TNE STUDENT HANDBOOK 2020/21
CONTENTS
WELCOME
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OVER 190 YEARS OF HERITAGE
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GETTING STARTED
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YOUR ONLINE FACILITIES
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9 STUDENT TRANSNATIONAL AND RESEARCH (STAR) OFFICE
ABOUT YOUR COURSE
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LEARNING AND TEACHING: HOW IT ALL WORKS
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ASSESSMENT AND FEEDBACK
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WE ARE ALL HERE TO HELP
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HARVARD REFERENCING SHORT GUIDE
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ABOUT THIS HANDBOOK Your Student Handbook will be valuable throughout your course. Some of the information contained within will be more relevant as your studies progress, but reading it now will help you understand how the University works. The Handbook should be read in conjunction with your course guide and the academic regulations. Sometimes the information will need to be updated, so you may want to consult the online version periodically, as well as systems such as e:Vision, making note of any changes and considering how they may affect your course.
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WELCOME FROM THE VICE-CHANCELLOR
WELCOME
We’ve also been commended by the Quality Assurance Agency for our enhancement of student learning opportunities and our research profile continues to grow, with more of our output deemed ‘world-leading’ than ever before in the most recent Research Excellence Framework exercise.
The University of Wolverhampton is a global university. From our central UK location, we provide opportunities to our students from home or abroad, in the UK and in countries around the world – helping you to develop the knowledge, skills and confidence to thrive in the global economy. Each year, we welcome many hundreds of international students from over 100 nations to the University, who join us to study at one of our UK campuses or partner institutions overseas. You can rest assured that you’re in safe hands. The University was awarded a Silver award as part of the Teaching Excellence Framework assessment in 2018. This award recognises that the University delivers provision that is of high quality and consistently exceeds the rigorous national quality requirements for UK higher education with most students achieving excellent outcomes.
Wherever you’re studying with us, we put you – our students – first in our efforts to provide the best possible student experience, as well as improving your overall life chances and employability. We are proud of our 96% graduate employability rate*. We hope you find this guide useful. Many of your questions will be answered within these pages, but please don’t hesitate to get in touch with us if you’d like to find out more. I look forward to welcoming you to the University of Wolverhampton.
Professor Geoff Layer Vice-Chancellor of the University of Wolverhampton
We were recently awarded four stars overall the QS Stars ™ scheme – with the highest five stars for teaching, employability, internationalisation, and inclusiveness.
Welcome, and thank you for choosing to study with a partner of the University of Wolverhampton. Partnerships are key to our success, and we continue to forge relationships with high quality providers across the world to maximise opportunities for all our students. Our courses are focused on helping you to succeed in your chosen career and all our staff are committed to supporting you. In championing diversity, growth and creating life chances for all, the University of Wolverhampton aims to be known as an influential leader making a significant impact regionally, nationally and internationally. I hope that you find this handbook helpful. Please do take the time to read through each section, as it has been designed to help you make the most of your studies. Finally, I would like to take this opportunity to wish you every success with your course and your future career; I hope you find your time as a University of Wolverhampton student enjoyable and fulfilling. Dr Debbie Gilliland Head of Transnational Education
*Destinations of Leavers from Higher Education 2017.
OUR HERITAGE We’re proud of a history that goes all the way back to 1827 – over 190 years, we’ve grown and changed as an institution to become the global university we are today. The early years (1827-1899) The roots of the University lie in the 19th century growth of Mechanics Institutes, which provided vocational and general education for working men. Following its formation in 1827, the institution grew and strengthened in the decades that followed, influenced heavily by the Industrial Revolution. Early 20th century (1900-1944) An educational foundation had firmly been established with the Wolverhampton Technical College and the Wolverhampton College of Art. In 1932, the foundation stone of our Wulfruna Building was laid by HRH Prince George forming the base for the University’s presence in Wolverhampton city centre to the present day.
The post-war years (1945-1968) The post-war rise in education led to a growing demand for more subject areas. By 1966, with around 7,000 students, the College began to provide Bachelor’s degrees in English, Geography, History, Music, Economics and Computer Technology.
Wolverhampton Polytechnic (1969-1991) On 1 September 1969, the College was officially designated a Polytechnic. The 1970s saw Wolverhampton develop into a truly international community with students from Iran, Malaysia, and Nigeria. Our growth continued with more courses offered internationally than ever before.
