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21779 Management Skills 作業代寫

    SUBJECT OUTLINE
    21779 Management Skills
    Subject coordinator
    21779 Management Skills  作業代寫
    Dr Jonathan Pratt
    Jonathan.Pratt@uts.edu.au
    Ph: 9514 8436
    Teaching staff
    Dr Jonathan Pratt
    Dr Ursula Stroh
    Mr John Yu
    21779 Management Skills  作業代寫
    Subject description
    In this subject, students develop insight into the interpersonal skill requirements of managers and establish a basis
    for the future development of skills. This subject deals experientially with the interpersonal skills needed by
    managers to lead teams successfully and takes the individual's awareness of his or her skills and interpersonal style
    as its starting point. It goes on to examine basic communication skills such as listening, counselling and non-verbal
    behaviour. It deals with applied skills including interviewing, time management, goal setting, delegation, group
    facilitation and meetings management, decision-making, conflict management and negotiation, and organisational
    communication.
    Subject objectives
    Upon successful completion of this subject students should be able to:
    describe the range of intra- and interpersonal skills and competencies that research and practice have shown to
    be of critical importance for success in managing and leading in organisations of growing complexity and diversity
    1.
    demonstrate an understanding of the key principles and theoretical underpinnings of behavioural skill learning as
    a platform for ongoing skill development
    2.
    demonstrate a conceptual (theory/research-based) understanding of the dimensions of intra- and interpersonal
    competency and skill practice
    3.
    demonstrate increased self-awareness and proficiency in nominated skill areas. 4.
    This subject also contributes specifically to the following Program Learning Objectives:
    be able to apply business concepts taking into account the broader environmental context (PLO 1.2)
    be able to convey information clearly and fluently, in high quality written form appropriate for their audience (PLO
    3.1)
    demonstrate effective oral presentation skills for academic and professional audiences (PLO 3.2).
    Contribution to course aims and graduate attributes
    Self-management and interpersonal skills have continued to be acknowledged as the most critical areas of skill
    requirements for managerial effectiveness. The findings of the Industry Task Force on Leadership and Management
    Skills in 1995 not only highlights this fact, but placed such skills as fundamental components in meeting what has
    been called 'the challenges of the Asian-Pacific century'. The findings further alerted us to the fact that these skills
    remain significantly underdeveloped in Australian managers compared to world best practices. In an environment of
    continued and unprecedented change, the need for increased levels of competency in the areas of
    Course area UTS: Business
    Delivery Autumn 2013; City
    Credit points 6cp
    Result type Grade and marks
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 1 of 10
    continued and unprecedented change, the need for increased levels of competency in the areas of
    self-management, interpersonal skills, communication in a variety of diverse business environments, and capacity to
    take leadership roles in business takes on an added challenge. Not only do students need to be operating at the
    highest proficiency but, even more importantly, we need to understand the nature of ongoing learning and the
    mechanisms for continued change and development of our skill base. Managing in an environment of globalisation,
    virtual organisations, cultural diversity and knowledge management are just some of the continued challenges
    students will need to face.
    Teaching and learning strategies
    Cognitive input comes from lectures, discussion, text and references. Experiential input comes from weekly
    workshops and other activities. A major task for students is to reconcile cognitive and experiential activities with their
    personal reactions and reflections on their functioning. This type of reflection is strongly supported by the use of a
    diary for personal reflection.
    Content
    The importance of interpersonal competencies and management skills for managerial and leadership
    effectiveness; differing skills requirements within different management contexts
    1.
    The centrality of diversity within organisations including cultural, inter-cultural, gender and ethics issues 2.
    Behavioural change theories and the experiential/group learning model 3.
    Theories of human development; managing personal change and the centrality of self-awareness in personal
    development
    4.
    Goal setting, stress management and time management 5.
    Interpersonal skills of relating to others including listening skills, non-verbal communication, assertion, responding
    and feedback skills
    6.
    Applied skill of delegation, meeting management, group skills, presentation skills, decision-making skills,
    problem-solving skills, conflict resolution, negotiation skills, interviewing skills, networking, influence and
    leadership skills
    7.
    21779 Management Skills  作業代寫
    Assessment
    Assessment Framework
    The assessment for this subject is based around Whetton and Clark’s (1996) ‘Integrated Model for Teaching
    Management Skills’[1]. This pedagogical framework has been associated with superior learning outcomes[2].
