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MODULE NAME: MODULE CODE:

HELP DESK HELP010/d/p
HELP DESK HELP5111/d/p

ASSESSMENT TYPE: POE (PAPER )

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: A minimum of 30 HOURS is suggested to complete this assessment.

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:
1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Make a copy of your assignment before handing it in.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Begin each section on a new page.
6. Follow all instructions on the assignment cover sheet.
7. This is an individual assignment.

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Referencing Rubric

Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high- (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor error’s column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major error’s column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
Referencing format is technically • The correct referencing format has been • Concepts and ideas are typically referenced, but a
correct throughout the consistently used, but there are one or reference is missing from small sections of the
submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea. • Position of the references: references • For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are • For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
the bibliography/reference list book chapters (bibliography/reference used (in-text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
........................................................................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................................................................

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Portfolio of Evidence (POE) — Background ____

A portfolio of evidence (POE) is a collection of materials illustrating a person’s skills and capabilities.
Through a POE, students can recognise their growth and learn new skills. Students can also show
possible employers what their abilities are.

The POE is the place (usually a file) where students collect together critical documents which they
can use for one or both of the following purposes:

• To demonstrate their competence by putting together evidence of what they did, e.g.,
documentation, flow diagrams, background research, user guides, etc.;
• To keep in one place some of the documents they may wish to show a potential employer as
evidence of their learning.

In this module, you will be expected to complete two tasks and the final POE assessments. The POE
will be built on and continue from the work that has been completed in each activity in each task.
Ensure that you keep both the hard copy and the soft copy of the completed POE.

Important to note the questions in the parts will guide you through what you need to focus on.
Use your creativity and be as innovative as possible to create the final solution. Use the marking
rubrics provided to guide you through the minimum content that needs to be submitted.

This POE will require you to work consistently during the semester to achieve the best results.

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Instructions ____

Part 1 – The Evolution from Helpdesk to Service Desk (Marks: 60)

Learning Unit 1 – 3

Activity 1:

Question 1 Marks: 60)

Q.1.1 Evaluate a company’s technical support services. (10)

Visit the website of a hardware or software company that you do business with or
are considering doing business with in the future. For example, you could contact
the company that manufactured your computer or published a frequently used
software package. Or visit one of the websites selected for the association of
support professional “Ten best web support sites” award.

From the website you choose, do the following:

1. List the various options the company uses to deliver technical support. For
example, does it have a support hotline or service desk where a customer
can visit in person?
2. Find out what commitments, if any, the company makes about how it
delivers customer support. For example, does it respond to all enquiries
within a certain time? Does it make promises of how it handles telephone
calls, emails, or online chat sessions? Does it promise to provide access to
knowledgeable analysts?
3. Consider the company’s technical support services based on the information
you found on their website to answer the following questions:
• Was it easy to locate the information about the company support
services? Why?
• Do its technical support services encourage or discourage you from
using the company products? Why?

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Write a report that summarises your findings.

Requirement Mark
Allocation
Selecting the company /1
Determine all ways the company delivers technical support /2
Does it have a service desk? /1
Finding out the commitments.
Award a maximum of six marks.
• Responding time;
• How it handles telephone calls and other communication; /6
• Access to knowledge analysts;
• Technical support services encourage or discourage you from
using the company products.
TOTAL 10

Q.1.2 Many companies and learning institutions are implementing bring your own device (10)
(BYOD) policies for their employees and students. Such policies must address the
associated risk and liabilities. Use the internet to search this trend and answer the
following questions:

• What are the benefits of BYOD to

o Organisations;
o Technology users?
• What technologies are typically involved to connect to the organisation’s
systems?
• What risk and liabilities must be considered?
• Provide at least three examples of BYOD policy requirements.
• Provide a checklist of at least five steps that organisations must take when
implementing BYOD policies.

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Requirements Marks
Describing the benefits of BYOD to organisations and users. Award (6)
maximum of three marks for organisations and 3 marks for
technology users.
Technologies that are typically involved. Award maximum of 2 marks. (2)
Risk and liabilities that must be considered. (4)
Three examples of BYOD policies. Award 1 mark each for the policy. (3)
Five steps organisations must take when implementing BYOD policies. (5)
Total 20/2=10

Q.1.3 Internal and external service desks are the two primary types of service desks (5)
discussed in learning Unit 2.
Based on the two types, answer the following questions:

• What kind of service desk would you personally like to work at?
• Why? Explain the reasons for your choice.

Specifying choice of the service desk. (2)

The reasons for your choice. (3)
Total 5

Q.1.4 Discuss the following types of service desk operations: (10)

• Centralised versus decentralised;

• Cost centre versus profit centre.

Prepare a list of the advantages and disadvantages that people may experience
working at these different types of service desks.

