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AIM Graduate School Student Handbook 2015 1

Student Handbook

ENROLMENT

DEFERRAL AND WITHDRAWAL

ASSESSMENT AND GRADING

STUDENT RESOURCES

QUALITY AND CONTINUOUS REVIEW

GENERAL INFORMATION

2 AIM Graduate School Student Handbook 2015

Table of Contents

AIM Graduate School ........................................................................................................................................................................... 5

Graduate Certificate Professional Management* ............................................................................ 5

Graduate Diploma Management Innovation* .................................................................................... 5

AIM Graduate School Faculty .................................................................................................................... 6

Study Modes ...................................................................................................................................................... 6

New Application and Enrolment ............................................................................................................... 7

Award Completion and Graduation ......................................................................................................... 9

Graduate Attributes ......................................................................................................................................... 9

Articulation ......................................................................................................................................................... 10

FEE HELP information and terms and conditions ………………………………………………………................10

Deferral and Withdrawal ...................................................................................................................... Error! Bookmark not defined.

Deferral and Withdrawal Policy & Associated Fees ...................... Error! Bookmark not defined.1

Assessment and Grading ........................................................................................................................................................... 133

Student Rights and Responsibilities ................................................................................................... 134

Students at risk……………………………………………………………………………………………………………14

Assessment submission………………………………………………………………………………………………17

Previewing and Drafting of Student Work ......................................................................................... 18

Grade Notification and Feedback .......................................................................................................... 18

Assessment Extension ................................................................................................................................ 20

Late Assessment Submission ................................................................................................................. 19

Assessment Task Re-submission ......................................................................................................... 20

Supplementary Assessment ..................................................................................................................... 20

Cheating and Plagiarism ............................................................................................................................ 21

Facilitator Responsibilities ......................................................................................................................... 22

Student Resources................................................................................................................................................................................ 23

Online Databases ............................................................................................. Error! Bookmark not defined.

Quality and Continuous Improvement .......................................................................................................................... 24

Continuous Review of Programs ........................................................................................................... 24

Unit Evaluation ................................................................................................................................................ 24

AIM Graduate School General Information ............................................................................................................ 255


Appendix 1 – Unit Overviews

Managing People Unit Overview

Managing Finance Unit Overview

Managing Information Unit Overview

Managing Marketing Unit Overview

Managing Innovation Unit Overview

Managing Strategy Unit Overview

Appendix 2 – Application Form

Appendix 3 - Re-enrolment Form

Appendix 4 - AIM Assessment Portal Instructions

Appendix 5 – Grading System

Appendix 6 – Assessment Task Extension Application Form


Foreword

Returning to study, particularly after a long absence, is never a decision made lightly.

Postgraduate study is ideal for managers looking to upgrade their skills and validate

years of invaluable work-place experience with a practical and challenging course.

The AIM Graduate School offers accredited practical and innovative postgraduate

programs designed by managers, for managers. Students can undertake a premium

postgraduate pathway in an environment populated by likeminded business people,

and supported by its extensive business networks.

The AIM Graduate School is a practical teaching school focused on providing middle to

senior managers the opportunity to further their formal education in a supported

learning environment.

The purpose of this Student Handbook is to provide you with the necessary information

about studying with the AIM Graduate School.


AIM Graduate School

AIM Graduate School qualifications are based on academic theory and contemporary

literature and practice, and are presented by experienced practising managers who

have high level academic qualifications. The programs provide students with the

opportunity to enhance their understanding of and ability to apply management

practices through interactive learning techniques.

The structure creates an interface between research-based teaching, theoretical

concepts, acquired experience, research project-based learning and the exchange of

experiences between managers.

The program is designed on a core unit model, reflecting AIM’s commitment to the

practice, development, and enhancement of key facets of management in the

Australian context. AIM Graduate School also provides articulation pathways through to

Masters of Business Administration course with the AIMET Business School. .

The AIM Graduate School is accredited to provide two postgraduate qualifications,

benchmarked to university level to support career aspirations of Australian managers:

○ Graduate Certificate Professional Management

○ Graduate Diploma Management Innovation

Graduate Certificate Professional Management*

The award consists of four core units:

1. Managing People

2. Managing Finance

3. Managing Information

4. Managing Marketing

The Graduate Certificate Professional Management may be completed over a

maximum of four years.

Graduate Diploma Management Innovation*

The Graduate Diploma Management Innovation consists of the four core units in the

Graduate Certificate Professional Management plus an additional four core units:

5. Managing Innovation

6. Managing Strategy

7. Managing Operations

8. Contemporary Leadership

The award may be completed over a maximum of six years.

* A unit overview for the above eight units may be found in Appendix 1.


AIM Graduate School Faculty

The AIM Graduate School has attracted highly experienced and qualified managers as

Facilitators. Each Facilitator must have:

o Successfully completed an appropriate academic qualification from a university or

accredited institution of higher learning at Masters Level or above

o Successfully assumed the responsibilities of a senior manager for a minimum of

five years

o A minimum of five years professional experience in the area in which they lecture

o The ability to incorporate adult learning techniques in facilitating the personal

growth and management development of students

o Active membership of an appropriate professional body

o A commitment to personal professional development in their area of specialisation

Study Modes

Distance

Distance study is conducted entirely online and continues for 11 consecutive weeks,

supplemented by 10, 1 hour weekly Webinars. Throughout the duration of your study

you will be assigned a Facilitator to provide support and guidance.

Support materials include: downloadable courseware, readings and slides, access to

Online learning portal, and online research databases.

Face to face delivery

Face to face delivery is conducted during the evenings (Tuesday or Wednesdays), over

10 weeks from 6.00 – 9.00pm. Face to face intensive delivery is conducted on

Saturdays, over 5 weeks from 9.00am – 5.00pm

Support materials include: hard and soft copy of courseware, downloadable readings

and slides, access to AIM CONNECT and/or the Online Learning Community (OLC)

and online research databases, textbook, and meals and refreshments.


