University of Portsmouth

Portsmouth Centre for Enterprise

Study Skills Unit

Handbook
U15547
Level One - Semester One
Session - 2008/2009
10 Credit Core Unit

Lectures: Monday 10:00 – 11:00

Mercantile House Floor 9

Unit Co-ordinator: Simon Brookes

Unit Lecturer: Simon Brookes
simon.brookes@port.ac.uk
Unit Aims:

1. To provide a supportive framework in which students can identify and develop skills
necessary for study in higher education
2. To enable students to develop skills in time management, effective use of the library,
reflective practice, essay and note writing technique, appropriate referencing and plagiarism
procedures and oral presentations.

Unit Learning Outcomes:

On successful completion of this unit, students should be able, at threshold level, to:
1. Recognise their skills, interests, learning styles and other attributes, be able to reflect on
and review progress and identify areas for development
2. Research, plan and word process an essay and present the references according to the
appropriate referencing conventions
3. Make an oral presentation such that the sequence of information and ideas is easily
followed by the audience
4. Demonstrate knowledge of library facilities, academic rules and guidelines

Unit Overview
The focus of Study Skills will be on ensuring that the building blocks for successful study at
higher education level are in place. The unit will therefore enable you to acquire and develop
the various study skills that you will require in order to succeed at University, many of which will
be significantly different to those required at A-level and other entry-level courses. The unit will
be taught as a series of lectures and workshops that will require your participation in order for
you to get the most out of them.

Please note that an assessment penalty (10%) will be incurred for each unauthorised
absence from this unit. Please make sure you contact the unit lecturer in advance if you
cannot legitimately make it to the timetabled lesson.

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Programme

Wk Activity Location Lecturer

1 Introduction to the unit. Mercantile Floor 9 Simon Brookes
Learning in Higher Education
2 Managing your time Mercantile Floor 9 Simon Brookes
3 Effective note taking Mercantile Floor 9 Simon Brookes
4 Essay writing Mercantile Floor 9 Simon Brookes
5 How to tackle an assignment: Using Seminar Room 2 - Greta Friggens
the library resources. Ground floor, (Library)
Frewen Lbrary.
6 Reference conventions of scholarly Mercantile Floor 9 Frances Hamblin
presentation and avoiding plagiarism (ASK)
7 Reading efficiently Mercantile Floor 9 Simon Brookes
8 Reflective practice Mercantile Floor 9 Simon Brookes
Assessments 1 and 2 due in this
week
9 Memory Mercantile Floor 9 Simon Brookes
10 Effective presentations Mercantile Floor 9 Simon Brookes
11 Pitching Mercantile Floor 9 Simon Brookes
12 Assessment 3: Student Mercantile Floor 9 Simon Brookes
presentations

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Assessment
The following three pieces of coursework form the assessment for this unit:

1. 1000 word essay (including essay plan and references): 40%. Set week 6 (10/11/08).
Due Week 8 (24/11/08).
2. 500 word evaluative account. 20%. Set week 6 (10/11/08). Due Week 8 (24/11/08).
3. Oral Presentation (including notes): 40%. Due Week 12 (12/01/09).

Handing in Coursework
Coursework and projects should be handed in to the Creative Technologies (CT) admin office (in
the courtyard of the Eldon Building) by 3pm on the deadline date.

You should complete and sign a coursework submission form. These are available from the CT
Admin Office reception area.

If you are submitting group coursework, all members should be listed on one coursework
submission form.

Please note: We cannot take responsibility for lost coursework if you do not hand it in to the
admin office or you lose your receipt.

Late Coursework
Coursework up to two weeks late will be marked and capped at the unit pass mark which is
40%. Coursework more than two weeks late will be marked but awarded with a 0% mark.

Coursework Collection
Marked coursework can be collected from the Admin Office, but you must show your student
registration card before anything will be returned to you.

Extenuating Circumstances
If you have extenuating circumstances relating to health, wellbeing or personal matters that
have:
• Prevented you from completing or submitting coursework on time
• Significantly and adversely affected your performance in any of your assessments
Then you should complete an extenuating Circumstances Form. Your personal tutor or course
leader can help you with this.

Extenuating Circumstance Forms and guidance notes for their completion should be collected
from the CT Admin Office. You will be asked to complete the form and return it to the office with

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documentary evidence including a written explanation/statement of case. Forms need to be
returned to the admin office by the relevant deadline.

You can read the University’s extenuating circumstances policy here -

http://www.port.ac.uk/accesstoinformation/policies/academicregistry/filetodownload,10380,en.pdf

Guidance notes for completing an extenuating circumstances form can be found here -
http://www.port.ac.uk/lookup/mydepartment/creativeandculturalindustries/ct/ctadmin/downloads/f
iletodownload,70799,en.pdf

Deadlines for ECFs can be found here -

http://www.port.ac.uk/lookup/mydepartment/creativeandculturalindustries/ct/ctadmin/assessment
s/

Students should submit extenuating circumstance forms throughout the semester or the referral
period, one per circumstance, as soon as possible after the circumstance occurs. Students
should not store up the circumstances for submission at the end of the semester. Your
form may not be considered if you hand in after the deadline.

