Tutorial Letter
uBECHONB/301/4/2012
Tutorial Letter 301/4/2012
General Tutorial Letter
BECHONB Semester modules & Year papers
Department of Business Management
This tutorial letter contains important information about your postgraduate studies in the Department.
Bar code
CONTENTS
1 1.1 1.2 1.3 1.4 2 3 3.1 3.2 3.3 4 4.1 4.2 4.3 4.4 4.5 4.6 5 5.1 5.2 6
INTRODUCTION ................................................................................................................. 3 Welcome ............................................................................................................................. 3 Purpose of tutorial letter 301................................................................................................ 3 Finding your way around the study package ........................................................................ 4 Communication with Unisa and the Department .................................................................. 4 GRADUATENESS AS A STUDENT IN THIS DEPARTMENT ............................................ 6 ORIENTATION TO ODL IN THE CONTEXT OF THE DEPARTMENT ................................ 9 The nature of ODL ............................................................................................................... 9 What the University/Department expects of you .................................................................. 9 What you can expect from the University/Department ....................................................... 10 LEARNING STRATEGIES ................................................................................................ 10 Estimating your study time................................................................................................. 10 Reading for understanding ................................................................................................ 11 Compiling your own glossary ............................................................................................. 12 Re-using effective learning strategies ................................................................................ 12 Assignments ...................................................................................................................... 12 Preparing for the examination ............................................................................................ 25 ETHICAL BEHAVIOUR AS A STUDENT ......................................................................... 26 Plagiarism ......................................................................................................................... 26 Referencing techniques and citing of sources.................................................................... 27 SHORT LEARNING PROGRAMMES OFFERED BY THE CENTRE FOR BUSINESS MANAGEMENT ..................................................................... 29
7 8 9
WARNING ......................................................................................................................... 32 FREQUENTLY ASKED QUESTIONS AND ANSWERS ................................................... 32 CONCLUDING REMARKS ............................................................................................... 40
TABLE 1: THE CEMS GRADUATENESS SKILLS AND ATTRIBUTES FRAMEWORK .. 41
ANNEXURE A: ANNUAL STUDY PROGRAMME 2012 ................................................... 43
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Dear Student
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1.1 1.1.1
INTRODUCTION
Welcome A word of welcome from the Chair of the Department of Business Management
It gives me pleasure to welcome you as a student in the Department of Business Management. Our graduates contribute to our society and economy in various ways and I am therefore pleased that you have chosen this field of study. I hope that you will complete your studies successfully and find them relevant to your chosen career. I also hope that your study experience at Unisa will be both pleasant and stimulating. This tutorial letter contains important information that will assist you in your studies in the department. Please read it carefully and keep it at hand when working through the study material, preparing the assignment(s), preparing for the examination and addressing questions to your lecturers. At the outset it is necessary to remind you that you must read all the tutorial letters you receive during the semester immediately and carefully. The information they contain is always important and may well be urgent. They may also contain additional study material or information about recent developments in your field of study that is prescribed for the examination Enjoy your studies. Prof T Brevis COD: Department of Business Management
1.2
Purpose of Tutorial Letter 301
The purpose of tutorial letter 301 is to provide you with an orientation to open distance learning (ODL), outline a few study skills that will enable you to become more independent as students and answer some of the common questions asked by students. Please consult the My studies @ Unisa. It contains important information on matters such as assignments, booksellers, orders, regional offices and the use of the Library.
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1.3
Finding your way around the study package
You will receive a study guide and a tutorial letter 101. Depending on the paper you have registered for, other important information might also be included, such as a CD/DVD and/or case books/articles. The study guide relates to other items such as the textbook, CD/ DVD, and tutorial letters. You should immediately read tutorial letter 101 for all the papers/modules for which you are registered. This tutorial letter 101 will help you navigate various elements of the paper, such as the SCHEME OF WORK, STUDY RESOURCES AND ASSIGNMENTS. Tutorial letter 101 will also tell you what prescribed books, if any, you need to buy. Note the submission dates for the assignments for all your papers/modules. Then plan your study programme in such a way that you will be able to submit all your assignments on time. On the last page of this tutorial letter we have included a study year planner (calendar). We encourage you to complete it by including important dates (eg. the submission dates for assignments, the examination dates and the dates of discussion classes) for all the papers/modules for which you are registered in 2012. 1.4 Communication with Unisa and the Department of Business Management
Please note that all administrative enquiries should be directed to Unisa and not the Department of Business Management. Enquiries will then be channeled to the correct department. It is however important that you note the following important information. 1.4.1 General Unisa contact information
1.4.1.1 The following options are available to all students: Unisa website (http://www.unisa.ac.za & http://mobi.unisa.ac.za) All study-related information is now available on the new Unisa corporate website in both web and mobi formats. myUnisa (https://my.unisa.ac.za/portal & https://my.unisa.ac.za/portal/pda) Students can access their own information via the myUnisa website or mobi site. E-mail (info@unisa.ac.za) Students may send an e-mail to info@unisa.ac.za for information on how to contact Unisa via e-mail. SMS (32695 - only for students in South Africa) Students may send an SMS to 32695 for more information on how to contact Unisa via SMS. The sender will receive an auto response SMS with the various. SMS options. The cost to the student per SMS is R1,00. Fax (012 429 4150) Students will be able to fax their enquiries to 012 429 4150, whereafter it will be distributed to and processed by the relevant department.
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1.4.1.2 The table below also provides important contact information for the respective support departments in Unisa. Unisa Support Department Student Admissions and Registrations Student Assessment Administration Description of enquiry Applications and registrations Short SMS code 43578 E-mail address
Study-info@unisa.ac.za
Assignments and examinations
43584
For assignments: Assign@unisa.ac.za For examination: Exams@unisa.ac.za
Despatch Finance ICT (myUnisa & myLife)
Study material Student accounts myUnisa myLife
43579 31954 43582
despatch@unisa.ac.za finan@unisa.ac.za MyUnisaHelp@unisa.ac.za MyLifeHelp@unisa.ac.za
1.4.2
Contact with the Department of Business Management
Only queries that are not of a purely administrative nature but are about the content of a specific paper/module should be directed to your relevant lecturer in the Department (see your relevant tutorial letter 101 for the lecturer(s) contact details). Always have your study material on hand when you contact us. For your convenience, and if you have any problems contacting the lecturers individually, or if you do not get hold of Unisa at any of the abovementioned contact information, you may contact the departmental administration. Their contact details are as follows:
DEPARTMENT OF BUSINESS MANAGEMENT
012 429 4220
busman@unisa.ac.za
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GRADUATENESS AS A STUDENT IN THIS DEPARTMENT
As a student you have enrolled for one of our undergraduate qualifications in Business Management for an in-depth study of a number of sub-disciplines in the Business Management field. The discipline-specific knowledge that you will gain from your studies will enable you to specialize and develop your proficiency in this field. However, you will realise in the course of your studies that the increasing internationalisation, the growing proportion of knowledge-intensive work, increasing use of rapidly evolving information technology, and a new organisation of work based on global networks, teams, and multi-cultural diversity have extended the range of capabilities needed in professional work. The general expectation is that a person with a completed qualification from the University of South Africa will have developed as a person and acquired in addition to her or his disciplinespecific knowledge, skills and competencies, broader attributes which equip Unisa graduates to be innovative and effective in the workplace, and active and informed citizens. The University of South Africa generally expects its graduates to have distinctive graduate qualities which characterise their graduateness. These qualities are included in the following statement on the graduateness of a Unisa student (Unisa Curriculum Policy, pp. 13,14). Unisa graduates: Are independent, resilient, responsible and caring citizens who are able to fulfil and serve in multiple roles in their immediate and future local, national and global communities. Have a critical understanding of their location on the African continent with its histories, challenges and potential in relation to globally diverse contexts. Are able to critically analyse and evaluate the credibility and usefulness of information and data from multiple sources in a globalised world with its ever increasing information and data flows and competing worldviews. Know how to apply their discipline-specific knowledges competently, ethically and creatively to solve real-life problems. Are critically aware of their own learning and developmental needs and future potential. Being a student of the Department of Business Management, you have become part of the College of Economic and Management Sciences (CEMS). The CEMS aims to create graduates that are responsible, accountable, relevant and ethical (RARE) as citizens in every community where they operate. In support of the Unisa statement on its students’ graduateness, the CEMS focuses on imparting to their students in addition to the disciplinespecific knowledge of a course or paper/module, a specific set of generic transferable metaskills and personal attributes (generally referred to as graduateness skills and attributes) that transcend disciplinary-specific outcomes. These skills and attributes are regarded as
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enabling outcomes that will assist students to become competent and professional graduates who have the potential to make sustained positive contributions to society, to their professions, and in their workplaces. The CEMS framework of graduateness skills and attributes addresses three holistic overarching attributes which are regarded as important enabling outcomes of university education. These are scholarship (students’ attitude or stance towards knowledge, the way they think and work, and the tools they use to work effectively); global citizenship (students’ attitude or stance towards the world and living in the world); and lifelong learning (students’ attitude or stance towards themselves and living in the world). Each one of these are outlined as follows: As scholars, graduates should be leaders in the production of new knowledge and understanding through inquiry, critique and synthesis. They should be able to apply their knowledge to solve consequential and complex problems, and communicate their knowledge confidently and effectively. As global citizens, graduates must aspire to contribute to society in a full, meaningful, ethical and responsible way through their roles as members of local, national and global communities. As lifelong learners, graduates must be committed to and capable of continuous learning for the purpose of furthering their understanding of the world and their place in it. The CEMS generic transferrable meta-skills and personal attributes form an integral part of the generic critical cross-field outcomes listed by the South African government as learning outcomes that are relevant throughout life for all South African citizens. Forming an integral part of the CEMS framework of graduateness skills and attributes, these generic learning outcomes enable graduates to continue to be proactive, enterprising learners, flexible, and able to adapt to change throughout their careers and professional lives. The learning and assessment activities in your chosen undergraduate qualification have been designed to enable you to develop the graduateness skills and attributes expected from a CEMS graduate. As the development of the graduateness skills and attributes is a gradual process, each paper/module will provide you with various opportunities to evaluate your achievement of these skills and attributes. You will also note that developing and applying the graduateness skills and attributes by completing the various learning and assessment activities will help you to master the disciplinary-specific learning outcomes specified for each paper/module that constitutes this undergraduate qualification.
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The CEMS generic transferable meta-skills and personal attributes are outlined as follows: Interactive skills: These skills relate to: (1) the effective and efficient use of English language and technology when communicating with others and (2) the ability to function effectively and efficiently as a person in communicating and interacting with people from diverse cultures, backgrounds, and authority levels. Problem-solving and decision making skills: These skills relate to being creative and proactive in the process of producing a solution to a recognised often ill-defined problem or problematic complex situation. Continuous learning orientation: This involves having a cognitive openness toward lifelong learning and the willingness to proactively engage in the process of acquiring new knowledge, skills and abilities throughout one’s life and career in reaction to, and in anticipation of, changing technology and performance criteria. Enterprising skills: These skills involve being venturesome and applying critical thinking, initiative and proactivity when engaging in economic activities or undertakings either to create and operate an enterprise of one’s own, or be a substantial contributor to an enterprise as an employee. Being enterprising also means that one is able to recognise and be adept at dealing with organisational or team politics. Presenting & applying information skills: These skills refer to the ability to clearly and convincingly communicate knowledge, facts, ideas, and opinions (oral and written) with the view to offer solutions for one’s personal benefit, or for the benefit of one’s community or workplace. Goal-directed behaviour: This refers to the ability to be proactive and apply initiative to achieve one’s goals, accomplish tasks, or meet deadlines. Setting realistic goals, developing plans and taking action to achieve one’s goals, accomplish tasks and meeting deadlines are core elements of goal-directed behaviour. Ethical & responsible behaviour: This involves accepting full responsibility for, and taking the lead in upholding the code of moral beliefs and values of one’s profession, community, and/or workplace in all one does. Analytical thinking skills: Analytical thinking implies being skillful in employing logical reasoning and analysis in explaining information and data, and drawing insightful conclusions from the data analysis.
IMPORTANT NOTE:
THE CEMS GRADUATENESS SKILLS AND ATTRIBUTES FRAMEWORK IS INCLUDED AS TABLE 1 AT THE END OF THIS TUTORIAL LETTER.
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3.1
ORIENTATION TO ODL IN THE CONTEXT OF THE DEPARTMENT
The nature of ODL (open distance learning)
You have chosen to register at Unisa, which is an open distance learning institution of higher education. What does this mean for you? First, you may have obtained access to the University because of its ”open” nature without necessarily having the skills to cope at a university, because, for example, you may have been out of the education system for a long time. However, these skills can be learnt. Now that you are registered, you will have access to the following resources that will help you to make a success of your studies: study guides, assignments, the Library, lecturers, tutors, literacy centres, counsellors to assist with study skills, peer groups, the online learning management system myUnisa, and so on. You need to use these resources wisely to help yourself. Second, distance education usually provides an independent study package. Many people are not used to studying completely in isolation from the institution, their teachers and their fellow students. Many distance education students feel lonely and drop out. As mentioned in the previous paragraph, there are resources available to you to bridge this distance and to offer you support. Please use them. 3.2 What the University/Department expects of you
In this Department we expect students who register for this qualification to be able to (1) (2) (3) (4) (5) (6) (7) (8) (9) learn from predominantly written material communicate what they have learnt comprehensibly in the medium of instruction use basic calculations such as multiplication, etc draw up and read graph; interpret statistics accurately with guided support, take responsibility for their own progress make decisions about and accept responsibility for their own actions transfer successful learning strategies across courses evaluate their own performance against given criteria
We also expect students to plan, monitor (including adapt) and evaluate their learning and strategies. Asking questions is one way of taking control of your own learning.
Planning: What do I already know that will help me to do this activity? What should I do first? How much time do I have and how much time do I need to learn this? What resources do I have and where can I go for help? Monitoring: Am I on the right track? How am I doing for time? Do I need to speed up? Do I need to slow down? Do I need to (re)prioritise? What should I do if I do not understand? How can I revise my plan if it is not working? Evaluating: What could I have done differently? How well did I do? What did I learn that I could use in other tasks? How long did this take me? Could I have done it in less time? How?
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3.3
What you can expect from the University/Department
You can expect the following: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) an up-to-date study guide that will help you to prioritise the important information presented in a particular paper/module to understand the main ideas and debates in the area of study to learn the terms and concepts important to your chosen field to apply what you are learning in relevant context to integrate other media such as the textbook, myUnisa, CDs, etc tutorial assistance at learning centers or online library orientation and services career and study skills counseling assistance with literacy and numeracy problems opportunities to submit assignments and receive constructive feedback before the examination feedback on queries online within 24 hours where possible, but otherwise within three working days if the University requires additional research consistent, accurate information, etc
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LEARNING STRATEGIES
This section provides you with guidelines on estimating your time, planning/goal setting, using effective learning strategies and how to approach written and multiple-choice assignments. 4.1 Estimating your study time
Students often register for more papers/modules than they can handle, given their current life circumstances. To help you manage this aspect of your studies, the following timesheet is a good example that you could use to estimate the demands of the paper/module and the time you have available:
STUDENT TIMESHEET: ALL COMMITMENTS The timesheet below will help you to estimate the amount of time you spend on regular work and life activities in a week so that you can work out the number of hours you have available for study. Each Unisa paper/module needs 120 hours of study, spread across different activities. For a semester of 12 to 15 weeks, you will need about eight to ten hours a week for each paper/module. The more accurate your calculation, the more realistic you can be about how many papers/modules you can take at a time. Potentially, in a week, you have 168 hours.
Hours already committed each week before studies: Sleep (eg seven hours a night = 49) Meals Personal hygiene
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_________________ _________________ _________________
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Household work (eg cleaning, preparing food, childcare, gardening) Employment Travelling Errands (eg shopping) Socializing TOTAL COMMITTED:
_________________ _________________ _________________ _________________ _________________ _________________ _________
Hours available for study: 168 – total committed =
If you divide this number by eight or ten, you can estimate the maximum number of papers/modules that you should be doing in a semester. Keep up the number of hours required a week. One of the big dangers in distance education is that a crisis such as a sudden illness can throw you off track, with the result that you fall behind and drop out. If such a crisis occurs, be flexible and recalculate your time so that you can catch up. This is easier to do if you were on track before the crisis. Consult your lecturer for advice immediately if you fall behind.
You can also use annexure A at the end of this tutorial letter as an example of a year program that can be used to indicate to you where you should be with your studies by certain times in any given semester. You are encouraged to set your own short- and long-term goals. 4.2 Reading for understanding
You need to ”read” your study package so that you can navigate your way around it successfully. Check the titles of every document you receive in the package. This tutorial letter and tutorial letter 101 have the information READ NOW, which is an indication of their importance. Your study guide is also a vital, resource and you should start by looking at the table of contents, which will indicate the main (high-level) headings and orientate you to the scope and content of the paper/module. Different students have different reading speeds and abilities. How good a reader are you? You need to develop your reading skills until you can read about 250 words a minute to manage your reading load for each paper/module. You can easily calculate your current reading speed by taking a textbook or study guide and getting someone to time you for a minute while you read. Then count how many words you have read in that minute. One way to read more efficiently is to skim the text first, reading high-level headings, the first sentence of every paragraph and looking at any diagrams to build up an overall sense of the meaning. You can build a summary on the basis of this strategy. Once you have the big picture or main ideas, you can read and understand the detail more easily. Other effective reading strategies are to self-question, re-read, paraphrase to understand, link to prior knowledge, look for topic sentences, make outlines, draw diagrams, form study groups, flag to ask a lecturer, etc.
