Postgraduate Student Handbook 2011/12 - University of Liverpool

Postgraduate Student Handbook 

2011/12 

MSc Consumer Marketing 

MSc e-Business Strategy & Systems 

MSc Economics & Finance 

MSc Entrepreneurship 

MSc Finance 

MSc Human Resource Management 

MSc International Business 

MSc Management 

MSc Operations & Supply Chain Management 

Learning to Make a Difference

Welcome to the University of Liverpool 

Management School (ULMS) 

As Director of the University of Liverpool Management School it is my pleasure to 

welcome you. You have made a great choice by selecting the University of Liverpool 

Management School to develop your skills to be a future leader. 

The Management School has a strong group of academic staff who are 

internationally renowned for their research and scholarly activities. Please take 

advantage of the formal lectures, research seminars and various other meetings at 

the school to get to know them. The academic staff have also spent many years 

ensuring that their research is relevant to practice. What you learn is both current 

and relevant to the careers you will pursue on graduating. 

We want to be your partners in learning. Our aim is not just to impart learning but to 

actively work with you on how you can improve your overall skills. We expect that 

you will be an active learner, contributing what you already know to your classmates 

and finding innovative ways to use what you learn both in projects here and the 

broader workplace when you graduate. 

As a partner, we expect our relationship to last beyond graduation. We are proud of 

our alumni. We look forward to working with you for some years and helping you 

achieve your aspirations. 

Welcome … and please let me know if there is anything I or our staff can do which 

will enhance your experience here at Liverpool. 

Professor Murray Dalziel 

Director of School 

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CONTENTS 

1. INTRODUCTION TO THE MANAGEMENT SCHOOL AND THE MSc 

PROGRAMMES 

6 

1.1 Introduction to the Management School 6 

1.2 Management School Mission 6 

1.3 Aim of the Management School‘s MSc Programmes 6 

1.4 Postgraduate Learning Goals 7 

1.5 Special Features of the MSc Programmes 7 

1.6 Staff Roles and Points of Contact for Students 8 

1.7 Contacting Staff and Students 10 

1.8 School/Module Information Online 10 

1.9 Departmental Societies 10 

1.10 Alumni 11 

1.11 Key Dates 11 

2. MSc CONSUMER MARKETING 14 

2.1 Programme Staff 17 

2.2 Programme Structure 17 

3. MSc E-BUSINESS STRATEGY AND SYSTEMS 20 

3.1 Programme Objectives 21 



3.4 Programme Assessment Criteria 26 

3.5 Dissertations and Mini Projects 28 

4. MSc FINANCE 31 




4.4 Guidance Notes on the MSc Finance Dissertation 33 

5. MSc HUMAN RESOURCE MANAGEMENT 39 


5.2 Career Opportunities 41 



6. MSc MANAGEMENT 44 




7. MSc OPERATIONS AND SUPPLY CHAIN MANAGEMENT 49 


7.2 Subject Based Learning Outcomes 51 


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7.5 Dissertations and Mini Projects 58 

7.6 Programme Assessment Criteria 59 

7.7 Additional Features of the MSc Operations and Supply Chain Management 62 

8. 

8.1 

8.2 

8.3 

MSc ENTREPRENEURSHIP 

Programme Objectives 

Programme Staff 

Programme Structure 

9. MSc INTERNATIONAL BUSINESS 

70 




10. MSc ECONOMICS & FINANCE 

75 




11. MODULE SYNOPSES 78 

12. IMPORTANT INFORMATION FOR ALL STUDENTS 

98 

12.1 The Code of Practice on Assessment 98 

12.2 Submission and Collection of Assessed Work 98 

12.3 Penalties for Late Submission of Assessed Work 98 

12.4 Requests for Late Submission of Coursework (Without Penalty) 99 

12.5 Updating Registration 100 

12.6 Sickness Absence Policy 102 

12.7 Mitigating Circumstances 102 

12.8 Plagiarism, Collusion and Fabrication of Data 104 

12.9 Implications of Non-Attendance 106 

12.10 Implications of the Non-Payment of Fees 106 

12.11 Suspension of Studies 107 

12.12 Student Progress 107 

12.13 Assessment Appeals Procedure (taught programmes) 108 

12.14 Jury Service 109 

12.15 The Spider Student Web 109 

12.16 The Degree Classification System 110 

12.17 Student Representation 111 

12.18 Health and Safety 113 

12.19 Liverpool Guild of Students 114 

12.20 The University Library 115 

12.21 Computing Services 118 

12.22 The University Calculator 118 

13. ACADEMIC STRATEGY 120 

13.1 Departmental Learning, Teaching and Assessment Strategy 120 

4 

65 

66 

67 

68

14. PROVISION OF FEEDBACK TO STUDENTS 130 

15. KEY SKILLS AND EMPLOYMENT 136 

15.1 The Careers and Employability Service 136 

15.2 Learning and Study Skills Support 136 

15.3 Development of Key Skills 137 

16. SUPPORT SERVICES FOR STUDENTS 138 

16.1 Academic Advisor/ Student Learning and Teaching Support Officer 138 

16.2 Support and Advice 138 

16.2.1 Student Support Services 138 

16.2.2 The Disability Support Team 138 

16.2.3 Financial Support Team 139 

16.2.4 International Support Team (IST) 140 

16.2.5 Support for Care Leavers 140 

16.3 Student Counselling 141 

16.4 Mental Health Adviser (MHA) 141 

16.5 Liverpool Guild of Students 142 

17. THE ENGLISH LANGUAGE UNIT (ELU) 143 

18. OTHER USEFUL PUBLICATIONS 144 

18.1 Student Charter 144 

18.2 University Calendar (includes Ordinances and Regulations governing 

degrees) 

144 

18.3 University Complaints Procedure 145 

18.4 Your University 145 

19. FREQUENTLY ASKED QUESTIONS 147 

Using this Handbook 

This handbook is for students registered for a Masters programme at the University of 

Liverpool Management School (ULMS). It contains important information about the School 

and its postgraduate programmes. You will be assumed to know these things so you must 

read it and keep referring to it. The first part of this handbook contains information regarding 

the programme you have registered for. The second part includes information for all Masters 

students in the Management School. 

5

1. INTRODUCTION TO THE MANAGEMENT SCHOOL AND THE MSc PROGRAMMES 

1.1 Introduction to the Management School 

The University of Liverpool opened its new purpose built Management School in October 

2002 bringing together nearly 100 academic and support staff from existing departments 

and via new appointments. It is structured into three clusters: Management; Finance and e- 

Business.. Staff from all subject groups teach on postgraduate modules. The School has 

created a strong core of research and teaching capability in a broad range of business and 

management subjects to meet the needs of general and specialist business management 

and public management. The School aims to provide a learning environment where 

innovation and dynamism can flourish, allied to the teaching of sound management 

principles and techniques. The Management School aims to equip its students with a 

breadth and depth of knowledge and a range of professional skills and techniques required 

for a successful career in a changing world. Its teaching programmes are underpinned by 

the research and scholarship of the academic staff. 

1.2 Management School Mission 

‗Learning to make a difference‘ 

We strive to make a significant difference in the lives of individuals, enterprise and 

communities. This is the purpose of our research and teaching. 

1.3 Aim of the Management School’s MSc Programmes 

The overall aim of the School‘s MSc programmes is to provide a comprehensive and high 

level education to aspiring managers. All modules on the programme are M-level (Master‘s 

level) modules. The objective in terms of assisting students is to be a constructive part of 

their career development. This will be facilitated, specifically, by: 

Providing students with knowledge of the principles and current issues relevant to 

management roles in business organisations. 

Supporting the development of subject specific and key transferable skills 

necessary for employment in management positions. 

Providing opportunities for students to acquire a range of analytical techniques 

required for the effective tactical and strategic management of business 

organisations. 

Enabling students to develop their IT skills and familiarity with a range of financial 

and statistical software. 

Supporting the enhancement of skills of written and spoken communication. 

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1.4 Postgraduate Learning Goals 

Throughout their programme of study, all business and management postgraduate 

students, will: 

Demonstrate relevant programme specific knowledge and understanding; 

Demonstrate that they are effective learners, planners and communicators; 

Demonstrate cognitive skills of critical and reflective thinking; 

Demonstrate effective performance in a team; 

Demonstrate that they can analyse business and management issues effectively; 

Demonstrate that they have awareness of ethical understanding and reasoning. 

To achieve these learning goals it is vital that students not only acquire appropriate 

knowledge and understanding but also become proficient in a variety of skills – cognitive, 

practical and transferable. These ‗key skills‘ are incorporated into the design and delivery of 

all programmes. 

1.5 Special Features of the MSc Programmes 

Guest Speakers 

The MSc programmes feature a number of visiting or guest speakers. You are strongly 

encouraged to attend these sessions in order to enhance your learning. 

Social Arrangements 

Each year, we arrange a number of MSc social events, such as theatre or sporting trips or 

nights out at a pub or restaurant. We normally appoint one or two MSc students as Social 

Secretaries to help co-ordinate these activities. 

Awards 

Each year the Management School presents awards to the highest achieving student on 

each of its Masters level programmes; there is also a special award for the overall ‗Student 

of the Year‘. Organisations with which the Management School is affiliated also offer 

special prizes, for example the Chartered Management Institute gives out three awards for 

top graduates on the MBA and MSc Management programmes. Presentations are made on 

the day of graduation at an event held at the Management School. 

Careers Advice 

The Management School has its own specialist Careers Adviser, Fiona McNamara, who 

works with MBA and MSc students. 

During your time at the University of Liverpool you will have access to: 

1-1 Career Coaching; 

Advice on your career options and where to position yourself in the job market; 

Opportunities to meet employers on campus; 

Access to part time/term-time job vacancies; 

Job vacancies with leading national and local employers; 

Daily quick query service with careers advisers; 

Specialist help with CVs, applications and interviews; 

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Information on further study, including PhDs; 

Skills development opportunities. 

1-1 Career Coaching 

To book a careers coaching discussion with Fiona McNamara telephone the Careers 

Service reception on 0151 794 4647. 

Employers and Vacancies 

Information on employers visiting the campus and current vacancies can be found on the 

Careers and Employability website www.liv.ac.uk/careers 

Careers Resources 

Specialist careers resources for postgraduate Management School students can be found 

on VITAL. 

Contact Details 

The Careers & Employability Service is located on the first floor of the Student Services 

Centre, next door to the Guild of Students on Mount Pleasant, opposite the Metropolitan 

Cathedral. You can also arrange to see Fiona McNamara in the Management School. 

Contact the Careers & Employability Service by email: careers@liv.ac.uk, or telephone: 

0151 794 4647. 

You can also follow us on Facebook: 

http://www.facebook.com/TheCareersandEmployabilityService 

1.6 Staff Roles and Points of Contact for Students 

There are a number of designated staff positions, designed to assist you in your academic 

and personal life whilst you are a student at ULMS. The information below gives you 

specific information as to which member of staff you should consult with different types of 

questions, enquiries or problems. Please retain this information and use it for future 

reference. You might wish to fill in the names of the ULMS staff as they relate to you 

alongside each title, for your future use. 

Director of Studies 

Each programme of study at ULMS has a Director of Studies who is responsible for the 

overall management of your programme of study: 

MSc Management Cluster: 

MSc Consumer Marketing Dr Steve Oakes 

MSc Entrepreneurship Dr Claire Hookham Williams 

MSc Human Resource Management Dr Jason Ferdinand 

MSc International Business Professor John Wilson 

MSc Management Dr Dotun Adebanjo 

MSc Finance Cluster: 

MSc Economics & Finance Dr Alex Kostakis 

MSc Finance Dr Chris Florackis 

MSc e-Business Cluster: 

MSc e-Business Strategy & Systems Dr Zenon Michaelides 

MSc Operations & Supply Chain Management Dr Andy Lyons 

8

Your Director of Studies will answer any queries relating to the overall profile of your 

modules, the balance between modules on the programme, and any issues to do with the 

teaching or delivery of your programme. The Director of Studies meets other Directors and 

all teaching staff on a regular basis to discuss student progress and co-ordination within 

the Management School. 

Academic Advisor system/ Student Learning and Teaching Support Officer 

From 2011-12, all students on programmes at the University of Liverpool are allocated an 

Academic Advisor. The Academic Advisor is responsible for the provision of sufficient 

support to allow a student to succeed in their academic studies. The Academic Advisor will 

meet with new tutees at the beginning of their studies and preferably at the start of each 

academic year. He or She will also meet tutees following exam results to discuss academic 

performance and provide advice on improving performance. The Academic Advisor is the 

first port of call if a student is having problems with their academic studies. 

Within the School professional services support team there is also a Student Learning and 

Teaching Support Officer, Lynne Crook, who will act as a point of contact for any student 

experiencing difficulties with any aspect of University life. The Student Learning and 

Teaching Support Officer within the School can provide both support and advice on School 

level procedures, as well as signposting to central and specialised support services for 

students. 

Lynne can be contacted at l.crook@liv.ac.uk or by telephone at 0151 795 3107. 

Module Leader 

For each of the taught modules that you take as part of your Masters programme, you will 

have a specific lecturer who is your first point of contact for queries relating to teaching, 

learning and assessment in that module. You will see this member of staff during the 

teaching sessions. He or she will also be available during the academic year to assist with 

all aspects of teaching, assessed work, examinations and personal study relating to that 

specific module. 

Examinations Officer 

Dr Frank Steffen, the ULMS Postgraduate Examinations Officer, deals with all 

examinations arrangements. The Examinations Officer is responsible for collecting all 

medical documentation relating to delayed submission of assignments or absence from 

examinations. You should complete the ULMS paperwork relating to illness or delayed 

submission of work and then pass it on to the Senior Examinations Administrator in the 

Student Support Office. 

Dissertation Supervisor 

Each student is allocated a supervisor for their dissertation project. You should liaise with 

this member of staff at all stages of your research, from the planning to the execution and 

presentation of your findings. Your supervisor will arrange appointments at regular intervals 

to discuss dissertation progress. These meetings are mandatory and staff records are 

maintained. 

9

Administrative Staff 

The Student Support Office is situated in Room GE46 on the ground floor of the new part of 

the Management School. This is the place to go to change modules, to hand in your 

assignments, to leave messages for tutors and many other administrative matters. The staff 

there are happy to help and deal with your queries. The office is open from 0900 to 1630. 

For information and advice concerning your programme please make your initial enquiry at 

the office reception and your query will either be answered there or forwarded to the 

appropriate Programme Administrator or Director of Studies. 

1.7 Contacting Staff and Students 

Academic and administrative staff often need to contact students and our main method of 

communicating with you will be via e-mail. During the first semester, the School will set up 

e-mail address groups (for modules and programmes) which will be based on your 

registered University of Liverpool e-mail address and we will announce in lectures the date 

on which we will test run e-mail addresses. It is at this time that you should check that you 

have received the test message. If you have not received the message, it is your 

responsibility to make sure that your name is included on our e-mail address 

database. In addition to e-mails, module leaders will place announcements on the 

University‘s intranet, VITAL. 

1.8 School/Module Information Online 

The Management School‘s website is at: http://www.liv.ac.uk/managementschool/. Copies 

of general information about the school are available here. 

In addition, module information including assessments and lecture notes will be posted on 

the VITAL system. Once you have registered for your modules you should see them listed 

when you log on to VITAL. VITAL is available online at https://vital.liv.ac.uk/webapps/login/. 

Please note that VITAL will only show you those modules that you are registered for. It is 

important that you are registered for those modules that you are attending. Otherwise you 

might not be able to access the module lecture notes and assignments. Module leaders are 

responsible for keeping this up to date, and should be contacted in the case of difficulty. 

1.9 Departmental Societies 

SIFE (Students In Free Enterprise) 

SIFE (Students In Free Enterprise) works in partnership with businesses and universities to 

nurture the next generation of entrepreneurs and business leaders. SIFE students at 1,800 

universities around the world develop their own community projects, using what they have 

learnt at university to solve real world problems – from helping the homeless with job 

applications to helping entrepreneurs start or improve their business. The projects create 

real sustainable economic opportunities for members of the community by helping others to 

increase their skills and knowledge of the Market Economy, Personal Success Skills, 

Entrepreneurship, Financial Literacy and Business Ethics. 

SIFE teams, guided by university and business advisers, manage their own projects, PR 

and the funding of their team. They choose their projects by matching their skills, 

knowledge and interests with the needs of their community. Each year, the University 

teams showcase their range of projects to leading business people, such as Managing 

10

Directors or Human Resource Directors from national and international companies at the 

annual SIFE UK National Competition. In the 2009/10 academic year, students from the 

University of Liverpool Management School reached the national semi-finals. 

Contact: 

SIFE Liverpool Team: sife.liverpool@gmail.com 

Claire Hookham Williams (staff contact) Claire.Hookham.Willliams@liv.ac.uk 

Website: http://www.liv.ac.uk/managementschool/business/sife_liverpool.htm 

and www.sife.org 

1.10 Alumni 

When you graduate, you will become part of a community of over 92,000 alumni, 

worldwide. As alumni of the University of Liverpool, you are able to access a range of free 

benefits and services, including alumni associations, invitations to events and receiving 

insight, the alumni magazine, amongst many other services. 

In addition to this central service, the Management School has its very own alumni service 

(ULMS Alumni), which offers enhanced provision to graduates of the School. Established in 

2004, ULMS Alumni has a rapidly growing membership, including graduates and staff from 

all ULMS courses. 

The Management School values its alumni and aims to establish a community of businessoriented 

professionals through its services, which include: 

Access to a global network of business colleagues; 

Regular networking events; 

Local & international events; 

Reunion events; 

Access to the Online Alumni Community; 

Online profiles; 

Newsletters and e-bulletins; 

Other activities linked to Continued Professional Development; 

Continued involvement with the School and its development. 

Information regarding services can be accessed via http://www.liv.ac.uk/management/ and 

follow links for postgraduate alumni and you can view the University Alumni pages at 

www.liv.ac.uk/alumni. 

1.11 Key Dates 

Induction week starts 19 th September 2010. 

First semester (also called Autumn term): 

Teaching and self-study: 26 September 2011 – 16 December 2011 

Vacation: 19 December 2011 – 9 January 2012 

Exams: 16 January 2012 – 27 January 2012 

11

Second semester (also called Lent and Summer term): 

Teaching: 30 January – 23 March 2012 & 16 April – 11 June 2012 

Vacation: 26 March – 13 April 2012 

Exams: 21 May 2011 – 1 June 2011 

Third (dissertation) semester: 

Starts around 4June 2012 15 September 2012 submission date (Research only) 

Re-sit exams period 20 August 2011 – 31 August 2011 

Graduation 

Your graduation ceremony will take place mid-December, 2011. The precise date is yet to 

be confirmed, though, as guidance, the graduation in 2011 will be held during week 

commencing 12 th December. 

Exam Board Times 

These are usually held in February (to look at first semester grades), June (to look at first 

and second semester and to determine if any re-sits are required) and November (to look 

at all grades and award of degrees). Students can be asked to attend meetings before and 

after these exam boards to discuss aspects of their work. This should be taken into 

consideration when planning placements, holidays, research etc. 

12

MSc Consumer Marketing 

14

2. MSc CONSUMER MARKETING 

The overall aim of this programme is to provide a comprehensive and high level education 

in the subject of marketing, specifically marketing within the context of consumer markets 

(as opposed to business-to-business markets). All modules on the programme are M-level 

(Master‘s level) modules. The programme is aimed at those who have not studied to any 

great depth in this subject area, who seek to develop the required knowledge and skills in 

order to pursue a marketing career in organisations which operate within consumer 

markets, including the service sector. 

More specifically, this programme will facilitate the process of assisting students in their 

career development by: 

Providing students with knowledge of the principles and current issues relevant to the 

role of marketing in business organisations (with specific reference to consumer 

markets/service sector); 

Supporting the development of subject specific and key transferable skills necessary 

for employment in a marketing/management function; 


required for the effective tactical and strategic management of the marketing function 

within organisations; 

Enabling students to develop their IT skills and familiarity with a range of relevant 

financial and statistical software; 

Supporting the enhancement of skills of written and verbal communication. 

Subject-based learning outcomes: 

Students will be able to acquire knowledge and understanding of theoretical and practical 

aspects of marketing in a specific consumer market/service sector context, as well as more 

generic management principles. More specifically, students will be able to: 

Understand the role that marketing plays in supporting the identification and analysis 

of, and engagement with, current and potential consumer/service sector markets and 

marketplaces; 

Appreciate how processes of marketing management assist consumer/serviceoriented 

organisations in major decisions relating to the scope, scale and direction of 

their activities; 

Develop an awareness of how customers/consumers are employing technology to 

create value in the contemporary business environment; 

Understand the role of theoretical marketing models and frameworks used in 

organisational strategy formulation; 

Develop a critical perspective in relation to a range of contemporary marketing issues 

in the context of consumer/service sector markets; 

15

Acquire knowledge of how organisations manage resources and change; 

Understand the evolving theories and practices associated with the management of 

people, with particular reference to the service sector. 

Key skills: 

Students will be able to learn, practise and develop a range of key transferable skills via 

their core and elective modules including: 

Communication Skills: All programme modules involve developing writing skills 

through continuous assessment reports, project dissertations and examinations. 

Furthermore, oral communication skills form part of the assessment and there are a 

number of modules where students are asked to give short individual as well as group 

presentations. 

Numeracy Skills: These are developed as part of the specific Managing Finance 

module as well as more generally in other modules, such as Marketing Research. 

Information and Communication Technology Skills: Students will acquire skills in the 

use of software applications including word processing, visual presentations, 

databases, spreadsheets and using the internet for information searches. 

Group Working Skills: A number of modules involve assessed work for which students 

will be required to work in groups and manage the interaction with other group 

members. 

Self time and task management and management of own learning: This applies to all 

modules of the programme. 

Time management and management of own learning: This applies to all modules of 

the programme. 

Networking: Engaging fellow students and external business contacts in establishing a 

networked resource for the exchange of ideas and the development of future business 

relationships. 

16

2.1 Programme Staff 


Dr Steve Oakes Director of Studies 

e-mail: s.b.oakes@liv.ac.uk Tel: 0151 795 3010 Office: GE24 

Ms. Julie Reddy Programme Administrator Office: GE46 

e-mail: j.a.reddy@liv.ac.uk Tel: 0151 795 3105 

Teaching Staff 

Prof. Steve Baron 

e-mail: j.s.baron@liv.ac.uk Tel: 0151 795 3803 Office: F14 

Dr David Brookfield 

e-mail: david.brookfield@liv.ac.uk Tel: 0151 795 3502 Office: F10 

Ms Julia Hodgson 

e-mail: j.hodgson@liv.ac.uk Tel: 0151 795 3812 Office: S14 

Dr Tony Patterson 

e-mail: a.patterson@liv.ac.uk Tel: 0151 795 3817 Office: S15 

Dr Gary Warnaby 

e-mail: gary.warnaby@liv.ac.uk Tel: 0151 795 3533 Office: GE23 

Dr Dilani Jayawarna Tel: 0151 795 3823 Office: FE7 

e-mail: d.jayawarna@liv.ac.uk 

Dr Chris Raddats Tel: 0151 795 3706 Office: GE9 

e-mail: c.raddats@liv.ac.uk 

Dr Anna Tilba Tel: TBC Office: B4 

a.tilba@liv.ac.uk 

Dr Lee Quinn Tel: 0151 795 3016 Office: S19 

lee.quinn@liv.ac.uk 

Dr Mike Zundel Tel: 0151 795 3701 Office: SE17 

zundel@liv.ac.uk 

2.2 Programme Structure 

The programme is modular in delivery and provides a full time and part time mode of study 

over 12 and 24 months respectively. All modules are compulsory The programme structure 

is: 

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Module Code Module Name Semester 

ULMS767 Managing Finance One 

ULMS766 Marketing Management One 

ULMS803 Service One 

ULMS515 Applied Business Research Methods One 

ULMS765 Strategic Organisation Two 

ULMS795 Consumer Behaviour Two 

ULMS521 Marketing Communications Two 

ULMS791 Critiquing Marketing Two 

ULMS719 Strategic Business Analysis/Dissertation Summer 

A brief outline for each module can be found in section 11. 

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MSc e-Business Strategy and Systems 

20

3. MSc E-BUSINESS STRATEGY AND SYSTEMS 

The MSc programme in e-Business Strategy and Systems is now in its eighth year and has 

been successful in bringing together a good mix of national and international students with 

varying backgrounds and skills. The programme is managed and delivered by the 

Operations and e-Business subject group with an excellent record in research and 

industrial collaboration at regional, national and international level. 

The programme aims to satisfy the growing demand by the industry and business 

communities for highly skilled managers with a sound strategic and practical understanding 

of the opportunities and challenges that the new and emerging information and 

communication technologies offer. 

Through its unique placement in the Management School, the programme also offers 

students the opportunity to develop operations management skills through access to a 

range of elective modules from other programmes in the School. 

3.1 Programme Objectives 

The objectives of the MSc programme are to provide training at postgraduate level in the 

theories, development and implementation of e-business and e-commerce strategies 

integrated within an understanding of enterprise strategic and operational requirements. 

The programme aims to satisfy the growing demand by industry and business communities 

for highly skilled managers with a sound strategic and practical understanding of the 

opportunities and challenges that the new and emerging information and communication 

technologies offer. 

Subject Based Learning Outcomes 

The programme will enable the students to acquire knowledge and an understanding of the 

theoretical and practical aspects of e-business by providing the following learning 

outcomes: 

An understanding of the Impact of the internet and e-business on various industry 

sectors. The emerging corporate ICT strategic needs and how these needs are 

assessed in view of the new e-business opportunities. 

Formulating and developing an integrated corporate e-business strategy. 

Understanding and selecting e-business enabling technologies. Assessing strategic 

e-business models. Planning and evaluating resources implications of new ebusiness 

strategies. 

Understanding e-market places, exchanges and developing e-procurement 

strategies. Developing internet, intranet and extranet policies. Awareness of 

national and international e-business, e-commerce initiatives. 

Skills in web based programming, web based information management and 

retrieval. Practical applications of HTML and web authoring tools, Active Server 

Pages, Visual Basic, XML, database integration. 

Analysis of business needs and developing e-business and e-commerce system 

specifications. The design and implementation of secure robust e-business 

systems. 

E-business system methodologies and packages. The selection and configuration 

of enterprise based tools. Understanding and assessing Internet security policies. 

21

Applied knowledge of enterprise resources planning (ERP) systems, including 

hands-on experience using SAP R3 modules and applications. 

Students will also develop skills through access to a wide range of elective modules 

providing the following learning outcomes: 

Key skills 

The development of robust supply chain management solutions, supply chain 

planning and control models. The development and assessment of information 

systems for supply chain control. 

The analysis and representation of business models and utilising modelling and 

simulation tools for the optimisation of business performance. 

Identifying the role of marketing on the internet. Understanding consumer behaviour 

models how they reflect the current modes of consumer decision making. How B2B 

and B2C models operate. Analysing the effect of new legislations and directives for 

operating on the internet. 

Understanding contemporary management practice and current management 

drivers and the emergence of new agility paradigm. Developing strategic 

management and business economics policies. 

The application of advanced tools and techniques associated with managing quality 

in the manufacturing and service industries. Improvement methodologies and 

ISO9000:2000. Applying Taguchi methods and advanced quality planning. 

International business and developing competitive strategies for business 

enterprises. 

Understanding the challenges and constraints presented by the global logistics 

paradigm and the subsequent development of enabling technologies and systems 

to support global logistics integration. 

The MSc e-Business Strategy and Systems offers the opportunity for students to develop 

and improve the following key transferable skills: 

Communication Skills: All programme modules involve developing writing skills 

through continuous assessment reports, project reports and/ or examinations. 

Furthermore, oral communication skills form part of the project assessment. 

Numeracy Skills: These are developed as part of the modules covering systems 

design, planning and control and finance. 

Information and Communication Technology Skills: Students can acquire systems 

design and programming skills within the elective programme in addition to the general 

skills in word processing, spreadsheets, PowerPoint presentations and using the 

Internet for information searches. 

Group Working Skills: A number of modules involve assessed work for which students 

will require to work in groups and manage the interaction with other group members. 

Time management and management of own learning: This applies to all modules of 

the programme. 

22



Dr Zenon Michaelides Director of Studies 

z.m.michaelides@liv.ac.uk Tel: 0151 795 3602 Office: FE18 

Dr Paul Drake Subject Group Head 

drake@liv.ac.uk Tel: 0151 795 3603 Office: FE06 

Mrs Julie Byrne Programme Administrator Office: GE46 

e-mail: j.c.m.byrne@liv.ac.uk Tel: 0151 795 3718 


Dr Dotun Adebanjo 

e-mail: adebanjo@liv.ac.uk Tel: 0151 795 3606 Office: FE16 

Dr Hossam Ismail 

e-mail: hsismail@liv.ac.uk Tel: 0151 795 3605 Office: FE05 

Dr Dong Li 

e-mail: dongli@liv.ac.uk Tel: 0151 795 3607 Office: FE15 

Dr Andy Lyons 

e-mail: a.c.lyons@liv.ac.uk Tel: 0151 795 3608 Office: FE04 

Dr Hossein Sharifi 

e-mail: h.sharifi@liv.ac.uk Tel: 0151 795 3604 Office: FE14 

Mr Simon Snowden 

e-mail: s.p.snowden@liv.ac.uk Tel: 0151 795 3622 Office: FE17 

23


The programme is modular in delivery and has two entry registration points (MSc and 

PGDip) and three exit degree points (MSc, PG Dip and PG Cert). The programme provides 

a full time and part time mode of study over 12 and 24 months respectively. The 

programme consists of taught and project components. The structure for the alternative 

entry and exit points is shown in the table below. Shaded areas indicate 

required/compulsory modules. 

