GREAT ZIMBABWE UNIVERSITY
MUNHUMUTAPA SCHOOL OF COMMERCE REGULATIONS
1. PREAMBLE:
The Munhumutap School of Commerce offers Bachelor of Commerce Degree programmes all of
which have a Work Related Learning attachment component.
This document was designed by the School to:
1.1 Inform students of the requirements for the work related attachment;
1.2 Enable students to fully understand what work related learning entails.
The School views Work Related Learning as one of the most important requirements that must be
fulfilled by the student in part fulfilment of the degree programmes. The School has the
responsibility to ensure that the student is attached and supervised whilst on Work Related
Learning. The School, in liaison with management at the place of attachment, will make visits to
the student to conduct continuous assessments.
The purpose is to expose the Students to the practical world of work.
The student must work with a mentor at his/her place of attachment and a member of staff within
the department or any academic staff in the School.
The School of Commerce’s major areas are: Marketing Management, Accounting, Internal
Auditing, Economics, Fiscal Studies, Economics and Finance, Office Management, Business
Management, Logistics and Transport, Risk and Insurance, Information Systems, Risk
Management and Insurance, Finance, Banking and Finance, Tourism and Hospitality. These
should be the areas from which the students should choose their research topics.
1.3 Work Related Learning through attachment enables the student to:
1.3.1 Have appropriate team spirit and core values of the objectives of the organization.
1.3.2 Have an opportunity to handle different tasks in the different departments in a working
environment thereby developing in the student a repertoire of skills necessary for working in
a multi-operational organization.
2. REGULATIONS ON WORK RELATED LEARNING
2.1 The degree programmes shall normally include one year of Work Related Learning through
attachment which shall be carried out in the third year [Part III] of study.
2.2 Assessment of the Work Related Learning through attachment will be carried out in
accordance with the following:
2.2.1 To obtain an overall pass, a student must pass both the continuous assessment and the final
assessment components of the work related learning;
2.2.2 A student who fails the continuous assessment component will be required to ‘‘repeat”;
2.2.3 The continuous assessment comprises of four elements:
2.2.3.1 First Assessment by the academic supervisor.
2.2.3.2 Second Assessment by the academic supervisor.
This forms a full year course which is 303 (eg MM303 for Marketing students)
2.2.3.3 First Assessment by the employer.
2.2.3.4 Second Assessment by the employer.
Together these assessments make a full year course which is 302 (eg MM302 for
Marketing students).
2.2.4 The final assessment (Work –Related Learning Reports) comprises of two reports that the
student is expected to submit. This also forms a full year course which is 301 (eg MM301 for
Marketing students).
2.2.5
2.2.6 A student who fails the final assessment but has passed the Continuous Assessment
component may be allowed to re-submit the Work Related Learning report within two months
and be reassessed. Unless otherwise determined by the Senate, the maximum mark allowable
for such referred work is fifty percent;
2.2.7 The General Regulations on repeat, shall apply to the final year of the programme.
3. GENERAL GUIDELINES OF WORK RELATED LEARNING
3.1 The student is subject to University regulations during the work related learning.
3.2 The student is expected to:
3.2.1 Conform to the company’s regulations, working time and discipline, fulfill the
mentor instructions concerning the training process;
3.2.2 Write a log book on a daily basis and submit a report after finishing the training in
a given department (or training unit);
3.2.3 Take part in legal company activities;
3.2.4 Put his/her best effort to acquire extensive knowledge and skills in order to achieve
required standard of training;
3.2.5 Keep good relations with all staff of the company and;
3.2.6 Promote the image of Great Zimbabwe University.
3.3 The choice of a company for Work Related Learning through attachment will be based on any
probable monetary benefits the students may stand to gain.
The student must always bear in mind that his/her conduct during the Work Related Learning
attachment period will reflect not only on him/her, but also on Great Zimbabwe University and
that it may also affect the future Work Related Learning attachment placement and the
relationship between Great Zimbabwe University and the company.
4 Assessment during Work Related Learning.
4.2 The student is assessed both by the company in which he/she is attached and the
University.
Assessment of the industrial attachment work takes place via three (3) elements:
4.1.1 Two students reports;
4.1.2 Two employer assessment reports; and
4.1.3 Two visiting lecturer’s Assessment reports
4.2 Assessment Procedure for Bachelor of Commerce Degree
The period of attachment for the Bachelor of Commerce Degree is at least ten (10) months
and the student should therefore be aware of the procedure of assessment and the due dates.
For the School, this is as follows:
FORM OF ASSESSMENT DUE DATE FINAL ASSESSMENT
First Employer Assessment October/March 40%
Report
First Student’s report October/April 40%
Second Employer’s Report March/October 60%
Second Student’s Report April/October 60%
Lecturer’s First Assessment October/April 40%
Lecturer’s second assessment April/October 60%
4.3 The student should be aware that the visiting lecturer discusses and monitors the
two assessments made by the mentor. At the start of the attachment year the student
is asked to set approximately five objectives for skill enhancement. These should be
submitted during the first visit of the lecturer.
