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buseco q manual

You can filter on reading intentions from the list, as well as view them within your profile. It makes it easy to scan through your lists and keep track of progress. Here's an example of what they look like. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser. You can download the paper by clicking the button above. Related Papers Business marketing: Connecting strategy, relationships, and learning By Abraham Efua Dufu International Students and Plagiarism Detection Systems By Niall Hayes Faculty of Business and Law MSc Business and Management HUMAN RESOURCE MANAGEMENT (U25290 By Zhuoyuan Li Designing learning objects for generic web sites By Henk Huijser Research into academic numeracy By Linda Galligan READ PAPER Download pdf. To get more targeted content, please make full-text search by clicking here.For many of you who have not experienced university level study, the Q Manual will provide you with ideas, suggestions and guidelines to enable you to achieve academic success by producing quality work, and getting it submitted on time. We suggest you read the Q Manual thoroughly and refer to it often throughout your course of study. The Q Manual commences with an overview of the Faculty of Business and Economics, its goals, structure and expectations regarding student performance, as well as important policy information about student assessment. The next chapter provides useful advice in relation to approaches to study at the university level. Then follows the bulk of the Q Manual, which focuses on research skills, academic writing skills, and in particular, chapters devoted to commonly required academic assignments, such as essays, literature reviews, reports and case study method. The section relating to academic writing and assignment preparation is followed by chapters covering academic honesty and referencing techniques.http://ahchala.com/img/bosch-nexxt-premium-dryer-manual.xml

The final sections of the Q Manual cover oral presentation skills and exam strategies. There are many people whose valuable contributions to this edition of the Q Manual must be acknowledged. They include (in no particular order): Andrew Dixon, Caulfield Campus Library David Horne, Caulfield Campus Library Owen Hughes, Faculty of Business and Economics Sally Joy, Faculty of Business and Economics Lynne Macdonald, Faculty of Business and Economics Michael Scorgie, Department of Accounting and Finance Claire Tanner, Faculty of Arts Our special thanks go to Lynne Macdonald and Claire Tanner for the many hours spent collating and editing the content and for coordinating production of the Q Manual. Without your efforts and patience, this edition could not have been published. Sincere thanks also go to my dear friend and colleague, Glenda Crosling, who has collaborated with me for many years on a number of significant educational projects for the faculty. A dedicated educator, Glenda works enthusiastically and tirelessly, keeping an open mind, and most importantly, always retaining her wonderful sense of humour. Glenda also thanks Nell for her collegiality, dedication, inspiration and hard work on this and other educational projects. Together, we have produced a publication that we hope will assist you in your studies. Finally, we wish you a stimulating, challenging and rewarding learning experience throughout your undergraduate and postgraduate studies with the Faculty of Business and Economics. Nell Kimberley Glenda Crosling Department of Management Education Adviser Faculty of Business and Economics Faculty of Business and Economics January, 2008 Chapter 1 Introduction 1.1 Welcome Congratulations on your selection to study one of the courses offered by the Faculty of Business and Economics at Monash University. This manual is intended to provide you with information on how to produce quality work and achieve the best possible results in your examinations.http://www.giga.sk/storage/bosch-nexxt-premium-wfmc6400uc-front-load-washer-manual.xml

The major goal of the university is to assist you to obtain an excellent education so that you may take your place in society as a well-qualified graduate. It is important to note that while the courses provide the teaching support and the necessary framework for your studies, success can be achieved only through your personal commitment and dedication to hard work throughout all the years of your course. The following information is aimed at familiarising you with the Monash University study environment and increasing your effectiveness as a Monash student, thereby enabling you to reach your potential. Sir John was a soldier, scholar and engineer, and the Commanding General of the Australian forces in France in World War 1. In addition, as the first Chairman of the State Electricity Commission, he took on the immense task of overseeing the development of the LaTrobe Valley’s brown coal resources. Sir John was a man of wide interests and vast intellectual range. The university now has a population of more than 50,000 students from over 100 countries, who speak 90 languages. There are eight Monash campuses and two centres, in Italy and London. The primary pursuits of teaching and research are carried out in the university’s ten faculties. The faculties, which each cover a specific body of knowledge, are: Art and Design; Arts; Business and Economics; Education; Engineering; Information Technology; Law; Medicine, Nursing and Health Sciences; Pharmacy; and Science. 1.3 Faculty of Business and Economics 1.3.1 Goals The aim of the faculty is to use its scale, scope and unique internal diversity to become an international leader in the pursuit, dissemination and analysis of knowledge, particularly in the disciplines of accounting, banking, econometrics, economics, finance, management, marketing, and tourism.