New Application and Enrolment

Admission

New students wishing to study with the AIM Graduate School can apply by completing

and returning an Application Form and sending to the AIM Client Services Team via

[email protected] or by contacting our Post Graduate experts on 1300 658 337

The admission criteria for new students are as follows:

o Undergraduate degree plus two years management experience, or

o Diploma plus three years management experience, or

o Five years management experience.

Applicants must provide evidence of all qualifications completed. The documentation

must be certified by either the issuing body or those individuals qualified to certify

documents, such as a Justice of the Peace.

Applicants who do not meet the admission criteria may be admitted on a provisional

basis at the discretion of the National Academic Director.

Applicants who are offered provisional enrolment will be accepted into an award

qualification once they successfully complete the provisional unit for which they are

accepted.

Applicants who do not meet the standard entry requirements may be required to

provide additional supporting documentation or may be invited to a confidential

interview with the National Academic Director to discuss the provision of further

evidence or other bridging study options.

Processing of Applications and Enrolments

Admissions and enrolments will be administered by the Student Services Team in

accordance with the Admissions Policy and referred to the National Academic Director

as appropriate.

Provided the application is complete, and includes any required certified

documentation, applicants will receive official written confirmation regarding the

outcome of an application within five days of submission. Applicants may be contacted

and requested to provide further evidence following initial receipt of an application.

A verbal indication regarding eligibility of an offer is not formal and is not binding.

Credit Transfer

Credit can be sought for postgraduate study that has been successfully completed to a

similar level and standard elsewhere, and where that work is substantially the same in

content and standard as an AIM Graduate School unit.

Students who seek to obtain a credit transfer (i.e. direct transferring of credit from

another higher education provider) must provide award/unit outlines, including a list of

topics covered, objectives and assessments and an academic transcript for those units

for which credit transfer is sought.


The National Academic Director will determine that the unit for which credit transfer is

being sought is equivalent in objectives and weighting, and has a minimum of 70 per

cent content in common with a specified AIM Graduate School unit.

The National Academic Director will also take into account when the unit for which

credit is sought was completed. Typically, a unit that was completed more than five

years ago cannot be considered for a credit transfer.

Credit transfer may be granted for no more than 50 per cent of the units in a

qualification.


Award Completion and Graduation

Once you have successfully completed a unit, you will receive a Unit Completion

Certificate in the post, which formally displays your grades for individual assessment

tasks and an overall unit grade.

Once the requirements for all four units in the Graduate Certificate Professional

Management or all eight units in the Graduate Diploma Management Innovation have

been met, you will be eligible to graduate.

Once you have graduated you are entitled to use the post-nominals relevant to your

awards:

○ Graduate Certificate Professional Management may be written in full or abbreviated

to Grad Cert Prof Mgt.

○ Graduate Diploma Management Innovation may be written in full or abbreviated to

Grad Dip Mgmt Innovation.

Graduate Attributes

A manager who graduates from the AIM Graduate School possesses the following

attributes:

○ Critical analysis and judgement in management decision-making

○ Capacity to develop innovative and creative business solutions

○ Effective communication capability using a range of channels

○ Ability to contribute as part of an interdisciplinary team

○ Ethical, responsible and sustainable leaders


Articulation

The AIM Graduate School has developed an articulation pathway with the AIMET

Business School for entry into its MBA course.

FINANCIAL REQUIREMENTS (Including FEE HELP)

Payment of Fees

The AIM Graduate School courses are structured on a term basis. You will receive a letter of

advice and an invoice upon enrolment and prior to the commencement of each unit.

Payment for the AIM Graduate School Courses must be paid to The Australian Institute of

Management Education and Training prior to the commencement of each unit. You may be

eligible for FEE-HELP (http://aim.com.au/training/fee-help-and-vet-fee-help) – please

contact Student Services if you would like further information.

For fee help students, a Commonwealth Assistance Notice (CAN) shall be issued post the

unit census date, for further information on what is a CAN select this link.

Terms and Conditions

1. All fees must be paid in full or an application for FEE-HELP received prior to the

commencement of each unit.

2. Refunds will only be issued on receipt of a written withdrawal including your full name,

student ID, Course Code and/or Unit, marked to the attention of Student Services, on or

by the census date. Email cancellations within this timeframe will be accepted.

3. Refunds, transfers or deferrals are not acceptable later than the census date.

Application in writing may be made for exceptional circumstances, addressed to the

National Academic Director.

4. A withdrawal/deferral fee of $250.00 will be charged. Application in writing may be

made for exceptional circumstances, addressed to the National Academic Director.

5. A FEE-HELP student who withdraws on or before the census date will not incur a FEE-

HELP liability.

6. The final date for Withdrawal without Fail (W) is at the end of Week 3 of each unit.

7. All withdrawals after week 3 of each unit will be Withdrawal Fail (WF), unless

exceptional circumstances are notified as accepted by the National Academic Director.

8. If any fees are not paid and AIM deems it necessary to engage a debt collection agency

to collect the outstanding amount, all costs associated with debt recovery will be added

onto the outstanding debt.

9. If a unit is cancelled by AIM, a full refund will apply.

10. All current students must enrol in their units in accordance with appropriate timetable.

11. For face-to-face students only, textbooks are purchased on behalf of each student

unless indicated otherwise. Should you withdraw from the course or cancel the textbook

after receipt of the enrolment confirmation letter, you will be charged the full textbook

fee.

http://studyassist.gov.au/sites/studyassist/infowhilestudying/what-is-a-can/pages/what-is-a-can


Deferment

A student who has been accepted for admission, and enrolled to commence a unit

of study, may seek to defer their studies – provided it is done so within the

accepted time frames, and follows the documented procedure.

In order to defer a unit of study, you must complete and submit a Deferment Form

available for download from AIM’s website.

A request for deferral must occur before the census date.

If the application for deferment is received within the accepted timeframes using

the documented procedures, there will be no academic penalty, and the unit fees

will be held in credit for up to one year. If the unit fees escalate in this time, the fees

applied will remain at the original remitted amount.

A student who seeks to defer the commencement of studies after the specified time

frames, will forfeit the unit fees, and will have an incomplete status recorded on

their academic record, unless there is sufficient documentary evidence to support ill

health or hardship.

