MALDIVES NATIONAL UNIVERSITY

FACULTY OF MANAGEMENT AND COMPUTING

Subject Handbook

For

Applied Business Project (Co-operative Education) (BUS 305)

Term 2, 2011

Table of Contents 1.Welcome to Applied Business Project .............................................................................3 2. Aims .................................................................................................................................4 3. Learning outcomes of the Applied Business Project .......................................................6 4. Responsibilities ................................................................................................................6 5. Overview of the semester ................................................................................................7 6. Semester programme and facilities ..................................................................................8 6.1 Duration of the subject.................................................................................................8 6.2 Online learning site (IQWeb Forum) ..........................................................................8

6.3 Some key points about using IQWeb Forum .................................................................9 7. Contact with your Academic Supervisor .........................................................................9 8. Supervision arrangements ..............................................................................................10 9. Communication..............................................................................................................10 10. Programme for the semester ........................................................................................11 11. Assessment ..................................................................................................................13 12. Facilities .......................................................................................................................14 13. Assignment submission ...............................................................................................14 15. References ....................................................................................................................15 Appendix 1: Seminar sessions and discussions with your Academic Supervisor .............18 Appendix 2 - Developing Your Learning Contract ...........................................................20 Appendix 3 - Oral Presentation .........................................................................................33 Appendix 4: Portfolio ........................................................................................................39 Appendix 5: PLACEMENT FEEDBACK ........................................................................46 Appendix 6: Student Checklist: Basis for evaluation of handling of Co-op process. .......49

1. Welcome to Applied Business Project

In the Applied Business Project (Co-op or Applied Business Project are used interchangeable), students spend time undertaking a work assignment or project, in addition to undertaking academic activity. An on-line Applied Business Project site through IQ Web provides information, support and discussion forums on an on-going basis. Students will also meet with the assaigned academic supervisor and the group students doing Applied Project at regular intervals as seminars and students also meet individually through pre assaigned appointments with their designated academic supervisor. The Applied Business Project is equivalent to two full time subjects hence has a credit weigh of 24 points in the Bachelor of Business degree program. This handbook explains the aims, outcomes, process and assessment for Applied Business Project. We hope that your Applied Business Project semester is enjoyable and a good experience for your future development and learning. If after reading this handbook you have any problems or would like additional information, please inquire online or ask your academic supervisor for guidance.

Nuzha Nizam Academic Supervisor

2. Aims Overall Aims of Co-operative Education The overall aims of the subject are to: help students develop the capabilities central to the Bachelor of Business enable students to extend and apply their learning beyond the educational institution provide an opportunity for students to reflect critically on the relationship between their academic study and business practice test theories in the workplace identify gaps in their learning and plan future learning take enhanced understanding and skills back into the classroom to enrich their continuing studies

Aims of the Bachelor of Business degree Graduates of the Bachelor of Business degree will be confident, adaptable, lifelong learners who have a broad understanding of business and are wellprepared for professional practice. Throughout the degree programme students work toward developing a number of capabilities including: Critical thinking Reflective thinking Problem solving Problem posing Effective teamwork Technical competence in both subject discipline and in applying business tools such as computer software Independent learning Effective oral and written communication Research Skills

Development of Capabilities In Co-operative Education the following capabilities from the graduate profile should be enhanced. Following Co-op all students will: be confident learners who know how to learn and are able to adapt and apply the process of learning to any situation be prepared for professional practice have the following capabilities: o Application of knowledge have the ability to acquire, analyse, and use facts, hypotheses and opinions, to critically evaluate information and formulate ideas, to make recommendations

o Problem-solving have developed skills in analysis, evaluation and critical thinking and the ability to formulate creative and credible solutions.

o Be competent in the use of key skills: Communication :skills in formal and informal written and oral communication Teamwork and Communication: have the ability to work effectively with others, to formulate and express views appropriately, to evaluate the performance of oneself and colleagues in a realistic and constructive manner. This requires the application of specific techniques (e.g. questioning, negotiation, accurate writing) and the development of qualities (e.g. sensitivity to others, self-awareness) that enhance awareness and communication.

Other aspects of the graduate profile will be developed according to the individual needs of the student and their placement. This is further discussed in the appendices on the learning contract.

3. Learning outcomes of the Applied Business Project By the end of this semester students will be able to: Contract for and complete a work related to their major (if undertaking double major students may select one major). Critically analyse and reflect upon the co-operative education experience o The external environment and the place of the organisation within this environment o The workplace its strategy, values, structure, culture and dynamics o Role of the work in the organization / profession/industry o The organisational effectiveness and development in the workplace in relation to their work Critically analyse and evaluate the relationship between work and relevant theories, concepts or models studied o Demonstrate oral presentation skills in a professional context o Demonstrate reflective writing using appropriate academic skills o Plan, implement and reflect on capability and discipline learning goals

4. Responsibilities Co-operative Education is a partnership between students, Faculty of Management and Computing and the industry. All parties have clear roles and responsibilities. MNU is committed to providing a safe place for all who learn and work here. If you have any concerns talk with your academic supervisor.

5. Overview of the semester Co-operative Education is a strategy for applied learning, it is not simply work experience! Co-operative education is a strategy of applied learning in which advanced students pursue learning activities in the business world, outside the classroom. Development of an individual learning contract Co-operative Education involves development of an individual learning contract which specifies your learning goals and work assignment for the semester. Online activity During the semester you work toward achieving the goals expressed in your contract. You take the initiative and responsibility for your learning and work activity. You will be supported through the weekly on-line activity. It is essential that all students participate fully in the on-line activity. Discussion is important in developing evaluative and critical thinking skills and ensuring that you are on-track with the academic requirements. Seminar groups and meetings and briefing workshops During the semester you work toward achieving the goals expressed in your contract. You take the initiative and responsibility for your learning and work projects. You will be supported through seminar groups and meetings with your academic supervisor. Co-op briefings for all students are held during the semester. Learning log or diary You will find keeping a learning log or diary while working toward your learning goals helps with the preparation of your written report and with critical thinking, reflection and development. Fortnightly progress reports to academic supervisor Each fortnight you need to post a brief report about your work and academic activity on the on-line site. You will receive instructions about how to do this. This is an essential activity for you and your academic supervisor to keep in touch about progress. It will also be very valuable when you write your portfolio. Readings programme A series of readings is circulated at the beginning of the semester. You need to read some of these prior to seminars in order to gain maximum benefit from the seminar discussion. A roster of readings will be circulated. You need to read your allocated 7