By the application of such knowledge, its staff and students will contribute to the economic, social and commercial development of Australia and other countries in an increasingly globalised environment. 1.3.2 Faculty structure The Faculty of Business and Economics is the largest faculty in the university, with more than 17,000 1 students enrolled over five Australian campuses at Berwick, Caulfield, Clayton, Gippsland and Peninsula, as well as in Malaysia and South Africa. In addition to a diverse range of undergraduate bachelors degrees, the faculty offers a comprehensive range of graduate courses including an executive certificate, graduate certificates and diplomas, masters degrees by coursework and research, the Master of Business Administration, the Doctor of Business Administration, the Master of Philosophy and the Doctor of Philosophy. Courses are delivered on campus, usually through lectures, tutorials and WebCT Vista, while off- campus students are catered for by distance education. The Dean and the main faculty office are located on the Caulfield campus. In addition, there are faculty staff located at the other campuses. Go to for location and contact details. 1.3.3 Departments and centres The Business and Economics faculty is subdivided into organisations that are responsible for particular areas of knowledge. There are six departments and two research centres. The departments are: Accounting and Finance, Business Law and Taxation, Econometrics and Business Statistics, Economics, Management, and Marketing. The research centres are: Centre of Policy Studies, and Centre for Health Economics. They cover fields of study including accounting, banking, business law, business statistics, economics, econometrics, finance, international business, management, human resource management, marketing, taxation and tourism.

Whatever your major or areas of study it is essential that you have an understanding of each of the disciplines and how they interact with each other in the overall operations of a business organisation. 1.3.4 Aims for learning at Monash University and in the Faculty of Business and Economics The university and the faculty recognise the needs of students for their lives following graduation. As a Monash graduate you will be operating in a globalised and rapidly-changing world, and the university and faculty aim to develop in students’ attributes beyond the ability to understand and operate competently with course and unit content. As you undertake your studies, you will notice an emphasis on these attributes and you will be engaged in activities and tasks to help you develop them. In the following chapters of this guide, we explain the influences of these attributes on your approach to study. 1.3.5 Units Each department offers a wide range of undergraduate and postgraduate units. In a three-year undergraduate degree, there are twenty-four units, with four units to be taken in each semester (part- time students would normally undertake two units each semester). The unit leader or coordinator is responsible for the administration of the particular unit. They are able and most willing to help you with your studies and can be contacted using your student email account. Their email addresses are located in the unit outline. Alternatively, academic staff can be contacted during their consultation hours which are often posted on their door or outside the main administration office. 1.3.7 Role of on-line sources of information Monash has adopted a learning management system which provides you with access to on-line unit information. You may, occasionally, then be referred to course directors or course coordinators to help with these issues.

Undergraduate students are referred to course directors or course coordinators by the faculty office and postgraduate students by departmental administration staff. If referred, course directors and coordinators are available during their consultation hours. 1.3.9 Additional important information The Undergraduate and Postgraduate Handbooks and the Student Resource Guide provide important information regarding various aspects of university life. Further copies can be obtained from Student Service Centres on all campuses. An excellent resource for students is also available on-line via the student link on the Business and Economics Faculty webpage at The site contains links to important information regarding: courses and units, admissions and enrolments, schools and departments, exams and results, administration, study resources, calendars and timetables, IT and computing, support services, careers and employment, international students, and clubs and associations. 1.4 Faculty expectations of student performance As students of the faculty, there are a number of units that you will study as part of your course. Although these units may have differing methods of assessment, the faculty has the following expectations of your behaviour and performance. 1.4.1 Attendance and participation at lectures and tutorials Lectures and tutorials are central to your performance in the university. Lectures provide the material you require in order to understand the overall nature and direction of the unit. Important concepts and analysis can be emphasised by the lecturer and put into context for the student. Tutorials are a vital part of your studies. They reinforce lecture material and provide you with an opportunity to discuss material presented in lectures, as well as to ask questions. Tutorials also provide you with the opportunity to develop your oral communication skills.