MSc MSc PT MSc PT PGDip PGDip 

YEAR 1 FT Option 1 Option 2 FT PT 

Semester 1 

Taught 60 30 30 60 30 

Semester 2 

Taught 60 30 30 30 

Mini Project 30 30 

Summer 

Main project 60 

YEAR 2 

Semester 1 

Taught 30 30 30 

Semester 2 

Taught 30 30 

PGDip Project 30 

Summer 

Main Project 60 30 

Total Credits 180 180 180 120 120 


EBUS601 Business Analysis and Assessment One 

EBUS603 e-Business Tools and Technologies One 

EBUS604 e-Business Systems One 

EBUS504 Operations Modelling and Simulation One 

EBUS506 Supply Chain Operations Management One 

EBUS602 Strategic Operations Management One 

EBUS605 e-Business Strategy Two 

EBUS612 e-Business Enterprise Systems Two 

EBUS507 Lean Thinking Two 

EBUS503 Total Quality Management Two 

EBUS609 Logistics and International Trade Two 

EBUS614 Project and Product Management Two 

EBUS621 Dissertation Summer 

Shaded areas indicate required/compulsory modules. 

24

Taught Component (MSc full-time 12 months) 

The full-time MSc taught component has a total credit value of 120 over 2 

semesters. 

The programme consists of 5 core compulsory modules of 15 credits each and a 

number of elective modules from the list given above with a total credit value of 75 

credits. 

The modules are examined at the end of their respective semesters. 

Taught Component (PGDip Full-time 8 months) 

The PG Dip programme consists of modules with a total credit value of 120 credits. 

The credits could be based on all taught modules at 15 credits each or to include a 

mini-project at 30 credits. 


number of elective modules from the list given in the table above. 

Taught Component (MSc Part-time 24 months) 

The programme consists of a taught modular component with a total credit value of 

90 credits with a further 30 optional taught credits if the student opts to replace the 

mini project module with taught modules. 

The taught modules run over 4 semesters and are examined at the end of their 

respective semesters. 


number of elective modules from the list given in the table above. 

The structure of the taught element of the programme is shown below with student load 

(lectures, lab/practical/tutorials, private study) and assessment structure (examinations and 

coursework). 

EBUS601 

EBUS605 

EBUS603 

EBUS604 

EBUS612 

EBUS621 

EBUS609 

EBUS614 

EBUS504 

EBUS506 

EBUS602 

EBUS503 

Core Modules (75) 

Business Analysis & Assessment 

e-Business Strategy 

e-Business Tools & Technologies 

e-Business Systems 

e-Business Enterprise Systems 

Main Project summer 

Elective Modules (45) 

Logistics & International Trade 

Project and Product Management 

Operations Modelling and Simulation 

Supply Chain Operations Management 

Strategic Operations Management 

Total Quality Management 


25 

Student load Assessment 

Lec. Lab. Ex. CW 

12 

18 

24 

24 

24 

24 

24 

24 

24 


24 

24 

18 

18 

18 

18 



18 


24 

18 

0 

0 

50 

0 

0 

60 

60 

0 

60 

100 

100 

50 

100 

100 

100 

40 

100 

100 

40 

100 

40

3.4 Programme Assessment Criteria 

Candidates must satisfy the Board of Examiners in both the taught and project sections. 

Assessment Criteria for the Taught Component of the Programme 

Coursework marks and the results of the written examination papers are considered 

at the meetings of the Board of Examiners following the first and second semester 

examinations for full time students and in the corresponding board of examiners in 

the second year for part time students. The external examiner will be present only at 

the second semester meeting after the completion of the taught section of the 

programme. 

Assessment of the taught section of the programmes (June): A percentage mark will 

be calculated for each module as the weighted average of marks for written 

paper(s) and coursework component(s) as defined in the specification for each 

module. The Pass Mark for each module, regardless of level, is 50%. 

All MSc and PGDip students are assessed against the following MSc taught 

requirements: 

o an overall average mark of at least 50% in modules totalling 120 credits; 

and 

o passes (at least 50%) in modules totalling at least 105 credits; and 

o a mark of at least 40% in each of the remaining module(s), i.e., 

marginally failing marks in the range 40-49% in module(s) totalling not 

more than 15 credits are regarded as condonable. 

Students registered for a PGDip who meet these requirements will be transferred to 

the MSc programme after the taught section. 

Students who meet the MSc taught section requirements given above will proceed 

with their MSc-level projects. Students who fail marginally to satisfy these 

requirements or who are excused their absence from one or more examinations for 

medical reasons or other good cause will be considered individually. 

Those who fail to meet the MSc taught section requirements will be assessed 

against the following PGDip taught section requirements: 

o an overall average mark of at least 50% in modules totalling 120 credits; 

and 

o passes (at least 50%) in modules totalling at least 90 credits; and 

o a mark of at least 40% in each of the remaining module(s), i.e., 

marginally failing marks in the range 40-49% in a module(s) totalling not 

more than 30 credits are regarded as ‗condonable‘. 

Students who meet PGDip taught section requirements and have opted for a mini 

project will proceed with their Diploma-level project. Students who fail marginally to 

satisfy these requirements or who are excused their absence from one or more 

examinations for medical reasons or other good cause will be considered 

individually. 

Students who fail to meet the PGDip taught section requirements given above will 

be assessed against the following PGCert requirements: 

o an overall average mark of at least 50% in modules totalling 60 credits; 

and 

26

o at least a pass mark (50%) in modules totalling 45 credits; and 

o a mark of at least 40% in further modules totalling 15 credits, i.e., 

marginally failing marks in the range 40-49% in modules totalling not 

more than 15 credits are regarded as ‗condonable‘. 

Students who meet these requirements will be recommended for the award of the 

PGCert. Students who fail marginally to satisfy these requirements or who are 

excused their absence from one or more examinations for medical reasons or other 

good cause will be considered individually. 

Resitting Failed Taught Modules 

Students may be permitted to resit failed modules at the next available opportunity 

which would normally be in the September resit period. 

Modules with a substantial coursework element will require resitting with 

attendance. In exceptional cases this can be changed to resitting without 

attendance subject to approval by the board of examiners. 

MSc students resitting failed modules may be permitted to proceed with their MSc 

project. This will be subject to approval by the board of examiners. If the student, 

after resitting the failed modules, still fails to meet the MSc taught component 

requirements, then PGDip taught and project criteria will apply. 

PG Dip students resitting failed modules may be permitted to proceed with their 

PGDip project. This will be subject to approval by the board of examiners. If a 

student still fails to meet the PGDip taught section requirements after resitting the 

failed modules the project is discarded and the PG Cert criteria will apply. 

Assessment Criteria for the Project Component of the Programme 

The MSc project requires evidence of in-depth understanding, mastery of research 

techniques, ability to assemble and analyse data, and assessment of outcomes. 

This must also be supported by a good quality presentation. 

The Postgraduate Diploma project requires evidence of a breadth of knowledge and 

the capability of relating complex concepts supported by some simple experiments 

and/or computations. This must also be supported by a good quality presentation. 

Students who pass the taught section of the MSc programme will continue with their 

projects weighted at 60 credits. 

Students who pass the taught section of the PGDip programme will continue with 

their projects weighted at 30 credits. 

No project will be required for the Postgraduate Certificate. 

Each project will be submitted in September for assessment (pass mark 50%). The 

results of the project are presented to the examiners in the form of a report and 

presentation. Information concerning the presentation of the report, assessment, 

and the deadline, will be issued in a set of instructions at the commencement of the 

project. 

27

Resubmitting Failed Projects/Dissertations 

MSc and PGDip students who fail the project component or deemed failed by not 

submitting a project report are permitted, to re-sit their project component and 

submit a report no later than 12 months from the date of the board of examiners 

meeting. 

MSc students who have failed to resubmit a satisfactory MSc project will be 

assessed against PGDip requirements. 

PGDip students who have failed to resubmit a satisfactory PGDip project will be 

assessed against PG Cert requirements. 

Assessment of Part-Time Students 

The formal assessment of the taught and project components for part time students 

will be carried out by the June and September Board of Examiners in the second 

year of study. 

The criteria for assessment are identical to those applied to full time students. 

Students who fail modules in the first year of study may be permitted, subject to 

approval by the board of examiners, to resit these modules in the second year of 

study. 

3.5 Dissertations and Mini Projects 

Projects/ Dissertations 

Each student will be required to carry out a project with a credit value of 60 for MSc 

students and 30 for PGDip students. The projects will be based on a research or 

development topic of scientific, management or industrial relevance. The project will 

be carried out in the university laboratories and/or at a placement in industry 

approved by the programme director or tutor. 

The MSc project requires evidence of in-depth understanding, mastery of research 

techniques, ability to assemble and analyse data, and assessment of outcomes. 


The Postgraduate Diploma project requires evidence of a breadth of knowledge and 



Students will select a project area from a list provided by the academic staff. The 

selection of the project will be carried out before the end of semester 2 and the 

projects will start in the middle of May. 

Students are required to submit a proposal report which outlines the project 

objectives, methodology and plan and will account for 10% of the total project 

assessment. The proposal report will be assessed by the supervisor and an 

assessor nominated by the supervisor. 

Each project will have a University staff supervisor who will monitor progress on a 

regular basis and provide advice on the conduct of the project, development of work 

plan and resource management. For industrial projects an additional project 

supervisor will also be nominated to facilitate access to company resources and 

monitor progress. 

28

The final project report is submitted and examined in September. Two copies of the 

project report, either printed or typewritten, will be submitted to the Student Support 

Office by the stated deadline according to the faculty regulations. 

Each project will be assessed by the project supervisor and a nominated assessor, 

and are subsequently monitored by the external examiner. 

Mini Project (MSc Part-Time) 

Part-time MSc students will have the option of undertaking a mini project of 30 

credits in the first year of study which is assessed by a report and presentation. 

The mini project will start after the January examinations and will be assessed in 

June. Each mini project is supported by an academic supervisor. 

The mini project requires evidence of a breadth of knowledge and the capability of 

relating complex concepts supported by some simple experiments and/ or 

computations. This must also be supported by a good quality presentation. 

Students can opt to replace the mini project with a selection of taught modules of 

equivalent credit. 

Full details on the dissertation structure delivery and study notes will be provided in the 

second semester. 

29

MSc Finance 

31

4. MSc FINANCE 

MSc Finance is designed to give graduates a solid grounding in modern financial and 

economic modelling techniques and their application to real world problems. Study can 

either be undertaken full-time over one year or part-time over two years. 


The degree provides a firm foundation in Corporate Finance, Financial Economics and 

Empirical Finance. The MSc will open a window of career opportunities in the financial 

sectors, government agencies and in higher education. 



Dr Chris Florackis Director of Studies 

c.florackis@liv.ac.uk Tel: 0151 795 3807 Office: S16 



Any queries of an academic nature should, in the first instance, be made with Dr Florackis. 

Day to day administrative queries should be referred to the Student Support Office (GE46). 

Dr Florackis has his office hours indicated on his office door. Outside of these times, 

appointments may be made by e-mail. 


Dr Chris Florackis Tel: 0151 795 3807 Office: S16 

c.floriackis@liv.ac.uk 

Dr Abdul Mohammed Tel: 0151 795 3716 Office: G16 

Abdulkadir.Mohamed@liv.ac.uk 

Dr Giorgiani Gianluigi Tel: 0151 795 0560 Office: G3A 

lmsggior@liv.ac.uk 

Prof. Jan Wenzelburger Tel: 0151 795 3820 Office: S17 

J.Wenzelburger@liv.ac.uk 

Mr Jason Laws 

J.Laws@liv.ac.uk Tel: 0151 795 3508 Office: S1A 

Dr Kenbata Bangassa 

kenbata@liverpool.ac.uk Tel: 0151 795 3506 Office: S7 

Dr Ruijun Bu 

ruijunbu@liv.ac.uk Tel: 0151 795 3122 Office: SE7 

Prof. Brendan McCabe 

brendan.mccabe@liv.ac.uk Tel: 0151 795 3705 Office: SE22 

32

Dr Stephan Pfaffenzeller 

s.pfaffenzeller@liv.ac.uk Tel: 0151 795 3009 Office: SE10 

Dr Jannine Poletti-Hughes 

jpoletti@liv.ac.uk Tel: 0151 795 3101 Office: S1 

Dr Frank Steffen 

steffen2@liv.ac.uk Tel: 0151 795 3825 Office: S19 



ECON901 Econometrics One 

ECON906 Corporate Finance I One 

ECON919 Financial Markets One 

ECON914 International Finance One 

ECON809 Financial Risk Management Two 

ECON811 Corporate Finance II Two 

ECON923 Portfolio Management Two 

ECON810 Financial Statement Analysis Two 

ECON916 Money and Banking Two 

ECON918 Financial Engineering Two 

ECON815 Modelling Financial Time Series Two 

ECON912 Dissertation Summer 



4.4 Guidance Notes on the MSc Finance Dissertation 

In the second semester the first step for the student is to decide upon a subject area. 

Students should discuss this with Dr Chris Florackis and/ or one of the lecturers teaching 

on the programme. Such discussions will focus on the merit of the suggested dissertation 

and on the choice of a supervisor. The agreement of a potential supervisor should be 

sought, and a form completed by the student and signed by Dr Chris Florackis should be 

handed in to the Senior Examinations Administrator. 

In the summer, following the June examinations, under the guidance of their supervisor, 

students commence work on the dissertation. 

Dissertation Topic 

After choosing your dissertation topic, you will have to undertake a literature review of the 

main articles relating to the issue under investigation. For the first meeting with your 

supervisor you should have a quite detailed proposed outline. 

As far as the presentation of the dissertation is concerned, you must follow the guidelines 

on presentation set out below. Failure to follow these presentation guidelines may lead to a 

lower mark since marks are allocated for presentation. 

33

The Outline and Research Plan 

The outline that you prepare should cover the following: 

Topic to be investigated. You cannot just research in a general area. You need to 

have a short list of well defined questions to investigate. 

Methodology to be adopted. This includes some indications of the techniques 

(econometric, mathematical, statistical etc.) that you plan to use in order to answer 

the question(s) identified and the package(s) that you intend to use (Eviews, Maple 

etc.) 

Data to be employed. This means that you should undertake some investigation of 

the actual data you need and the likely availability of this data. Please note that it is 

not the job of your supervisor to tell you what data you should use. Your supervisor 

should be able to help if you are unsure as to the availability of data from such 

sources as DataStream, for example. If the data you require is not available from a 

database subscribed to by the Department, it is your responsibility to collect it. 

The outline does not formally carry any marks and clearly some details may change. 

However, it is in your best interests to map out a clear plan for the dissertation at an early 

stage: your supervisor cannot help and advise about content, feasibility of the study etc. if 

you yourself have little idea about what you are doing and what you need advice on. 

Some Do’s and Don’ts 

Do have a clear aim for each chapter; keep it in the front of your mind as you write in 

order to avoid irrelevant material and thus assist with keeping to the word limit (15,000- 

20,000 words). 

Do explain/discuss/draw conclusions from all diagrams, tables, graphs etc, presented in 

the text. 

Do not reproduce, in the text, masses of information contained in tables or charts: be 

selective. 

Do relegate to an appendix material that is not essential to the main argument. 

Do not make unsubstantiated statements or assertions. 

Do make sensible use of referencing. There is rarely any need to reproduce details of 

standard textbook-type analysis: refer freely to where such analysis can be found. 

Do ensure that time series data is expressed in real (volume) terms where applicable. 

Do identify and state gaps/shortcomings/future research questions (these could be 

brought together in a section headed ‗Limitations of the Research‘ in the final chapter). 

Dissertations at this level and undertaken in the time available will almost invariably 

have gaps in the analysis and/or coverage compared to an MPhil or PhD thesis. 

Indicate what further analysis you would have undertaken if you had, for example, a 

particular set of data or more time: this conveys to the examiner some command over 

the subject. 

34

Do draw conclusions together in the final chapter that should not be a summary. Write 

your conclusions with the overall aim of the dissertation in mind. 

Do present your work neatly. 

Do proof-read the ‗final‘ version thoroughly and make any necessary corrections. 

Do make a back-up copy as you proceed if you word process your dissertation as a 

precaution against loss or damage to your disk. 

Do, above all, act on the advice of your supervisor. 

The Role of the Supervisor 

The role of the supervisor in the dissertation is one of guidance. The supervisor is not there 

to do the dissertation for you, nor is the role of the supervisor to tell you exactly what to do 

at each stage of the dissertation. This does not mean that your supervisor will not help. 

Rather, it means that your supervisor will advise where necessary as opposed to telling you 

what to do. If you do experience a problem such not fully understanding what an article is 

trying to do, you should not immediately rush to see your supervisor. You should spend 

some time trying to solve the problem yourself. If this does not work, make a list of the 

points that you do not understand and take them with you to ask for your supervisor‘s help 

at the next scheduled meeting. 

Supervisors will set aside time for at most four formal meetings. It is advisable that you 

keep in regular contact with your supervisor. Your supervisor will read the first draft of your 

dissertation and will offer comments and feed back on it by e-mail. 

Structure of the Dissertation 

The examiners will want to see a beginning, middle and an end to the dissertation. The 

beginning will be a brief survey and clear exposition of the issue(s) and question(s) that you 

are going to address and why you are going to address them. The idea here is to get the 

reader interested in the work, so it is important that you explain clearly why the issue is 

worthy of investigation. The middle should contain a discussion of the issue(s) in more 

detail, the models to be estimated and the hypotheses to be tested, a discussion and 

review of the data to be used and a review of the techniques to be used in estimating the 

model. The end should present the results with an interpretation and explanation of them, 

focussing on how they enable you to answer the question(s) set at the start of the 

dissertation. 

Presentation of the Dissertation 

Dissertations should be in the range of 15,000 to 20,000 words of main text. Graphs and 

tables count as word-equivalent although references and relevant appendices are not 

included in this figure. Examiners will penalise students who significantly exceed the upper 

limit: dissertations exceeding 20,000 words will have 5 marks deducted per each additional 

1000 words. 

Dissertations should be typed on one side of the paper (A4 size) and should be doublespaced 

with a 1.5" left margin, a 1" right margin and 2" margins at the top and at the 

bottom. Pages, including appendices but excluding photographs and/or diagrams, which 

are not embodied in the text, should be numbered consecutively throughout the 

dissertation. Page numbers should be located centrally at the bottom of the page. 

35

The order of pages in the dissertation should be as follows: 

1. Title page. The title page should give the following information in the order listed: the 

full title of the dissertation and the sub-title, if any, the title should be followed by 

'Submitted in part fulfilment of the MSc Finance, September 2009, your full name; the 

name of your supervisor; the name of the University; the name of the School; and the 

name of the Division. The title should describe the contents of the dissertation 

accurately and concisely. This page should not be numbered. 

2. Acknowledgements. Acknowledgements, if included, should be on the page following 

the title page. This page should be numbered in Roman numerals. 

3. Contents page. This page should list the main headings and the pages on which they 

can be found. This page should be numbered in Roman numerals. 

4. List of Appendices, Tables, Graphs etc. A List of Tables, Graphs etc. should follow 

the table of contents page and should list all tables, diagrams, etc., with their 

corresponding page number in the order in which they occur in the text. This page 

should be numbered in Roman numerals. 

5. Abstract. This should be a concise (no more than 300 words) summary of what the 

dissertation is about and what the principal findings are. This page should be 

numbered in Roman numerals. 

6. Main text of the dissertation. The main text of the dissertation starts on the page 

following the abstract. Start page numbering here; use Arabic numerals. 

7. Bibliography. Alphabetically list all the references (books, journals, newspaper and 

internet sources) used. 

8. Any Appendices or Indexes. 

Style Guidelines 

The dissertation should be organised according to chapters and sections. The main 

chapters of the dissertation should correspond to the beginning, middle and end discussed 

earlier and will be the introduction, the literature review, the data and methodology chapter, 

the results and interpretation chapter and the conclusion (please note that the chapters do 

not necessarily have these titles),. Where appropriate, chapters can be divided into 

sections and subsections. Headings for main chapters, sections and subsections should be 

numbered consecutively and should have the following format: 

1. Chapter Heading 

1.1. Section Heading for Chapter 1 

1.1.1. Sub Section Heading for Chapter 1 

And so forth… 

Footnotes should be single-spaced, numbered consecutively throughout the dissertation in 

the body of the script and should appear at the foot of the page to which the footnote 

relates 1 . 

1 This is an example of a footnote 

36

Equations should be centred and should be numbered consecutively using Arabic 

numerals, the equation number being aligned to the right of the page. 

Should you need to use graphs or tables, then they should be numbered consecutively 

throughout the dissertation, the title should be informative and a brief description of the 

graph or table should appear underneath the title. 

The reference section/bibliography should be located after the conclusion of the 

dissertation but before appendices. References should be listed alphabetically by author. 

An example containing a journal article, a book and a working paper are listed below. For 

more information on writing style go to: www.mra.org.uk 

Example References: 

Fama, E.F., (1970), "Efficient capital markets: a review of theory and empirical work", 

Journal of Finance, vol. 25, No. 2, pp. 383-417. 

Neal, R., (1992), "Direct tests of index arbitrage models", working paper, Washington 

University. 

Hull, J.C., (2003), Options, Futures, and Other Derivatives, 5th edition, Prentice Hall: 

International Edition. 

When you refer to other people work in the body of your dissertation, you should use the 

following format: 

Direct quote. If you are quoting verbatim from a source, you should put the author's name 

followed by the year of publication of the article/book/working paper etc. and the page 

number the quote is from in brackets, followed by the direct quote in inverted commas, e.g. 

Fama (1970, p. 393) argues that, "direct quote". 

General point. If you are using the argument of another author but are phrasing them in 

your own words then just refer to the author and the year of publication e.g. Fama (1970) 

argues that it is possible to... 

Appendices should follow the references section. They may consist of supporting materials 

or of lists, documents, commentaries, table or other evidence which, if included in the main 

text, would interrupt its flow. Appendices should be numbered consecutively and should 

have a title that indicates the contents of that particular appendix. 

Submission and Marking of the Dissertation 

Students are required to submit two copies of the final version of the dissertation to the 

Student Support Office. A CD containing the dissertation in word format or PDF format and 

the data used should also be submitted. 

Each dissertation is marked by two internal examiners and may be seen in addition by the 

External Examiner. Examiners may require the students to attend a viva voce examination 

(usually on the same day as the Board of Examiners) if they wish to obtain further 

information on which to base their assessment. In marking the dissertation, examiners will 

be looking for an appropriate and clear presentation of the issue/problem under 

investigation and why it is worthy of investigation, a demonstration that the appropriate 

methodology has been understood and used in a correct way. Finally, they will be checking 

for the coherency in both the structure of the dissertation and the argument used. 

37

MSc Human Resource Management 

39

5. MSc HUMAN RESOURCE MANAGEMENT 


The overall aim of the MSc HRM programme is to provide students with a comprehensive 

and high level education in human resource management. All modules on the programme 

are M-level (Master‘s level) modules. The programme is aimed at those who have not 

studied to any great depth in this subject area, who seek to develop the required 

knowledge and skills in order to pursue a career in human resource management. This will 

be facilitated, specifically, by: 


human resource management roles in business organisations; 


necessary for employment in positions related to the management of human 

resources; 



organisations; 


and statistical software; 

Providing the students with a blended learning environment; 

Supporting the enhancement of skills of written and spoken communication. 

Subject-Based Learning Outcomes: 

The programme will enable students to acquire knowledge and understanding of theoretical 

and practical aspects of human resource management in relation to the following learning 

outcomes: 

Acquiring skills in applying theories and concepts related to Human Resource 

Management; 

Understanding of evolving theories and practices associated with the management 

of people in work organisations and the role of managers in complex systems; 

Creating an awareness of the strategic behaviour in organisations and its 

implications for leadership of individuals and groups; 

Understanding the strategic issues relevant to organisations; 

Approach decision making in a critical and analytical manner; 

Take an original approach to problem solving and the formulation of policy and 

strategy; 

Identify and evaluate human resource management policies and strategic choices; 

Understand the wider environment of businesses, public service, and voluntary 

organisations; 

Understand the role and historical development of human resource management 

and of approaches to employee development, employee relations, and the 

management of performance. 

40

5.2 Career Opportunities 

Programme graduates should have enhanced access to a wide range of managerial 

positions in the international arena. They will be equipped with the knowledge, skills, 

awareness and confidence to achieve roles within the Human Resource Management 

function of large public and private sector organisations, smaller organisations and 

professional partnerships. Both generic roles and specialist roles (e.g. in Recruitment, 

Training, Reward, Performance Management and Employee Relations) are available, and 

consultancy, research and teaching in all of these areas is feasible as a career. 

It is our intention to develop closer links with industry through invited guest speakers and 

organisational placement of students for dissertation study. These links will be developed 

over the first three years of the programme‘s development. 



Dr Jason Ferdinand Director of Studies 

j.m.ferdinand@liv.ac.uk Tel: 0151 795 3713 Office: SE18 

Mrs Julie Reddy Programme Administrator Office: GE46 



Professor Elena Antonacopoulou 

e.antonacopoulou@liv.ac.uk Tel: 0151 795 3727 Office: F3 


jl23@liv.ac.uk Tel: 0151 795 3502 Office: F10 

Ms Elaine Eades 

eeades@liv.ac.uk Tel: 0151 795 3811 Office: S8 


j.hodgson@liv.ac.uk Tel: 0151 795 3812 Office: S14 

Dr Dilani Jayawarna 

d.jayawarna@liv.ac.uk Tel: 0151 795 3823 Office: FE7 

Anna Tilba 

a.tilba@liv.ac.uk Tel: TBC Office: B4 

Dr Mike Zundel 

m.zundel@liv.ac.uk Tel: 0151 795 3701 Office: SE17 

Rakesh Vikram 

r.vikram@liv.ac.uk Tel: TBC Office: 

Dr Graeme Ridgeway 

graemer@liverpool.ac.uk Tel: 0151 795 3819 Office: GE13 

41


The broad structure of the programme includes 180 credits. Of these, 120 credits will be 

taught and 60 credits will be completed by an independent research project assessed by a 

dissertation. All modules are compulsory: 



ULMS786 HR Resourcing One 

ULMS784 Performance Management One 



ULMS785 Conflict Management Two 

ULMS794 Diversity Management Two 

ULMS522 Strategic Learning & Organisational Development Two 



42

MSc Management 

44

6. MSc MANAGEMENT 

Full-time MSc Management students follow a 52-week programme of study consisting of 

four core compulsory modules, four elective modules, and a larger 60 credit compulsory 

module consisting of a business strategy simulation and a business analysis report is 

completed during the summer months. The business analysis report is carried out through 

independent study and progress is closely monitored by a personal supervisor who will be 

allocated to guide you through the process. The Director of Studies is responsible for the 

overall management of the programme and will provide you with specific guidance and 

review your progress on the course. 

Within the programme, students will be expected to have read and prepared for lectures 

and tutorials. It is important that you keep pace with the course and that you are reading 

throughout the year. This will improve the quality of your learning experience and your 

enjoyment of the modules and the programme as a whole. It will also place you in a 

stronger position to select your assignment topics and provide you with a sound basis to 

enable you to conduct research for your independent project. 


The overall aim of the programme is to provide students with a general overview of the 

processes of management in a manner that is holistic and integrated. Graduates will gain a 

sound theoretical grounding in the broad area of business and management and will 

develop a range of analytical and personal skills. All modules on the programme are Mlevel 

(Master‘s level) modules. The objective is to provide students from non-cognate 

disciplines with a constructive career development opportunity so that they have a clear 

understanding of how their initial discipline may be utilised effectively within an 

organisational context. This will be facilitated, specifically, by: 

Providing students with a general overview of the processes of management and 

organisation. 

Supporting the development of subject specific and key transferable skills necessary 

for employment in management positions. 


required for the effective tactical and strategic management of organisations. 

Enabling students to develop their IT skills and gain familiarity with a range of 

financial and statistical software. 

Supporting the enhancement of skills of critical thinking and written and spoken 

communication. 

By the end of the course, students will gain a sound theoretical grounding in the broad area 

of business and management and will have developed a range of analytical and personal 

skills. This will prepare students for management careers. Thus, newly qualified graduates 

should enhance their access to a wide range of entry level managerial positions in financial 

and management services companies, ‗blue chip‘ manufacturing and service companies 

and the major retail industry sectors. 

Subject-based learning outcomes 

The programme will enable students to acquire knowledge and systematic understanding of 

theoretical and practical aspects of general management. In particular the programme will 

provide students with a critical insight and awareness of knowledge in the management 

discipline in order to achieve appropriate learning outcomes. Subjects covered are detailed 

45

in the appropriate module specification and will include integrated approaches to the 

following subject areas as outlined in the section 3.9 of the Business and Management 

Benchmark Statement: markets, customers, finance, people, operations, business policy 

and strategy, internationalisation, ethical management, learning and knowledge 

management. In relation to these key subject areas, on completion of the programme, 

successful students will be able to: 


Demonstrate advanced conceptual understanding of the management discipline in 

order to be able to analyse and critique management theory and practice. 

Investigate systematically, and evaluate critically, a wide range of managerial issues 

and problems, and develop a range of realistic and relevant solutions. 

Interpret ambiguous data in order to be able to respond effectively to changing 

contexts within organisations. 

Demonstrate advanced skills in theories, issues and techniques in financial and 

economic management to help manage the resources of a business. 

Show systematic understanding of the complexity of organisations and how the 

different aspects (strategy, policy, functions, processes, systems and people) of/in 

organisations relate to one another. 

Apply their management knowledge and understanding through a wide range of 

management skills and operating techniques that will enable them to understand 

and support strategic management and business policies. 

Identify how processes of strategic management assist organisations in major 

organisational decisions relating to the scope, scale and direction of their activities. 

Demonstrate the independent learning abilities necessary to engage in continued 

professional development. 