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4.3
Compiling your own glossary
A glossary is like a dictionary: it gives you a word or phrase and the meaning of that phrase. You could start to build up an alphabetical list of new terms that are explained in the study guide or textbook and add examples to make the meaning even clearer. You might even wish to write an explanation in your own language if you are using English as an additional language. Gloss ”terms of art” – words that are important to your field of study. Also gloss academic words like “data”, “phenomenon”, “critical thinking”, etc. 4.4 Re-using effective learning strategies
Some learning strategies work and make you successful; others do not work, leaving you feeling that you will never understand and therefore you have to memorise and reproduce information. However, memorization is itself a strategy. If memorisation is your main strategy, and you keep failing, you need to realize that it is simply not working for you. If writing your own glossary helps you to learn, use it in all your papers/modules. If skimming helps you to learn more successfully, use it on all your texts. Make a note of strategies that work for you so that you can re-use them directly or in an adapted format. 4.5 4.5.1 Assignments The value of assignments
The importance of doing assignments cannot be over-emphasised. Assignments, like the activities in the study guide, are a vital part of learning in a paper/module. Assignments are important because they allow you to determine the standard the Department sets for its students and the quality of work it expects. Comments on assignments are usually detailed. If you read these comments and relate them to what you wrote in your assignment, you will benefit when revising the work for the examination. Assignments also prepare you for the examinations by giving you a chance to practice for final assessment.
Essentially, assignments and examinations have different purposes: an assignment is meant to help you to learn and often focuses on only one or two outcomes. Do not be afraid of making mistakes in assignments: this is often the way we learn. An examination is proof of mastery of the learning outcomes for the paper/module.
Your assignments also contribute to (1) (2) admission to the examination your year mark
The purpose of assignments (and the activities in the study guide, online discussion forums, etc) is as follows: (1) (2) (3) (4)
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to engage actively and learn through doing and receiving feedback to motivate you to work through all the study material and achieve all the outcomes to learn the reading and writing skills expected of a future professional to be able to combine different ideas and arguments in a single answer
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(5) (6)
to practice gathering material and presenting ideas/ arguments in a logical, ordered fashion using convincing arguments (merely copying the study material is not acceptable) to learn to use assessment criteria and feedback on assignments to increase your ability to self-assess. When you enter the world of work, you will have to evaluate your own arguments and submissions – hence the need to acquire this skill as soon as possible
In the Department of Business Management we require you to present and structure your essay assignments according to a particular method. This tutorial letter is intended to help you to do this correctly. Please study this tutorial letter in conjunction with tutorial letter 101 for each paper/module for which you have registered for 2012. Your assignment answers must satisfy certain requirements for scientific and academic writing. You therefore need to read this tutorial letter before attempting to write an assignment answer. As you progress with your studies, you will have to become increasingly careful in the application of the scientific method for writing assignments. Please note that you will be penalized if your assignment answers do not comply with these requirements. Read this tutorial letter again when you receive a marked assignment from us, so that you can understand the lecturer's comments better. Bear in mind that you will be required to complete two compulsory assignments for each paper/module you have registered for. 4.5.2 Understanding the assignment
This section deals with the interpretation of the assignment topic. The problem statement proceeds from the interpretation of the topic. 4.5.2.1 Read the assignment It is imperative that you read the assignment carefully to ensure that you understand what is required and that you do not misinterpret anything. Look up any unfamiliar words in a dictionary. All relevant subject terms should be defined in your study guide and textbook, which means that you must consult these as well. Important information is conveyed in the way in which the assignment is worded, as well as through the instructions, assessment criteria and guidelines provided with the assignment. 4.5.2.2 Find the keywords A keyword helps you to come up with ideas. The next step is to identify exactly what the subject is and what aspects of it the assignment topic covers. To do this, you must find the keywords (ie the most important words) in the assignment topic. This will help you to understand what the assignment is all about. Keywords can provide you with more information on the topic. They guide you when you are reading about the topic and gathering information on the central theme. However, you also need to pay special attention to the wording of questions because it will guide you in giving the correct answer and deciding on the focus of the assignment. The following list
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includes such words together with the meaning of each word: Question Word (instruction) Enumerate
Meaning
Mention items or points one by one. No detail is required and the result of an enumeration is a list of things or aspects. State briefly, in broad outline, without detail. An indication gives the reader the gist of the matter. Divide into sections or elements and discuss in full. State the precise meaning of a term as you use it in your assignment answer. The definition should ensure that the term has only one meaning and that it cannot be confused with other terms. This often means that you will have to read a number of definitions before arriving at a substantiated decision on the precise meaning you will attach to the term in the relevant assignment. Provide definitions, but also indicate similarities and differences. called differentiation. Also
Indicate
Analyze Define
Distinguish
Describe
Give an account of the characteristics or properties of a matter in such a way that your reader can recognise it and not confuse it with anything else. A description tells you ”what it is like”. You can be asked for physical descriptions or descriptions of processes, for instance. Write about the topic in such a way that the reader gains a better understanding of the important underlying facts. An explanation tells the reader ”why a thing is the way it is”. Set out how things differ from one another and in what ways they are similar. A good comparison also says ”why it is so”. This implies that there are various explanations of or opinions about the topic you have to discuss. You must state what these are and show how and why they may correspond or differ. The word ”discuss” often involves weighing up arguments for and against something. Assess or ”determine the value of” something. This means that you should have criteria against which you can measure something; the end result should be the formulation of your own informed opinion of the matter. You may approve, disapprove or suggest a modification of whatever you have to evaluate. Evaluation usually implies comparison and should always be substantiated –that is, based on soundly formulated reasons. Look at/observe, identify the problem or the characteristics, describe what you have observed, and then critically discuss a topic in terms of definite criteria or guidelines and possibly suggest solutions.
Explain
Compare
Discuss
Evaluate
Examine
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Question Word (instruction) Offer comments
Meaning Give your own informed opinion on the matter, grounded in the knowledge base of your discipline or field of study. Direct attention to something logically, say, a premise, by means of thorough reasoning; priorities in a field; discrepancies in an argument, etc. Give the key aspects of a topic without any detail. Also review, draw or outline. Give examples or draw a diagram to make a particular topic or subject clearer. Reproduce an existing thing just as it is, without any changes, comments or arguments. Specific information is given and you have to say what it means in a particular context or according to certain criteria. Your explanation should be as practical as possible. Academic ”criticism” looks at both good and bad characteristics. Identify these characteristics and give your opinion after taking all the facts into account, applying what you have learnt or looking at given criteria. This means adding whatever is missing from a sentence, sketch or table, for example, to complete it. To be able to fill in what is missing, you would need to have memorised the material. This involves reproducing memorised subject matter. The required information must be given in the form of single words or short sentences, preferably numerically presented. Number every point. This means changing specific information from one form to another. An argument must single out the essential facts of a matter and then go on to explain those essential facts. It must be possible to discern what the essential facts are, and why they are essential. Also estimate or determine. This is the numerical expression of a particular relationship, through which a conclusion is reached. A calculation or estimate usually requires the student to perform a mathematical calculation with particular figures. Determine involves acquiring certain information by applying processes or methods
Point out
Summarise Illustrate
Interpret
Criticize/judge
Complete
Name
Reduce to Argue
Calculate/ determine
Prove
Facts must be supported by the logical advancement of acceptable reasons.
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Question Word (instruction) Demonstrate
Meaning
Show how, how would one ... in practice? This involves supporting or elucidating (explaining) certain information with reference to examples. The student is required to show or demonstrate, say, how certain principles, methods and theories can be used. A demonstration of this kind may be purely theoretical.
Apply
This involves using information in new situations. Application signifies using acquired knowledge and insight to understand real situations or case studies.
Classify
The information to be classified (object, concept, etc) should be located in an existing classification system. A logical consequence must be deduced from given information. The logical consequence that follows from the information should not contain any contradictions and should be supported by adequate reasons. Two or more aspects of something are compared, which indicates only differences, contrasts or discrepancies. The differences, contrasts or discrepancies should merely be pointed out without giving any further justification for or explanation of, unless the question specifically requests this. Data must be analysed or divided into parts. Causes, effects, relationships, and so forth, must be sought. Data are grouped on the basis of certain relationships. As the word indicates, pairing means grouping data in twos. A new or original combination of data must be formed. The emphasis is on new or original ideas.
Deduce/derive/ draw conclusions/ generalize Contrast
Investigate
Arrange/structure/ pair Design/plan/create / compile/develop/ produce/combine/ compound/ diagnose Advise/ recommend/ propose Relate to
Supply expert guidance on the solution of a unique problem. Given a particular set of data, the student is expected to produce an expert solution to a unique problem. Students are required to indicate clearly how various matters are related to one another, for example, how they are linked or how they correspond to one another. The students must be able to identify and formulate relationships.
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The instructions given with each assignment should make it quite clear what is required. If you do not understand an assignment, contact your lecturer or tutor, who will gladly help you to solve any problems you may have. However, do not do this until you have read extensively on the assignment topic, because an assignment topic often becomes clearer once you have done some reading. 4.5.3 Compile a list of things to find out
After you have read the assignment, compile a list of things to find out. Ask yourself questions. This will help you to concentrate on the most relevant aspects of the topic and will also ensure that you do not leave out important points. 4.5.4 Research the assignment topic(s)
4.5.4.1 Finding the information a The study guide and prescribed book Read the relevant sections in your study guide and prescribed book, if you have one. This will give you a broad outline of the main aspects of the topic. Subject terms with which you are unfamiliar will usually be defined in the study guide, prescribed book and recommended sources. b Other recommended sources Once you have a general idea of the topic, you should consult some of the other recommended sources if any are listed in tutorial letter 101 for the assignment topic. Use the tables of contents and indexes in books to find the relevant sections. A table of contents is at the beginning of the book and gives the headings and subheadings of each chapter. This will provide guidelines on which chapters are likely to be relevant. The index is at the back of the book and is an alphabetical list of topics, with the page numbers on which the topics are discussed in the book. In order to understand the content and meaning of the text, bear the following in mind: Headings and subheadings indicate what the text is about. These will help you to anticipate what topics are dealt with in a particular section, and to select the sections of a book or article that are relevant to your topic. Try to find the key sentence of each paragraph in order to identify the main points. (Do not underline or write in library books.) The key sentence reveals the meaning of the rest of the paragraph. It is often but not always the first sentence of a paragraph. If you skim a text – that is, read only the first sentence of each paragraph – you should have a good idea of what the broad outline of that reading is. 4.5.4.2 Selecting relevant information Once you have decided that a source will be useful for a particular assignment, you can set about collecting the relevant information. This means you must select information that relates specifically to the assignment question(s). As you read, make notes on sheets of paper. Bear in mind that the author of the book or article is not necessarily concentrating on your
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particular topic. He or she may include too much detail on matters that are not directly relevant to your requirements. When reading, you must select and write down only the information that is relevant to the assignment topic. This information will help you to substantiate (ie support) your point of view about the topic. Leave out all matters that do not contribute directly to the subject of your assignment. a How to make notes Here are a few hints on how to make notes on the information obtained from literature sources: Step 1. Put together all the information sources you have obtained for writing the assignment, including the study guide, articles, case law and the prescribed book. Read the relevant sections in the study guide, articles, case law and prescribed book first, and then the recommended works and any other sources you may have obtained. Step 2. Identify the aspects of the information that are relevant to the assignment topic(s) and note them down as follows: Use a separate sheet of paper for each point that you think should be considered. At the top of the paper, write down a suitable heading for each particular point. Step 3. Draw two parallel margins on the left side of each sheet of paper to create two columns. Give these columns the following headings: ”Source” for the first column on the left, and ”Page number” for the one next to it. Step 4. Start making notes as you read through your information sources. For instance, if you have a definition of research on page 4 of the recommended book, take the sheet of paper bearing the heading “Definitions: research”.. Write down “Recommended book” in the column on the left, and “4” in the column next to it. Then note down the essence of the definition that you have found in the book. If you have also found a definition for research on page 18 of an article, return to the sheet bearing the heading “Definitions: research”. Write down the author(s) of the article in the left-hand column, and “18” in the one next to it. Write down the essence of the particular author's definition. Once you have completed your reading, the sheet “Definitions: research” may contain quite a number of definitions, as provided by various authors. Remember that if you copy down a sentence or passage word for word from any information source, you must put it in quotation marks even when merely taking notes. (A sentence or passage that is copied word for word from a source is called a verbatim quotation.) More information on the proper citation and reference methods to use in the assignments will be provided later in this tutorial letter. Step 5. Once you have completed your note taking; look at the information noted down on all the sheets. Let us again take as an example, the sheet bearing the heading “Definitions: research” as an example. Study all the definitions you have gathered and see whether some differ from others. One author may, for instance, emphasise a particular point in his or her definition which is not mentioned by another author, or may provide a completely different definition. These points should be noted on the sheet of paper. (If you can indicate such differences in your assignment answer and use this information as a basis for formulating your own definition, you will have shown evidence of critical thinking, which will enable you to score higher marks.)
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You will compile your assignment answer from these notes. It is therefore important that you write down the name of the source and the page numbers correctly. 4.5.4.3 Assessing sources When you do your reading, do not automatically accept everything the author states as true. You must be alert to the difference between a fact and an opinion. A fact is a generally accepted truth, such as ”Unisa was founded in 1873”. An opinion is a deduction made by an individual author, for example ”Unisa is the best university”. Facts are objective and opinions subjective. Authors often view issues from different perspectives and therefore have different opinions. Do not let this confuse you. Refer to different sources and compare them. Decide which opinions you think are the best supported, or the most logically argued and hence the most valid. You are not, however, required to decide whether a viewpoint is right or wrong. It is more important that you notice these differences of opinion and point them out in your assignment answer. You might also need to choose a perspective most appropriate to a particular context. If you agree with a particular author's viewpoint, you may say so in your assignment answer, as long as you indicate that you have considered other interpretations and explain why you have accepted a particular point of view. If you include your own opinions you must therefore substantiate (give reasons for) them. For example, it is not enough to say ”Censorship is bad”. You must also state why you think so, for example: ”Censorship is bad because it violates one of the basic principles of information science, namely, that information should be freely available to all.” 4.5.5 Answering the assignment
You have now read the assignment carefully and decided what is required in your answer. You have also read various sources and made notes. You can now start writing your assignment answer. However, there are several stages in completing an essay assignment, as highlighted below. 4.5.5.1 Plan your assignment answer Before you start writing your assignment answer, you need to plan how you are going to turn your notes into a scientific and academic discussion. The following suggestions may help:
(1)
Read the assignment topic again to refresh your memory. Look at the headings, subheadings and other details you wrote in your notes, and consider whether these will help you to compile an answer. If not, you need to return to your sources to find more information. You should now be ready to work out your rough plan. Write the heading “Introduction” at the top of a page, leave a few lines, write the heading “Main discussion” and then leave most of the sheet empty. A few lines from the bottom of the page, write the heading “Conclusion”. Every assignment answer consists of these three main sections: an introduction, a main discussion and a conclusion. You will now fill the spaces under these three main headings
(2)
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by transferring the ideas in your notes to this planning sheet. Read through your notes carefully. Start placing headings and subheadings from your notes in a logical order. Write these headings under the heading ”Main discussion” on your planning sheet. (Only write the headings and subheadings, not your notes and references.) By arranging these headings logically like this, you have worked out a framework from which to write the discussion part of your assignment. (3) Consider whether these headings and subheadings are sufficient for and/or appropriate to a discussion of the assignment topic.
4.5.5.2 Write your assignment answer You will now use your plan and your notes to write your assignment answer. Write down the number and topic of the assignment as they appear in tutorial letter 101 before starting with the introduction. Introduction Start the introduction with an interpretation of the topic (a short explanation in your own words of your understanding of the field of study of the assignment: that is, the task that must be executed). Merely repeating or paraphrasing the topic as it appears in Tutorial Letter 101 would therefore give no indication of your own understanding of the topic. The reason why you need to interpret the topic is to ensure that you understand exactly what you have to do, so that while you are gathering information and making notes, you will be certain that you are concentrating on matters that are relevant to the topic. A good interpretation outlines the main subject of the topic focuses directly on the assignment topic The introduction could include a problem statement. The purpose of the problem statement is to put the topic in the correct context state what the central point of the topic is indicate the steps to be followed in investigating or discussing the topic Main discussion The main discussion forms the biggest part of your assignment answer. The problems that you have identified in the problem statement are discussed here. It is here that you will develop your main argument and give reasons for your answer. The main discussion of your assignment answer should be divided into sections according to the headings and subheadings that you identified in your rough plan. (Do not use ”main discussion” as a heading in your essay.) For each main point you should have a heading and, if necessary, subheadings. You must number your headings and subheadings. Use Arabic numerals (1, 2, 3, etc.) and decimal points for numbering subheadings (1.1, 1.2, etc). Your discussion under each heading must be divided into paragraphs.