Q.1.5 Visit the website of a hardware or software company (HP, Dell, Lenovo, Samsung, (10)
Apple, etc.) and answer the following questions:

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• What is the service desk’s mission statement?

• Describe the support services offered (for free, for a standard fee or at an
optional/ premium rate)
• Does the service desk provide pre-sales support and post-sales support?
• Given what you have learned about an external service desk in the
classroom, what else can you learn about this company’s service desk from
its website?

Discuss the company’s mission based on the information you found by writing a
report that summarises your findings.

Requirements
Service desk mission statement (1)
The support services offered (1)
Pre-sales support and post-sales support? (1)
Opinion of what have you learned about this company’s service desk (2)
Critique the company’s mission. (5)

Q.1.6 Assuming that you are in charge of staffing of the company you chose in Q.1.5, (15)
compile an advertisement that can be used to recruit level one analysts for the
service desk. Your advertisement should address the following aspects:

• A name for the position being recruited for;

• The position to which the level one analyst will be reporting to;
• A general description of the position being recruited for;
• Key performance areas for the position;
• Qualifications required for the position;
• Skills needed for the position;
• Closing date for applications;
• Application process.

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Requirements
Service desk mission statement (1)
The support services offered (1)
Pre-sales support and post-sales support? (1)
Opinion of what have you learned about this company’s service desk (2)
Critique the company’s mission. (5)

Total for Part 1: 60

END OF PART 1

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Part 2 — Technology and Information Component (Marks: 40)

Learning Unit 4 – 6

Activity 1:

Question 1 (Marks: 40)

Q.1.1 The staff has been hired but the technology still needs to be acquired. Assume that (15)
the service desk will start off with 25 staff members situated in an open plan office
of approximately 20 m2.

Establish the technology requirements for the service desk. Then, by means of
online searches, obtain free quotes from companies, vendors in shopping centres
or advertisements. Quotes and prices obtained should include the hardware and
software, as well as labour costs involved, in setting up the technology in such a
way that the technology requirements for the service desk will be satisfied. Only
obtain quotes from companies which are willing to provide a quote without
needing to perform a site visit.

Once the quotes and prices have been obtained, write a proposal of the estimated
cost of implementing the technology. Include the quotes and advertisements
consulted in order to support your proposal.

Q.1.2 Think about the different ways you have previously used self-service technologies. (10)

• Write a report that lists at least two self-service technologies you use and
explain why you use them.
• What are the benefits?
• Describe ways you feel the self-service technologies you use could be made
easier or more useful.

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Self-service technologies you use (2)

Explaining why you use them (2)
Describing their benefits (2)
Ways you feel the self-service technologies you use could be made (4)
easier or useful

Q.1.3 In terms of the four categories of data, identify examples of data items that should (8)
be maintained by an organisation’s service desk so that the service desk will be
able to track incidents and measure the team, individual and process performance,
as well as perform a trend analysis.

Q.1.4 A level two service provider has just informed you that because another incident (7)
they are working on takes longer than expected, they will not meet the target
resolution time for an incident you own. The only other person who could work on
the incident is on vacation.

• Briefly describe who you would notify.

• How would you minimise customer dissatisfaction in this situation?
• Describe how a service desk moves to a proactive state.

Describe who would you notify (1)

How would you minimise customer dissatisfaction in this situation (4)
How a service desk moves to a proactive state (2)

Total for Task 2 Activity 1: 40/2 = 20 marks

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Task 2 Activity 2 (20 Marks)

Question 2 (Marks: 20)

Q.2.1 You manage the service desk and want to use social media to communicate with (10)
customers. Search the web for information about how to create a social media
policy for an IT organisation.

Prepare a presentation for the service desk team that includes the following:

• Typical responsibilities, policies, and procedures included in a social media

policy.
• Key considerations for using social media at work.
• What to do when you are unsure if a post, comment, or video is
acceptable.

Q.2.2 Go to the website of the incident management system or integration ITSM (10)
solution vendors mentioned in learning unit 5. Download a demonstration or trial
version of the two systems. Complete the demonstration or explore the trail
software by logging an incident and perform a search. N.B.: provide screenshots.

• Using what you can learn from the company’s website and their
demonstration software, prepare a table that compares the features and
benefits of the two products you have selected.

Total for Task 2 Activity 2 20 marks

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PORTFOLIO OF EVIDENCE (Marks: 100)

Contents of POE

This portfolio of evidence is a collection of activities for the different tasks.

PART A (Marks: 50)

Activity 1: (20)

Ensure that you submit:

1 The marked Task 1 with the lecturer’s feedback;

2 The reworked Task 1 incorporating the feedback implementing the improvements
recommended;
3 The documentation of the improved Task 1 solution;
4 The marked Task 2 with the lecturer’s feedback;
5 The reworked Task 2 incorporating the feedback implementing the improvements
recommended; and
6 The documentation of the improved Task 2 solution.

