| SUBJECT NAME : | Managing, leading, stewardship | | SUBJECT NUMBER : | 21937 | | Subject Co-ordinators lecturerstutors | Dr. Walter Jarvis Dr. Natalia Nikolova Dr. Stephen Wearing Management Discipline Group UTS B-School Dr. Walter Jarvis Dr. Natalia Nikolova tba |

SUBJECT PRECIS

An understanding of managing, leading and stewardship is foundational to the development of students as responsible and accountable leaders, managers, followers and stewards. This subject aims to prepare students to meet profession-like objectives and how to guide others to meet collective responsibility in morally challenging situations. To do so, the subject develops the concept of stewardship to help leaders to better understand how to promote and sustain the symbiotic integrity of business and society, i.e. where business serves society's needs for not just products and services but in ways that earn public trust and respect. The approach taken in the subject delivery and associated assignments is to encourage students to recognise the place of business in society and to cultivate a personal commitment toward earning and sustaining public trust in consideration of others in their business judgments and decision-making.
SUBJECT PRECIS

An understanding of managing, leading and stewardship is foundational to the development of students as responsible and accountable leaders, managers, followers and stewards. This subject aims to prepare students to meet profession-like objectives and how to guide others to meet collective responsibility in morally challenging situations. To do so, the subject develops the concept of stewardship to help leaders to better understand how to promote and sustain the symbiotic integrity of business and society, i.e. where business serves society's needs for not just products and services but in ways that earn public trust and respect. The approach taken in the subject delivery and associated assignments is to encourage students to recognise the place of business in society and to cultivate a personal commitment toward earning and sustaining public trust in consideration of others in their business judgments and decision-making.

INTRODUCTION TO THE SUBJECT
Subject objectives
Upon successful completion of this subject students should be able to: 1. Articulate a critical understanding of how managing, leading, and stewardship affect the performance of individuals, teams and organisations 2. Illustrate a critical understanding of the implications of organisation theories for management practice 3. Understand the role of stewardship in ensuring personal responsibility related to corporate governance and ethical decision-making 4. Outline the personal capacity an individual needs to build to deliver on moral responsibility
This subject also contributes specifically to the following program learning objectives: 5. Use high quality written and oral communication skills to interact effectively with others in order to work towards a common outcome (3.1) 6. Demonstrate expert judgement of ethical, sustainable and social responsibility and a high level of personal autonomy and accountability in Professional practice (4.1)

Detailed learning targets 1. Understand the central place of human values in MLS – as base towards developing a personal philosophy of managing, leading and stewardship 2. Understand the consequences of different forms of knowledge: scientific, technical, practical wisdom (phronesis) 3. Recognise that Organisations are not merely mechanistic structures (simply to be made efficient); they are enterprises with social purposes, populated by humans serving the needs and wants of other humans (as individuals, worthy of respect for dignity & autonomy) 4. Understand that managing and leading are social practices - always contextualised and situated, ie, wholly unlike the natural sciences where universally valid procedures are essential drivers to research. 5. Recognise the social context of enterprises – organisations are always embedded in and serve society. 6. Introduce political-economic influences on management thinking and organising. 7. Using a range of economic, political and humanist perspectives, critically evaluate (“make sense” of) commonplace approaches to managing, leading, organising and followership 8. Embrace uncertainty and complexity as normal, and central to the role of judgement in all work, not least in managing, leading and stewardship 9. Understanding consequences for professional practice relating to research and learning about self, others and the stewardship of a wide array of resources (social, natural, cultural – locally and globally) for the impacts of decisions on others, communities and future generations. 10. Develop essential group and profession-like collaboration skills in order to effectively address problems and issues marked by complexity and uncertainty.

Method of Presentation
Classes will involve a combination of lectures, discussion, student presentations, discussion of readings, analysis of case studies, movies, books and other media, role plays, guest lectures, simulation exercises.