Programme Management 

Dr Dotun Adebanjo Director of Studies 

e-mail: d.adebanjo@liv.ac.uk Tel: 0151 795 3606 Office: FE16 







jl23@liv.ac.uk Tel: 0151 795 3502 Office: F10 

Ms Elaine Eades 

eeades@liv.ac.uk Tel: 0151 795 3811 Office: S8 


j.hodgson@liv.ac.uk Tel: 0151 795 3812 Office: S14 

Dr Graeme Ridgeway 

graemer@liverpool.ac.uk Tel: 0151 795 3819 Office: GE13 

46


steffen2@liverpool.ac.uk Tel: 0151 795 3825 Office: GE18 


gary.warnaby@liverpool.ac.uk Tel: 0151 795 3533 Office: GE23 



Anna Tilba 

a.tilba@liv.ac.uk Tel: 




The programme for the MSc in Management is modular in delivery. All modules are 15 

credits each equating to 150 learning hours in each module. 




ULMS709 Entrepreneurship & Business Creation One 


ULMS713 Entrepreneurial Decision-Making One 

ULMS516 Global Business Environment One 



ECON722 Economics for Business Two 

ULMS521 Marketing Communications Two 

ULMS791 Critiquing Marketing Two 

ULMS792 Entrepreneurial Marketing Two 

ULMS522 Strategic Learning & Organisational Development Two 

ULMS794 Diversity Management Two 

ULMS519 Global Corporate Strategy Two 

ULMS518 International Development Two 




47

MSc Operations and Supply Chain 

Management 

49

7. MSc OPERATIONS AND SUPPLY CHAIN MANAGEMENT 

The MSc Operations and Supply Chain Management is a modular taught programme 

providing both full and part-time modes of study. 

The full-time MSc programme is delivered over one calendar year, comprising two 

semesters of taught subjects and a project to run over the summer period. The part-time 

MSc programme is delivered over two years. Students have the option to take 30 credits of 

taught modules and an optional 30-credit Mini-project which can be replaced by 30 credits 

of taught, elective modules. The completion of the taught modules is followed by the main 

Project (60 credits). The structure is intentionally flexible and offers part-time students an 

upgrade route from PGDip to MSc and also provides them with the option of withdrawing at 

different stages of the programme while still attaining a recognised qualification. 

Delivery of the programme syllabus is via lectures, practical work and case studies, 

tutorials and project work. Lectures provide the principal approach to imparting subject 

knowledge and constitute most of the formal contact time with students. In addition, a 

concerted effort has been made to include a significant amount of case study material and 

practical work in order to demonstrate the application of principles and theories delivered 

within the main lecture programme. The practical elements of the programme take the form 

of both team-based and individual or self-directed exercises. 

The programme has been designed for both practising Operations professionals studying 

part-time alongside full-time students. The Business Analysis and Assessment module has 

been specifically designed to introduce students to the study of Management in general 

and Operations Management in particular at a postgraduate level taking account of the 

probable lack of management and business experience of full-time students and recent 

study experience of part-time students. In addition to subject-specific content relating to 

both contemporary and future management challenges and the alternative Operations 

approaches and strategies for addressing these issues, the module provides the means for 

students to appreciate the interdisciplinary nature of Management. It also provides the 

opportunity to work in teams, undertake literature searches and improve study and 

communication skills. 

Modules have been timetabled in such a manner as to evenly spread the students‟ 

workload yet choice and availability of elective modules could compromise this plan. 

Students are counselled if elective choice results in an uneven distribution of work. 

Examinations are of two-hours duration. Certain modules are assessed by examination and 

coursework, others entirely by coursework. Those modules with a significant coursework 

component are either focused on the application of ICT or are case-driven. The pass mark 

for all modules is 50%. Selected modules are delivered in a block format (one day per week 

for five weeks or two to three-day periods) to provide the flexibility necessary for part-time 

provision and to coherently explore case-based material. The emphasis in both delivery 

and assessment is, necessarily at this level, on the demonstration of competence and 

application rather than appreciation and knowledge. 

Career Opportunities 

Operations are essential to competitive performance. Opportunities are provided for 

participants of the programme to analyse and examine the most up-to-date, cross-sectoral 

developments in operations and supply chain practice through a series of industrial lectures 

and best-practice industry visits. It is expected that programme graduates will be equipped 

50

with the knowledge and skills to reach senior managerial positions and become the 

operations, logistics and supply chain management strategists of the future. 


The aim of the MSc programme is to provide postgraduate-level education in operations 

and supply chain management principles, theories and practice. The programme provides a 

theoretical and practical exposition of the factors that are necessary for effective operations 

and supply management in today‘s global and highly competitive markets. In addition, it 

demonstrates how successful operations performance can shape and influence the sales 

and profit ambition of a business. The intent is also to provide participants with a profound 

understanding of the processes and techniques for developing operations strategy and 

managing operations and supply chain activities. 

7.2 Subject Based Learning Outcomes 

The programme enables students to acquire knowledge and an understanding of the 

theoretical and practical aspects of operations and supply chain management. It is 

expected that students will achieve the following learning outcomes: 

Understand the requirements of successful operations and supply chain practice in 

modern business. 

Identify and apply a range of operations management initiatives and techniques that 

can be considered in the development of an operations strategy. 

Develop a conviction that operations can be managed as a strategic resource. 

Understand the models, processes and tools used to analyse, design and implement 

operations and supply chain management solutions. 

Develop a thorough understanding of the components of supply chains, the material 

and information flow interactions between them and the analytical and management 

processes that facilitate successful supply chain performance. 

Understand and apply a range of tools and techniques relevant to the optimisation of 

supply chains. 

Apply benchmarking and comparative performance techniques. 

The students can also develop skills through access to a wide range of elective modules 

providing the following learning outcomes: 

Represent and analyse business models for the optimisation of business performance 

utilising advanced modelling and simulation tools. 

Understand contemporary project management practice and be able to apply project 

management tools and techniques. 

Understand the impact of the Internet and e-business on various industry sectors. 

Assess corporate ICT strategic needs in view of new e-business opportunities. 

Formulate and develop integrated corporate e-business strategies, understand and 

select e-business enabling technologies, assess strategic e-business models, plan 

and evaluate resource implications of new e-business strategies. 

51



Dr Andy Lyons Director of Studies 

e-mail: a.c.lyons@liv.ac.uk Tel: 0151 795 3608 Office: FE04 

Dr Paul Drake Subject Group Head 

drake@liv.ac.uk Tel: 0151 795 3603 Office: FE06 




Dr Dotun Adebanjo 

e-mail: d.adebanjo@liv.ac.uk Tel: 0151 795 3606 Office: FE16 

Dr Hossam Ismail 

e-mail: hsismail@liv.ac.uk Tel: 0151 795 3605 Office: FE05 

Dr Dong Li 

e-mail: dongli@liv.ac.uk Tel: 0151 795 3607 Office: FE15 

Dr Zenon Michaelides 

z.m.michaelides@liv.ac.uk Tel: 0151 795 3602 Office: FE18 

Dr Hossein Sharifi 

e-mail: h.sharifi@liv.ac.uk Tel: 0151 795 3604 Office: FE14 

Mr Simon Snowden 

e-mail: s.p.snowden@liv.ac.uk Tel: 0151 795 3622 Office: FE17 

52


The programme is modular in delivery and has two entry registration points (MSc and PGDip) 

and three exit degree points (MSc, PG Dip and PG Cert). The programme provides a full time 

and part-time mode of study over 12 and 24 months respectively. The programme consists of 

taught and project components. The structure for the alternative entry and exit points is shown 

in the table below. 

MSc PGDip 

Taught modules 

YEAR 1 

Full 

time 

Part Time 

Opt. 1 Opt. 2 

Full time 

Part 

time 

Semester 1 

Taught 

60 30 30 60 30 

Semester 2 

Taught 

60 30 30 30 

Mini 

30 

Project 

Main project (FT) 

YEAR 2 

60 

Semester 1 

Taught 

30 30 

Semester 2 

Taught 30 

53 

30 * 

PG Cert 

Mini 

30 

Project 

Main Project (PT) 60 

Exit 

point 

Total Credits 180 180 120 120 60 

* Mini projects for MSc part-time students run either in the first or second year and 

are optional as students can alternatively opt for 30 credits of taught modules.

a) Taught Component (MSc full time 12 months) 

i. The full-time MSc taught component has a total credit value of 120 over 2 semesters. 

ii. The programme consists of 5 core compulsory modules of 15 credits each and a 

number of elective modules from the list given in the table below with a total credit 

value of 45 credits. 

iii. The modules are assessed during and at the end of their respective semesters. 

iv. The layout of the taught element of the programme is listed below with credits, 

student load (lectures, lab/practical/tutorials, private study) and assessment structure 

(examination and coursework). 

54 

Student load 

Assessment 

Code Title Credit Sem Lec Lab PS Ex. CW 

EBUS601 

EBUS506 

EBUS507 

EBUS602 

EBUS609 

EBUS504 

EBUS605 

EBUS603 

EBUS604 

EBUS503 


EBUS614 

EBUS621 

1. Core Modules (75) 


Supply Chain Operations Manage‘t 

Lean Thinking 



2. Elective Modules (45) 

Operations Modelling and Sim. 






Project & Product Management 

Other modules approved by 


Main Project (summer) 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 


60 

1 

1 

2 

1 

2 

1 

2 

1 

1 

2 

2 

2 


24 


24 

24 

24 

18 

24 

24 

24 

24 

24 

24 


24 



18 

18 

18 

18 

18 

18 


114 

114 

114 

114 

114 

108 

114 

108 

108 

108 

108 

114 

0 

60 

0 

0 

60 

0 

100 

0 

0 

60 

0 

0 

100 

40 

100 

100 

40 

100 

0 

100 

100 

40 

100 

100

) Taught Component (PGDip Full time 8 months) 

i. The PG Dip programme consists of taught modules with a total credit value of 90 

credits. 

ii. There are 5 compulsory modules of 15 credits each and one elective module from 

the list below. 

iii. The layout of the taught element of the programme is listed below with credits, 


(examinations and coursework). 

55 


Assessment 


EBUS601 

EBUS506 

EBUS507 

EBUS602 

EBUS609 

EBUS504 

EBUS605 

EBUS603 

EBUS604 

EBUS503 


EBUS614 

EBUS631 




Lean Thinking 













Mini-Project (semester 2) 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 


30 

1 

1 

2 

1 

2 

1 

2 

1 

1 

2 

2 

2 


24 


24 

24 

24 

18 

24 

24 

24 

24 

24 

24 


24 



18 

18 

18 

18 

18 

18 


114 

114 

114 

114 

114 

108 

114 

108 

108 

108 

108 

114 

0 

60 

0 

0 

60 

0 

100 

0 

0 

60 

0 

0 

100 

40 

100 

100 

40 

100 

0 

100 

100 

40 

100 

100

c) Taught Component (MSc Part time 24 months) 

i. The programme consists of a taught modular component with a total credit value of 

90 credits with a further 30 optional taught credits if the student opts to replace the 

mini project module with taught modules. 

ii. The taught modules run over 4 semesters and are examined at the end of their 

respective semesters. 

iii. The programme consists of 5 core compulsory modules of 15 credits each and a 

number of elective modules from the list given in the table below. 

iv. The layout of the taught element of the programme is listed below with credits, 



56 


Assessm 

ent 


EBUS601 

EBUS506 

EBUS507 

EBUS602 

EBUS609 

EBUS504 

EBUS605 

EBUS603 

EBUS604 

EBUS503 


EBUS614 

EBUS611 

EBUS621 




Lean Thinking 













Mini-Project (optional year 1 or 

year 2) 

Main project (year 2 summer term) 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 


30 

60 

1 

1 

2 

1 

2 

1 

2 

1 

1 

2 

1 

2 


24 


24 

24 

24 

18 

24 

24 

24 

24 

24 

24 


24 



18 

18 

18 

18 

18 

18 


114 

114 

114 

114 

114 

108 

114 

108 

108 

108 

108 

114 

0 

60 

0 

0 

60 

0 

100 

0 

0 

60 

0 

0 

100 

40 

100 

100 

40 

100 

0 

100 

100 

40 

100 

100

d) Taught Component (PGDip Part time, 24 months) 

i. The part-time PG Dip programme consists of taught modules with a total credit 

value of 90 credits to run over 4 semesters, 60 credits in the first year and 30 credits 

in the second. 

ii. There are 5 compulsory modules of 15 credits each and one elective module from 

the list below. 

iii. The layout of the taught element of the programme is listed below with credits, 



iv. Subject to approval from the Director of Studies, candidates registered for a PGDip 

who wish to upgrade to an MSc can follow the MSc programme given in (section a) 

and will be considered for an upgrade to an MSc at the June board of Examiners. 

57 


Assessment 


EBUS601 

EBUS506 

EBUS507 

EBUS602 

EBUS609 

EBUS504 

EBUS605 

EBUS603 

EBUS604 

EBUS503 


EBUS614 

EBUS631 




Lean Thinking 













Mini-Project (year) 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 

15 


30 

1 

1 

2 

1 

2 

1 

2 

1 

1 

2 

2 

2 


24 


24 

24 

24 

18 

24 

24 

24 

24 

24 

24 


24 



18 

18 

18 

18 

18 

18 


114 

114 

114 

114 

114 

108 

114 

108 

108 

108 

108 

114 

0 

60 

0 

0 

60 

0 

100 

0 

0 

60 

0 

0 

100 

40 

100 

100 

40 

100 

0 

100 

100 

40 

100 

100

7.5 Dissertations and Mini Projects 

Projects/ Dissertations 

i. Each student will be required to carry out a project with a credit value of 60 for MSc 

students and 30 for PGDip students. The projects are based on a research or 

development topic of scientific, management or industrial relevance. The project will be 

carried out at the university or at a placement in industry approved by the Director of 

Studies or module leader. 

ii. The selection of the project is carried out before the end of semester 2 and the projects 

start immediately after the June board of examiners meeting. 

iii. Students are required to submit a proposal report which outlines the project objectives, 

methodology and plan and accounts for 10% of the total project assessment. The 

proposal report is assessed by the supervisor and a nominated assessor. 

iv. Each project has a University staff supervisor who will monitor progress on a regular 

basis and provide advice on the conduct of the project, development of a work plan and 

resource management. For industrial projects an additional project supervisor will also 

be nominated to facilitate access to company resources and monitor progress. 

v. The final project report is submitted and examined in September. Three copies of the 

project report are submitted to the Director of the programme by the stated deadline 

according to the faculty regulations. 

vi. Each project is assessed by the project supervisor and assessor, and is subsequently 

vetted by the external examiner. 

vii. The M.Sc. project requires evidence of in-depth understanding, mastery of research 

techniques, ability to assemble and analyse data, and assessment of outcomes. This 

must also be supported by a good quality presentation. 

viii. The Postgraduate Diploma project requires evidence of a breadth of knowledge and the 

capability of relating complex concepts supported by some simple experiments and/or 

computations. This must also be supported by a good quality presentation. 

Mini Project (MSc part time) 

i. Part-time MSc students have the option of undertaking a Mini-Project of 30 credits 

which is assessed by a report and presentation. 

ii. Each mini- project is supported by an academic supervisor. 

iii. The mini-project requires evidence of a breadth of knowledge and the capability of 

relating complex concepts supported by some simple experiments and/or computations. 


iv. Students can opt to replace the mini project with a selection of taught modules of 

equivalent credit. 

58

7.6 Programme Assessment Criteria 

Assessment Procedure 

The assessment of students on the programme is carried out by the Management School 

Postgraduate Board of Examiners, and approved by the Board of the Faculty. A decision of 

the Board of Examiners is final. The board meets three times, informally after the first 

semester, formally after the second semester examinations to discuss the taught component 

of the programme and formally in November to discuss the project results and recommend 

the award of degrees. 

The external examiners are full members of the Board of Examiners and are usually present 

at examiners' meetings. The external examiners have the right to see all examination papers, 

examination scripts and any other form of assessment contributing to the decision of the 

Board of Examiners. 

The role of an External Examiner is to ensure that degrees awarded in similar subjects in all 

universities in the United Kingdom are comparable in standard and that the assessment 

system used in the programme is fair and is fairly operated for all students. In order to 

achieve these purposes the external examiners: 

i. comment and give advice on programme content, balance and structure, on degree 

schemes and on assessment procedures; 

ii. participate in assessment processes for the award of degrees; 

iii. arbitrate or adjudicate in problem cases. 

The Board of Examiners is empowered to take into account extenuating circumstances 

such as illness or personal circumstances that may have adversely affected performance. 

It is the student's responsibility to keep the Director of Studies informed of ill-health and 

other factors affecting their progress during the year and especially during the examination 

period. A medical certificate must be supplied whenever illness is involved. 

No formal examination marks contributing to the award of a degree, diploma or certificate 

shall be published. All such marks gained by an individual should not be disclosed to other 

students. No member of the University shall be permitted to discuss with an individual 

student, the marks gained by another student. 

Ordinances and regulations governing the programme of study are available for inspection in 

the Faculty Office. 

The Assessment Criteria 

Candidates must satisfy the Board of Examiners in both the taught and project sections. 

The Assessment Criteria for the taught component of the programme 

i. Coursework marks and the results of the written examination papers are considered 

at the meetings of the Board of Examiners following the first and second semester 

examinations for full time students and in the corresponding board of examiners in the 

second year for part-time students. The external examiner will be present only at the 

second semester meeting after the completion of the taught section of the 

programme. 

59

ii. Students are given a deadline for the handing in of coursework and reports, and there 

will be a penalty for late submission. 

iii. A percentage mark will be calculated for each module as the weighted average of 

marks for written paper(s) and coursework component(s) as defined in the 

specification for each module. The Pass Mark for each module, regardless of level, 

is 50%. 

iv. All MSc students will be assessed against the MSc taught section requirements. 

A student must obtain: 

(a) an overall average mark of at least 50% in modules totalling 120 credits; and 

(b) passes (at least 50%) in modules totalling at least 105 credits; and a mark of 

at least 40% in each of the remaining module(s), ie, marginally failing marks 

in the range 40-49% in module(s) totalling not more than 15 credits are 

regarded as ‗compensatable‘. 

PGDip students who meet these requirements will be transferred to the MSc 

programme. 

Students who meet the MSc taught section requirements given above will proceed 

with their MSc-level projects. Students who fail marginally to satisfy these 

requirements or who are excused their absence from one or more examinations for 

medical reasons or other good cause will be considered individually. 

v. Those who fail to meet the MSc taught section requirements will be assessed 

against the PGDip taught section requirements, that a student must obtain: 

(a) an overall average mark of at least 50% in modules totalling 90 credits; and 

(b) passes (at least 50%) in modules totalling at least 60 credits; and 

(c) a mark of at least 40% in each of the remaining module(s), ie, marginally 

failing marks in the range 40-49% in a module(s) totalling not more than 30 

credits are regarded as ‗compensatable‘. 

Students who meet the PGDip taught section requirements will proceed with their 

Diploma-level project. Students who fail marginally to satisfy these requirements or 

who are excused their absence from one or more examinations for medical reasons 

or other good cause will be considered individually. 

vi. Students who fail to meet the PGDip taught section requirements given above will 

be assessed against the PGCert requirements, that a student must obtain: 

(a) an overall average mark of at least 50% in modules totalling 60 credits; and 

(b) at least a pass mark (50%) in modules totalling 45 credits; and 

(c) a mark of at least 40% in further modules totalling 15 credits, ie, marginally 

failing marks in the range 40-49% in modules totalling not more than 15 

credits are regarded as ‗compensatable‘. 

Students who meet these requirements will be recommended for the award of the 

PGCert. Students who fail marginally to satisfy these requirements or who are 

excused their absence from one or more examinations for medical reasons or other 

good cause will be considered individually. 

60

Re-sitting failed taught modules 

i. Students may be permitted to re-sit failed modules at the next available opportunity 

which would normally be in the following academic year. No special re-sit papers 

will be set unless considerable changes to the module have occurred. 

ii. Modules with a substantial coursework element will require re-sitting with 

attendance. In exceptional cases this can be changed to re-sitting without 

attendance subject to the approval by the board of examiners. 

iii. MSc students re-sitting failed modules may be permitted to proceed with their MSc 

project. This will be subject to approval by the board of examiners. If the student, 

after re-sitting the failed modules, still fails to meet the MSc taught component 

requirements, then PGDip taught and project criteria will apply. 

iv. PG Dip students re-sitting failed modules may be permitted to proceed with their 

PGDip project. This will be subject to approval by the board of examiners. If a 

student still fails to meet the PGDip taught section requirements after re-sitting the 

failed modules the project is discarded and the PG Cert criteria will apply. 

The Assessment criteria for the project component of the programme 

i. The MSc project requires evidence of in-depth understanding, mastery of research 

techniques, ability to assemble and analyse data, and assessment of outcomes. This 

must also be supported by a good quality presentation. 

ii. The Postgraduate Diploma project requires evidence of a breadth of knowledge and 



iii. Students who pass the taught section of the MSc programme will continue with their 

projects weighted at 60 credits. 

iv. Students who pass the taught section of the PGDip programme will continue with 

their projects weighted at 30 credits. 

v. No project will be required for the Postgraduate Certificate. 

vi. Each project will be submitted in September for assessment (pass mark 50%). The 

results of the project are presented to the examiners in the form of a report and 

presentation. 

Information concerning the presentation of the report, assessment, and the deadline, 

will be issued in a set of instructions at the commencement of the project. 

Resubmitting Failed Project 

i. MSc and PGDip students who fail the project component or deemed failed by not 

submitting a project report are permitted to re-sit their project component and 

submit a report no later than 12 months from the date of the board of examiners 

meeting. 

61

ii MSc students who have failed to resubmit a satisfactory MSc project will be 

assessed against PGDip requirements. 

iii. PGDip students who have failed to resubmit a satisfactory PGDip project will be 

assessed against PG Cert requirements. 

Criteria for the award of an MSc 

For recommendation of the award of an MSc degree, a student must satisfy the MSc 

requirements of both the taught section and the project. 

Criteria for the award of a PG Dip 

For recommendation of the award of a PGDip, a student must satisfy the PGDip 

requirements of both the taught section and the project. 

Criteria for the award of a PG Cert 

For recommendation of the award of a PGCert, a student must satisfy the PG Cert taught 

section requirements. 

Assessment of part-time students 

i. The formal assessment of the taught and project components for part time students 

will be carried out by the June and September Board of Examiners in the second 

year of study. 

ii. The criteria for assessment are identical to those applied to full time students. 

iii. Students who fail modules in the first year of study may be permitted, subject to 

approval by the board of examiners, to re-sit these modules in the second year of 

study. 

7.7 Additional Features of the MSc Operations and Supply Chain Management 

Industrial/ Work Placement 

The programme does not specifically require any work or industrial placement. However, 

industrially-related projects where students might be placed in a company are possible. In 

such cases an industrial supervisor will also be selected to support the student while working 

in the company. 

Status of Professional/Statutory Body Accreditation 

The programme is accredited by the Chartered Institute of Purchasing and Supply (CIPS) 

(www.cips.org). 

CIPS is an international organisation, based in the UK, serving the purchasing and supply 

profession. CIPS provides a programme of continuous improvement in professional 

62

standards and raises awareness of the contribution that purchasing and supply makes to 

corporate, national and international prosperity. 

The Institute's members, of whom there are over 35,000 worldwide, include leading 

business people, professional managers, academics and those working in the purchasing 

and supply profession. 

The Institute has a membership structure which caters for different educational and 

professional needs, both of those working directly in purchasing and supply chain 

management and its associated disciplines, and of those with an interest in the area. 

Further information and application forms at http://www.cips.org 

63

MSc Entrepreneurship 

65

8. MSc ENTREPRENEURSHIP 


The overall aim of this programme will be to provide a comprehensive and high level 

education in the subject of entrepreneurship. The programme will be aimed at those who 

have not studied to any great depth in this subject area, who seek to develop the required 

knowledge and skills in order to pursue a career as an entrepreneur. More specifically, this 

programme will facilitate the process of helping students enhance their career development 

by: 


their understanding of business organisations. 


necessary for starting their own businesses or becoming entrepreneurs. 



organisations with a focus on smaller businesses. 


and statistical software. 

Supporting the enhancement of skills of written and spoken communication which 

are essential for entrepreneurs. 



theoretical and practical aspects of entrepreneurship in order to achieve appropriate 

learning outcomes. Subjects covered are detailed in the appropriate module specifications 

and will include integrated approaches to the following subject areas as outlined in the 

section 3.9 of the Business and Management Benchmark Statement: markets, customers, 

finance, people, operations, business policy and strategy, internationalisation, ethical 

management, learning and knowledge management. In relation to these key subject areas, 

on completion of the programme, successful students will be able to: 

1. Demonstrate advanced conceptual understanding of the entrepreneurship discipline 

(and sub-disciplines where appropriate) in order to be able to analyse and critique 

theory and practice. 

2. Investigative systematically, and evaluate critically, a wide range of entrepreneurial 

issues and problems, and develop a range of realistic and relevant solutions in a 

contemporary context. 

3. Interpret ambiguous data in order to be able to respond effectively to changing 

contexts within organisations. 

4. Demonstrate advanced skills in theories, issues and techniques in financial and 

economic management to help manage the resources of an entrepreneurial 

business. 

5. Demonstrate systematic understanding of the complexity of organisations and how 

the different aspects (strategy, planning, policy, functions, processes, systems and 

people) of/in organisations relate to one another. 

6. Acquire knowledge of the processes and procedures involved in negotiation within a 

business environment and understand the role of business relations and effective 

networks. 

66

7. Critically evaluate and apply general knowledge and understanding through a wide 

range of entrepreneurial skills and operating techniques that will enable them to 

understand business policies and practices. 

8. Evaluate critically the processes of strategic management and how they can assist 

in major organisational decisions relating to the scope, scale and direction of their 

activities. 

9. Operate with an increased level of entrepreneurial competence and thereby achieve 

an improved level of personal effectiveness. 

10. Acquire knowledge related to the way in which entrepreneurs create businesses 

which have the potential for sustainability and growth. 

11. Demonstrate and critically reflect upon independent learning abilities necessary to 

engage in continued professional development. 



Dr Claire Hookham Williams Director of Studies 

e-mail: Claire.hookham@liv.ac.uk Tel: 0151 795 3539 Office: SE20 


e-mail: j.a.reddy@liv.ac.uk Tel: 0151 795 






Anna Tilba 




Prof Ossie Jones 

o.jones@liv.ac.uk Tel: 0151 795 3723 Office: SE25 


gary.warnaby@liv.ac.uk Tel: 0151 795 3533 Office: GE23 


david.brookfield@liv.ac.uk Tel: 0151 795 3502 Office: F10 

Dr Philippa Hunter-Jones 

p.hunter-jones@liverpool.ac.uk Tel: 0151 795 3018 Office: SE14 

67



ULMS709 Entrepreneurship & Business Creation One 





ULMS795 Consumer Behaviour Two 

ULMS713 Entrepreneurial Decision-making Two 

ULMS792 Entrepreneurial Marketing Two 


All modules are compulsory. 


68

MSc International Business 

70

9. MSc INTERNATIONAL BUSINESS 


The overall aim of this programme is to provide a comprehensive and high level education 

in the subject of International Business. All modules on the programme are M-level 

(Master‘s level) modules. The programme is aimed at those who have not studied to any 

great depth in this subject area, who seek to develop the required knowledge and skills in 

order to pursue a career in organisations which operate internationally. 

More specifically, this programme will facilitate the process of assisting students in their 

career development by: 

1. Providing students with the knowledge, skills, business awareness and confidence that 

will enable them to succeed in the international business world 

2. Providing student exposure to current theories and practices in the private, public, large 

business and small business sectors around the world 

3. Giving students the opportunities to learn and practice a range of intellectual, 

interpersonal and technical skills which are relevant to international business and 

management 

4. Supporting the development of subject specific and key transferable skills necessary for 

employment in management positions. 

5. Providing students with ability to critique existing management wisdom 



theoretical and practical aspects of International Business. In particular, the programme will 

provide students with a critical insight and awareness of knowledge in international 

Business. Subjects covered are detailed in the appropriate module specifications and will 

include integrated approaches to the following subject areas as outlined in the section 3.9 

of the Business and Management Benchmark Statement. In relation to these key subject 

areas, on completion of the programme, successful students will be able to: 

1. Demonstrate advanced conceptual understanding of management theory and practice 

2. Investigative systematically, and evaluate critically the theoretical structures for 

studying the international business environment 

3. Demonstrate advanced understanding of the functional elements of international 

business and management 

4. Demonstrate systematic understanding of the complexity of international financial flows 

and international marketing 

5. Demonstrate advanced knowledge of the main ethical problems facing international 

business organisations 

6. Develop frameworks for understanding the roles of people and organisations in 

international business 

7. Develop a reflective and holistic perspective on international business that 

encompasses strategic thinking 

8. Critically evaluate key issues in international business 

71



Prof John Wilson Director of Studies 

e-mail: john.wilson@liv.ac.uk Tel: 0151 795 3725 Office: FE19 








Anna Tilba 





david.brookfield@liv.ac.uk Tel: 0151 795 3502 Office: F10 

Dr Muhammad Amjad 

m.amjad@liv.ac.uk Tel: TBC Office: 

Dr David Williams 

d.williams@liv.ac.uk Tel: 0151 795 3534 Office: GE19 

Dr Roger Levermore 

r.j.levermore@liv.ac.uk Tel: 0151 795 3813 Office: GE8 

Dr Gary Cook 

g.cook@liv.ac.uk Tel: 0151 795 3708 Office: SE4 

72





ULMS516 Global Business Environment One 



ULMS713 Entrepreneurial Decision-Making Two 


ULMS519 Global Corporate Strategy Two 

ULMS518 International Development Two 

ULMS517 Business in the Asia-Pacific Region Two 


Shaded areas indicate required/compulsory modules. Students should select one elective 

module. 