Deferral and Withdrawal Policy & Associated Fees

10 days+

before start

Prior to Census Date After Census Date After End of Week 3

Action: Cancel

enrolment

1.Deferment for up to

one academic year

2.Withdrawal from unit

1.Deferment is no

longer possible


1.Deferment is no

longer possible


Result: Full refund 1.No academic

penalty

2.W (Withdraw)

recorded on academic

transcript

1.N/A

2. Withdrawal/Fail

(WF) recorded on

academic transcript,

unless special

circumstances are

accepted by the

National Academic

Director.

1. WF (Withdraw/Fail)

recorded on academic

transcript, unless

special circumstances

are accepted by the

National Academic

Director.

2.Grade of zero

calculated towards

GPA

Fees: Full refund 1. Deferral fee of

$250.00.Fees paid

retained for one

academic year

2. Withdrawal fee of

$250.00. Balance

refunded.

1.No refund

2. Special

circumstances should

be drawn to the

attention of the

National Academic

Director for

consideration.

1.No refund

2. Special

circumstances should

be drawn to the

attention of the

National Academic

Director for

consideration.


Withdrawal and Discontinuation

A student deemed to have withdrawn from his or her Course, and therefore to have

discontinued enrolment, will be required to re-apply for admission if they subsequently wish

to resume study.

Student Handbook

Assessment and Grading

The Assessment and Grading Policy is available for download from AIMCONNECT OR

OLC.

The AIM Graduate School processes all assessments via the submission through the

following email [email protected] .

Grading System Percentage

Grade Remark

85 – 100% High Distinction Exceptional.Showing

outstanding originality and

insight above and beyond

the scope of the criteria

75 – 84% Distinction Excellent.Showing full

understanding and

demonstrating originality

and creativity.

65 – 74% Credit A creditable piece of work,

over and above normal

expectations.Good

performance overall.

Substantially exceeds

minimum criteria.Shows

significant understanding

and insight.

50 – 64% Pass Meets the minimum criteria

with some additional

insights.

49% or less Fail Did not meet the minimum

criteria of the assignment.

A minimum of 50% of the total value of the unit assessment will be devoted to individually

submitted work, which may be in the form of: discussion forums, blog postings, online

journals, portfolios, essays, reports, case-studies, critical analyses, briefs, research

proposals, projects, presentations and action oriented projects.

All group tasks will be moderated by a 10% peer assessment component and group

membership will be assigned randomly.

Student Rights and Responsibilities

Student Responsibilities

In regards to assessment, it is the student’s responsibility to:

○ Undertake all unit requirements and attend all lectures for each unit (where

applicable) in which they are enrolled. If for some genuine reason a student is

unable to attend a scheduled lecture, the student should inform the Facilitator and

the AIM Graduate School as soon as possible.

mailto:[email protected]


○ Submit original work in all assessment tasks by the due date in the appropriate

format using the documented procedures.

○ Personally submit all assessment tasks; students cannot rely on the actions of

another as an excuse for lack of, late or incomplete submission.

○ Follow the documented procedures for extensions, deferment and withdrawal.

Understanding Assessment Documentation

In order to successfully navigate the AIM Graduate School assessments, we

recommend becoming familiar with:

○ Assessment Tasks – summaries may be found in the unit outline and provide

complete assessment details for each task, including: scope, length, weight, and

due dates.

○ Assessment Task Cover Sheet – this document must be completed and submitted

with each assessment task and includes a plagiarism declaration. This form is

available for download from either AIM Connect or Online Learning Communities

(OLC)

○ Assessment Marking Sheets – these are available within the unit outline and list the

criteria by which Facilitator will grade your assessment.

○ Assessment Task Template – available for download from the AIM Connect and/or

OLC

Students at Risk

○ Satisfactory Academic Performance

○ Students are expected to maintain a satisfactory level of academic performance,

demonstrated by taking reasonable steps to achieve passing grades, and maintain

a level of enrolment to ensure the award program is completed within the set time

frame.

○ Student Expectations – Academic Performance

○ Students are expected to:

○ Work to the best of their ability, make genuine attempts to meet unit requirements

and deadlines, and regularly attend and/or engage with learning activities.

○ Undertake academic work with academic integrity.

○ Comply with all health and safety requirements and instructions given by the

Institute.

○ Use IT resources and other learning and support facilities provided by the Institute,

in a responsible manner which does not prevent or impair other students from

pursuing learning opportunities.

○ Provide constructive feedback to faculty and staff.

○ Unsatisfactory Academic Performance

○ Achieving a low grade point average (GPA less than 4)

Student Handbook

○ Failing a unit

○ Exceeding the maximum time limit for completion of an award course

○ Unsatisfactory academic performance may impact on academic progress; which

has two levels:

○ 1. Being placed on probation (probationary enrolment status)

○ 2. Being excluded (exclusion enrolment status)

○ Monitoring Academic Performance

○ Staff and faculty are responsible for monitoring student progress, and must remain

alert for any student who:

○ Does not attend class and/or communicate frequently;

○ Requests frequent extensions;

○ Fails to submit assessment tasks on time; and/or

○ Fails an assessment task.

○ Students who display the above behaviour, are considered at risk, and must be

notified of their failure to adhere to expectations in regards to academic

performance.

○ At risk students must be given sufficient notice to improve their performance.

Students will be required to meet the National Academic Director to discuss how

their performance can be improved and may also be instructed to seek additional

assistance from academic staff and the student services team.

○ Students who maintain unsatisfactory academic performance, meeting one or more

of the criteria of unsatisfactory academic performance, will be notified in writing of

their failure to maintain satisfactory academic performance. They will also be notified

of the consequences for doing so, and further opportunities for assistance.

○ These students will have a notation appear on their student record and will be

monitored upon re-enrolment. Students who believe they may be at risk should

contact the National Academic Director and/or the Student Services team.

