VATEL MASTER IN INTERNATIONAL HOTEL MANAGEMENT BUSINESS COMMUNICATION

MODULE OUTLINE
A. INTRODUCTION Vatel International Business School (Hotel & Tourism Management) and School DHospitality (SDH) welcome you to this module. We, at Vatel and SDH, strive to provide you with an excellent learning environment and are committed to developing your potential to its fullest. We seek your cooperation and commitment to participate actively in this module. We sincerely hope that you will have a fruitful and enjoyable time learning with us! B. PROFILE OF LECTURER Mr. Fred Utanes is currently the Head of Academics of School DHospitality. He is an educationist and a management practitioner. His 30-year career spans the diverse areas of business, non-profit organisations, and defence. Freds first taste of service delivery in Tourism and Hospitality was when he served as the Head of Stewards on-board a naval vessel. He was in-charge of the purchasing, preparation and delivery of food and sustenance to the officers and personnel. Later, he managed his own 10room apartment in the late 80s and then became overseer of a lodging facility in the 90s. Afterwards, Fred worked in the MICE (Meetings, Incentives, Conferences and Exhibitions) industry as an executive exhibitions and also sold advertising spaces and exhibition booths for Seatrade-UK, a shipping and cruise company that time operating in Singapore. Fred is a frequent traveler, having been to over 20 countries in 4 continents. As a Director and Senior Vice President of a franchise organisation headquartered in Singapore, Fred had an illustrious career with many country operations under his jurisdiction. He started in this company with a humble beginning, helping grow an 8-man business into a 40-branch enterprise responsible for more than 500 personnel that served hundreds of thousands of clientele. Fred possesses two masters degrees in business. He received one of these, his Masters in Business Management (MBM) degree, on scholarship from the Asian Institute of Management (AIM), an AACSB (Association to Advance Collegiate Schools of Business International) accredited business school. In this course, Fred strongly advocates learning with the active class participation from all his students. You, as students, are therefore highly encouraged to express yourselves in class and share your own professional and practical experiences. C. LECTURER CONTACT Mr. Fred Utanes Email : Tel : Remarks : fred@sdh.edu.sg 6506 1282, 9am to 6pm Email is the preferred means of contact. 1

D.

MODULE SPECIFICATIONS 1. 2. NAME OF MODULE Business Communication MODULE CODE ENG401 STATUS Core CREDIT HOURS 40.5 credit hours Lecture (3 theory hours x 10 days) + Tutorials and Revisions (1.5 hours x 5 days) + Final Assessment (3 hours) UNITS OF CREDIT 1 credit unit MONTHS AND YEAR OF DELIVERY January-February 2012 PREREQUISITE NA MODULE SYNOPSIS Managers process problems and make important decisions through the effective use of human communication. The facility of business communication, therefore, is one if not the most important tool in management. Hospitality professionals as they get in contact with customers and other stakeholders in order to provide service satisfaction ought to hone their skills in business communication. The dynamics of human communication especially at a strategic level is complex and demanding. As such, masters students need to be exposed to scenarios that provide opportunities to reveal conflicts that could be addressed by the skillful use of human interaction and communication. 9. MODULE OBJECTIVES In this module, students are given situations to be exposed to interpersonal communication simulating workplace conflicts and opportunities to analyse such and solve them. Students should feel at ease with English communication in order to perform well in the hospitality business. It is therefore the aim of this module to highlight the underpinning knowledge of communication in business. It is also hoped that personal and professional development principles, crisis management and corporate image are interspersed with verbal and non-verbal communication studies in this course. 10. LEARNING OUTCOMES On completion of this module, students should be able to: a. b. c. d. e. f. g. Recognise and create outstanding resumes and cover letters. Understand ones personal and professional value in groups and organisations. Develop a plan for career development. Learn and apply the fundamentals of corporate image. Discern the benefits and disadvantages of outsourcing certain services. Understand customer complaints and be able to resolve them. Understand the benefits of ideal working conditions and apply them in the workplace. 2

3. 4.

5. 6. 7. 8.

h. Develop certain management styles to induce productivity and manpower effectiveness. i. Develop the right mindset and attitude needed in crisis management. j. Engage in argumentations and energised debates. k. Learn ways to effectively address general human resource requirements in organisations. l. Identify issues in strategic management development and training. m. Develop future objectives in the light of facing managing the challenges particularly in the hospitality industry. 11. MODULE ORIENTATION The course will consist of a mixture of lectures, case studies, class practices, references like journals and periodicals to introduce service quality concepts to explore its applications in the real world - using extensive classroom discussions. Student preparation for each class session is essential for efficient discussion and analyses of the material covered. 12. ORGANISATION OF MODULE This module consists of the following: 10 three-hour lectures, class drills, exercises and case study analysis 5 one-and-a-half-hour tutorial and revision sessions 3-hour final written examination Classroom: Raffles Timetable: Monday and Wednesday Regular Classes (9:00am 12:00nn) Friday Tutorial and Revision (inclusive of other module tutorials and revisions) (9:00am 4:00pm)