73

MSc Economics & Finance 

75

10. MSc ECONOMICS & FINANCE 


The overall aim of this programme will be to provide high quality training in the subjects of 

economics and finance. The programme will be aimed at those who want to develop the 

required knowledge and acquire the necessary skills in this subject area in order to pursue 

a research-oriented career in the financial industry, international organisations, central 

banks, academia and research institutions. All modules on the programme are M-level 

(Master‘s level) modules. More specifically, this programme will facilitate the process of 

assisting students in their career development by: 

1. Offering training in the key macroeconomic and microeconomic issues that are 

fundamental to rigorous financial decision making. 

2. Supporting the development of subject specific and key transferable skills necessary 

for employment in research-oriented organisations, institutions and corporations. 

3. Providing opportunities for students to acquire a range of analytical and econometric 

techniques required to pursue research activity in economics and/or finance. 

4. Enabling students to develop their IT skills and familiarity with a range of relevant 

financial and econometric software. 

5. Supporting the enhancement of skills of written and verbal communication. 


The programme will enable students to acquire knowledge and systematic understanding 

of theoretical and practical aspects of economics and finance. On completion of the 

programme, successful students will: 

1. Acquire skills in applying theories and concepts related to both Economic and Financial 

Theory. 

2. Understand and critically reflect upon the principles and most recent developments in 

economics, econometrics and finance. 

3. Develop an in depth knowledge of econometric and mathematical techniques 

necessary to undertake independent research. 

4. Comprehend the complexity of the inter-relationship between the real world and the 

financial sectors of the economy. 



Dr Alex Kostakis Director of Studies 

e-mail: a.kostakis@liv.ac.uk Tel: 0151 795 3123 Office: SE16 




Dr Chris Florackis Tel: 0151 795 3807 Office: S16 

c.floriackis@liv.ac.uk 

76

Dr Abdul Mohammed Tel: 0151 795 3716 Office: G16 

Abdulkadir.Mohamed@liv.ac.uk 

Dr Giorgiani Gianluigi Tel: 0151 795 0560 Office: G3A 

lmsggior@liv.ac.uk 

Prof. Jan Wenzelburger Tel: 0151 795 3820 Office: S17 

J.Wenzelburger@liv.ac.uk 

Mr Jason Laws Tel: 0151 795 3508 Office: S1A 

J.Laws@liv.ac.uk 

Dr Kenbata Bangassa 

kenbata@liverpool.ac.uk Tel: 0151 795 3506 Office: S7 

Dr Ruijun Bu 

ruijunbu@liv.ac.uk Tel: 0151 795 3122 Office: SE7 

Prof. Brendan McCabe 

brendan.mccabe@liv.ac.uk Tel: 0151 795 3705 Office: SE22 

Dr Stephan Pfaffenzeller 

s.pfaffenzeller@liv.ac.uk Tel: 0151 795 3009 Office: SE10 

Dr Jannine Poletti-Hughes 

jpoletti@liv.ac.uk Tel: 0151 795 3101 Office: S1 


steffen2@liv.ac.uk Tel: 0151 795 3825 Office: S19 



ECON812 Asset Pricing Theory One 

ECON814 Econometric & Statistical Methods One 

ECON905 Macroeconomic Theory One 

ECON915 Microeconomics One 

ECON920 Advanced Econometrics Two 

ECON916 Money and Banking Two 

ECON923 Portfolio Management Two 

ECON811 Corporate Finance II Two 

ECON809 Financial Risk Management Two 

ECON813 Game Theory Two 

ECON918 Financial Engineering Two 

ECON912 Dissertation Summer 

Shaded areas indicate required/compulsory modules. Students should select one elective 

module. 


77

11. MODULE SYNOPSES 

The following pages provide a brief outline of all MSc modules. Full module handbooks will 

be available on VITAL. 

Total Quality Management (EBUS503) This module focuses on the use and application of 

quality assurance tools; knowledge of the management aspects of quality development; the 

ability to apply the tools, techniques and principles of Total Quality Management; and the 

appreciation of the application of quality management principles in the development of 

organisations. 

Recommended Reading 

(1) DF Kehoe 'The Fundamentals of Quality Management', Chapman Hall 1995, ISBN 0- 

41262690, Library Ref 658.562.K21. 

(2) S.Foster Managing Quality. Pearson Prentice Hall 

(3) J.S. Oakland Total Quality Management. Butterworth Heinemann 

(4) Evans & Lindsay. The Management and Control of Quality. Thomson Learning 

(5) J.S. Oakland Statistical Process Control. Butterworth Heinemann 

Operations Modelling and Simulation (EBUS504) The aim of this module is to give the 

student an understanding of the role of modelling and simulation in the development and 

improvement of business processes in a commercial environment. Important elements 

include analytical techniques of systems, statistical aspects of modelling and system 

dynamics. Extensive use will be made of a variety of commercially available modelling and 

simulation tools such as Witness. The aims are that the student will: 

Understand a range of modelling analytical methods and their appropriate applications. 

Understand the dynamic nature of systems and their behavioural characteristics. 

Understand how real system modules are developed, tested and validated. 

Be confident in use of commercially available simulation tools (Witness). 

Recommended Reading - Although there will be no set text, the following books will prove 

useful reading. 

(1) Pidd M,1998, "Computer Simulation in Management Science", John Wiley. 

(2) Carrie A,1988, "Simulation of Manufacturing Systems", John Wiley. 

(3) Oakshott L, 1997, "Business Modelling and Simulation", Pitman Publishing, 

(4) Harrington. HJ, 2002, "Simulation Modelling Methods", McGraw-Hill. 

(5) Richardson G P, Ouch L,, 1999, "Introduction to System Dynamics Modelling", 

Pegasus. 

(6) WITNESS documentation. 

Supply Chain Operations Management (EBUS506) The aim of this module is to provide 

a study of the key principles, systems and techniques used to assure effective supply chain 

management. The module covers an extensive range of subjects including logistics, 

information management, inventory management, partnerships and information 

technology. The aims are to enable the student to: 

Understand the principles and role of SCM in organisations. 

Understand the nature and importance of inter-relationships within the supply chain. 

Understand and apply a range of tools and techniques relevant to the optimisation of 

supply chains. 

78

Recommended Reading - Although there will be no set text, the following book will prove 

useful reading: 

Vollman, T.E., Berry, W.L. and Whybark, D.C, 1997, Manufacturing Planning and Control 

Systems. McGraw-Hill. 

Lean Thinking (EBUS507) This module aims to: 

Provide an understanding of the elements and benefits of applying lean principles within 

business operations. 

Introduce students to the philosophies/principles of lean thinking and provide a working 

knowledge of the supporting tools and techniques used. 

Provide an opportunity to implement the principles and apply the tools and techniques 

in a realistic operations simulation. 

Provide students with opportunities to view current industrial practice via industrial 

visits. 

Recommended Reading – Although there will be no set text book the following texts/ 

references will prove useful: 

(1) Davies, JW. Fast track to waste-free manufacturing. Productivity Press, 1999. 

(2) Henderseon, BA & Larco, JL. Lean transformation. The Oaklea Press. 1999 

(3) Liker, JK. Becoming Lean. Productivity Press, 1998. 

(4) Quest Worldwide. The Lean Toolbox: tools for lean operating. Quest Worldwide 

Publications, 1999 

(5) Rother, M & Shook, J. Learning to see. Lean Enterprise Institute, 1999. 

(6) Suri, R. Quick Response Manufacturing. Productivity Press, 1998. 

(7) Womack, JP & Jones, DT. Lean Thinking. Simon & Shuster, 1996. 

(8) Womack, JP, Jones, DT & Roos, D. The machine that changed the world. Rawson 

Associates, 1990. 

www.lean.org 

Business Analysis & Assessment (EBUS601) The aim of this module is to provide an 

opportunity for students to develop their understanding of the processes involved in 

managing organisations. Specific topics include strategic management, financial statement 

analysis, benchmarking, research methods and teamwork. The aims are to: 

Understand and have a practical appreciation of contemporary management 

challenges. 

Understand the means by which benchmarking and comparative performance 

assessment can be undertaken. 

Have a practical understanding of the importance of teamwork and communication. 

Appreciate the need for competence in operations management and be aware of its 

impact on business performance. 

Become autonomous learners and manage their own learning experiences. 

Recommended Reading: 

(1) Kreitner, R.J. 1998. Management. Houghton-Mifflin. 

(2) Mullins, L.J. 1996. Management and Organisation Behaviour. Pitman. 

(3) Dyson, J.R. 1997. Accounting for Non-Accounting Students. Financial Times Pitman. 

79

(4) Chase, R.B. Aquilano, N.J & Jacobs, F.R. 2001. Operations Management for 

Competitive Advantage. McGraw-Hill. 

(5) Hill, T. 2000. Operations Management: Strategic Context and Managerial Analysis. 

Macmillan. 

www.emerald-library.com 

www.eevl.ac.uk 

Strategic Operations Management (EBUS602) The aim of this module is to demonstrate 

how operations management can influence and shape competitive strategy. Specific topics 

include the examination of modern business drivers and competitive performance (time 

compression, responsiveness, waste elimination etc.), the achievement of competitive 

advantage through operations management, globalisation and supply chains, agility and 

ECR examples and operations performance measurement. Leading-edge operational 

practice is analysed within each topic covered. The aims are that the student will: 

Understand the drivers and dimensions of competitive performance. 

Understand the strategic role and importance of operations. 

Understand operations strategy and practice in the context of its importance to the 

success of a company in its marketplace. 

Understand the inputs to the development of an operations strategy. 


(1) Hill, T. 2000. Manufacturing Strategy: Text and Cases. Palgrave. 

(2) Hill, T. 2000. Operations Management: Strategic Context and Managerial Analysis. 

Macmillian. 

(3) Chase, R.B, Aquilano, N.J. & Jacobs, F.R. 2001. Operations Management for 

Competitive Advantage. McGraw-Hill. 

(4) Slack, N., Chambers, S., Harland, C., Harrison, A. & Johnston, R. 1995. Operations 

Management. Pitman. 

e-Business Tools & Technologies (EBUS603) The aim of this module is to give the 

student an understanding of the tools and technologies used in the development and 

delivery of Internet based solutions. This will include web based programming and 

integration tools, communication protocols, information retrieval, new software development 

platforms, internet and intranet architectures. The aims are to: 

Understand a range of tools and technologies and where they are applied. 

Understand a range of programming tools available, their appropriate applications. 

Understand the various information storage and retrieval tools and how they developed. 

Be confident in use of commercially available web-based development tools. 

An understanding of the issues related to managing software developments. 

Recommended Reading - Although there will be no set text the following books will prove 


(1) Dreamweaver documentation, Macromedia, 2002 

(2) Goodman, 1999, D "Dynamic HTML" O'Reilly. 

(3) Martin, D, 2001 "Professional XML" Wrox,. 

(4) Bradenbaugh, J, 1999, "Javascript application cookbook" O'Reilly. 

e-Business Systems (EBUS604) The aim of this module is to give the student an 

understanding of e-business systems and their implementation in a commercial 

80

environment. Important elements include systems/ process modelling, systems 

architectures, and feasibility/risk analysis for implementation. Extensive use will be made of 

a variety of commercially available e-business systems. The aims are that the student will: 

Understand a range of system architectures and their appropriate applications. 

Understand the development of system/process models and how to ascertain the 

feasibility of implementing a specific model in an individual organisation, including an 

analysis of potential system vulnerabilities and the risks involved in implementation. 

An understanding of the issues related to the use of effective user interfaces. 

An understanding of the issues related to managing software development. 

Recommended Reading - Although there will be no set text the following books will prove 


(1) Bennet, S., Skelton, J. and Lunn, K. 2001. Schaums Outlines: UML , Schaum 

(2) Conallen, J. 1999. Building Web Applications with UML, Addison Wesley. 

(3) Alter, S. 2002. Information Systems: The Foundations of E-Business , Prentice Hall. 

e-Business Strategy (EBUS605) The aim of this module is to give the student an 

understanding of the processes involved in developing an e-business strategy and the 

business issues involved in deploying such a strategy. Important elements include an 

examination of the approaches to strategy formulation, an evaluation of the emergent ebusiness 

models, business process re-design for e-business, e-business applications 

technologies and architectures and managing and planning the transition to e-business. 

Extensive use will be made of case study material. The aims are that the student will: 

Analyse existing e-business strategies. 

Understand a range of e-business strategies. 

Understand e-business process re-design, applications and architectures. 

Understand how e-business systems are created and implemented. 


(1) Alter, S, S., Information Systems: the foundation of e-business, Prentice Hall, 2002. 

(2) Chaffey, D., E-Business and E-Commerce Management, Pearson Education, 2002. 

(3) Hoque, F., e-Enterprise: business models, architecture and components, Cambridge 

Uni. Press 2000. 

(4) Lawrence, E. et al., Technology of Internet Business, John Wiley & Sons Australia Ltd., 

2002. 

(5) Timmers, P., Electronic Commerce, Wiley, 2000. 

(6) Turban E., King D., Introduction to e-commerce, Prentice Hall, 2002. 

(7) Jelassi, T. & Endeers A., Strategies for e-Business, Pearson Education, 2005. 

Logistics & International Trade (EBSU609) The aim of the module is to provide students 

with a thorough grounding in contemporary logistics operations and management and in 

the nature and practice of international trade. Specific topics covered in the logistics section 

of the module include air transport logistics, intermodal operations, transportation selection, 

and warehousing and distribution management. The role of the World Trade Organisation, 

trade restriction, import and export practice and trade models are several of the key topics 

covered in the international trade section of the module. 


(1) Christopher, M, 1998, ―Logistics and Supply Chain Management‖, FT Prentice Hall. 

81

(2) Waller, D.L, 2002, Operations Management: a supply chain approach, Thomson. 

(3) Hoekman, B. and Kostecki, M. 1995, The Political Economy of the World Trading 

System from GATT to WTO, Oxford. 

(4) Bowen, H., Hollander, A. and Viaene, 1998, J, Applied International Trade Analysis. 

www.supplychain-online.com 

www.wro.org 

International Journal of Logistics 

e-Business Enterprise Systems (EBUS612) This module will focus on introducing 

approaches and technologies of enterprise application integrations and business process 

management, and developing student skills of using commercial e-business software 

packages, such as SAP, the industry‘s leading ERP-enterprise resources planning system. 

The module provides students with knowledge of enterprise system architecture and 

technologies in general, and roles and functions of enterprise systems for e-business in 

particular. The module will introduce the development history of enterprise systems and 

characteristics of enterprise systems in an e-business environment. The module helps 

students to understand how enterprise systems are integrated into e-business networks 

and the promising technologies for next generation e-business enterprise systems. 

Through this module, students will learn technologies of business process management, 

business process automation, and business process optimisation. Students will also have 

the opportunity to obtain hands-on experience using SAP and obtain much sought after 

certification on the SAP R3 system, pending their passing additional external examinations. 


Essential Text: Module handout. 

Other Readings: 

(1) Faisal Hoque,2000, e-Enterprise: business models, architecture and components, 

Cambridge University Press, 2000. 

(2) Grant Norris et al. (2000), E-Business and ERP: transforming the enterprise, John 

Wiley & Sons. 

(3) Dave Cheffey (2004), e-Business and e-Commerce Management, 2nd Edition, 

Prentice Hall. 

(4) Elaine Lawrence, et al., Technology of internet business, John Wiley & Sons Australia 

Ltd., 2002. 

Project and Product Management (EBUS614) This module introduces cutting-edge 

principles and best practices of project management and discusses how they relate to the 

competitive product development. The areas to be covered span state-of-the-art strategies 

of successful project management, including risk and change management, budget 

management and quality assurance. Fundamentally, any project implies innovation, 

because the whole project aim is in creating a unique product, service or process within a 

given time period and with limited resources and budgets. Students, therefore, will also be 

given an opportunity to study project management in the context of the product 

development lifecycle. The module will help students develop all the necessary skills 

required for a successful start of a project manager‘s career. 


(1) Robert K. Wysocki, " Effective Project Management: Traditional, Adaptive, Extreme", 

2006 

82

(2) Darren Dalcher and Lindsey Brodie, "Successful IT Projects", 2007 

(3) Eric Verzuh, "The Fast Forward MBA in Project Management, Second Edition", 2005 

e-Business Project (60 credits) (EBUS621) The aim of the project is to allow the student 

to demonstrate their ability in analysing and developing e-business solutions utilising 

structured methodologies and the skills gained in the use of e-business tools and systems. 

Economics for Management (ECON722) aims to enhance students‘ understanding of 

how economics illuminates consumer and firm behaviour and industry structure. This 

module will encourage students to use economic tools in their approach to other modules 

and to their future professional life. Economics for Management will help students to see 

the richness of possibilities arising from the use of economics in business and management 

research, both academic and practical. 

Financial Risk Management (ECON 809) This module is designed to train students in 

evaluating, measuring and managing a range of financial risks to which companies are 

exposed. Particular emphasis is placed on the measurement and management of market 

risks, cash flow risks, interest rate risks and credit risks. The course also includes a brief 

discussion of recent issues on risk management (subprime crisis, the role of risk 

management failures etc.) 

Core Reading 

1. ―Risk Management and Financial Institutions‖, by John C. Hull, Prentice Hall, Second Edition, 

2010 

Supplementary Reading 

2. ―Derivatives and Risk Management‖, by René M. Stulz, Southwestern, 2003 

3. Brunnermeier, Markus, 2009, ―Deciphering the Liquidity Crisis‖, Journal of Economic 

Perspectives. 

4. Stulz René, 2008, Risk Management Failures: What are they and when do they happen?, Journal 

of Applied Corporate Finance. 

5. All other material that will be distributed in the lectures 

Financial Statement Analysis (ECON810) The aim of this module is to provide students 

with an understanding of financial statements, and the techniques and skills necessary for 

the interpretation of financial statements including their use in the valuation process. By the 

end of this module, students should be able to understand the role of financial statements 

in assessing the performance and position of an entity, understand how ratio based 

techniques can be used in interpretation of financial statements, explain valuation models 

which use financial statement information, determine a valuation for a business using 

financial statement information with appropriate valuation models, and prepare financial 

forecasts derived from financial statement information. 

Main textbook 

S. Penman, Financial Statement Analysis and Security Valuation, 4 th edition, McGraw-Hill, 

2010. ISBN-13: 978-007-126780-9 

83

Additional reading material will be provided during lectures 

Supplementary textbook 

Palepu, K.G., Healy, P.M., Bernard, V. L., and Peek, E. (2007). ‗Business Analysis and 

Valuation: Using Financial Statements‘. IFRS Edition. South Western College Publishing, 

Thomson Learning (PHBP).ISBN: 978184480492-4 

Corporate Finance II (ECON811) The aim of this module is to cover the following main 

areas in corporate finance: short-term corporate financing, bankruptcy/financial distress, 

corporate restructurings and real options. Particular emphasis will be placed on (i) the role 

of incentives on financing decisions and (ii) how financing and investment decisions interact 

with each other and how those decisions have implications for corporate bankruptcy, 

takeovers and corporate restructurings. 

Main Readings 

Hillier D., Grinblatt M. and Titman S., Financial Markets and Corporate Strategy, European 

Edition, McGraw-Hill, 2008, 

Copeland/Weston, Financial Theory and Corporate Policy, Fourth Edition, 2005, Addison 

Wesley 

Supplementary Readings: 

Brealey, R and Myers S, Principles of Corporate Finance, 9 th Edition, 2008 (McGraw-Hill) 

Berk and DeMarzo, corporate Finance, 2 nd Edition 2007, Pearson 

Asset Pricing Theory (ECON812) The main aim of this course is to provide students with 

a solid training in modern, stochastic discount factor-based asset pricing theory. This 

training will enable students to understand the fundamental reasons for asset prices‘ 

fluctuations through time using a theory-based unified framework that applies to all asset 

classes (stocks, bonds and other contingent claims). The acquired knowledge will also 

enable students to undertake independent empirical research in time-series and crosssectional 

asset pricing based on a rigorous theoretical framework. 

Main textbook 

John Cochrane (2005), Asset Pricing (Revised Edition), Princeton University Press, ISBN 

0-961-12137-0 

Additional reading material will be provided during lectures 

Supplementary textbook 

Yvan Lengwiler (2004), Microfoundations of Financial Economics, Princeton University 

Press, ISBN 0-691-12631-3 

Game Theory (ECON813) The objective of the module is to provide a graduate level 

introduction to game theory. This is the study of strategic interactions ie situations where 

outcomes depend not only on our own actions but also how others react to our actions. By 

the end of the module students will be able to: (i) Conduct advanced microeconomic 

84

analysis by formulating a game and its associated solution concepts and deriving solutions 

to games; (ii) Distinguish between types of games; (iii) Apply games in a range of 

economic, business and social contexts. 

Core texts: 

Game Theory, Drew Fudenberg and Jean Tirole, MIT Press, 1993 

A Course in Game Theory, Martin J. Osborne and Ariel Rubinstein, MIT Press, 1994 

A Primer in Game Theory, Gibbons, R., Harvester Wheatsheaf, 1992 

Econometric & Statistical Methods (ECON814) The aim of this module is to give the 

student an understanding of basic econometric and statistical methods suitable for financial 

and economic data series. Extensive use will be made of the econometrics package 

EViews in tutorials to supplement the theory with applications and to provide hands-on 

experience. 

The aims are that the student will: 

A1. Understand the multiple regression model including the matrix and statistical 

background 

A2. Be apply to apply statistical tests estimate regression models 

A3. Understand the assumptions and limitations. 

A4. Understand the maximum likelihood principle and be able to perform the relevant 

specification tests 

A5. Understand the principle underlying instrumental variables and GMM estimation 

A6. Be confident in the use of an econometric computer programme (EViews) for a range of 

methods and applications.. 

Modelling Financial Time Series (ECON815) The aim of this module is to give the 

student an understanding of econometric and statistical methods for financial and economic 

time series. The module builds on the material of Quantitative Methods for Research I. 

Important extensions include: stationary models for time series; testing for nonstationarity; 

models for nonstationary data; volatility models for financial time series; and models for 

multivariate data including vector autoregressions, error correction mechanisms and 

cointegration. 

Extensive use will be made of the econometrics package EViews in tutorials to supplement 

the theory with applications and to provide hands-on experience. 

The aims are that the student will: 

Understand a range of univariate and multivariate models of financial and economic time 

series and their applications. 

85

Understand the statistical characteristics of financial data including skewness, kurtosis and 

volatility. 

Understand the motivations, methods and limitations of multivariate modelling for economic 

and financial time-series. 

Be confident in the use of an econometric computer programme (EViews) for a range of 

methods and applications. 

Recommended Texts: 

M.Verbeek, A Guide To Modern Econometrics, 3rd ed Wiley, 2008. 

Quantitative Research Techniques I (ECON901) The aim of this module is to provide 

students with a solid foundation in the statistical and econometric techniques that allow 

them to conduct independent empirical investigations in economics and finance. The 

approach centres on the linear multiple regression methods, including their use in 

estimating and testing the validity of models in economics and finance. The aims are that 

you will: 

Understand aspects of the theories and principles of econometric analysis in economics 

and finance. 

Be aware of a range of inferential techniques commonly employed in econometrics. 

Understand the limitations of such techniques in different circumstances. 

By the end of the module, students should be able to: 

Discuss, evaluate and apply a range of mathematical and statistical techniques 

necessary for understanding and using econometrics methodology in finance. 

Use a number of statistical and econometric packages in real (simple) applications. 

Formulate, estimate and test a wide range of linear and non-linear models commonly 

encountered in financial analysis. 

Recommended Text: 

M. Verbeek (2004) A Guide to Modern Econometrics, 3rd edition (Wiley). 

Macroeconomic Theory (ECON905) This module will start with a look at the long run 

perspective of the economy. We will analyse the determinants of economic growth and 

consider some cases in which a slowdown can be expected to follow a period of rapid 

growth. Following these general concerns we will look at the interaction of outward 

orientation and economic growth. Basing the analysis on a concise revision of Keynesian 

and neo-classical views of the aggregate demand and supply framework we will then ask 

how policy decisions impact on the external balance and what constraints policy makers 

face against the background of integration into a competitive global economic network. 

Recommended Texts: There is no set text book for this module but some sources that have 

proven useful for a number of topics are: 

(1) Romer, David "Advanced Macroeconomics" McGraw-Hill 

(2) Gandolfo, Giancarlo "International Finance and Open-Economy Macroeconomics" 

Springer Verlag 

(3) Pilbeam Keith "International Finance" MacMillan 

86

Advanced Corporate Finance (ECON906) The aim of this module is to examine a range 

of topics and issues in Corporate Finance including capital budgeting, capital structure, 

dividend policy, etc. in order to equip students to be able to undertake independent and 

advanced investigations in corporate finance. After completing the module students will 

have gained: 

An understanding of current theoretical concepts in corporate finance that enable them 

to understand and develop theories and policies regarding capital markets efficiency, 

capital structure, dividend policy, capital asset pricing, leasing, mergers and 

restructuring, as well as risk-adjusted investment performance evaluation. 

Familiarity with major empirical studies in the areas stated above. 

An ability to appreciate and critically evaluate methodologies, results and implications of 

research studies in the discipline. 


Copeland/Weston, Financial Theory and Corporate Policy, Fourth Edition, 2005, Addison 

Wesley 

Supplementary Readings: 

(1) Brealey, R and Myers S, Principles of Corporate Finance, 9 th Edition, 2008 (McGraw- 

Hill) 

(2) Grinblatt and Titman S., Financial Markets and Corporate Strategy, 2 nd Edition, Irwin, 

McGraw-Hill, 2002, 

Dissertation (ECON912) Successful completion of the taught modules allows students to 

proceed to the dissertation stage. The dissertation is an important challenging part of the 

MSc Finance programme. It is a major piece of independent work of approximately 15000 - 

20000 words. The aim of the dissertation is to allow the student to demonstrate their ability 

at identifying and analysing a financial economic problem using the techniques of financial 

economics and or econometric analysis. It should provide an independent and critical 

appraisal of the problem, normally involving an empirical component. 

International Finance (ECON914) This module focuses on the fundamental principles of 

international finance, especially on the financial management of multinational enterprises 

(MNE). The groundwork for this is laid by extensive discussion of the global financial 

environment, which includes balance of payments, foreign exchange rates and markets; 

and foreign exchange exposure and its management. Students will: 

Examine how the process of Globalisation extends to a MNE and the implications for 

risk and returns of a business; 

Evaluate the characteristics of an ideal currency; 

Identify the impact of the Balance of Payments in international foreign investment 

decisions; 

Explore the main approaches to exchange rate determination; 

Develop a critical perspective on the choice of exchange rate regimes; 

Analyse the use of foreign currency derivatives for speculation purposes; 

Distinguish between the three major foreign exchange exposures experienced by firms; 

Identify the alternatives available to a firm for managing transaction, operating and 

translation exposure; 

Define and classify foreign investment risks. 

87


(1) Fundamentals of Multinational Finance, by Michael H. Moffett, Arthur I. Stonehill and 

David K. Eiteman, Addison Wesley, Second edition. 

(2) Buckley, Adrian, ―Multinational finance‖, Financial Times/Prentice Hall, 2004, 5th 

edition. 

Other references: 

(1) Shapiro, Alan C., ―Multinational financial management‖, New York: J. Wiley & Sons, 

2006, 8th edition. 

(2) Ross / Westerfield / Jaffe, ―Corporate Finance‖, Seventh edition, McGraw-Hill. 

(3) Butler; Multinational Finance, 3rd edition 

(4) Madura and Fox, International Financial Management, Thomson. 

Financial Economics (ECON915) This module aims to provide an opportunity to 

understand and appreciate the fundamental aspects of decision making in non certain 

environment, allowing for the possible synchronic or diachronic incidence of risk. Individual 

risk linked behaviour will be linked to symmetric and asymmetric imperfect information 

scenarios. In this context individual or circumscribed group behaviour may be related to an 

aggregate and institutional context. The module will look into the microeconomic theory 

underlying much of the financial market analysis you will encounter in other modules. This 

aspect as well as the overall context of this module as part of a Finance Degree is worth 

bearing in mind: you may notice that the textbooks recommended for consultation below 

are not exclusively or even predominantly dedicated Financial Economics textbooks. The 

reason for this is that much of what dedicated Financial Economics textbooks tend to cover 

is already treated in more detail in some of the modules available for this degree. In this 

module we concentrate on the parts of Microeconomic Analysis which are directly relevant 

to the embedding finance context. 

You may find it useful to consult other related intermediate or advanced Microeconomics 

course books. The course as such will maintain a level of formality appropriate to a 

postgraduate programme without focussing in detail on advanced mathematical modelling. 

This mix is intended to provide an economics module which acts as a supporting unit for 

the overall finance programme –rather than attempting to provide a pure theory course– 

and which is accordingly characterised by an attempt to find an acceptable trade-off 

between accessibility and technical accuracy. 


(1) Hugh Gravelle and Ray Rees "Microeconmics, 3 rd Edition" Prentice Hall 

(2) Brian Hillier "The Economics of Asymmetric Information" Macmillan 

(3) Jürgen Eichberger and Ian Harper "Financial Economics" Oxford University Press 

Money and Banking (ECON916) The main objective of this module is to learn how one 

can apply basic economic concepts in order to deal with operative and strategic issues in 

banking. In the first part of the module students will obtain a general theoretical background 

for the understanding of the banking sector. In the second part students will get familiar 

with the major contemporary practical issues in banking. Based upon parts one and two in 

the third part students will learn how current decision-making in banks works and how 

concepts from economics can fit into this. By the end of this module students will have: 

Achieved a theoretical background for understanding how banks work; 

Realised that concepts from economic theory can be very useful tools to deal with 

strategic and operative decision-making issues in banking; 

88

Learned how to apply these concepts when they are confronted with those issues. 