The material presented is not designed to give you one view on a topic but to facilitate your understanding of the issue under discussion. Where there are alternative views on an issue, you should learn to articulate, critically approach and assess these differing positions. 1.4.2 Special consideration and extension of time for submission of an assessment task Students need to use a Special Consideration Application when applying for Special Consideration for overall assessment, end-of-semester examinations, or additional assessment for a unit (or units) studied during the current semester. Please refer to the following webpage for information on both faculty and university special consideration policy and procedures: Students who require more time to complete a piece of work should apply for an extension of time for submission of an assessment task. Reasons for special consideration include serious short term circumstances beyond the student’s control, such as illness, accident, personal trauma, family emergency or compassionate grounds. Please refer to the current student faculty webpage for forms and further information: 3 1.4.3 Workload You are expected to undertake private study in addition to attending lectures and tutorials. Preparation of work to be discussed in tutorials is essential. You will also be required to complete assignments and projects and submit them on the due dates. When taking into account the work carried out during mid-semester breaks and exam weeks, you would expect to study more than thirty hours each week. 1.4.4 Self-reliance Compared to your school experience, at the university you are expected to be more independent and self-reliant. In contrast to teachers at school, lecturers and tutors usually teach large numbers of students, sometimes as many as one thousand. They are happy to assist you, but you need to approach the staff member and be clear about what you wish to discuss.

It is also your responsibility as a self-reliant student to attend lectures and tutorials, prepare your tutorial work and submit all written work on time. 1.4.5 Time management The expectation at the university is that you learn to manage your own time. This applies to full-time students who have a great deal of time available outside of classes, as well as for part-time students who have to balance work and study. The following chapter on study techniques in this manual provides, among other things, some helpful hints on how to best manage your time and get the most out of your career as a student. 1.5 Student assessment Assessment in a unit may be made up of several components: a formal examination, essays, tests, assignments, oral presentations and tutorial participation. Assessment details for each unit are provided in the unit guide that you will receive in the first week of each semester. The final mark that a student receives in a unit will be determined by the board of examiners on the recommendation of the chief examiner, taking into account all aspects of assessment. The rights of students to have assessed work re-marked are determined at the departmental level. A student can only be failed after the exam paper has been marked by two staff members. All results are reviewed by the unit leader. Calculators are permitted if specified on the examination paper, but some units may have a calculator restriction. Students are advised to familiarise themselves with any calculator restrictions applying in units they are studying. For permitted calculator(s) for examinations and units of study go to the faculty policy link at: 4 1.5.3 Results At the end of each semester, following the completion of examinations, a board of examiners considers student performance as a whole before the results are published. All undergraduate and coursework graduate students who pass are graded into the categories of high distinction, distinction, credit and pass.

Used when a unit is taught over two semesters WH Withheld. Used, for example, when assessment is outstanding due to a special consideration application or incomplete assessment. DEF Deferred examination granted SFR Satisfied faculty requirements This grading system will be current until 2009. Ability to adequate to communicate appropriate consider topic in the to the discipline broader context of the intelligently in the topic discipline and to serve as a basis for further study Demonstrates Evidence of imagination Well-reasoned argument Sound argument based Very little evidence of imagination or flair. or flair. Evidence of based on broad evidence on evidence ability to construct Demonstrates originality originality and coherent argument and independent thought independent thought Highly developed Clear evidence of Evidence of analytical and Some evidence of Very little evidence of analytical and analytical and evaluative analytical and evaluative evaluative skills skills evaluative skills analytical and evaluative skills skills Ability to solve very Ability to solve non-routine Ability to use and apply Adequate problem-solving Very little evidence of challenging problems problems fundamental concepts skills problem-solving skills and skills Highly developed skills Well developed skills Good skills in expression Adequate skills in Inadequate skills in in expression and in expression and and presentation.Inaccurate acknowledgement of and inconsistent sources acknowledgement of sources Source: University of Adelaide 2005 6 Chapter 2 Approaching study in the Faculty of Business and Economics Introduction Study at university is like a full-time job that requires commitment, and cannot just be added on to a range of other interests. It differs in many ways from study in other educational settings. A major difference is the independence and self reliance expected of students in their study.