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A good paragraph deals with one main idea or topic, preferably stated in the first sentence contains all the explanations, details and examples that support the main idea shows how the information is linked to the assignment topic does not contain irrelevant information and does not repeat information Do not copy word for word from your sources, although you may use short, fully referenced quotations in your essay (the word ”short” meaning a phrase of two or three words or a sentence up to about three lines). Unless you use your own words, we cannot judge whether or not you have understood your sources. It is not possible to obtain a pass mark for an answer in which too much use has been made of passages copied from sources, even if the copied passages are correctly acknowledged by means of references. (How to acknowledge work consulted is explained later in this tutorial letter under 4 below.) A verbatim (word-for-word) quotation is only used when you wish to emphasize a point you have made in your assignment answer. The quotation must then be enclosed between quotation marks. But keep direct quotations to the minimum and always ensure that you acknowledge your source even if you are not quoting from it directly. If you quote the title of an information source in your text, you must underline the title in a written text or use italics in a computer-generated document. Conclusion The conclusion is the last paragraph of your essay. It should relate to the topic(s) of the assignment. The main points of the assignment answer may be summarised here but no new information should be included in the conclusion. Here you should also state the impressions you gained and the conclusions you drew on the strength of the preceding discussion. A good conclusion summarises the main argument and content of your essay comments on the problem statement gives your informed impressions or the outcomes of your research 4.5.6 Technical details of assignments
4.5.6.1 Table of contents A table of contents is a list of all the headings and subheadings, and should follow immediately after the title of your assignment. You indicate a subheading by using the number allocated to the main heading, for example 3, and then adding a decimal point for the subheading, say, 3.1, 3.2, etc. The numbers, headings and subheadings must be the same as those used in the text of your assignment answer. Number the pages of your assignment and include the relevant page numbers in the table of
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contents. A table of contents is incomplete if it does not indicate the page numbers on which the headings and subheadings appear in the text. 4.5.6.2 Acknowledgement of works consulted As we said earlier, you must acknowledge the sources of your information in the text on your assignment answer. You must do this even if you are not quoting directly from the source. Quotations from sources should be kept to a minimum. All quotations should be accurate and fully acknowledged. Please refer to the section of this tutorial letter that deals with referencing techniques. 4.5.6.3 List of works consulted Your assignment must have an alphabetical bibliography (all the sources you consulted even if you did not refer to them) or a reference list. This is usually placed directly after the conclusion. When an assignment answer includes appendices, these should be placed after the bibliography and the list of sources consulted. 4.5.7 (1) Some editing tips Write the number and topic of the assignment down on the first page and ensure that your assignment answer contains the following: a table of contents an introduction a conclusion a list of sources consulted or bibliography (2) Ensure that you use the correct grammar. If you are completing your assignment on a computer, use its grammar and spell check options Try to write in short sentences as far as possible (about 20 words per sentence at the most). Make use of commas to separate ideas. Write in complete sentences. Start each sentence with a capital letter and end it with a full stop. Check your spelling, especially of names. Use a dictionary. (3) (4) Make use of headings and subheadings in your text. Divide your essay into paragraphs. Ensure that each paragraph has a main idea. Ensure that each main idea is supported with examples, arguments, data, etc. (5) (6) Acknowledge your sources. Ensure that your name, address, student number, paper/module code and assignment number appear on the cover of the assignment and at the top of the first page of your answer. This information must be correct. Every successive page should show at least your student number and the paper/module code
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(7)
Number your pages. Ensure that the pages of your answer are stapled together properly. Do not staple together the answers to different assignments.. Foreign words or expressions should either be underlined or typed in italics. We restrict the length of assignment answers to teach you to write concise and logical arguments. It is easy to write a long, rambling answer, but such an answer will not earn good marks. You must learn to summarise your research findings so that you can answer a question in a factually correct, concise and logical manner. Please do NOT write on both sides of the page Answers to all the questions in the assignment should be submitted simultaneously. Students who use word processors should consult the My studies @ Unisa about the format and paper to be used for assignments. If at all possible, the assignment should be typed, in at least 1,5 spacing. If you are not able to submit a typewritten answer, you may submit a NEAT AND LEGIBLE handwritten answer. It is wise to make a copy of the assignment before submitting it, in case it goes missing in the post.
(8) (9)
(10) (11) (12)
(13)
NOTE Students often find it rewarding to work in a group when preparing an assignment. Unisa encourages you to work together because it can improve learning. Note, however, that you must give your own interpretation of what you have learnt in the group when completing assignments. Identical assignments by different members of a group are not acceptable. Please note: Although students may work together when preparing assignments, each student must write and submit his or her own individual assignment. In other words, each student must submit his or her own work. It is unacceptable for students to submit identical assignments on the basis that they worked together. This will amount to plagiarism and none of these assignments will be marked. Furthermore, these students may be penalised or subjected to University disciplinary proceedings. 4.5.8 How to approach multiple-choice questions
See the My studies @ Unisa for instructions on how to complete a mark-reading sheet for multiplechoice questions. Read the following comments on answering multiple-choice questions and think about them. Of course, you do not have to learn them, but please make sure that you understand what is being said. A multiple-choice question is the type of short question that gives students alternative answers from which they must choose. The following is a simple example of a multiple-choice question: In its most basic form, strategic management can be defined as –––.
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[1] [2] [3] [4]
a process that concentrates on the present a process that focuses on the internal operations of an organisation a process that aligns the organisation with its external environment an operational function
The above multiple-choice question consists of the following: The problem statement or question In its most basic form, strategic management can be defined as
Distractors/alternatives Strategic management is –––. [1] a process that concentrates on the present [2] a process that focuses on the internal operations of an organisation Correct answer is number 3: [3] a process that aligns the organisation with its external environment
[4] an operational function
The problem statement or question provides the perspective from which or the context within which you have to work to find the most correct alternative. It gives an indication of how to approach the question. Therefore, always read and consider the problem statement carefully. Bear in mind that the function of the problem statement is to ensure that one alternative is more correct than another. What is the perspective from which or the context within which you have to work to find the most correct alternative or answer to the question in the above example? The key words are strategic management and defined. It is important to consider all the alternatives from the perspective provided by the problem statement or question. Sometimes students choose one of the first alternatives without even looking at the rest. Bear in mind that the distractors in a multiple-choice question are not necessarily completely wrong. They are called ”distractors” because they often contain some appropriate information. Hence it is easy to make a wrong choice if you do not know the subject well or if you do not read all the alternatives carefully before deciding on your answer. You must select the most correct alternative.
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4.6 4.6.1
Preparing for the examination Planning and revising
Planning is of paramount importance in preparing for the examination. Keeping good notes, doing all the assignments and adhering rigidly to the study programme, all contribute to success in the examination. Work back from the examination date and plan your study time prior to the examination. If you are doing more than one paper/module, plan whether you will try to study a little on each paper/module each day or if you are going to plan your time differently. Prioritise your studies by asking yourself a series of questions: What do I already clearly understand? What am I uncertain about? What do I not understand? How am I going to address my lack of understanding? Also note the following: Study the guide textbook again and take more notes. Work through the assignments and feedback again. Ask the tutor/lecturer. Work in groups with other students.
It goes without saying that to pass any examination, there is no substitute for a sound knowledge of the subject, which can be attained only by making a thorough study of the study guide and other prescribed material; interacting with other students in person or online; interacting with tutors; using the Library and other resources; and completing the assignments and noting the feedback. 4.6.2 In the examination venue
However, in our experience, students who apparently have a good knowledge of the subject sometimes fail to obtain a pass mark. Every year we come across scripts indicating that students devoted far too much time to the first few questions (for which they earned good marks) and were unable to answer the entire paper because time caught up with them. It is a good idea to first read through the paper carefully, specifically note the maximum number of marks allotted to each question, and then decide on the maximum amount of time that you should devote to each question. Make sure that you stick to the relevant points for each question. Our experience is that students sometimes add information that is not really relevant to answering a particular question, in the hope that they will somehow earn marks. It does not work that way. Our questions are very specific, and no marks can be earned by simply ”throwing in” additional material that is totally irrelevant. We try to ensure that the examination papers/modules are not too long. However, at the risk of repetition, we wish to emphasise that proper time planning is of vital importance in writing an
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examination. In dealing with a problem question (ie a question setting out a hypothetical factual situation, to which you must provide the solution), it is inadvisable to go directly to the solution. It is better first to make sure of the principles that are relevant in seeking a solution, to describe these briefly and then to state your ideas on the solution of the problem. Even if your eventual conclusion is not absolutely correct, your statement of principles (if done correctly) will earn you valuable marks. If the solution is also correct, you will obviously be rewarded for that as well. When you are required to define certain concepts or state certain principles or criteria, you should be brief and to the point. It will not be necessary to discuss or comment in detail on these, unless you are specifically asked to do so. Please structure your answers into short paragraphs. It is difficult for us to read through pages and pages of unbroken text. If you have begun your answer and are moving on to a new point or aspect, start a new paragraph. Some of you actually number specific points and paragraphs, and this is helpful. Subheadings and underlining can be equally helpful in marking scripts. If you quote decided cases or the names of authors of books or articles, underline their names. Please use a pen that will produce a bold and legible script. Sometimes the script produced by an overused ballpoint pen is barely legible. Take a back-up pen to the examination hall just in case your pen runs dry. We always try to set a paper that will test your knowledge fairly and thoroughly and maintain high standards. Students who have obtained a degree from this University may take pride in their achievement. 4.6.3 Supplementary/aegrotat examination
Please note that should the University grant you a supplementary examination, your year mark will not count towards your final mark. In other words, your examination will count 100% of your final mark and you will have to achieve a mark of at least 50% in the supplementary examination in order to pass the paper/module. However, this arrangement will not affect students who write the aegrotat examination (eg an examination provided for people who were ill and who produced a medical certificate indicating their illness). Their year mark will count towards their final mark.
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5.1
ETHICAL BEHAVIOUR AS A STUDENT
Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and using them as if they were your own. It involves a number of dishonest academic activities such as copying the work of other students, copying from textbooks, study guides, or suggested answers in the textbook (or memoranda proposed by the text book) without citing the source and/or copying from any source in the examination. You are advised to study the Student’s Disciplinary Code as approved by Council on 26 January 2008, especially sections 1.18 and 1.19. More information on this code is also available in
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myStudies @ Unisa, section I, page 37. Kindly read the university’s Policy on copyright infringement and plagiarism as well. 5.2 5.2.1 Referencing techniques and citing of sources The Harvard reference system
In this system your references are placed in brackets in the text. This system presupposes the use of abbreviated references. The full references are set out in your bibliography. Footnotes are not used, except where explanatory notes, incidental remarks, quotations etc are provided, which do not belong in the text for some reason. Note the following guidelines on the Harvard method: 5.2.1.1 Source reference ONE author: ... It may be, as Burchard (1965) points out... ... ... This notion has been explored in the sciences (Crane 1972)... A recent study (Brown 1974:40) showed that ... [page no. is given]
TWO authors: ... A recent study by Jones and Smith (1975) showed... ... ... A recent study (Jones & Smith 1975:20) showed... A recent study (Jones & Smith 1975:20–35) showed...
THREE authors: First citation: ... (Jones, Smith & Boren 1973:40)... ...a study by Jones, Smith and Boren (1973:40) showed... Subsequent citations: ... (Jones et al 1973)... ... (Jones et al 1973:225)... ... a study by Jones et al (1973:22–30) showed... Reference to a Unisa study guide: ... (Unisa 1999:65)... Full details of the guide, including the paper/module code, should be included in the bibliography or references at the end. 5.2.1.2 Bibliography At the end of the assignment you must provide a complete bibliography containing a list of all the works you consulted. It should be arranged alphabetically, according to the authors' surnames, as highlighted below.
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5.2.1.3 Books Friedlander, G. 1955. Nuclear and radio chemistry. New York: Wiley. Spain, B & Smith, MG. 1970. Functions of mathematical physics. 2nd edition. London: Van Nostrand Reinhold. Viljoen, BA, Brown, C & Roux, CP. 1982. Marketing: an introduction. Cape Town: Juta.
NOTE THE CORRECT USE OF PUNCTUATION, CAPITAL LETTERS AND LAYOUT.
5.2.1.4 Periodicals Redding, RW. 1976. Asymmetric effects. Journal of Molecular Spectroscopy 62(1):8–18. (Note: p or pp is not used.) 5.2.1.5 Unisa study guides University of South Africa. Department of … 2008. Risk management: Study Guide I for MNF3015. Revised edition. Pretoria.
NOTE THAT YOU WILL NOT BE REQUIRED TO PROVIDE SOURCE REFERENCES AND A BIBLIOGRAPHY IN THE EXAMINATION.
Information obtained on the Internet is acknowledged by referring to the particular website, followed by the date on which the particular website was visited. The date is important because the contents of the page on the website may change, or the particular reference or even the whole website may disappear or be moved elsewhere. It follows that besides making a printout of the particular page at the time of visiting it, you should recheck the current status of all internet references when preparing the final version of your work for submission. Example: Accessed on 21 January 2003. On the whole, a list of references containing only online sources is not acceptable because of problems with the reliability of the information. Printed journal articles are peer-reviewed and edited; many sources of information on the world wide web are not. However, if you are using a Unisa database or online peer-reviewed journal, the information is reliable.
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6
SHORT LEARNING PROGRAMMES OFFERED BY THE CENTRE FOR BUSINESS MANAGEMENT
BANKING Course in Fundamentals of Banking and Risk Management (6 months) Programme in Advanced Bank Management Programme in Banking (1 year) Advanced Programme in International and Central Banking (1 year) Programme in Advanced International and Central Banking (1 year) BUSINESS COMMUNICATION Programme in Business Communication (1 year) ECONOMIC STUDIES Programme in Economics and Public Finance FINANCIAL MANAGEMENT Short Course in Basic Financial Life Skills (3 months) Course in Basic Business Finance (6 months) Course in Financial Management (6 months) Course in Financial Performance Measurement and Control (6 months) Short Course in Personal Financial Management Programme in Business Continuity Management (1 year) Programme in Financial Management (1 year) Programme in Investment Analysis and Portfolio Management (1 year) Programme in Risk Management (1 year) Advanced Programme in Risk Management HUMAN RESOURCE MANAGEMENT Short Course in HR Hiring Practices (3 months) Course in Labour Relations Management (6 months)
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Programme in Human Resource Management (1 year) Advanced Programme in Human Resource Management (12 months) INSURANCE MANAGEMENT IISA Short Course in Elements of Insurance IISA Short Course in Elements of Short Term Insurance (6 months) IISA Introductory Programme in Short Term Insurance (1 year) IISA Programme in Short Term Insurance (1 year) IISA Short Course in elements of Life Insurance (6 months) IISA Introductory Programme in Life Insurance (1 year) IISA Programme in Life Insurance (1 year) IISA Short Course in Elements of Retirement Funds (6 months) IISA Introductory Programme in Retirement Fund Management (1 year) IISA Programme in Retirement Fund Management (1 year) IISA Introductory Programme in Advanced Insurance Practice (1 year) IISA Programme in Advanced Insurance Practice (1 year) GENERAL MANAGEMENT AND ENTREPRENEURSHIP Short Course in Knowledge Management Short Course in SMME Management (3 months) Short Course in Writing a Business Plan (3 months) Course in Management Principles for First-line Managers (6 months) Course in Strategic Management (6 months) ICSA Programme in Strategic Management and Corporate Governance (1 year) Programme in Business Management SAIM Programme in Business Management (1 year) Programme in Business-focused Management (1 year) Programme in Office Management (1 year) Programme in Sport Management Programme in Advanced Strategic Management
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Programme in Entrepreneurship and Small Business Management (1 year) Programme in Safety Management (1 year) Programme in Knowledge Management PRODUCTION AND OPERATIONS MANAGEMENT Course in Basics of Project Management (6 months) Course in Basics of Total Quality Management (6 months) Programme in Total Quality Management (1 year) MARKETING PROGRAMMES Short Course in Customer Service Management (3 months) Short Course in Public Relations (3 months) Short Course in Relationship Marketing (3 months) Course in International Marketing Course in Introduction to Sales and Marketing (6 months) Course in Public Relations (6 months) Course in Customer Relationship Management Course in Relationship Management (6 months) Course in the Introduction to Marketing Management (6 months) Course in Marketing Research Programme in Business-to-Business Marketing (1 year) Programme in Customer Service Management Programme in International Marketing (1 year) Programme in E-marketing (1 year) Programme in Marketing Management (1 year) Programme in Advanced Marketing Management (1 year) Programme in Sales and Marketing (1 year) Programme in Marketing and Marketing Research PURCHASING MANAGEMENT AND SUPPLY MANAGEMENT
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Programme in Public Procurement and Supply Management (1 year) Programme in Purchasing and Supply Management (1 year) Advanced Programme in Sourcing and Supply Chain Management (1 year) RETAIL MANAGEMENT Course in Introduction to Retailing (6 months) Course in Retail Buying (6 months) Course in Retail Marketing and Merchandising (6 months) Programme in Retail Management (1 year) IN-HOUSE SHORT LEARNING PROGRAMMES Short Course in Finance for Non-financial Managers (3 months) Short Course in Marketing (11 weeks)
For more information on all of the above short learning programmes, please visit the website at: http://www.unisa.ac.za/cbm.
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WARNING
It has come to the attention of your lecturers that at present, various institutions are offering lectures in some of the papers/modules presented by the Department, to students registered at the University of South Africa. Please take cognisance of the fact that the Department does not exercise any control over the academic content and standard of tuition by these institutions. Also note that the principles and points of view of these institutions may not be in agreement with the academic principles of the Department. You may be penalised for incorrect points of view in the examination (please keep this in mind when completing your assignments). Finally, assignments completed by groups, of which the content is essentially similar, and which are therefore not the individual attempts of students, are regarded as unacceptable by the Department. Such assignments will not be marked.
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FREQUENTLY ASKED QUESTIONS AND ANSWERS
We receive many calls from students asking the same questions over and over again. We have herefore decided to include these frequently asked questions in this tutorial letter. Please do not make an unnecessary telephone call asking one of the following questions:
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8.1 8.1.1
Study material (tutorial letters, study guides, prescribed books and other items) What is Tutorial Letter 101 (Tut 101)?