Text and lecture material: 1. Luhman, John T and Cunliffe, Ann L (2012) Key Concepts in Organization Theory. SAGE Publications. 2. Cunliffe, Ann L (2014) A Very Short, Fairly Interesting and Reasonably Cheap Book about Management, 2nd edition. SAGE Publications. PLEASE NOTE THAT ONLY THE SECOND EDITION IS ACCEPTABLE.
Both books are available in the Coop bookstore as well as in e-format from footprint books.
All other lecture material will be provided through UTS online (http://online.uts.edu.au), the e-readings for this subject available via the UTS library website (https://www.lib.uts.edu.au/drr/search.html?q=21937) or in some cases they will be provided in class.
We strongly recommend you to check/study the following resources: 1. Supplementary information on assignments provided on UTS Online. 2. Guidelines for writing persuasive essays provided on UTS Online. 3. UTS Business Guide to writing assignments available at: https://www.uts.edu.au/sites/default/files/business-writing-guide-2014.pdf. You are expected to understand and conform to expectations on citing and referencing. Please study those conventions. 4. Due to the critical approach to learning and the academic expectations of written work you are strongly encouraged to STUDY two references: * Stella Cottrell (2nd edition, 2011) "Critical Thinking Skills" (PalgraveMacmillan) (around $30) This is especially important in understanding what is meant by "critical" and "analysis". These latter aspects are best covered through the second 2011 edition. * Wayne Booth, et al (3rd Edition, 2008) "The Craft of Research" (University of Chicago Press) (around $30). This latter work illustrates the requirements of structuring an academic argument - i.e. a persuasive argument, of the kind needed at university level. Structuring an academic argument starts with a critical analysis of the literature on a specific field. Thus what is needed for your assessments (and indeed all PostGrad subjects, not to mention your workplace practice) is a combination of critical thinking and a structured/disciplined approach to persuasive argument. These works will be discussed in class but the prudent student would get started immediately in studying what each of these crucial works has to offer.

TEACHING AND LEARNING EXPECTATIONS
Attendance Requirements:
Students must attend at least 80% of all lectures and tutorials to be able to complete the subject. Please take note the rules of attendance as explained here: http://www.handbook.uts.edu.au/bus/area/pg.html http://www.gsu.uts.edu.au/rules/student/section-3.html#r3.8
International students must also note the following responsibilities: http://www.uts.edu.au/future-students/international/essential-information/being-international-student-australia/your#-a-name-attend-a-attend-classes An attendance record will be kept. Students need to discuss any attendance issues with their tutor as soon as they become aware of such.

Class Participation:
Please note: this subject adopts a “flipped learning approach” allowing students to take on the responsibility for their own learning. Students are expected to prepare a range of materials before they come to class and to actively contribute to the learning process.

Come to class prepared. As a post-graduate student you are expected to have studied the required readings/cases/videos and other material prior to class. To get the full return on your investment in education, come to class ready to discuss and debate topics, concepts, theories, and applications. Class contribution will include:

* Making observations that integrate concepts and discussions; * Citing relevant personal examples; * Asking key questions that lead to revealing discussions; * Engaging in devil’s advocacy; * Challenging the instructor, your text or commonly held assumptions about various theories, concepts and models when the difference of opinion serves as both a counterpoint and a way of exploring all sides of a concept, issues, or practice; and * Working with others to come to a common understanding of topics—in and out of the classroom.

Written Work:
As you know you are studying for a postgraduate level degree in an AACSB accredited university. Second, you have chosen to enrol in a postgraduate degree at UTS B-School, and you were not forced or coerced to do so. As doing a degree was YOUR CHOICE, we are assuming you want to learn, challenge yourself and change and develop aspects of your professional and personal knowledge and capabilities. As such, the highest levels of standards are expected of you in this subject, and in your assessments. For this reason you must ensure that:

* Your writing is well organised, well argued and logical * You have justified your arguments using research, readings and class material * You have synthesised readings or discussions to create your own ideas and not simply summarised or regurgitated material * You offer implications of your analysis * Use critical analysis (greatly emphasised throughout this subject) * Use your years of managerial experience to question, illustrate, imagine and consider * You contribute to group work * Your work is of a professional quality and meets the standards of tertiary level writing.