In this chapter, we discuss the implications of independence and self reliance for the way you approach your studies. Assistance with time management is also available from university learning and personal support services, go to for faculty and campus contacts. 2.1 The study “mindset” The units that you study present information, concepts and theories. It is expected that you will understand these fully. In addition, you must think critically and analytically so that you can evaluate and apply the knowledge, concepts and theories to different situations. You also need to think about the information from international and global perspectives, and to communicate your thinking clearly and appropriately orally and in writing. This means that you must do more in your written work than merely describe the concepts and knowledge, which will not get you good marks. There are times when you do need to provide definitions and an overview of concepts and theories, but such information usually only functions as an introduction for your integration of ideas, critical analysis and application, in relation to the issue, topic and task. Integration of information and critical and analytical thinking are central to the idea of independence in study. It means that you take an objective approach to the knowledge, concepts and theories. This emphasis may differ from how you approached your study in other educational settings. For instance, you may have expected there to be one right answer, or two sides to an issue or topic. In your university studies, you need to understand that there are multiple views surrounding a topic or issue. The suitability of the view that you develop, often by synthesising several views, depends on the perspective from which you look at the issue. Such a concept of the relativity of knowledge applies to all the business and economics disciplines.

In accounting, for instance, particular accounting situations are interpreted in terms of the Standard Accounting Concepts, and in econometrics and business statistics, a set of data is interpreted in relation to a particular purpose, or the needs of a particular user. Your ability to operate in the way explained above is based on you understanding the nature of academic enquiry and discovery, as we explain in the next section. 7 2.2 Academic enquiry, discovery and independence in study Academic enquiry and discovery are concerned with the development or advancement of knowledge in a field of study, which occurs through research and investigation. Students engage in academic enquiry and discovery, to some degree, when they integrate and apply knowledge, concepts and theories to different situations. When investigating an issue for an assignment task that is based on evidence from the literature, you need to overview and integrate the range of views surrounding the issue or topic. When you have formed your response and structured your written work to express this, you must indicate to your reader how you have arrived at that view. In your writing, if you do not explain to your reader the evidence or the building blocks for your view, you are only expressing opinions. These are ideas unsubstantiated by evidence and are not valued in university study. Another perspective The manager has a range of roles that are significant in the operations of an organisation, and decision making is one of these (Mintzberg, 1979) One perspective Decision Further perspective making in the Decision making is Decision making an important aspect manager’s is the foundation but only part of the role of a manager’s role manager’s role (Brown, 2002) (Lee, 2000). Figure 1: Multiple views of a topic or issue Figure 1 depicts the situation in relation to a topic in a unit that relies on views in the literature.

Note how decision-making in the manager’s role is seen from different perspectives by different authors. In a unit such as econometrics and business statistics, you may be required to analyse a set of data from a perspective of, for instance, a marketing manager, or a city council. Thus, the information in the data that would be relevant for the former would be on aspects such as sales, while for the city council which is concerned with providing services, the emphasis would be on the city’s population and its needs. Thus, in units that rely on data such as econometrics and business statistics, you need to analyse the data, form a perspective on the issue from the data analysis, and then select from your data to support the viewpoint you have developed. In a unit such as economics, it means being able to distinguish between facts and value statements. 8 2.3 Approaching study in the faculty disciplines 2.4 As you continue with your faculty study, you will realise that the approaches to knowledge in the disciplines of the faculty differ in some ways. Understanding such variation will help you adjust your thinking and approach across your units of study. This is particularly applicable if you are a double degree student and studying across two faculties. For instance, when you are studying a first year law unit in your Business and Economics degree, you will be presented with problem question assignments. You approach and think about these, and structure information differently, than you would for essays in a unit such as management, or, for example, reports in a marketing unit. You are using different forms of data and evidence, and applying critical analysis in ways that are particular to the unit and its discipline. The approach that the disciplines take to knowledge is reflected in the way information is put together in the texts and in lectures. These exemplify the characteristics of the particular discipline.