reading and post a brief discussion about this on the on-line site. In the following seminar sessions issues from the readings will be discussed. You should not restrict yourself to the readings in the readings programme. Researching your own materials is an important part of the semester. Development of critical thinking and relating theory to practice Some library study will be needed, especially with regard to development of critical thinking relating theory to practice and reflecting on the structure and dynamics of your organisation. 6. Semester programme and facilities 6.1 Duration of the subject The academic Term runs for 15 weeks. Students are at their placement from 6 July to 6 November. Additional time will be spent on academic activities such as planning, researching, reading and preparing their portfolio. Students must remain in their placement until 6 November. (Any variation of dates needs written approval of the Academic Supervisor prior to the beginning of the Term). 6.2 Online learning site (IQ Web Forum) The purpose of dialogue is to go beyond any one individuals understanding (Peter Senge, The Fifth Discipline) Students need to spend a minimum of one hour each week on line. This can be either once a week or spread over a few days. Some of the uses of the site: Progress report posted fortnightly outlining the workplace and academic activity The site should be checked at least once a week for messages. In between seminars there are activities and discussion to be undertaken Use the site to ask questions if you have queries that are also likely to be asked by other students, ask them on the site so that others can also see the response. You will also get a more detailed reply from a range of sources Additional resources on a range of Co-op issues To keep you in touch with other students

Most important is the dynamic discussion that can ensue when students all participate in the activity. Please respect alternative points of view in discussion. 8

6.3 Some key points about using IQ Web Forum Try to keep your postings short and/or break them up into bullet points or short paragraphs. Long paragraphs are hard to read online. It can be helpful to prepare your posting in MS Word and then cut and paste into the discussion forum. This can save Internet connection time and also enables the spell-check to be used on the contribution. Whilst we do not expect formal language to be used on-line, it is expected that the contribution will be using standard English rather than text message language. There is usually information on-line or in the handbook that will give this information or guidance on how to handle these situations. Alternatively, after checking that the information is not already available as an announcement or in Frequently Asked Questions, you may be able to turn the question into one that relates to an underlying principle for all students such as By what date should every student have received their results?. It becomes difficult to read the key information in the forums if there are numerous individual postings. IQWeb Forum may be backed up by MNUs technical division. During this time it may be unavailable.

7. Contact with your Academic Supervisor Most contact is via the online site and general postings which can be read by all participants. Individual email contact with your academic supervisor occurs in relation to: - Development of the learning contract - Arrangements for workplace visits - Discussion about the portfolio - Any personal or individual difficulties or situations in the workplace The Student Services at MNU is the contact point for queries about access to IQ Web online. Please check general announcements and detailed help available online, on IQ Web prior to making enquiries. Progress Reports These are posted on IQ Web online. Directions for this will be given. All queries about the content and nature of assessments need to be asked in discussion forum online. All preparation for the oral presentation is undertaken online (rather than individually with your academic supervisor). 9

Requirements for Co-op emails: Emails must include a subject heading that reflects the content of the email such as Co-op: learning contract query. Headings such as please help me or urgent are not helpful. Your email needs to include your name, ID. If you use different forms of your name, all forms need to be included. The standard of communication needs to be business English i.e. no text message language or informal slang. The use of asap is not appropriate business language as it does not communicate a clear time frame. When used in capitals it appears demanding. These points are also good business practice. When sending an email to the academic supervisor, it is also good practice to copy the mail to your Course Coordinator.

Other key points about email contact: Global emails are sent using the email addresses given in your registration form or to the addresses given to the Academic Supervisor. Students can access their IQWeb account from off-site An academic supervisor and FMC will make every reasonable effort to respond to queries within 3 working days. Alternatively they may notify a specific weekday on which Co-op enquiries are handled. If sending a file as an attachment (such as for the draft of the learning contract) please make sure that the content of the file contains your name and ID. Imagine a situation in which an academic supervisor is printing 3 files at the same time imagine the problem if the pages do not contain immediate identification of the author.

8. Supervision arrangements

Students are supervised through on-line discussion and by a lecturer, who is their academic supervisor. As with any subject, it is the students responsibility to ensure that they are thoroughly familiar with the Co-operative Education subject and its requirements. 9. Communication

Internet access and email: Applied Business Project students need to have Internet access. Communication takes 10

place via the Applied Business Project discussion site. Access information will be given by email. Please note that there are no drop-in arrangements for any of the Academic Supervisors. All appointments or visits are by prior arrangement only. 10. Programme for the semester

Week

Week commencing

Seminars and other activity Seminar1: Introduction Introduction and an overview of the Applied Business Project identifying the key issues from the Subject Handbook (outline) Introduction to the readings in the programme

1 19/06/2011 Discussion of the role of the academic supervisor and seminar sessions Give first draft of the work description section of the Learning Contract to your academic supervisor at first seminar. Preparation for seminar by students o Access on-line Co-op site in IQ web: o Introduce yourself in the discussion forum o List one goal with associated outcome and comment - on the posting of someone else o Become familiar with the materials on the portfolio and learning contract.

Seminar 2 : Workplace issues and Learning Contract (LC) -Discussion of Workplace issues - Learning contract discussion 2 26/06/2011 - Allocation of readings for discussion on-line - How to conduct discussions on-line - Email first draft of fully developed capability and discipline goals to academic supervisor Progress Report 1 Due 30/06/2011 3 03/07/2011 Email final draft of fully developed capability and discipline goals to academic supervisor 11

- Online discussion the learning contract and workplace issues Learning Contract is Due 4 10/07/2011 Readings posted online : Critical and conceptual thinking, learning contract theory etc Progress Report 2 Due 14/07/2010 Seminar 3 :Feedback on Learning Contract and its use in co-op project On-line posting of readings and discussions 24/07/2011 Progress Report 3 Due 28/07/2010 6B 31/07/2011 On-line posting of readings and discussions Seminar 4 Portfolio in depth 07/08/2011 Handling of Workplace feedback 7B 8A 8B 09 14/08/2011 21/08/2011 28/08/2011 04/09/2011 On-line posting of readings and discussions Progress Report 4 Due 18/08/2010 Academic supervisor visit to the workplace. Academic supervisor visit to the workplace. Seminar 5: portfolio and Presentation o Discussion of work in progress identifying key issues and challenges o Written report : discussion of specific examples o (including the role of theory) o Critical analysis o Discussion of key points and details for Presentation Progress Report 5 Due 08/09/2010 On-line posting of readings and discussions On-line posting of readings and discussions Progress Report 6 Due 22/09/2010 12 25/09/2011 End of work placement

