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Professional Conduct & Conventions What are our basic objectives? the achievement of happiness: family, home, BMW, status, financial independence, power.

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Presentation on theme: "Professional Conduct & Conventions What are our basic objectives? the achievement of happiness: family, home, BMW, status, financial independence, power."— Presentation transcript:

1 Professional Conduct & Conventions What are our basic objectives? the achievement of happiness: family, home, BMW, status, financial independence, power of decision …  maximize potential  get a good job impress your company using your ISUGA training … progress in your career become more experienced, competent and thus marketable increase your options travel, make friends

2 Professional Conduct & Conventions OK, then HOW?

3 Professional Conduct & Conventions No secret ….. and underlying all the above is your approach to … "professionalism"  learn the appropriate knowledge  learn to apply this knowledge  develop personal skills and competence  acquire the ability to impress people with all the above

4 Professional Conduct & Conventions So, what is "professionalism" ???????

5 Professional Conduct & Conventions PERSONAL  consideration for others – EMPATHY  maintaining high personal standards: dress, fitness  understanding different national cultures  understanding company culture  developing sensitivity to group dynamics  listening to and executing instructions  contribution to the common good – TEAMWORK  being ambitious  refusing to waste time = being productive  but analysing what you are doing = being more productive  being pro-active  keeping promises (and not making unrealistic promises)

6 Professional Conduct & Conventions IN CLASS  being prepared (pre-reading, materials, mobile phones)  taking notes  asking questions  making contributions  playing a full part in groupwork  concentration and language control: knowing when to talk and when to keep quiet  using a laptop properly  EMPATHIZING with fellow students – AND teachers

7 Professional Conduct & Conventions ACADEMIC  doing original work  presenting work properly  doing the necessary research (iceberg)  using a variety of sources, including ….………BOOKS!  acknowledging sources  respecting deadlines  pulling your weight in a group

8 Professional Conduct & Conventions IN GENERAL  playing a full part in school life: academically, socially & organisationally  attending non-graded classes & meetings  complying promptly with requests  responding promptly to requests  complying with school rules & regulations  learning how to communicate & negotiate  empathy: anticipating others' needs & problems  reading out of class  building up a professional network

9 Professional Conduct & Conventions PRESENTATION OF ACADEMIC WORK  everything we do is some sort of marketing  a very bad image is conveyed by poorly-presented work  when you give in a piece of work you are marketing yourself. You show your understanding of the concept of quality, but MORE ……  you reveal your capacity to EMPATHIZE and give CONSIDERATION to your "client" (the teacher); e.g.  … giving in a number of unstapled sheets reveals a lack of consideration for the recipient  ditto for presenting work in a plastic sleeve  major reports should be spirally bound

10 Professional Conduct & Conventions Students must make quite clear:  what is their personal, original work  what work has been done with a partner or partners  what has been taken direct from another source ACADEMIC CONVENTIONS:  No credit will be given for any work simply copied off the internet unless this is appropriate for the task in hand and the source is fully and clearly shown.  Credit will be given especially for original work showing evidence of research and analysis. (this is in fact what counts ……)  Where there is clear evidence of collusion in work which should be done individually, no grade will be awarded. Acknowledgements must be made in conventional academic format for all non original work presented.

11 Professional Conduct & Conventions You must show where your information comes from. This is mostly done in two ways: APutting direct quotes in "" and citing a book and page number: Example: “Macroeconomics is the study and analysis of the behaviours of markets in aggregate as well as the behaviour of governments that affect international and domestic economies." (Curry 48). The text in italics (Curry 48) refers to the book by Curry that you have quoted in your acknowledgements at the end of your report. BAgain putting the quotation in "", this time using a superscript and footnote: Example: “The Royal Family cost Britons £36.7m last year, equivalent to 61p per taxpayer, figures show.." 1 1 BBC Website (, June 26, 2005 ACADEMIC CONVENTIONS – quoting sources:

12 Professional Conduct & Conventions PRESENTATION OF ACADEMIC WORK  all major assignments must be typewritten  multiple sheets must be stapled or bound together  work should NOT be presented in a plastic sleeve  it must be set out properly with clear, consistent paragraphing and use of appropriate headings  SEE HERE for general rules on layout SEE HERE  SEE HERE for an example and HERE for another …. SEE HEREHERE

13 Professional Conduct & Conventions PRESENTATION OF ACADEMIC WORK  your FULL name (NOT your nickname)  your PASSPORT photo  the full name of the COURSE concerned  the title of the individual assignment  the full name of the TEACHER involved  the date the work was set  the date it is handed in AND for the first page of ALL written reports:

14 GROUP COURSE TITLE TEACHER YOUR PHOTO DATE SET DATE DUE PRESENTATION OF WORK Students are shown how written assignments should be presented. Work given in which does not conform should be rejected.