In the next sections of this chapter, we discuss learning through lectures, tutorials, reading, and working with your class mates. This will help you to study efficiently and effectively. Lectures and your learning If you are an on-campus student lectures are a very important part of your learning. Broadly speaking, the lecture provides you with the general layout and important approaches for your topic for the week. Often, you will also be engaged in the lectures in activities that will deepen and expand your understanding of the topic. This will save you time in the long run, as you will leave the lecture with greater understanding of the topic, providing you with a clearer direction for your further work and study on the topic and the subject. Even though you may be able to download Powerpoint slides, you should attend your lectures. The slides usually only provide a framework of the topic. It is in the lecture that fuller explanations and activities to increase your understanding and knowledge are provided. Attending lectures also helps you to feel part of the faculty and the university by giving you the opportunity to develop networks with other students. You will probably find that even a brief discussion of an aspect of the topic with a fellow student will help your understanding. To get the most out of lectures, you should approach them in a systematic way. This means preparing before the lecture and following up on your understanding after it. 9 2.4.1 Preparing for the lecture As we have already explained, the units you study have different styles and emphases, as do your unit lecturers. It may also take time to orient yourself to your lecturers’ individual styles of communication. If you are an international student recently arrived in Australia, you may have difficulty initially understanding the Australian accent. Some of your lecturers may also have accents from other language backgrounds, which will take time for you to get used to.

It is important in these situations to be active rather than passive by preparing for the lecture. Not all items on the reading list need to be read in full at this stage. Your purpose is to gain an overview of the ideas, vocabulary and phrases related to the topic. The text for the unit may be the most appropriate item for your pre-reading. You can also make a list, or glossary, of any new vocabulary and language which are specific to the unit, writing the meanings next to these. If English is not your first language, this practice will help you to become familiar with the topic’s specific language and concepts and is invaluable preparation. You may not have heard such language in spoken form before, especially with an Australian accent! 2.4.3 Using Powerpoint slides Students may think that the lecture slides will provide them with all they need to know about the topic and therefore not attend lectures. The slides however, are not a substitute for lecture attendance and usually only include the topic’s main points. If the slides are available before the lecture, you can use these to advantage in preparing for the lecture. Placing the topics into the overall unit structure will help you study with understanding and meaning. This underpins your ability to integrate ideas and to think critically and analytically about your study material, as well as to evaluate and apply it to new situations in assignment and exam questions. Thus, you should try to build a picture of the unit as a whole in your study. You are seeking meaning and understanding. This approach will most likely mean that you will find your study more interesting and enjoyable because it makes more sense to you. If you are motivated in this way, you will probably get better grades in your studies (Biggs, 2000). 2.4.

5 Talking to your classmates about your weekly topics Many students find it useful to form study groups with a few classmates and meet informally for an hour or so each week, before or after the lecture. It is a good use of time and there are several advantages. It is very important to note, however, that all assignment work you submit must be your own. There are severe penalties for copying and plagiarising the work of others. This is discussed more fully in Chapter 9. If the line is clearly drawn between studying together and learning from each other in the way we have explained above and individual assignment work, there are many advantages to collaborative learning. 2.5 Taking notes in the lecture You should take an active rather than passive approach to note taking. This will enable you to work efficiently and effectively, and get maximum benefit from your study time. You need to develop a style that suits your way of studying. For instance, some students like to take a lot of notes, whereas others record only key words and points and mainly listen to the lecture to assist their understanding. In developing your own style, it is useful to consider other students’ styles. In a study group, you can look at each others’ styles, and learn from each other. However, the following points will assist you as you are developing your style. You should always arrive at the lecture on time. In the introduction, the lecturer often overviews the learning objectives and the material to be covered, most often linking it to the previous week’s lecture. This helps you form a framework or structure in your mind for the details that follow, helping you to better understand and situate the information within the context of the unit. If English is not your first language and you are not yet familiar with the Australian accent, you should try to sit close to the front in the lecture.