    In their paper, they set out a learning framework which combines elements of inductive (a movement from specific
    experiences to general theory) and deductive (a movement from general theory to specific experiences) learning
    experiences, integrating together
    21779 Management Skills  作業代寫the false dichotomies of ‘thinking’ and ‘doing’. Their model has three distinguishing
    features:
    1. It consists of five learning activities (experience, understand, practice, reflect, apply) integrated together
    through four assessment tasks (discover, direct, evaluate and plan).
    2. It organises the assessment tasks into two complementary and interconnected cycles: assimilation (discover
    and direct) and application (evaluate and plan).
    3. It involves two inductive learning processes (discover and evaluate) and two deductive learning processes
    (direct and plan).
    The assessment tasks in this subject have been designed to follow the discover-direct-evaluate-plan process over
    the course of the semester. Some modifications have been made to accommodate the different capacities of
    employed and full-time students.
    [1] Whetton, D.A. and Clark, S.C. (1996), ‘An Integrated Model for Teaching Management Skills’, Journal of
    Management Education, May 20 (2), pp 152-181.
    [2] McEvoy, G.M. (1998) ‘Answering the Challenge: Developing the Management Action Skills of Business
    Students’, Journal of Management Education, Oct 22 (5), pp. 655-670.
    Cover Sheets
    Cover sheets for individual and group assessments are located on UTSOnline. Please ensure that the relevant cover
    sheet is stapled to the front of all assessments submitted during class (this includes a cover sheet for the group
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 2 of 10
    sheet is stapled to the front of all assessments submitted during class (this includes a cover sheet for the group
    presentation, but not handouts to class members during the presentation).
    Late Penalties
    All written assessments are expected to be submitted within the first 15 minutes of tutorials. Unless special
    consideration is given ahead of the due date (see http://www.sau.uts.edu.au/assessment/consideration/ ),
    assessments submitted late will receive a late penalty of 10 percent per weekday late.
    Turnitin
    All written assessments must be accompanied by a hard copy Turnitin Originality Report stapled to the back of each
    paper. This report is produced by Turnitin after students submit a soft copy of their assessment.
    Turnitin Originality Reports can be obtained by following the following steps:
    1. Login to UTSOnline and enter the Management Skills site
    2. Click on the ‘Assignments’ side-bar on the left-hand side of the page
    3. Identify the relevant assessment (there are three listed)
    21779 Management Skills  作業代寫
    4. Click on ‘view/complete’ for the relevant assessment
    5. Select your name and student number under the ‘author’ drop-down menu. Your enrolment details should load
    automatically onto this site.
    6. Click on ‘Choose File’ and then highlight your soft copy of your assessment. Then click ‘Choose’
    7. Click on ‘Upload’
    8. The first time a paper is submitted, it should take only a couple of minutes to generate an Originality Report. This
    report can be accessed by going back into the ‘view/complete’ side-bar on the relevant assessment, and then
    clicking on the link with the numerical score.
    9. Open and save this report, print off this paper, then staple it to the back of your assessment paper.
    Students should aim to score a similarity rating below 15 to 20 percent. Papers can be submitted multiple times to
    reduce similarities with other reports.
    Note: each subsequent submission will take around 24 hours to process. Students are therefore advised to make
    printed copies of each turnitin report and submit their papers in plenty of time before the scheduled deadline.
    ReView
    This subject makes use of the ReView assessment tool to facilitate student self-assessment, grade papers and
    deliver feedback to students. ReView can be accessed by clicking on the following link:
    https://review.uts.edu.au/index.php?type=student
    Assessments 1, 2 and 4 require students to self-assess their paper against the assessment criteria using ReView
    prior to submission. Self-assessments are required as educational theory suggests that self-assessments lead to
    improved student understanding and satisfaction of the relevant grading criteria over time.
    All assessments will be graded by tutors using the criteria listed for each assessment. Further comments may not be
    made on the physical paper returned to students.
    Students interested in identifying the numerical total grade for their paper will be directed to the ‘User Tools’ sidebar
    on the left side of UTSOnline. These grades may appear several days after the descriptive assessment is published
    on ReView.
    21779 Management Skills  作業代寫
    Assessment item 1: Skill Discovery (Individual)
    Objective(s):This addresses Subject Learning Objectives 1, 2 and 4.