Lecture room etiquette:
There are some basic house rules that are important for you to know, please read these carefully as it is the expected etiquette for the semester: 1. Attend all classes. Remember you chose to study; this is a psychological contract you have made with yourself, UTS and the lecturer. 2. Mobile phones are turned off. You will be provided with regular breaks to check mobile messages. Mobile phones are only allowed to be on if a family member is ill. 3. Be considerate to your colleagues, and do not chat if they are presenting, asking or answering a question. 4. Come on time to class. 5. Do your readings and be prepared to contribute. The more you put in to the class the more you will get out of it. Sometimes the greatest learning comes from students sharing ideas, thoughts, opinions etc. Indeed, as lecturers one of the greatest joys we get is learning from you. 6. Be engaged, not simply just present!

ASSESSMENTS
There are three forms of assessment in 21937 Managing, Leading, Stewardship.

Assessment Item | Related Learning Objectives | Weighting (%) | Submission Date | Method of submission | Returnable (Yes/No) | Critical Individual Essay | 1, 2 and 3 | 35 | 12pm Fri, 24. April | In assessment box/via UTS Online | Yes | Collaborative Group Project | 1, 2 and 3 | 30 | During tutorial sessions as explained in class | In class | No | Individual Self-Reflective Portfolio | 3 and 4 | 35 | 12pm Wed, 3. June | In assessment box/via UTS Online | Yes |

Assessment Overview

ASSIGNMENT ONE | DUE DATE | SUMMARY | Critical Individual Essay(Individual Assignment) | 12pm Fri, 24. April | A critical, persuasive analysis of an organisation through different Organisation Theory lenses.Length: 2000 words maximum | ASSIGNMENT TWO | DUE DATE | SUMMARY | Collaborative Group Project | During tutorial sessions as explained in class | Students will form groups of 5-6 students. Students will be given materials (a reading/case/video/other materials) to prepare as a group before next tutorial. These materials will be provided during the previous week/Day session. During tutorials each group will be asked to respond to questions from this material/engage in debates, role play situations related to the material etc. Students should discuss these materials with their group prior to tutorials and be prepared to be asked to comment/discuss/analyse/role play and comment on the materials. | ASSIGNMENT THREE | DUE DATE | SUMMARY | Self-Reflective Portfolio(Individual Assignment) | 12pm Wed, 3. June | A self-reflection portfolio consisting of pre-subject reflection on student’s main assumptions and expectations, mid-subject reflection on learnings/changes/tensions as a result of in-class and out-of-class discussions/materials reviewed etc. and post-project reflection on learnings/outlook for the future and the development of individual action-guiding principles. Length: 6 pages max |

LATE SUBMISSIONS: You can hand in papers after the deadline. However, the following penalty schedule applies (unless student is granted special consideration). Papers will be marked as any other paper, and a mark will be awarded. The deduction will apply to that mark (rounded to nearest decimal place):

Overdue | Penalty % (score required to pass before deduction) | 1 to 3 days overdue | 5% (to pass you will require 53% prior to deduction) | 3 to 5 days overdue | 10% (to pass you will require 55% prior to deduction) | 5 to 7 days overdue | 25% (to pass you will require 63% prior to deduction) | 8 to 10 days overdue | 50% (to pass you will require 75% prior to deduction) | 11 to 14 days overdue | 80% (to pass you will require 90% prior to deduction) | 15 days or more (up to the return of marked assignments | 90% (to pass you will require 95% prior to deduction) | On or after the return of marked assignments | 100% (Fail – 0% awarded) |
ASSIGNMENT ONE

ASSIGNMENT 1: A Critical Individual Essay (Critical Persuasive Essay)
Worth: 35%
Length: 2000 Words Maximum
Due Date: 12pm on Fri, 24. April
Task: Students are to choose an organisation they work for/have worked for/have experiences with/have read about. Students are then to identify two major management issues this organisation is facing/experiences. These issues should be analysed and explained by adopting two different Organisation Theory lenses from the following list of Organisation Theory perspectives: 1. Agency Theory 2. Institutional theory 3. Bureaucracy 4. Transaction Cost Economics 5. Stakeholder Theory 6. Power & Politics 7. Ethical & moral dimensions of Organisation Theories.

Students need to discuss, how do these lenses apply to the selected organisation and chosen issues? How well do they apply? What do they capture? What do they miss? Through this assignment students need to demonstrate their understanding of different Organisation Theory lenses and their ability to apply these lenses to specific organisations.