The University of Wolverhampton (1992-Present) In 1992, Wolverhampton Polytechnic was granted university status and became the University of Wolverhampton. Today, we continue to invest in our students, staff, alumni and in the local and international community with over 4,000 students graduating each year.
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GETTING STARTED Before you start your course, make sure you have your seven digit Student Number to hand as you will need it to register for various student
YOUR STEP-BY-STEP GUIDE TO BECOMING A STUDENT STEP 1: UPLOAD YOUR PHOTO FOR YOUR UNIVERSITY OF WOLVERHAMPTON STUDENT ID CARD Follow the instructions to upload your card photo at: wlv.ac.uk/photoid STEP 2: ENROL ON YOUR COURSE AND REGISTER YOUR MODULES To enrol, log on to e:Vision and follow all instructions carefully. Visit: wlv.ac.uk/evision STEP 3: CONFIRM YOUR ATTENDANCE AND IDENTITY AND RECEIVE YOUR UNIVERSITY ID CARD Once you have uploaded your photograph and fully enrolled, then your University ID card will be posted to our partner institution for distribution. Your local partner will need to confirm your identification before you can collect your Student ID card from them.
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THE ACADEMIC CALENDAR Our academic calendar is organised into semesters, each consisting of 12 weeks of teaching activities. Although each course differs slightly in the way it is organised, the majority of our courses use the timings of these semesters to schedule the delivery of your modules. The calendar includes a combination of teaching weeks, revision weeks, and assessment weeks. Unlike schools and colleges we don’t have half terms, but on occasion teaching is paused for a week so that students can engage with wider aspects of University life, eg. Welcome Week and Career Development Week. View the academic calendar at: wlv.ac.uk/calendar
YOUR ONLINE FACILITIES Wherever you mostly spend your time at University, you’ll find our digital support systems and programmes keep you connected to all the vital processes that make your life as a student go smoothly.
YOUR WLV ACCOUNT AND EMAIL When you enrol, you will be given your own WLV IT account and an @wlv.ac.uk email address, giving you access to the virtual learning environment and other internal University systems. On the IT Services webpages, you can access a wealth of tools and services such as free Microsoft Office for the duration of your studies, a large variety of self-help guides and IT security support to help you stay safe online. For more information, visit: wlv.ac.uk/its Tutors will contact you using your WLV account so it’s important that you login to your email regularly (easily accessible through myWLV). To make things even easier, you can choose to forward your WLV email account to your personal one so you have less places to sign in.
EDUROAM Eduroam (education roaming) is a secure network which allows you to obtain wireless access both at this University and other participating institutions in the UK and worldwide, using your own assigned username and password.
WELCOME TO OFF-CAMPUS LEARNERS As a valued member of the University of Wolverhampton, a wide spectrum of library and information services are ready and waiting for you. Our remote services include: • Access to our full-text electronic journals, information databases and electronic books (licences permitting) • Online assistance via ASSIST- chat with us to get answers to all of your library related enquiries at: wlv.ac.uk/assist • Use of our popular Skills for Learning study skills web pages which offer opportunities to develop your academic study skills at your own pace • Access to the Skills for Learning Canvas course, which offers an interactive approach to developing your library and study skills. Our flexible approach ensures that you have the information, skills support and advice you need from your first days studying with is through to your graduation and beyond. Find out more at: wlv.ac.uk/off-campus
E:VISION You will have already used the e:Vision portal to track your application and enrol but you will also use this regularly for essential tasks during your student journey. This is where you will be able to: • register your modules • amend your personal details • check your module grades • apply for extensions or extenuating circumstances • apply for formal letters confirming you’re a student or a council tax or bank letter • log a Helpdesk call.
CANVAS Canvas is where you can access your online learning materials, engage in module activities and collaborate with students and your lecturers. You will find information and activities related to your modules and programme of study, including co-curricular courses which support your learning. Visit: wlv.ac.uk/canvas
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STUDENT TRANSNATIONAL AND RESEARCH (STAR) OFFICE The StaR Office supports our TNE students on their journey with us from application, right through to Graduation. We can help with: • Application • Enrolment • Module registration • Supporting students with difficulties • Award Assessment and Progression Board • Graduation Each of our TNE partners has a designated STaR staff member which helps build relationships and identify and resolve any issues that individual partners may have. For more information, visit: wlv.ac.uk/star or email us at: internationalTNE@wlv.ac.uk
ABOUT YOUR COURSE The main difference between studying at higher education and studying at school or college is that you will be expected to take more responsibility for your own learning. One of the aims of higher education is to develop your skills as a lifelong learner so that you can face new challenges later in life and know how to deal with these successfully (see the ‘Learning and Teaching’ section).