    Weight: 20%
    Due: Week 13 (commencing 1 November): to be handed in during class time.
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 3 of 10
    Due: Week 13 (commencing 1 November): to be handed in during class time.
    Task: Assessment 1: Skill Discovery – 20% (Due Week 4)
    Write a 1000 word individual paper relating to your past experiences of a management skill of your
    choice. In your paper:
    21779 Management Skills  作業代寫
    1. Identify the most commonly cited skills and competencies associated with successful managing
    and leading in organisations.
    2. Nominate one management skill (see further the different skills in the textbooks), or one aspect
    of a relevant management skill, to develop further over the semester.
    3. Justify your selection of this management skill based on relevant past experiences (especially
    any ‘critical incidents’), completed self-assessment exercises (see further below), future career
    ambitions, and/or relevant theory.
    4. Pinpoint any ‘guidelines’ (principles and/or methods) which have influenced your past approach
    to this management skill (that is, explicit or implicit theories informing your practice).
    5. State up to three issues, questions or problems relating to the development and/or application of
    your chosen management skill that you would like to investigate further in the next assessment.
    Note: stating these issues, questions or problems early on will help you be more focussed in the
    next research task. You can modify these in the second assessment if you need to.
    In the appendices to your paper, please include:
    1. Your summary scores for your Personal and Associate’s Assessment of your Management Skills.
    You should include the scores of at least three ‘Associates’, or people who know you well or who
    have observed your management Skills. A copy of the summary scores is found in Carlopio and
    Andrewartha (2012, p. 43). A copy of your personal assessment questions are on pages 5-7, while
    a copy of your associates questions are on pages 44-47. You will need to use photocopies of these
    pages.
    2. Any additional personality, skill, strength or management-style self-assessment feedback (e.g.
    Myers Briggs and DISC personality tests, Strengthsfinder2.0, Standout etc.)
    3. Any relevant feedback from other sources (for example, suggestions for skill assessment
    gathered from colleagues during informal or formal meetings)
    4. Any other information you believe is necessary to justify your skill selection
    5. A complete Turnitin originality report
    Assessment criteria:
    · Persuasiveness of skills identified with successful managing and leading (10%)
    · Justification for personal selection of chosen management skill (35%)
    · Articulation of relevant guidelines (principles, methods and/or theories) informing past
    practice (20%)
    · Identification of issues, questions or problems for further investigation (15%)
    · Quality of written communication (10%)
    · Quality of referencing based on Harvard style referencing and Turnitin originality report
    (5%)
    · Evidence of thoughtful self-assessment using ReView (5%)
    Assessment item 2: Skill Research (Individual)
    Objective(s):This addresses Subject Learning Objective 2, 3, 4.
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 4 of 10
    Objective(s):This addresses Subject Learning Objective 2, 3, 4.
    This addresses Program Learning Objective 3.1
    Weight: 50%
    21779 Management Skills  作業代寫
    Task: Assessment 2: Skill Research – 50% (Due Week 9)
    Write a 3000 word individual paper based on your review of the relevant literature relating to your
    nominated management skill. Your paper should engage with at least ten quality academic
    sources (for example, published peer-reviewed journal articles, research books etc.) published in
    the last 15 years. In your paper:
    1. Outline your response/s to the issues, questions or problems you attempted to investigate
    (stated in Assessment 1). Note: you can modify these from the first assessment.
    2. Summarise any relevant ‘guidelines’ (principles, methods and/or theories) associated with the
    development and/or application of your chosen management skill from the literature.
    3. Compare and contrast the ‘guidelines’ informing your practice (Assessment 1) with the
    ‘guidelines’ (directives) recommended by your literature.
    4. Identify up to three ‘guidelines’ you would like to practice further (for Assessment 3), based on
    your personality, skill level and/or present circumstances.
    5. State any unresolved issues, questions or problems based on your review of this literature (you
    may wish to engage with these at a future time).
    In the appendices to your paper, please include a complete Turnitin originality report.
