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Department: Management & Entrepreneurship
Module Code/Title: LCBS5003
Academic Year: 2020/2021 Credit value: 15 points
Module Leader: Dr Simon Hill
Email: simon.hill@dmu.ac.uk
Room: This module is timetabled in a number of different rooms for two
different cohorts and you are advised to consult the official
timetable sources.
Advice and Feedback hours: As the module is block taught, please contact
me on the above email in order to arrange a mutually convenient appointment
via Microsoft teams or alternative virtual meeting
Assessment Overview
| Assessment | |
| Type | Essay |
| Length | 3000 words |
| Weighting | 100% |
| Deadline | 3rd December 2020 – 11:59am GMT |
| Return date | 8th January 2020 |
Note: all coursework must be submitted electronically via Turnitin, unless
otherwise specified. If you are unable to submit by the deadline you must
apply for mitigating circumstances – forms are available from the Student
Advice Centre. Information on penalties and late submissions can be found at:
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-supportoffice/deferral-of-assessments.aspx
The Faculty is committed to a 20 day turnaround time for the marking and
return of coursework. The turnaround time does not include weekends, bank
holidays or university closure days. Please consult Blackboard for the most
up-to-date information on assessment deadlines and return dates.
Faculty of
Business and Law
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Leicester Castle Business School
| Our Mission | Our Vision | Our Values |
| To transform lives in our global community of students, staff and partners through outstanding education and research To go beyond business as usual by fostering creative, distinctive and pioneering solutions to real-world problems To promote the public good through critical analysis of the purpose of business and through active engagement in initiatives aimed at tackling business, social and community challenges |
Through our unsurpassed commitment to the public good and transformational scholarship, we will position ourselves as the definition of a 21st century global Business School |
LEADERSHIP: Confidence and courage to shape a better future INTEGRITY: Taking personal pride in our work CREATIVITY: Thinking beyond the usual and embracing ideas GLOBAL MINDEDNESS: Finding opportunities in our diversity COMMUNITY: Realising the purpose and power of business |
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Contents
The teaching team ……………………………………………………………………………………… 4
Module aims …………………………………………………………Error! Bookmark not defined.
How it’s going to be taught …………………………………………………………………………. 5
How this module relates to your programme of study ………………………………….. 5
How this module enhances your employability ……………………………………………. 5
Your responsibility …………………………………………………………………………………….. 5
Lecture Schedule……………………………………………………………………………………….. 6
Seminar/Workshop Schedule ……………………………………………………………………… 6
Module Resource……………………………………………………………………………………….. 7
Blackboard and module communications……………………………………………………. 8
Assessment Briefs……………………………………………………………………………………… 8
Our engagement with you…………………………………………………………………………… 9
Guidelines for Ethical Research………………………………………………………………….. 9
Further Information…………………………………………………………………………………… 10
Useful Links and Contacts………………………………………………………………………… 15
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MODULE OUTLINE
The teaching team
Dr Simon Hill has been a lecturer specialising in Enterprise &
Entrepreneurship for over 10 years. Gaining his PhD in 2016 and having
several business start ups under his belt, gives him a unique perspective of
leadership in both theoretical and real world scenarios.
Module aims
This module aims to introduce students to the principal issues facing
organizations in the twenty first century in respect of leading, managing and
developing talent. It aims to develop the critical people management skills and
knowledge considered to be necssary for existing and aspiting managers to
nurture talent effectively. Attention is paid to key features of the internal and
external operating environments which shape leadership practice and talent
management strategies in organizations.
Objectives and Learning Outcomes
By the end of this module students will:
1 be able to identify and critically assess the practice of leadership in
organizations.
2 be able to analyse the influence of organizational culture and national
cultures on leadership practice.
3 be able to develop an awareness of the challenges and characteristics of
international and cross cultural leadership.
4 be able to recognise the practical application of theories of motivation and
employee engagement within the leadership role.