IT’S UP TO YOU
WHAT YOUR COURSE WILL LOOK LIKE
Taking responsibility for your own learning means that you will have to organise your own time in order to ensure that you can engage with your studies. Engagement will include, for example: attendance at timetabled sessions (eg. lectures, seminars, etc.); completion of work required for a timetabled session (eg. viewing and reading material available on Canvas, the University’s virtual learning environment); additional reading of books and journals to enhance your knowledge of a subject; accessing additional resources, such as study skills workshops; and completion of assessment tasks.
Your course will consist of a set of modules, which are blocks of teaching and learning based around a particular theme or topic relating to the subject that you are studying.
You will be withdrawn from the University if you fail to engage with the academic requirements of your course of study, within 50 days of the course start date, following repeated and reasonable attempts by the University to contact you.
COURSE GUIDE When you enrol on a course you will be able to access the Course Guide. The Course Guide is an important document which contains essential information that you should refer to throughout your period of study. Download it from e:Vision or visit: wlv.ac.uk/courseguides
Each module is given a number of academic credits. The number of credits relates to the amount of study time that you will need to do in order to complete the module. As a general rule, 1 credit = 10 hours of study – so, for a 20 credit module you would expect to study for 200 hours. This time includes: • all contact time with members of staff • preparation for study • independent learning • preparing and completing assessment activities. You will collect academic credits every time you pass a module. These credits accumulate towards the total number of credits required for the qualification that you are studying. The University’s Academic Regulations detail how many credits you will need to achieve for the qualification that you are studying, and how many of these credits you should be achieving in each academic year.
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YOUR RIGHTS AND RESPONSIBILITIES By accepting the offer of a place on your chosen course, you have entered into a formal contract with the University of Wolverhampton for the provision of education and other services. As a student, you have accepted and agreed to abide by the terms and conditions, Bye-Laws, Academic Regulations, Rules and Codes of Conduct of the University of Wolverhampton. Details are provided at: wlv.ac.uk/policies See also:Â wlv.ac.uk/rights
1 CREDIT=
10 HOURS OF STUDY
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COURSE LEARNING OUTCOMES The course you are studying will relate to one or more credit levels. In the UK, there are eight credit levels. Levels 4-8 refer to higher education qualifications:
Level
Postgraduate
8
A Doctorate
7
A Master’s Degree
6
The final year of study of a Bachelor’s Degree
5
The final year of study of a Foundation Degree The second year of a Bachelor’s Degree
Undergraduate
Foundation
Equivalent to…
4
The first year of study of a higher education qualification
3
An entry qualification for higher education
These levels relate to the national Framework for Higher Education Qualifications (FHEQ). The qualification you will achieve is equivalent to all other awards at that level across the country. Course learning outcomes are written to show what you will have achieved having successfully completed your course. For example, the course learning outcomes for a Bachelor’s Degree will be written at Level 6, demonstrating what you will have achieved by completing a degree, and will have learning outcomes outlining what you have achieved by completing Levels 4 and 5.
ACADEMIC EXPECTATIONS We ensure that your qualifications are equivalent to those of other universities by using the national framework for qualifications. Your academic staff will help you understand what is required for individual assessed pieces of work through the use of assignment briefs, but you should be aware that the expectations of your work will change throughout your degree. By the end of Level 4, you will be expected to demonstrate a knowledge and understanding of the underlying concepts and principles associated with your subject, and an ability to evaluate, interpret and communicate these concepts. By the end of Level 5, you will have demonstrated an ability to apply underlying concepts and principles outside the context in which they were first studied, including in employment. You will also have knowledge of the different approaches to solving problems, and be able to evaluate these approaches. Importantly, you will have an understanding of the limits of your knowledge and how this influences your analyses and interpretations. At the end of your BA or BSc (Level 6), you will have demonstrated that you have a systematic understanding of key aspects of your subject, some of which will be informed by research in the subject. You can apply the methods and techniques you have learned to initiate and carry out projects. You will also be able to apply your own critical evaluation to arguments, assumptions, abstract concepts and data in order to make judgements and to frame appropriate questions to identify a solution or solutions. If you are undertaking a Master’s degree (Level 7), your systematic knowledge of the subject material will be at the cutting edge of the subject and you will demonstrate a critical awareness of current research and advanced scholarship. You will also demonstrate a practical understanding of how techniques of research are used to create and interpret knowledge.