Commencement date: th Monday, 9 January 2012 (9:00am 12:00nn) Examination date: th Monday, 27 February 2012 Date and Time: Check notice board for announcement of possible change. 13. Date 9 Jan 12 11 Jan 12 13 Jan 12 16 Jan 12 18 Jan 12 20 Jan 12 30 Jan 12 1 Feb 12 3 Feb 12 6 Feb 12 MODULE TIMETABLE Day Mon Wed Fri Mon Wed Fri Mon Wed Fri Mon Topic / Class Activity Course Overview / Importance of Business Communication Resumes and Cover Letters Tutorials Understanding Your Value Career Development and Management Tutorials Outsourcing Complaints and Working Conditions Tutorials / Revision Management Styles Chapter 1 2 12 3 4 34 5 6 56 7 Assignment Assignment Discussion ----Check-Up ----3

8 Feb 12 10 Feb 12 13 Feb 12 15 Feb 12 17 Feb 12 27 Feb 12

Wed Fri Mon Wed Fri Mon

Crisis Management Tutorials / Revision Argumentation and Debate Management of Human Resources Tutorials / Revision Final Examination

8 78 9 10 1 10

-Check-Up --Submission

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REFERENCES Effective Business Communications by Herta A. Murphy, Herbert W Hildebrandt and Jane P. Thomas (Paperback - Jan 1, 1997) Effective Business Communication by MTD Training (Kindle Edition - Mar 24, 2011) Kindle eBook Harvard Business Review on Effective Communication (Harvard Business Review Paperback Series) by Chris Argyris (Paperback - Aug 25, 1999) Words That Work In Business: A Practical Guide to Effective Communication in the Workplace (Nonviolent Communication Guides) by Ike Lasater and Julie Stiles MA

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ASSESSMENT METHODS Assessment Type a. Class Participation b. Module Assignment c. Presentation d. Final Examination Note: Please refer to the later section for detailed information on assessment method.

E.

ATTENDANCE Attendance is compulsory at this module no less than 90% for student pass holders and 75% for non-student pass holders. Optimal students learning can only be achieved with consistent attendance and participation so SDH, our partner education institutions and government authorities consider high rate of attendance essential for all students. Students who are absent from class must produce valid reasons (e.g. medical certificate). Verbal explanations will not be accepted by the school. Attendance will impact on your participation score which is counted towards your final score. If you hold a student pass, your attendance is mandatory by law. Students who are absent from class must inform their lecturers and Programme Manager in advance, if possible.

F.

ASSIGNMENT SUBMISSION GUIDELINES (if applicable) IMPORTANT NOTE: Students are to complete, hand-in and present their assignment by the deadline mentioned in the schedule to receive an assessment grade for such assignment. Five percent (5%) of the total mark for the assignment will be deducted for late submission. No assignment will be accepted after the examination. If as a result, students fail the module, they will be expected to pay $200 for re-assessment / re-exam. Only a grade of P, indicating pass in the re-examination, will be awarded if students successfully pass the re-examination. Students will be charged $800.00 if they fail the module and are required to re-module. 4

The assignment should be in a typed format in Times New Roman font, size 12 with 1.5 line spacing and page numbers. Students are required to demonstrate their ability by producing in their own words. When using references and quotations to support your assignment, students must reference any ideas or data that are not their own (refer to Guide to referencing using the Harvard System). Any plagiarism from any books will be subject to a deduction of marks. The cover page must contain the following: 1. 2. 3. 4. Module title Assignment topic Group member names with student numbers in brackets Word Count

The assignment should consist of the following sections, in order of appearance: 1. 2. 3. 4. 5. 6. 7. Assignment cover page Table of contents Introduction The body Conclusions Recommendations (if necessary) List of references and appendices (if any)

G.

GUIDELINES FOR DETERMINING GRADES FOR WRITTEN ASSIGNMENTS/PROJECTS 1. Introduction a. The objective of assignments is that students should apply what they have learned from their workshops, reading and discussions to important problem situations in their own organization or another organization, with a view to being able to implement appropriate action. It follows from this that the student must investigate the organizational situation and makes a real contribution by adding value in some way. An assignment is not intended to be merely a description of organizational procedures and practices, nor just an exposition of theory, but rather a combination of the two. The theory aspect should go beyond a summary or description and provide some critique or line of argument. The contribution of the student should be enhanced by sharing, comparing and testing of ideas in the learning group and with the facilitator. In each instance the assignment will be based on a real life situation. Thus "supporting data" as a criterion relates not only to primary data collected by the student as part of their research into the problem, but also contextual information that is provided to explain the situation and support the approach or project being proposed. A balance must be achieved between theory and practice. In the pursuit of effective action, students must not overlook the conceptual and theoretical background. A pass mark will not be attained where there is no discussion of appropriate models, theories or concepts, nor will a student pass if their work shows plagiarism. Assessors will mark to the whole range of marks available for a grade. Thus, when using a credit grade, they would be using the whole range of marks within that grade and not just the midpoint or bottom level of this grade. The same applies to awarding a High Distinction, where an excellent (not necessarily perfect) assignment could receive a mark of 100.

b.

c.

d.