You will receive a Tut101 for every paper/module for which you are registered. It is entitled SCHEME OF WORK, STUDY RESOURCES AND ASSIGNMENTS. The Tut101 contains essential information such as information on administrative matters, assignment details such as submission dates and the actual assignment questions, as well as the prescribed sources for that It is essential that you read through the Tut101 for each specific paper/module. paper/module carefully. 8.1.2 Study guide/s
8.1.2.1 How is the content of the study guide/paper/module determined? The content of a distance learning paper/module is determined through a systematic process for the design and development of distance learning materials. This includes a needs assessment of the education needs at the different levels of the degree, an analysis of the learner group, the needs of the South African Qualifications Authority (SAQA) and the needs of the specialist field of study. The inputs of various stakeholders are also taken into account, for example, the legal requirements of government (eg the various laws relating to the field of study), the needs of the workplace and industry, the requirements of the specialist field of study, and feedback from students through opinion surveys and focus group interviews. The curriculum and study guide are normally developed by a team which includes subject specialists, instructional designers, editors, authors of distance learning materials, graphic artists, etc. 8.1.2.2 Why can’t there be more built-in interactivity, guidance and feedback and proper selfassessment opportunities in the paper/module? With the advent of outcomes-based education (OBE), higher education institutions are now required to convert all learning material, including study guides, into an outcomes-based format. This implies that each paper/module and study guide should include clearly stated learning outcomes. Furthermore, the learning material needs to provide opportunities for built-in interactivity, self-assessment activities, guidance and feedback. When the study guides of the Department become due for revision, they are reviewed in terms of the OBE requirements and are constantly being improved to incorporate outcomes-based principles and approaches. It is acknowledged that feedback is an integral part of these requirements and essential in order to promote meaningful learning. The academic staff of the Department are all committed to working towards this ideal. 8.1.2.3 Most of the papers/modules are theory based. Why can’t the papers/modules be more practical to provide us with skills? This may be true of some papers/modules, but the papers/modules, in general and the study guides and assignments, in particular, require you to do activities, including case studies aimed at relating the theory to the practical business management environment. The diligent student will also complete these activities which promote understanding, the application of the theory and the development of cognitive skills relating to business practice.
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8.1.2.4 The sequence of the study units in the study guide and the chapters in the prescribed book is not the same. Should I use the study guide only? No. In general the study guide refers only to the chapter title and/or sections in the prescribed book. The study guide will indicate which chapters/sections and content you are required to study in the prescribed book. 8.2 8.2.1 Prescribed book Do I have to buy the prescribed book or can I simply use the study guide?
Yes, you do need to buy the book if it is prescribed for the paper/module you have registered for. You will not be able to complete this paper/module successfully without the use of the prescribed book. We suggest that you buy the prescribed book as soon as you have registered. Particulars regarding the prescribed book/s (edition; chapters/pages to study etc) will be provided in the section on study material in the relevant Tut101. Also consult your study guide in this regard. 8.2.2 Where can I find a list of official booksellers?
Information on official booksellers appear in the My studies @ Unisa, which you received with your study material. 8.2.3 May I use any alternative books?
We strongly recommend the use of the prescribed book. You are welcome to consult additional reading material, but the examination paper is based on the prescribed book and the study guide. 8.2.4 Could you highlight the most important aspects of each chapter?
We suggest that you refer to the learning outcomes or guidelines at the beginning of each topic/study unit to see what aspects of the learning material need to be mastered. 8.3 8.3.1 Other study material issues I have not yet received my study material or misplaced some or all of it. Could you please mail or fax me a copy?
No, unfortunately the study material is kept at a different department. Please refer to item 1.4.1.2 regarding the contact details in this regard. Ask whether the specific item has been despatched. If it has been despatched and you have not received it after a reasonable period of time, ask for another copy to be despatched. You can also find your study material on myUnisa. Refer to your Tut101 on how to access myUnisa. 8.3.2 I would like to do some additional exercises. Could you provide me with tutorial letters from previous years?
Owing to limited storage space at Unisa, no tutorial letters from previous years are kept and/or
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made available to students. 8.3.3 What do I do if I experience problems with the content of the study material?
Contact your tutor or one of the lecturers responsible for the paper/module immediately. Please do not hesitate to contact us. You can phone any of the lecturers during the mornings, make an appointment to come and see us personally, write a letter or send an email. Tutors are available in person at regional learning centres on most Saturday mornings. You need to register at the centre to attend tutorials. 8.4 8.4.1 Assignments Do I have to do the assignments?
The assignments, like the self-activities in the study guide, are vital learning tools to master the learning outcomes and to prepare you for the examinations. The assignments also provide an opportunity to obtain feedback from the lecturer and to get a feeling for the standard required in a particular paper/module. You need to do all the assignments mentioned in your Tut101. Please check carefully under the assignment section of your Tut101 how many assignment(s) you As need to complete, what kind of assignment(s) they are and their submission date(s). explained in your Tut101, no extensions whatsoever will be granted for the submission of the assignments and you are requested not to apply for extensions under any circumstances. After the closing date of the assignments, you will receive a tutorial letter containing guidelines on answering the assignments. 8.4.2 My assignment is late because.... Can I submit it at a later date?
It is your responsibility to ensure that your assignment reaches Unisa’s Main Campus on/or before the due date. Multiple-choice assignment questions are marked by a mark-reading device on a fixed date as specified in advance in the planning schedule of the assignment. Hence multiplechoice assignments submitted after the closing date will not be marked. 8.5 8.5.1 Examinations Will the examination paper contain any theory questions and interpretations?
Most of the questions involve theory, interpretation and in some cases, application and calculations. 8.5.2 Can you give me any “tips” for the examination?
No “tips” are provided to students. Refer to the study guide and tutorial letters. 8.5.3 When and where will I be writing the examination?
Please refer to item 1.4.1.2 regarding contact details should you have any enquiries about the examination date, time and venue for the paper/module code). When you register, select an
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examine centre that is convenient for you. If you need to change venues, inform the Directorate: Student Assessment Administration in good time so that it can make provision for you at the other centre. 8.5.4 When will the examination results be released?
Please refer to item 1.4.1.2 regarding the contact details in this regard. 8.5.5 Where will I find my examination results?
You will be able to obtain your results from the following places on the day on which the examination results are released: on notice boards on the Main Campus in Pretoria, as well as the regional offices/learning centers on the internet at http://www.unisa.ac.za. by calling the toll-free number of the MTN Voice Response System: 083 1234. A hardcopy of your official results will also be posted to you. Please note that examination results may not be made available via email or telephone. 8.5.6 What do I do if I am unhappy with my results?
Refer to the back page of your official results (which you will receive in the post) for the different options. Also, consult the My studies @ Unisa, which you received as part of your study package. 8.5.7 How do I apply for my examination script to be remarked or rechecked?
You will find all the information on the remarking or rechecking of examination scripts at the back of the official results, which you will receive in the post. You will also find the information in the My studies @ Unisa. 8.5.8 When do the supplementary examination/aegrotat examinations take place?
Please refer to item 1.4.1.2 regarding the contact details in this regard. 8.5.9 I am not familiar with examination-taking skills at a tertiary institution. How could I improve these skills? We suggest that you contact the Directorate for Counselling, Career & Academic Development in this regard (012 441 5388). 8.5.10 What are the assessment criteria for the examinations? You will be assessed on the learning outcomes for each study unit. These learning outcomes are provided at the beginning of each topic and/or study unit in your study guide. 8.5.11 Would it be possible for me to obtain copies of old examination papers with memoranda? Examples of old examination papers are included in the tutorial letters or study guides.
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8.6 8.6.1
Multiple-choice questions (MCQs) I often find MCQs difficult to understand. How should I approach them?
When designing MCQs, we try to put as much information in the question as the students will need to identify the correct option. We also try to formulate the options as briefly as possible. You should read the question carefully and try to identify the part of the work to which the question relates. Identify the clues in the question that will lead you to choose the correct answer from the options. 8.6.2 MCQs do not allow me to demonstrate all my knowledge. Could you possibly ask more application questions?
The number of application questions asked in assignments and examination papers will depend on the level of the paper/module. At first-year level, you will receive mainly theory-based MCQs. At second- and third-year levels, you will receive more application and fewer theory-based MCQs. 8.6.3 Are the lecturers trying to catch me out?
No, lecturers only try to test students’ knowledge, understanding and application skills. MCQs are always checked and double-checked by colleagues for ambiguity. 8.6.4 Why do I only receive marks for choosing the correct option and not for other knowledge that I have?
When designing MCQs, lecturers try to cover all the learning outcomes identified in each study unit. In this way, your knowledge of the whole subject area is tested. 8.6.5 Some of the MCQs are tricky because of semantics and not because of content difficulty. What can be done about this?
When studying management sciences, students need to familiarise themselves with certain terms used in the business world. Lecturers use the same terminology in MCQs. Questions are also checked and double-checked by colleagues for ambiguity. 8.7 8.7.1 Group discussion classes When do classes start at Unisa?
Unisa is a university that offers distance learning – it is not a residential University. We do not therefore offer classes to our students on a daily basis. We do, however, offer tutorial classes on a weekly basis at Unisa Learning Centres throughout the country. We advise you to find out more about these tutorial classes. Refer to your tutorial letter 101 for more information. 8.7.2 Is it compulsory to attend the group discussion classes?
No. However, it would be in your own interest to attend them, if they are held, because important aspects of the paper/module are discussed. They afford students an opportunity to deal with problems they might encounter and to share their experiences with their fellow students.
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8.7.3
Will I able to attend group discussions (eg, visits from lecturers at various venues)?
Information on group discussions for any paper/module will be provided in your tutorial letter 101, and/or follow-up tutorial letters which you will receive during the semester. 8.8 8.8.1 General I would like to work with other students. How can I arrange this?
You could ask Unisa to connect you to other students in your area to enable you to form a study network. The Directorate for Counselling, Career & Academic Development also trains senior students to provide peer collaborative learning at the learning centres. We suggest that you contact the Directorate for Counselling, Career & Academic Development in this regard (012 441 5388). 8.8.2 I wish to get in touch with students in my area who are also enrolled for the paper/module for which I’ve enrolled. Please provide me with their contact details.
Please refer to item 1.4.1.2 regarding the contact details in this regard. Alternatively, use the myUnisa facility to get in touch with fellow students. 8.8.3 There is a lack of student support in respect of skills development, such as business-related skills, and reading and study skills.
We suggest that you contact the Directorate for Counselling, Career & Academic Development on 012 441 5388 about the development of reading and study skills. Every lecturer endeavours to promote skills development in the subject for which he or she is responsible. However, skills development can only take place when the learning material and the learning outcomes have been mastered and when the student has the ability to apply the various concepts and principles. The activities and assignments in the study guide are aimed at promoting learning, understanding and application, which are prerequisites for developing skills. 8.8.4 What purpose does a case study serve?
Students studying management sciences should be assessed on their knowledge and application of business principles. Knowledge can be tested fairly easily. The application of business principles, however, is more difficult to test. One way of doing this is to use case studies. A case study attempts to put the student in a practical situation to test his or her ability to apply business principles. 8.8.5 What is myUnisa?
myUnisa is the University’s online learning management system. You will find your study guides and tutorial letters in PDF format on the website for your paper/module. You can communicate with your lecturers, with other students and with Unisa’s administrative departments – all through the computer and the internet. Bear in mind that you require an internet-enabled computer to use myUnisa. To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on the orange myUnisa button on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za.
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Please consult the My studies @ Unisa for more information on myUnisa. 8.8.6 What is satellite delivery?
At Unisa, satellite transmission is used for the live presentation of lectures, tutorials or training programmes to learners using a television screen at Unisa regional centres. You will be informed by SMS about the satellite broadcasts for any papers/modules for which you are registered. 8.8.7 What is RPL?
Recognition of prior learning (RPL) is the recognition by Unisa of any nonaccredited learning of tertiary level related to a Unisa discipline which occurred before you decided to register for an academic qualification. The RPL programme at Unisa enables you to gain recognition and credit for what you already know and are able to do at a level equivalent to University study. You receive credit for what you have learnt from experience, training courses, etc. For example, if you have worked as a police official for 10 years, you will have learnt a vast number of skills, such as how to conduct an arrest, how to write a statement and how to negotiate. If you have started up and run your own successful business, you will be experienced in budgeting, stock-taking and preparing proposals for clients. If you have done research and written research reports, you could request credits in the field of research. RPL makes it possible for you to earn credits towards a Unisa qualification, thereby shortening your study time and reducing your study fees. Applications or enquiries can be directed to: the College of Economic and Management Sciences (Ms J Brozio: 011 471 2215, jbrozio@unisa.ac.za) pre-access programme for candidates with no or incomplete Department-leaving certificates (Ms Marici Snyman: 011 471 3937, msnyman@unisa.ac.za) 8.8.8 I would like to transfer credits from another University. How do I do this?
Please refer to item 1.4.1.2 regarding the contact details in this regard. 8.8.9 What can a tutor do for me?
At present, we offer face-to-face tutorials at regional learning centres across South Africa. A tutor can assist you to understand your study material, approach your assignments correctly, offer you more opportunities for practising skills, etc. We would like to begin to offer this service online for students who choose this option. We would also like to begin offering a tutor connection to students who have no access to our learning centres or the internet so that they at least have someone who can help them on request.
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8.8.10 What can I do if I am not a confident reader or writer? The Directorate for Counselling, Career & Academic Development offers literacy support at many of the regional learning centres. Staff there can also help you to improve your study skills. We suggest that you contact the Directorate for Counselling, Career & Academic Development in this regard (012 441 5388). 8.8.11 What if I have received a CD or DVD and I don’t have the equipment to play it? Many regional learning centres have computers that students may use. Regional offices can also give you details of Multipurpose Community Centers that might have equipment that you could use. 8.8.12 What happens if I need a placement for work-integrated learning (WIL)? Please refer to item 1.4.1.1 regarding the contact details in this regard. Most WIL courses have a questionnaire in the Tut101 as well. Regional offices should also be able to assist you. 8.8.13 How much contact can I expect? Since distance education relies on independent self-study, your study package on its own should enable you to complete the paper/module successfully. However, the University also offers some forms of contact besides letters, phone calls, email or visits to lecturers in their offices. In some papers/modules, lecturers visit various regions once a semester. Students are alerted to these visits in a tutorial letter. First-year subjects in particular offer tutorial classes once a week at regional learning centres. Some papers/modules use video-conferencing or satellite classes to regional centres that have these facilities. myUnisa offers discussion forums. The Directorate for Counselling, Career & Academic Development has counsellors, literacy centres, peer collaborative learning facilitators, etc. We suggest that you contact the Directorate for Counselling, Career & Academic Development in this regard (012 441 5388). 8.8.14 Where can I obtain financial aid? Please refer to item 1.4.1.2 regarding the contact details in this regard. The staff there will direct you to the Financial Aid Bureau.
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CONCLUDING REMARKS
We trust that you will have a successful study period. Do not hesitate to contact your lecturers if you experience any problems with your studies. If you wish to make a personal visit, please make an appointment beforehand to ensure that the lecturer is available to see you. Best wishes DEPARTMENT OF BUSINESS MANAGEMENT Unisa
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Table 1: Overview of the CEMS graduateness skills and attributes and their link with the three trans-disciplinary enabling outcomes, SAQA critical cross-field outcomes, and Unisa statement on graduate attributes
Overarching enabling outcomes of university education CEMS Graduateness skills and attributes Problemsolving/ decision making skills Enterprising skills Analytical thinking skills Link with the South African twelve critical cross-field outcomes (SAQA) Link with Unisa graduateness statement (Unisa Curriculum Policy)
Scholarship
Ways of thinking
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation Developing entrepreneurial opportunities Collect, analyse, organise and critically evaluate information
Unisa graduates: (i)are independent, resilient, responsible and caring citizens who are able to fulfil and serve in multiple roles in their immediate and future local, national and global communities (ii)have a critical understanding of their location on the African continent with its histories, challenges and potential in relation to globally diverse contexts (iii)are able to critically analyse and evaluate the credibility and usefulness of information and data from multiple sources in a globalised world with its ever increasing information and data flows and competing worldviews (iv)know how to apply their discipline-specific knowledges competently, ethically and creatively to solve real-life problems
Ways of and tools for working
Interactive skills Presenting and applying information skills
Work effectively with others as a member of a team, group, organisation, community Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation Use science and
Unisa graduates: (i)are independent, resilient, responsible and caring citizens who are able to fulfil and serve in multiple roles in their immediate and future local, national and global communities
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Global citizenship
Living in the world
Life-long learning
Continuous learning orientation Goal-directed behaviour Ethical and responsible behaviour
technology effectively and critically, showing responsibility towards the environment and health of others Being culturally and aesthetically sensitive across a range of social contexts Reflecting on and exploring a variety of strategies to learn more effectively Organise and manage oneself and one's activities responsibly and effectively Exploring education and career opportunities Participating as responsible citizens in the life of local, national and global communities Use science and technology effectively and critically, showing responsibility towards the environment and health of others
(ii)have a critical understanding of their location on the African continent with its histories, challenges and potential in relation to globally diverse contexts Unisa graduates: (iv)know how to apply their discipline-specific knowledges competently, ethically and creatively to solve real-life problems (v)are critically aware of their own learning and developmental needs and future potential
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ANNUAL STUDY PROGRAMME 2012 Papers/mo Jan dules Feb March April May June July Aug Sept Oct Nov
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Tutorial Letter 301/4/2012
General Tutorial Letter
BECHONB Semester modules & Year papers
Department of Business Management
This tutorial letter contains important information about your postgraduate studies in the Department.