15 Professional Conduct & Conventions  Your bibliography and/or list of references must be included at the end of your report.  It must provide full details of each work cited.  It must be laid out in alphabetical order in the following way: PADDING OUT – Don't do it! ACADEMIC CONVENTIONS – quoting sources: CURRY J.E., "A short course in International Economics", World Trade Press(2000) ENGLISH L. & LYNN S, "Business Across Cultures", Addison-Wesley (1995) KOTLER P. et al, "Principles of Marketing" (3 rd European edition), Prentice Hall (2001) NOTA BENE …..

16 Professional Conduct & Conventions  Attendance at programmed courses is essential not only for individual students but for the work of the class and project groups.  If you are absent, it does not affect only you.  Attendance at timetabled lessons – including official meetings - is thus compulsory unless specific exemption is given.  Students wishing to be exempted from parts of the course (usually because they have "done" the topic before) must get the agreement of the DOS.  For example, BTS students who have studied "Logistics" may be exempted from the ISUGA Logistics course. They must still take our "Logistics" exam, however.  Absence from lessons is recorded and students with repeated unauthorized absences will be required to attend a disciplinary hearing. ATTENDANCE IN CLASS

17 Professional Conduct & Conventions ATTENDANCE IN CLASS student signs 10.30 student signs 14.00 teacher checks 11.30 teacher checks 15.40 Official Attendance Sheet

18 Professional Conduct & Conventions An absence will be judged to be unauthorised if:  no medical certificate is received for the appropriate day OR  special permission has not been given in advance by the DOS OR  an exceptional and specific excuse has not been accepted in retrospect by the DOS ATTENDANCE IN CLASS  ALL absences for whatever reason must be officially notified to the school on the appropriate form.  Attendance statistics will be published regularly inside the school so that all students are clearly informed of their record and may take appropriate action.  The statistics will also be sent to partner universities with groups at the school.  They may also be supplied to parents of individual students where there is cause for concern.  ALL TEACHERS are asked to include ATTENDANCE in their calculation of grades.

19 Professional Conduct & Conventions Statistics are provided in two formats – one for a group:

20 Professional Conduct & Conventions another for an individual …

21 Professional Conduct & Conventions Teachers are asked to include attendance in their calculation of grades. The system employed is as follows: ATTENDANCE & GRADING So, you could have a grade calculation like this:

22 Professional Conduct & Conventions In a course where assessment is by CLASSROOM PERFORMANCE ONLY, you could of course finish with a grade like this: ATTENDANCE & GRADING

23 Professional Conduct & Conventions  Students must be in the classroom at the time the class is scheduled to start.  If late, they may be refused entry and must report to the school office and join the class at the next break.  Anyone may be late for a valid reason from time to time, including a teacher. What is unacceptable is habitual and casual unpunctuality, including returning late from breaks.  REMINDER: A student with a class at 10.20 is NOT ALLOWED to be in the computing rooms at that time  Ample time is allowed for breaks.  Lateness will be recorded and an adjustment to final grades may be made.  unprofessional  inconsiderate to classmates PUNCTUALITY  disruptive to lessons  disrespectful to the teacher Being late is: NB – "breaks" are for a "break", not for 20 minutes intensive computing. You need FRESH AIR and to COMMUNICATE with people ……

24 Professional Conduct & Conventions OTHER KEY POINTS  pre-course reading: you must complete any pre-course reading tasks given  mobile phones: must be switched off before entry to a class  seating plan: apart from group work and special situations, you must sit in the same place for each session of a particular course - preferably in a multi-national format: teachers may ask you to move to create a good nationality seating mix  talking in class: teachers should not have to ask or wait for silence when they are speaking - there is plenty of opportunity for discussion during groupwork - where something is unclear, ask the teacher directly  language: students are expected to use English for all communication in all classes which are given in English (except for occasional translations for the purposes of comprehension) - you should also have an English dictionary.  asking questions: a good class is a two-way process: you must be prepared - and will be expected - to ask questions - asking questions greatly enhances memory retention

25 Professional Conduct & Conventions  most courses involve a considerable amount of groupwork  in most (but not all) cases, students are given the same grade for work done collectively  all group members are expected to participate fully in the assumption and execution of allotted tasks; all members of the group are collectively responsible for the proper completion of work  in some cases, teachers may conduct peer-group evaluation GROUPWORK

26  keeping fit  setting realistic short, medium and long-term goals  communicating efficiently  listening to instructions; not needing to be told something twice  being pro-active  knowing how to negotiate; socially and in a business context  nurturing a personal network Personal aspects of being professional ISUGA What differentiates the serious business professionals from the tourists?