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Guide for Awarding Grades a. Weightings: Content Application Supporting Data Structure and Presentation Style and Language Total : : : : : : 30% 30% 20% 10% 10% 100%

b.

Characteristics of a High Distinction 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) content is more critical/reflective than descriptive creative and/or original in approach to assignment sustained line of argument coherent and very well integrated shows unusual/very high level of understanding or insight very well written clear, concise and easy to read very well structured and presented: structure and presentation contribute to the overall clarity of the assignment internally consistent : conclusions/project plan flows from the discussion/critique maintains high quality throughout application is a significant issue/project and is clearly explained and justified very well researched: demonstrates wide reading or reading in depth of particular texts or articles supporting data/contextual information is comprehensive and relevant

The defining characteristics of a HD are consistency, creativity and originality. The very high quality of the assignment must be maintained throughout. These characteristics separate a HD from a Distinction. c. Characteristics of a Distinction 1) 2) 3) 4) 5) 6) 7) 8) 9) demonstrates very sound understanding of concepts/processes lacks originality/creativity of a HD but sustains a line of argument very well integrated but may have a section that is unevenly developed (in comparison to the rest of the assignment) well researched: goes beyond the set text and articles and/or shows indepth understanding of set text/articles clear and concise in writing style strong supporting data to justify approach/ explain context critical and evaluative: goes beyond summary or description of ideas/concepts and organisational processes application is significant, justified and clearly explained no significant errors or omissions

The defining characteristics of a Distinction assignment are depth of understanding/insight, clarity of writing and coherence. A Distinction assignment lacks the originality or level of integration of a High Distinction but in comparison to a Credit assignment takes a more critical perspective and has a greater level of coherence (in their line of argument/approach). d. Characteristics of a Credit 1) 2) 3) 4) fulfils all the requirements of the assignment though not to a consistent level of quality has some critique/evaluation of concepts/processes but this is not sustained parts are generally well integrated but one or two sections are not clearly linked to the whole supporting data/contextual information is provided but this is not comprehensive in scope or clearly related to the discussion 6

5) 6) 7) 8) 9)

assignment is generally clear but may have some sections that are ambiguous or overly complex (lack clarity) shows sound understanding of concepts/processes with an occasional misunderstanding in one or more aspects draws on texts and articles: is not reliant on a single source of the literature there is some linkage between conclusion/planned action and body of the paper but this is not well- developed makes an occasional insightful comment or observation

A CREDIT assignment is characterized by a sound understanding but lacks the coherence, insight and clarity of a DISTINCTION assignment. A CREDIT assignment usually differs from a PASS level assignment in areas such as level of understanding, quality of writing/presentation, breadth/depth of research and level of critique/evaluation. e. Characteristics of a Pass / Marginally satisfactory work 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) tends to be descriptive rather than evaluative or critical summarizes literature without a line of argument or comment: concepts/idea are presented in a disjointed way reliance on a single text or article not well integrated linkage between parts breaks down uneven quality throughout the assignment has misunderstandings and occasional errors writing style is unclear/confusing in parts shows evidence of a lack of understanding in parts presentation may be uneven in quality covers the requirements of the assignment but some parts are poorly done has obviously made some effort to understand the assignment and communicate that understanding supporting data/contextual information lacks relevance and/or comprehensiveness conclusion/planned action does not flow from the discussion in the body of the assignment (there is a lack of linkage)

The defining characteristic of a PASS could be described as confused understanding and patchy presentation with evidence of some understanding and effort. It is clear that the writer has not fully understood the material, is unable to present their ideas with clarity and has not been able to integrate their approach. f. Characteristics of a "Fail" grading 1) 2) 3) 4) 5) 6) 7) 8) 9) H. evidence of plagiarism evidence of minimal effort or personal application very poor grammar, structure or presentation reliance on a single text with little or no understanding incomplete assignment: does not cover a significant part of the requirements major errors or misunderstanding consistently unclear or ambiguous language lack of supporting data/ contextual information to underpin the assignment no critique or evaluation of concepts/processes

PRESENTATION GUIDELINES 1. 2. Use audio-visual aids (or any other technology) to make your message the strongest (PowerPoint, hand-outs, overheads, slides, maps, etc.). Presentation a. Introduce yourself, your group & your topic title. b. Introduce your topic (put it in context so the audience understands why you are doing the presentation). 7

c. Explain what has been done by you to investigate the topic. d. Present the topic/issue itself and your findings. e. Conclude - what you covered today and have a Q&A to clarify any doubts among the audience. 3. Professional Expectations a. b. Know your material. You must know what you are talking about. (Include all (e.g. management and economic) aspects of your issue where necessary). Present you material in an organized manner - using the best technology available. Remember, you want to make your message as powerful as possible. That is accomplished by the organization and presentation of your material. You should: 1) Present yourself professionally. 2) Speak clearly and articulately. 3) Dress professionally. Identify your sources/references where possible in your reference section of your report and final power-point slide. All group members must participate in the Presentation. Maximum time allowed is 30 minutes and minimum time is 20 minutes. Marks will be deducted for exceeding time limit. All presentation write-ups and slides must be submitted neatly to the lecturer before the start of your presentation.

c. d. e. f.