5 be able to assess the role of the leader in the execution of talent
management strategies.
| Introduced, Practiced, Assessed | |
| Written communication | Introduced-Y Practiced-Y, Assessed-Y |
| Interpersonal communication | Introduced-Y Practiced-Y |
| Planning and organisation | Introduced-Y Practiced-Y, Assessed-Y |
| Oral presentation | N/A (beyond presenting arguments in class) |
| Teamworking | Introduced-Y Practiced-Y |
| Adaptability | Introduced-Y Practiced-Y |
| Problem solving | Introduced-Y Practiced-Y, Assessed-Y |
| Numeracy | N/A |
| Computer skills | N/A (beyond word-processing) |
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How it’s going to be taught
The module will be delivered through a range of teaching and learning
approaches including pre-recorded materials, online seminars and self-study
tasks to develop knowledge, ready for ongoing learning experiences.
The Faculty is committed to providing an equal learning experience for every
DMU student through the use of Universal Design for Learning (UDL).
Examples of the ways in which we do this include a focus on flexible ways of
learning, providing flexible study resources such as by recording lectures.
How this module relates to your programme of study
This module will assist you in surfacing and contextualising a wide range of
paradigms and conceptual frameworks which are alluded to in other modules
on the programme. These are inter-related and examined in a highly lived
experience and practitioner-orientated discursive manner.
How this module enhances your employability
The module provides a strong set of skills, knowledge and insights which will
serve to enhance your employability. This will operate by means of creating
awareness of how to recognise, engage with and operate through the realities
of organizational dynamics and relationships. Where possible the module will
invite guest speakers. Students are strongly recommended to optimise their
engagement with, and use of, for example: #DMUGlobal, #DMULocal,
#DMUworks, etc. Developing employability is a key dimension of your skill set
and profile and the DMU careers service can be highly important in assisting
you in this process.
DMU has great ambitions for its students and alumni and we want you to have
opportunities that match your ambitions. We offer a wide range of work
experiences and now we want to make these even better.
#DMUworks is our fresh new programme to fit around what students, alumni
and employers need, focusing on work experience opportunities that may be
short, long, based in the UK or abroad – with options to suit different
circumstances and aspirations. You can find out and sign up for #DMUworks
opportunities on MyGateway.
You can also find out further information about our projects by visiting the
following webpage: https://www.dmu.ac.uk/dmu-students/careers-andemployability/careers-and-employability.aspx
Your responsibility
Students are expected to attend and participate in all timetabled activities,
including lectures, seminars, workshops, and practical sessions. Students are
also encouraged to fully participate in the academic and cultural life of the
Faculty and University, including guest lectures, seminars, public debates and
external visits.
As students, your responsibilities are:
Preparation: Complete the required readings before coming to each
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timetabled session on this module and to undertake the required follow-up
work.
Participation: Participation in class is based on participation in class
lecture/seminar, as well as group activities in class. To assist your
engagement in class you should come prepared by writing down ideas,
quotes, or concepts from the reading list that you find interesting as well as
thought provoking. You should come prepared so that you can fully engage in
class discussions and activities.
Respect: Throughout your studies it is important that you treat other students
with respect as well as engaging in a respectful manner with academic staff. It
is imperative that you listen to others and treat their contributions with respect,
even if you disagree with them. In particular it is important that:
• You are respectful of your peers’ learning and resist talking through
seminars, workshops and lectures.
• You do not answer your phone unless it is an emergency.
• If you are late, then please take the first available seat and settle
yourself as quietly as possible.
The student charter sets out commitments from the university to students,
from students to the university, and from the Students’ Union to students. You
can consult it at:
http://www.dmu.ac.uk/dmu-students/student-resources/studentcharter/student-charter.aspx
The module teaching and assessment team will contribute to this environment
by:
• Treating all students with respect.
• Welcoming diverse viewpoints, experiences, and interpretations of the
class materials.
• Challenging your thinking, beliefs, and analysis of issues, concepts,
and ideas in this class.