It is advisable but not absolutely necessary to have basic knowledge in microeconomics 

and decision theory and game theory in particular. 

Recommended Texts: There is no set text book for this module but you will find the 

following useful: 

(1) Aliprantis, Charalambos D.; Chakrabarti, Subir K., 2000, Games and Decision Making, 

Oxford University press, chapters 2-5; 

(2) Brealey, Richard A.; Myers, Stewart C., Principles of Corporate Finance, 7 th edition (or 

a newer one), McGraw-Hill, 2003, chapters 2, 3, 5, 6, 19 and 32; 

(3) Bessis, Joel, Risk Management in Banking, 2 nd edition, Wiley, 2002, chapters 1-7, 9, 

26, 27, 33-37, 39-48, 50, 53-56, 58-60; 

(4) Freixas, Xavier; Rochet, Jean-Charles, Microeconomics of Banking, MIT Press, 1998, 

chapters 1, 2 and 9; 

(5) Howells, Peter; Bain, Keith, The Economics of Money, Banking and Finance, 2 nd 

edition (or a newer one), Prentice-Hall, 1998, chapters 2–7, 9, 10, 25; 

(6) Matthew, Kent; Thompson, John, The Economics of Banking, Wiley, 2005, chapters 1- 

4, 6, 9, 11 and 12; 

(7) Mishkin, Frederic S., The Economics of Money, Banking, and Financial Markets, 7 th 

edition, 2004, Pearson / Addison Wesley, chapters 4 and 9; 

(8) Nurmi, Hannu, Rational Behaviour and the Design of Institutions, Edward Elgar, 1998, 

chapters 4-7; 

(9) Taylor, Alan D., Mathematics and Politics, Springer, 1995, chapters 4, 5, and 10; 

(10) Varian, Hal R., Intermediate Microeconomics, Norton, 4 th edition (or a newer one), 

Norton, 1996, chapter 10; 

Note: The chapters of all textbooks mentioned above will be available on VITAL. 

Financial Engineering (ECON918) Recent years have witnessed a growth in the field of 

financial engineering on a scale which has not been seen before. This is due to the rapid 

pace of innovation, deregulation and swift structural change. Major new and complex 

financial instruments, derivatives, have either been created or have dramatically increased 

their role in the financial structure. In particular, these necessary and versatile instruments 

have been found very successful in risk management and hedging against a myriad of 

possible exposure. This module aims to introduce the theory and practice of financial 

engineering. It will start by describing risk in financial markets. Then, the concepts of 

arbitrage and market efficiency which underlie Financial Engineering will be analysed. This 

will be followed by a thorough examination of products available to financial engineer 

including both equity and interest derivatives. Examples will be given to illustrate how these 

products are used in complex deal structuring and risk management. Finally, future trends 

will be examined through globalisation, technology and regulation. At the end of the 

module, students will be able to understand the mechanics of pricing these financial 

instruments and to use them in risk management and hedging against environmental and 

core business exposures. 


(1) Hull, Options, Futures and Other Derivatives, Prentice Hall (Main text). 

(2) Salih N. Neftci, Principles of Financial Engineering, Academic Press. 

(3) P. Wilmott, Derivatives, The Theory and Practice of Financial Engineering, Wiley, 

1998. 

89

Financial Markets (ECON919) The last three decades have witnessed fundamental 

changes in financial markets and financial instruments. Financial economists have 

successfully developed the concepts of informationally efficient capital markets, the options 

pricing theory, the valuation models for financial securities such as equity and debt 

instruments and other useful concepts. Both the theory and practice of Financial Markets 

have been moving ahead with great speed, and the teaching of Financial Markets must 

keep pace. A high level of professional competence is now demanded of managers, 

analysts and advisors. It has also become essential to look at the most important 

theoretical concepts in the field of Financial Markets and then examine whether these 

theories have been supported by empirical research. This module will examine the 

importance, the role and the functioning of financial markets. It aims at understanding the 

main theories and empirical methods used by financial economists in the analysis of 

speculative assets prices in the stock, bond and foreign exchanges markets. It is also an 

introduction to some of the recent journal literature in this area. By the end of the module, 

students will understand: 

The role of financial markets and the optimal allocation of risk bearing; 

Models of asset pricing and in particular a thorough understanding of arbitrage pricing 

theory and its relationship to the capital asset pricing model in the light of recent 

empirical research; 

Detailed knowledge of the fundamental determinants of the value of individual equities 

and of empirical tests of the relationship between fundamentals and market valuations. 


Main text which you will need to buy: 

Cuthbertson, K and Nitzsche, D. (2004). Quantitative Financial Economics: stocks, bonds & 

Foreign Exchange, Wiley, 2004 

Other reading material: 

(1) Blake, D. Financial Market Analysis, Wiley, 2000. 

(2) Crowther, W. (1994). Foreign exchange market efficiency and common stochastic trends, 

Journal of International Money and Finance 13, 551-564. 

(3) Draper, P. and Paudyal, K. (1997) Microstructure and seasonality in the UK equity market, 

Journal of Business Finance and Accounting, 24, 1177-1204. 

(4) Kim, D. (1989) Trading patterns, bid-ask spreads, and estimated security returns: the 

case of common stocks at calender turning points, Journal of Financial Economics, 25, 75- 

97. 

(5) Joseph, N.L. (1995). Cointegration, error-correction models and forecasting using 

realigned foreign exchange rates‖, Journal of Forecasting, Nov. 499-522. 

(6) Levy, H. and Lim, K. (1994). Forward exchange bias, hedging and the gains from 

international diversification of investment portfolios, Journal of International Money and 

Finance, 13(2), 159-170. 

Advanced Econometrics (ECON920) The aim of this module is to give the student an 

understanding of econometric time-series methodology. The module will build upon the 

material of Quantitative Methods for Research I. Important extensions include volatility 

models of financial time series, and multivariate (multiple equation) models such as vector 

error correction and related cointegrating error correction models. Extensive use will be 

made of an econometrics package (Eviews) to extend the theory to application of 

estimation and general inference. The aims are that the student will: (1) Understand a 

range of univariate and multivariate models of financial and economic time series 

90

processes, and their appropriate applications. (2) Understand the statistical characteristics 

of financial data emphasising skewness, kurtosis and volatility aspects. (3) Understand the 

motivations and methods of multivariate modelling of economic and financial time-series 

modelling. (4) Be confident in use of econometric computer programmes (example: Eviews) 

for a range of applications and models. By the end of the module, students will: (i) be able 

to specify and demonstrate the distributional characteristics of a range of time series 

models. (ii) Be able to estimate appropriate models of financial and economic time series 

for purposes of forecasting and inference. (iii) Be able to apply univariate and multivariate 

model selection and evaluation methods. (iv) Understand the implications of such concepts 

as seasonality, causality, unit roots, and cointegration for economic and financial time 

series analysis. (v) Be able to analytically investigate the skewness, kurtosis and volatility 

aspects of models such as ARIMA and ARCH models of economic and financial time 

series. 


Heij, De Boer, Franses, Kloek, and Van Dijk: Econometric Methods with Applications in Business 

and Economics. OUP 

M.Verbeek, A Guide To Modern Econometrics, 3rd ed Wiley, 2008. 

Portfolio Theory (ECON923) In this module we will look into ways in which optimising 

investors can deal with risk and uncertainty by spreading investments over a variety of 

assets. We will study how optimum decisions can be made considering issues of risk and 

return and will look into notion of market equilibria in this context. This module aims to 

provide an opportunity to understand and appreciate the basic notions underlying the 

management and selection of efficient portfolios. Special emphasis should be given to 

notions of efficiency and the discussion of selection criteria. At the end of the module, 

students will have been provided with an opportunity to appreciate the pivotal elements of 

portfolio selection, risk and risk management as well as portfolio selection. 

The set textbook for this module is: 

Edwin Elton, Martin Gruber, Stephan Brown and William Goetzmann (2003) "Modern 

Portfolio Theory and Investment Analysis" 6 th edition Wiley ISBN 0-471-42856-6 

Another book you may find useful is: 

Simon Benninga "Financial Modelling" MIT Press, London 2000 

Applied Business Research Methods (ULMS515) will provide students with an 

understanding of the processes involved with providing relevant research to aid marketing 

decision-making. The module seeks to combine the best of the traditional ideas of 

marketing research with less traditional methods that reflect contemporary trends. It is 

aimed at potential managers, and so the emphasis will be more on interpretation than on 

the technical aspects of analysis. There will be ‗hands-on‘ activities, involving qualitative 

and quantitative techniques. These activities will support the ability of managers to become 

informed and critical consumers of marketing research. 


91

Burns, R.B. and Burns, R.A. (2008) Business Research Methods and Statistics using 

SPSS, SAGE, London 

Pallant, J. (2007), SPSS Survival Manual, Open University Press 

Bryman, A. and Cramer, D. (2008) Quantitative Data Analysis with SPSS 14. 15 and 16: A 

Guide for Social Scientists, Routledge Chapman Hall 

Creswell, J.W. (2008) Research Design: Qualitative, Quantitative, and Mixed Methods 

Approaches, 3 rd Edition, Sage, UK. 

Global Business Environment (ULMS516) provides students with a critical 

understanding of contemporary international economies. It aims to develop critical 

understandings of processes of globalization, the role of multinational enterprises and 

contemporary debates surrounding financial crises and their international impacts. 

Students will increase their familiarity with theoretical and conceptual frameworks and 

develop empirical understandings of the global business environment. These aims will be 

achieved through a combination of lectures and tutorials. Upon successful completion of 

the course, student will be able to demonstrate the ability to understand and apply 

complex theoretical and conceptual ideas to empirical situations and the ability to engage 

with debates surrounding the contemporary global economy and financial crises and to 

communicate these ideas in verbal and written forms. 

Recommended Texts will be outlined in the module handbook. 

Business in Asia Pacific Region (ULMS517) This module aims to familiarise students 

with the unique and contrasting business environment in the Asia Pacific region and to use 

concepts and theories from the international business/management literature to evaluate 

and explain this environment 


S.R. Chatterjee & A.R. Nankervis Asian Management in Transition: Emerging Themes 

(Palgrave, 2007) 

X. Tian Managing International Business in China (Cambridge University Press, 2007) 

Chang, H-J Rethinking Development Economics (Anthem Press, 2004) 

Chang, H-J and Grabel, I. Reclaiming Development: An Alternative Economic Policy 

Manual (Zed Books, 2004) 

Cavisgil, S., Ghauri, P. and Argawal, M.R.Doing Business in Emerging Markets: Entry and 

Negotiation Strategies (Sage, 2002) 

Thomas, D.C.Essentials of International Management: A Cross Cultural Perspective (Sage, 

2003) 

Jakobsen, G. and Torp, J.E. Understanding Business systems in Developing Countries 

(Sage. 2001) 

M. Beeson (ed) Contemporary Southeast Asia (Palgrave, 2004) 

M. Chen Asian Management Systems (2 nd edition, Thomson, 2004) 

92

International Development (ULMS518) is concerned with the theoretical and conceptual 

implications of international development in the global economy. This will enable an indepth 

analysis of the central issues associated with the policies of international 

development, particularly those linked to the most dominant, post-1945 thinking on 

development. The module also provides an insight into the wide array of actors involved in 

the development field, whilst charting recent trends and locating future directions. This 

includes understanding varying theoretical perspectives associated with international 

development, remedies and obstacles associated with international development showing 

an awareness of the relationships between concepts and policies. 


International Development: Issues and Challenges; Kinsbury, Remenyi, McKay and Hunt 

(Palgrave: Basingstoke and New York, 2008) 

The Companion to Development Studies, edited by Vandana Desai and Robert Potter 

(Arnold: London, 2002) 

Global Shift: Mapping the Changing Contours of the World Economy, Peter Dicken, 

London: Sage 

Economic Development by Michael Todaro and Stephen Smith, London: Pearson 

Publications. 

Global Corporate Strategy (ULMS519) builds on Strategic Organization. It reviews 

classic approaches to strategy and transposes them into an international context with 

particular reference to resource-based and institutional approaches. The module covers 

foreign market entry strategies, configuring and managing global operations, product and 

geographic market diversification, developing capability over time through learning and 

international R&D, alliance formation and ethics and corporate responsibility in an 

international context. Emphasis will be given to strategies of firms in and from developing 

countries. Integral to the module will be the use of an international strategy simulation 

game, the Business Abroad Management Game, which will provide an opportunity for 

students to ―get behind the wheel‖ of strategic decision making. 

Main text 

Peng, M.W. (2009) Global Strategic Management. Second Edition. South-Western, 

Cengage Learning. 

Supplementary texts 

Dicken, P. (2007) Global Shift. Fifth Edition. Sage. 

Dunning, J.H. and Lundan, S.M. (2008) Multinational Enterprises and the Global 

Economy. Second Edition. Edward Elgar. 

Hill, C.W.L. (2008) International Business. McGraw Hill. 

Segal-Horn, S. and Faulkner, D. (2010) Understanding Global Strategy. South-Western, 

Cengage Learning. 

93

Students will be expected to read academic journal articles from a range of strategy and 

international business journals. 

Marketing Communications (ULMS521) will provide students with an understanding of 

the key theoretical and conceptual issues involved in contemporary marketing 

communications, allowing them to assess the ways in which the various elements of the 

communications mix may be integrated and applied. This module is designed to equip 

students with the knowledge and skills to critically evaluate various theories of marketing 

communication. 

Core Text: 

Fill, C. (2009) Marketing Communications: Interactivity, Communities and Content (5 th 

Edition) Harlow: Financial Times Prentice Hall 

Strategic Learning and Organisational Development ULMS522 The purpose of the 

module is to provide students with an overview of traditional and contemporary approaches 

to learning, training and development in organizations. The module will provide an overview 

of rational planning approaches to organization alongside learning and knowledge-based 

views of organizations. The aim is provide students with the understanding necessary to 

diagnose, analyze, critique and develop organizational systems and strategies that are 

intended to develop capability and performance. 

Recommended Texts 

Dierkes, M., Berthoin Antal, A., Child, J. and Nonaka, I., Eds. (2003). Handbook of 

Organizational Learning & Knowledge. Oxford, OxfordUniversity Press. 

Easterby-Smith M and Lyles M (2003) The Blackwell Handbook of Organizational Learning 

Blackwell, Oxford 

Johnson, G., Scholes K. and Whittington R. (2006) Exploring Corporate Strategy (7 th Ed). 

Prentice Hall, 

Stewart, J. (1999) Employee Development Practice, Prentice Hall 

Entrepreneurship & Business Creation (ULMS709) Business advice and support 

programmes are essential for encouraging improved management practice with the SME 

sector. This module identifies the criteria by which the advice and support process is 

evaluated in order to understand the extent to which it meets the needs of businesses. It 

also considers the factors affecting competitiveness and growth of new embryonic firms 

and assesses reasons for success. 

Essential Reading: 

Burns, P. (2007) Entrepreneurship and Small Business (2 nd ed), Basingstoke, Palgrave. 

Bridge, S., O‘Neill, K. & Cromie, S. (2009) Understanding Enterprise, Entrepreneurship 

and Small Business (3 rd ed), Basingstoke, Macmillan. 

Carter, S and Jones-Evans, D. (2006) Enterprise and Small Business: Principles, Practice 

and Policy, London, Financial Times (2 nd edition). 

94

Doherty, B. and Thompson, J. (2006) Social Enterprise Management (e-book), 

[International Journal of Social Economics, 33:5/6]. 

Rae, D. (2007) Entrepreneurship: From Opportunity to Action, Basingstoke, Palgrave 

Macmillan. 

Sarasvathy, S. (2009) Effectuation: Elements of Entrepreneurial Expertise, Cheltenham, 

Edward Elgar. 

Scarborough, N. and Zimmerer, T. (2006) Effective Small Business Management: An 

Entrepreneurial Approach (see Chapter 4 ‗Franchising‘), Pearson Prentice-Hall (8 th edition). 

Stokes, D., Wilson, N., and Mador, M. (2010) Entrepreneurship, Cengage, Andover. 

Timmons, J. and Spinelli, S. (2008) New Venture Creation for the 21 st Century, McGraw 

Hill. 

Wickham, P. (2010) Strategic Entrepreneurship: A Decision-Making Approach to New 

Venture Creation and Management, London, Pitman (4 th ed.). 

Entrepreneurial Decision-making (ULMS713) provides students with an understanding of 

the cognitive and affective factors influencing decision-making and how cognition can be 

harnessed to stimulate creativity and innovation. In addition, the module aims to provide 

students with an understanding of the factors influencing business risk and how risks can 

be managed and controlled. The module draws from the psychological literature and also 

works on entrepreneurship, creativity, innovation and conflict resolution. 

Recommended texts: 

Drummond, H. (2001) The Art of Decision Making, Wiley, Chichester 

Chell, E. Entrepreneurship: Globalization and Development, Thompson, London 

Strategic Business Analysis (ULMS719) This module counts for 60 credits (one third) of 

your MSc degree and is started in June after the exam period. The aim of the module is to 

develop an in-depth understanding of strategy and how strategic decisions affect the 

performance and direction for the business. You will have to complete a group-based 

strategy simulation, where business decisions are made using analysis and research of a 

particular business scenario, involving a range of business-related information. You will 

also have to apply the knowledge gained on other modules and your own independent 

research to analyse business case and to make recommendations. A short session of 

teaching and preparation provides the students with the skills necessary in strategy, 

problem analysis and independent business research. Thereafter, a strategy simulation 

and independent, guided, study and research are used to develop both theoretical and 

practical critical-thinking skills. Students are required to present their research, analysis 

and findings in a business report. The simulation will be undertaken in May/ June and over 

the summer period the independent strategic business analysis will be conducted under 

the supervision of a member of the Management School‘s academic staff. The module is 

assessed through the outcomes for the group-based strategy simulation (30%) and by the 

completion of a 7,500 independent report; including recommendations and an action plan 

(70%). 

95

Strategic Organisation (ULMS765) develops knowledge and understanding of multi-level 

processes involved in the conduct and performance of formal organisations and their 

constituent groups and individuals. Participants will become familiar with leading-edge 

theory about organisation and management and how such processes relate to strategy, 

organisational environment and performance. The module will serve as an intellectual 

platform to proceed to further modules of study. It will introduce, develop and model 

concepts of Organisation, Strategy and Environment as they relate to performance. In so 

doing, attention will be given to theories of Organisational and management effectiveness, 

Organisational inertia and change, Organising and managing as strategic acts, Classic 

management ideas and bureaucracy, Contemporary organisational conditions and 

challenges, new forms of organising, Power and politics in and around management as well 

as corporate values and culture. 

Marketing Management (ULMS766) will provide students with an understanding of 

marketing in terms of academic principles and practical applications. The module will 

address current academic and practitioner issues in relation to marketing management, 

and key marketing concepts. Attention will be given to evaluating key components of the 

marketing environment, appreciating and realising business advantages of understanding 

customers, buyer behaviour, marketing research, segmentation, positioning and targeting. 

It will also address the significance of global marketing strategies. 

Managing Finance (ULMS767) will provide a comprehensive grounding in the financial 

management and aspects of financial reporting in organisations. It provides a framework to 

allow understanding of the role of accounting and finance in management and business 

and of the information provided by accounting and finance to support decision-making by 

managers. It particular, it will deal with basic principles of accounting and finance, the basic 

techniques of preparation of accounting and finance information, the fundamentals of 

costing and costing systems and will provide an understanding of the use of accounting 

and finance information in managerial decision-making. 

Performance Management (ULMS784) aims to provide students with understanding of 

contemporary people management issues from a performance management perspective. 

The module will engage with contemporary debates in human resource management 

issues such as engagement, commitment and capability. Teaching will generally cover: 

the strategic role and context of performance management; individual, group and 

organisational performance management systems; performance management and 

developing personal, group and organisational capability; performance management roles 

and responsibilities; performance and rewards; managing performance of underperformers; 

human capital and executive performance. 

HR Resourcing (ULMS786) provides students with an understanding of the nature of 

resources available to an organisation; how resources can be managed to add value; 

understand the value chain and how sustainable competitive advantage can be maintained; 

how linkages between value systems are created for competitive advantage; and how the 

core skills and competencies of an organisation are identified and managed. 

Critiquing Marketing (ULMS791) will further develop the fundamental knowledge of 

marketing disseminated in other modules and provoke critical thinking. It provides an 

opportunity for students to consider alternative approaches to the study of marketing. 

Readings and discussions examine the development of marketing thought and theory, as 

well as contemporary issues, alternative perspectives, and critical insights. The course is 

interactive and involves critical discussion of the readings during lectures. 

96

Entrepreneurial Marketing (ULMS792) will provide students with an understanding of 

global and developing economies which are increasingly backboned by entrepreneurial 

companies and SMEs. The characteristics of entrepreneurial firms and those who develop 

and lead such enterprises are different from those of larger, longer-established companies 

and multi-national corporations. This module takes account of these differences and 

focuses on the role of marketing within the context of entrepreneurship and the 

entrepreneurial firm. Conventional marketing theories and approaches need to be adapted 

and made context-specific to meet the needs of these companies. This module integrates 

entrepreneurship and marketing theory and produces a new marketing paradigm in which 

traditional and conventional approaches are deconstructed and made relevant within the 

entrepreneurial domain. 

Diversity Management (ULMS794) enables the students to explore the influence of 

cultural differences, regulatory change, legislative developments, and ideas of best practice 

by combining international research-led teaching with a professional practice orientation. 

Students will develop a theoretical and empirical understanding of gender and equality at 

work internationally through considering cross national variation in key areas including: 

working-patterns, pay, promotion opportunities, and occupational segregation. 

Consumer Behaviour (ULMS795) will provide students with an understanding of how 

‗customers and consumers really behave‟. This has been highlighted as one of the 

fundamental issues which serve to establish the identity of the field of marketing, 

distinguish it from other fields and disciplines, and compel further research inquiry. This 

module has been designed to equip students with the knowledge and skills to explore this 

question. 

Service (ULMS803) will provide students with an understanding of contemporary debates 

and developments concerning the service-dominant logic of marketing. The role of 

consumers and the importance of consumer experiences in the co-creation of value will be 

highlighted. It will synthesise ideas from services marketing theory and practice, 

relationship marketing, and the emerging field of service science. As well as incorporating 

existing frameworks, the learning experience will involve students undertaking their own 

studies of consumer experiences. 

97

12. IMPORTANT INFORMATION FOR ALL STUDENTS 

12.1 The Code of Practice on Assessment 

The University has formulated a Code of Practice on Assessment which brings together in 

a single document the main institutional policies and rules on assessment. The Code is an 

authoritative statement of the philosophy and principles underlying the University's 

assessment activities and of the University's expectations in relation to the design, 

implementation and review of assessment strategies for all taught programmes of study. It 

is intended to inform staff and students, as well as individuals from outside the University 

such as external examiners and external reviewers. The Code refers to institution-wide 

assessment policies but also sets out guidelines within which schools/departments must 

design and operate their assessment strategies. It also refers to external reference points 

such as the Quality Assurance Agency for Higher Education's Code of Practice for the 

Assurance of Academic Quality and Standards in Higher Education, the Framework for 

Higher Education Qualifications in England, Wales and Northern Ireland and subject 

benchmark statements. 

The Code and its appendices can be accessed at: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess.doc 

12.2 Submission and Collection of Assessed Work 

It is very important that assignments are submitted correctly. All assignments should be 

submitted both electronically (via Vital) and in hard copy, unless you are otherwise 

instructed by your Module Leader. If you fail to submit both an electronic and hard copy, 

unless otherwise instructed by your module leader, a mark of zero will be awarded. 

Both copies should be identical. You will be penalised if copies are different so make 

sure that you submit the same version of your work! If copies appear to be different, then 

ten marks will be decucted from your final mark as a penalty. 

Both copies should be submitted before the deadline. Please note that the official date 

and time of submission will be that which appears on the electronic submission but the hard 

copy is that which is marked and returned to you, so it is important that you remember to 

submit both versions. 

In order to make the submission and collection of assignments as smooth an operation as 

possible, the following points should be observed: 

Unless instructed otherwise, you should submit the hard copy of assignments in the 

Postgraduate Submission Box, which is located outside the Student Support Office 

on or before the submission deadline. 

You are required to complete a coursework assessment form for each hard copy of 

the assignment you submit. This form is available from outside the Student Support 

Office and must be attached to your hard copy. 

You may staple the completed forms to your assignment or enclose the forms with 

your assignment in a plastic wallet. 

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Once you have completed the coursework assessment forms and attached them to 

your assignments you should post your assignments in one of the two 

Postgraduate Assignment Submission Boxes. 

It is easy to submit electronically via Vital. You should follow the instructions in your 

module handbook or on Vital carefully and keep a copy of your submission receipt. 

Remember, the date and time of your submission via Vital constitutes your official date 

and time of submission. 

One copy of the coursework assessment form, which will include your mark and any 

comments, and a copy of your assignment will be returned to you usually around 3 

weeks after the submission date. 

The dates on which assignments are available to collect from the Student 

Support Office will be communicated to students by e-mail and/ or posted on 

VITAL and advertised on the notice boards outside the Student Support Office. 

Please check these before visiting the office to collect work. 

In normal circumstances, students should collect coursework within two weeks of 

receiving an e-mail or an announcement being posted on VITAL. Students who do not 

collect work within the two weeks timeframe must formally make a request to the 

Student Support Office to collect their work at an alternative time, which will be 

designated by the Student Support Office. 

Students who notify the Student Support Office in advance that they are unable to 

collect work within two weeks of being notified by email or of the VITAL posting, will 

have their work put to one side to be collected on a later, agreed date. 

If an assignment is submitted after the deadline and without an agreed extension the 

work will be recorded as a late submission. 

Assignments that are more than five days late will not be accepted, after which time a 

mark of zero will be recorded. 

Students are advised to keep a duplicate copy of any submitted assignments which 

should be stored carefully in case it is needed at some point in the assessment 

process. 

12.3 Penalties for Late Submission of Assessed Work 

The University‘s standard penalties for the late submission of assessed work are: 

5% of the total marks available for the assessment shall be deducted from the 

assessment mark for each working day after the submission date, up to a maximum of 

five working days (e.g. for work marked out of 100, five marks per day will be deducted; 

for work marked out of 20, one mark per day will be deducted); however, the mark will 

not be reduced below the pass mark for the assessment. Work assessed below the 

pass mark will not be penalised for late submission of up to five days. 

Work received more than five working days after the submission deadline will receive a 

mark of zero. In such circumstances, where a student is required to re-take the 

assessment, the re-assessment task must be different from the original assessment. 

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Re-submission of the original piece of work is not permissible, except in the case of 

project work or dissertations. 

(A working day is defined as a day when the University was open and staff would 

normally be available for work and thus also be available for contact by students). 

Full information about the penalties for late submission of assessed work, including 

information about special circumstances and school/departmental responsibilities, are 

available in section 6 of the University‘s Code of Practice on Assessment: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess.doc 

Other Penalties 

Besides penalties for late submission of coursework, the School has also agreed on further 

penalties for poorly presented work. These are as follows: 

a) 5% of the overall mark available for the piece of work will be deducted if an essay is 

presented in a form that makes it difficult to read e.g. if not word-processed, in a font of less 

than 12 pts, in single spacing or with inadequate margins. For example, if a piece of work is 

marked out of 100, you will lose 5 marks, if it is out of 60, you will lose 3 marks etc. 

b) 3 marks or pro rata per part thereof will be deducted for every 100 words by which the 

essay or report exceeds the maximum length. For example, where a piece of work is 200 

words over length, you will lose 6 marks; 30 words over length will lose 1 mark. 

c) Up to 5% of the overall mark available for the piece of work will be deducted for 

inadequate referencing or for not including a list of references or bibliography at the end. 

Please also refer to penalties for plagiarism and collusion later on in this section. 

12.4 Requests for Late Submission of Coursework (Without Penalty) 

Extensions (without penalty) for the late submission of work may only be granted by your 

Director of Studies on medical or other exceptional grounds. 

Appropriate reasons for granting an extension might include: 

Illness lasting more than seven days (where supported by a medical certificate); 

Bereavement; 

Serious family illness; 

Jury service; 

Personal reasons; 

Being the victim of a crime such as an assault or a burglary; 

Unforeseeable or unpreventable events. 

The following reasons would not be considered appropriate for the granting of an 

extension: 

Computer problems, e.g., printer queues, disk problems etc. 

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Minor illnesses such as coughs and colds that last less than seven days. Selfcertification 

should not be accepted as evidence; 

Pressures of paid employment; 

Job interviews (other than in exceptional circumstances, for example, the interview is 

taking place overseas); 

A number of assignments being due for submission on the same date; 

Other commitments e.g. sports, voluntary work; 

Inadequate planning and time management; 

Any event which could have been expected or anticipated; 

If you wish to request an extension to the submission deadline, you must collect a ‗Request 

for Assignment/ Dissertation Submission Extension‘ form from the Student Support Office 

and complete and return it to the office no later than 48 hours before the submission 

deadline is due to expire. Supporting evidence such as medical certificates should be 

provided wherever possible. 

Your Director of Studies‘ signature is required on the form before it will be accepted by the 

Student Support Office. A Module Leader should not in normal circumstances grant an 

extension. 

Your Director of Studies is under no obligation to automatically grant an extension when a 

request is made, and you should be aware that, if the request is refused, the lateness 

penalties set out in this handbook will apply as soon as the original submission deadline 

expires. Your request will be considered with the utmost confidentiality. A copy of all 

extension requests that you make, whether approved or not, will be kept on your file. 

12.5 Updating Registration 

If you wish to make changes to your module registrations you should complete a ‗Change 

of Registration‘ form which you can obtain from the Student Support Office. It is vital that 

you communicate your intention to make such changes to the Student Support Office at the 

earliest opportunity. It is not possible to change modules beyond the second week of either 

semester. 