Bar code
CONTENTS
1 1.1 1.2 1.3 1.4 2 3 3.1 3.2 3.3 4 4.1 4.2 4.3 4.4 4.5 4.6 5 5.1 5.2 6
INTRODUCTION ................................................................................................................. 3 Welcome ............................................................................................................................. 3 Purpose of tutorial letter 301................................................................................................ 3 Finding your way around the study package ........................................................................ 4 Communication with Unisa and the Department .................................................................. 4 GRADUATENESS AS A STUDENT IN THIS DEPARTMENT ............................................ 6 ORIENTATION TO ODL IN THE CONTEXT OF THE DEPARTMENT ................................ 9 The nature of ODL ............................................................................................................... 9 What the University/Department expects of you .................................................................. 9 What you can expect from the University/Department ....................................................... 10 LEARNING STRATEGIES ................................................................................................ 10 Estimating your study time................................................................................................. 10 Reading for understanding ................................................................................................ 11 Compiling your own glossary ............................................................................................. 12 Re-using effective learning strategies ................................................................................ 12 Assignments ...................................................................................................................... 12 Preparing for the examination ............................................................................................ 25 ETHICAL BEHAVIOUR AS A STUDENT ......................................................................... 26 Plagiarism ......................................................................................................................... 26 Referencing techniques and citing of sources.................................................................... 27 SHORT LEARNING PROGRAMMES OFFERED BY THE CENTRE FOR BUSINESS MANAGEMENT ..................................................................... 29
7 8 9
WARNING ......................................................................................................................... 32 FREQUENTLY ASKED QUESTIONS AND ANSWERS ................................................... 32 CONCLUDING REMARKS ............................................................................................... 40
TABLE 1: THE CEMS GRADUATENESS SKILLS AND ATTRIBUTES FRAMEWORK .. 41
ANNEXURE A: ANNUAL STUDY PROGRAMME 2012 ................................................... 43
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Dear Student
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1.1 1.1.1
INTRODUCTION
Welcome A word of welcome from the Chair of the Department of Business Management
It gives me pleasure to welcome you as a student in the Department of Business Management. Our graduates contribute to our society and economy in various ways and I am therefore pleased that you have chosen this field of study. I hope that you will complete your studies successfully and find them relevant to your chosen career. I also hope that your study experience at Unisa will be both pleasant and stimulating. This tutorial letter contains important information that will assist you in your studies in the department. Please read it carefully and keep it at hand when working through the study material, preparing the assignment(s), preparing for the examination and addressing questions to your lecturers. At the outset it is necessary to remind you that you must read all the tutorial letters you receive during the semester immediately and carefully. The information they contain is always important and may well be urgent. They may also contain additional study material or information about recent developments in your field of study that is prescribed for the examination Enjoy your studies. Prof T Brevis COD: Department of Business Management
1.2
Purpose of Tutorial Letter 301
The purpose of tutorial letter 301 is to provide you with an orientation to open distance learning (ODL), outline a few study skills that will enable you to become more independent as students and answer some of the common questions asked by students. Please consult the My studies @ Unisa. It contains important information on matters such as assignments, booksellers, orders, regional offices and the use of the Library.
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1.3
Finding your way around the study package
You will receive a study guide and a tutorial letter 101. Depending on the paper you have registered for, other important information might also be included, such as a CD/DVD and/or case books/articles. The study guide relates to other items such as the textbook, CD/ DVD, and tutorial letters. You should immediately read tutorial letter 101 for all the papers/modules for which you are registered. This tutorial letter 101 will help you navigate various elements of the paper, such as the SCHEME OF WORK, STUDY RESOURCES AND ASSIGNMENTS. Tutorial letter 101 will also tell you what prescribed books, if any, you need to buy. Note the submission dates for the assignments for all your papers/modules. Then plan your study programme in such a way that you will be able to submit all your assignments on time. On the last page of this tutorial letter we have included a study year planner (calendar). We encourage you to complete it by including important dates (eg. the submission dates for assignments, the examination dates and the dates of discussion classes) for all the papers/modules for which you are registered in 2012. 1.4 Communication with Unisa and the Department of Business Management
Please note that all administrative enquiries should be directed to Unisa and not the Department of Business Management. Enquiries will then be channeled to the correct department. It is however important that you note the following important information. 1.4.1 General Unisa contact information
1.4.1.1 The following options are available to all students: Unisa website (http://www.unisa.ac.za & http://mobi.unisa.ac.za) All study-related information is now available on the new Unisa corporate website in both web and mobi formats. myUnisa (https://my.unisa.ac.za/portal & https://my.unisa.ac.za/portal/pda) Students can access their own information via the myUnisa website or mobi site. E-mail (info@unisa.ac.za) Students may send an e-mail to info@unisa.ac.za for information on how to contact Unisa via e-mail. SMS (32695 - only for students in South Africa) Students may send an SMS to 32695 for more information on how to contact Unisa via SMS. The sender will receive an auto response SMS with the various. SMS options. The cost to the student per SMS is R1,00. Fax (012 429 4150) Students will be able to fax their enquiries to 012 429 4150, whereafter it will be distributed to and processed by the relevant department.
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1.4.1.2 The table below also provides important contact information for the respective support departments in Unisa. Unisa Support Department Student Admissions and Registrations Student Assessment Administration Description of enquiry Applications and registrations Short SMS code 43578 E-mail address
Study-info@unisa.ac.za
Assignments and examinations
43584
For assignments: Assign@unisa.ac.za For examination: Exams@unisa.ac.za
Despatch Finance ICT (myUnisa & myLife)
Study material Student accounts myUnisa myLife
43579 31954 43582
despatch@unisa.ac.za finan@unisa.ac.za MyUnisaHelp@unisa.ac.za MyLifeHelp@unisa.ac.za
1.4.2
Contact with the Department of Business Management
Only queries that are not of a purely administrative nature but are about the content of a specific paper/module should be directed to your relevant lecturer in the Department (see your relevant tutorial letter 101 for the lecturer(s) contact details). Always have your study material on hand when you contact us. For your convenience, and if you have any problems contacting the lecturers individually, or if you do not get hold of Unisa at any of the abovementioned contact information, you may contact the departmental administration. Their contact details are as follows:
DEPARTMENT OF BUSINESS MANAGEMENT
012 429 4220
busman@unisa.ac.za
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2
GRADUATENESS AS A STUDENT IN THIS DEPARTMENT
As a student you have enrolled for one of our undergraduate qualifications in Business Management for an in-depth study of a number of sub-disciplines in the Business Management field. The discipline-specific knowledge that you will gain from your studies will enable you to specialize and develop your proficiency in this field. However, you will realise in the course of your studies that the increasing internationalisation, the growing proportion of knowledge-intensive work, increasing use of rapidly evolving information technology, and a new organisation of work based on global networks, teams, and multi-cultural diversity have extended the range of capabilities needed in professional work. The general expectation is that a person with a completed qualification from the University of South Africa will have developed as a person and acquired in addition to her or his disciplinespecific knowledge, skills and competencies, broader attributes which equip Unisa graduates to be innovative and effective in the workplace, and active and informed citizens. The University of South Africa generally expects its graduates to have distinctive graduate qualities which characterise their graduateness. These qualities are included in the following statement on the graduateness of a Unisa student (Unisa Curriculum Policy, pp. 13,14). Unisa graduates: Are independent, resilient, responsible and caring citizens who are able to fulfil and serve in multiple roles in their immediate and future local, national and global communities. Have a critical understanding of their location on the African continent with its histories, challenges and potential in relation to globally diverse contexts. Are able to critically analyse and evaluate the credibility and usefulness of information and data from multiple sources in a globalised world with its ever increasing information and data flows and competing worldviews. Know how to apply their discipline-specific knowledges competently, ethically and creatively to solve real-life problems. Are critically aware of their own learning and developmental needs and future potential. Being a student of the Department of Business Management, you have become part of the College of Economic and Management Sciences (CEMS). The CEMS aims to create graduates that are responsible, accountable, relevant and ethical (RARE) as citizens in every community where they operate. In support of the Unisa statement on its students’ graduateness, the CEMS focuses on imparting to their students in addition to the disciplinespecific knowledge of a course or paper/module, a specific set of generic transferable metaskills and personal attributes (generally referred to as graduateness skills and attributes) that transcend disciplinary-specific outcomes. These skills and attributes are regarded as
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enabling outcomes that will assist students to become competent and professional graduates who have the potential to make sustained positive contributions to society, to their professions, and in their workplaces. The CEMS framework of graduateness skills and attributes addresses three holistic overarching attributes which are regarded as important enabling outcomes of university education. These are scholarship (students’ attitude or stance towards knowledge, the way they think and work, and the tools they use to work effectively); global citizenship (students’ attitude or stance towards the world and living in the world); and lifelong learning (students’ attitude or stance towards themselves and living in the world). Each one of these are outlined as follows: As scholars, graduates should be leaders in the production of new knowledge and understanding through inquiry, critique and synthesis. They should be able to apply their knowledge to solve consequential and complex problems, and communicate their knowledge confidently and effectively. As global citizens, graduates must aspire to contribute to society in a full, meaningful, ethical and responsible way through their roles as members of local, national and global communities. As lifelong learners, graduates must be committed to and capable of continuous learning for the purpose of furthering their understanding of the world and their place in it. The CEMS generic transferrable meta-skills and personal attributes form an integral part of the generic critical cross-field outcomes listed by the South African government as learning outcomes that are relevant throughout life for all South African citizens. Forming an integral part of the CEMS framework of graduateness skills and attributes, these generic learning outcomes enable graduates to continue to be proactive, enterprising learners, flexible, and able to adapt to change throughout their careers and professional lives. The learning and assessment activities in your chosen undergraduate qualification have been designed to enable you to develop the graduateness skills and attributes expected from a CEMS graduate. As the development of the graduateness skills and attributes is a gradual process, each paper/module will provide you with various opportunities to evaluate your achievement of these skills and attributes. You will also note that developing and applying the graduateness skills and attributes by completing the various learning and assessment activities will help you to master the disciplinary-specific learning outcomes specified for each paper/module that constitutes this undergraduate qualification.
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The CEMS generic transferable meta-skills and personal attributes are outlined as follows: Interactive skills: These skills relate to: (1) the effective and efficient use of English language and technology when communicating with others and (2) the ability to function effectively and efficiently as a person in communicating and interacting with people from diverse cultures, backgrounds, and authority levels. Problem-solving and decision making skills: These skills relate to being creative and proactive in the process of producing a solution to a recognised often ill-defined problem or problematic complex situation. Continuous learning orientation: This involves having a cognitive openness toward lifelong learning and the willingness to proactively engage in the process of acquiring new knowledge, skills and abilities throughout one’s life and career in reaction to, and in anticipation of, changing technology and performance criteria. Enterprising skills: These skills involve being venturesome and applying critical thinking, initiative and proactivity when engaging in economic activities or undertakings either to create and operate an enterprise of one’s own, or be a substantial contributor to an enterprise as an employee. Being enterprising also means that one is able to recognise and be adept at dealing with organisational or team politics. Presenting & applying information skills: These skills refer to the ability to clearly and convincingly communicate knowledge, facts, ideas, and opinions (oral and written) with the view to offer solutions for one’s personal benefit, or for the benefit of one’s community or workplace. Goal-directed behaviour: This refers to the ability to be proactive and apply initiative to achieve one’s goals, accomplish tasks, or meet deadlines. Setting realistic goals, developing plans and taking action to achieve one’s goals, accomplish tasks and meeting deadlines are core elements of goal-directed behaviour. Ethical & responsible behaviour: This involves accepting full responsibility for, and taking the lead in upholding the code of moral beliefs and values of one’s profession, community, and/or workplace in all one does. Analytical thinking skills: Analytical thinking implies being skillful in employing logical reasoning and analysis in explaining information and data, and drawing insightful conclusions from the data analysis.
IMPORTANT NOTE:
THE CEMS GRADUATENESS SKILLS AND ATTRIBUTES FRAMEWORK IS INCLUDED AS TABLE 1 AT THE END OF THIS TUTORIAL LETTER.
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3.1
ORIENTATION TO ODL IN THE CONTEXT OF THE DEPARTMENT
The nature of ODL (open distance learning)
You have chosen to register at Unisa, which is an open distance learning institution of higher education. What does this mean for you? First, you may have obtained access to the University because of its ”open” nature without necessarily having the skills to cope at a university, because, for example, you may have been out of the education system for a long time. However, these skills can be learnt. Now that you are registered, you will have access to the following resources that will help you to make a success of your studies: study guides, assignments, the Library, lecturers, tutors, literacy centres, counsellors to assist with study skills, peer groups, the online learning management system myUnisa, and so on. You need to use these resources wisely to help yourself. Second, distance education usually provides an independent study package. Many people are not used to studying completely in isolation from the institution, their teachers and their fellow students. Many distance education students feel lonely and drop out. As mentioned in the previous paragraph, there are resources available to you to bridge this distance and to offer you support. Please use them. 3.2 What the University/Department expects of you
In this Department we expect students who register for this qualification to be able to (1) (2) (3) (4) (5) (6) (7) (8) (9) learn from predominantly written material communicate what they have learnt comprehensibly in the medium of instruction use basic calculations such as multiplication, etc draw up and read graph; interpret statistics accurately with guided support, take responsibility for their own progress make decisions about and accept responsibility for their own actions transfer successful learning strategies across courses evaluate their own performance against given criteria
We also expect students to plan, monitor (including adapt) and evaluate their learning and strategies. Asking questions is one way of taking control of your own learning.
Planning: What do I already know that will help me to do this activity? What should I do first? How much time do I have and how much time do I need to learn this? What resources do I have and where can I go for help? Monitoring: Am I on the right track? How am I doing for time? Do I need to speed up? Do I need to slow down? Do I need to (re)prioritise? What should I do if I do not understand? How can I revise my plan if it is not working? Evaluating: What could I have done differently? How well did I do? What did I learn that I could use in other tasks? How long did this take me? Could I have done it in less time? How?
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3.3
What you can expect from the University/Department
You can expect the following: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) an up-to-date study guide that will help you to prioritise the important information presented in a particular paper/module to understand the main ideas and debates in the area of study to learn the terms and concepts important to your chosen field to apply what you are learning in relevant context to integrate other media such as the textbook, myUnisa, CDs, etc tutorial assistance at learning centers or online library orientation and services career and study skills counseling assistance with literacy and numeracy problems opportunities to submit assignments and receive constructive feedback before the examination feedback on queries online within 24 hours where possible, but otherwise within three working days if the University requires additional research consistent, accurate information, etc
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LEARNING STRATEGIES
This section provides you with guidelines on estimating your time, planning/goal setting, using effective learning strategies and how to approach written and multiple-choice assignments. 4.1 Estimating your study time
Students often register for more papers/modules than they can handle, given their current life circumstances. To help you manage this aspect of your studies, the following timesheet is a good example that you could use to estimate the demands of the paper/module and the time you have available:
STUDENT TIMESHEET: ALL COMMITMENTS The timesheet below will help you to estimate the amount of time you spend on regular work and life activities in a week so that you can work out the number of hours you have available for study. Each Unisa paper/module needs 120 hours of study, spread across different activities. For a semester of 12 to 15 weeks, you will need about eight to ten hours a week for each paper/module. The more accurate your calculation, the more realistic you can be about how many papers/modules you can take at a time. Potentially, in a week, you have 168 hours.
Hours already committed each week before studies: Sleep (eg seven hours a night = 49) Meals Personal hygiene
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_________________ _________________ _________________
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Household work (eg cleaning, preparing food, childcare, gardening) Employment Travelling Errands (eg shopping) Socializing TOTAL COMMITTED:
_________________ _________________ _________________ _________________ _________________ _________________ _________
Hours available for study: 168 – total committed =
If you divide this number by eight or ten, you can estimate the maximum number of papers/modules that you should be doing in a semester. Keep up the number of hours required a week. One of the big dangers in distance education is that a crisis such as a sudden illness can throw you off track, with the result that you fall behind and drop out. If such a crisis occurs, be flexible and recalculate your time so that you can catch up. This is easier to do if you were on track before the crisis. Consult your lecturer for advice immediately if you fall behind.
You can also use annexure A at the end of this tutorial letter as an example of a year program that can be used to indicate to you where you should be with your studies by certain times in any given semester. You are encouraged to set your own short- and long-term goals. 4.2 Reading for understanding
You need to ”read” your study package so that you can navigate your way around it successfully. Check the titles of every document you receive in the package. This tutorial letter and tutorial letter 101 have the information READ NOW, which is an indication of their importance. Your study guide is also a vital, resource and you should start by looking at the table of contents, which will indicate the main (high-level) headings and orientate you to the scope and content of the paper/module. Different students have different reading speeds and abilities. How good a reader are you? You need to develop your reading skills until you can read about 250 words a minute to manage your reading load for each paper/module. You can easily calculate your current reading speed by taking a textbook or study guide and getting someone to time you for a minute while you read. Then count how many words you have read in that minute. One way to read more efficiently is to skim the text first, reading high-level headings, the first sentence of every paragraph and looking at any diagrams to build up an overall sense of the meaning. You can build a summary on the basis of this strategy. Once you have the big picture or main ideas, you can read and understand the detail more easily. Other effective reading strategies are to self-question, re-read, paraphrase to understand, link to prior knowledge, look for topic sentences, make outlines, draw diagrams, form study groups, flag to ask a lecturer, etc.