LEARNING AND TEACHING: HOW IT ALL WORKS. Modules are blocks of teaching and learning around a particular theme. Although modules focus on specific topics, the knowledge and experiences you gain in one module will be applicable to all other modules you are studying.
THERE ARE DIFFERENT TYPES OF MODULES: Core
Compulsory modules. You must study and pass these modules in order to complete your course.
Option
Related to your course. These modules provide you with a choice of topics that you may wish to study.
Pre-requisite
Modules that have to be passed in order to study another module – for example, a specific module at one level in order to choose an option module at another level.
Co-requisite
Modules that must be studied either at the same time (usually the same semester) or in the same academic year as another module and at the same level.
Prohibited
Modules that may not be studied in combination with other modules as denoted in the Course Guide.
Module learning outcomes show you what you will be able to do when you successfully pass a module. Each module will contain one or more assessment activities, designed to ensure that you have an opportunity to demonstrate that you have met the learning outcomes for that module. The assessment brief (see the section on ‘Assessment’) will indicate which learning outcomes are being addressed.
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Lectures
Lectures are often used to provide an introduction to a topic, and to help you to structure your independent study. Lectures can involve large numbers of students (sometimes over 200) and there are often fewer opportunities to participate.
Seminars
Group sizes in seminars are usually smaller than those in a lecture, which provides an opportunity to talk about a specific topic in more depth. Seminars are generally more interactive than lectures, and will give you an opportunity to present your views and ideas and hear what other students think about a topic.
Tutorials
Tutorials involve smaller groups than seminars, and can sometimes include a one-to-one meeting with a member of staff. Tutorials are opportunities to discuss your understanding of a topic or a piece of work (eg. an assessment task).
Practical sessions
Depending on your course, practical sessions may include work in different environments, such as: laboratories; studios; fieldwork; sports facilities; health facilities, etc. Practical sessions give you an opportunity to practise the application of your knowledge and skills.
Group work
Additional resources will be highlighted as part of your module that will help you to find additional information for your independent learning but you will need to use, and develop, your organisational skills to engage fully with your course.
There are times when you will need to work with other students, possibly towards the completion of an assessment task. Group work allows you to gain skills in communication, team work and organisation.
Case studies
Case studies are a way of applying your knowledge to a specific situation, often based on a real-life scenario.
Different modules will use a range of approaches to engage you with your studies. These approaches may include some of the following:
Work placements
Work placements provide an opportunity to gain experience in a working environment, varying in length from a few weeks to a full year.
From your school or college experiences, you may be used to working in small groups and being closely monitored by your tutors; however, this is less common in higher education, particularly on courses with large numbers of students. You will be expected to do additional studies in order to enhance your prospects of getting higher marks and grades. Another difference of higher education is that attendance at timetabled sessions will not guarantee a high result in your assessment tasks. You will be expected to do additional studies in order to enhance your prospects of getting higher marks and grades. The aim of timetabled sessions is to introduce you to new ideas and concepts, which you can study further in your own time – known as ‘independent learning’.
ASSESSMENT AND FEEDBACK Assessment is the way in which you demonstrate your understanding and achievement of the module learning outcomes.
Assessment unpacking Module launch and assessment publication
Anonymous submission Receipt to student
Internal review Independent internal verification of the proposed assessment brief
External review Independent external verification of the proposed assessment brief by the appointed external examiner (from a different university)
Assessment brief written According to Framework for Higher Education Qualifications (FHEQ) and Module Learning Outcomes (MLO)
17 Feedback to students Unconfirmed grades
Assessment board Grades are confirmed, process managed by an independent chair
Moderation Independent internal process; sample of 10% or six pieces of work, whichever is greater
External grade approval Independent process completed by the appointed external examiner, sample of 10% or six pieces of work, whichever is greater
Marking Module leader / teaching team mark the work according to published assessment criteria
Over the duration of your studies, you will be assessed in lots of different ways which will be relevant to your subject area. For an overview of the University’s assessment procedures, visit: wlv.ac.uk/assessment During your studies, you will encounter two main types of assessment activities: • Formative – where you receive feedback and a mark that does not contribute towards the module mark and grade. Formative assessment activities are useful to provide you with feedback to let you know how you are doing. • Summative – where the mark you receive will contribute towards completion of your modules.