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Presentation Evaluation Criteria Organization (20%)

20% Consistently clear, concise, well organized. Points were easy to follow because of the organization. Transitions between sections smooth and coordinated. 15% 10% Not always clear or concise. Organization was adequate, but weak. Occasionally wandered and was sometimes difficult to follow. Transitions between sections weak. 5% Often unclear and disorganized, rambled too much. The presentation was confusing and difficult to follow. Transitions between sections awkward.

Usually clear, concise, well organized. Most of the presentation was easy to follow. Transitions between sections usually coordinated.

Topic Knowledge (20%)

20% Displayed an excellent grasp of the material. Demonstrated excellent mastery of content, application and implications. Excellent research depth. 15% Displayed a general grasp of the material. Demonstrated good mastery of content, application and implications. Good research depth. 10% Displayed some grasp of the material. Demonstrated adequate mastery of content, application and implications. Research not very deep. 5% Displayed a poor grasp of the material. Demonstrated a superficial handling of content, application and implications. Little depth of research.

Creativity (10%)
10% Very creative and original. Imaginative design and use of materials. Novel handouts, visual aids, or methods. 7% 5% Routine treatment, minimal thought given to originality or creativity. 3%

Exhibited some originality and creativity.

Lacked creativity. Very ordinary and mundane.

Visual Aids (15%)

15% Simple, clear, easy to interpret, easy to read. Well coordinated with content, well designed, used very effectively. Excellent example of how to prepare and use good visual aids. 11% Usually clear, easy to interpret, easy to read. Generally well coordinated with content, design was okay, generally used effectively. Demonstrated some understanding of how to use visual aids. 8% Marginally acceptable, too complex, crowded, difficult to read or interpret. Adequate coordination with content. Used only adequately. Showed little understanding of how to prepare and use visual aids. 4% Poor quality visual aids (or none), hard to read, technically inaccurate, poorly constructed. Poor coordination with content. Used poorly. The presenter did not seem to know how to prepare or use visual aids effectively.

Summary (15%)
15% Clear, concise, major points emphasized, clear recommendations, strong conclusion or call for action. 11% 8% 4% No summary, no recommendations, no conclusions, no call for action. Vague mention of major Referred to main points, points, no recommendations weak or recommendations, weak missing, weak conclusion conclusion, weak or no call or call for action. for action.

Stage Presence (20%)

20% 15% 10% Adequate stage presence. Read parts, fumbled with notes, several distracting mannerisms, minimal gestures, minimal eye contact, too many ums. 5% Poor stage presence. Unprepared, awkward, shuffled papers, poor eye contact, lots of um=s, turned from audience to read overheads, shuffled feet, fidgeted. Poor gestures.

Good stage presence. Excellent stage presence. Fairly confident, used Confident, used notes notes fairly well, good well, at ease, excellent gestures, acceptable gestures, good audience audience attention and eye attention, good eye contact. contact.

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ASSESSMENTS

IMPORTANT NOTE: YOUR FINAL GRADE WILL BE DETERMINED BY THE SUCCESSFUL COMPLETION OF ALL THE LEARNING REQUIREMENTS AND THE SUBMISSION OF REQUISITE ASSIGNMENTS, IF ANY, AND OF SITTING OF EXAMINATIONS. FAILURE TO MEET THESE ASSESSMENT CRITERIONS MAY RESULT IN A FAILING GRADE BEING AWARDED. No. 1. 2. 3. 4. Assessment Type Class Participation Module Assignment Presentation Final Examination Total marks Length 10 days 3 days 1 day 3 hours Due Date th 9 Jan 15 Feb 2012 th 9 Jan 15 Feb 2012 th 15 Feb 2012 th 27 Feb 2012 Mark Allocation 20% 20% 20% 40% 100%

1.

Assessment Guidelines The purpose of the assessment is to evaluate the students understanding of the module material and his/her ability to apply the acquired knowledge to the type of problems that may be encountered in the working environment.

2.

Examination The final examination will be assessed accordingly, dependent on the method appropriate in relation to the module. A pass must be achieved in the examination. All assignments and examinations are compulsory. For students to pass the module, the total of your results for all the assessment components must show a satisfactory level of achievement. Final mark allocation will be approved and confirmed by the Examination Board. (Refer to table and descriptions below.) Grading System Each Vatel school in the world uses its country's own grading system that corresponds to the chart below: Letter Grading System (a) A AB+ B BC+ C CF a. Percentage % 100.0 95.5 91.5 87.5 83.5 79.5 75.5 71.5 69.5 Grade Point Average (GPA or CGPA) 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 French Grading System Out of 20 Points (b) 18 to 20/20 15 to 17/20 12 to 14/20 10 to 11/20 8 to 9/20 6 to 7/20 4 to 5/20 1 to 3/20 0/20

Letter Grading (American System) School DHospitality, also known as Vatel Singapore, uses the Letter Grading which is composed of a grill of letters from A to D with pluses and minuses. An F means failure. 10

Students receive grades as a percentage (0 to 100) for each subject. The percentage corresponds to a GPA. Student academic performance is measured at the end of each semester or term and school year by the grade average calculated in the following way: 1) 2) Number of Points or Result: equals the GPA multiplied by the Number of Credits per subject; The Cumulative Grade Point Average, CGPA, is obtained by adding up all grades during the semester or term and dividing the sum by the total number of Credits.