Feedback
Your work will be marked against the criteria provided (see marking scheme section after each
assessment detailed below). You will be given an overall mark and written feedback for each
piece of work submitted which will be attached to the original piece of coursework and made
available for you to collect from the CT admin office in Eldon building. If you prefer, feedback
can be delivered to you digitally via email or the Victory VLE. Feedback is extremely important
so please make sure you read it, reflect on it and modify your future behaviour to show
improvement if necessary.

University Grade Criteria

The following table presents the general criteria used for marking essays at level one. The
specific marking schemes used for each piece of coursework are provided below each detailed
assessment descriptions.
% Level 1
Mark
70+ As below plus:
• Excellent work that often shows some originality or creativity of insight and approach, is
well-articulated and demonstrates a good thorough understanding of the subject matter at
an introductory level.
• Shows evidence of considerable research beyond recommended textbooks and the
internet. There may be some attempt to cite references. References &/or bibliography
presented according to subject convention
• Well presented, well structured, good organisation with few or no errors in grammar,
spelling, or punctuation. Presentation of diagrams &/or tables follows required format
60-69 As below plus:
• Very good work which covers the subject matter in a thorough, thoughtful and competent
manner with few errors or gaps in content, explanation or accuracy
• Research with sources presented according to subject convention
• Well presented, clearly written, few errors in structure, organisation, expression, grammar,
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 spelling, punctuation and presentation/use of diagrams &/or tables
50-59 As below plus:
• A solid piece of work covering the basic aspects of the topic
• Attempt made at research beyond recommended texts with attempt to present/use
references/ bibliography according to subject convention
• Generally follows instructions regarding organisation, expression, grammar, spelling,
punctuation and presentation/use of diagrams &/or tables
40-49 • Adequate descriptive work that attempts to focus on & show basic grasp of the topic
• Limited research using mainly provided material. Attempts to use &/or present
references/bibliography according to convention
• Limited prose style attempting to following instructions regarding organisation, expression,
grammar, spelling, punctuation and presentation/use of diagrams &/or tables
30-39 FAIL Anything which is inadequate in most or all of the following: length, content, structure,
organisation, expression, discussion, explanation, accuracy and relevance. Work in this range
attempts to address the question/problem but is substantially incomplete and deficient. Serious
problems with a number of aspects of language use are often found in work in this range and
the work may be severely under/over-length.
0-29 FAIL No serious attempt to address the question or problem, and/or manifests a serious
misunderstanding of the requirements of the assignment. Acutely deficient in all aspects.

Note these are general guidelines for essay, reports, projects & dissertations - the emphasis
given to various aspects e.g. the importance of research may vary depending upon the nature of
the work.

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Assessment 1: 1000 Word Essay
This coursework assignment will comprise an essay which incorporates an essay plan and
references. The essay will test your ability to apply the techniques and new skills you
have learnt during the formal lectures.

The essay plan should include a clear sense of the structure of the essay and can be in any
format you feel is helpful for you (a list, a mindmap etc). If you refer to the marking scheme
(over page) you will see that most of the marks for this essay are awarded for non-content
elements of the work i.e. structure, use of academic language, punctuation and spelling etc.
However, please make sure your essay is well researched, coherently written and interesting!

The essay plan DOES NOT contribute towards the 1000 word requirement for this essay.

The final essay (1000 words) must include a reference list citing at least two books, one journal
article and one good quality website. You must use the Harvard referencing system.

Essay Title
The success of TV shows such as The Dragons Den and The Apprentice have
significantly raised public awareness of entrepreneurs, their personalities, their skills,
their beliefs and their behaviours. As a result the terms ‘entrepreneur’ and
‘entrepreneurial’ are now often used freely within the media to describe a wide variety
of people operating in very different ways and in diverse environments. In light of this,
examine what is meant by the terms ‘entrepreneur’ and ‘entrepreneurial’.
Where appropriate, illustrate your arguments using examples of actual ‘entrepreneurs’
or ‘enterprising people’.

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Essay Marking Scheme
Assessment Criteria Mark (out of 100)
Possible Achieved
Structure and Presentation 30
Essay plan included?
Essay is structured clearly (Intro, Main section, Conclusions,
References)
Essay is coherently organised – overall argument proceeds
logically from introduction to conclusions
Presentation (use of headings, subheadings, paragraphs,
appropriate use of font and line spacing)
Content / Language 50
Spelling / punctuation / grammar
Does the essay answer the question?
Use of academic language (Formal, Cautious, Succinct,
Impersonal)
Student understood key terms, concepts, defined ambiguous
terms?
Use of examples / evidence to support arguments
References 20
Uses a minimum of four quality, mixed resource types?
Referenced correctly (Harvard system)?
Cited correctly in the text (Harvard system)?
Referenced information used intelligently?
Total

Essay subject indicative reading

Principal Text -
Kirby, D. (2003) Entrepreneurship. Maidenhead: McGraw-Hill Education.