○ Exceeding Award Program Time Limits

○ Students who exceed time limits for the completion of an award program, and apply

for further study, will be considered by the AIM National Academic Director. The

National Academic Director will review the length of time lapsed, the units

completed, and the year each unit was completed. As a general rule, if the time

lapsed exceeds two years, students may be excluded from study, or be requested

to repeat any lapsed units of the award program.

○ Probationary Enrolment

○ Probationary enrolment indicates that academic progress has been unsatisfactory.

Students will be notified of their enrolment status and should take action to improve

their academic performance. Students are placed on probationary enrolment if they:

○ • Are awarded a fail in a unit which they have previously failed; and/or


○ • Are awarded a fail grade in a unit; and/or

○ • Achieve a GPA below 4.

○ Conditions of Probationary Enrolment

○ A student can be placed on probationary enrolment for a period of six months.

○ While on probationary enrolment, a student must:

○ • Meet with the National Academic Director to discuss their study program

○ • If the National Academic Director specifies an opportunity for assistance, that

opportunity must be undertaken

○ • The National Academic Director will document the discussion and recommended

action

○ If a student on probationary enrolment cancels their enrolment, but is subsequently

re-admitted to the same program of study, the student must:

○ • Be placed on probationary enrolment for the first term

○ • Enroll in recommended courses that will provide assistance with their academic

performance

○ Exclusion

○ Students may be excluded from their award program for unsatisfactory academic

progress. A student who is excluded from a program of study is not permitted to re-

enroll.

○ Students are excluded from a program if they:

○ • Achieve a grade point average of less than 3 in two consecutive terms and/or

○ • Fail the same unit twice.

○ Students will receive a notice of exclusion, together with advice that they have a

right to appeal to the National Academic Director if they consider their

circumstances to be extenuating.

○ Exclusion is permanent, unless a student successfully lodges an appeal and has

the decision reversed, or re-enrolls after a period of 12 months, and is accepted by

the National Academic Director.

○ Lodging an Appeal

○ Appeals against exclusion must be lodged by the date specified in the letter which

advised the student of exclusion. The Institute is not obliged to consider an appeal

lodged after this date. Appeals must be lodged to the AIM National Academic Director.

Student Handbook

Assessment Submission

All assessments must be submitted via the following email –

[email protected] by the due date and copied to the Facilitator in the unit...

When submitting electronic assessments, it is important to follow the provided

instructions. Particular attention must be given to naming conventions and formatting.

Assignment Cover Sheet



Previewing and Drafting of Student Work

Please note regardless of the mode of study you undertake, your Facilitator there to

support you throughout the 11 week period. If at any time you have any questions

regarding concepts studied in class or assessments, please contact your unit Facilitator

for clarification.

Students may request preliminary viewing of assessment tasks by their unit Facilitator.

This viewing may assist the student to determine whether they have understood the

required form, nature, and complexity of the assessment task, and the standard of

academic writing required.

Preliminary viewing is an element of student support and is an option for all students.

However, this must be carried out in a manner that is consistent across units of study,

and will not amount to editing or redrafting.

Previewing of an assessment task prior to formal submission is permitted only in the

following circumstances:

○ Where the option of previewing is made known and is offered to all students.

○ Where the work to be previewed is submitted no later than one week before the

assessment task is due.

○ Where the feedback offered provides general assistance to the student on the

approach they have taken.

○ Where the feedback offered does not amount to redrafting or editing of the

assessment task.

It should be noted that Facilitators may specify the form in which the material to be

previewed should be presented, for example an outline of the assessment task.

Should the Facilitator be of the opinion that the student requires further support in the

area of assessment construction, spelling or grammar, that opinion should be

communicated to the student along with the sources of general assistance available

e.g. Study Skills materials, AIM CONNECT and/or OLC, faculty, staff, model answers

and academic databases.

Grade Notification and Feedback

The standard of student performance will be established on the basis of the

professional judgement of the Facilitator. Assessments are graded against the criteria

set out in the marking sheets provided to students in each unit outline.

Facilitators are required to grade and return your annotated assessment and marking

sheet within a two week time frame.

Once a graded assessment has been received by the AIM Graduate School, results

are logged and emailed to individual students

Student Handbook

If you believe your grade does not accurately reflect your assessment content, please

advise the AIM Graduate School. A number of options will be considered and the best

one presented to you as a move toward investigating the situation.

Assessment Extension

Students may apply for an assessment extension provided it is done so prior to the due

date and follows the documented procedure

Students should note that employment commitments or workloads are not generally

considered a special circumstance unless the employment issue is:

○ Unanticipated,

○ Can be verified as beyond the normal expectations of the role in terms of

sophistication or travel,

○ Able to be supported with third party evidence.

○ Assessment Extension Forms must be submitted to the Graduate School in

advance of the specified submission due date. Requests made after the

assessment due date will not be considered.

Assessment Extension Form

○

Late Assessment Submission

Any assessment tasks that are received after the due date will be considered late and

will attract marking penalties:


Days late Penalty

1 day late 10 per cent of the mark available for that assessment

2 days late 20 per cent of the mark available for that assessment

3 days late 30 per cent of the mark available for that assessment

4 – 6 days late 45 per cent of the mark available for that assessment

The AIM Graduate School recognises that special circumstances may arise where a

student is unable to submit an assessment task on a due date. Such special

circumstances may include:

○ Medical issues

○ Family issues

○ Bereavement

○ Unanticipated employment issues

A student must demonstrate that the special circumstances are:

○ Beyond the student’s control,

○ Verifiable through documentation or third party support,

○ Such that they preclude the student completing the assessment task.

Assessment Task Re-submission

At the discretion of the Facilitator, students may be invited or permitted to revise and

re-submit a specific unit assessment task. However, the maximum grade that can be

attained under such circumstances is a grade of Pass.

Supplementary Assessment

There may be special circumstances, where alternative arrangements can be made for

assessment. These special arrangements must be directly negotiated between the

student and the Facilitator with due consideration given to issues of equity and

assessment validity.

The agreed arrangements must be set down in writing and signed by both parties, with

a copy lodged with the Student Services Team. Supplementary assessment

arrangements shall only be considered for students with genuine documented hardship

claims.