5 6A

17/07/2011

7A

10 11

11/09/2011 18/09/2011

13

02/10/2011

End of work placement 12

Progress Report 7 Due 06/10/2010 14 15 16 09/10/2011 16/10/2011 23/10/2011 Presentations are due

Portfolio due

11. Assessment ASSESSMENT WEIGHT DUE DATE Due on 17/07/2011, 1400 hours Learning contract 10% Two hard copies and a soft copy must be submitted (The hard copies must be signed by workplace supervisor and student). During week 14 Oral individual Presentation 30% Hard copy of any visual aids is needed, along with copy of any articles used in presentation and a correctly referenced list of sources. Due on 26/10/2011, 0900 hours 60% One hard copy and one electronic copy without the appendices should be submitted

Co-operative Education Portfolio

Assessment Detail: 1. Learning Contract - the dual purpose of the learning contract is : o To guide the semester. It is a document that is used throughout the semester as the plan for the Co-op semester. o As an assessment document. A few weeks into the semester it becomes as assessment document. 2. Oral individual presentation At the end of the placement of 13 weeks students undertake an oral presentation. The standard expected for this presentation is extremely high. ( see details of the presentation requirement and marking guide) 3. Portfolio this includes your learning contract, critique of workplace feedback, written report and evidence of achievement of learning outcomes (see details of the portfolio and marking guide). Requirements to pass: In order to pass the subject students must: 13

Obtain an overall mark of 50% in ALL the components of the assessment receive acceptable feedback from their workplace supervisor validation of work completed

A visit by the academic supervisor to the workplace and a meeting with the workplace supervisor is a requirement for Co-op. The workplace feedback must be in English or in Dhivehi. The Co-operative Education paper is equivalent to two 300 level subjects in the Bachelor of Business degree. The assessment programme for Co-op will demand a corresponding amount of effort. You need to be working on your portfolio right through the semester. It will not be possible to prepare the portfolio to the required standard in the three weeks after the placement is completed. 12. Facilities Please check with the library for details on opening hours. The Library is closed during public holidays. For details on getting access to the library catalogue and to electronic databases such as EBSCO, please contact the library. Students need to note that library resources such as electronic resources have been provided to MNU exclusively for use in class and in academic assignments. They may not be used for commercial purposes the arrangements for MNU access specifically exclude this. Therefore students may not use this information in course of their work placement. Both FMC and MNU will regard any breach of this understanding most seriously. Computer laboratory As the labs are used for teaching and learning activities, you can use the labs outside the teaching hours.

13. Assignment submission All Co-op assessments are submitted to a specified assignment box. All assignments are due at 14.00 hours. Assessments should not be submitted directly to your academic supervisor unless communicated otherwise. Assignment cover sheet is available for download at http://www.mnu.edu.mv/fmc.

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Any assessment that is submitted late will be subject to 5% deduction for each day late up to a maximum of five days. Assignments submitted five days after the due date may not be marked unless the extension was authorized. The portfolio should be submitted as a hard copy and in electronic form. The learning contract also needs to be included in the Appendices of the portfolio at the end of the semester. The original of the workplace feedback needs to be submitted with the portfolio at the beginning of the portfolio immediately following the Assignment declaration. In the BBus, we expect that all individual assessment work by students is their own work. In order to protect the integrity of students individual work and the value of their qualification, the Faculty is may use a software programme that detects plagiarism and copying. The purpose of introducing this software programme is to ensure that all students get credit for work that is their own, and that no credit is given for work which is someone elses work. 14. Suggested readings No text is prescribed. A series of readings are handed out or distributed via the Subject Homepage on the IQWeb. Students are also advised to follow readings suggested in the core modules studied under the majoring subject(s). 15. References Research is a key component of the Applied Business Project. It is expected that students will research their discipline, critical thinking and relevant theory thoroughly. You are encouraged to seek out your own references. This list is intended as a starting point. It is by no means exhaustive. You are encouraged to discuss your research with your seminar group and your academic supervisor. Academic Writing: Emerson, L (Ed). (2000). Writing Guidelines for Business Students (2nd edition). Palmerston North: Dunmore Press.

Business Writing:

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Worth, R., Business Writing Handbook, 2002, Wiley Publishing Inc., U.S.A. Sparks, S.D., The Managers Guide to Business Writing, 1999, McGraw-Hill, U.S.A.

Organisational Development: Gordon, J.R. Organisational Behaviour (4th Edition). USA: Allyn J Bacon. Luthans, F. OrganisationalBehaviour(6th Edition). USA: McGraw-Hill. Schermerhorn, Hunt & Osborn. Managing Organisational Behaviour. (5th Edition) USA: Wiley. Critical thinking: Baron, J.B. & Sternberg, R.J. (1987). Teaching Thinking Skills: Theory and Practice. New York: W.H. Freeman. Brookfield, S.D. (1991). Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. Oxford: Jossey-Bass. Chaffee, J. (1991). Thinking Critically. Boston: Houghton Mifflin. Daloz, L.A. (1986). Effective Teaching and Mentoring. San Francisco: JosseyBass. Ennis, R. H. (1987). A Taxonomy of Critical Thinking Dispositions and Abilities. Teaching Thinking Skills - Theory and Practice. Eds. Joan Boykoff Baron and Robert J. Sternberg. New York: W.H. Freeman and Company. Kurfiss, J.G. (1988). Critical Thinking: Theory, Research, Practice, and Possibilities. Washington D.C.: Eric Clearinghouse on Higher Education. Paul, R. (1992). Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World. California: Foundation for Critical Thinking. Time Management: There are many books on this subject. Three examples are: Bernard, M.E. (1991). Procrastinate Later! Melbourne: Schwartz & Wilkinson. Treacy, D. Clear Your Desk! (1991). London: Random Century. 16

 Others:

Mackenzie, R. A. The Time Trap. (1972) New York: McGraw-Hill.