Your courses have been designed to give you a variety of assessment experiences. Over the duration of your course, you will learn and be assessed in different ways. This will mean that the assessment tasks for individual modules will be different to each other. At the start of each module, we will explain the assessment tasks to you through short assessment briefs. These documents give you the key information you need to complete the assessment (eg. submission date, method of submission, type of assessment, word count, learning outcomes, etc.). Assessment briefs are written by your module leaders to help you meet the learning outcomes of the course. Their content is also verified internally and externally to ensure they are appropriate and at a similar standard to courses across the country. Your teaching teams will refer to the briefs throughout your course, and will provide additional information through assessment unpacking events in each module.
HOW TO SUBMIT YOUR WORK The most common form of assessment submission is electronically via Canvas, the University’s virtual learning environment; however, there will be occasions where the nature of the assessment task requires an alternative form of submission. This will be clearly explained to you within each individual assessment brief. You will receive a receipt for work that is submitted for an assessment.
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HOW WE MARK YOUR WORK
CLASSIFICATION
Where possible, your work will then be marked anonymously. You will only be identified by your student number, and not by your name. This is done to avoid any unintentional bias when your work is marked; however, the nature of some assignments means that anonymous marking is not possible (e.g. presentations, practical examination, oral examinations).
All your assessments will contribute to the receipt of University credits which, when combined, result in the achievement of an award.
Each assessment task will have a set of criteria, which will be used by those marking your work. These criteria will be given to you in the assessment brief. The assessment criteria link directly to the module learning outcomes, so that it is clear when they have been met.
The type of award depends upon the course on which you have enrolled. Some awards use different classifications to recognise the level of achievement, which can be used by employers as a way of selecting applicants for jobs.
Your work will be graded using a percentage mark scheme. At undergraduate level, the pass mark is 40%; for postgraduate level the pass mark is 50%. Unlike some assessment activities that you may have encountered at school or college, if you have passed an assessment then you are not able to resubmit that piece of work in order to get a higher mark.
Detail about classifications for different awards is available at: wlv.ac.uk/assessment
We will give your work a grade, based on its qualities and in line with the University’s Performance Descriptors. Your work will be marked promptly (i.e. within 4 weeks), and the date by which you will receive your provisional grade will be shown on the assessment brief.
ACADEMIC MISCONDUCT
By the time you receive your provisional grade, the mark will have been checked and verified internally by a different member of the teaching team to ensure that the marking is fair and consistent. As part of the process to confirm your grades formally, an external examiner will review a sample of work from the module. The grades and any comments are presented to an examination board, where the final grades are agreed and confirmed.
FEEDBACK You will receive feedback on your assessed work in a variety of ways (eg. written, oral, video, etc.). Your feedback will explain why your piece of work is deserving of the grade it has been given and highlight to you what you did well and areas for development. Your teaching team will support you to learn from this feedback, so that it can be applied to future assessments.
EXAMINATIONS Some courses contain formal examinations, held under controlled conditions. Examination arrangements, including the timetable and other relevant information, are available at: wlv.ac.uk/exams
The University of Wolverhampton is committed to ensuring the academic integrity of the courses we offer. We take pride in the academic honesty of our students but sometimes academic misconduct occurs, and when it does the Conduct and Appeals Unit may take action. Academic misconduct includes plagiarism, collusion and cheating and may be deliberate or unintentional. Whatever form it takes it will be thoroughly investigated and penalties may be applied if proven. As a student you will have access to a wide range of support services and resources designed to help you to develop your academic skills and to ensure the academic integrity of your work. In addition to the support available through your course you can also access the Learning for Skills services provided by the libraries, both in person and online. Find out more now at: wlv.ac.uk/conductandappeals
WE ARE ALL HERE TO HELP You have made an important decision to enter higher education and to join us at the University of Wolverhampton. We understand this represents both a significant personal and financial commitment, so we offer a wide range of outstanding support and expertise to help you make the most of your time at University. The main thing to remember is that you are not alone. Each year, approximately 7,000 students join this University and each of them will be going through the same anxieties and concerns as you. We are here to ensure that your transition into and through higher education is as smooth as possible. If in doubt, ask – no question is too small or too silly (and you probably won’t be the first to ask it). REQUESTS FOR COURSEWORK EXTENSIONS AND EXTENUATING CIRCUMSTANCES If you experience an illness, or other serious personal difficulty, which prevents you from completing an assignment, you may request an extension, through e:Vision, to the submission deadline. A maximum of seven days’ extension will be granted if your claim is considered valid. Where your illness or personal difficulty is so serious that you consider your performance in one or more modules has been affected, or you are unable to attend a formal examination, you should make a claim for extenuating circumstances through e:Vision before the assessment date. If your claim is accepted you will normally be offered the opportunity to take assessment as if for the first time (with no grade penalty) within the current year. Retrospective applications will not be considered.
