during lectures or reading. Used when copying specific information, for example, advice on an assignment, details about room changes. Many students find it helpful to form and work in informal study groups as this gives opportunities to discuss ideas and concepts, forge friendships, and consult one another over draft versions of their written assignments. Be aware that this approach may introduce a certain element of danger if members of the group then present very similar pieces of work. It is not acceptable for members of the group to produce very similar pieces of work, that is, assignments that are either identical or alike – in either content or structure, or in their arguments and conclusions. Therefore, although you are encouraged to discuss your work during the preparation stages, you are discouraged from swapping or showing your colleagues final versions of assignments. It is worth reminding you that if a marker identifies two, or more, pieces of work that have similarities all students involved will be asked to answer to a formal allegation of the use of unfair means, or plagiarism. The consequences, should the allegations be proven, are laid out in the next section.Tutors will tell you that they find it enjoyable reading an interesting and challenging piece of work. If you can satisfy a marker’s expectations of what they wanted the student to fulfil in an assignment then you will gain a good mark. Remember that many of the Business School modules have large numbers of students taking them, and if you make an effort to produce something that stands out from the rest, you will receive a mark that will reflect this. James is a first-year full-time undergraduate student. He has a part-time job (three evenings per week) and likes to play football at least twice a week.

In HUBS you will experience a number of different approaches to learning and teaching. Typically these will includeDupont has found that it can take as many as three thousand raw ideas to produce just two winning commercial products, and pharmaceuticals companies may require six thousand to eight thousand starting ideas for every successful commercial new product” (Armstrong and Kotler, 1999, 263). of Management Development, 8, no.2: 77-80. Nixon, B. & Pitts, G., (1991), ‘W.H.Smith adopts a new approach to developing