Student Handbook

Cheating and Plagiarism

Among the most important academic skills in management education is the ability to

research literature, extract relevant information, and integrate this material into

assessment tasks. These assessment tasks require students to develop a reasoned

position based on information from a variety of reliable sources. It is essential that

students acknowledge the original source of such information.

Plagiarism is using other people’s ideas, thoughts, or words without acknowledgement.

The AIM Graduate School will not tolerate cheating and/or plagiarism, therefore

penalties for plagiarism are severe.

A plagiarism declaration appears on the assessment cover sheet that must accompany

each assessment task when it is submitted.

Disciplinary Procedures Dealing with Academic Misconduct including Plagiarism

Should a Facilitator become aware of an instance of cheating and/or plagiarism, the

Facilitator will take the following course of action:

○ The Facilitator will advise the student in writing that their work exhibits prima facie

evidence of cheating and/or plagiarism

○ The student will be requested to respond in writing by providing additional

information or evidence to demonstrate that they did not cheat and/or plagiarise

○ The Facilitator will evaluate the evidence provided by the student, and then

withdraw or confirm the original assessment in writing

○ Should the Facilitator’s opinion remain that an act of plagiarism or cheating has

occurred, the matter will be referred to the National Academic Director for further

consideration

○ The National Academic Director will evaluate the evidence from both the Facilitator

and the student, and will, if necessary, call for further information prior to making a

final determination

○ The National Academic Director will inform the student of the outcome of the

determination in writing

○ If a student is found to have cheated and/or plagiarised on an assessment task, the

student will receive a Fail grade for the assessment task


Facilitator Responsibilities

It is the responsibility of the Facilitator to:

○ Be available for student liaison outside of lectures regarding clarification of unit

concepts and assessments.

○ Provide a timely response to any preliminary viewing of students assessments

provided students follow the correct procedure (as outlined on page 14).

○ Undertake all of the initial assessment marking for a specified unit

○ Ensure that all unit assessments are conducted fairly, competently, effectively, and

in accordance with unit objectives.

○ Mark and return assessment tasks within the two week turnaround time frame to

the AIM Graduate School via [email protected].

○ On the case of distance study, the Facilitator, and student must make contact at

least once per week. This is a minimum requirement, and more assistance beyond

the minimum may reasonably be requested and provided.

Student Handbook

Student Resources

As an AIM Graduate School student you are entitled to various forms of support,

including:

○ Access to AIM CONNECT our online learning portal and/or OLC.

○ Access to online databases including EBSCO Business Source: Corporate – two

companion databases, Informit Business Collection, Proquest ABI/INFORM

Complete and ebooks, and Emerald

○ Study Skills materials.

AIMCONNECT and OLC

Are the AIM Graduate School’s learning portal for online and intensive delivery.

You will receive logon details and instructions upon unit commencement.

These portals contain information such as:

○ Student support and resources

○ Important forms, policies and procedures and

○ Links to each unit where you will find appropriate course materials, such as:

Unit outline

Course notes

Assessments

Readings

Slides

Contact details


Quality and Continuous Improvement

Continuous Review of Programs

The AIM Graduate School is committed to providing high quality contemporary

management education which draws on the latest theoretical concepts and practical

applications. To that end the content, structure, and delivery of programs are refined

continually, based on feedback from students, Faculty, the AIM Graduate School

Academic Board, Industry Reference Groups, and thought leaders.

Programs are reviewed for continuous improvement and to maintain currency.

Unit Evaluation

The AIM Graduate School strongly values feedback from students. At the end of each

unit, students are requested to complete a unit evaluation.

Student Handbook

AIM Graduate School General Information

Locations

For a full list of AIM locations, please visit aim.com.au/locations

Contact Information

Mailing Address: 7 Macquarie Place, Sydney NSW 2000

Telephone: 1300 658 337

AIM Connect: http://connect.aim.com.au/cybil/guest/login.php

National Academic Director

Professor Elizabeth More

02 9956 3037

[email protected]

Academic Board Chair

Professor Danny Samson

[email protected]

Postgraduate Executive Officer

Sisa Rasaku

02 9956 3046

[email protected]

Curriculum Director

Dr Richard Carter

(02) 9956 3039

[email protected]

Head of Student Services

Jackie Papakyriakopoulos

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Students should contact the AIM Graduate School Head Librarian for more information

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Student Notices

Student notices are placed on AIMCONNECT or OLC which is updated regularly.

Dietary Requirements





Student Handbook

Morning and afternoon teas as well as lunch (buffet style), will be supplied to students

undertaking intensive and standard lectures. Students should advise the AIM Graduate

School staff of any special dietary requirements prior to the commencement of studies.

Emergency

In the case of an emergency, students should follow the exit signs and the emergency

procedures that are located on prominent walls throughout the building.

Computer Access

AIM is a wireless environment and students can take advantage of this when they are