Boud, D. (Ed) (1998). Developing StudentAutonomy in Learning. (2nd ed). London: Kogan Page. Knowles, M. (1990). The Adult Learner: a neglected species. (4th ed). Gulf Texas Knowles, M. (1975). Self Directed Learning. New Jersey: Cambridge. Knowles, M (1986). Using Learning Contracts. San Francisco: Jossey-Bass. Senge, P.M. (1993). The Fifth Discipline. U.K.: Century Business.

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Appendix 1: Seminar sessions and discussions with your Academic Supervisor The purpose of dialogue is to go beyond any one individuals understanding (Peter Senge, The Fifth Discipline) It will be extremely difficult to complete the subject requirements without attending the seminar sessions. If you are not able to go to a session because of any illness, you must inform your supervisor beforehand (This is a courtesy that would also be expected in the workplace). However, it is your responsibility to find out from the online site or from other students what was covered at the session. The seminars are intended to be discussion groups facilitated by academic supervisor. They offer opportunities for networking with other students which are a critical part of Cooperative Education. You are likely to find that discussion of your work place experiences with your peers will be as valuable, maybe more valuable, than discussion with supervisors. You and your peers can be valuable mentors to each other. This will be especially important during the development of the learning contract. It is important that you prepare appropriately for each seminar session so that you can participate fully. Meetings with the Academic Supervisor There should be at least six individual meetings with your academic supervisor: Meetings early in semester: Topics typically covered at this meeting include: Review of proposal originally submitted and whether this has changed Discussion about any comments made in letter of project approval Discussion about range of goals to be considered in Learning Contract (the big picture) Discussion about specifics of Learning Contract

Meetings about the portfolio: Topics typically covered at this meeting include: Review of Learning Contract and discuss implications for portfolio if necessary agree any changes to learning contract or time frame for documenting these Discuss list of topics/areas for discussion for portfolio student should bring along to meeting ideally Discuss workplace feedback and how this can be discussed in portfolio 18

 Any other matters Planning for the meetings: To obtain maximum benefit from meetings with your supervisor, the meetings require planning and structuring. An ad hoc discussion will not be as useful as a meeting where you have a structure to work from. Think about what you want the meeting to achieve before you arrive. The following is a suggestion which may be a useful starting point. Suggested structure for the individual meetings between the student and the Academic Supervisor A suggested structure for meetings is described below. You might like to use the headings as a basis for discussion with your supervisor Alternatively, you might just have this structure in mind and prior to the meeting take notes, list questions etc under the suggested headings. It would be beneficial to take these with you and systematically work through the points. Suggested structure for the meetings Opening Rapport established The review of the current context, aided by notes from any previous meeting(s), allows you to check perceptions of decisions made, to recall previous discussions and to enquire into progress towards the goals established. Defining the purpose of the current meeting can include the identification of problems and difficulties that need to be sorted out. Other purposes include giving/getting feedback on written work, organisation of work, or discussion and interpretation of results. This part of the meeting is really the agenda setting. The purposes and problems are explored. This stage may contain analysis, reconstruction, explanations, demonstrations, discussion This is the stage of decision taking. Alternative routes and procedures are evaluated and provisional solutions are identified Tasks are established for the next period of work with suggested deadlines. Summarising what has been achieved at the meeting and how well you are progressing and the steps or action to be taken as a result of the meeting.

Review

Definition

Exploration Clarification Goal setting Conclusion

Reference: Brown, G & Atkins, M. (1988). Effective Teaching in Higher Education. London, Methuen,

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Appendix 2 - Developing Your Learning Contract

Your learning contract: The Learning Contract is a key document for your Applied Business Project semester. In it you design your own learning experience and expectations, in negotiation with your academic supervisor and workplace supervisor. It therefore defines the curriculum for your semester. What is a learning contract? A learning contract is a document drawn up by a student with his/her instructor and/or adviser/supervisor, which specifies what the student will learn, how this will be accomplished, within what period of time, and what the evaluation criteria will be. (Boud 1989) The process involved (the discussion about the contract) may be more important than the actual contract itself. (Fleming). Through discussion you and your supervisor clarify thoughts and expectations. Dont worry if you are not certain about your work or your outcomes when you start your contract. This will all become clearer as you work through the process. Some theory about learning contracts Key aspects of the learning contract are: 1. The needs, requirements and goals of the three parties - the learner, the academic institution and the workplace are all met by the negotiated learning contract. 2. All parties are committed to making the contract work. 3. The contract is re-negotiable if any circumstances change during the semester. The discovery of new needs by the learner is a common reason for renegotiation. The work place may change. The student or workplace may discover that the project needs to be changed for a variety of reasons. 4. Because they are individually negotiated, each contract is different.

Based on notes from Shona Little, Centre for Staff and Educational Development, 1996.

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Content of Learning Contract: Your learning contract contains the following: 1. Title page to be designed by student needs to include your major or discipline and name of academic supervisor 2. A section for all three parties to sign similar to the following: The Workplace Supervisor (Signature) (Designation) (Date) The Student (Signature) (Date) The Academic Supervisor (Signature) (Designation) (Date) 3. Work Assignment A description of the work you have agreed to undertake in your workplace and how you plan to achieve it. This ensures that you and the workplace supervisor clearly understand what you are expected to achieve - so that you both have a common understanding. It also acts as a planning tool to help you to focus on the task and how to work efficiently towards achieving it. Conditions

Start Date Completion Date Attendance requirements

______________________ ______________________

(eg no of hours per week, no of weeks etc) Any other relevant conditions, if appropriate 21

Description of Work Assignment You must provide a brief description of: the work assignment the objectives and expected result of the work assignment (from the perspective of the workplace) the standards which must be met in completing the work assignment the strategies to be adopted evidence of accomplishment Which aspects of the work placement are at 300 level and which aspects are not at 300 level? If the work is not predominantly at 300 level, how is this issue being addressed? The output associated with this needs to be specified. Highlight any changes that have occurred in the work description compared with the proposal submitted prior to the start of the semester If it is not obvious how this work relates to your major or discipline, please describe this 300 level is characterized by analysis and evaluation, discussion of the link between theory to practice. See the higher levels of Blooms Taxonomy rather later in this section. Some options if the work is not at 300 level: a) Discuss the possibility of enhancing some aspects of the work (May be best to do this during visit by academic supervisor) b) Undertake an extra project at work over and above the current work take care with time management with this option c) Develop a full range of discipline goals which are clearly emphasis 300 level requirements d) Undertake an additional academic project discussed with academic supervisor this should be covered in learning contract 4. Capability and Discipline Goals and Outcomes The goal or objective is what you want to achieve in reasonably broad terms. The learning outcome is an academic or personal achievement assessable at the end of the Co-op semester. It specifies what you will be able to do by the end of the semester when you have achieved your goal. It can be preceded by the words By the end of the semester I will be able to 22