LEAVE OF ABSENCE If you experience problems, whether medical or personal, which will affect your ability to study for an extended period (ie. more than a couple of weeks), you might want to consider applying to the University, through e:Vision, to take a temporary break from your studies in the form of a Leave of Absence. This can be for a minimum of one and a maximum of four semesters (2 years). EXPECTANT MOTHERS AND PARENTAL/ ADOPTION LEAVE The STAR Office will be able to offer advice if you become pregnant and/or need to take parental/adoption leave during your studies. For more information, visit: wlv.ac.uk/star or email us at: internationalTNE@wlv.ac.uk
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SKILLS FOR LEARNING Take advantage of the range of options to develop your skills such as: • finding and accessing key texts • locating research articles and using key databases • referencing and managing the information you find • help with Word, Excel and PowerPoint. Whether you’re coming to us straight from school or returning to study, we can provide you with opportunities to refresh your academic skills. For more details, check out the Skills for Learning website: wlv.ac.uk/lib/ skills
STUDENTS’ UNION
ALUMNI
The University of Wolverhampton Students’ Union is here for all students – whether you’re from the UK or abroad. The Union can provide lots of independent advice and support and an online communication facility to help you along the way.
As a graduate of the University of Wolverhampton, you are automatically a member of our WLV Alumni Association: a global network of over 120,000 graduates in more than 130 countries.
Discover more at: wolvesunion.org/adviceandsupport
We are always on hand to offer you a lifelong source of support that will help you achieve your personal and professional aspirations. Our aim is to create a mutually beneficial relationship with our graduates. As part of our University-wide WLV Alumni Association, we have set up overseas associations to help you reconnect with us and your fellow alumni, no matter where you are in the world. To find out what support is available to you in a few years’ time, visit:wlv.ac.uk/alumni
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YOUR OPINIONS MAKE A DIFFERENCE We listen to all student feedback carefully to help us to improve your student experience. We are always trying to improve our services – so we welcome your suggestions and opinions. Look out for comment cards and suggestion boxes at Learning Centres, catering outlets and other places – or email us with your suggestions at: opinions@wlv.ac.uk
COMMITTED TO GETTING IT RIGHT! The University is committed to high standards of service and over the course of your studies you will have many opportunities to give us feedback on your experience. Occasionally, however you may feel that this is not sufficient to address a concern you have and you may wish to raise a complaint. The University takes all complaints seriously. Many are resolved quickly and informally between the parties concerned and we recommend you raise your concerns early on when a problem arises. Dealing with a problem early may prevent the problem from getting bigger and harder to resolve.
20%
DISCOUNTS!
However where an informal resolution is not possible the Conduct and Appeals Unit is there to provide an effective and efficient service, enabling complaints to be resolved without recrimination and in a confidential manner. To find more information on the policies and procedures relating to complaints, visit: wlv.ac.uk/conductandappeals You can email us at: complaints@wlv.ac.uk
The University offers a generous 20% loyalty discount to students progressing from an undergraduate programme to selected postgraduate programmes*. * where both courses are University of Wolverhampton awards.
HARVARD REFERENCING SHORT GUIDE SKILLS FOR LEARNING WLV.AC.UK/SKILLS
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SKILLS FOR LEARNING
HARVARD REFERENCINGTHE BASICS This guide is intended as a quick introduction to Harvard style referencing at the University of Wolverhampton. A full guide is available separately through the Skills for Learning webpages at: wlv.ac.uk/lib/skills-for-learning/referencing/ WHY REFERENCE? Referencing is the method used to ensure that other research influences are recognised within your assignment. Correct referencing helps ensure that you avoid being accused of plagiarism. Most assignments during your time at the University of Wolverhampton will be assessed on the quality of your referencing which will count towards your grade. Referencing also ensures that you can demonstrate which sources you have used and how your ideas build upon the research of others. Harvard Referencing includes two main parts: • a citation within the text of your assignment • a list of references at the end of your assignment REFERENCING IN YOUR TEXT - CITATIONS When you summarise, refer to, or quote from an author’s work in your document, you need to acknowledge your source in the text. This is called an ‘in-text citation’. When using Harvard, you do this by putting the author’s name and publication year. If the name of the author appears naturally in your sentence, only the year should be in brackets. If you use a direct quote the page number should also be included. IN TEXT CITATION One Author Two Authors
(Smith, 2015)
…Smith (2015) argues that….