    Assessment criteria:
    · Critical engagement with a relevant body of literature (minimum of ten quality academic
    sources published in the last 15 years) (15%)
    · Articulation of relevant developmental and/or application guidelines (principles, methods
    and/or theories) recommended in the literature (15%)
    · Comparison of guidelines from the literature with those guidelines informing your own
    past practice (30%)
    21779 Management Skills  作業代寫
    · Justification for personal selection of up to three guidelines for future practice (10%)
    · Identification of unresolved issues, questions or problems in the literature (5%)
    · Evidence of thoughtful self-assessment using ReView (5%)
    · Quality of written communication and referencing (PLO 3.1) (20%)
    Assessment item 3: Skill Practice and Evaluation (Group)
    Objective(s):This addresses Subject Learning Objectives 2, 3, 4.
    This addresses Program Learning Objective 3.2.
    Weight: 10%
    Task: Assessment 3: Skill Practice and Evaluation – 10% (Due Week 13)
    Deliver a 10 minute group presentation on your collective experience/s of developing management
    skills. Groups will be made up of 2-4 people with at least two different skills investigated among
    you. In your presentation:
    1. Introduce the members of your group and the skills they have been developing.
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 5 of 10
    2. Ensure that each group member has an opportunity to speak for at least two minutes.
    3. Share your group’s conclusion/s regarding your experiences of developing management skills
    during the semester (you may engage with aspects of the suggested handout below).
    4. Help the class to experience as well as hear your reflections. Be creative!
    5. Distribute a 1-2 page handout to all class members summarising in table form:
    a. The management skill nominated by each group member and the context in
    which they were attempting to practice this skill (for example, negotiation of new
    supplier agreements).
    b. The relevant guidelines each member sought to practice (Assessment 2).
    c. The processes put in place by each group member to practice their skill over
    the semester.
    d. The processes put in place by each group member to seek feedback on the
    practice of their skill over the semester from relevant others (team members,
    co-workers etc.).
    e. An evaluation of the outcomes for each group member.
    f. Suggested next steps for each group member to develop their nominated skill
    further.
    Assessment criteria:
    · Persuasiveness of your group’s conclusion/s regarding developing management skills
    (30%)
    21779 Management Skills  作業代寫
    · Extent of creativity and class engagement (30%)
    · Comprehensiveness of required handout (10%)
    · Cohesiveness of team delivery (10%)
    · Demonstration of effective oral communications skills (PLO 3.2) (20%)
    Assessment item 4: Skill Plan (Individual)
    Objective(s):This addresses Subject Learning Objectives 1, 2, 3, 4.
    This addresses Program Learning Objective 1.2.
    Weight: 20%
    Task: Assessment 4: Skill Plan – 20% (Due Week 13)
    Write a 1000 word individual paper outlining a five-year skills development plan to fulfil your vision
    for your career or professional life. In your paper:
    1. Articulate your vision for your career or professional life in approximately five years time.
    2. Identify the various skills and competencies you will need to fulfil this vision.
    3. Evaluate your proficiency in these other skills and competences at the present time, including a
    summary of progress made on your nominated skill this semester.
    4. Assemble a plan to develop 3-5 complementary skills over the next five years.
    5. Identify the specific and concrete steps you will take to advance your plans over the next 12
    months.
    In the appendices to your paper, please include:
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 6 of 10
    1. Any relevant self-assessment reports, personal reflections, peer or colleague feedback relating
    to your present skill development
    2. Tables or detailed descriptions relating to your future plans
    3. A complete Turnitin originality report.
    Assessment criteria:
    21779 Management Skills  作業代寫
    · Articulation of a relevant personal vision in five years time (10%)
    · Justification of required skills (15%)
    · Evaluation of current proficiency in required skills, including progress made in the
    nominated skill area this semester (25%)
    · Adequacy of five-year skill development plan, including a plan for the next 12 months
    (30%)
    · Quality of written communication (10%)
    · Quality of referencing based on Harvard style referencing and Turnitin originality report
    (5%)
    · Evidence of thoughtful self-assessment using ReView (5%)
    · Application of business concepts (PLO 1.2) (0%)
    Required texts
    Carlopio, J., Andrewartha, G. (2012) ‘Developing Management Skills: A Comprerhensive Guide for Leaders’, 5th
    edn, Pearson Australia: Frenches Forest.
    Recommended texts
    Quinn, R., Faerman, S., Thompson, M., St. Clair, L. (2011) ‘Becoming A Master Manager: A Competing Values
    Approach’, 5th edn, John Wiley and Sons, USA.