4.4 First Employer’s Assessment Report:
This report is completed by the employer.
4.5 First Student’s Report :
4.4.1 The Student’s Report is one of the key elements of assessment. The report
should be between 6000 to 8000 words typed using double line spacing and font
size 12 Arial or Times New Roman.
The following list details the contents that the assessor will expect to find in the first
report.
4.5.2 Outline of the attachment company in terms of:
The principal product/services and their characteristics;
The types of technology involved and their characteristics;
The main markets/clients served and their characteristics;
The main sources of competition and their characteristics; and the
Vision, mission and objectives of the company;
4.5.3 Outline the company’s organogram and show the place of the particular
department or section in which the student’s work programme was undertaken.
4.5.4 Describe and analyse the work roles, tasks responsibilities of the incumbent i.e.
the student;
4.5.5 Identify special opportunities and problems faced and the means adopted for
exploiting and overcoming these during the attachment;
4.5.6 Outline key elements of the organizational culture ie industrial relations, norms,
values etc…
4.6 Second Employer’s Assessment Report:
The employer now assesses the student’s ability to critically analyse the company
operations in relation to the performance criteria set for the attachment by the Faculty.
Among other things the Employer assesses the student’s personal characteristics, quality
of work, interpersonal skills and intellectual skills.
4.7 Second Student’s Report.
4.7.1 The Second student’s report should be not more than 10000 words fifteen
printed pages and should provide a more detailed and analytical view of the
company. Students will be expected to draw upon their academic learning
in order to critically evaluate the company’s operations and their own
performance.
4.7.2 The following list details the contents that the assessor will expect to find
in the second student’s report:
4.7.2.1 Providing a more detailed and analytical view of the outline of
the work placement, putting special emphasis on how elements
of Bachelor of Commerce can be adopted to enhance
performance parameters within the company;
4.7.2.2 Describing and analysing the company’s:
Historical Development
Vision statement and declared objectives;
Financial performance;
Communication and information systems and
Management style in relationship to the performance of the
organization.
4.7.2.3 Describe and analyse the operations of the company in terms of such
functions as logistics, investments, strategies, production, marketing and
management’s approaches to procurement, staffing, financing and
technological development.
4.7.2.4 Describe and analyse the performance criteria and targets set for the
industrial attachment programme.
4.7.2.5 Describe and analyse the means for monitoring performance during the
placement including an assessment of the direction and supervision provided by
management and assistance afforded by the visiting tutor towards performance
during industrial attachment.
4.7.2.6 Assess critically the experiential learning gained from the industrial
attachment. This section is the key to the quality of the second report.
4.7.2.7 Identify and analyse any differences between theory studied and the
operational practices perceived. Particular attention should be paid to the
practices outlined in 4.7.2.3 above.
To achieve a proper level of information, students are advised (and will
be reminded) to keep a weekly diary of their time at the work placement.
4.8 The plan of the student’s Self-Assessment Report should include:
a) A statement of the objectives; an action plan; and an explanation of how the
student will measure their success;
b) When setting their objectives students are encouraged to consider their long term
skills development rather than short term work requirements; and
c) How the student chooses to approach their objectives is entirely up to them and
they may use examples from work or their personal lives to demonstrate their
competence.
The self-assessment report does not need to be long as the most important thing is for the student
to provide evidence of their level of achievement.
Example
A student might set for himself/herself the task of improving their Information and Communication
technology (ICT) skills. The student should provide a brief summary of how they have attempted
to develop their ICT skills together with their referenced evidence.
4.9 The Visiting Lecturer from the School:
4.9.1 The student should expect two (2) visits to be made by the lecturer and on each visit
the student is being examined for the:
Initiative and creativity displayed in identifying and addressing issues;
Ingenuity and perseverance in gathering and analyzing data and
Communication skills displayed when compiling the content of the first and second
student report.
4.9.2 The visiting lecturer acts as a formal examiner and while he/she may offer a student
some advice on how to proceed and provide critical observations on advanced drafts,
this will be done in such a way as not to undermine the examining role.
4.9.3 On each visit the Lecturer will ask questions and fill in assessment forms and consult
with the mentor or administration.
5 Documents student should expect from the Employer:
The Faculty expects that the organization to which the student is attached to avail the following
documents necessary for assisting the students:
The regulations for the work placement and its assessment.
Health and safety guidelines;
A copy of the employer assessment forms;
Contact details of the mentor at work;
Regulations and guidelines outlining how the student should approach his/her work;
The terms and conditions of employment;
Requirement regarding confidentiality in the organization; and
Academic requirements.
The School of Commerce will inform the employer about these documents. However, students
should be aware that it is not all organizations that are able to provide regulations and guidelines
of their organization. The School will always strive to ensure that the employer is made aware of
the University’s expectations.
6. Applying for Work Related Learning Attachment:
6.1 The School in liaison with the students is responsible for
securing attachment places
6.2 It is the responsibility of the student to find a place of attachment. The School
offers letters of introduction for students.