Students must have a CGPA equal to or above 2.0 to pass into the next year's class or to obtain their diploma. b. Grades Out of 20 (French System) Other Vatel schools use the French System. Here, the school year is divided into two semesters. Each semester has two mid-terms and one test. Subjects are grouped into modules. Students are expected to do all courses on the curriculum and to pass all mid-terms and finals. There will be no exceptions to this rule. Courses will be graded on a 20 point scale. Each subject has a 1 to 5 coefficient, making some subjects more heavily weighted than others. Tests always have a coefficient of 1. At the end of each semester, there will be two grades: an average of mid-term exams and an average of tests. Averages are calculated in the following way: 1) 2) 3) 4) 5) Each subject has a grade out of 20 points. This grade is then multiplied by its coefficient to give a certain number of points. For each class, the average grade is obtained by dividing the number of points obtained in the class by the total of coefficients; For the semester, the mid-term average grade is obtained by dividing the total number of points obtained in all subjects by the total of coefficients; For tests, the average grade is obtained by the total number of points divided by the number of tests.

Students, in order to pass, must have obtained a grade of at least 10/20 in each subject (mid-terms + tests). Honors can be awarded according to the total grade average obtained by the student in the school year: - Average between 12/20 and 14/20 - Average between 15/20 and 17//20 - Average between 18/20 and above "Cum laude;" "Magna cum laude;" "Summa cum laude."

The same honors system is used at final exam level when degrees are awarded. The French System is explained here for purposes of indicating the equivalent grades of students and graduates in different Vatel schools around the world. 3. Results The examination results for this module will be released to the students by the Programme Manager after the Examination Board has approved them. The results will normally be released within 4 weeks after the examination. To ensure confidentiality, results will not given by telephone. Students must fulfil all obligations to pay the current 11

course fee in order for the results to be released (please refer to students handbook for further details). A students result will be withheld if he / she fails to fulfil this obligation. 4. Examination Result Appeal Students who wish to appeal against their examination results should write to the Head (Academic) within 3 days the final results are released. The letter of appeal must state detailed reasons for the appeal. Student will not be allowed to view his/her examination scripts. Students who decided to have the paper remarked or reviewed will have to pay an appeal fee of S$50. Upon payment, the paper will be reviewed and subjected to approval by the Examination Board. The appeal results will be released within 1 month. The student will have to accept the result as final even if it is lower than the initial result. 5. Supplementary Examination A student who is unable to be present for a main examination must obtain prior written approval from the school for the intended absence. The student concerned must submit a letter with supporting documentary evidence to the Programme Manager at least 7 calendar days (depending on reasons for absence) before the examination when seeking such approval. A special re-examination is applicable to students that are unable to attend examination due to valid reasons like: Reservist training for male Singapore Citizens/PR; Acceptable medical conditions; Bereavement of parents, spouse or children; Official overseas assignment

The decision on whether the student's reason for absence is acceptable is at the sole discretion of the school, whose decision is final. The student who fails to turn up for an examination without prior approval shall be deemed to have sat for and failed the main examination. Students who have failed the final exam are required to sit for a supplementary examination which would be scheduled one week after the release of the results. An administrative fee of S$200.00 would be imposed for any student taking the supplementary exam. J. ACADEMIC MISCONDUCT: PLAGIARISM WARNING IMPORTANT NOTE: THE SCHOOL TAKES A SERIOUS VIEW ON ACADEMIC MISCONDUCT AND PLAGIARISM IN ANY FORM IS NOT ACCEPTABLE You are to conduct full and proper research and express the findings or results of your academic research in the essay or report in your own words. Plagiary includes passing the work of others as your own. Do not simply copy from books, the internet or other sources, without full acknowledgement of the authors and source(s), and the appropriate use of quotation marks. Further, students are not to make their own work available to other students to copy, or for reference purposes. Similarly, students should not solicit or copy the work of other students. Very severe penalties are imposed for acts of plagiary, including immediate expulsion from the Module, nullifying all grades received and permanent prohibition from enrolling into future modules. Students may be expelled immediately and even for the first such offence. Students can discuss problems and share ideas. Students should credit and give reference to authors (or originators) of original ideas and concepts. Students can then apply the same in their assignments and solutions. Ask your lecturer to explain plagiarism to you should you have any doubts as to its meaning. Any student submitting assignments shall be deemed to have read this warning.