    References
    Useful Websites
    Australian Institute of Training and Development www.aitd.com.au
    Australian Institute of Management www.aim.com.au/nsw
    The Institute of Type Development www.itd.net.au
    Australian Human Resource Institute www.ahri.com.au/index.php
    The Social Psychology Network www.socialpsychology.org
    References
    21779 Management Skills  作業代寫
    Bolton, R (1998). People Skills: How to assert yourself, listen to others and resolve conflicts, Simon & Schuster,
    Australia.
    Cialdini, R (2000). Influence: The Science of Persuasion, Allyn Bacon, New York.
    Covey, S (1989). The Seven Habits of Highly Effective People, Simon and Schuster, New York.
    Daft, R.L. and Pirola-Merlo, A (2009). The Leadership Experience (Asia Pacific Edition), Cengage, Melbourne.
    DeBono, E (2000). New Thinking for the New Millennium, Millenium Press, New York.
    Dunphy, D (1993). Organizational Change by Choice, McGraw Hill, Sydney.
    Eunson, B (2008). C21 Communicating in the 21st Century (2nd Ed.), John Wiley & Sons, Milton.
    Fisher, R. & Ury, W., with B. Batton (1991). Getting to Yes: Negotiating Agreement Without Giving In. Houghton
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 7 of 10
    Mifflin, Boston.
    Honey, P (2001). How to Improve Your People Skills (2nd Ed.) CIPD, London.
    Johnson, D.W (1999). Reaching Out: Interpersonal Effectiveness & Self-Actualisation, Allyn and Bacon, Boston,
    Mass.
    Thompson, L (2001). The Mind and Heart of the Negotiator (2nd Ed.), Prentice Hall, Upper Saddle River, New
    Jersey.
    Other resources
    Students have been provided with additional readings, in the form of journal articles for each week, and these can be
    found on UTSOnline. It is important that students read these articles in order to broaden their knowledge beyond the
    text book.
    UTS Guide to Writing Assignments www.business.uts.edu.au/teaching/guide
    UTSOnline https://online.uts.edu.au/webapps/login
    UTS Library databases www.lib.uts.edu.au/databases/search_databases.py
    Academic liaison officer
    Dr Maria Ossimitz, Accounting Discipline Group, telephone 9514 3069
    Mr Harry Tse, Economics Discipline Group, telephone 9514 7786 / 9514 5456
    Dr Otto Konstandatos, Finance Discipline Group, telephone 9514 7758
    Dr Zeenobiyah Hannif, Management Discipline Group (City), telephone 9514 3609
    Dr Katie Schlenker, Management Discipline Group and BBus (Kuring-gai), telephone 9514 5303
    Dr Paul Wang, Marketing Discipline Group, telephone 9514 3692
    Any arrangements should be negotiated within the first six weeks of semester.
    Support
    Student Services Unit/Counselling: Student Services provides a range of free and confidential professional
    services to support different aspects of your life and learning at UTS (www.ssu.uts.edu.au). These services include
    counselling for personal and learning problems or issues. If you are experiencing difficulties with your overall study
    program, for whatever reason, phone 9514 1177 (City campus) or 9514 5342 (Kuring-gai campus).
    Students with disabilities or ongoing medical conditions: If you are a student who has a disability or ongoing
    medical condition that requires support services you are encouraged to contact the disability support officers or
    Special Needs Service (phone 9514 1177; www.ssu.uts.edu.au/sneeds) for a confidential interview. Supporting
    documentation regarding your disability or ongoing medical condition is required if you wish to apply for assessment
    adjustments, including alternative assessment conditions. Each faculty has appointed academic liaison officers
    (ALOs) who are responsible for approving assessment adjustments. Meeting with the disability support officers or
    Special Needs Service before seeking assessment adjustments from your ALO is required.
    Improve your academic and English language skills: Marks for all assessment tasks such as assignments and
    examinations are given not only for what you write but also for how you write. If you would like the opportunity to
    improve your academic and English language skills, make an appointment with the HELPS (Higher Education
    Language and Presentation Support) service in Student Services.
    HELPS (Higher Education Language and Presentation Support): HELPS provides assistance with English
    language proficiency and academic language. Students who need to develop their written and/or spoken English
    should make use of the free services offered by HELPS, including academic language workshops, vacation intensive
    courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps).