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4.3
Compiling your own glossary
A glossary is like a dictionary: it gives you a word or phrase and the meaning of that phrase. You could start to build up an alphabetical list of new terms that are explained in the study guide or textbook and add examples to make the meaning even clearer. You might even wish to write an explanation in your own language if you are using English as an additional language. Gloss ”terms of art” – words that are important to your field of study. Also gloss academic words like “data”, “phenomenon”, “critical thinking”, etc. 4.4 Re-using effective learning strategies
Some learning strategies work and make you successful; others do not work, leaving you feeling that you will never understand and therefore you have to memorise and reproduce information. However, memorization is itself a strategy. If memorisation is your main strategy, and you keep failing, you need to realize that it is simply not working for you. If writing your own glossary helps you to learn, use it in all your papers/modules. If skimming helps you to learn more successfully, use it on all your texts. Make a note of strategies that work for you so that you can re-use them directly or in an adapted format. 4.5 4.5.1 Assignments The value of assignments
The importance of doing assignments cannot be over-emphasised. Assignments, like the activities in the study guide, are a vital part of learning in a paper/module. Assignments are important because they allow you to determine the standard the Department sets for its students and the quality of work it expects. Comments on assignments are usually detailed. If you read these comments and relate them to what you wrote in your assignment, you will benefit when revising the work for the examination. Assignments also prepare you for the examinations by giving you a chance to practice for final assessment.
Essentially, assignments and examinations have different purposes: an assignment is meant to help you to learn and often focuses on only one or two outcomes. Do not be afraid of making mistakes in assignments: this is often the way we learn. An examination is proof of mastery of the learning outcomes for the paper/module.
Your assignments also contribute to (1) (2) admission to the examination your year mark
The purpose of assignments (and the activities in the study guide, online discussion forums, etc) is as follows: (1) (2) (3) (4)
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to engage actively and learn through doing and receiving feedback to motivate you to work through all the study material and achieve all the outcomes to learn the reading and writing skills expected of a future professional to be able to combine different ideas and arguments in a single answer
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(5) (6)
to practice gathering material and presenting ideas/ arguments in a logical, ordered fashion using convincing arguments (merely copying the study material is not acceptable) to learn to use assessment criteria and feedback on assignments to increase your ability to self-assess. When you enter the world of work, you will have to evaluate your own arguments and submissions – hence the need to acquire this skill as soon as possible
In the Department of Business Management we require you to present and structure your essay assignments according to a particular method. This tutorial letter is intended to help you to do this correctly. Please study this tutorial letter in conjunction with tutorial letter 101 for each paper/module for which you have registered for 2012. Your assignment answers must satisfy certain requirements for scientific and academic writing. You therefore need to read this tutorial letter before attempting to write an assignment answer. As you progress with your studies, you will have to become increasingly careful in the application of the scientific method for writing assignments. Please note that you will be penalized if your assignment answers do not comply with these requirements. Read this tutorial letter again when you receive a marked assignment from us, so that you can understand the lecturer's comments better. Bear in mind that you will be required to complete two compulsory assignments for each paper/module you have registered for. 4.5.2 Understanding the assignment
This section deals with the interpretation of the assignment topic. The problem statement proceeds from the interpretation of the topic. 4.5.2.1 Read the assignment It is imperative that you read the assignment carefully to ensure that you understand what is required and that you do not misinterpret anything. Look up any unfamiliar words in a dictionary. All relevant subject terms should be defined in your study guide and textbook, which means that you must consult these as well. Important information is conveyed in the way in which the assignment is worded, as well as through the instructions, assessment criteria and guidelines provided with the assignment. 4.5.2.2 Find the keywords A keyword helps you to come up with ideas. The next step is to identify exactly what the subject is and what aspects of it the assignment topic covers. To do this, you must find the keywords (ie the most important words) in the assignment topic. This will help you to understand what the assignment is all about. Keywords can provide you with more information on the topic. They guide you when you are reading about the topic and gathering information on the central theme. However, you also need to pay special attention to the wording of questions because it will guide you in giving the correct answer and deciding on the focus of the assignment. The following list
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includes such words together with the meaning of each word: Question Word (instruction) Enumerate
Meaning
Mention items or points one by one. No detail is required and the result of an enumeration is a list of things or aspects. State briefly, in broad outline, without detail. An indication gives the reader the gist of the matter. Divide into sections or elements and discuss in full. State the precise meaning of a term as you use it in your assignment answer. The definition should ensure that the term has only one meaning and that it cannot be confused with other terms. This often means that you will have to read a number of definitions before arriving at a substantiated decision on the precise meaning you will attach to the term in the relevant assignment. Provide definitions, but also indicate similarities and differences. called differentiation. Also
Indicate
Analyze Define
Distinguish
Describe
Give an account of the characteristics or properties of a matter in such a way that your reader can recognise it and not confuse it with anything else. A description tells you ”what it is like”. You can be asked for physical descriptions or descriptions of processes, for instance. Write about the topic in such a way that the reader gains a better understanding of the important underlying facts. An explanation tells the reader ”why a thing is the way it is”. Set out how things differ from one another and in what ways they are similar. A good comparison also says ”why it is so”. This implies that there are various explanations of or opinions about the topic you have to discuss. You must state what these are and show how and why they may correspond or differ. The word ”discuss” often involves weighing up arguments for and against something. Assess or ”determine the value of” something. This means that you should have criteria against which you can measure something; the end result should be the formulation of your own informed opinion of the matter. You may approve, disapprove or suggest a modification of whatever you have to evaluate. Evaluation usually implies comparison and should always be substantiated –that is, based on soundly formulated reasons. Look at/observe, identify the problem or the characteristics, describe what you have observed, and then critically discuss a topic in terms of definite criteria or guidelines and possibly suggest solutions.
Explain
Compare
Discuss
Evaluate
Examine
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Question Word (instruction) Offer comments
Meaning Give your own informed opinion on the matter, grounded in the knowledge base of your discipline or field of study. Direct attention to something logically, say, a premise, by means of thorough reasoning; priorities in a field; discrepancies in an argument, etc. Give the key aspects of a topic without any detail. Also review, draw or outline. Give examples or draw a diagram to make a particular topic or subject clearer. Reproduce an existing thing just as it is, without any changes, comments or arguments. Specific information is given and you have to say what it means in a particular context or according to certain criteria. Your explanation should be as practical as possible. Academic ”criticism” looks at both good and bad characteristics. Identify these characteristics and give your opinion after taking all the facts into account, applying what you have learnt or looking at given criteria. This means adding whatever is missing from a sentence, sketch or table, for example, to complete it. To be able to fill in what is missing, you would need to have memorised the material. This involves reproducing memorised subject matter. The required information must be given in the form of single words or short sentences, preferably numerically presented. Number every point. This means changing specific information from one form to another. An argument must single out the essential facts of a matter and then go on to explain those essential facts. It must be possible to discern what the essential facts are, and why they are essential. Also estimate or determine. This is the numerical expression of a particular relationship, through which a conclusion is reached. A calculation or estimate usually requires the student to perform a mathematical calculation with particular figures. Determine involves acquiring certain information by applying processes or methods
Point out
Summarise Illustrate
Interpret
Criticize/judge
Complete
Name
Reduce to Argue
Calculate/ determine
Prove
Facts must be supported by the logical advancement of acceptable reasons.
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Question Word (instruction) Demonstrate
Meaning
Show how, how would one ... in practice? This involves supporting or elucidating (explaining) certain information with reference to examples. The student is required to show or demonstrate, say, how certain principles, methods and theories can be used. A demonstration of this kind may be purely theoretical.
Apply
This involves using information in new situations. Application signifies using acquired knowledge and insight to understand real situations or case studies.
Classify
The information to be classified (object, concept, etc) should be located in an existing classification system. A logical consequence must be deduced from given information. The logical consequence that follows from the information should not contain any contradictions and should be supported by adequate reasons. Two or more aspects of something are compared, which indicates only differences, contrasts or discrepancies. The differences, contrasts or discrepancies should merely be pointed out without giving any further justification for or explanation of, unless the question specifically requests this. Data must be analysed or divided into parts. Causes, effects, relationships, and so forth, must be sought. Data are grouped on the basis of certain relationships. As the word indicates, pairing means grouping data in twos. A new or original combination of data must be formed. The emphasis is on new or original ideas.
Deduce/derive/ draw conclusions/ generalize Contrast
Investigate
Arrange/structure/ pair Design/plan/create / compile/develop/ produce/combine/ compound/ diagnose Advise/ recommend/ propose Relate to
Supply expert guidance on the solution of a unique problem. Given a particular set of data, the student is expected to produce an expert solution to a unique problem. Students are required to indicate clearly how various matters are related to one another, for example, how they are linked or how they correspond to one another. The students must be able to identify and formulate relationships.
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The instructions given with each assignment should make it quite clear what is required. If you do not understand an assignment, contact your lecturer or tutor, who will gladly help you to solve any problems you may have. However, do not do this until you have read extensively on the assignment topic, because an assignment topic often becomes clearer once you have done some reading. 4.5.3 Compile a list of things to find out
After you have read the assignment, compile a list of things to find out. Ask yourself questions. This will help you to concentrate on the most relevant aspects of the topic and will also ensure that you do not leave out important points. 4.5.4 Research the assignment topic(s)
4.5.4.1 Finding the information a The study guide and prescribed book Read the relevant sections in your study guide and prescribed book, if you have one. This will give you a broad outline of the main aspects of the topic. Subject terms with which you are unfamiliar will usually be defined in the study guide, prescribed book and recommended sources. b Other recommended sources Once you have a general idea of the topic, you should consult some of the other recommended sources if any are listed in tutorial letter 101 for the assignment topic. Use the tables of contents and indexes in books to find the relevant sections. A table of contents is at the beginning of the book and gives the headings and subheadings of each chapter. This will provide guidelines on which chapters are likely to be relevant. The index is at the back of the book and is an alphabetical list of topics, with the page numbers on which the topics are discussed in the book. In order to understand the content and meaning of the text, bear the following in mind: Headings and subheadings indicate what the text is about. These will help you to anticipate what topics are dealt with in a particular section, and to select the sections of a book or article that are relevant to your topic. Try to find the key sentence of each paragraph in order to identify the main points. (Do not underline or write in library books.) The key sentence reveals the meaning of the rest of the paragraph. It is often but not always the first sentence of a paragraph. If you skim a text – that is, read only the first sentence of each paragraph – you should have a good idea of what the broad outline of that reading is. 4.5.4.2 Selecting relevant information Once you have decided that a source will be useful for a particular assignment, you can set about collecting the relevant information. This means you must select information that relates specifically to the assignment question(s). As you read, make notes on sheets of paper. Bear in mind that the author of the book or article is not necessarily concentrating on your
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particular topic. He or she may include too much detail on matters that are not directly relevant to your requirements. When reading, you must select and write down only the information that is relevant to the assignment topic. This information will help you to substantiate (ie support) your point of view about the topic. Leave out all matters that do not contribute directly to the subject of your assignment. a How to make notes Here are a few hints on how to make notes on the information obtained from literature sources: Step 1. Put together all the information sources you have obtained for writing the assignment, including the study guide, articles, case law and the prescribed book. Read the relevant sections in the study guide, articles, case law and prescribed book first, and then the recommended works and any other sources you may have obtained. Step 2. Identify the aspects of the information that are relevant to the assignment topic(s) and note them down as follows: Use a separate sheet of paper for each point that you think should be considered. At the top of the paper, write down a suitable heading for each particular point. Step 3. Draw two parallel margins on the left side of each sheet of paper to create two columns. Give these columns the following headings: ”Source” for the first column on the left, and ”Page number” for the one next to it. Step 4. Start making notes as you read through your information sources. For instance, if you have a definition of research on page 4 of the recommended book, take the sheet of paper bearing the heading “Definitions: research”.. Write down “Recommended book” in the column on the left, and “4” in the column next to it. Then note down the essence of the definition that you have found in the book. If you have also found a definition for research on page 18 of an article, return to the sheet bearing the heading “Definitions: research”. Write down the author(s) of the article in the left-hand column, and “18” in the one next to it. Write down the essence of the particular author's definition. Once you have completed your reading, the sheet “Definitions: research” may contain quite a number of definitions, as provided by various authors. Remember that if you copy down a sentence or passage word for word from any information source, you must put it in quotation marks even when merely taking notes. (A sentence or passage that is copied word for word from a source is called a verbatim quotation.) More information on the proper citation and reference methods to use in the assignments will be provided later in this tutorial letter. Step 5. Once you have completed your note taking; look at the information noted down on all the sheets. Let us again take as an example, the sheet bearing the heading “Definitions: research” as an example. Study all the definitions you have gathered and see whether some differ from others. One author may, for instance, emphasise a particular point in his or her definition which is not mentioned by another author, or may provide a completely different definition. These points should be noted on the sheet of paper. (If you can indicate such differences in your assignment answer and use this information as a basis for formulating your own definition, you will have shown evidence of critical thinking, which will enable you to score higher marks.)
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You will compile your assignment answer from these notes. It is therefore important that you write down the name of the source and the page numbers correctly. 4.5.4.3 Assessing sources When you do your reading, do not automatically accept everything the author states as true. You must be alert to the difference between a fact and an opinion. A fact is a generally accepted truth, such as ”Unisa was founded in 1873”. An opinion is a deduction made by an individual author, for example ”Unisa is the best university”. Facts are objective and opinions subjective. Authors often view issues from different perspectives and therefore have different opinions. Do not let this confuse you. Refer to different sources and compare them. Decide which opinions you think are the best supported, or the most logically argued and hence the most valid. You are not, however, required to decide whether a viewpoint is right or wrong. It is more important that you notice these differences of opinion and point them out in your assignment answer. You might also need to choose a perspective most appropriate to a particular context. If you agree with a particular author's viewpoint, you may say so in your assignment answer, as long as you indicate that you have considered other interpretations and explain why you have accepted a particular point of view. If you include your own opinions you must therefore substantiate (give reasons for) them. For example, it is not enough to say ”Censorship is bad”. You must also state why you think so, for example: ”Censorship is bad because it violates one of the basic principles of information science, namely, that information should be freely available to all.” 4.5.5 Answering the assignment
You have now read the assignment carefully and decided what is required in your answer. You have also read various sources and made notes. You can now start writing your assignment answer. However, there are several stages in completing an essay assignment, as highlighted below. 4.5.5.1 Plan your assignment answer Before you start writing your assignment answer, you need to plan how you are going to turn your notes into a scientific and academic discussion. The following suggestions may help:
(1)
Read the assignment topic again to refresh your memory. Look at the headings, subheadings and other details you wrote in your notes, and consider whether these will help you to compile an answer. If not, you need to return to your sources to find more information. You should now be ready to work out your rough plan. Write the heading “Introduction” at the top of a page, leave a few lines, write the heading “Main discussion” and then leave most of the sheet empty. A few lines from the bottom of the page, write the heading “Conclusion”. Every assignment answer consists of these three main sections: an introduction, a main discussion and a conclusion. You will now fill the spaces under these three main headings
(2)
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by transferring the ideas in your notes to this planning sheet. Read through your notes carefully. Start placing headings and subheadings from your notes in a logical order. Write these headings under the heading ”Main discussion” on your planning sheet. (Only write the headings and subheadings, not your notes and references.) By arranging these headings logically like this, you have worked out a framework from which to write the discussion part of your assignment. (3) Consider whether these headings and subheadings are sufficient for and/or appropriate to a discussion of the assignment topic.
4.5.5.2 Write your assignment answer You will now use your plan and your notes to write your assignment answer. Write down the number and topic of the assignment as they appear in tutorial letter 101 before starting with the introduction. Introduction Start the introduction with an interpretation of the topic (a short explanation in your own words of your understanding of the field of study of the assignment: that is, the task that must be executed). Merely repeating or paraphrasing the topic as it appears in Tutorial Letter 101 would therefore give no indication of your own understanding of the topic. The reason why you need to interpret the topic is to ensure that you understand exactly what you have to do, so that while you are gathering information and making notes, you will be certain that you are concentrating on matters that are relevant to the topic. A good interpretation outlines the main subject of the topic focuses directly on the assignment topic The introduction could include a problem statement. The purpose of the problem statement is to put the topic in the correct context state what the central point of the topic is indicate the steps to be followed in investigating or discussing the topic Main discussion The main discussion forms the biggest part of your assignment answer. The problems that you have identified in the problem statement are discussed here. It is here that you will develop your main argument and give reasons for your answer. The main discussion of your assignment answer should be divided into sections according to the headings and subheadings that you identified in your rough plan. (Do not use ”main discussion” as a heading in your essay.) For each main point you should have a heading and, if necessary, subheadings. You must number your headings and subheadings. Use Arabic numerals (1, 2, 3, etc.) and decimal points for numbering subheadings (1.1, 1.2, etc). Your discussion under each heading must be divided into paragraphs.