Lecture Schedule/Seminar/Workshop Schedule
| Session 1 | Introduction |
| Assignment review | |
| What makes a good leader? |
| Session 2 | Historical examples |
| Elon Musk – Case study | |
| Donald Trump – Discussion |
| Session 3 | Becoming a leader |
| Habit development | |
| Role modelling |
| Session 4 | Belbin Team Roles |
| Trait leadership | |
| Situational leadership |
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| Session 5 | Decisions of a leader |
| How leaders influence decisions | |
| Transactional leadership |
| Session 6 | Transformational leadership |
| Hard Vs Soft Leadership | |
| Changing culture |
| Session 7 | Guest Speaker |
| Q&A |
| Session 8 | Coaching |
| Training & Development | |
| Performance management |
| Session 9 | Assignment review |
| Exemplars | |
| Transformational leadership |
| Session 10 | Agility, resilience & flexibility |
| Dealing with the unexpected | |
| Summary |
This module is block taught which means that rather than delivery taking place
week by week it is condensed into a few intensive days and sessions. This
allows a particularly powerful ‘conversation’ and narrative to be developed in
the group so that students can experience the changing understandings and
sense-making (Weick, 1995) from the beginning of the sessions to the
summative end point.
(n.b. This session schedule is indicative only. Due to scheduling issues for
guest speakers and pedagogic development of the sessions and learning
changes in the schedule and narrative of the sessions may be required at
certain points. Wherever possible ample notice of these changes will be
provided and the tutor will always be available for discussion and
confirmation.)
Module Resource
There is a vast range of resources which could be employed in support of you
learning in this module. The links to the library lists are available through DMU
Blackboard LCBS50003 website (indicative texts are pasted below). In
addition, it will be useful for you to peruse wider web sites, and the webpages
of think tanks, research institutes, government departments, NGOs etc.
Recommended and Indicative Reading
Adair, J. (2002) Inspiring leadership: (learning from great leaders), London,
Thorogood.*
Bolden, R., Witzel, M., Linacre, N. (2016) Leadership Paradoxes: Rethinking
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Leadership for an Uncertain World, London, Routledge.
Bolden, R., Hawkind, B., Gosling, J. and Taylor, S. (2011), Exploring
Leadership: Individual, Oxford, Oxford University Press.
Gosling, J., Sutherland, I. and Jones, S. (2012), Key Concepts in Leadership,
London, Sage Publications.
Grint, K. (2005) Leadership: Limits and Possibilities, Basingstoke, PalgraveMacmillan.
Grint, K. (2010) Leadership: A Very Short Introduction, Oxford, Oxford
University Press.
Jackson, B. and Parry, K, (2011) Very Short Fairly Interesting and Reasonably
Cheap Book About Studying Leadership, London, Sage Publication.
Jones, S. and Gosling, J. (2015) Napoleonic Leadership, London, Sage
Publications.
Roe, K. (2014) Leadership: Practice and Perspectives, Oxford, Oxford
University Press.*
Sadler, P. (2003) Leadership, London, Kogan Page.*
Western, S. (2013) Leadership: A Critical Text, London, Sage Publications.*
Blackboard and module communications
Important information relating to this module can be found on Blackboard.
This includes information on the module, lecture and seminar materials, all
communications and announcements, as well as the procedure for submitting
assignments via TurnitinUK.
You can access Blackboard by going to this link: https://vle.dmu.ac.uk
Login using the same username and password that you have for access to the
University’s computer services.
Further information on Blackboard can be accessed from the Centre for
Enhancing Learning through Technology (CELT):
http://celt.our.dmu.ac.uk/blackboard/
If you have any difficulties logging into any computer on campus, then you
should contact the Help Desk located on the 1st floor of the Kimberlin Library.
In addition, you might contact the ITMS helpline ( +44 (0)116 250 6050) or
send an email to itmsservicedesk@dmu.ac.uk noting your name and degree
programme).