Your contract will include: Discipline or professional outcomes (these relate to your discipline or study) Capability or personal outcomes (skills or capabilities that you wish to develop or enhance and that are relevant to the business environment) To develop each goal, students have found it useful to have a clear sequence of headings and use them consistently eg: Goal or objective Outcome Strategy Evidence of accomplishment Assessment What do you want to achieve? What will you be able to do when you have accomplished the goal? By the end of the semester I will be able to How do you plan to achieve the outcome? How will you demonstrate to FMC that you have achieved the outcome? What evidence will you be able to provide that you have achieved your goal? How will it be assessed by FMC?

There is no particular number of goals that you need you will need about 6 8 in total more weighted towards discipline, but this is a very rough guideline. The range and depth of goals will determine how many you need. You have as many goals as you need to produce a Co-op experience, which when combined with your work results in a Co-op experience the equivalent of a full semester at 300 level.

Strategies: These frequently encompass reference to or research of theory, consideration of any models to be used in developing the discipline knowledge or skill, observation of others, practicing some aspect of the outcome. If observing others or practicing some aspect of the outcome, it is necessary to have some form of reflection about what is observed or practiced. Be specific about theory or texts that are to be used.

Evidence: This needs to be something that can be provided to FMC if required for example documents, descriptions of case studies of incidents, working documents, discussion in the portfolio. 23

It is unusual for work examples alone to be used as evidence in this section of the contract these will be needed in the work assignment section, but do not generally provide evidence of the development of discipline goals. Discussion about some aspect of theory in the portfolio can be used as evidence. Do make sure that you are specific about the section of the portfolio in which this discussion will be undertaken. Assessment: Most of the assessment of the capability and discipline goals will be undertaken by your academic supervisor when they are marking the portfolio.

5. Arrangements for the semester Agreed contact arrangements/progress reports. Any special circumstances that may impact on Co-op Semester.

6. Semester in summary Which aspects of the Graduate Profile will be addressed during the Co-op Semester. The graduate profile is given below. Students need to consider which aspects will be specifically covered in their Co-op semester and through which aspects of the contract previously mentioned. be confident learners who know how to learn and are able to adapt and apply the process of learning to any situation a broad understanding of business and the relationships between different disciplines Experience teaching strategies and a learning environment which reflect the business world. have the following capabilities: o Application of knowledge : Have the ability to acquire, analyze and use facts, hypotheses and opinions, to evaluate critically information and formulate ideas, to make recommendations o Conceptual thinking : The ability to recognize and understand wider issues, trends and influences and relationships between ideas o Teamwork and communication: Have the ability to work effectively with others, to formulate and express views appropriately, to evaluate the performance of oneself and colleagues in a realistic and constructive manner. This requires the application of specific techniques. (e.g 24

questioning, negotiation, accurate writing) and the development of qualities (e.g sensitivity to others, self-awareness) that enhance awareness and communication. o Problem-solving : Have developed skills in analysis, evaluation and critical thinking and the ability to formulate creative and credible solutions o Technical competence : Proficient use of various methods, concepts and processes, procedures and techniques, including the appropriate application of tools (e.g. software) and the techniques of specific disciplines (e.g. economic formulae be competent in the use of key skills: o Communication : Skills in formal and informal written and oral communication o Use of technology : Skills in the use of computing tools (word processing, spreadsheets and databases) and other technology (video, data show, telecommunication, D Rom) o Research: skills in enquiry, analysis, deduction, evaluation, critical thinking and independent learning 7. Append the proposal submitted prior to the start of the semester and the letter of acceptance received.

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Check your Learning Contract: You need to ensure that: your contract can be achieved within the semester your contract (work and outcomes) is sufficient for 2 papers at the 300 level your discipline or professional outcomes focus on your specialization the majority of the learning outcomes are at the higher levels of Blooms taxonomy the outcomes can be checked against the SMART tool

Blooms Taxonomy - Levels of Learning Blooms taxonomy of education objectives provides a scale of categories of education objectives in which each category builds upon the ones that precede it. These categories can provide an indication of the educational level of your learning outcomes. Most of yours should come from the higher level categories ie. Evaluation, synthesis, and analysis. Knowledge - recognition and recall of facts and specifics. Comprehension - interprets, translates, summarizes or paraphrases given information. Application - uses information in a situation different from original learning context. Analysis - separates whole into its parts until relationship among elements is clear. Synthesis - combines elements to form new entity from original ones. Evaluation - involves acts of decision-making, judging or selecting based on criteria and rationale.

The SMART TOOL The Smart Tool is useful for checking your learning outcomes. Are they: Specific Measurable Achievable Realistic Time bound Focused rather than general? How will you know that you have achieved your learning outcome? Can this be done? Can you do it with the resources available? Have you included a date when the outcome will be achieved?

Some Important Points 26

The process for developing the contract and some examples of outcomes will be discussed in the seminar group. It is the students responsibility to develop the Learning Contract. The contract is developed by you in negotiation with the workplace and academic supervisor. The academic supervisors role is to facilitate process, to be explicit about expectations and requirements, to provide constructive feedback and critical professional analysis, to encourage intellectual rigor and provide an environment of continuing personal and professional support. It is inevitable that you will produce several drafts of the contract. The process of negotiation involves discussion, modification of the contract, more discussion, further modification, more discussion. The discussion is important to help clarify the outcomes. Dont despair if your supervisor seems a bit picky about some of the wording in your learning contract - it is important that you both discuss this and that you both have a common understanding at the end of it. The discussion is as important as the final contract. Discussion with your peers in your seminar group or on-line site will be important in the development of your contract. Your portfolio at the end of the semester will be assessed against the outcomes in your learning contract. The learning contract is your personal guide to the semester and should be referred to frequently. If circumstances change during the semester, you need to discuss a modification of your learning contract with your academic supervisor.