Changing to a different programme of study is usually more complicated. Students who 

wish to change programme should seek advice from their Director of Studies prior to 

completing a ‗Change of Registration‘ form. It should be noted that it is not possible to 

change programmes after the fourth week of the first semester. 

Students who wish to suspend their studies or withdraw completely from their programme 

are required to write to their Director of Studies outlining the circumstances, however they 

are advised to discuss their situation with the Student Learning and Teaching Support 

Officer first. It is vital that you inform the Student Support Office immediately if you 

wish to withdraw or suspend studies so that the appropriate action can be taken as 

delays in communication of your intentions may result in students owing fees to the 


The ‗Change of Registration‘ form should also be used to update your personal details 

(name, address, telephone number etc.) 

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12.6 Sickness Absence Policy 

Students registered for undergraduate or taught postgraduate courses may certify their 

absence through illness from lectures or other classes during a semester by the submission 

of a self-certified Certificate of Illness. Such a certificate will be valid for absence of up to 

five consecutive days. The Certificate of Illness does not need to be signed by a medical 

practitioner. 

The Certificate of Illness will not be valid for: 

Absence through illness for more than five consecutive days; 

Absence from examinations; 

Absence from class tests of other forms of assessment which count for 10% or more of 

the module mark. 

Certificate of Illness forms can be obtained from a student‘s Department or School Office 

and should be submitted by the student through their tutor. The Certificate cannot be 

accepted if submitted more than two weeks following the date of illness. A maximum of two 

Certificates is permitted in any semester. 

Absence through illness for periods longer than five consecutive days must be supported 

by a medical certificate authorised by a medical practitioner and should be submitted by the 

student to their Department or School Office. 

Absence for reasons other than illness can only be allowed after a request has been 

approved by the appropriate Head of School/Department. 

Any mitigating circumstances, such as ill health, which may have affected a student‘s 

studies or performance in assessments and examinations, would need to be submitted 

formally by the student with supporting evidence, e.g. a medical certificate, to their 

school/department following the procedures and in accordance with the deadlines laid 

down in the University‘s Mitigating Circumstances Policy. 

In the event that a student is unable to attend an examination because of illness or other 

unforeseen circumstances, they must immediately inform their school/departmental office 

before the start of the examination. If a student is absent from the whole or part of an 

examination because of illness, a valid medical certificate must be forwarded to the 

School/Departmental Office normally within five working days of the examination and no 

later than one week before the meeting of the Board of Examiners at which the results of 

the assessments concerned will be considered. The deadline for submission of 

applications will be made available to students by means of (School/Department should 

insert method here e.g. email from the Teaching Support Office, VITAL, notice boards etc.) 

The University‘s Mitigating Circumstances Policy and Mitigating Circumstances Guidelines 

for Students are available at: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/index.htm 

12.7 Mitigating Circumstances 

Students sometimes perform more poorly in assessments (whether examinations or other 

types of assessments) than their previous performance or achievements would have 

predicted. Sometimes this poor performance can be attributed, or partially attributed, to 

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particular circumstances beyond the control of the student. These circumstances are 

described as ‗mitigating circumstances‘ if they are accepted in mitigation of the poorer than 

expected performance. When a Board of Examiners accepts that there have been 

mitigating circumstances, it will usually not regard the student‘s poorer than expected 

performance at its face value in making decisions about the student‘s progress in studies or 

final degree classification. Where circumstances are accepted in mitigation of poorer than 

expected performance students may be allowed (where practicable) to retake the 

assessment as if it were a first attempt. 

Mitigating circumstances may, for example, include: 

Illness affecting the student. 

Bereavement. 

Serious illness affecting a close family member. 

Unforeseeable or unpreventable events. 

Independent documentary evidence, such as medical certificates, must be provided in all 

cases to verify mitigating circumstances. 

It is the responsibility of the student concerned to report all circumstances which s/he 

wishes to be taken into consideration to the nominated person in his/her 

school/department. Students should report such mitigating circumstances as soon as 

possible (normally within five working days) after the events under consideration occur, and 

no later than one week before the meeting of the Board of Examiners at which the 

assessment concerned will be considered. 

If a student is unable to attend an examination or assessment which counts towards the 

final mark of a module owing to illness or other unavoidable circumstances, they must 

inform their department, preferably in writing or by email, before the examination or 

assessment deadline, in order for the absence to be regarded as authorised. Provided that 

acceptable evidence of ‗good cause‘ for such absence (e.g. a medical note) is presented 

for consideration by the Mitigating Circumstances Committee in accordance with the 

procedures set out in the Mitigating Circumstances Policy, the student will be granted a 

right to re-sit as a first attempt (unless the examination missed was not a ‗first attempt‘ 

examination). Only in exceptional circumstances, where a Board of Examiners, on the 

advice of the Mitigating Circumstances Committee, judges that it was not feasible for the 

student to have provided prior notification, will a student who is absent from an examination 

or fails to submit an assessment without informing their department in advance, be granted 

a ‗first attempt‘ re-sit. 

Boards of Examiners may determine that a student who is absent from an examination or 

fails to submit an assessment without good cause (even when they have informed their 

department in advance) should not be granted a re-sit attempt without repeating the year of 

study. 

Mitigating circumstances should be reported using the form available at: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/appl_for_cons_of_mitcirc.doc 

Full information on the Mitigating Circumstances Policy and the Mitigating Circumstances 

Guidelines for Students is available at: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/ 

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12.8 Plagiarism, Collusion and Fabrication of Data 

The following definitions are contained within the University‘s Code of Practice on 

Assessment and apply to all types of work submitted by students, including, for example, 

written work, diagrams, designs, charts, musical compositions and pictures: 

“Plagiarism occurs when a student misrepresents, as his/her own work, the work, written 

or otherwise, of any other person (including another student) or of any institution. 

Examples of forms of plagiarism include: 

the verbatim (word for word) copying of another‘s work without appropriate and 

correctly presented acknowledgement; 

the close paraphrasing of another‘s work by simply changing a few words or altering the 

order of presentation, without appropriate and correctly presented acknowledgement; 

unacknowledged quotation of phrases from another‘s work; 

the deliberate and detailed presentation of another‘s concept as one‘s own.‖ 

When Plagiarism is suspected it should fall into one of two categories: 

Minor Plagiarism: defined as a small amount of paraphrasing, quotation or use of 

diagrams, charts etc. without adequate citation. Minor plagiarism may 

result from poor scholarship (i.e. when a student, through inexperience 

or carelessness, fails to reference appropriately or adequately identify 

the source of the material which they use). 

Major Plagiarism: defined as: 

extensive paraphrasing or quoting without proper citation of the source; 

lifting directly from a text or other academic source without reference; 

(Where material is taken directly from a text or other source the cited 

material should be demarcated with quotation marks or in some other 

accepted way and the source should be cited.) 

the use of essays (or parts thereof) from essay banks, either 

downloaded from the internet or obtained from other sources; 

presenting another‘s designs or concepts as one‘s own; 

continued instances of what was initially regarded as minor plagiarism 

despite warnings having been given to the student concerned. 

―Collusion occurs when, unless with official approval (e.g. in the case of group projects), 

two or more students consciously collaborate in the preparation and production of work 

which is ultimately submitted by each in an identical, or substantially similar, form and/or is 

represented by each to be the product of his or her individual efforts. Collusion also occurs 

where there is unauthorised co-operation between a student and another person in the 

preparation and production of work which is presented as the student‘s own.‖ 

Embellishment occurs when a small amount of data is enhanced or exaggerated in 

of data order to emphasise data which has been obtained by legitimate means. 

Fabrication occurs when a student creates and presents an extensive amount or 

of data significant piece of data in order to conceal a paucity of legitimate data; 

or wholly fabricates a set of data in the absence of legitimate data. 

Students found to have committed major plagiarism or to have colluded or to have 

presented fabricated data in an assessment are liable to be severely penalised. They may 

104

e given a mark of zero for the assessment concerned or, in the most serious cases, may 

even be required to terminate their studies. The University‘s Policy for Dealing with 

Plagiarism, Collusion and the Fabrication of Data and the Guidelines for Staff and Students 

can be found at: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/index.htm 

ULMS Plagiarism Policy and Procedure 

In all cases of plagiarism and/ or collusion, the following procedure takes place. This 

procedure, which is in keeping with the University‘s regulations, is designed to ensure that 

cases of plagiarism and collusion are dealt with quickly and consistently: 

The module leader assembles the evidence for plagiarism by attaching printouts of 

websites or other material copied to the piece of work so that this can be seen by the 

other examiner/ moderator and external examiner if required. 

The Assessment Officer will inform the student in question in writing of suspected 

cases of plagiarism/ collusion against them. The letter is copied to the student‘s file. 

The Assessment Officer will arrange to meet with the student to discuss the matter. 

A written record of this meeting will be kept in the student‘s file. If the student admits 

plagiarism or puts forward mitigating circumstances, s/he will be asked to confirm this 

in writing to the Director of Studies. 

If plagiarism is confirmed, the student will be informed that the assignment in question, 

and also the module for which the work has been submitted, is normally awarded a 

mark of zero and that disciplinary action will be taken. 

The student will also be informed that the matter will be reported to the next meeting of 

the Board of Examiners and that s/he will probably be required to resubmit the work by 

the last day of the summer re-sit examination period. 

It is accepted that there are degrees of plagiarism. 

Cases involving extensive plagiarism without mitigating circumstances and which 

suggest deliberate cheating should automatically be awarded a mark of zero. 

Cases where a student‘s referencing or quotation marks are at fault can be awarded a 

mark ranging from 10 to 39, depending on the degree of plagiarism and deliberate 

dishonesty, but no assignment that contains plagiarism should ever be awarded a 

condonable mark. 

Cases of collusion are normally more complicated, since one student may turn out to 

be innocent. In such cases the module leader and Director of Studies will need to 

consult to agree a mark for the students in question once all investigations have been 

completed. 

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12.9 Implications of Non-Attendance 

Students are permitted to proceed with their approved programme of study only if they 

maintain acceptable progress as evidenced by their regular attendance, satisfactory results 

in relevant formative and summative assessments and the proper completion of any other 

work given to them. Programme Directors, or their nominated representatives, will review 

students‘ attendance on a regular basis. Students who fail to maintain satisfactory levels of 

attendance will be interviewed by the Head of School/Department (or their designated 

representative) and warnings will be given if appropriate action is not taken. In more 

serious cases students who fail to attend classes may be referred to Progress Panels 

acting on behalf of Boards of Examiners. Students who attend regularly are generally 

successful in their studies. Further information about progress and attendance can be 

found in the ‗Guide on the Progress of Students on Taught Programmes of Study‘ which 

can be found at: http://www.liv.ac.uk/students/exams/results/progress_of_students.pdf 

International students (from outside the European Economic Area) who require a visa to 

study in the UK should be aware that the University is registered as a UK Border Agency 

Immigration Sponsor. In this regard the University has statutory responsibilities to monitor 

and report to the UK Border Agency any international student that fails to attend regularly 

and within normal expected attendance levels within the University. 

Students should be aware that fee liability continues to accrue, even if they are not 

attending. If students wish to stop attending for reasons of ill health or other personal 

reasons, they should make arrangements to change their registration status (see Section 

12.11). 

12.10 Implications of the Non-Payment of Fees 

Students may either pay their fees in full at the start of a session or agree to pay in 

instalments, by direct debit or continuous credit card authority. Home and EU 

undergraduates may obtain a tuition fee loan via the Student Loans Company. It is the 

student's responsibility to ensure that proper arrangements are made with the University for 

the payment of fees and this must be done either before or at the beginning of a new 

session. For self-funded students, arrangements to pay fees should be made online. Any 

student who fails to make timely arrangements to pay their fees will be denied access to 

library and some computing facilities until such time as a suitable arrangement is in place. 

Also students who default on any payment will similarly be denied access to library and 

some computing facilities. Any student who then fails to respond within 30 days of the due 

date of any payment will have their IT and library access, including their University email 

account suspended until the whole of any outstanding amount has been paid. Any student 

in debt to the University at the time of sitting their examinations will not have those 

examinations marked or where the examination is marked will not be provided with the 

marks for those examinations, until the outstanding debt has been paid. Students will not 

be permitted to return to study in the next academic year until previous outstanding debts 

have been paid in full. 

Any student who has not paid outstanding fees or other charges to the University by 

one month (at the latest) before the date on which the award of a degree, diploma or 

certificate is due to be conferred, shall not be eligible to be presented for such an 

award. 

Further details may be viewed on the web at: 

106

http://www.liv.ac.uk/students/money/ 

Additional advice and guidance may be obtained by contacting the Student Administration 

Centre in the Foundation Building where specialist advisors are available to discuss the 

payment of fees (email: feesenq@liv.ac.uk). 

12.11 Suspension of Studies 

Occasionally students experience serious health or other difficulties which prevent them 

from making satisfactory progress in their studies. In such cases the student should discuss 

the causes with their tutor or seek advice from their departmental or faculty office. In more 

serious cases, it may be necessary for a student to suspend studies and return to the 

University at a suitable point in the next academic session. Such action may also be 

appropriate where a student has failed to make a fee payment or set up an arrangement for 

the payment of fees, and where it is clear that the student has insufficient financial means 

to complete the year of study. All requests for a suspension of studies must be approved by 

the student‘s department in the case of non-clinical programmes or by the student‘s faculty 

in the case of clinical programmes. 

Further details, including the form to be completed in such an event, can be found on the 

web at: 

http://www.liv.ac.uk/students/student-administration-centre/student-record/suspensions.htm 

For international students who require a visa to study in the UK, requested and authorised 

suspensions of study for any reason will be reported to the UK Border Agency as part of the 

University‘s statutory reporting responsibilities. For home/EU students who are sponsored 

by the Student Loan Company (SLC), the University will inform the SLC of these changes 

12.12 Student Progress 

As indicated in section 12.10 on the implications of non-attendance, the University monitors 

and reviews a student's progress in their studies. The Student Learning and Teaching 

Support Officer will be used as the first point of contact with a student whose progress is 

giving cause for concern. Progress Panels, acting on behalf of Boards of Examiners may 

conduct reviews of students‘ progress and investigate the reasons for any lack of progress 

and the student may be interviewed. Where a student‘s progress has not been satisfactory 

the Board of Examiners may decide, either in mid-session or at the end of each session 

that s/he is required to terminate their studies. Students may appeal against a decision 

made by the Board of Examiners to terminate their studies or to have been deemed 

withdrawn to the Faculty Progress Committee. The student would be entitled to attend the 

meeting of the Faculty Progress Committee and they may be accompanied by a friend or 

tutor. Further details may be found in the document ‗Guide on the Progress of Students on 

Taught Programmes of Study‘ which can be viewed on the web at: 

http://www.liv.ac.uk/sas/administration/progress_of_students.pdf 

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12.13 Assessment Appeals Procedure (taught programmes) 

The University can consider an appeal from a student against the decision of a Board of 

Examiners, provided that the appeal is submitted on appropriate grounds. Before 

considering whether or not there are grounds for appeal, it is essential that a student 

consults with the Chair of the relevant Board of Examiners or a delegated representative, in 

order to clarify any possible misunderstanding about the way in which the assessment is 

made. The person to contact in these circumstances is Dr Frank Steffen. 

Students cannot appeal on any grounds which: 

have already been considered by the Board of Examiners 

could have been considered had notice of the student‘s wish to have them so 

considered been given prior to the meeting of the Board of Examiners and the student 

has no valid reason for having failed to give such notice 

dispute the academic judgement of the Board of Examiners. 

Appeals about a provisional or confirmed assessment or module mark may be made within 

ten working days of the publication of the results where one or more of the following 

grounds exist: 

there was an administrative error in recording or calculating the mark or result 

assessments were not conducted in accordance with the current regulations governing 

the programme of study 

some other material irregularity has occurred 

there was a procedural error in determining a decision of major plagiarism, collusion or 

fabrication of data. 

Appeals about the non-award of a degree, diploma or certificate, the classification or other 

mark of differentiation of a degree, diploma or certificate which has been awarded or the 

decision to make a different award from that which a student was attempting to qualify at 

that point may be made on the designated form which can be found at 

http://www.liv.ac.uk/students/student-administration-centre/policiesprocedures/appeals.htm 

within ten working days of the publication of the results if one of 

more of the following grounds exist: 

the performance in the assessment was adversely affected by illness or other 

significant factors which, for valid reasons, the student was unable to divulge to the 

Board of Examiners 

there has been a material administrative error 

the assessments were not conducted in accordance with the current regulations 

governing the programme of study 

some other material irregularity has occurred. 

The full appeal case must then be submitted within a further 14 days. A student who 

submits an appeal may not proceed to graduate or receive an award until the appeal has 

been considered. 

Further details can be found in the document ―Assessment Appeals Procedure‖, which can 

be viewed on the web at: 

http://www.liv.ac.uk/students/student-administration-centre/policies-procedures/appeals.htm 

108

Further advice about assessment appeals can be obtained from the Director of Student 

Administration and Support. 

12.14 Jury Service 

From time to time students are called for jury service. Jurors are selected at random by Her 

Majesty‘s Courts Service from the electoral register and everyone on the electoral register 

between the ages of 18 to 70 may be selected. 

Where jury service is likely to interfere with a student‘s study or assessment, the student 

may seek deferral of their service. To do this they should complete the jury summons 

including section 3 and take the completed form to the Student Administration Centre, 

Ground Floor, Foundation Building. The Student Administration Centre is open between 

09:00 and 17:00. 

When a jury summons is received by the Student Administration Centre, the Director of 

Student Administration and Support will write on the student‘s behalf to Her Majesty‘s 

Courts Service enclosing the summons and explaining that it would be detrimental to the 

student‘s studies to experience disruption due to undertaking jury service. 

Her Majesty‘s Courts Service will reply directly to the student. Where no reply is received in 

a reasonable time the student should contact Her Majesty‘s Courts Service to enquire 

about the progress of their application for deferral. 

12.15 The Spider Student Web 

This is a most important facility for students. It provides a PIN protected access to essential 

personal and academic information. It is essential that students use the Spider Student 

Web, for the following purposes: 

i. To register (and re-register in the case of continuing students) for their studies 

online; 

ii. To check notes, guidance and regulations concerning examinations; 

iii. To check and update term-time, permanent and ‗graduation correspondence‘ 

addresses, and emergency contact details (the emergency contact is the person 

that the University should contact in the unlikely event of the student suffering a 

serious illness or accident); 

iv. To register for modules, and to check modules and registration status; 

v. To access the online module catalogue; 

vi. To view assessment details; 

vii. To view examination timetables (programme, dates, times and venues); 

viii. To view provisional First Semester marks; 

ix. To view approved module marks, overall year results and degree classifications; 

x. To view an ongoing transcript of studies (modules and marks); 

xi. To view their University financial account; 

xii. To submit intentions regarding their graduation ceremony (whether they wish to 

attend and how many guest tickets they require); 

xiii. To apply for University accommodation; 

xiv. To request documentation such as Council Tax Student Certificates and Student 

Status Letters. 

In view of the importance of the Spider Student Web, students should familiarise 

themselves with the use of the system as early as possible in the academic year. 

109

Students can also see their own personalised teaching timetables through the Spider 

Student Web; students will need to be fully registered, and it can sometimes take 48 hours 

(occasionally more) for their full timetable to appear once they have registered for all their 

modules. 

The timetables published through the Spider Student Web are updated throughout the year 

to take account of any changes, for example if a lecture has to be moved to another venue, 

or if a student changes seminar group. 

In addition, students can view timetables for programmes and individual modules. 

Further information: http://www.liv.ac.uk/orbit/using-orbit/spider-timetables.htm 

There are a number of locations within the Precinct where students may use either WiFi 

(wireless) or a wired connection to connect their own laptop computer (or other mobile 

device) to the University's network. 

The main CSD Helpdesk is located in the Brownlow Hill Building (with satellites in the two 

main libraries) and provides a full range of support services including problem solving, 

software sales and registration queries. 

Full details of the services provided by CSD are at http://www.liverpool.ac.uk/csd/ 

If you are having problems accessing the Spider Student Web you should email the Spider 

Enquiry Service at spipin@liv.ac.uk. 

12.16 The Degree Classification System 

The University framework for taught, modular, postgraduate degrees is available as an 

appendix (Appendix C) to the Code of Practice on Assessment as below: 

For students who commenced in the academic session 2011/12 or later: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_C_2011-12_cop_assess.pdf 

For students who commenced in the academic session 2010/11: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/pg_model_revised_2010-11_cohort.doc 

For students who commenced in the academic session 2007/08, 2008/09 or 2009/10: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/pg_model_revised_2007-08_cohort.doc 

For students who commenced in the academic session 2006/07: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess_app_c1_2006-07_cohort.doc 

Three awards are possible at a taught masters level. For a Masters award, 180 credits need 

to be obtained (usually comprised of four x 15 credit compulsory modules, 6 x 10 credit 

elective modules and 60 research credits (largely the dissertation). For a Postgraduate 

Diploma, 120 credits are required. For a Postgraduate Certificate, 60 credit points are 

required. 

110

To progress, students need to obtain grades of over 50% for every module. There is a 

provision for students to progress with their studies if module(s) are under 50%. This 

includes when a module can be ―compensated‖ if the grade for no more than 15 credits (the 

equivalent of one compulsory module) is marked between 40-49%. 

Students may receive a Pass, a Merit or a Distinction. A Merit or Distinction cannot be 

awarded if a student has failed and then passed on re-sit any credit that counts towards the 

final award during the relevant period of study at the University, however marks achieved in 

modules which are passed under the compensation rule may be counted toward a Merit or 

Distinction. It should be noted that students who register on a Master‘s or Postgraduate 

Diploma but who exit with a lower award, will be eligible for a Merit or Distinction for the 

lower award, provided the student meets the criteria outlined in the Code of Practice on 

Assessment, Appendix C. 

12.17 Student Representation 

The University recognises the importance of appropriate student representation at all levels 

in the institution. Student representation on school/departmental and faculty committees 

and the University Senate is governed by a Code of Practice on Student Representation. 

This is supplemented by an Annual Annex which offers guidance on the principles and 

implementation of the Code. These documents can be found at: 

www.liv.ac.uk/tqsd/pol_strat_cop/cop_on_student_representation.doc 

www.liv.ac.uk/tqsd/pol_strat_cop/annual_annex.doc 

The Code of Practice provides an institutional framework for student representation and 

sets out the minimum requirements for student representation at school/departmental and 

faculty level. All students are encouraged to stand for election to the school/departmental 

staff-student liaison committees and information on the election process and dates will be 

made available through your school/department. 

All Student Representatives on Staff-Student Liaison Committees are offered training and 

support by the Guild of Students and may have an opportunity to represent the 

school/department on faculty committees, or at the University Senate. You can find out 

more information about what being a student representative entails on the Guild website 

http://www.lgos.org/content/218805/your_voice/in_the_university/course_reps/ 

The staff of the School are committed to providing a high quality learning environment for 

their students. To this end, a number of mechanisms exist which are designed to enable 

students to become involved in the School, to make a contribution to its activities and to 

ensure that student views are expressed at the appropriate forum. There are a number of 

avenues to express yourself and the table overleaf indicates how best this can be 

achieved. This is important as it ensures that the School is aware of student issues and it is 

up to the students themselves to make the best use of it. 

Staff Student Liaison Committee 

This committee is the formal body that enables student issues to be raised. 

Representatives from all degrees will be part of the committee. The committee will meet 

once per semester and elections to it will be held in the first few weeks of the academic 

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year. All postgraduate students are encouraged to stand for election to the School‘s 

postgraduate Staff-Student Liaison Committee. 

All student representatives on Staff-Student Liaison Committees are offered training by the 

Guild of Students and may have an opportunity to represent the department at the Student 

Senate, on Faculty committees, or at the University Senate. The departmental contact for 

student representation is: Mrs Sarah Isenberg (Tel/e-mail) 0151 795 3110/ 

s.isenberg@liv.ac.uk 

Board of Postgraduate Studies of the Management School 

This is the formal School committee charged with administering the degree programmes. It 

usually meets at least twice per semester and reports to the Faculty Board. Two 

postgraduate student representatives are chosen by students who are members of the 

SSLC to serve on the Board of Studies. 

Academic Advisor 

Student Learning and 

Teaching Support 

Officer 

Overview 

Which Matters can be raised: 

Approach your Academic advisor for advice on matters 

related to your overall academic profile in a subject-specific 

capacity and PDR. 

Approach the Student Learning and Teaching Support 

Officer for advice on personal concerns related to general 

study skills or welfare issues. 

Director of Studies Your Director of Studies can deal with your individual issues 

relating to your programme of study. 

Programme Staff- 

Student meetings 

Staff Student Liaison 

Committee (SSLC) 

12.18 Health and Safety 

Meetings of staff and all students on each MBA, MSc, MPA 

programme will be held during the year. This is the venue to 

discuss specific issues relating to your programme that may 

be of general interest to everyone on the programme. 

This is a formal meeting of student representatives from all 

the Masters programmes to deal with School-wide issues. 

The committee’s business also appears as standing item on 

Postgraduate Board of Studies meetings. 

Your safety is important to us. Ensuring the health and safety of students, staff and visitors 

is one of the University‘s highest priorities. The University is responsible for providing a 

safe environment and safe systems of work, but safety cannot be achieved without the full 

co-operation of everyone. 

University Ordinances require every student whilst on University premises: 

to take reasonable care for the health and safety of themselves and others; 

to act in accordance with University safety rules. 

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In all schools/departments, students are required: 

to read the fire procedure notices and familiarise themselves with the alternative fire 

exits; 

to report accidents, near misses or dangerous conditions to a responsible member 

of the department; 

to co-operate with health and safety instructions. 

On the University telephone system, the emergency number for fire, police or ambulance is 

2222. 

In practical/laboratory departments there is a safety code/handbook which sets out 

departmental safety arrangements in detail. 

If you have any problems or questions about safety, raise them with a member of teaching 

staff or with your Departmental Safety Co-ordinator, who is: Simon Blackman, 0151 795 

3108, blackman@liv.ac.uk 

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12.19 Liverpool Guild of Students 

The students‘ union, Liverpool Guild of Students, supports students through advice, 

lobbying and a range of extra-curricular activities, as well as being at the heart of the 

student social life. 

LGoS is a student-led charity and every student at the University of Liverpool is a member. 

We actively listen to our members and student contributions guide and shape our policies. 

We lobby and encourage students to take a lead in their university experience. Our main 

duty is to ensure that the University delivers an excellent student experience. Keeping in 

contact with our students is one of our top priorities, and we do this in a variety of different 

ways – face to face, on facebook and twitter, within lecture theatres and online at 

www.lgos.org. We exist to support and represent the students of the University, as well as 

ensure that they make the most of their time in Liverpool. In short, we deliver student life 

support through representation, encouraging participation and ensuring a positive 

experience. 

Representation 

lgos.org/governance 

LGoS is student led and student focused, and there are many opportunities for students to 

take an active role in our leadership and development. Four students are elected each 

year to take on the full time role of Student Representative Officer; these are students‘ 

representatives to the University. They plan and implement lobbying activity, attend and 

chair meetings, develop policy, encourage engagement and ensure that they are 

accountable to students transparently and democratically. The Guild also has a staff team 

to support elected students, who also include Student Council, Scrutiny Panels and 

Working Groups as well as the Course Reps network. 

We support the system of student reps, students elected by their peers to attend staff 

student liaison meetings and put the student point of view across. So if there aren‘t enough 

books in the library, deadlines are too close to exams, rooms are overcrowded, or anything 

else is adversely affecting a student‘s academic experience, they should talk to their course 

rep. If a student is interested in becoming a course rep then they should ask a member of 

staff in their department or contact the Representation & Democracy Co-ordinator Emily 

Spurrell, at spurrell@liv.ac.uk within the first few weeks of term. 

Advice 

lgos.org/advice 

We hope that students‘ time at the University of Liverpool will be completely positive and 

trouble free, but when things do go wrong we‘re here to help. We offer free, confidential, 

non-judgemental academic advice to help students to continue in their studies and achieve 

the result they are aiming for. For more information visit www.lgos.org/advice 

Activity Groups 

Lgos.org/activities 

There are lots of opportunities for students to get involved in LGoS, whether they want to 

volunteer their time to work on a community-based project with Community Action or join 

one of the many activity groups, from darts to theatre. We have over 100 groups 

representing a range of interests and activities. If there isn‘t anything to suit a student‘s 

tastes, they can start up their own activity group. More details can be found on our website 

www.lgos.org 

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Remember, many graduate employers will ask students about the extra-curricular activities 

they were involved in at university, so apart from being a fantastic opportunity to make 

friends with people with shared interests, becoming involved in an activity group is also a 

chance to gain valuable experience. 

12.20 The University Library 

The University Library, founded in 1881, contains an impressive collection of approximately 

1.9 million books and periodicals including extensive and important special collections of 

rare books and archives. 

The Library provides access to around 520,000 electronic books, 40,000 electronic journals 

and online access to most major databases. The Library is located on two main sites, the 

Sydney Jones Library and the Harold Cohen Library. The libraries provide about 1,800 

computer and study spaces, zoned areas for group and quiet study and staffed helpdesks. 

The entire stock of the Library is included in its online catalogue and all electronic 

resources can be accessed in the library or via the web. The two main libraries are open 

24 hours Monday to Friday throughout the academic year and there is a 24/7 renewal line 

for loans. 

The Sydney Jones currently has seating for 600 readers and approximately 400 PCs. 

Bookable study rooms are available for student use. The Sydney Jones also has a ―walk in 

―short loan collection and a cafe. The Special Collections and Archives department is 

located in the Sydney Jones Library and includes rare books, manuscripts and the library of 

the Science Fiction Foundation. 