Assessment Briefs
Assignment Question:
‘Leading through change can happen effectively only if a full understanding
and appreciation of organizational culture is progressively developed’.
To what extent, and in what ways, do you agree with this statement and what
arguments are you able to provide to critically analyse and investigate this
question? Your answer should draw on a range of relevant theories, examples
and tools.
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Assignment Criteria
A successful assignment will:
1.Define, explore and critically analyse the notion and nature of leadership
and organizational culture;
2. Consider and explore the values, beliefs and ethical dimensions of leading
organizations through cultural change in varying contexts and situations;
3. Introduce, analyse and contextualise a range of relevant (leadership)
theories and organizational tools and techniques in relation to the assignment
discussion;
4. Introduce, explain and apply a range of practical examples with which to
illustrate the assignment;
5. Provide an Introduction and Conclusion which are succinct and probing
within the assignment response.
6. Use correctly formatted Harvard referencing for all sources.
Assignment Notes
You have freedom to choose your particular context and illustrative examples
for your response. If you wish please check and discuss your idea(s) with the
module leader in order to evaluate it and consider ways forward.
The use of a limited number of sub-titles is recommended for the layout of
your assignment. By way of sub-headings it is better to develop and subheadings which comment and inform the argument development.
The assignment should be submitted electronically through the Turnitin
system. The cover page for the assignment should include a word count.
If you have a question or query regarding the assignment please contact the
module leader.
Our engagement with you
The feedback that we receive from you is vital to the student experience. We
gather this feedback through module and course surveys as well as via
meetings and engagement with student representatives. Module and
programme teams reflect on the comments that students provide and take
action accordingly.
Guidelines for Ethical Research
(This section will be relevant for students undertaking dissertations and
research projects)
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Further Information
Attendance: Attendance and engagement in all learning activities is expected
in all Faculty of Business and Law modules. For absences due to illness,
lasting up to six consecutive calendar days, students must inform tutors,
whose classes they are missing, of the reasons for their absence. For
absences of seven consecutive days or more due to illness a medical
certificate must be submitted to the Faculty Student Advice Centre. Student
who wish the illness to be taken into account in relation to an assessment of
work must follow the procedures relating to deferral.
Extensions: Extensions to relevant deadlines are only granted where there is
a satisfactory explanation provided in advance. Module leaders may be able
to grant a short extension of up to 14 days or they can, if appropriate or
practical, make alternative arrangements for the assessment. Remember it
may not always be possible to make alternative arrangements. In exceptional
circumstances extensions beyond 14 days can be granted by the Associate
Dean Academic or their nominee.
You may apply for an extension by completing an extension request form
available from the Student Advice Centre.
Unauthorised late submission of assessments
If an assessment is submitted later than the deadline without an approved
extension or deferral the mark received will be capped. If an assessment is
submitted 1-14 calendar days late the mark for the work will be capped at the
pass mark of 50 per cent for postgraduate modules. If an assessment is
submitted beyond 14 calendar days late the work will receive a mark of zero
per cent.
Deferrals
If your circumstances are such that an extension of 14 days would not be
sufficient, or if you feel that, despite being granted an extension of up to 14
days, your performance in a piece of coursework has been seriously impaired,
you may apply formally to your faculty panel for a deferral of assessment of
coursework. You will have to fill in the appropriate form that is obtainable from
the Faculty Student Advice Centre and supply supporting evidence. Forms
should be submitted to the Faculty Student Advice Centre. Further information
on the deferrals policy can be consulted at: http://dmu.ac.uk/dmustudents/the-student-gateway/academic-support-office/deferral-ofassessments.aspx
Style and Referencing: Students in the Faculty of Business and Law follow
specific referencing guides for all written work. There are separate guidelines
for Law students (https://libguides.library.dmu.ac.uk/law/referencing) and for
students in the Leicester Castle Business School
(https://libguides.library.dmu.ac.uk/business/referencing).