The essay must be structured in three parts: 1. Introduction: briefly describe the chosen organisation and the identified management issues. Introduce the theoretical lenses that will be used to analyse these issues and outline the main arguments developed in the essay. 2. Discussion: describe the two chosen organisation theory lenses and explain their relevance for your chosen case/organisation. Discuss how these lenses explain the identified management issues and the implications from the application of the theories. Outline the theories contributions (how well they explain the management issues) and shortcomings (what are the gaps, limitations, what is not explained). Here students must illustrate their deepening personal and critical awareness of the theoretical and practical limitations/possibilities in the literature they have addressed. 12 Marks will be focused on how well students demonstrate a critical awareness of the literature/organization lenses (for example students’ reading of tensions, contradictions, gaps, bias in what they have read). Merely describing the literature (“Smith says, Jones says” etc) will result in major loss of marks. 3. Conclusion: summarise your arguments and insights. Reflect on the applicability of the selected Organisation Theory lenses to management practice/practitioners.

Formal requirements for Assessment 1: 4. Use 1.5 spacing 5. Ensure page numbers are used 6. Use 12 point font (Times or Arial) 7. Use the Harvard method of referencing (more details are at the end of this outline). 8. Page set up: use the standard margin format in Word. 9. Include a reference list at the end of your essay (i.e., a listing of all in-text references that you have cited – and not a bibliography). 10. This is an essay and not a report; therefore it is advised that you do not use bullet points. 11. Do not bind or insert your paper in heavy and cumbersome binding. Please only staple your paper in the top left corner. 12. You must also submit your essay to Turnitin. This process will be explained in tutorials.

You must self-assess your submission, using the following criteria on ReView (or it will not be graded).

MARKING CRITERIA | Weighting | Demonstration of academic and research skillsWritten expression, including sentence structure, paragraphing, grammar and layout. | 7 | Substantive contentAccuracy of information/data relevant to the topic. Awareness of the strengths and weaknesses of different reference materials as a basis for argument. | 10 | Persuasive ArgumentAnalysis of the question + Critical analysis of competing ideas and assessment of implications. | 12 | ConclusionsAbility to construct plausible and coherent conclusion. | 6 | TOTAL MARKS | 35 |

Tips on writing this essay (in addition to the guide on writing persuasive essays available on UTS Online and other online materials on essay writing): 1. The focus of the essay is on critically discussing Organisation Theory lenses with the help of a specific example—the organisation chosen and identified management issues. 2. You need to do some reading on the Organisation Theory lenses (start with your text book, look up the foot notes, use our lecture materials, find and read other relevant articles). Do not rely solely on your textbook. Higher grades will be achieved by doing original research and incorporating insights and analysis from other high quality academic papers. 3. Based on your reading, you then need to critically discuss the lenses and their relevance for your selected organisation. The focus is on critically discussing Organisation Theory, referring to academic articles, and then using the selected organisation to provide illustrations/examples.

You MUST study the guide on writing persuasive essays available on UTS Online before you commence writing this essay.

ASSIGNMENT TWO
Assignment 2: Collaborative Group Project

Worth: 30%
Due Date: During tutorial sessions as explained in class
Task: Students will form groups of 5-6 students. Students will be given materials (a reading/case/video/other materials) to prepare as a group before next tutorial. These materials will be provided during the previous week/Day session. During tutorials each group will be asked to respond to questions from this material/engage in debates, role play situations related to the material etc. Students should discuss these materials with their group prior to tutorials and be prepared to be asked to comment/discuss/analyse/role play and comment on the materials. Marks will be based on the group’s preparation, participation and quality of discussion/analysis (see Marking Criteria below).
Group building will take place during the first tutorial session.