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A good paragraph deals with one main idea or topic, preferably stated in the first sentence contains all the explanations, details and examples that support the main idea shows how the information is linked to the assignment topic does not contain irrelevant information and does not repeat information Do not copy word for word from your sources, although you may use short, fully referenced quotations in your essay (the word ”short” meaning a phrase of two or three words or a sentence up to about three lines). Unless you use your own words, we cannot judge whether or not you have understood your sources. It is not possible to obtain a pass mark for an answer in which too much use has been made of passages copied from sources, even if the copied passages are correctly acknowledged by means of references. (How to acknowledge work consulted is explained later in this tutorial letter under 4 below.) A verbatim (word-for-word) quotation is only used when you wish to emphasize a point you have made in your assignment answer. The quotation must then be enclosed between quotation marks. But keep direct quotations to the minimum and always ensure that you acknowledge your source even if you are not quoting from it directly. If you quote the title of an information source in your text, you must underline the title in a written text or use italics in a computer-generated document. Conclusion The conclusion is the last paragraph of your essay. It should relate to the topic(s) of the assignment. The main points of the assignment answer may be summarised here but no new information should be included in the conclusion. Here you should also state the impressions you gained and the conclusions you drew on the strength of the preceding discussion. A good conclusion summarises the main argument and content of your essay comments on the problem statement gives your informed impressions or the outcomes of your research 4.5.6 Technical details of assignments
4.5.6.1 Table of contents A table of contents is a list of all the headings and subheadings, and should follow immediately after the title of your assignment. You indicate a subheading by using the number allocated to the main heading, for example 3, and then adding a decimal point for the subheading, say, 3.1, 3.2, etc. The numbers, headings and subheadings must be the same as those used in the text of your assignment answer. Number the pages of your assignment and include the relevant page numbers in the table of
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contents. A table of contents is incomplete if it does not indicate the page numbers on which the headings and subheadings appear in the text. 4.5.6.2 Acknowledgement of works consulted As we said earlier, you must acknowledge the sources of your information in the text on your assignment answer. You must do this even if you are not quoting directly from the source. Quotations from sources should be kept to a minimum. All quotations should be accurate and fully acknowledged. Please refer to the section of this tutorial letter that deals with referencing techniques. 4.5.6.3 List of works consulted Your assignment must have an alphabetical bibliography (all the sources you consulted even if you did not refer to them) or a reference list. This is usually placed directly after the conclusion. When an assignment answer includes appendices, these should be placed after the bibliography and the list of sources consulted. 4.5.7 (1) Some editing tips Write the number and topic of the assignment down on the first page and ensure that your assignment answer contains the following: a table of contents an introduction a conclusion a list of sources consulted or bibliography (2) Ensure that you use the correct grammar. If you are completing your assignment on a computer, use its grammar and spell check options Try to write in short sentences as far as possible (about 20 words per sentence at the most). Make use of commas to separate ideas. Write in complete sentences. Start each sentence with a capital letter and end it with a full stop. Check your spelling, especially of names. Use a dictionary. (3) (4) Make use of headings and subheadings in your text. Divide your essay into paragraphs. Ensure that each paragraph has a main idea. Ensure that each main idea is supported with examples, arguments, data, etc. (5) (6) Acknowledge your sources. Ensure that your name, address, student number, paper/module code and assignment number appear on the cover of the assignment and at the top of the first page of your answer. This information must be correct. Every successive page should show at least your student number and the paper/module code
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(7)
Number your pages. Ensure that the pages of your answer are stapled together properly. Do not staple together the answers to different assignments.. Foreign words or expressions should either be underlined or typed in italics. We restrict the length of assignment answers to teach you to write concise and logical arguments. It is easy to write a long, rambling answer, but such an answer will not earn good marks. You must learn to summarise your research findings so that you can answer a question in a factually correct, concise and logical manner. Please do NOT write on both sides of the page Answers to all the questions in the assignment should be submitted simultaneously. Students who use word processors should consult the My studies @ Unisa about the format and paper to be used for assignments. If at all possible, the assignment should be typed, in at least 1,5 spacing. If you are not able to submit a typewritten answer, you may submit a NEAT AND LEGIBLE handwritten answer. It is wise to make a copy of the assignment before submitting it, in case it goes missing in the post.
(8) (9)
(10) (11) (12)
(13)
NOTE Students often find it rewarding to work in a group when preparing an assignment. Unisa encourages you to work together because it can improve learning. Note, however, that you must give your own interpretation of what you have learnt in the group when completing assignments. Identical assignments by different members of a group are not acceptable. Please note: Although students may work together when preparing assignments, each student must write and submit his or her own individual assignment. In other words, each student must submit his or her own work. It is unacceptable for students to submit identical assignments on the basis that they worked together. This will amount to plagiarism and none of these assignments will be marked. Furthermore, these students may be penalised or subjected to University disciplinary proceedings. 4.5.8 How to approach multiple-choice questions
See the My studies @ Unisa for instructions on how to complete a mark-reading sheet for multiplechoice questions. Read the following comments on answering multiple-choice questions and think about them. Of course, you do not have to learn them, but please make sure that you understand what is being said. A multiple-choice question is the type of short question that gives students alternative answers from which they must choose. The following is a simple example of a multiple-choice question: In its most basic form, strategic management can be defined as –––.
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[1] [2] [3] [4]
a process that concentrates on the present a process that focuses on the internal operations of an organisation a process that aligns the organisation with its external environment an operational function
The above multiple-choice question consists of the following: The problem statement or question In its most basic form, strategic management can be defined as
Distractors/alternatives Strategic management is –––. [1] a process that concentrates on the present [2] a process that focuses on the internal operations of an organisation Correct answer is number 3: [3] a process that aligns the organisation with its external environment
[4] an operational function
The problem statement or question provides the perspective from which or the context within which you have to work to find the most correct alternative. It gives an indication of how to approach the question. Therefore, always read and consider the problem statement carefully. Bear in mind that the function of the problem statement is to ensure that one alternative is more correct than another. What is the perspective from which or the context within which you have to work to find the most correct alternative or answer to the question in the above example? The key words are strategic management and defined. It is important to consider all the alternatives from the perspective provided by the problem statement or question. Sometimes students choose one of the first alternatives without even looking at the rest. Bear in mind that the distractors in a multiple-choice question are not necessarily completely wrong. They are called ”distractors” because they often contain some appropriate information. Hence it is easy to make a wrong choice if you do not know the subject well or if you do not read all the alternatives carefully before deciding on your answer. You must select the most correct alternative.
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4.6 4.6.1
Preparing for the examination Planning and revising
Planning is of paramount importance in preparing for the examination. Keeping good notes, doing all the assignments and adhering rigidly to the study programme, all contribute to success in the examination. Work back from the examination date and plan your study time prior to the examination. If you are doing more than one paper/module, plan whether you will try to study a little on each paper/module each day or if you are going to plan your time differently. Prioritise your studies by asking yourself a series of questions: What do I already clearly understand? What am I uncertain about? What do I not understand? How am I going to address my lack of understanding? Also note the following: Study the guide textbook again and take more notes. Work through the assignments and feedback again. Ask the tutor/lecturer. Work in groups with other students.
It goes without saying that to pass any examination, there is no substitute for a sound knowledge of the subject, which can be attained only by making a thorough study of the study guide and other prescribed material; interacting with other students in person or online; interacting with tutors; using the Library and other resources; and completing the assignments and noting the feedback. 4.6.2 In the examination venue
However, in our experience, students who apparently have a good knowledge of the subject sometimes fail to obtain a pass mark. Every year we come across scripts indicating that students devoted far too much time to the first few questions (for which they earned good marks) and were unable to answer the entire paper because time caught up with them. It is a good idea to first read through the paper carefully, specifically note the maximum number of marks allotted to each question, and then decide on the maximum amount of time that you should devote to each question. Make sure that you stick to the relevant points for each question. Our experience is that students sometimes add information that is not really relevant to answering a particular question, in the hope that they will somehow earn marks. It does not work that way. Our questions are very specific, and no marks can be earned by simply ”throwing in” additional material that is totally irrelevant. We try to ensure that the examination papers/modules are not too long. However, at the risk of repetition, we wish to emphasise that proper time planning is of vital importance in writing an
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examination. In dealing with a problem question (ie a question setting out a hypothetical factual situation, to which you must provide the solution), it is inadvisable to go directly to the solution. It is better first to make sure of the principles that are relevant in seeking a solution, to describe these briefly and then to state your ideas on the solution of the problem. Even if your eventual conclusion is not absolutely correct, your statement of principles (if done correctly) will earn you valuable marks. If the solution is also correct, you will obviously be rewarded for that as well. When you are required to define certain concepts or state certain principles or criteria, you should be brief and to the point. It will not be necessary to discuss or comment in detail on these, unless you are specifically asked to do so. Please structure your answers into short paragraphs. It is difficult for us to read through pages and pages of unbroken text. If you have begun your answer and are moving on to a new point or aspect, start a new paragraph. Some of you actually number specific points and paragraphs, and this is helpful. Subheadings and underlining can be equally helpful in marking scripts. If you quote decided cases or the names of authors of books or articles, underline their names. Please use a pen that will produce a bold and legible script. Sometimes the script produced by an overused ballpoint pen is barely legible. Take a back-up pen to the examination hall just in case your pen runs dry. We always try to set a paper that will test your knowledge fairly and thoroughly and maintain high standards. Students who have obtained a degree from this University may take pride in their achievement. 4.6.3 Supplementary/aegrotat examination
Please note that should the University grant you a supplementary examination, your year mark will not count towards your final mark. In other words, your examination will count 100% of your final mark and you will have to achieve a mark of at least 50% in the supplementary examination in order to pass the paper/module. However, this arrangement will not affect students who write the aegrotat examination (eg an examination provided for people who were ill and who produced a medical certificate indicating their illness). Their year mark will count towards their final mark.
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5.1
ETHICAL BEHAVIOUR AS A STUDENT
Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and using them as if they were your own. It involves a number of dishonest academic activities such as copying the work of other students, copying from textbooks, study guides, or suggested answers in the textbook (or memoranda proposed by the text book) without citing the source and/or copying from any source in the examination. You are advised to study the Student’s Disciplinary Code as approved by Council on 26 January 2008, especially sections 1.18 and 1.19. More information on this code is also available in
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myStudies @ Unisa, section I, page 37. Kindly read the university’s Policy on copyright infringement and plagiarism as well. 5.2 5.2.1 Referencing techniques and citing of sources The Harvard reference system
In this system your references are placed in brackets in the text. This system presupposes the use of abbreviated references. The full references are set out in your bibliography. Footnotes are not used, except where explanatory notes, incidental remarks, quotations etc are provided, which do not belong in the text for some reason. Note the following guidelines on the Harvard method: 5.2.1.1 Source reference ONE author: ... It may be, as Burchard (1965) points out... ... ... This notion has been explored in the sciences (Crane 1972)... A recent study (Brown 1974:40) showed that ... [page no. is given]
TWO authors: ... A recent study by Jones and Smith (1975) showed... ... ... A recent study (Jones & Smith 1975:20) showed... A recent study (Jones & Smith 1975:20–35) showed...
THREE authors: First citation: ... (Jones, Smith & Boren 1973:40)... ...a study by Jones, Smith and Boren (1973:40) showed... Subsequent citations: ... (Jones et al 1973)... ... (Jones et al 1973:225)... ... a study by Jones et al (1973:22–30) showed... Reference to a Unisa study guide: ... (Unisa 1999:65)... Full details of the guide, including the paper/module code, should be included in the bibliography or references at the end. 5.2.1.2 Bibliography At the end of the assignment you must provide a complete bibliography containing a list of all the works you consulted. It should be arranged alphabetically, according to the authors' surnames, as highlighted below.
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5.2.1.3 Books Friedlander, G. 1955. Nuclear and radio chemistry. New York: Wiley. Spain, B & Smith, MG. 1970. Functions of mathematical physics. 2nd edition. London: Van Nostrand Reinhold. Viljoen, BA, Brown, C & Roux, CP. 1982. Marketing: an introduction. Cape Town: Juta.
NOTE THE CORRECT USE OF PUNCTUATION, CAPITAL LETTERS AND LAYOUT.
5.2.1.4 Periodicals Redding, RW. 1976. Asymmetric effects. Journal of Molecular Spectroscopy 62(1):8–18. (Note: p or pp is not used.) 5.2.1.5 Unisa study guides University of South Africa. Department of … 2008. Risk management: Study Guide I for MNF3015. Revised edition. Pretoria.
NOTE THAT YOU WILL NOT BE REQUIRED TO PROVIDE SOURCE REFERENCES AND A BIBLIOGRAPHY IN THE EXAMINATION.
Information obtained on the Internet is acknowledged by referring to the particular website, followed by the date on which the particular website was visited. The date is important because the contents of the page on the website may change, or the particular reference or even the whole website may disappear or be moved elsewhere. It follows that besides making a printout of the particular page at the time of visiting it, you should recheck the current status of all internet references when preparing the final version of your work for submission. Example: Accessed on 21 January 2003. On the whole, a list of references containing only online sources is not acceptable because of problems with the reliability of the information. Printed journal articles are peer-reviewed and edited; many sources of information on the world wide web are not. However, if you are using a Unisa database or online peer-reviewed journal, the information is reliable.
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SHORT LEARNING PROGRAMMES OFFERED BY THE CENTRE FOR BUSINESS MANAGEMENT
BANKING Course in Fundamentals of Banking and Risk Management (6 months) Programme in Advanced Bank Management Programme in Banking (1 year) Advanced Programme in International and Central Banking (1 year) Programme in Advanced International and Central Banking (1 year) BUSINESS COMMUNICATION Programme in Business Communication (1 year) ECONOMIC STUDIES Programme in Economics and Public Finance FINANCIAL MANAGEMENT Short Course in Basic Financial Life Skills (3 months) Course in Basic Business Finance (6 months) Course in Financial Management (6 months) Course in Financial Performance Measurement and Control (6 months) Short Course in Personal Financial Management Programme in Business Continuity Management (1 year) Programme in Financial Management (1 year) Programme in Investment Analysis and Portfolio Management (1 year) Programme in Risk Management (1 year) Advanced Programme in Risk Management HUMAN RESOURCE MANAGEMENT Short Course in HR Hiring Practices (3 months) Course in Labour Relations Management (6 months)
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Programme in Human Resource Management (1 year) Advanced Programme in Human Resource Management (12 months) INSURANCE MANAGEMENT IISA Short Course in Elements of Insurance IISA Short Course in Elements of Short Term Insurance (6 months) IISA Introductory Programme in Short Term Insurance (1 year) IISA Programme in Short Term Insurance (1 year) IISA Short Course in elements of Life Insurance (6 months) IISA Introductory Programme in Life Insurance (1 year) IISA Programme in Life Insurance (1 year) IISA Short Course in Elements of Retirement Funds (6 months) IISA Introductory Programme in Retirement Fund Management (1 year) IISA Programme in Retirement Fund Management (1 year) IISA Introductory Programme in Advanced Insurance Practice (1 year) IISA Programme in Advanced Insurance Practice (1 year) GENERAL MANAGEMENT AND ENTREPRENEURSHIP Short Course in Knowledge Management Short Course in SMME Management (3 months) Short Course in Writing a Business Plan (3 months) Course in Management Principles for First-line Managers (6 months) Course in Strategic Management (6 months) ICSA Programme in Strategic Management and Corporate Governance (1 year) Programme in Business Management SAIM Programme in Business Management (1 year) Programme in Business-focused Management (1 year) Programme in Office Management (1 year) Programme in Sport Management Programme in Advanced Strategic Management
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Programme in Entrepreneurship and Small Business Management (1 year) Programme in Safety Management (1 year) Programme in Knowledge Management PRODUCTION AND OPERATIONS MANAGEMENT Course in Basics of Project Management (6 months) Course in Basics of Total Quality Management (6 months) Programme in Total Quality Management (1 year) MARKETING PROGRAMMES Short Course in Customer Service Management (3 months) Short Course in Public Relations (3 months) Short Course in Relationship Marketing (3 months) Course in International Marketing Course in Introduction to Sales and Marketing (6 months) Course in Public Relations (6 months) Course in Customer Relationship Management Course in Relationship Management (6 months) Course in the Introduction to Marketing Management (6 months) Course in Marketing Research Programme in Business-to-Business Marketing (1 year) Programme in Customer Service Management Programme in International Marketing (1 year) Programme in E-marketing (1 year) Programme in Marketing Management (1 year) Programme in Advanced Marketing Management (1 year) Programme in Sales and Marketing (1 year) Programme in Marketing and Marketing Research PURCHASING MANAGEMENT AND SUPPLY MANAGEMENT
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Programme in Public Procurement and Supply Management (1 year) Programme in Purchasing and Supply Management (1 year) Advanced Programme in Sourcing and Supply Chain Management (1 year) RETAIL MANAGEMENT Course in Introduction to Retailing (6 months) Course in Retail Buying (6 months) Course in Retail Marketing and Merchandising (6 months) Programme in Retail Management (1 year) IN-HOUSE SHORT LEARNING PROGRAMMES Short Course in Finance for Non-financial Managers (3 months) Short Course in Marketing (11 weeks)
For more information on all of the above short learning programmes, please visit the website at: http://www.unisa.ac.za/cbm.
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WARNING
It has come to the attention of your lecturers that at present, various institutions are offering lectures in some of the papers/modules presented by the Department, to students registered at the University of South Africa. Please take cognisance of the fact that the Department does not exercise any control over the academic content and standard of tuition by these institutions. Also note that the principles and points of view of these institutions may not be in agreement with the academic principles of the Department. You may be penalised for incorrect points of view in the examination (please keep this in mind when completing your assignments). Finally, assignments completed by groups, of which the content is essentially similar, and which are therefore not the individual attempts of students, are regarded as unacceptable by the Department. Such assignments will not be marked.
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FREQUENTLY ASKED QUESTIONS AND ANSWERS
We receive many calls from students asking the same questions over and over again. We have herefore decided to include these frequently asked questions in this tutorial letter. Please do not make an unnecessary telephone call asking one of the following questions:
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8.1 8.1.1
Study material (tutorial letters, study guides, prescribed books and other items) What is Tutorial Letter 101 (Tut 101)?