Law students follow the footnote referencing system:
https://libguides.library.dmu.ac.uk/ld.php?content_id=26780459
Leicester Castle Business School students follow the Harvard referencing
system:
http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf
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Return of submitted work: All students will be informed via a Blackboard
announcement when their assessment is marked. You are strongly
encouraged to discuss your written or in some cases audio feedback with your
module leader if you have any questions or concerns. Modules assessed
wholly or in part by examination may have generic feedback on examination
performance made available via Blackboard.
All marks on assessed work are provisional marks only and they will not be
confirmed until the Assessment Board meets. Marks and feedback on
assessed work will be available within 20 days. The turnaround time does not
include weekends, bank holidays or university closure days
The full Assessment and Feedback policy can be consulted at:
http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academicquality/learning-teaching-assessment/assessment-feedback-policy.aspx
Good academic conduct and discipline: All students are expected to adhere to
the University’s regulations in relation to expected standards of behaviour.
Information on student regulations can be viewed at:
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-supportoffice/student-regulations.aspx
Plagiarism and bad academic practice
De Montfort University’s Academic Regulations describe plagiarism as:
“the significant use of other people’s work and the submission of it as though it
were one’s own in assessed coursework (such as dissertations, essays,
experiments etc)”.
This includes:
• Copying from another student’s work
• Copying text from sources such as books or journals without
acknowledgement
• Downloading information and/or text from the Internet and using it
without acknowledgement
• Submitting work which you claim to be your own when it has been
produced by a group
• Submitting group work without acknowledging all contributors.
De Montfort University describes bad academic practice as:
Low level duplication without citation for example errors made through
carelessness or misunderstanding or
Passing off ideas, data or other information as if originally discovered by the
student.
Information on academic offences can be found at:
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-supportoffice/academic-offences.aspx
Further advice on academic offences can be obtained by emailing
acasupportoffice@dmu.ac.uk Full details can be found in the University
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regulations http://www.dmu.ac.uk/dmu-students/the-studentgateway/academic-support-office/student-regulations.aspx
Students are reminded that module assessment results are provisional until
ratified by the programme management boards and that results released to
students can be revised or redacted if there are concerns regarding academic
practices.
Proofreading:
If you do use a third party to proof read your work or a professional proof
reading service you must discuss this with your tutor and declare this in a
written statement accompanying your work when you submit it for
assessment.
Faculty of Business and Law Grade Descriptors
This is a guide to the criteria used by staff in the Faculty of Business and Law
assigning a mark to a piece of postgraduate work. The final mark awarded to
a piece of work will be informed by its predominant correspondence to these
descriptors. The University generic descriptors as well as advice for students
can be accessed at:
http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academicquality/learning-teaching-assessment/mark-descriptors.aspx
Modules are marked on a range of 0-100%. Mark descriptors are given in the
table below. A mark below 50% indicates a Fail grade (the shaded boxes).