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Guide to Referencing Using the Harvard System

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CONTENTS Referencing using the Harvard System Why do you have to reference? How to reference using the Harvard System Part 1: Citing in the text of your work Practical points Part 2. The Reference List 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. In General Books and other Printed works Journal Articles Chapters in books Official publications Non-parliamentary publications Parliamentary Publications: Acts of Parliament Parliamentary Publications: Command Papers Open Learning Materials Secondary references Electronic sources Citing from an email WWW documents Citing from Electronic journals CD-ROM and Disks References and Bibliographies Sample Reference List

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Referencing Using the Harvard System

Why do you have to reference? When you refer to another piece of work you must always acknowledge the source of that information. This is to demonstrate the evidence supporting your arguments. to avoid accusations of plagiarism. to enable staff or researchers to identify your sources and follow up your work. How to reference using the Harvard System There are two parts to referencing using the Harvard System: 1. Citing in the text of your work- this means acknowledging, within your text, the sources that you have used. 2. The Reference List - this is the list of sources you have used. You will write it at the end of your work. (It is not counted in the word count) References are detailed descriptions of the sources from which you acquired your information.

PART 1:

CITING IN THE TEXT OF YOUR WORK

When you refer to another document you must acknowledge this within the text of your work, by citing the authors surname and the date of publication. For example: The declining number of health professionals in training has lead to a reduced output of qualified staff (MortonCooper, 1989). Bond (1994, p.113) stated that child health is in part determined by the behaviour of parents. Although experiments should have a formal theory (Boud, 1993), you will find that This allows whoever is reading your work to identify the source of your information by referring to your reference list. Practical points If the author's name appears naturally in the text, the year follows in brackets. For example: Draper (1997) suggests that among the risk factors ..... As long as the author's name is acknowledged in the text you do not have to cite it again within the brackets. Multiple authors. If there are two or fewer authors all of their names must be cited in the text. For example: Kaufmann and Foxman (1991) agree that ..... If there are three or more authors then only the first author (the author who appears first on the title page of the book or is listed first at the beginning of a journal article) is cited, followed by et al. You will need to list ALL the authors when you compile the reference list. For example: The degree of carotid artery stenosis increases (Mallik et al., 1997) If you are using a direct quotation you should cite the page number as well as the author(s) and the date: For example:

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Hermeneutics is the branch of philosophy concerned with the nature of understanding. (Draper, 1997, p.65) You should use the abbreviation p. if referring to a single page (e.g. p.67) and pp. if referring to multiple pages (e.g. pp.67-68). If you cannot identify an author for the source you want to cite, you should cite the title. For example: In Medical nutrition: a community perspective it says malnutrition associated with disease is common in general practice. (Medical, 1996, p.8) The names of organizations, institutions, government departments etc. may also be cited in the text as authors. These are known as Corporate Authors. For example: Tuition fee contributions will be paid (NHS Executive, 1998). If referring to more than one source published in the same year by the same author, use lower case letters after the date. For example: The current selection and recruitment procedures for nurses are inadequate (Bowles, 1995a) ............. Bowles (1995b) questions the assumptions Where you cite more than one reference at the same point in the text, cite them in chronological order. For example: Dahlen (1993), Bowles (1995) and Post (1997) claim .... Secondary references should be cited in the text in the following way: For example: Kelly (1994) cited in Royston and Dick (1998) argues that ecologies World Wide Web documents and Electronic Journal articles should be cited in the text in the same way as books and journal articles.

PART 2. THE REFERENCE LIST

The reference list consists of full references to the sources you have used to produce your work. The first two parts of the reference, (the authors surname and the date), provide the link to the citation you made in the text. The reference list appears at the end of your work and the references should be listed in one sequence in alphabetical order of the authors surname. In General The following instructions apply to all kinds of material that you might reference. 1. 2. 3. 4. 5. 6. You must list ALL of the authors of a piece of work in the reference list. If you cannot find an author, editor or corporate author, cite the title of the work. If you cannot find a date put [no date]. If you cannot find a publisher put s.n. Editor(s): Editor(s) are distinguished from authors by adding ed. as an abbreviation for a single editor and eds. for multiple editors. Pages: Use either p. if referring to a quote/secondary reference/article on a single page or pp. for a quote/secondary reference/article which covers a range of pages.

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a.

Books and other Printed works A reference to a book or another printed work, such as a report, should include the following information, in this order: 1. 2. 3. 4. 5. 6. 7. Author(s), editor(s) or corporate author. Use authors initial not full first name The date of publication (in brackets) The title and any subtitle, which should be underlined. Series title and number if they appear. The edition if it is not the first. City or town of publication followed by colon: Publisher.