The Harold Cohen Library, with seating for 480 readers and 285 PCs, contains the main 

collections in Dentistry, Engineering, Science, Medicine, Veterinary Science and 

Mathematics. Facilities for both group and quiet study are available. There is also a branch 

library at the Veterinary Teaching Hospital on the Wirral. 

Your University ID card will give you access to the libraries and enable you to self issue and 

return books. There are introductory talks and tours available for new students and staff 

will help you find your way around and show you how to use the online catalogue. 

Printed and web guides to the various libraries and services are available and staff at the 

Information Support Desks or Computing Helpdesks will be happy to help if you have a 

problem or a question. Further information on the Library can be found at 

www.liv.ac.uk/library 

Electronic resources available via the Library 

The Library provides access to a number of electronic resources to help you in your studies 

and research. Below is a selection of the resources available. All these resources can be 

accessed both on and off-campus via the Library Home Page http://www.liv.ac.uk/library/. 

Electronic Journals 

The simplest way to access a specific electronic journal is by searching the Library 

catalogue http://library.liv.ac.uk/. All electronic journals have an entry on the Library 

catalogue complete with links to the online version any relevant password information. We 

also provide access to several electronic journal collections. These collections allow you to 

search across the full-text of thousands of journal articles easily and quickly. 

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There are many electronic journal collections available to you. Listed below are two of the 

major collections for business and management. 

Business Source Premier 

Business Source Premier contains the full text of more than 8,800 serials, plus over 1,100 

peer-reviewed business publications and the world‘s top management and marketing 

journals, including The Harvard Business Review from 1922 onwards. Additional full text 

content includes market research reports, industry reports, country reports, company 

profiles and SWOT analyses. The resource is updated daily. 

Emerald Fulltext 

Emerald Fulltext contains over 35,000 articles from more than 100 management journals, 

complete with full text archives back to 1994. The resource covers major management 

disciplines, such as strategy, leadership, marketing, operations & production management 

and human resource management. 

Electronic Books 

We provide access to an increasing number of electronic books in all different subjects. 

Electronic books can be found by searching the Library catalogue and following the 

relevant links. It is also possible to search an electronic books collection and ebrary is our 

main electronic books collection. 

Ebrary 

ebrary currently provides access to over 31,000 electronic books. To use ebrary, you must 

first install the ebrary reader; just follow the instructions on the Library homepage. You can 

search the full text of all titles on ebrary, or browse, or search specific fields (such as title, 

author etc.) in your chosen subject area. It is also possible to create a personal ebrary 

account which will allow you to create a personal bookshelf and add highlights, annotations 

and bookmarks. 

Key databases 

Bibliographic resources 

Scopus and Web of Science (available via the Web of Knowledge link) are bibliographic 

databases containing details of journal articles and other publications. These databases are 

updated frequently and ideal for keeping up to date with new material. Some full text is 

available within the databases, although they generally just contain details such as author, 

title, publication data and an abstract of the article or publication. However, you will see this 

button in many of our databases and this will connect you to the full text of 

a particular resource if we have access to it via another source. 

Economic & Financial Resources 

FAME 

FAME provides access to information on 2.8 million UK and Irish public and private 

companies, 1.9 of which are in detailed format. For the top 500,000 companies, up to 10 

years information is available. FAME utilises over 170 search criteria and all financial items 

are searchable. Time series searching is also available along with additional integrated 

analysis features. 

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DataStream Advance 

DataStream Advance provides access to international financial and economic data, 

including company accounts, economic indicators, bonds and share and price indices. 

DataStream Advance is only available from a limited number of PCs both in the Library and 

within ULMS. 

Economic & Social Data Service 

The Economic and Social Data Service (ESDS) is a national data service providing access 

to a range of key economic and social datasets, both qualitative and quantitative. ESDS 

has four distinct sections, including ESDS International which includes key datasets from 

the OECD, UNIDO, IMF and the World Bank. Registration is required to access the data; 

full details are available from the Library web pages. 

GMID 

The Global Market Information Database (GMID) is a powerful reference tool for any 

business or marketing student. It is a one-stop source to find statistics, market reports, 

company profiles and information sources for country, market, consumer and lifestyle 

profiling. Passport GMID includes: country statistics, market reports, company profiles, 

international perspectives and historical data with future forecasting to 2015, plus 5 

additional modules: additional countries, country insights, global consumer trend 

monitoring, future demographics, and industry watch. 

Marketing Resources 

Key Note Market Reports 

Key Note Market Reports provide access to over 1000 full text market reports and 

assessments spanning 30 industry sectors, including consumer, financial, industrial, 

business-to-business and lifestyle titles. On average, 14 new or updated titles are added 

each month. Reports typically include the following sections: executive summary, market 

definition, market size, industry background, competitor analysis, buying behaviour, current 

issues, global market, forecasts, consumer confidence and further sources. 

Mintel Market Reports 

We have full text access to the Market Intelligence Collection and the MBD Industrial 

Reports from Mintel. New Mintel reports typically include the following sections: issues in 

the market, market in brief, trends, internal/broader market environment, competitor 

analysis, SWOT analysis, new innovations, market value & forecast, market share, 

companies & products, brand communication & promotion, channels to market and 

consumer elements. The reports are complemented by relevant news, media and company 

information. 

WARC: World Advertising Research Center 

WARC is a source of intelligence for the marketing, advertising, media and research 

communities, drawn from more than 40 international sources, including WARC‘s own 

publications such as Admap, as well as those of its partners. WARC contains over 45,000 

articles, case studies, research papers, news, reports and summaries, augmented with 

best practice papers, practical guides and statistical data. 

News sources 

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Lexis Nexis 

Lexis Nexis is a leading source of legal and news information, giving access to many full 

text documents covering UK and EU law, plus full text local and national newspapers. 

Newspaper coverage varies between publications. 

Westlaw 

The Global News tab on Westlaw UK provides full text access to key UK and international 

newspapers and business publications including the Financial Times. 

FT Archive 

In addition to our access to the Financial Times via Westlaw News, FT Archive provides full 

text access to FT articles for the last 10 years, up to the previous day‘s edition. 

12.21 Computing Services 

Computing Services provides central computing and information technology services to 

assist the University in carrying out its learning, teaching, research and administration. 

There are a number of PC Teaching Centres, which are primarily used for teaching but, 

when not booked for classes, are available for individual student use. These are located in 

centres across the Precinct and at the Leahurst Veterinary Centre. There are also a 

number of Learning Centres, not bookable for classes, on the Precinct and in some of the 

Halls of Residence. The Teaching and Learning Centres each contain PCs linked together 

by a network. To use the PCs, you first need to self-register by following the information on 

the screen of a PC Teaching or Learning Centre, or at http://www.liv.ac.uk/register on any 

computer connected to the Internet. 

The PC Teaching Service is based on Microsoft Windows and provides access to a wide 

range of services, including electronic mail, the Internet, VITAL (the Virtual Learning 

Environment), word processing, spreadsheets and databases. 

There are a number of locations within the Precinct where students may use either WiFi 

(wireless) or a wired connection to connect their own laptop computer (or other mobile 

device) to the University's network. 

The main CSD Helpdesk is located in the Brownlow Hill Building (with satellites in the two 

main libraries) and provides a full range of support services including problem solving, 

software sales and registration queries. 

Full details of the services provided by CSD are at http://www.liverpool.ac.uk/csd/ 

12.22 The University Calculator 

Except when otherwise stated, the only calculators allowed for use in an examination room 

will be the models adopted and specified by the University. These are the Casio FX83-SB- 

UH, Sharp EL-531WH and Sharp EL-W531B which are only available from the shop in the 

Guild of Students, stamped with the University crest. 

Students should not purchase the same models of calculators without the University crest 

from other retailers as these will not be allowed into the examination room. 

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Further information on the use of calculators in examinations can be accessed via the 

following link: 

http://www.liv.ac.uk/students/exams/guidelines-behaviour.htm 

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13. ACADEMIC STRATEGY 

The University has developed an overarching Academic Strategy that sets out the priorities 

for the institution over the next few years. The strategy takes as its basis that the University 

of Liverpool is research-led, and aspires to be acknowledged as a world-class institution 

that contributes strongly to the regional and national economy, whilst continuing to be 

recognised as a leader in widening participation. The strategy is structured around the 

chronology of the potential interactions between an individual and the University at the 

various stages of their life, beginning with the encouragement of students to attend as 

undergraduates, through the undergraduate and postgraduate experience, to the strategy 

for staff, research and external collaborations and partnerships. 

The Academic Strategy can be accessed via the following link: 

https://www.liv.ac.uk/intranet/strategy/academic/ 

The University of Liverpool aims to provide a high quality learning experience, fully meeting 

students‘ needs and underpinned by a framework of policies covering all aspects of the 

student experience. The Academic Strategy sits alongside and is underpinned by a suite of 

University policies, strategies and codes of practice. 

13.1 Departmental Learning, Teaching and Assessment Strategy 

Teaching and Learning 

The School seeks both to promote best general practice in teaching and learning and to 

encourage particular approaches appropriate to individual programme and module 

specialisations. Students are encouraged to make a contribution to the development of 

effective teaching by offering constructive comments in module and programme evaluation 

questionnaires and Staff Student Liaison Committees. 

Approaches to teaching and learning are based upon the continuing development of staff, 

resources, programme design, student support , and monitoring and review of provision 

and directed at the promotion of student centred learning in support of the following 

objectives: 

The encouragement and facilitation of active independent learning by enabling a 

phased progression towards independent study throughout the levels of credit on 

Undergraduate programmes and throughout the different stages of postgraduate 

programmes. 

The continuing development of teaching capability via research activity and the 

provision of opportunities for staff development to increase innovation in approaches to 

teaching and learning. 

The continuing expansion in the quality of learning resources required to support 

effective teaching and learning. 

The effective use of available resources for the development of teaching and learning 

capacity and capability. 

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Lectures 

Lectures are used to provide the basic framework for understanding the key topics and to 

introduce the key concepts and debates of a subject. It is important to understand that 

lectures are a guide to the issues and not a comprehensive or complete set of knowledge 

that must be memorised. Your lecture notes become the starting point in acquiring 

knowledge of the subject, and it is essential that you supplement them with additional 

reading if you are to prepare reports, essays and examination answers adequately. You will 

not be able to progress on the basis of lecture notes alone. 

Guest Speaker Programme 

A programme of visiting speakers from industry and government is arranged each year. 

The intention of these sessions is to allow students to obtain an up-to-date commentary on 

current trends from practitioners of management. The normal format is a talk by the visitor 

followed by a Question and Answer session. Students are thus given an opportunity to put 

questions in a formal setting, and, after the lecture, to ask questions informally and to 

'network' with the speaker. 

Visiting lecturers will be announced in classes and by e-mail. Unless there is a clash with 

another module (we try to minimise this) all students are expected to attend. Since most 

speakers are important figures in the industry and government, it is advisable to dress to 

make a good impression. Therefore, it is advisable to dress smartly if possible. Every 

effort will be made by staff to allow students to have informal access to speakers before 

and after the seminars, but you should remember that a speaker‘s diary may not allow 

him/her to stay around for too long. 

Visiting speakers will typically attend at set times stated on your teaching timetable, or 

during module lectures, but you should be aware that sometimes speakers will not be able 

to attend during these times and times/dates may be changed at relatively short notice. 

Please note that some evening events (from 5-8pm) may also be planned for the 2010/11 

academic session. You will be given full details well in advance. 

Group Work and Group Assignments 

A number of your modules will involve working in groups to prepare presentations, analyse 

cases, and present reports. Some of your assessments will also be group based. Group 

working is an essential part of your learning experience because: 

The ability to work with others is a key skill valued by employers in general, and certain 

vocational course employers in particular. As with other skills, teamwork skills are only 

developed through experience and feedback, but advice and guidance can help! 

Student learning is almost always enriched by interaction with the perspectives of their 

peers, particularly when this is formally encouraged and facilitated. Different group 

members have different knowledge and experience to contribute; different 

interpretations require group members to develop arguments supported by evidence, 

and perhaps to learn to live with uncertainty; groups often find more creative solutions to 

problems than individuals. 


Using teamwork methods enables departments to set projects which could not be 

undertaken by individuals. Work can be parcelled out, and allocated to team members 

according to their strengths if this is appropriate (but students can also learn effectively 

from their more able or confident peers). 

Working in groups can be challenging, just like real life challenges in the workplace! At 

postgraduate level, students can be expected to manage most of these challenges 

themselves, and are expected to work collaboratively and respectfully with their peers. It is 

essential that when groups are first formed they check that they have understood and 

agreed common goals and set clear tasks and targets. If students feel that there is a 

problem which they are unable to deal with, they should contact their module leader at the 

earliest opportunity. 

Presentations 

You are likely to be asked to prepare and deliver presentations and also assess the 

presentations of other individuals and groups. Presentations are useful learning methods 

because 

The preparation of an oral presentation is a valuable intellectual exercise as it entails 

understanding and identifying the key points of a topic or argument. The message has 

to be presented in a structured way, perhaps using images, tables, photographs or 

diagrams where these illustrate points better than words can. 

Presentations have real audiences, even if this is only the student‘s own peer group. 

This presents an opportunity to think about who the intended audience is, and what their 

knowledge base and interest in the topic is. 

The ability to give oral presentations is highly valued by employers. 

Being confident about and effective in talking to groups of people is likely to be a 

valuable attribute in any walk of life. 

If you are asked to give or observe presentations, you must show respect to the audience 

and the presenter. You may be required to dress appropriately in business clothes. 

Learning Resources 

The School seeks to maintain and enhance the quality of its own dedicated learning 

environment and the quality of the learning experience of its students when in other parts of 

the University campus by actively implementing the following key components of its 

Learning Resources Strategy: 

To provide a high quality learning environment in the School by continuously planning 

investment in its learning infrastructure in terms of teaching rooms, computing 

equipment and other learning facilities. 

To liaise with the Library and Computing Services to ensure existing learning resources 

are adequately maintained, reviewed and where possible improved. 


To maintain the planned use of available resources to ensure adequate provision of 

electronic and print learning resources across the range of subjects taught within the 

School‘s programmes. 

To continue the expansion of learning materials made available on VITAL to support 

the resourcing of active learning of students on all programmes of study. 

To provide the student information and advice needed to support the use of the 

University‘s computerised interactive personal development planning tool LUSID by all 

students. 

Study Habits 

It is your responsibility to manage your time effectively, and to schedule your work so that 

bottlenecks and overload are avoided. This is especially important since there may not be a 

significant amount of time between the need to deliver separate coursework for different 

modules in the same semester. 

Help on study skills can be found in the booklet available in the Libraries. Tutors will also 

offer advice if asked, but essentially the onus is on you to develop good study habits and 

submit all your written assignments by the dates specified. You are advised to work out a 

timetable for private study at the beginning of the year and to stick to it. Of course, project 

and time management skills are expected in postgraduate students who have already 

completed their degrees. 

Assessment 

Under the stewardship of the School‘s Assessment Officer and the Learning and Teaching 

Committee, supported by Undergraduate and Postgraduate Examination Officers and an 

increased complement of external examiners, the School seeks to ensure that its 

assessment systems are reviewed and revised in line with the following objectives: 

To ensure that the University‘s Code of Practice on Assessment is implemented 

comprehensively and consistently throughout the School. 

To ensure that processes and standards of assessment accurately reflect the academic 

standards of the level of the award. 

To continue to provide comprehensible advice to students at programme and module 

levels on assessment mechanism and criteria. 

To maintain all necessary arrangements for the internal and external moderation of all 

assessments. 

To maintain all necessary arrangements for academic staff to exchange and promote 

good practice in assessment. 

Separate documentation is available for each module giving details of teaching and 

assessment arrangements. Most modules are assessed by means of coursework 

assignments, unseen written examinations or a combination of these although some 

modules use other methods. Examinations are administered by the Student Administration 


and Support department in the Foundation Building. All other forms of assessment are 

administered by the School. 

It is the responsibility of students to make sure they know exactly what is required 

for assessment purposes for all their modules. If you have any doubts please talk to 

your Director of Studies or the module leader. 

Module Marks 

All items of assessment, modules and the degree as a whole, are assessed using the 

following scale, the pass mark being 50%: 

Assignments 

Distinction 70% and above 

Merit 60%-69% 

Pass 50%-59% 

Fail below 50% 

Written work is a key feature of your assessment. Assignments may involve writing essays, 

reports and other formats, and are how you demonstrate, to module leaders, examiners 

and yourself, that you have understood your lectures and reading, that you can express 

your ideas clearly, that you can organise material derived from your reading and research in 

a coherent and logical way, that you can focus this material in a reasoned analytical answer 

to the specific question posed or research topic examined, and that you can properly 

reference the sources of material you cite. 

Writing is a skill and you should aim to develop it as much as you can. Communicating in 

writing is not just something you need to do to get through your programme but will be a 

useful skill in your future employment. You will receive feedback on your performance 

through a mark and comments from your tutor. You should study these comments carefully 

and think about how you can improve your performance. 

Since your written work is meant to demonstrate all or part of your learning in a module they 

are important pieces of work, and must be prepared and presented carefully. This includes 

allowing sufficient time for research, to read and gather the information you will need, to 

write and where necessary re-write what you have written, and to check spelling and 

compile your bibliography. It is no good beginning work on an assignment a few days 

before it is due to be submitted. The preparation for assignments therefore needs to be built 

into your timetable of work, and forms part of the total ‗learning hours‘ assigned to each 

module. 

Overlapping Assignments 

Occasionally, you may find that the assignments you have been asked to submit for 

different modules overlap in terms of content or subject matter. A small degree of overlap is 

permitted, but this should not be substantial and if there is the danger of more substantial 

overlap, you should choose another question. Under no circumstances should you ‗cut and 

paste‘ work from one assignment into another. If you are unsure about the degree of 

overlap permitted on assignments, you are strongly advised to consult the module leaders 

for each of the modules affected before submitting the assignments. If you fail to do this you 

run the risk of losing marks for your work. 


Format of Written Work 

Please pay attention to the following points when preparing your assignments: 

Presentation. Essays and other assignments must be typed or word-processed. 

Handwritten work will not be marked. Word-processing is a useful skill, so if you do not 

have it already, you should set aside time to acquire it. Pages should be numbered. You will 

be asked to complete and attach a cover-sheet to your work when you submit it. 

Structure. A clearly focused presentation without ambiguity and repetition is required. 

There are no hard and fast rules for the appropriate structure for assignments. Normally 

students develop their own preferred style and structure, but if you are unsure what this 

should include, consult your Module Leader. 

Excessive Use of Quotations. Quotations should only be used where it is necessary to 

provide direct evidence of a specific point, or, where the author‘s mode of expression is 

unique or striking in some other way. 

The proportion of quotations in a piece of written work including assignments and 

dissertations should not normally exceed 10%. More than 10% quotation counts as 

excessive and you may be penalised. 

This is because excessive use of quotations is poor scholarship. It means that a substantial 

part of the work is not your own. 

You should also be careful, when using quotations that they flow with and from your line of 

argument. In other words, they should not suddenly appear in the text with little or no 

explanation. When you consider using a quotation, ask yourself, ‗why‘? Is it because you 

don‘t really understand the subject matter sufficiently to explain it in your own words, 

and/or, you are letting the quotations do the work for you? If so, try re-drafting the work and 

explaining the point you wish to make in your own words. 

If you are using quotations to define concepts and constructs like power and job 

satisfaction, you should normally only use one. Again, look critically at your work. What do 

the additional quotations add? 


Postgraduate Assignments: Criteria for Assessment 

90 – 100% Extremely thorough and authoritative execution of the brief. Containing 

evidence of significant independent research, reflective, perceptive, well 

structured showing significant originality in ideas or argument, aptly focused 

and very well written. Few areas for improvement. Potentially worthy of 

publication. 

80-89% Thorough execution of the brief, well structured and clearly argued. Signs of 

originality and/or independent critical analytical ability. Supported by 

independent research, materials well utilised; well focused and well written, 

displays mastery of the subject matter and of appropriate theories and 

concepts. 

70-79% Good execution of the brief; well-focused, knowledgeable, strong evidence of 

reading beyond the basic texts and displays a very good knowledge of the 

subject matter. Good critical grasp of relevant theories and concepts. 

60%-69% Well structured and well focused answer with strong evidence of reading 

beyond the basic texts. Thorough and comprehensive in approach. Displays 

a good knowledge of the subject matter and where appropriate displays 

sound grasp of relevant theories and concepts. Approach generally 

analytical. 

50-59% Competently structured answer, reasonably well focused and comprehensive 

but tending to be descriptive in approach. Limited evidence of reading 

beyond the basic texts. May contain excessive use of quotations. 

40%-49% Tending to rely entirely on lecture materials. Almost entirely descriptive in 

approach, limited knowledge and understanding of the subject matter 

displayed; partial and/or containing significant errors and/or irrelevancies, 

poorly structured. May contain excessive use of quotations. 

30%-39% Inadequate execution of the brief. Highly partial and or containing serious 

errors; contents partly or substantially irrelevant, poorly structured. Displays 

little knowledge of the subject matter. May contain excessive use of 

quotations. 

0% - 29% Seriously inadequate execution of the brief. Failure to focus upon the 

question, seriously short or even devoid of theoretical under-pinning, large 

sections irrelevant. May contain excessive use of quotations. 


Examinations 

Examination Periods 

There are two examination periods, in January for first semester modules, and in May for 

second semester modules. Students receive individual timetables for examinations from 

the University Student Administration and Support department for those modules for which 

they are registered. 

Examination Boards 

All matters of examination and assessment are dealt with by the School‘s Postgraduate 

Examination Board. Its members include all staff who teach on the postgraduate degree 

programme and the external examiners. 

External Examiners 

Every stage in the examining process, including the setting and marking of all assessed or 

examined work, and the recommendation of degree results, is subject to moderation by, 

and must have the approval of, the external examiners. The external examiners are usually 

appointed for four years. 

Postgraduate Examinations: Criteria for Assessment 

90 – 100% Comprehensive and authoritative answer. Containing evidence of significant 

independent research, Reflective, perceptive, well structured showing 

significant originality in ideas or argument. Aptly focused and well written. 

Few areas for improvement. 

80-89% Well focused, carefully structured and thorough answer. Cogent and clearly 

argued, supported by independent research. Displays mastery of the subject 

matter and of appropriate theories and concepts. 

70-79% Well-focused answer, cogent, comprehensive, strong evidence of reading 

beyond the basic texts. Displays in-depth understanding of the subject matter 

and ability to discuss theories and concepts in an intelligent and penetrating 

manner. Good critical grasp of relevant theories and concepts. 

60%-69% Comprehensive and coherent answer, suitably focused. Clear evidence of 

reading beyond the basic texts; displays a good knowledge of the subject 

matter. Where appropriate, displays sound grasp of relevant theories and 

concepts. 

50-59% Competently structured answer, reasonably well focused and comprehensive 

but tending to be descriptive in approach. Limited evidence of reading 

beyond the basic texts. 

40%-49% Tends to rely on lecture materials. Descriptive in approach, displays limited 

knowledge and understanding of the subject matter; partial and/or containing 

significant errors and/or irrelevancies, poorly structured. 

30%-39% Inadequate reference to relevant concepts and theories. Highly partial and/or 

containing serious errors; contents partly or substantially irrelevant, poorly 

structured, displays little knowledge or understanding of the subject matter. 

0% - 29% Seriously inadequate reference to relevant concepts and theories. Near 

complete or complete failure to focus upon the question, highly partial and/or 

containing many serious errors. Large sections irrelevant, question not 

answered, or question not attempted. 


Postgraduate Group Presentations: Criteria for Assessment 

90 – 100% Engaging presentation involving good use of visual aids, clear introduction, 

delivery and summary. Materials well organised, time limits observed, 

responding to questions with courtesy and authority. Content well focused 

upon the brief; evidence of research beyond basic texts and lecture materials 

and the ability to use materials in a creative and original manner. Little scope 

for improvement. 

80-89% Engaging presentation involving good use of visual aids, clear introduction, 

delivery and summary. Materials well organise, time limits observed, 

responding to questions with courtesy and authority. Contents well focused 

upon the brief; evidence of research beyond basic texts and lecture materials 

and the ability to use materials in a creative and original manner. Scope for 

minor improvement on one or more points. 

70-79% Generally engaging presentation involving good use of visual aids, clear 

introduction, delivery and summary. Materials well organised, time limits 

observed, responding to questions with courtesy and authority. Contents 

generally appropriate and well focused upon the brief; evidence of research 

beyond basic texts and lecture materials. 

60%-69% Generally satisfactory presentation involving clear introduction, delivery and 

summary and possibly supported by visual aids. Materials well organised, 

time limits observed, responding to questions with courtesy. Contents 

generally appropriate, satisfactory focus upon the brief; evidence of research 

beyond basic texts and lecture materials. 

50-59% Satisfactory presentation but slippage on one or more of the following pints: 

introduction, delivery of main presentation and summary, use and 

appropriateness of visual aids, or general organisation of presentation 

including observance of time limits and dealing with questions. Presentation 

based mainly upon basic texts and lecture materials. 

40%-49% Barely satisfactory presentation involving weaknesses on one or more of the 

following points: introduction, delivery of main presentation and summary, 

use and appropriateness of visual aids, or general organisation of 

presentation including observance of time limits and dealing with questions. 

Presentation based mainly upon basic texts and lecture materials. May be 

partial and may contain errors. 

30%-39% Unsatisfactory presentation involving serious weaknesses on one or more of 

the following points: introduction, delivery of main presentation and summary, 

use and appropriateness of visual aids, or general organisation of 

presentation including observance of time limits and dealing with questions. 

Presentation based mainly upon lecture materials. May be partial and may 

contain errors. 

0% - 29% Highly unsatisfactory presentation possibly involving complete failure to focus 

upon the brief. Alternatively may involve serious and multiple weaknesses as 

regards introduction, delivery of main presentation and summary, use and 

appropriateness of visual aids, or general organisation of presentation 

including observance of time limits and dealing with questions. Presentation 

based mainly upon lecture materials. May be partial and may contain errors. 


Postgraduate Dissertations: Criteria for Assessment 

90 – 100% Theoretically or practically significant topic; clearly defined research question, 

meticulous literature review, careful execution of research design, high 

quality analysis, discussion and conclusions. Signs of originality in selection 

of question and/or approach to research. Presentation excellent. Makes a 

significant contribution to knowledge. Potentially publishable. 

80-89% Very carefully designed and executed study. Sound theoretical framework 

based upon good literature review and carefully formulated approach. Clearly 

articulated research question, use of appropriate methodology, reflective and 

thorough discussion, defensible conclusions. Displays mastery of the subject 

matter and of appropriate theories and concepts. Presentation excellent. 

Useful contribution to knowledge. Potentially publishable with some 

refocusing. 

70-79% Very carefully designed and executed study. Sound theoretical framework 

based upon good literature review. Carefully formulated approach and 

evidence of independent critical ability. Clear conclusions, detailed 

recommendations for practice. Good critical grasp of relevant theories and 

concepts. Presentation excellent. 

60%-69% Adequately designed and executed study. Adequate literature review and 

framing of study and good effort to collect data. Ability to reflect upon 

weaknesses in approach. Clear conclusions, detailed recommendations for 

practice. Presentation good. 

50-59% Generally adequate design and execution. Generally adequate literature 

review and framing of study and attempt to collect data but may contain 

weaknesses in approach, for example, poor alignment of research question 

and methodology. Failure to obtain all of the requisite data, conclusions 

lame, recommendations for practice weak or omitted. Presentation 

satisfactory. May contain excessive use of quotations. 

40%-49% Inadequate evidence of independent research e.g. inadequate design and 

execution. Literature review partial, framing of study imprecise; data 

collection partial, poor alignment of research question and methodology. 

Conclusions lame, recommendations for practice weak or omitted. 

Presentation barely satisfactory. May contain excessive use of quotations. 

30%-39% Makes some attempt to conduct independent research but unsatisfactory on 

one or more of the following counts: adequacy of literature review; design 

and methodology; data collection, analysis, discussion and conclusions and 

general standard of presentation. May contain excessive use of quotations. 

0% - 29% Submission contains serious weaknesses on one or more of the following 

counts: adequacy of literature review; design and methodology; data 

collection, analysis, discussion and conclusions and general standard of 

presentation. May contain excessive use of quotations. 

Marking Procedure 

Examination scripts and assignments are marked by the staff responsible for each module. 

Samples of assessed work from each module are moderated by other staff within the 

department to ensure consistency. A further check is provided by the external examiners 

who also see samples of assessed work. 


14. PROVISION OF FEEDBACK TO STUDENTS 

Comments and provisional marks (subject to confirmation by the Examination Board) on 

assessed work will normally be given to students on a copy of the cover-sheet within three 

weeks of the date of submission. If you do not understand the comments on your work, you 

should seek advice from the tutor concerned. Please note though that marks are not 

negotiable. 

Coursework and examination papers are set by those members of staff who teach the 

module and are submitted to External Examiners for approval. The marks of all modules 

are moderated internally and externally. Except when special provisions are made, a 

dissertation, essay/report, project or any other work which is not undertaken in an 

examination room, shall remain in the ownership of the University, irrespective of whether 

or not such work has been returned to the candidate. You should, therefore, keep safe any 

work returned to you. Candidates shall be required to re-submit any provisionally marked 

work for further inspection when required to do so by any member of the Board of 

Examiners. Marks awarded at any stage of the academic year shall be provisional, pending 

confirmation at the final meeting of the Board of Examiners in November. All module 

leaders will undertake to return essays and reports within three teaching weeks of 

submission. The grades provided at this time are, therefore, subject to moderation by the 

External Examiners. Written feedback and provisional marks on assessed coursework will 

normally be given to students on a copy of the cover-sheet. If you do not understand the 

comments on your work, you should seek advice from the module leader concerned. 