You will receive a Tut101 for every paper/module for which you are registered. It is entitled SCHEME OF WORK, STUDY RESOURCES AND ASSIGNMENTS. The Tut101 contains essential information such as information on administrative matters, assignment details such as submission dates and the actual assignment questions, as well as the prescribed sources for that It is essential that you read through the Tut101 for each specific paper/module. paper/module carefully. 8.1.2 Study guide/s
8.1.2.1 How is the content of the study guide/paper/module determined? The content of a distance learning paper/module is determined through a systematic process for the design and development of distance learning materials. This includes a needs assessment of the education needs at the different levels of the degree, an analysis of the learner group, the needs of the South African Qualifications Authority (SAQA) and the needs of the specialist field of study. The inputs of various stakeholders are also taken into account, for example, the legal requirements of government (eg the various laws relating to the field of study), the needs of the workplace and industry, the requirements of the specialist field of study, and feedback from students through opinion surveys and focus group interviews. The curriculum and study guide are normally developed by a team which includes subject specialists, instructional designers, editors, authors of distance learning materials, graphic artists, etc. 8.1.2.2 Why can’t there be more built-in interactivity, guidance and feedback and proper selfassessment opportunities in the paper/module? With the advent of outcomes-based education (OBE), higher education institutions are now required to convert all learning material, including study guides, into an outcomes-based format. This implies that each paper/module and study guide should include clearly stated learning outcomes. Furthermore, the learning material needs to provide opportunities for built-in interactivity, self-assessment activities, guidance and feedback. When the study guides of the Department become due for revision, they are reviewed in terms of the OBE requirements and are constantly being improved to incorporate outcomes-based principles and approaches. It is acknowledged that feedback is an integral part of these requirements and essential in order to promote meaningful learning. The academic staff of the Department are all committed to working towards this ideal. 8.1.2.3 Most of the papers/modules are theory based. Why can’t the papers/modules be more practical to provide us with skills? This may be true of some papers/modules, but the papers/modules, in general and the study guides and assignments, in particular, require you to do activities, including case studies aimed at relating the theory to the practical business management environment. The diligent student will also complete these activities which promote understanding, the application of the theory and the development of cognitive skills relating to business practice.
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8.1.2.4 The sequence of the study units in the study guide and the chapters in the prescribed book is not the same. Should I use the study guide only? No. In general the study guide refers only to the chapter title and/or sections in the prescribed book. The study guide will indicate which chapters/sections and content you are required to study in the prescribed book. 8.2 8.2.1 Prescribed book Do I have to buy the prescribed book or can I simply use the study guide?
Yes, you do need to buy the book if it is prescribed for the paper/module you have registered for. You will not be able to complete this paper/module successfully without the use of the prescribed book. We suggest that you buy the prescribed book as soon as you have registered. Particulars regarding the prescribed book/s (edition; chapters/pages to study etc) will be provided in the section on study material in the relevant Tut101. Also consult your study guide in this regard. 8.2.2 Where can I find a list of official booksellers?
Information on official booksellers appear in the My studies @ Unisa, which you received with your study material. 8.2.3 May I use any alternative books?
We strongly recommend the use of the prescribed book. You are welcome to consult additional reading material, but the examination paper is based on the prescribed book and the study guide. 8.2.4 Could you highlight the most important aspects of each chapter?
We suggest that you refer to the learning outcomes or guidelines at the beginning of each topic/study unit to see what aspects of the learning material need to be mastered. 8.3 8.3.1 Other study material issues I have not yet received my study material or misplaced some or all of it. Could you please mail or fax me a copy?
No, unfortunately the study material is kept at a different department. Please refer to item 1.4.1.2 regarding the contact details in this regard. Ask whether the specific item has been despatched. If it has been despatched and you have not received it after a reasonable period of time, ask for another copy to be despatched. You can also find your study material on myUnisa. Refer to your Tut101 on how to access myUnisa. 8.3.2 I would like to do some additional exercises. Could you provide me with tutorial letters from previous years?
Owing to limited storage space at Unisa, no tutorial letters from previous years are kept and/or
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made available to students. 8.3.3 What do I do if I experience problems with the content of the study material?
Contact your tutor or one of the lecturers responsible for the paper/module immediately. Please do not hesitate to contact us. You can phone any of the lecturers during the mornings, make an appointment to come and see us personally, write a letter or send an email. Tutors are available in person at regional learning centres on most Saturday mornings. You need to register at the centre to attend tutorials. 8.4 8.4.1 Assignments Do I have to do the assignments?
The assignments, like the self-activities in the study guide, are vital learning tools to master the learning outcomes and to prepare you for the examinations. The assignments also provide an opportunity to obtain feedback from the lecturer and to get a feeling for the standard required in a particular paper/module. You need to do all the assignments mentioned in your Tut101. Please check carefully under the assignment section of your Tut101 how many assignment(s) you As need to complete, what kind of assignment(s) they are and their submission date(s). explained in your Tut101, no extensions whatsoever will be granted for the submission of the assignments and you are requested not to apply for extensions under any circumstances. After the closing date of the assignments, you will receive a tutorial letter containing guidelines on answering the assignments. 8.4.2 My assignment is late because.... Can I submit it at a later date?
It is your responsibility to ensure that your assignment reaches Unisa’s Main Campus on/or before the due date. Multiple-choice assignment questions are marked by a mark-reading device on a fixed date as specified in advance in the planning schedule of the assignment. Hence multiplechoice assignments submitted after the closing date will not be marked. 8.5 8.5.1 Examinations Will the examination paper contain any theory questions and interpretations?
Most of the questions involve theory, interpretation and in some cases, application and calculations. 8.5.2 Can you give me any “tips” for the examination?
No “tips” are provided to students. Refer to the study guide and tutorial letters. 8.5.3 When and where will I be writing the examination?
Please refer to item 1.4.1.2 regarding contact details should you have any enquiries about the examination date, time and venue for the paper/module code). When you register, select an
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examine centre that is convenient for you. If you need to change venues, inform the Directorate: Student Assessment Administration in good time so that it can make provision for you at the other centre. 8.5.4 When will the examination results be released?
Please refer to item 1.4.1.2 regarding the contact details in this regard. 8.5.5 Where will I find my examination results?
You will be able to obtain your results from the following places on the day on which the examination results are released: on notice boards on the Main Campus in Pretoria, as well as the regional offices/learning centers on the internet at http://www.unisa.ac.za. by calling the toll-free number of the MTN Voice Response System: 083 1234. A hardcopy of your official results will also be posted to you. Please note that examination results may not be made available via email or telephone. 8.5.6 What do I do if I am unhappy with my results?
Refer to the back page of your official results (which you will receive in the post) for the different options. Also, consult the My studies @ Unisa, which you received as part of your study package. 8.5.7 How do I apply for my examination script to be remarked or rechecked?
You will find all the information on the remarking or rechecking of examination scripts at the back of the official results, which you will receive in the post. You will also find the information in the My studies @ Unisa. 8.5.8 When do the supplementary examination/aegrotat examinations take place?
Please refer to item 1.4.1.2 regarding the contact details in this regard. 8.5.9 I am not familiar with examination-taking skills at a tertiary institution. How could I improve these skills? We suggest that you contact the Directorate for Counselling, Career & Academic Development in this regard (012 441 5388). 8.5.10 What are the assessment criteria for the examinations? You will be assessed on the learning outcomes for each study unit. These learning outcomes are provided at the beginning of each topic and/or study unit in your study guide. 8.5.11 Would it be possible for me to obtain copies of old examination papers with memoranda? Examples of old examination papers are included in the tutorial letters or study guides.
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8.6 8.6.1
Multiple-choice questions (MCQs) I often find MCQs difficult to understand. How should I approach them?
When designing MCQs, we try to put as much information in the question as the students will need to identify the correct option. We also try to formulate the options as briefly as possible. You should read the question carefully and try to identify the part of the work to which the question relates. Identify the clues in the question that will lead you to choose the correct answer from the options. 8.6.2 MCQs do not allow me to demonstrate all my knowledge. Could you possibly ask more application questions?
The number of application questions asked in assignments and examination papers will depend on the level of the paper/module. At first-year level, you will receive mainly theory-based MCQs. At second- and third-year levels, you will receive more application and fewer theory-based MCQs. 8.6.3 Are the lecturers trying to catch me out?
No, lecturers only try to test students’ knowledge, understanding and application skills. MCQs are always checked and double-checked by colleagues for ambiguity. 8.6.4 Why do I only receive marks for choosing the correct option and not for other knowledge that I have?
When designing MCQs, lecturers try to cover all the learning outcomes identified in each study unit. In this way, your knowledge of the whole subject area is tested. 8.6.5 Some of the MCQs are tricky because of semantics and not because of content difficulty. What can be done about this?
When studying management sciences, students need to familiarise themselves with certain terms used in the business world. Lecturers use the same terminology in MCQs. Questions are also checked and double-checked by colleagues for ambiguity. 8.7 8.7.1 Group discussion classes When do classes start at Unisa?
Unisa is a university that offers distance learning – it is not a residential University. We do not therefore offer classes to our students on a daily basis. We do, however, offer tutorial classes on a weekly basis at Unisa Learning Centres throughout the country. We advise you to find out more about these tutorial classes. Refer to your tutorial letter 101 for more information. 8.7.2 Is it compulsory to attend the group discussion classes?
No. However, it would be in your own interest to attend them, if they are held, because important aspects of the paper/module are discussed. They afford students an opportunity to deal with problems they might encounter and to share their experiences with their fellow students.
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8.7.3
Will I able to attend group discussions (eg, visits from lecturers at various venues)?
Information on group discussions for any paper/module will be provided in your tutorial letter 101, and/or follow-up tutorial letters which you will receive during the semester. 8.8 8.8.1 General I would like to work with other students. How can I arrange this?
You could ask Unisa to connect you to other students in your area to enable you to form a study network. The Directorate for Counselling, Career & Academic Development also trains senior students to provide peer collaborative learning at the learning centres. We suggest that you contact the Directorate for Counselling, Career & Academic Development in this regard (012 441 5388). 8.8.2 I wish to get in touch with students in my area who are also enrolled for the paper/module for which I’ve enrolled. Please provide me with their contact details.
Please refer to item 1.4.1.2 regarding the contact details in this regard. Alternatively, use the myUnisa facility to get in touch with fellow students. 8.8.3 There is a lack of student support in respect of skills development, such as business-related skills, and reading and study skills.
We suggest that you contact the Directorate for Counselling, Career & Academic Development on 012 441 5388 about the development of reading and study skills. Every lecturer endeavours to promote skills development in the subject for which he or she is responsible. However, skills development can only take place when the learning material and the learning outcomes have been mastered and when the student has the ability to apply the various concepts and principles. The activities and assignments in the study guide are aimed at promoting learning, understanding and application, which are prerequisites for developing skills. 8.8.4 What purpose does a case study serve?
Students studying management sciences should be assessed on their knowledge and application of business principles. Knowledge can be tested fairly easily. The application of business principles, however, is more difficult to test. One way of doing this is to use case studies. A case study attempts to put the student in a practical situation to test his or her ability to apply business principles. 8.8.5 What is myUnisa?
myUnisa is the University’s online learning management system. You will find your study guides and tutorial letters in PDF format on the website for your paper/module. You can communicate with your lecturers, with other students and with Unisa’s administrative departments – all through the computer and the internet. Bear in mind that you require an internet-enabled computer to use myUnisa. To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on the orange myUnisa button on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za.
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Please consult the My studies @ Unisa for more information on myUnisa. 8.8.6 What is satellite delivery?
At Unisa, satellite transmission is used for the live presentation of lectures, tutorials or training programmes to learners using a television screen at Unisa regional centres. You will be informed by SMS about the satellite broadcasts for any papers/modules for which you are registered. 8.8.7 What is RPL?
Recognition of prior learning (RPL) is the recognition by Unisa of any nonaccredited learning of tertiary level related to a Unisa discipline which occurred before you decided to register for an academic qualification. The RPL programme at Unisa enables you to gain recognition and credit for what you already know and are able to do at a level equivalent to University study. You receive credit for what you have learnt from experience, training courses, etc. For example, if you have worked as a police official for 10 years, you will have learnt a vast number of skills, such as how to conduct an arrest, how to write a statement and how to negotiate. If you have started up and run your own successful business, you will be experienced in budgeting, stock-taking and preparing proposals for clients. If you have done research and written research reports, you could request credits in the field of research. RPL makes it possible for you to earn credits towards a Unisa qualification, thereby shortening your study time and reducing your study fees. Applications or enquiries can be directed to: the College of Economic and Management Sciences (Ms J Brozio: 011 471 2215, jbrozio@unisa.ac.za) pre-access programme for candidates with no or incomplete Department-leaving certificates (Ms Marici Snyman: 011 471 3937, msnyman@unisa.ac.za) 8.8.8 I would like to transfer credits from another University. How do I do this?
Please refer to item 1.4.1.2 regarding the contact details in this regard. 8.8.9 What can a tutor do for me?
At present, we offer face-to-face tutorials at regional learning centres across South Africa. A tutor can assist you to understand your study material, approach your assignments correctly, offer you more opportunities for practising skills, etc. We would like to begin to offer this service online for students who choose this option. We would also like to begin offering a tutor connection to students who have no access to our learning centres or the internet so that they at least have someone who can help them on request.
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8.8.10 What can I do if I am not a confident reader or writer? The Directorate for Counselling, Career & Academic Development offers literacy support at many of the regional learning centres. Staff there can also help you to improve your study skills. We suggest that you contact the Directorate for Counselling, Career & Academic Development in this regard (012 441 5388). 8.8.11 What if I have received a CD or DVD and I don’t have the equipment to play it? Many regional learning centres have computers that students may use. Regional offices can also give you details of Multipurpose Community Centers that might have equipment that you could use. 8.8.12 What happens if I need a placement for work-integrated learning (WIL)? Please refer to item 1.4.1.1 regarding the contact details in this regard. Most WIL courses have a questionnaire in the Tut101 as well. Regional offices should also be able to assist you. 8.8.13 How much contact can I expect? Since distance education relies on independent self-study, your study package on its own should enable you to complete the paper/module successfully. However, the University also offers some forms of contact besides letters, phone calls, email or visits to lecturers in their offices. In some papers/modules, lecturers visit various regions once a semester. Students are alerted to these visits in a tutorial letter. First-year subjects in particular offer tutorial classes once a week at regional learning centres. Some papers/modules use video-conferencing or satellite classes to regional centres that have these facilities. myUnisa offers discussion forums. The Directorate for Counselling, Career & Academic Development has counsellors, literacy centres, peer collaborative learning facilitators, etc. We suggest that you contact the Directorate for Counselling, Career & Academic Development in this regard (012 441 5388). 8.8.14 Where can I obtain financial aid? Please refer to item 1.4.1.2 regarding the contact details in this regard. The staff there will direct you to the Financial Aid Bureau.
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CONCLUDING REMARKS
We trust that you will have a successful study period. Do not hesitate to contact your lecturers if you experience any problems with your studies. If you wish to make a personal visit, please make an appointment beforehand to ensure that the lecturer is available to see you. Best wishes DEPARTMENT OF BUSINESS MANAGEMENT Unisa
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Table 1: Overview of the CEMS graduateness skills and attributes and their link with the three trans-disciplinary enabling outcomes, SAQA critical cross-field outcomes, and Unisa statement on graduate attributes
Overarching enabling outcomes of university education CEMS Graduateness skills and attributes Problemsolving/ decision making skills Enterprising skills Analytical thinking skills Link with the South African twelve critical cross-field outcomes (SAQA) Link with Unisa graduateness statement (Unisa Curriculum Policy)
Scholarship
Ways of thinking
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation Developing entrepreneurial opportunities Collect, analyse, organise and critically evaluate information
Unisa graduates: (i)are independent, resilient, responsible and caring citizens who are able to fulfil and serve in multiple roles in their immediate and future local, national and global communities (ii)have a critical understanding of their location on the African continent with its histories, challenges and potential in relation to globally diverse contexts (iii)are able to critically analyse and evaluate the credibility and usefulness of information and data from multiple sources in a globalised world with its ever increasing information and data flows and competing worldviews (iv)know how to apply their discipline-specific knowledges competently, ethically and creatively to solve real-life problems
Ways of and tools for working
Interactive skills Presenting and applying information skills
Work effectively with others as a member of a team, group, organisation, community Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation Use science and
Unisa graduates: (i)are independent, resilient, responsible and caring citizens who are able to fulfil and serve in multiple roles in their immediate and future local, national and global communities
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Global citizenship
Living in the world
Life-long learning
Continuous learning orientation Goal-directed behaviour Ethical and responsible behaviour
technology effectively and critically, showing responsibility towards the environment and health of others Being culturally and aesthetically sensitive across a range of social contexts Reflecting on and exploring a variety of strategies to learn more effectively Organise and manage oneself and one's activities responsibly and effectively Exploring education and career opportunities Participating as responsible citizens in the life of local, national and global communities Use science and technology effectively and critically, showing responsibility towards the environment and health of others
(ii)have a critical understanding of their location on the African continent with its histories, challenges and potential in relation to globally diverse contexts Unisa graduates: (iv)know how to apply their discipline-specific knowledges competently, ethically and creatively to solve real-life problems (v)are critically aware of their own learning and developmental needs and future potential
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ANNUAL STUDY PROGRAMME 2012 Papers/mo Jan dules Feb March April May June July Aug Sept Oct Nov
BECHONB/301
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