MARKING CRITERIA | Weighting | UNDERSTANDING and PREPARATION Group demonstrates a sound understanding of important issues and relevant concepts to the topic/reading of focus. Groups assess claims and make judgements about the reading/materials and connects those to relevant knowledge/theories/concepts to strengthen arguments. Groups demonstrate capabilities to draw relevant and insightful conclusions | 10 | CRITIQUE, INTEREST and ORIGINALITYGroup demonstrates an ability to question taken-for-granted or poorly supported practices, knowledge or positions; driven by students' questions and creative ideas. Group demonstrates some particularly notable arguments or examples.: | 10 | GROUP WORKGroup demonstrates the ability to collaborate effectively and to communicate appropriately to an academic and/or practitioner audience. Proactive teamwork management | 10 | TOTAL MARKS | 30 |

ASSIGNMENT THREE
Assignment 3: Self-Reflective Portfolio

Worth: 35%
Length: Max. 6 pages
Due Date: 12pm Wed, 3. June
Task: Students are required to submit an individual self-reflection portfolio consisting of three sections: 1. A pre-subject reflection on student’s main assumptions and expectations on the subject including tensions students have identified in their experience with managing, leading, stewardship. 2. A mid-subject reflection on learning/changes/tensions as a result of in-class and out-of-class discussions/materials/experiences; students must include a reflection on the ‘lived case’ that will be role played in class. This section requires students to identify major learning and changes as well as new/ongoing tensions/open questions. 3. A post-project reflection on learning including an outlook for the future and the development of your personal action-guiding principles. In this section, students are required to reflect on their experience in the subject, what they have learnt, what has changed for them, what tensions were resolved, what tensions remained or what new tensions opened. A concluding paragraph has to be included on the student own philosophy of managing, leading & stewardship. This paragraph need to articulate the student’s own action-guiding principles and how these will guide the student’s judgements and actions in the future.

Students will have to bring a work-in-progress self-reflective portfolio to one of the tutorials (to be advised) and provide peer assessment to another student.
Please note: No portfolio will be assessed without peer-assessment.

What is a self-reflective portfolio?

A self-reflective portfolio is a collection of thoughts, ideas, concerns and reflections on your learning as you take the journey over the course of this subject. You should reflect on your original assumptions, what you are learning, what is changing and how you are putting into practice what you are learning as you study. Your reflections must include: * your original assumptions of managing, leading, stewardship and your expectations of the subject * your experiences in the seminars * your thoughts while reading and reflecting * thoughts and feelings from your learning that you notice have entered your head while working and dealing with organisational and management issues and problems * thoughts and feelings during and after completing exercises, doing your individual and group assignments and so on. The self-reflective portfolio must be a creative piece. It is advised that students take notes from their first session which they will use to complete the portfolio.

Why a self-reflective portfolio?

Several studies in management education, and postgraduate education generally, have provided strong evidence that reflective learning is one of the most critical and powerful components to lifelong learning (Gustavs and Clegg, 2005). Many studies have shown that when students are asked to keep journals the impact of learning is far greater, richer and rewarding- this is especially so when approached creatively and symbolically [through art for example] (Barry, 1996).

You are doing a self-reflective portfolio because it will facilitate your learning in a way that how you think and what you think is influenced by what you learn. Typically, what you know usually affects what you do. Hence, the portfolio aims to bridge the gap between what you think and what you do (i.e. Theory and Practice or the Knowing-Doing Gap), while at the same time developing and improving the knowledge and how it is applied.

How do I keep and present a self-reflective portfolio?
It is strongly advised that students keep notes from their first session in this subject which they then can use to complete the self-reflective portfolio.

While we do not want to determine what students’ creativity will look like, we do have to place some boundaries around the self-reflective portfolio in order to ensure it serves its purpose. The self-reflective portfolio must contain the following: * Three sections of entries: One at the start of the subject, one half-way through (written mid-April) and one after the last session. * A description of thoughts and feelings before starting the subject, at mid-point and after finishing the last session. * Discussions of how you implemented or utilised learning from this subject in practical ways. * Students can include a collage of creative works; references to movies, readings, and news paper articles; proverbs and metaphors, drawings, cartoons, etc that have either caused you to reflect on the topics discussed in class or exemplified an issue or topic covered in class or in your readings and discussions and assignments. * A final entry of about 300 words that seeks to synthesise all your entries and bring together all your key learning including the articulation of your personal philosophy of managing and leading (this is part of the post-subject reflection section of the portfolio). * We are not too fussed how students present their portfolios. Students may type it using word (etc), or can keep an art scrapbook. Students can do a combination of both, and print their word documents, cut them up and place them in the scrapbook. Use whatever is most comfortable with. However, please do not handwrite as handwriting is almost always difficult to read. * AND PLEASE BE CREATIVE!