Student Feedback on Modules 

Towards the end of each module you will be asked for your comments on how far the 

learning outcomes were met and for critical evaluation of the teaching methods used etc. 

The module leader will post on VITAL a summary of this feedback and their comments on it 

(including action points to improve the module). 

Dissertation 

Successful completion of the taught modules allows students to proceed to the dissertation 

stage. The dissertation is an important and challenging part of the taught postgraduate 

programme. It is a major piece of independent work. The aim of the dissertation is to allow 

you to demonstrate your ability at identifying and analysing a specific management problem 

using relevant analytical techniques. It should provide an independent and critical appraisal 

of the problem, normally involving an empirical and/or qualitative component. 

All MSc students are required to complete a dissertation (around 15,000 – 20,000 words) or 

project based on an original piece of research related to the subject of their programme of 

study. Students will take dissertation workshops towards the middle of the second 

semester. This introduces you to the principles and practices of researching and writing 

dissertations. The main output of the module is an agreed outline plan of work for the 

dissertation and a completed literature review. The dissertation, itself, will be undertaken 

over the summer period and will involve the completion of the work plan finalised in 

consultation with the student‘s dissertation supervisor. 

Please note that each MSc programme has its own dissertation/ project requirements and 

further information may be provided in the programme section of the relevant handbook. 

130

Some guidance notes: 

Students should expect to play a proactive role in the dissertation process in terms of 

finding a subject, sorting out sources and methodology, and contacting the supervisor when 

required. Students should begin thinking about the subject of their dissertation towards the 

end of the first semester, and approach an appropriate member of staff for advice at that 

point. Dissertations are frequently, though not always, linked to placements. 

In many programmes, you will be asked to complete a form around Easter time, or during 

the dissertation workshop, confirming the proposed topic of your dissertation. Students will 

then be allocated a supervisor. This will be done in accordance with the topics selected, but 

students should also bear in mind the need to equalise staff workloads. 

After agreeing the subject, it is advisable to write a one-page summary of the objectives of 

the study, the sources and the methodology, and discuss this with the supervisor. A 

working schedule and chapter outline can then be developed and revised as the work 

progresses. It is important that students develop fallback plans in case their initial proposal 

turns out not to be practicable. Although some dissertations are based on placements, 

these do not always work out as expected and students should therefore have a strategy to 

confront any such problems (e.g. an alternative library-based dissertation topic). 

Please note that each programme has its own policy on whether or not students need to be 

in Liverpool for the duration of their dissertation, but in any case you should gain 

permission from your Director of Studies and dissertation supervisor before travelling 

abroad. 

References and Bibliography 

What is referencing? 

When you write an assignment at university, you are usually required to refer to the work of 

other authors. Each time you do so, it is necessary to identify their work by making 

reference to it, both in the text of your assignment (called ‗in-text‘ referencing) and in a list 

at the end of your assignment (called a ‗Reference List‘ or ‗Bibliography‘). This practice of 

acknowledging authors is known as ‗referencing‘. 

References must be provided whenever you use someone else‘s opinions, theories, data or 

organisation of material. You need to reference information from books, articles, videos, 

computers and other print or electronic sources. A reference is required if you: 

paraphrase (use their idea in your own words) 

summarise (use a brief account of their ideas) 

quote (use someone else‘s exact words) 

copy (use their figures, tables or structure). 

Why should you reference? 

References enhance your writing and assist your reader by: 

showing the breadth of your research 

strengthening your academic argument 

showing the reader the source of your information 

allowing the reader to consult your sources independently 

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allowing the reader to verify your data. 

By using references appropriately, you will avoid plagiarism (see 58). 

The Journal of Management Style Guide 

It is recommended that you follow the instructions for the Journal of Management with 

regards to referencing. This guide is based on the Journal of Management system of 

referencing. It can be accessed here: http://www.sagepub.com/upmdata/30581_STYLEGUIDE.doc 

When you make use of the ideas of others, they must be 

acknowledged twice within your assignment: 

1. The author and date (and sometimes the page number) must appear in the text/main 

body in round brackets. 

2. All the details on each source must be in the reference list at the end. 

In-text referencing (Citations): References in the text of your assignment 

When you cite (identify) references in the text of your assignment—regardless of whether 

you paraphrase, summarise, quote or copy —you must include a citation giving details of 

the author‘s (or authors‘) surnames and year of publication. 

Citations are given in brackets within the text. This is a list of examples for making general 

references to a full work: 

For a work by one author: 

Liverpool FC is still the most successful football club in England (Pearson, 2011). 

For a work with two to six authors, first cite using all surnames names (note the alphabetical 

order of surnames) 

Students are encouraged by some learning aids to identify their own learning personality 

(McMillan & Weyers, 2009) 

Thereafter, cite using “et al”: 

A learning personality can be assessed using the Myers-Brigg Type Inventory (McMilan et 

al., 2009). 

To cite more than one work (note the citations are in date order) 

Several studies (Ferris & Kacmar, 1992; Malhotra & Bazerman, 2008) support this 

conclusion. 

Citations are also given after a direct quotations, or when you paraphrase/summarize 

specific arguments/findings, or if you copy tables/figures from authors. These citations 

should also include a page number (or numbers) and will look like this: 

When the authors‟ name/s are not included in the text: 

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It is important to define the term ‗management‘, for example ―A distinction can be made 

between management as a ‗cadre‘ of people, and management as an activity‖ (Easterby- 

Smith, Thorpe & Lowe, 1991: 3) 

When the author‟s name is included in the text, you do not need to re-state it in the citation: 

Adams said that writing a book is ―a long and arduous task‖ (1974: 3) 

When you want to cite two or more studies published by the same author in the same year, 

use „a‟ and „b‟ to distinguish. 

The wage gap between men and women remains steady (Hodgson, 2009a; 2009b). 

In all examples, please note carefully the alphabetical order of the surnames, and also the 

use of punctuation. You should use this exact punctuation, and not replace any of it. 

If you have interviewed someone and want to include their quotation in your text, you 

should cite in-text in the same way as any other source: Surname (Year). 

Reference lists/ Bibliography 

The reference list/ bibliography is arranged by alphabetical order of author‘s surname and 

placed at the end of your assignment. It includes full details of all the sources that you cited 

in the text of your assignment. The reference list is usually titled ‗References‘. 

One purpose of the reference list is to enable your reader to consult your sources, so you 

need to include all the information needed for someone else to locate that item. Remember 

to be consistent with the elements included, the order of the details and the punctuation. 

The order of elements for books, journal articles and electronic sources is listed below and 

the examples show appropriate punctuation. 

For a book, the following elements should be presented in this order: 

For example: 

author‘s surname(s) and initials 

year of publication 

title of book (in italics) 

place of publication 

publisher 

Jones, B. K. 2000. Industrial Marketing. New York: McGraw Hill 

For a chapter within an edited book, the following elements should be presented in this 

order: 

author‘s surname(s) and initials 


title of chapter (in lower case apart from first letter of the first word and any first word 

after a colon) 

editor‘s initials and surnames, preceded by the word ‗In‘ and followed by (Ed.) or 

(Eds.) 

title of book (in italics) 

133

For example: 

page numbers 


name of publisher 

Rugman, A. 2001. The illusion of the global economy. In J. Pickford (Ed.), Mastering 

Management 2.0: 129-134. London: Pearson Education 

For a printed journal article, the following elements should be presented in this order: 

author‘s surname(s) and initials (or full given name) 


title of article (in single quotation marks) 

title of journal or periodical (in italics) 

volume number 

issue number or other identifier (if applicable) 

page number(s) 

For example: 

Smith, T. 1999. ‗Learning by the case method‘, Journal of Marketing Education 12(5): 99- 

102. 

For an on-line or electronic journal article, the following elements should be presented in 

this order: 

Author(s), editor(s) or corporate author 

Year of publication of book 

The title and any subtitle, which should be in italics 

URL 

(Accessed: date) 

For example: 

Shea, D. & Holzschlag, M.E. (2005) The zen of css design: visual enlightenment for the 

web. http://proquestcombo.safaribooksonline.com/0321303474/ch01lev2sec4 (Accessed: 

18 April 2006). 

For a paper copy of a newspaper or magazine, the following elements should be presented 

in this order: 

author‘s surname(s) and initials. If there is no author, use the periodical name as a 

corporate author 

year 

title of article (in lower case apart from first letter of the first word and any first word 

after a colon) 

name of periodical (i.e. newspaper or magazine) in italics 

issue number OR date of publication 

page numbers 

For example: 

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Wall Street Journal. 1984. Inflation may cause Social Security increase. September 24: 14 

For an electronic source other than an electronic book or journal, the order and elements 

vary according to the type of source. The following elements may be presented: 

author – the person or organisation responsible for the source 

date of publication 

title (with minimal use of upper case/capital letters) 

type of medium (e.g. [online] or [CD-ROM], except for Internet source) 

edition 


publisher 

date of update/revision 

date of access 

location (may include: url address; a host document; availability and access number) 

doi (Digital object identifier) 

For example, an electronic newspaper article: 

Kollewe, J. Consumer confidence tumbles amid debt crises and market upheaval. The 

Guardian, 31 August 2011. http://www.guardian.co.uk/business/2011/aug/31/consumerconfidence-tumbles-debt-crises 

(Accessed: 31 August 2011). 

For an interview, cite the name of the person interviewed, his/her position and date, e.g. 

Karen Brady, CEO Birmingham City FC, Personal interview with author, 3 August 2004. 

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15. KEY SKILLS AND EMPLOYMENT 

15.1 The Careers and Employability Service – It’s your career we’re talking about 

The Careers & Employability Service provides information, advice and guidance on all a 

student needs to know about planning their career – be it working for a big firm, supporting 

a community organisation, studying for a higher degree, or taking time out to travel the 

world. 

And because our services are all about the student, we believe we can be relied on to give 

students a head start in whatever career they decide to follow. 

But relax. We‘re not just here for those who were born knowing what they want to do. In 

fact, we specialise in helping those for whom life after University is for the time being one 

great big open book. 

We can put students in touch with leading employers, introduce them to lots of stunning 

new career ideas, and even help students write world-class CVs and applications. All a 

student has to do is take the first step and visit us either in person or online. 

After all, it is your career we‘re talking about. 

The Careers & Employability Service offers: 

Access to part time, term-time job vacancies 

Internships and work experience opportunities 

Graduate job vacancies with leading national and local employers 

Opportunities to meet organisations that want to recruit Liverpool graduates 

Volunteering opportunities in Liverpool, across the UK and overseas 

Specialist help with CVs, applications and interviews 

Information on further study options 

Advice and information on taking a year out 

Skills development opportunities 

Holiday jobs and work experience opportunities across the world (and in Liverpool) 

Impartial advice about options with a student‘s degree. 

The Careers & Employability Service is located on the first floor of the Student Services 

Centre, next door to the Guild of Students on Mount Pleasant, opposite the Metropolitan 

Cathedral. 

Details of all our services are on the University website at: http://www.liv.ac.uk/careers. You 

can contact the Careers & Employability Service by email: careers@liv.ac.uk, or telephone: 

0151 794 4647. You can also follow us on Facebook: 

http://www.facebook.com/TheCareersandEmployabilityService 

15.2 Learning and Study Skills Support 

Throughout their university career students will have opportunities to build and develop 

their skills for learning, such as study skills, time management and information literacy, as 

well as employability skills. A student‘s tutors may identify areas where they need to 

136

develop and also highlight a range of resources. Students can also visit the Library where 

they will find help available from Library staff. 

Students should also visit iLearn (http://www.liv.ac.uk/ilearn), the University‘s interactive 

learning website for undergraduate students that coaches in academic and study skills 

development. On entry to the University, iLearn provides entry skills testing for all students 

and coaches them in developing appropriate skills for effective learning and employability 

tailored to their chosen degree pathway. Another useful resource is the LearnHigher 

website (http://www.learnhigher.ac.uk), particularly its pages designed especially for 

students. The University of Liverpool has been a partner in building this resource bank. 

The Student Learning and Teaching Support Officer, Lynne Crook, is also available for 

advice for specific study skills needs. She will also be running open study skills sessions 

which will be advertised throughout the year. 

15.3 Development of Key Skills 

The postgraduate programmes offered by the Management School provide a wide range of 

development opportunities for students. We discern between the skills we can support on 

our MBA programmes and on our MSc programmes. We look to encourage those students 

on our MBA programmes to draw upon their previous experience in the field of 

management to support enhancement of their generic skills and knowledge base. Those 

who take part in the wide range of MSc programmes we offer are encouraged to develop 

new skills in their quest to operate as managers in key functions, such as human resource 

management and supply chain management. 

We specifically offer opportunities for all postgraduate students in areas of development 

such as networking. Students are provided with opportunities to meet experienced 

practitioners and to learn what aspects of employability are regarded as essential in the 

respective market place. In addition, participation in the student-led consultancy, Genesis, 

is available in the School for those students who aspire to a more hands on management 

and business experience during their time in Liverpool. Overall, Management School 

postgraduate students are provided with many opportunities to enhance their learning and 

skills by engaging with practice. 

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16. SUPPORT SERVICES FOR STUDENTS 

16.1 Academic Advisors/ Student Learning and Teaching Support Officer 

From 2011-12, all students on programmes at the University of Liverpool are allocated a 

Academic Advisor. The Academic Advisor is responsible for the provision of sufficient 

support to allow a student to succeed in their academic studies. The Academic Advisor will 

meet with new tutees at the beginning of their studies and preferably at the start of each 

academic year. He or She will also meet tutees following exam results to discuss academic 

performance and provide advice on improving performance. The Academic Advisor is the 

first port of call if a student is having problems with their academic studies. 

Within the School professional services support team there is also a Student Learning and 

Teaching Support Officer, Lynne Crook, who will act as a point of contact for any student 

experiencing difficulties with any aspect of University life. The Student Learning and 

Teaching Support Officer within the School can provide both support and advice on School 

level procedures, as well as signposting to central and specialised support services for 

students. 

Lynne Crook is located in room G12. She can be contacted at l.crook@liv.ac.uk or by 

telephone at 0151 795 3107. 

16.2 Support and Advice 

The University has a well established network of advice, guidance and support services for 

all students. Specialist teams and experienced advisers are available to support students 

on a whole range of issues. Information is available on the web at 

www.liv.ac.uk/studentservices and in the publication ‗Your University‘. 

A number of services are located in the Student Services Centre including the Student 

Support Services as follows: 

16.2.1 Student Support Services 

The Student Support Services are based in the Student Services Centre. Our role is to 

provide students with advice, support and information. We have very experienced advisors 

who are available for students to come and talk through any issues they may have. We 

provide a confidential and quiet space for students to come and talk to us about any issues 

affecting their well being. We can also offer a range of practical advice or will be able to 

direct students to the appropriate source of the information they need. 

Specialist services within the Student Support Services are as follows: 

16.2.2 The Disability Support Team 

The Disability Support Team is available to provide support and guidance for students with 

a wide range of disabilities, health conditions, mental health issues or specific learning 

difficulties (e.g. dyslexia, dyspraxia). The University actively encourages students to contact 

the Disability Support Team as soon as possible, to discuss their support needs in a 

138

friendly and confidential environment. Working to a person centred approach, the Team, 

with the student‘s consent can create an individual support plan. This details specific 

support requirements and recommends reasonable adjustments where appropriate, and is 

used to inform University academic departments, services and contacts of the student‘s 

support needs. With consent, the Team can assist students in all areas of disability related 

support needs within their academic environment, including: 

Liaising with the student‘s Academic School /Department to plan support. 

Liaising with the Professional Services Departments e.g. in relation to examination support, 

library support, accessibility software installation, physical accessibility. 

Guidance in applying for appropriate funding e.g. Disabled Student Allowance, Charitable 

Trusts, Blue badge scheme. 

Support in arranging and accessing specialist equipment or assessments including those 

for specific learning difficulties i.e. Educational Psychologist‘s assessment and Study 

Needs assessment. 

Referral to a wide range of internal and external contacts for specialist advice including the 

University‘s Mental Health Advisory Service, Action for Blind People 

Support in arranging & managing non medical study assistance e.g. note taker, study 

mentor, personal assistant. 

The ‗Guide to Support and Services for Disabled Students‘ sets out further information 

about the Team and their work. The booklet can be obtained from the Student Support 

Services, Student Services Centre. 

It is also available at www.liv.ac.uk/studentsupport/disability/index.htm 

The Team also facilitate the Disabled Student Network (DSN). The DSN is an informal 

group, comprising a number of disabled students and members of the Disability Support 

which meets several times a year to discuss issues which may be relevant to disabled 

students. This provides an opportunity for students to give direct input into the service 

offered to disabled students at the University of Liverpool. 

Contact 

Disability Support Team 0151 794 5117 

Email: disteam@liv.ac.uk 

Website: http://www.liv.ac.uk/studentsupport/disability 

16.2.3 Financial Support Team 

The Financial Support Team (FST) is available to offer students help and guidance on a 

range of financial matters. The team can advise students on their entitlement to statutory 

funding and liaise with funding bodies if they experience problems receiving their funding; 

students considering withdrawing, suspending or transferring their studies are encouraged 

to contact the team for advice on their current and future funding. 

FST are part of the national Money Doctors programme, that provides advice to students 

on how to improve financial capability. Throughout the year, the team organise a variety of 

interactive workshops and one to one sessions aimed at improving budgeting and money 

management. 

The team also offers a specialist debt advice service, if a student is experiencing problems 

with debt, our Money Adviser can discuss any options and negotiate with creditors a 

repayment plan that the student can afford. 

139

The team also offers: 

Discretionary financial help through the access to learning fund for student 

experiencing financial hardship. 

Calculation of student support funding 

Calculation of welfare benefits and help with appeals if necessary. 

Alternative sources of funding. 

Contact 

Financial Support Team 0151 794 6673 

Email: fst@liv.ac.uk 

16.2.4 International Support Team (IST) 

The International Support Team (IST) is a specialist advisory service for international 

students. The IST is here to support and advise international students both on arrival and 

throughout their studies. The IST provides specialist advice on student immigration matters 

(including advice on visa extensions) and other topics including personal and cultural 

issues. If the IST cannot help directly, they have a wide range of contacts and can refer 

students to another service that can assist. 

The IST website contains lots of useful information on living and studying in Liverpool. This 

includes information on safety, health, finance and advice specifically aimed at those 

international students who have their family with them in the UK while they study here. 

The IST produces a newsletter and bulletins, both of which are automatically sent to 

international students‘ University email accounts. These often include important notes and 

changes to immigration rules and procedures so it is essential that international students 

read this information to keep up-to-date. The newsletter also contains features on 

interesting events taking place and information about UK life. 

If the required information cannot be found on the IST website, then please email for advice 

or contact the IST for an appointment. 

Website: www.liv.ac.uk/studentsupport/ist 

Tel: 0151 794 5863 

Email: ist@liv.ac.uk 

16.2.5 Support for Care Leavers 

There is individual support for any students who have come to the University from a care 

background or have been looked after by their local authority. 

Students who feel they would benefit from this type of support should contact Student 

Support Services for advice. 

Website: www.liv.ac.uk/student support 

Tel: 0151 794 5863 

Email sscrec@liv.ac.uk 

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16.3 Student Counselling 

The University Counselling Service helps students deal with a wide range of personal and 

emotional problems that are affecting their capacity to study effectively. The counsellors are 

professionally qualified and experienced and enable students to talk over their difficulties in 

confidence. 

Students are able to contact the Counselling Service for support with a variety of issues 

such as personal, home and family relationships; depression; anxiety and loneliness. 

Support is available either through Drop-In sessions; one-to-one counselling sessions or 

through a programme of themed workshops and groups on topics including building 

confidence and self-esteem, making presentations, stress management, assertiveness, as 

well as a PhD support group 

The Drop-In Service runs each weekday, Monday to Friday, all year round, between 

1.00pm and 2.00pm (no pre-booking necessary). This walk-in service gives students the 

opportunity to meet for up to twenty minutes with a counsellor to talk over any difficulties 

they are having. There is also a weekly Mens Space Drop-In run by the male counsellors 

for male students. 

The permanent counselling staff also offer a telephone consultation service Monday to 

Friday which offers members of the University an opportunity to discuss concerns, receive 

information and advice about managing difficult situations e.g. when supporting a colleague 

or student in distress. Please contact Reception to arrange a consultation with the Duty 

Counsellor. 

Full details of all our services are posted on our website at: http://www.liv.ac.uk/counserv 

Contact 

University Counselling Service 0151 794 3304 

Fax 0151 794 3300 

Email counserv@liv.ac.uk 

Web www.liv.ac.uk/counserv 

16.4 Mental Health Adviser (MHA) 

The main function of the University MHA is to provide support to students with any mental 

health difficulties by facilitating their access to study successfully in the University. 

The MHA works with individual students who have declared mental health needs during 

their application process to the University, or who develop mental health problems whilst at 


The role of the MHA is to offer support, advice and liaison between the student and the 

appropriate university departments to ensure that the students‘ mental health needs are 

adequately and appropriately responded to. Additionally, the MHA is able to offer 

consultation to students and staff regarding concerns about themselves or their concerns 

for others. 

The MHA works closely with the Disability Support Team and other Student Services, 

including the Student Health Service, Counselling Service, University Residences and also 

with Academic Departments. 

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Contact 

University Mental Health Adviser 0151 794 2320 

Fax 0151 794 4718 

Email mentalhealthadviser@liv.ac.uk 

Web www.liv.ac.uk/mhealth 

16.5 Liverpool Guild of Students 

We offer advice to students seeking information or representation regarding academic 

issues. This service is free, confidential and non-judgemental. Our aim is to provide 

students with the information they will need to make an informed decision about the options 

available. 

Students can book an appointment with our Academic Adviser by calling 0151 7946868 or 

coming into the BASE in the Guild Building. Our adviser is able to advise and support 

students in the event that they: 

wish to submit an academic appeal to challenge a grade or mark; 

have been accused of plagiarism, collusion or fabrication of data; 

have been discontinued from your course and wish to know your options; 

wish to complain about some aspect of university life, such as halls of residence, 

teaching, or the level of support offered by your department; or 

have been affected by illness, unexpected circumstances in their personal life or other 

mitigation which they feel has affected your studies. 

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17. THE ENGLISH LANGUAGE UNIT (ELU) 

The English Language Unit (ELU) is a teaching unit within the School of the Arts, 

specialising in language teaching and learning. It offers language support for registered 

international students, visiting fellows and international staff members. It also supports the 

English Department in providing a range of postgraduate courses for language teachers. 

The Director is Dr Sue Thompson. 

Key services provided are: 

Contact 

Summer programmes in English for Academic Purposes (EAP) 

Year-round programmes in General English and EAP 

English classes for international students/staff members 

English classes for Erasmus and Socrates exchange students 

Bespoke English language programmes for University departments 

IELTS (International English Language Testing System) Testing 

IELTS Practice & Preparation Courses 

Cambridge ESOL CELTA (Certificate in English Language Teaching to Adults) 

Bespoke English language programmes for external organisations 

English Language Unit, 

University of Liverpool, 

Cypress Building, Chatham Street, 

Liverpool L69 7ZR 

For EAP & International Student enquiries 

Tel: +44 (0)151-794-2722 

Email: elu@liv.ac.uk 

For IELTS enquiries and testing 

Tel: +44 (0)151-794-2722 

Email: ielts@liv.ac.uk 

For CELTA course information 

Tel: 0151 794 0516 

Email: celta@liv.ac.uk 

Fax: +44 (0)151 794 2739 

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18. OTHER USEFUL PUBLICATIONS 

18.1 Student Charter 

The University of Liverpool Student Charter is issued jointly by the Senate and Council of 

the University and by the Liverpool Guild of Students. It makes explicit some of the 

reciprocal responsibilities which members of the University, both staff and students, have to 

each other and which policies and procedures in individual areas of the University should 

reflect. The Charter is included as an appendix to the ‗Your University‘ publication given to 

new students. 

The Annexe to the Student Charter is updated each year. It contains the names of all 

Academic Heads of Schools/Departments, Heads of Academic Services provided by the 

University, Wardens of the Halls of Residence, and Heads of Professional Services 

Departments. 

In a number of areas the detailed working out of the commitments in the Charter are 

contained in University-wide Codes of Practice or similar documents and the Annexe 

contains a list of those currently in force together with information about how to obtain a 

copy of the relevant document. 

An electronic version of both the Student Charter and Annual Annexe can be accessed at: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/studchart_bkgrd.htm 

Abusive and Threatening Behaviour 

The Management School endeavours to create a pleasant, supportive and safe 

environment for all students and staff to work in. 

To ensure this can be achieved, the Management School will not tolerate verbal abuse, 

bullying and physical threats. Immediate disciplinary action will be taken against any 

student who behaves in a rude, aggressive or inappropriate manner, or prevents a member 

of staff from carrying out their duties. In serious cases, this may mean the suspension or 

expulsion of the student from the University. 

In line with other UK universities, the University of Liverpool is developing a policy for 

dealing with abusive behaviour towards staff. Further information about this will be 

provided as soon as it is available. 

18.2 University Calendar (includes Ordinances and Regulations governing degrees) 

The University Calendar is published at the beginning of each academic year by the 

Committee Secretariat. It contains information such as: 

Terms and semester dates 

The schedule and membership for the central University committees (the schedule 

for school/departmental committees can be obtained from your school or 

department) 

The University Statutes, Ordinances and Regulations – these are the rules that 

govern the running of the University 

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A list of all academic and professional management and administrative staff at the 

University 

With effect from academic year 2009-10, the Calendar is only available as an electronic 

document and may be accessed at: 

http://www.liv.ac.uk/commsec/calendar.htm 

18.3 University Complaints Procedure 

The University operates a Student Complaints Procedure to be used when students have a 

complaint against the University. This procedure provides for complaints to be dealt with, 

as far as possible, on an informal basis. It also sets out the formal route for the 

consideration of complaints should informal procedures fail to resolve a complaint 

satisfactorily. 

The Student Complaints Procedure can be accessed at: 

http://www.liv.ac.uk/tqsd/pol_strat_cop/stud_complnt_proc.doc 

Where the complaint is about an academic decision regarding assessment, the Academic 

Appeals Procedure should be followed. Please see section 12.13. 

Complaints relating to the conduct of students are dealt with through the University‘s 

Disciplinary Procedure which is administered by the Student Administration and Support 

Division. Further information and guidance about student conduct and discipline can be 

found at: 

http://www.liv.ac.uk/students/student-administration-centre/policies-procedures/conductdiscipline.htm 

Grievance Procedures 

If you are unhappy about any aspect of your programme of study, it is best to try and sort 

things out as soon as possible. The general principle that the School operates is that any 

grievance should be resolved as close to the origin of the problem as possible. Students 

should therefore, in the first instance, resolve any issues in person with the member of staff 

concerned. If the grievance cannot be resolved at that level, they should discuss it with 

their Director of Studieswho may refer it on to the module leader if relevant, or the Director 

of Studies. The Director of the School is the final level for referral of unresolved problems 

under the grievance procedures. Students may consult the Guild of Students for advice, 

and they should feel free to take a friend with them when initiating any aspect of the 

grievance procedure. 

18.4 Your University 

This is a general student handbook which includes the University‘s Student Charter. It is 

also a practical reference book with information on University services, activities and 

procedures, and advice on the day to day essentials of life, such as travel, money matters 

and your safety and wellbeing. 

145

Undergraduate and Postgraduate editions are produced annually for all new students and 

are included in pre-arrival mailings to new undergraduate students and made available on 

entry for new postgraduate students. 

146

19. FREQUENTLY ASKED QUESTIONS 

Q: How do I extend my visa? 

A: In the first instance, you should seek advice from the International Support Team, 

based on the ground floor of the Student Services Centre, 150 Mount Pleasant. Look 

at http://www.liv.ac.uk/studentsupport/ist/immigration_employment.htm for guidance 

on immigration and employment. Once you have established with the IST how to 

download a visa extension form, you should make an appointment with your Director 

of Studies to complete and sign the ‗attendance‘ section of the form. You should visit 

the Student Support Centre in the Foundation Building for the official University stamp 

on the form. It is not possible for staff in the Student Support Office to assist with 

visa extension forms. 

Q: Where can I obtain a Council Tax exemption certificate? 

A: Council Tax exemption certificates can be collected from the Student Administration 

Centre in The Foundation Building (number 109 on the campus map) during opening 

hours (0900-1700). They are produced on request, but can take a few minutes so 

please be patient! Don‘t forget to take your student ID card with you. 

Q: What do I do if I have lost my Student ID card? 

A: Go to the Sydney Jones Library (number 433 on the campus map) to request a new 

card. Please note that a small charge applies for replacement cards. 

Q: How do I obtain a transcript of my degree? 

A: The University now provides a single copy of each student's transcript with their 

degree certificate at the graduation ceremony (or by post if graduating in absentia). 

This copy is provided free of charge. However, students requesting transcripts before 

graduation, or duplicate transcripts after graduation, must request them formally from 

the Student Records Section, located in the Foundation Building, and pay a small 

charge to cover administrative costs. 

Q: Where can I obtain a letter for a bank or other institution to prove that I am a 

registered student of the University? 

A: Go to the Student Administration Centre in the Foundation Building (number 109 on 

the campus map) during opening hours (0900-1700). Don‘t forget to take your student 

ID card with you. 

Q: Where can I get my dissertation bound? 

A: The Sydney Jones Library provides this service. A charge is applied for this service. 

Q: I would like to travel overseas during the academic session, is this possible? 

A: We strongly advise that you remain in Liverpool throughout your studies. While, there 

may be circumstances that require you to travel abroad, for instance to carry out 

research or an emergency situation, you should not leave the country unless you have 

first notified and gained the permission of your Director of Studies. You should also 

notify the Student Support Office before departing. 

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Postgraduate Student Handbook 2011/12 - University of Liverpool

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