This information should be taken from the front or back of the title page, not the book cover. For example: Bond, J. & Bond, S. (1994) Sociology and health care: an introduction for nurses and other health care nd professionals. 2 ed. London: Churchill Livingstone. Mallik, M., Hall, C., Howard, D. & Pearson, P. eds (1997) Nursing knowledge and practice: a decision making approach. London: Bailliere Tindall. b. Journal Articles A reference to a journal article should include the following information, in this order: 1. 2. 3. 4. 5. 6. 7. The author(s) of the article The year of publication (in brackets) The title of the article If you are referencing an editorial put [editorial] The title of the journal which must be underlined, The volume and issue number (issue number in brackets) The first and last page numbers of the article

For example: Paying for family planning. (1998) [editorial] The Lancet, 352 (9131), p.831. Stern, J.M. & Simes, R.J. (1997) Publication bias: evidence of delayed publication in a cohort of clinical research projects. British Medical Journal, 315 (7109), pp.640-645. c. Chapters in Books When citing a contribution to a book or a paper given at a conference, you must reference the surname of the author who made that contribution and the title of that contribution. A reference to a contribution to a book should include the following information, in this order: 1. 2. 3. 4. 5. 6. 7. 8. 9. The author(s) of the chapter/section The date of publication (in brackets) The title of the chapter/section. In: Author(s), editor(s) or corporate author(s) of the book. The title of the book, which must be underlined. Town or city of publication followed by colon: Publisher, The first and last page numbers of the chapter/section.

For example: Wall, A. (1998) The ethics of getting on with others. In: Scriven, A. ed. Alliances in health promotion: theory and practice. London: Macmillan, pp.53-59. McBean, S. (1991) Health and health promotion - consensus and conflict. In: Perry, A. & Jolley, M. eds. Nursing: a knowledge base for practice. London: Edward Arnold, pp.52-92.

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d.

Official Publications i. Non-parliamentary publications

When referencing non-parliamentary official publications follow the instructions for referencing books: For example: NHS Centre for Reviews & Dissemination (1996) Undertaking systematic reviews of effectiveness: CRD guidelines for those carrying out or commissioning reviews. CRD Report 4. York: NHS Centre for Reviews & Dissemination. ii. Parliamentary Publications: Acts of Parliament

A reference to an Act of Parliament should include the following, in this order. 1. 2. 3. 4. For example: Nurses, Midwives and Health Visitors Act 1997 (c. 24) London: The Stationery Office. iii. Parliamentary Publications: Command Papers The title of the Act including the date, which should be underlined The chapter number of the act (in brackets) Place of publication followed by colon: Publisher.

Command papers include statements of government policy, also known as White Papers; consultation documents, also known as Green Papers; and the reports of Royal and Departmental Commissions; annual accounts; the reports of Commissions of Enquiry and international treaties. A reference to a Command Paper should include the following information, in this order. 1. 2. 3. 4. For example: Our Healthier Nation: a contract for health (Cm 3852, 1998) London: The Stationery Office. e. Open Learning Materials A reference to open learning materials should include the following information, in this order: 1. 2. 3. 4. 5. 6. Author(s), editor(s) or corporate author The date of publication (in brackets) The title of the workbook, which should be underlined. The name of the pack the workbook is contained in. Place of publication followed by colon: Publisher. The title of the command paper which should be underlined The command paper number and the date of publication (in brackets) The place of publication followed by colon: The publisher.

For example: Martin, V. ed. (2000) The Manager, Work Book 1. Managing Health and Social Care. Milton Keynes: The Open University.

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f.

Secondary References Secondary referencing involves referring to a document, which you have not seen but which has been used and cited by someone else. For example, you may want to refer to the work of Freud as described in a book or article on psychology. This should only be done where it is not possible to consult the earlier work. A secondary reference should include the following information, in this order: 1. 2. 3. 4. The full reference to the earlier work. (Follow the instructions for referencing a book/journal article etc. Do not underline the title/journal title). Cited in: The reference to the source you have used (Follow the instructions for referencing a book/journal article etc. Underline the title/journal title). The page number in the source you have used where the reference to the earlier source appears.

For example Dales, L.A. (1986) Effective teaching and mentoring. London: Jossey-Bass. Cited in: Reid, B. (1994) The mentors experience: a personal perspective. In: Palmer, A.M. ed. Reflective practice in nursing: the growth of the professional practitioner. Oxford: Blackwell Science, p.47. g. Electronic Sources There are some general points to consider when citing electronic documents: 1. 2. 3. 4. You must cite enough information for your source to be traced in the future. You should cite the date the document was last updated if this is clear, or the date you accessed the document if this is not. If you cannot find a publisher put s.n. If you are using the Internet or CD-ROM databases to search for journal references you should cite the journal as your source of information.

h.

Citing from Email

A reference to an e-mail should include the following information, in this order: 1. 2. 3. 4. 5. 6. 7. The authors name Date of publication (date the message was sent, in brackets) Medium i.e. email Recipient. The title of the message, taken from the subject line, underlined. [online]. Accessed, followed by the date the message was accessed [in square brackets].

For example Wibberley, J.M. (1998) Email to J.Parker. British Journal of Radiology. [online]. [accessed 20th October 1998].

i.