MARKING CRITERIA | Weighting | Pre-subject reflection (max 2 pages)- Overview of main assumptions about managing, leading, stewardship- Statement of expectations on the subject- Identification of key areas/topics related to managing, leading, stewardship that are of concern to the student or create tensions | 10 | Mid-subject reflection (max 2 pages)- Depth of thinking and reflection (inside knowledge communicated and contemplated intra-personally): How well does the student demonstrate his take up of new knowledge in the class? Does the student think about how well his existing knowledge is working for him in his everyday practice, and what needs to or has changed in terms of his thinking?- Transference (inside knowledge applied outwards): How well does the student show that s/he is able to integrate the knowledge learned in class and apply it into practice? Does s/he provide well thought out examples?- Perceptions and interpretations (outside environments turned inwards): How well does the student demonstrate an ability to read his/her environment and make sense of it with his/her newfound knowledge? That is, what signs, symbols and stimuli catch his/her attention and how is s/he making sense of these things. | 10 | Post-subject reflection (10) (max. 2 pages)- Depth of thinking and reflection (inside knowledge communicated and contemplated intrapersonally): How well does the student demonstrate his development during the subject? What has changed? What hasn’t changed?- Transference (inside knowledge applied outwards): How well does the student show that s/he is able to integrate the knowledge learned in class and apply it into practice? Has the student developed own action-guiding principles?- Perceptions and interpretations (outside environments turned inwards): How well does the student demonstrate an ability to read his/her environment and make sense of it with his/her newfound knowledge? That is, what signs, symbols and stimuli catch his/her attention and how is s/he making sense of these things. | 10 | Creativity (throughout portfolio) Creativity is the ability to take knowledge and perceive things in new ways:Is the student demonstrating that s/he is able to think about things in new ways, come up with new ideas and solve problems both internally (intrapersonal) and externally (contextual)? Does the student demonstrate creative ways to address contradictions/tensions that s/he is facing/might face in their relationships at work/at home/in the community? | 5 | TOTAL MARKS | 35 |

Typically the poorer portfolios have some or all of the following characteristics: * Illogical, unreflective sections that provide no synthesis in learning (it’s just a bunch of entries – unrelated and independent of each other in terms of thinking and reflexivity. * Similarly, creative and practical illustrative example are ambiguous, disengaged and fail to demonstrate reflective learning. * The student forgets the portfolio is about managing, leading, stewardship and treats it more as a personal journal. While it is good that you view this task in a personal way, DO NOT forget it must always be reflexive of managing, leading, stewardship as practice. * The student tries to write the portfolio in a week (and sometimes) a night before it’s due for submission. Students who do this almost always fail the task. * The portfolio provides little or no reflexivity. Rather it is nothing more than a descriptive piece that lists what happened and what was said in class. For example * “Today we played the Prisoner’s Dilemma” we were put into groups which I did not like. We were then given instructions to bid. I said I wanted 20, someone said they wanted 30….The lecturer then debriefed and we went home’.
IMPORTANT NOTES ON ALL ASSIGNMENTS

To pass this subject you MUST gain an overall mark of 50.
‘TRUTH IN WRITING’ Requirement

To avoid "plagiarism" and to demonstrate that you have read the literature and understood the ideas and arguments, YOU MUST clearly acknowledge where your ideas came from. This not only demonstrates good scholarship but also shows that you have read widely.

For ALL assignments students must fill in the ‘TRUTH IN WRITING” SHEET, which you can find at the end of this document.