Your Learning Contract is assessed and a grade is allocated. After assessment of your Learning Contract you need to discuss the contract with your Academic Supervisor to see whether further modification is needed.

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Summary of Learning Contract 1) Title sheet 2) Cover sheet 3) Work Conditions (Start and completion dates, hours, etc) Description of Work Assignment the work assignment the objectives and expected result of the work assignment (from the perspective of the workplace) the standards which must be met in completing the work assignment the strategies to be adopted the necessary resources evidence of accomplishment how the evidence is to be validated Extent to which work is at 300 level If the work is not predominantly at 300 level, how is this issue being addressed? The output associated with this needs to be specified. Highlight any changes that have occurred in the work description compared with the proposal submitted prior to the start of the semester Relationship of work to major if not obvious

4) Capability and Discipline Learning Goals and Outcomes 4.1 Capability or personal goals and outcomes 4.2 Discipline or professional goals and outcomes Goal or objective Outcome Strategy Evidence of accomplishment Assessment What do you want to achieve? What will you be able to do when you have accomplished the goal (that you cannot do at present)? By the end of the semester I will be able to How do you plan to achieve the outcome? How will you demonstrate to FMC that you have achieved the outcome? Evidence? How will it be assessed by FMC? What evidence will you be able to provide that you have achieved your goal?

5) Arrangements for the Semester 28

Agreed contact arrangements/progress reports. Any special circumstances that may impact on Co-op Semester.

6) Summary of Semester 7) Append the proposal submitted prior to start of the semester and letter of acceptance

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Learning Contract
10% of marks Learning outcomes The learner will: Contract for and complete work assignments related to their major (if undertaking a double major select one) Plan, implement and critique capability and discipline learning goals The Learning Contract is also likely to encompass the other learning outcomes of the paper.

Performance criteria: Submit a learning contract which is based on the notes in this handbook and which meets the assessment criteria and marking schedule (following). 1. LEARNING CONTRACT SUBMISSION Two copies of the Learning Contract (signed by you and your workplace supervisor) need to be submitted as shown in the Assessment Program. No extensions will be given except for medical grounds. 2. PROCESS The process of developing a learning contract is as important as the document itself. It is very important that you discuss the process with other students and your academic supervisor. The process can include: Students discuss the learning contract during seminar sessions. There is an on-line discussion of the contract Further discussion of the learning contract including a critique of some aspects of the agreement Discussion of Learning Contract with another student (your supervisor may pair up students to work as buddies)

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Discussion with your workplace supervisor about the learning contract. This may happen during the on-site visit by your academic supervisor or by telephone for distance students. The learning contract will go through several draft stages before the completion of the document. Each draft is important as it helps refine and develop the thinking behind the document. Your supervisor will have seen draft copies of your Learning Contract before you submit your document for assessment. Your supervisor can help you write one capability and one discipline goal. For other goals they make comments and give feedback and students must make the changes themselves. The provision of feedback is dependent on students observing the dates for draft contracts.

The grade for your contract will not be entered in the assessment system until the contract has been signed by all three parties. Even after the marking of the contract it may not be the final document. If circumstances change during the semester, you may need to modify the Learning Contract. Discuss this with your Academic Supervisor.

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ASSESSMENT CRITERIA FOR LEARNING CONTRACT Student Name..Student ID The contract will be assessed holistically. The feedback form that follows will be used. CRITERIA Contract includes all required elements: Work assignment, Discipline and capability goals, Contact arrangements with academic supervisor, Summary against graduate profile, proposal and letter of acceptance appended. Work assignment and learning goals cover all components described in section 1.5. The work assignment is appropriately described For example objectives are focused on workplace needs, the strategies are complete and appropriate to objectives, time frame is given, demonstration / evidence and evidence is clearly stated. Capability and discipline goals are each appropriately described. That is: Outcomes appropriately worded can be preceded by By the end of the semester I will be able to..... Outcomes that can be demonstrated. Objectives as described in the SMART tool in section 1.5 Strategies are workable and give detail and depth about how the outcomes will be achieved. Demonstration / evidence and assessment are specific. Discipline goals are distinct from work assignment Overall contract provides a course of study appropriate for full semester at 300 level and provides a sufficient level of critical analysis. Most outcomes at the higher level of Blooms Taxonomy. Relationship of theory to practice is addressed in the agreement Overall contract gives clear direction and guidance for the Coop semester and addresses the needs of all three parties (workplace, student and FMC) The work to be undertaken is clear The discipline and capability goals are clearly expressed The focus for the semester is clear Clear communication, presentation and format Grade for Learning Contract Signed by: _________________________(Academic Supervisor) 32 FEEDBACK

Appendix 3 - Oral Presentation 1. Learning Outcome The Learner will: demonstrate oral presentation skills appropriate to the business context in which they have been operating

Performance criteria an oral presentation is made in accordance with the Assessment Criteria for Oral Presentation (following). The presentation is to discuss the Cooperative Education experience to date and the link between theory and practice.

2. Oral Presentation Assessment Presentations are to be of 15 minutes in length, followed by up to 5 minutes of questioning. The Oral Presentation will discuss the relationship of theory to practice for some aspect of the Co-operative Education placement or work experience. This could either take an organisational perspective or a discipline perspective. It is important to note that the focus of the assessment is on reflective and critical analysis of the Co-op experience and how this relates to theory. It is not sufficient to simply apply the theory. It is expected that several sources of theory will be consulted in the preparation for the presentation. These can be sources which corroborate each other or which provide a comparison or different points of view. A correctly referenced list of these sources must be given to the markers of the presentation. Any diagrams or models or other information that has been taken directly from these sources must be referenced on any overhead transparency or other visual aid. If modifications have been made to the theory, it must be noted that the diagram or model has been modified. Presentations will be made to two academic supervisors who will assess the presentation. One supervisor will be from your own or related discipline and one will be from another major. The supervisors may have no or little knowledge of the placement or role. A clear understanding of the placement and work must be conveyed in the presentation. STUDENTS RESPONSIBILITY Students must be professional in behavior and dress for the presentations. 33

Students need to book the oral presentation when the schedule is available. Students are STRONGLY encouraged to bring approximately two other people to the presentation to be in the audience. (The audience must NOT include any current semester Coop students). Any equipment required for your presentation other than an OHP and whiteboard must be advised accordingly. If using PowerPoint back-up arrangements must be made in case there are difficulties with equipment. Following the presentation students must leave with the markers: A hard copy of visual aids such as overhead transparencies or a copy of the power point presentation. A correctly referenced list of sources consulted A copy of any articles etc consulted (other than those in the Readings program)

Students may bring to the presentation any visual aids that enhance the presentation. However they may not bring food or drink or gifts for the assessors.