WWW Documents A reference to a World Wide Web document should include the following information, in this order: 1. 2. 3. 4. 5. 6. The Author(s), editor(s) or corporate author(s) of the document (if they can be identified) Date of publication (in brackets) The title of the document, which must be underlined (or the first few words of the document if the title is not clear). [online]. Place of publication followed by colon: Publisher.

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7. 8.

Available from: followed by the URL (this replaces the In) Accessed then the date the document was accessed [in square brackets].

For example Cross, P. and Towle, K. (1996) A guide to citing internet sources [online]. Poole: Bournemouth University. Available from: http://www.bournemouth.ac.uk/service-depts/lis/LIS_Pub/harvardsystint.html [accessed 15 September 1998]. Engineering Librarians (2006) Citing and referencing with the Harvard System [online]. Bradford: University of Bradford. Available from: http://www.brad.ac.uk/library/documents/refeng.pdf [accessed 20 May 2007].

j.

Citing from Electronic Journals

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

A reference to a Electronic journal article should include the following information, in this order: The author(s) name. Date of publication (in brackets) The title of the article. The title of the journal, which must be underlined [online], Volume number and issue number (issue number in brackets), Page numbers. Available from: followed by the URL Accessed, followed by the date accessed in [square brackets].

For example: Shelley, E.D. (1998) chronic staphylococcal scalded skin syndrome. British Journal of Dermatology [online], 139, pp.319-324. Available from:-http://pluto.bids.ac.uk/JournalsOnline/ [accessed 15 September 1998]. k. CD-ROM and Disks

A reference to a CD-ROM or a Disk should include the following information, in this order: 1. 2. 3. 4. 5. 6. 7. 8. The Author(s), editor(s) or corporate author(s) of the document (if they can be identified) Date of publication (in brackets) The title of the CD-ROM or disk, which must be underlined. [CD-ROM] or [disk] Edition (e.g. update 2 or version 4.1). Place of publication (if this can be identified) followed by colon: Publisher (if this can be identified). Date updated or revised (if applicable).

For example Peitgen, H.O. (1998) The complete visible human: the complete high resolution male and female datasets from the Visible Human Project. [CD-ROM] London: Springer-Verlag l. References and Bibliographies A reference list contains the details of the material referred to in your assignment. It is required. A bibliography is a list of material used to gather ideas and which has informed your work. It is not generally required.

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Sample Reference List

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

17.

Bond, J. & Bond, S. (1994) Sociology and health care: an introduction for nurses and other health care nd professionals. 2 ed. London: Churchill Livingstone. Bowles, N. (1995a) Methods of nurse selection: a review. Nursing Standard, 9 (15), pp. 25-29. Bowles, N. (1995b) A critical appraisal of preceptorship. Nursing Standard, 9 (45), pp. 25-28. Daloz, L.A. (1986) Effective teaching and mentoring. London: Jossey-Bass. Cited in: Reid, B. (1994) The mentors experience: a personal perspective. In: Palmer, A.M. ed. Reflective practice in nursing: the growth of the professional practitioner. Oxford: Blackwell Science, p.47. Engineering Librarians (2006) Citing and referencing with the Harvard System. [online] Bradford: University of Bradford. Available from: http://www.brad.ac.uk/library/documents/refeng.pdf [accessed 20 May 2007]. Kaufmann, R. & Foxman, B. (1991) Mastitis among lactating women: occurrence and risk factors. Social Science and Medicine, 33 (6), pp. 701-705. Kelly, K. (1994) Out of Control. Fourth Estate. Cited in: Royston, G. & Dick, P. (1998) Healthcare ecology. British Journal of Healthcare Management, 4 (5), pp.238-241. p.241. Mallik, M., Hall, C., Howard, D. & Pearson, P. eds (1997) Nursing knowledge and practice: a decision making approach. London: Bailliere Tindall. Martin, V. ed. (2000 ) The Manager, Work Book 1. Managing Health and Social Care. Milton Keynes: The Open University. McBean, S. (1991) Health and health promotion - consensus and conflict. In: Perry, A. & Jolley, M.eds. Nursing: a knowledge base for practice. London: Edward Arnold, pp.5-22. NHS Executive Northern and Yorkshire [no date] Making it better: clinical audit in Northern & Yorkshire. Newcastle upon Tyne: Northern and Yorkshire Regional Health Authority. Nurses, Midwives and Health Visitors Act 1997 (c. 24) London: The Stationery Office Our Healthier Nation: a contract for health (Cm 3852, 1998) London: Stationery Office. Paying for family planning. (1998) [editorial] The Lancet, 352 (9131), p.831. Peitgen, H.O. (1998) The complete visible human: the complete high resolution male and female datasets from the Visible Human Project. [CD-ROM] London: Springer-Verlag. Shelley, E.D. (1998) chronic staphylococcal scalded skin syndrome. British Journal of Dermatology [online], 139, pp.319-324. Available from: http://pluto.bids.ac.uk/JournalsOnline/[accessed 15 September 1998]. Wibberley, J.M. (1998) Email to J.Parker. British Journal of Radiology. [online]. [accessed 20 October 1998].

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