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Appendix 1 – Unit Overviews

Managing People

Unit Overview

Managing People in the 21st Century

Topic 1: 21st Century Context and Drivers

1.1 The Changing World of Work in the 21st Century

1.2 The Learning Organisation

1.3 Globalisation

1.4 Changing Demographics

1.5 Impacts of Technology

Topic 2: Managing in Different Contexts

2.1 Defining Contexts

2.2 Approaches to Managing Teams

2.3 High Performing Teams

2.4 Projectisation and Virtual Teams

2.5 Managing in the Public, Private and Not-for-profit Sectors

Topic 3: Managing Responsibly and Ethically

3.1 Managing Individual Differences

3.2 Generational Perspectives

3.3 Gender Perspectives

3.4 Ethics and Moral Leadership

3.5 Work-life Balance

Managing Self

Topic 4: Foundations of Managerial Competence

4.1 Understanding Self

4.2 Self-awareness and Self-management

4.3 Giving and Receiving Feedback

4.4 Reflective Practice

Student Handbook

Topic 5: Skills of Managerial Competence

5.1 Self-management Competencies

5.2 Managerial Competencies

5.3 Developing Competence

Topic 6: Managing Your Career

6.1 Career Management Paradigm Shift

6.2 The Case for Planning

6.3 Developing a Career Plan

6.4 Career Advice and Career Options

Managing People Performance

Topic 7: Understanding Others

7.1 Emotional Intelligence

7.2 Personality

7.3 Employee Stress

7.4 Psychological Contracts and Engaging Others

Topic 8: Enhancing Current Performance

8.1 Motivating and Rewarding People

8.2 Theories of Motivation

8.3 Coaching

Topic 9: Developing New Levels of Performance

9.1 The Case for Learning and Development

9.2 Determining Development Needs and Strategies

9.3 Preparing Development Plans

9.4 Learning Modes

9.5 Monitoring Effectiveness of Development Activities

Managing Human Resource Processes

Topic 10: Recruitment and Selection

10.1 Human Resource Planning

10.2 Job Definition

10.3 Recruiting and Selecting Human Resources

10.4 Legal Considerations in Recruitment and Selection


Topic 11: Induction and Exiting

11.1 Reducing Employee Turnover

11.2 Transition and Change

11.3 Retention Strategies

11.4 Exit Procedures

Topic 12: Workplace Relations

12.1 Industrial Relations in Australia

12.2 Employment Contracts

12.3 Period of Probation

12.4 Following Policies

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Managing Finance

Unit Overview

Business Environment

Topic 1: Sustainable Business

1.1 The Global Business Environment

1.2 Theories of Business Sustainability

1.3 Corporate Governance

1.4 Philosophies of Ethics

1.5 Sources of Regulation and Accounting Standards in Australia

Financial Accounting

Topic 2: Financial Accounting

2.1 Business Structures

2.2 Financial Reports

2.3 Accounting Information Systems

Topic 3: Financial Statement Analysis

3.1 Analysis of Financial Information

3.2 Combining Financial Ratios

Topic 4: Performance Measurement

4.1 Performance

4.2 Non-Financial Information and Reporting

4.3 Divisional Performance Measurement

4.4 Sustainability / CSR Reporting

Management Accounting

Topic 5: Cost Behaviour, the Cost-Volume-Profit Model, and Short Term

Decisions

5.1 Cost Behaviour, Breakeven Analysis, and the Cost Volume Profit Model

5.2 Examples of Short-Term Decision-Making Using Relevant Costs


Topic 6: Cost Systems

6.1 Locating Costs in the Financial Statements

6.2 What is the Nature of the Cost Object?

6.3 Which Cost Allocation Approach?

6.4 Advantages and Disadvantages of Cost Allocation Systems

6.5 Marginal Costing

6.6 Services

6.7 Value-Chain Costing: an Alternative Approach to Cost Analysis

6.8 Other Costing Bases (e.g. customer costs)

Topic 7: Budgeting

7.1 Understanding Budgets

7.2 Budgets and Strategy

7.3 The Human Dimension of Budgeting

7.4 Sales Budget: Setting the Level of Operations

7.5 Operating (Supporting) Budgets

7.6 Budgeting for the Flow of Cash

7.7 Budgeted Financial Statements: Income Statement and Balance Sheet

7.8 Using Budgets for Control and Performance Measurement

7.9 Conclusion

Finance

Topic 8: Background to Finance and Introduction to Financial Mathematics

8.1 Capital Markets

8.2 What is Financial Management?

8.3 Key Principles and Concepts of Finance

Topic 9: Capital Investment Decisions

9.1 Investment Decisions

9.2 The Capital Expenditure Process

9.3 Principles of Investment Evaluation

9.4 Methods of Investment Evaluation

Topic 10: Financing the Business and the Cost of Capital

10.1 Sources of Short Term Funds

10.2 Sources of Long Term Funds - debt

Student Handbook

10.3 Sources of Long Term Funds - equity

10.4 Managing Capital Structure

10.5 Determining the Discount Rate

10.6 Risk, Return and Diversification

10.7 Weighted Average Cost of Capital (WACC)


Managing Information

Unit Overview

Information and Knowledge as Competitive Assets

Topic 1: Information and Knowledge in the Information Economy

1.1 Defining the Information Economy

1.2 Information Management in the Information Economy

1.3 Information Management and Organisational Performance

Topic 2: Information and Knowledge as Competitive Assets

2.1 Information and Knowledge Management

2.2 Knowledge as a strategic variable

2.3 Knowledge workers and knowledge organisations

Targeting Information Needs

Topic 3: Aligning ICT and IM with Business Strategy

3.1 Identifying Key Performance Information

3.2 ICT & IM Alignment