THIS SKILL REQUIRES TRAINING, PREPARATION AND PRACTICE Preparation and practice are the responsibility of individual students. Students are encouraged to obtain as much experience and practice as they can

ACADEMIC SUPERVISORS RESPONSIBILITY Discuss with student strategies for developing and improving oral presentations skills. At the presentation be prepared to ask questions related to the content. These could include: a) b) c) d) questions of clarification of content of oral presentation questioning points raised in oral presentation to require further critical thinking questions challenging assumptions or opinions expressed questions leading on from content of oral presentation

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APPLIED BUSINESS PROJECT (Co-operative Education) (BUS 305) ASSESSMENT CRITERIA FOR ORAL PRESENTATION Date: Student Name: Finish: CRITERIA ALLOCAT ED MARKS Start: MARK S FEEDBACK

Relationship with audience (15 %) Eye contact 2 Marks

Acknowledgement of audience

2 Marks

Ability to hold the interest of the audience

2 Marks

Fluent handling of question

5 Marks Presentation skills: ( 10 % Marks)

Appropriate language and style for a business presentation

2 Marks

Stance/posture

2 Marks

Use of hands/gestures

2 Marks

Clarity of vocal communication (projection of voice, pronunciation)

2 Marks

Pace, variation and fluency of delivery

2 Marks

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Content of presentation: (60 % Marks) Conveys clear understanding of placement and the work undertaken by the student. 15 Marks

Identification of relationship of theory to practice (which aspects of the theory were applicable, which were not, which aspects were challenging and how was it overcome )

10 Marks

Appropriate selection & application of theory in the work undertaken ( for analysis and completion of the work objectives)

10 Marks

Demonstrated depth of critical thinking related to some significant aspect of Coop Education experience

10 Marks

Identified the self development in terms of the learning outcomes both professionally and personally

10 Marks

Structure &organization of presentation: (15 % marks) Structure of presentation (introduction, body of presentation & conclusion) 5 Marks

Correctly referenced list of sources of information

5 Marks

Appropriate language used (minimal use of jargon or necessary jargon explained)

5 Marks

Appropriate use and handling of visual aids (the number used, layout of overhead transparencies, any other supporting materials)

5 Marks

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Time management (presentation is between 12-15 minutes) Unobtrusive use of notes Standard of dress appropriate to a business presentation TOTAL MARKS (100 %) FINAL MARKS (30 %) Questions asked:

2 Marks 2 Marks 2 Marks

Overall Comments:

Signed by: (Academic supervisor) Signed by: (Second marker) Signed by: (Third marker)

Date:

Date:

Date:

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ORAL PRESENTATION GRADE DESCRIPTIONS This gives guidance about how presentations are marked.

High Distinction Extremely polished professional presentation with in-depth content and reflective critical thinking and clearly based on theory. Generates high level audience interest. Confident, businesslike delivery. Little use of notes. Excellent use of PowerPoint and/or visual aids. Clearly developed structure and focus. Handles questions confidently and competently. Distinction A polished interesting presentation with unobtrusive use of notes. Generates very good level of audience interest. Obvious structure. Will lack something of an HD. It could be that either presentation skills or content were of a very high standard, with the other area having significant weakness or both areas well covered but on balance did not have the polish of an A. Generally confident delivery. Good use of PowerPoint and/or visual aids. Generally expected there will be good critical content. Credit A satisfactory presentation. Covers most criteria to a minimum standard but has some weakness which could be any of the following: a short presentation less than 12 minutes, reliance on notes, content being very descriptive or lacking in critical depth, poor identification of theory and/or issues, content needed clarification, lack of or limited structure/flow of the presentation. Overall presentation needs more work to make it of a professional standard. Pass Inadequate in significant ways. Very limited content and presentation skills, for example largely read, not well organised, limited or poor use of PowerPoint and/or visual aids. May be adequate in some areas but has too many shortcomings.

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Appendix 4: Portfolio 60% of the marks 1. Learning outcomes: The learner will: Critically analyse and reflect upon the co-operative education experience The external environment and the place of the organization within this environment The workplace its strategy, values, structure, culture and dynamics Role of the work in the organization / profession / industry Their own effectiveness and development in the workplace in relation to their work Critically analyse and evaluate the relationship between work and relevant theories, concepts or models Demonstrate reflective writing using appropriate academic skills Plan, implement and reflect on capability and discipline learning goals

Performance criteria: Submit a portfolio in accordance with the marking criteria. This needs to include: written report learning contract (This should be a copy of the final contract that includes any amendments made during the semester) original copy of workplace feedback evidence of achievement of objectives covered in Learning Contract

2. Portfolio Submission One copy of the portfolio needs to be submitted by the date listed in the assessment schedule. The hard copy needs to be presented in the following way: With the FMC declaration adapted for the portfolio visible from the front

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This needs to be followed immediately by the original of the workplace feedback

No extensions will be given except for medical reasons.

3. Workplace feedback Towards the end of the placement period students give their organisational supervisor a feedback form. This asks the organisational supervisor to comment about the performance during the workplace assignment, the extent to which the student integrated into the company culture, the working relationships with other personnel, the development of skills over the placement period, the extent to which the student showed initiative in learning about the wider aspects of the work or organisation, advice for the future. These forms will be given to students at the seminar sessions early in the semester and are also available on the online site.

Please note that the Students need to give their Academic Supervisor a photocopy of the completed form by end of week 11. The original of the completed form is included in the portfolio. In the written report, the student discusses the feedback in relation to their own development.

4. Assessment criteria and marking schedule This is an individual assessment. The focus of the report must be on your own critical analysis, evaluation and reflection and the application of relevant theory to the cooperative education experience.