27  a professional person keeps fit, looks fit, is active, awake and alert  fitness depends on what we intake and what we ask the body to do Keeping fit Why keep fit? Because keeping fit means:  you are more attractive  you will learn better, and so get better grades than you would otherwise  you are more likely to succeed in an interview against someone with the same qualifications  you will feel better and so be happier Personal aspects of being professional ISUGA

28  … is one of most harmful things you can do to your body  … reduces life expectancy; one in two lifetime smokers die from smoking, many in middle age; male smokers are ten times more likely to die of lung- cancer than non-smokers  … may negatively effect sexual performance and fertility  … destroys the lungs: leads to breathlessness, emphysema (very nasty), angina & lung cancer  … constricts the arteries; reduces blood flow; increases risk of strokes  … can lead to macular degeneration in middle-age (= blindness)  … makes you smell, makes your clothes smell, causes fires  … harms other people, including your family, babies and teachers ……  …. equivalates to burning banknotes SMOKING … Nicotine is more addictive than heroin …. On cigarette packets is marked: "Fumer tue" (smoking kills)

29 Professional Conduct & Conventions Students who don’t take notes are:  not serious  misguided and self-delusional (they think they can learn without doing what all good students have to do)  pretentious (they think they are somehow better than "normal" students)  arrogant (ditto)  impolite (it’s as if you say to the teacher: "what you’re telling us is so useless we don’t need to take notes." ERGO -> YOU MUST TAKE NOTES ……… TAKING NOTES

30 Professional Conduct & Conventions Taking notes is fundamental you CANNOT remember what was said without notes you CANNOT rely on the teacher's handouts; there may not be any the very act of writing your OWN notes helps you remember things taking notes CLARIFIES your thinking; organizes your thoughts good notes will greatly improve your exam results teachers will INSIST you take notes they may CHECK YOUR NOTES I may check your notes ….

31 Professional Conduct & Conventions  speakers normally give an outline of the talk; copy the headings to provide a structure for your own notes  use sheets, preferably in the "Cornell" format  keep your notes tidily in a dedicated folder; scrappy bits of paper are a total waste of time  identify each note you make according to whether it is: a main point, an example, an opinion or conclusion  sort out your notes after the class; read them through in the evening  read them a week later, then TWO weeks later – add anything that occurs to you  get a friend to "test" you on them … Hints & Tips

32 Professional Conduct & Conventions  arrive late  sit near friends (distractions)  use scraps of paper  wait for something "important" (record everything)  listen for facts only (identify themes, too)  doodle ……  play on your laptop  natter to neighbours  waste anyone’s time, including yours DON’T DO THESE THINGS:

33 Professional Conduct & Conventions  check previous notes before class (continuity)  go to ALL classes in a course (continuity)  be on time, fit, alert, prepared  sit up straight – AT THE FRONT  use A4 sheets for notes (scraps of paper are USELESS)  write on ONE side only  use a DEDICATED FOLDER  take notes from beginning (don’t wait for inspiration)  write clearly, in short, sentences – omit unnecessary words  note teacher’s examples; use teacher’s words  identify which are YOUR thoughts and which the teacher’s  use abbreviations: ie - eg - nb - QED  identify an organizational pattern; use space & visuals to enhance links  use mind-maps …….. DO THESE THINGS:

34 Professional Conduct & Conventions main points on right, parallel summaries on left, a full summary at the bottom. doing the full summary forces you to consider the overall context and meaning ….. main points YOUR OWN GLOBAL SUMMARY parallel summaries date, course, teacher t he famous "Cornell Method" of taking notes ……

35 Professional Conduct & Conventions Here is an example of note-taking "à la Cornell". This system makes revision much easier. It also helps you to REMEMBER better at all stages …..

36 Professional Conduct & Conventions The standard ‘telegraph’ style …

37 Professional Conduct & Conventions The standard ‘telegraph’ style …

38 Professional Conduct & Conventions MIND MAPS visual layout – non-linear

39 Professional Conduct & Conventions MIND MAPS

40 Professional Conduct & Conventions MIND MAPS

41 Professional Conduct & Conventions MIND MAPS

42 Professional Conduct & Conventions MIND MAPS

43 Professional Conduct & Conventions MIND MAPS

44 Professional Conduct & Conventions How do you spell.....? How do you pronounce....? What (exactly) does ‘X’ mean? How far is it true to say that.....? I didn't quite understand/follow what you meant by..... I'm not quite sure what you meant by.....? Could you explain more fully what you meant by.....? Could you give us a few more details about.....? I wonder if you could go back over.....? T/S Communication follow-up questions: asking for confirmation: Is it true to say that.....? Am I right in thinking that.....? Would you agree that.....? asking for an opinion: To what extent do you think that ….? How far do you think that …?? What do you feel about …? How would you compare X to Y? How far is X relevant to Y? miscellaneous :

45 Professional Conduct & Conventions ACADEMIC NOTES General Principles Plagiarism Presentations Written Reports

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