3.3 Defining Information Requirements

Topic 4: ICT and Information Governance

4.1 Defining Information Governance

4.2 Information Governance Framework

4.3 Roles and Accountabilities

Topic 5: eBusiness: Connecting with Customers and Stakeholders

5.1 Customers and eBusiness

5.2 eBusiness Models Defined

5.3 Application of eBusiness Models

Student Handbook

Processing and Analysing Information

Topic 6: Organisational Information Requirements

6.1 Surveying your Information Ecology

6.2 Information and Knowledge Needs of Managers

6.3 Effective Decision Making

Topic 7: Collecting and Analysing Information

7.1 Collecting Information

7.2 Governance and Data Quality

7.3 Analysing and Presenting Qualitative Information

7.4 Analysing and Presenting Quantitative Information

Topic 8: Information Systems

8.1 What are Information Systems?

8.2 Understanding Information Systems

8.3 Key roles and accountabilities – ICT and the modern organisation

8.4 Recent trends in Information Systems

Emerging Issues in Information Management

Topic 9: Social Media for Business

9.1 Understanding Social Media

9.2 Types of Social Media Technologies

9.3 The Growth of Social Media Marketing

Topic 10: Information Overload

10.1 Information Overload

10.2 Information Overload Syndrome (IOS)

10.3 Knowledge Workers and Information Overload

Topic 11: Practical Knowledge and Information Management

11.1 Practical Exercise and Case Scenario


Managing Marketing

Unit Overview

Marketing Fundamentals

Topic 1: Introduction to Marketing and the Marketing Concept

1.1 The Marketing Concept

1.2 The Evolution of Marketing and Integrative Marketing

1.3 Marketing Disciplines

1.4 Fundamental Concepts

Topic 2: Marketing Elements

2.1 The Changing Consumer

2.2 Market Segmentation

2.3 Positioning and Branding

Topic 3: Consumer Behaviour

3.1 Models of Consumer Behaviour and Decision Making

3.2 Psychological Influences on Consumer Behaviour

3.3 Social Influences on Consumer Behaviour

3.4 Consumer Behaviour in an Electronic Environment

3.5 How Consumers Purchase Services

The Marketing Mix

Topic 4: Product and People

4.1 The Dimensions of Product

4.2 New Product Development

4.3 People as Part of the Marketing Mix

Topic 5: Price and Place

5.1 The Dimensions of Price

5.2 Price Setting

5.3 Distribution

5.4 Channel Players and Market Exposure

Student Handbook

Topic 6: Communication and Promotion

6.1 Marketing Communication and the Promotional Mix

6.2 Advertising and Sponsorship

6.3 Publicity and PR

6.4 Other Promotional Mix Elements

Topic 7: Process and Physical Evidence

7.1 The Expanded Marketing Mix

7.2 Process

7.3 Physical Evidence

Marketing in Action

Topic 8: Market Information and Market Research

8.1 Market Information and Research

8.2 The Parameters of Market Research

8.3 Conducting and Implementing Market Research

8.4 Analysing and Reporting on Market Research Outcomes

Topic 9: Integrated Marketing Mix

9.1 Market entry and Introductory Stage of Product Life Cycle

9.2 Growth Phase of the Product Life Cycle

9.3 Mature Markets

9.4 Decline Stage of the Product Life Cycle and Other Dimensions of the PLC

Topic 10: Marketing Planning Process

10.1 The Market Planning Process

10.2 Marketing Strategy and Tactics

10.3 Implementation and Control

10.4 Marketing Plan

Contemporary Marketing Disciplines

Topic 11: Global Marketing

11.1 Competition in a Shrinking World

11.2 Export Market Entry Vehicles

11.3 Cultural Dimensions of Global Marketing

11.4 The International Marketing Mix

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Managing Innovation

Unit Overview

Innovation Explored

Topic 1: Innovation Elements

1.1 What is Innovation?

1.2 How does Innovation Occur?

1.3 Degrees of Innovation

1.4 The Australian Perspective

Topic 2: Business Concept and Management Innovation

2.1 Beyond Products and Processes

2.2 Business Concept Innovation

2.3 Management Innovation

2.4 The Innovation Premium

Topic 3: Champions and Barriers

3.1 Different Roles of Innovation

3.2 Champions of Innovation

3.3 Barriers to Innovation

Capturing Ideas

Topic 4: Seeing the Possibilities

4.1 Idea Generation

4.2 Recognising Opportunities

4.3 Idea Evaluation

Topic 5: Creativity And Innovation

5.1 Creativity Explored

5.2 Effective Brainstorming

5.3 Creativity Techniques

Topic 6: Organisation and Personal Innovation

6.1 Innovative Organisations

6.2 Enriched Organisational Environment

6.3 Physical Workspaces

6.4 All Innovation is Personal

Student Handbook

AIM Graduate School Student Handbook 2015

39

Innovation Systems

Topics 7: Innovation Systems

7.1 Building Innovation Systems

7.2 Innovation Behaviours

7.3 Innovation as a Core Competency

7.4 The Ambidextrous Organisation

Topic 8: Innovation Metrics

8.1 Developing Appropriate Metrics

8.2 Stakeholders as a Source of Measurement Data

8.3 Innovation Performance Measurement

8.4 Best Practice Monitoring and Measuring

Moving to Market

Topic 9: Entrepreneurship and Intrapreneurship

9.1 Entrepreneurship: Attitudes, Abilities, Behaviours

9.2 Risk and Compliance

9.3 Intrapreneurship

Topic 10: Commercialisation

10.1 Viability Screening

10.2 Balancing Creativity and Commercialisation

10.3 Bringing an Innovation to Market

10.4 Financial Considerations

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Managing Strategy

Unit Overview

Key Concepts in Strategy

Topic 1: What is Strategy?