Students must bear in mind that the module is the equivalent of two subjects at the Level 3. The quality of your own thinking, analysis, evaluation and reflection is the critical factor. The length of the report should be discussed with your academic supervisor. However a long report that is mainly descriptive with little reflection will not score highly. Communication and presentation: The written report should be structured as for a business report with Executive Summary, Introduction, Body of report, References, Appendices.

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The Executive Summary needs to summarise the key outcomes, conclusions or points from each section of the report. The report and each section of the report must be structured in a logical fashion. Each of the five headings (shown in bold in the marking criteria) must be presented as a separate section of the report.

Appendices must be numbered and cross-referenced to the main body of report. The appearance of the report must be of a professional standard - such that you would confident about presenting it to an employer or client and charging a high fee.

The report must be produced using a word processor or similar computer software and should make use of appropriate word-processing features. The report must be free of typographical, grammatical and spelling errors. This includes appropriate sentence construction, proof-reading, appropriate use of all aspects of punctuation, capital letters, etc. A very high standard of accuracy.

All references must be acknowledged. Referencing must use APA conventions. Reference list and bibliography must be correctly handled

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PORTFOLIO MARKING GUIDE APPLIED BUSINESS PROJECT (BUS 305) (Co-operative Education) Semester 2, 2009 Student Name: Student ID:

CRITERIA

ALLOCAT MARK FEEDBACK ED MARKS S Critical analysis and understanding of organizational aspects: (20% )

Analysis and evaluation of the following organizational aspects in the place of work: The key characteristics of external environment (either the profession, industry or market) The role of the organization in this environment The workplace- its strategy, values, structure and management, culture and dynamics Evaluation of relevant organizational and management theory (where appropriate taking into account the size and type of business, organizational structure and culture). Identification of strengths and weaknesses of the organization 5 Marks

5 Marks 10 Marks

10 Marks

10 Marks

The impact of the factors identified on strength and weakness on work assignment Total marks

10 Marks

50 Marks Work assignment: (30%)

Evaluation of work assignment (outcome of work and strategies used) against that described in the Learning Contract: Analysis of what was successful What could be improved and what has been learnt for the future 10 Marks 10 Marks

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What problems were encountered and how these were dealt with (Include discussion about any changes that occurred in the focus of the work since the writing of the proposal or during the semester). Evaluation of the role of the work assignment in the organisation (This can include the development of the project, the future of the work and the short- term and long-term significance) Quality of the actual work undertaken ( the following will be considered) -Work objectives and strategies achieved - Depth of research and analysis undertaken - Practicality of the work to the organization - Feedback from the work supervisor Total Marks

10 Marks

10 Marks

20 Marks

60 Marks

Relationship between theory and practice for work assignment: (20 %) Critical analysis and the evaluation of the relationship between work assignment and relevant theories, concepts or models. Brief identification of the relevant theories, concepts or models used in the undertaken work Discussion and reflection about relationship and relevancy between work and theory, concept or models identified and applied Discussion about aspects which relate and do not relate to the work Consideration of context of the theory and implications for the organization and the work identified Total Marks 10 Marks

10 Marks

10 Marks 10 Marks

40 Marks

Personal and professional development: (10 %)

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Discussion of the own growth during the co-op education experience (both professional and personally) Analysis and evaluation of own growth and development against capability and discipline learning outcomes in the Learning Contract over the co-op semester Identification of future learning and Development needs. Workplace feedback including factors influencing the feedback & the relevance of the feedback to student development Total Marks 10 Marks

10 Marks 5 Marks

25 Marks

Evaluation of own handling of Co-op process: (10%) Contribution to the Co-op seminars and use of resources Discussion of own handling of these activities Own ability to manage relationships and issues at work Submission of fort night report Journal Total Marks 2 Marks 2 Marks 2 Marks

2 Marks 2 Marks 10 Marks Presentation: (10 % Marks)

Professionalism in which the portfolio was prepared and presented Cover page and general instructions on submission followed Report format and presentation guidelines followed 5 Marks 5 Marks

Correctly referenced list of sources of information Total Marks TOTAL MARKS FINAL MARKS (60 %)

5 Marks 15 Marks

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Overall Comments:

Date: _____________

(Academic Supervisor) Signature_________________

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Appendix 5: PLACEMENT FEEDBACK

Thank you for supervising during their Cooperative Education semester. Now that the semester is completed we would like some feedback that will assist them in their future development. It is important that we gain feedback about the aspects of the work that was done well and also suggestions for improvement. This feedback will be used by the student to reflect on their performance in the workplace and in assessing their future development needs. It will be included in their Cooperative Education portfolio. Could you please complete this and give it to the student to hand in to theirAcademic Supervisor.

WORKPLACE ASSIGNMENT - Evidence: Evidence as agreed in learning contract:

Has this evidence been provided to a satisfactory standard?

Do you have any comments about the evidence?

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WORKPLACE ASSIGNMENT Strategies or how it was undertaken: How well did the student go about completing this work?

What suggestions do you have for improvement?

PEOPLE SKILLS: In what ways did the student fit in with the company culture?

In what ways did the student develop and maintain professional working relationships appropriate to your organisation?

OVERALL SKILLS: How did the students skills and abilities develop during the semester?

In what ways did the student show initiative in learning about the wider aspects of the work, organisation and industry? 47

What advice would you offer this student for his/her professional development?

Signed:

Date:

Name of placement supervisor & organization:

Name of student:

Student Id:

Thank you for taking the time to complete this feedback form. 48

Appendix 6: Student Checklist: Basis for evaluation of handling of Co-op process.

This worksheet needs to be completed during the Co-op semester and included with the portfolio. Students need to write comments about their participation and contribution to the Co-op process and use this as a basis of evaluation in their portfolio of their handling of the Co-op process.

The process of organising placement work how was this predominantly done?

Pro-activeness in organising workplace visit between academic supervisor and workplace supervisor

Development of learning contract

Use of learning contract

Posting and use of progress reports (consider the timeliness, as well as the content and use of the reports).

Email communication

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Participation in online discussions Consider the value of your contribution and the benefit that you gained. Consider the timeliness of contributions. You may like to simply tick or cross each box and then comment about the above topics below the table. Alternatively you may like to make comments in the table. Own posting Response to others and contribution

Introductions Questions about learning contract Examples of learning contract

Critical thinking readings

Workplace issues

Discipline readings Questions about oral presentation Questions about portfolio Use of Frequently Asked Questions

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