(Smith and Jones, 2015)
…according to Smith and Jones (2015)….
Three Authors
(Smith, Jones and Brown, 2015)
….research by Smith, Jones and Brown (2015) showed that….
More than three Authors
(Smith et al., 2015)
Smith et al. (2015) proved that….
Organisation
(University of Wolverhampton, 2015)
Information from the University of Wolverhampton (2015) states…
EXAMPLES: Excellent study skills are fundamental to academic success (Cottrell, 2010) Cottrell (2010) argues that excellent study skills are fundamental to academic success. “The importance of academic skills should not be underestimated” (Cottrell, 2010, p.19)
THE REFERENCE LIST â&#x20AC;&#x201C; KEY EXAMPLES Book with one author Include the following information: Author (Published Year) Title of book. Edition (if later than 1st). Place of Publication: Publisher. Example: Storey, N. (2013) Electronics: A systems approach. 5th ed. Harlow: Pearson. Book with more than three authors Include the following information: Authors (Published Year) Title of book. Edition (if later than 1st). Place of Publication: Publisher. Example: Epstein, O., Perkin, G.D., Cookson, J., Watt, I.S., Rakhit, R., Robinson, A.W. and Hornett, G.A.W. (2008) Clinical examination. 4th ed. Oxford: Mosby Elsevier. Note: although et al. should be used for in-text citations where there are more than three authors, you should always name all of the authors (surnames and initials) in your reference list. Journal article Include the following information: Author(s) (Published Year) Title of Article. Title of Journal, Volume number (issue number), Page numbers of whole article. Example: Humberstones, B. and Stana, I. (2011) Outdoor learning. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39(5), pp.529-540. Web page with named author(s) Include the following information: Author(s) (Published Year) Title of Webpage [online]. [Accessed date]. Available at: <full web address>. Example: LeBlanc, M. (2015) Friedrich Frobel: His life and influence on education [online]. [Accessed 28 August 2015]. Available at: <http://www.communityplaythings.co.uk/resources/articles/ friedrich-froebel.html>. Web page with organisation as author Include the following information: Organisation name (Published Year) Title of Webpage [online]. [Accessed date]. Available at: < full web address>. Example: Smart Design (2015) Oxo good grips: A startup that keeps on growing [online]. [Accessed 4 March 2015]. Available at: <http://smartdesignworldwide.com/work/oxo-good-grips/>. Report accessed online Include the following information: Author (Published Year) Title of report [online]. Reference number (if there is one). [Accessed date]. Available at: <full web address>. Example: Department for Education (DfE) (2017) Early education and childcare: Statutory guidance for local authorities [online]. Ref: DFE-00083-2017. [Accessed 13 April 2017]. Available at: <https:// www.gov.uk/government/uploads/system/uploads/attachment_data/file/596460/early_education_ and_childcare_statutory_guidance_2017.pdf>.
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11
19 16 17
1 2 3
4 5 6
7
12
Myanmar Victoria University College
France Ecole Superieure Des Technologies Industrielles Avancees (ESTIA)
13 14
Nepal Herald College, Kathmandu Merryland College
Greece Mediterranean College
15
Oman Middle East College
Hong Kong City University of Hong Kong HKU SPACE - School of Professional and Continuing Education
16 17
Singapore ERC Institute Auston Institute of Management
China Hubei Engineering University Yunnan Agricultural University
Ireland Colaiste Dhulaigh College of Further Education (CDCFE)
8 9 10
India Westford School of Management Podar World College Rustomjee Academy For Global Careers
11
Malaysia International College of Music (ICOM)
18 19
20 21
Sri Lanka British College of Applied Studies (BCAS) Colombo International Nautical and Engineering College (CINEC) UAE Cornerstone College of International Studies Westford School of Management
5
University of Wolverhampton Wulfruna Street Wolverhampton WV1 1LY Tel: +44 (0)1902 322 474 Email: international@wlv.ac.uk
ER1823