    HELPS is located in Student Services, on level 3 building 1 at City campus and via the Student Services area at
    Kuring-gai (phone 9514 2327 or 9514 2361).
    21779 Management Skills  作業代寫
    Study skills / learning support: If you are experiencing difficulty with your studies or need to develop the necessary
    study skills you require for your course, there is a host of useful information and websites to help you on the UTS
    Business School, Teaching And Learning website. Links on how to write better, study more effectively, available
    support services/staff to help, how to complete assignments; as well as tips for successful study and online study
    skills resources can all be accessed (www.business.uts.edu.au/teaching/student/student-learning.html).
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 8 of 10
    Careers Service: The UTS Careers Service aims to actively support the career development needs of all UTS
    students (www.ssu.uts.edu.au/careers).
    Statement about assessment procedures and advice
    Assessment of coursework subjects
    All staff and students involved in the assessment of coursework subjects at UTS are subject to the Policy for the
    Assessment of Coursework Subjects. The policy is applicable to the assessment of all coursework subjects. This
    policy does not apply to thesis subjects that are taken by students enrolled in research degrees, but does apply to
    any coursework subjects undertaken by research degree students. It does not describe policy that relates to
    academic progression through a course of study.
    The policy should be read in conjunction with the Procedures for the Assessment of Coursework Subjects. Both are
    available at:
    www.gsu.uts.edu.au/policies/assessment-coursework.html
    Statement on copyright
    Australian copyright law allows you as a student or researcher to copy and use limited amounts of other people's
    material in your study or research without their permission and free of charge.
    This applies to any sort of published or unpublished work, and includes written material, tables and compilations,
    designs, drawings (including maps and plans), paintings, photographs, sculpture, craft work, films (such as feature
    films, television programs, commercials and computer video games), software (such as computer programs and
    databases), sound recordings, performances and broadcasts (including podcasts and vodcasts of these) and text,
    including books, journals, websites, emails and other electronic messages.
    It is important to remember that you can only use a limited amount for your study or research purposes and
    that you need to correctly acknowledge the author and reference their material when you use it in your work.
    Incorrect or improper use of copyright protected material could result in breaking Australian copyright law, for which
    significant penalties apply. Incorrect or improper use of copyright protected material at UTS would result in
    consideration under the UTS Student Misconduct rules.
    UTS Rules and the UTS Student Charter require that students familiarise themselves and comply with UTS student
    policies and procedures. The copyright information advising what you can copy and how much you can use can be
    seen at:21779 Management Skills  作業代寫
    www.uts.edu.au/copyright.html
    Statement on plagiarism
    Plagiarism is a broad term referring to the practice of appropriating someone else's ideas or work and presenting
    them as your own without acknowledgment. Plagiarism is literary or intellectual theft. It can take a number of forms,
    including:
    21779 Management Skills  作業代寫
    copying the work of another student, whether that student is in the same class, from an earlier year of the same
    course, or from another tertiary institution altogether
    copying any section, no matter how brief, from a book, journal, article or other written source, without duly
    acknowledging it as a quotation
    copying any map, diagram or table of figures without duly acknowledging the source
    paraphrasing or otherwise using the ideas of another author without duly acknowledging the source.
    Whatever the form, plagiarism is unacceptable both academically and professionally. By plagiarising you are both
    stealing the work of another person and cheating by representing it as your own. Any instances of plagiarism can
    therefore be expected to draw severe penalties and may be referred to the Faculty Student Conduct
    Committee.21779 Management Skills  作業代寫
    Cheating means to defraud or swindle. Students who seek to gain an advantage by unfair means such as copying
    another student's work, or in any other way misleading a lecturer about their knowledge or ability or the amount of
    work they have done, are guilty of cheating.
    Students who condone plagiarism by allowing their work to be copied will also be subject to severe disciplinary
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 9 of 10
    action.
    Avoiding plagiarism is one of the main reasons why the UTS Business School is insistent on the thorough and
    appropriate referencing of all written work.
    Statement on UTS email account
    Email from the University to a student will only be sent to the student's UTS email address. Email sent from a
    student to the University must be sent from the student's UTS email address. University staff will not respond to
    email from any other email accounts for currently enrolled students.
    26/02/2013 (Autumn 2013) © University of Technology, Sydney Page 10 of 10
     

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