1.1 What is Strategy?

1.2 Strategic Thinking and Schools of Strategy Theory

1.3 Why does Strategy Matter?

1.4 Levels of Strategy

1.5 Sustainable Strategy

1.6 Vision, Mission, Values and Strategic Objectives

Topic 2: Strategic Planning Frameworks

2.1 Models of Strategy Development

2.2 Is Strategy a Process? (A Practice Perspective)

2.3 Kaplan and Norton: Mastering the Management System

Topic 3: Organisational Performance

3.1 What is Organisational Performance?

3.2 Shareholder vs. Stakeholder Models

3.3 Reporting the Strategic Position Internally and Externally

3.4 Additional Information on Performance Indicators

Strategy Development

Topic 4: Customer and Business Value

4.1 What do we mean by Value?

4.2 Determining Customer Value

4.3 An insight into Business Value

Topic 5: Analysing the Internal and External Environments

5.1 Introduction to Internal and External Environment Analysis

5.2 Internal Environment Analysis

5.3 External Environment Analysis

Topic 6: Alternative Approaches to Strategy Development

6.1 Introduction: Two Fresh Approaches

6.2 Blue Ocean Thinking

6.2 Business Model Generation

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Strategy Execution

Topic 7: Strategy, Investments and the Business Case

7.1 Translation of Strategy

7.2 Investments and Portfolios - The ‘Strategic’ Perspective

7.3 The Business Case

Topic 8: Leadership, Communication and Strategy

8.1 The Office of Strategy Management

8.2 Leaders and their Role in Strategy

8.3 Communicating Strategy

8.4 Executive Decisions

Topic 9: Managing Strategic Change

9.1 Why is Organisational Change important to Strategy?

9.2 Kotter’s Eight (8) Steps to Successful Change

9.3 A Roadmap to Change

9.4 Further Thinking on Change

9.5 Structure Follows Strategy

Topic 10: Innovation and Business Sustainability

10.1 Why is Innovation Important to Strategic Thinking

10.2 Further Sustainability Perspectives

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Managing Operations

Unit Overview

Operations Management and the Service Context

Topic 1: Strategy and Operations Management

1.1 The Background to Operations Management and the Strategic Links

1.2 Purpose and Limitations of Operational Planning

1.3 Globalisation and Competitive Forces

1.4 Processes-driven Operations

1.5 Systems Thinking

Topic 2: Customers and Supply Chains

2.1 Customers and their Influence on the Product/Service Supply Chain

2.2 Listening to Customers

2.3 Customer Segmentation

2.4 Customer Relationship Management and the Inputs into Operations

2.5 Introduction to Product/Service Supply Chains

Topic 3: Service Operations

3.1 The Service Operations Function

3.2 Characteristics of Service Operations and Service Design

3.3 Customer Value Propositions

3.4 Customer Satisfaction Measurement Programs and Performance

Reporting of Service Operations

3.5 Waiting Line Analysis

Topic 4: Technology and Standards in Service Operations

4.1 The Importance of Technology in Service Operations

4.2 People, Process and Technology

4.3 Service Environments and Job Design

4.4 Guiding Service Operations Standards

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Operations Management in the Manufacturing Context

Topic 5: Manufacturing Management

5.1 Manufacturing Operations Processes and Supply Chains

5.2 Forecasting and Managing Demand

5.3 Resource Planning

5.4 Scheduling

5.5 Capacity Decisions and Aggregate Planning

Topic 6: Inventory Management

6.1 Elements of Inventory Management

6.2 Inventory Management Systems and Models

6.3 Technology in Inventory Control Systems

Topic 7: Technology in Manufacturing Operations

7.1 The Importance of Technology in Manufacturing Operations


7.3 Key Manufacturing Information Systems

Project Management

Topic 8: Project Management

8.1 Operational Activity vs. Project Activity

8.2 The Operational Manager as a Project Manager

8.3 The Project Lifecycle and the Nine Functions of Project Management

8.4 The Nine Underpinning Knowledge Areas of Project Management

Topic 9: Change Management

9.1 An Introduction to Change Management

9.2 The Change Leader’s Roadmap

9.3 Kotter’s Eight Steps to Successful Change

9.4 McKinsey 7 S Model

9.5 Lewin’s Change Management Model

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Operational Excellence

Topic 10: Operational Leadership and Team Management

10.1 Operational Leadership and Team Management


10.3 Communities of Practice and Team Problem-Solving

10.4 Setting and Monitoring Performance

Topic 11: Quality and Continuous Improvement

11.1 The Meaning of Quality and Quality Standards

11.2 Operational Implications of Quality Management: Six Sigma

11.3 Continuous Improvement and Innovation

11.4 Senge’s Learning Organisation

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Contemporary Leadership

Unit Overview

Leadership Explored

Topic 1: The Nature and Importance of Leadership

1.1 The Meaning of Leadership

1.2 Leadership Roles

1.3 What do Leaders do?

1.4 The Difference between Leadership and Management

1.5 The Global Context of Leadership

1.6 The Impact and Importance of Leadership

1.7 A Framework for Understanding Leadership

Leadership Styles and Contexts

Topic 2: Leadership Traits/Characteristics and Behaviours

2.1 Personality Traits and Characteristics

2.2 The Big Five Model

2.3 Cognitive Factors Underpinning Leadership

2.4 Gender and Leadership

2.5 Strengths and Limitations of the Focus on the Person

2.6 Leadership Behaviours

Topic 3: Transactional, Transformational, Charismatic Leadership

3.1 Charisma and Charismatic Leadership

3.2 Characteristics of Charismatic Leaders

3.3 Critical Reflection on Charismatic Leadership

3.4 Transformational Leadership

3.5 Transactional Leadership

Topic 4: Contingency and Situational Leadership Frameworks

4.1 Least Preferred Co-worker Model

4.2 Path-goal Model

4.3 Situational Leadership Model

4.4 The Normative Decision Model

4.5 Cognitive Resources Theory

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Change, Power and Influence

Topic 5: Cultural and Ethical Frameworks and Values Driven Leadership

5.1 Understanding Culture

5.2 Dimensions of Culture

5.3 Developing a Multicultural Organisation

5.4 Leadership – the Impact of Culture, Values and Ethics

5.5 The Development of Values

5.6 Leading an Ethical Organisation

5.7 Code of Ethics

Topic 6: Leaders and Change and Strategic Leadership

6.1 Types of Organisational Changes

6.2 Transition – How People Experience Change

6.3 The Organisational Change Leaders

6.4 Models of Planned Change

6.5 Adaptive Leadership of Change

6.6 Strategic Leadership

6.7 Thinking Strategically

6.8 Creating a Vision

6.9 Corporate Social Responsibility

6.10 Global Perspective

Topic 7: Power, Influence and Politics

7.1 Sources and Types of Power

7.2 Sources of Leader Power in the Leader-Followers-Situation Framework

7.3 Guidelines for Building and Using Power

7.4 Influence

7.5 Organisational Politics

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Leadership Development and Self

Topic 8: Team Work and Team Leadership

8.1 The Dynamics of Teams and Teamwork

8.2 The Distinction between Groups and Teams

8.3 Groupthink

8.4 Team Leaders versus Solo Leaders

8.5 Types of Teams

8.6 How Teams Develop and Decline

8.7 Teams on Decline

8.8 Progressing Teams

8.9 Effective Teams

8.10 Measuring Team Effectiveness

8.11 The Significance of Leader and Team Roles

8.12 Leadership Role

Topic 9: ‘To Understand Leadership is to Understand Yourself’

9.1 Authentic Leadership


9.3 Core Communication Skills for Leaders

9.4 Giving and Receiving Feedback

9.5 Reflective Learning

Topic 10: Personal Development and Leadership Development

10.1 Characteristics of Future Leaders

10.2 Reflective Learning

10.3 Personal Mastery

10.4 Leadership Development


10.6 Mentoring and Coaching

10.7 Servant Leadership

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