Further subject reading

Bessant, J. R. (2007). Innovation and entrepreneurship. Hoboken, N.J. : Chichester: Wiley.

Bjerke, B. (2007). Understanding entrepreneurship. Cheltenham: Edward Elgar.

Bolton, B. (2003). The entrepreneur in focus : achieve your potential. London: Thomson.

Casson, M. (2006). The Oxford handbook of entrepreneurship. Oxford: Oxford University

Press.

Jennings, R., Cox, C. and Cooper C.L. (1994). Business Elites: the psychology of entrepreneurs
and Intrapreneurs, Routledge, London.

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Kuratko , D. F. (2007). Entrepreneurship: theory, process, practice. Mason, Ohio: Thomson
Higher Education.

Macrae, N. (1982). Intrapreneurial Now, The Economist, April 17

Pinchot, G. (1985). Intrapreneuring: why you don't have to leave the corporation to become an
entrepreneur, Harper & Row, New York

Pinochet, G. and Pellman, R. (1999). Intrapreneuring in Action, Berrett-Koehler, San Francisco.

Rae, D. (2007). Entrepreneurship: from opportunity to action. Basingstoke : Palgrave

Macmillan.

Ringmar, K. (2007). The culture of entrepreneurship: the social origins of failure and success.
London: Routledge.

Steffan, B. (2008). Ready to start your own business?: prepare to think and act like a successful
entrepreneur. Harlow: Pearson Prentice Hall Business.

Wei-Skillern, J. (2007). Entrepreneurship in the social sector. Thousand Oaks: Sage

Publications.

Wickham, P.A. (2004). Strategic Entrepreneurship, 3rd Edition, Pearson Education Ltd, Harlow.

Zimmerer. T. (2008). Essentials of entrepreneurship and small business management. Harlow:

Prentice Hall.

Useful resources
Library online referencing tool (excellent!) - http://referencing.port.ac.uk/
Skills @ Portsmouth (in Victory VLE) – http://www.port.ac.uk/victory

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Assessment 2: 500 Word Evaluative Account
A short evaluative statement (500 words) will be handed in at the same time as your 1000 word
essay. This must simply outline the process you followed whilst researching and writing your
essay. Include details on how you found the resources you used, why you chose them, how you
decided to plan and structure your essay the way you did and any problems or difficulties you
encountered during the process. You should also reflect on how you might do things differently
next time and on any lessons you have learned.

Evaluative Account Marking Scheme

Assessment Criteria Mark (out of 100)
Possible Achieved
Structure and Presentation 20
Presentation (use of headings, subheadings, paragraphs,
appropriate use of font and line spacing)
Spelling / punctuation / grammar
Content – Does the student… 80
Take stock of existing knowledge? Attend to feelings?
Identify gaps in their learning?
Provide feedback on learning?
Evaluate the integration of new knowledge and understanding
into existing knowledge (relate, associate, change behaviour
etc). Identify new techniques / strategies for the future?
Total 100

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Assessment 3: Oral Presentation
An individual 10 minute oral presentation will be given to the group. The presentation will test
your ability to apply the techniques and new skills you have developed during the formal
lectures. You must use appropriate resources such as PowerPoint and any notes must be
handed in to your tutor after the presentation.

Oral Presentation Title

“A personal Interest”.

Oral Presentation Marking Scheme

Marks Justification

10-
7 6 5 4 3-0
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1 OBJECTIVES
clarity of objectives for the
presentation;
effectiveness of introduction,
summary and conclusions;
achievement of objectives
weighting x 1
2 CONTENT
quantity
quality
structure of content
balance of content
weighting x 2
3 PRESENTATION
clarity
pace
rapport with audience
interest
time management
weighting x 1
4 VISUAL AIDS
clarity of aids
relevance to presentation
effective use of aids
weighting x 1

TOTAL MARK

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Unit Indicative Reading
Cottrell, S (2008). The Study Skills Handbook (3rd Edition). Basingstoke: Palgrave Macmillan.

Dolowitz, D (2008). Researching online. Basingstoke: Palgrave Macmillan.

Harrison, R (2007). Academic skills : reading, writing, and study skills : teacher's guide. Level 1.
Oxford: Oxford University Press.

Lee-Davies, L (2007). Developing work and study skills. London: Thomson.

Levin, P (2004). Write great essays! :a guide to reading and essay writing for undergraduates
and taught postgraduates. Maidenhead: Open University Press.

Neville, C (2007). The complete guide to referencing and avoiding plagiarism. Maidenhead:
Open University Press.

Price, G. & Maier, P (2007). Effective Study Skills: Unlock Your Potential. Harlow: Pearson
Education Limited.

Pritchard, A (2008) Studying and learning at university : vital skills for success in your degree.
London: SAGE.

Sinclair, C (2007). Grammar: a friendly approach. Maidenhead: McGraw-Hill/Open University

Press.

Unit Useful Resources

Library online referencing tool (excellent!) - http://referencing.port.ac.uk/
Skills @ Portsmouth (in Victory VLE) – http://www.port.ac.uk/victory
Academic Skills Unit - http://www.port.ac.uk/departments/studentsupport/ask/

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