| Mark Range |
Criteria |
| 90-100% Distinction |
Demonstrates an exceptional ability and insight, indicating the highest level of technical competence. The work has the potential to influence the forefront of the subject, and may be of publishable/exhibitable quality. Relevant generic skills are demonstrated at the highest possible standard. |
| 80-89% Distinction |
Demonstrates an outstanding ability and insight based on authoritative subject knowledge and a very high level of technical competence. The work is considered to be close to the forefront of the subject, and may be close to publishable/exhibitable quality. Relevant generic skills are demonstrated at a very high level. |
| 70-79% Distinction |
Demonstrates an authoritative, current subject knowledge and a high level of technical competence. The work is accurate and extensively supported by appropriate evidence. It may show some originality. Clear evidence of capacity to reflect critically and deal with ambiguity in the data. Relevant generic skills are demonstrated at a high level. |
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| 60-69% Merit |
Demonstrates a sound, current subject knowledge. No significant errors in the application of concepts or appropriate techniques. May contain some minor flaws. The work is well developed and coherent; may show some originality. Clear evidence of capacity to reflect critically. Relevant generic skills are demonstrated at a good level. |
| 50 – 59% Pass |
Demonstrates satisfactory subject knowledge. Some evident weaknesses; possibly shown by conceptual gaps, or limited use of appropriate techniques. The work is generally sound but tends toward the factual or derivative. Limited evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level. |
| 45 -49% Marginal Fail |
Demonstrates satisfactory subject knowledge to some degree. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques. The work is generally sound but tends toward the factual or derivative. Little evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level. |
| 40-44% | Demonstrates limited core subject knowledge. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques. The work lacks sound development. Little evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task. |
| 30-39% | Demonstrates inadequate subject knowledge. The work lacks coherence and evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task. |
| 20-29% | Demonstrates seriously inadequate knowledge of the subject. The work contains minimal evidence of awareness of relevant issues or theory. The quality of the relevant generic skills do not meet the requirements of the task. |
| 10-19% | The work is almost entirely lacking in evidence of knowledge of the subject. No evidence of awareness of relevant issues or theory. The quality of the relevant generic skills do not meet the requirements of the task. |
| 0-9% | The work presents information that is irrelevant and unconnected to the task. No evident awareness of appropriate principles, theories, evidence and techniques. |
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How we support you
Sometimes things happen that are beyond your control, for example, illness or
personal problems. If things start to affect your studies, you need to let
someone know. There are processes and people to help you.
Your personal tutor is an important starting point for help. He or she will be
able to advise you about the various University procedures. Many things can
be dealt with by your Programme Leader. Academic matters within the Faculty
are led by the Associate Dean Academic in conjunction with Associate
Professor Student Experience. The staff in the Student Advice Centre are
there to provide support and guidance.
There are in addition a number of sources of help that are listed in the Useful
Links and Contacts section below, such as the Student Gateway.
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USEFUL LINKS AND CONTACTS
Careers Service
Website: http://www.dmu.ac.uk/dmu-students/careers-andemployability/careers-and-employability.aspx
Counselling and Wellbeing
http://www.dmu.ac.uk/dmu-students/the-student-gateway/counselling-mentalhealth-and-wellbeing/counselling/counselling.aspx
Disability Advice and Support
Website: http://www.dmu.ac.uk/dmu-students/the-student-gateway/disabilityadvice-and-support/disability-advice-and-support.aspx
The Student Gateway
http://www.dmu.ac.uk/dmu-students/the-student-gateway/student-andacademic-services.aspx
Student Finance and Welfare
Website: http://www.dmu.ac.uk/dmu-students/the-student-gateway/studentfinance-and-welfare/student-finance-and-welfare.aspx
Student support
Website: http://dmu.ac.uk/study/postgraduate-study/student-support/studentsupport.aspx
Students’ Union
Website: http://www.dmu.ac.uk/dmu-students/welcome-to-de-montfortstudents-union/welcome-to-de-montfort-students-union.aspx
Student Advice Centre
Website: http://www.dmu.ac.uk/about-dmu/schools-anddepartments/leicester-business-school/contact-us.aspx
Support for Mature Students
Website: http://www.dmu.ac.uk/dmu-students/the-student-gateway/adjustingto-student-life/mature-students.aspx
Other Services and Links
Academic Appeals
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-supportoffice/academic-appeals.aspx
Change in student circumstance (e.g. suspension of studies) –
http://www.dmu.ac.uk/dmu-students/the-student-gateway/student-financeand-welfare/changes-affecting-finances/taking-a-break.aspx
Complaints Procedure
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-supportoffice/student-complaints/student-complaints-procedure.aspx
Information Technology and Media Services (ITMS)
http://www.dmu.ac.uk/about-dmu/professional-services/information
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technology-and-media-services/service-desk.aspx
Nightline
http://www.dmu.ac.uk/dmu-students/student-resources/it-and-media/24-hoursupport.aspx
Student Code of Conduct
https://www.dmu.ac.uk/Documents/DMU-students/Academic-SupportOffice/Student-Code-of-Conduct.pdf