NO ASSIGNMENT will be accepted or marked unless all details are filled in appropriately and the cover sheet is signed and submitted with your assignment.
Return of Assignments
Every effort will be made to return graded assignments before the next assignment submission. To give some perspective, you might think 2,000 words seems like a lot to write – 2000 words multiplied by the number of students (e.g., 40 per tutorial) is a lot of words to mark (2,000 x 40 = A LOT OF WORDS!)
Subject & Assignment Grading High Distinction 85% | Outstanding material, in terms of depth, academic research, richness of reflections and ability to connect theory and practice. The entire work is flawless. Typically, HDs are rare. | Distinction 75%-84% | Excellent critical and analytical work supported by in-depth research. Insightful reflection and very good ability to connect theory and practice. No grammatical, referencing errors. | Credit 65%-74% | Very Good work. No grammatical, referencing errors. Written at a high postgraduate level – MASTERS level. | Pass 50%-64% | Higher Pass: Good work. Demonstrated a satisfactory level of critical thinking and analysis. All elements of the assignment are covered well. There are no errors in any aspect of the logistics of the presentation, as stated in the subject outline. Lower Pass: The student completed ALL aspects of the assignment at a satisfactory level. | Fail 0-49% | The assignment lacks depth, research, analytical thought, and critical analysis of the material. Limited reflection. Lack of connection between theory and practice. Little attention is paid to the requirements of the assignment. If Student is shown to have plagiarised (instant fail may be awarded= 0). |
Important Notice
The subject coordinator reserves the right to scale and adjust the final grades. These grades are final. A formal appeal may be lodged following the University guidelines. This may take up to 6 weeks.
Turnitin
What is it? Turnitin is plagiarism detection software. Turnitin WILL be used in the marking of Assignment 1 & 3.

NOTE: Turnitin.com is not a magic solution to plagiarism. It is an indicator ONLY. DO NOT assume that everything is identified in its reports – especially text books. Plagiarism is dealt with the upmost severity by the MLS Team.

Be careful with information downloaded from the Internet and the use of this information. We are now able to track unreferenced sources from the Internet and many other sources with Turnitin’s detection software.

WebPages
Keep the use of WebPages to an absolute minimum. Many websites are dubious sources, or owned by consultants selling a product. DO NOT use web sites as research support to back up your arguments. Some sites are good to get you started in making sense of a topic or issue (such as Wikipedia etc), but do not use these as your research.

ASSIGNMENT 1 – COVER SHEET

Managing, Leading, Stewardship – 21937

Assignment Title: _______________________________________________________________
Student Name: __________________________
Student number: _________________________
Date: ___________________________
Tutor Name: _________________________

Truth in Writing: Please read carefully and sign:

I understand that this assignment is completed as part of the assessment requirement for 21937. By signing this form I am indicating that the work contained within this paper is entirely my own work. Furthermore, by signing this form I am acknowledging that I have read and understood UTS policy on plagiarism, academic misconduct, correct referencing and citation, and that this paper conforms to such policies and procedures. I have read and understand the University and School policies on plagiarism and ‘truth in writing’ requirements, and understand if I have been found to have engaged in plagiarism that I may be withdrawn from the subject with a failure recorded or face expulsion from UTS.

Please sign your name: _________________________________
Please print your name: _________________________________
Please insert date: _____________________________________

Assignment formatting checklist: I have used (Please tick)

* 12 pt font * 1.5 line spacing as a minimum and point as a maximum * Standard Word left and right margins * Harvard referencing style * Word count: 2000 Words Maximum * Tutor name included

ASSIGNMENT 3 – COVER SHEET

Managing, Leading, Stewardship – 21937

Assignment Title: _______________________________________________________________
Student Name: __________________________
Student number: _________________________
Date: ___________________________

Truth in Writing: Please read carefully and sign:

I understand that this assignment is completed as part of the assessment requirement for 21937. By signing this form I am indicating that the work contained within this paper is entirely my own work. Furthermore, by signing this form I am acknowledging that I have read and understood UTS policy on plagiarism, academic misconduct, correct referencing and citation, and that this paper conforms to such policies and procedures. I have read and understand the University and School policies on plagiarism and ‘truth in writing’ requirements, and understand if I have been found to have engaged in plagiarism that I may be withdrawn from the subject with a failure recorded or face expulsion from UTS.

Please sign your name: ________________________________
Please print your name: _________________________________
Please insert date: _____________________________________

Assignment formatting checklist: I have used (Please tick)

* 12 pt font * 1.5 line spacing as a minimum and point as a maximum * Standard Word left and right margins * Harvard referencing style * Length: 6 pages max.