Activity 2: (20)

In this section, you must select any best four ICE tasks submitted by you, marked by your
lecturer and returned to you with comments. Write a short paragraph stating why the four
are your best. Focus on the knowledge, hard skills and soft skills acquired. You may use the
following report format:

1. Introduction;
2. List and description of ICE tasks selected;
3. Knowledge acquired;
4. Hard skills acquired;
5. Soft skills acquired.

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Activity 3: (10)

Submit all four ICE tasks and one consolidated report on all four ICE tasks.

PART B (Marks: 40)

Activity 1:
This section is the presentation. You must present your conclusion and predictions to the class. You
are required to discuss the current and future state of the technical and customer support.

On the current state you may discuss by answering the following questions:

• Is service getting better?

• Why is there a gap between the efforts companies are making to improve their
services and customer perceptions about those services?

On the future state you may discuss by answering the following questions:

• Predicting the impact, the service desk industry trends and direction will have on the
support industry.
• How can support industry respond to these trends and satisfy the need of their
increasingly demanding customers while at the same time maintaining costs?

Requirements Total Mark

Discussion that covers the current state. /13
Discussion that covers the future state. /13 26
Conclusion /4 4
Presentation /10
/2
• The presentation slide /4
• Delivery (verbal and nonverbal mannerisms) /4
• Factual knowledge (understanding what you are talking
about in your discussions)
Activity 1: Total 40 Marks

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PART C (Marks: 10)

Self-Evaluation

This section is the reflection report on the learning experience.

A self-evaluation must be completed by the student to reflect on their learning experience. Use the
rubric provided. Read the POE notes below to find out what your reflection report should contain.

Marker: Review their self-evaluation and, if you disagree, change the marks accordingly.

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Self-evaluation rubric:

1 2
3
Criteria You’ve learned something, but You’re on the right track, but you can Score
You’ve done exceptionally well
you’re not proving it do better
Reflection • Reflection shows no • Reflection shows little • Reflection shows thorough
thoughtfulness; thoughtfulness; thoughtfulness;
• Reflection has no details; • Reflection has few details or • Reflection has several supporting details
• Reflection is incomplete. examples; and examples;
• Most parts of the reflection are • All parts of the reflection are complete
incomplete. and done well.
Demonstration • Reflection does not move • The reflection demonstrates • Clearly explains what was learned;
of learning beyond description of the student’s attempt to analyse • Reflection is beyond simple description
event/ experience. the event/ experience, but fails of event/ experience to an analysis of
to demonstrate depth of how it contributed to learning and
analysis. understanding.
Organisation of • Ideas are disorganised; • Ideas are organised, but • Ideas are very well organised with well-
report • Language is unclear and paragraphs are not well constructed paragraphs;
confusing throughout. constructed; • The language is clear and expressive;
Clarity of report • Frequent lapses in clarity. • The reader can create a mental picture
of the situation being described;
• Explanation of concepts makes sense to
an uninformed reader.

TOTAL / 10

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Marking Scheme

An additional mark allocation for each assessment/deliverable in the following table has been
further explained below. Please have a look at these while completing each deliverable.

Assessment

Assessment/ Format Marks Total

Deliverable
POE Submission of the Task 1 and 2 with 20 20
(Part A Activity 1) feedback and documenting the improved
solution
POE ICE Task 1 5 20
(PART A Activity 2) ICE Task 2 5
ICE Task 3 5
ICE Task 4 5
POE Submission of 4 ICE Tasks 10 10
(Part A Activity 3)
POE Current state and Future State Discussion 30 40
Presentation Presentation Document 10
(Part B Activity 1)
POE Document 10 10
Self-Evaluation
(Part C)
Total Mark 100

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Notes about the POE __

According to Kolb (1984: 41): “... learning is the process whereby knowledge is created through
the transformation of experience. Knowledge results from the combination of grasping experience
and transforming it”. Kolb proposes that experiential learning has six characteristic features:

• Learning is best conceived as a process that includes feedback on the effectiveness of

students’ learning efforts;
• Learning is a continuous process grounded in experience;
• Learning requires the resolution of conflicts between dialectically opposed modes of
adaptation to the world. Conflict, differences and disagreement are what drive the learning
process. In the process of learning, one is called upon to move back and forth between
opposing modes of reflection and action and feeling and thinking;
• Learning is a holistic process of adaptation to the world. It is not just the result of cognition
but involves the integrated functioning of the total person – thinking, feeling, perceiving
and behaving;
• Learning involves transactions between the person and the environment;
• Learning is the process of creating knowledge (in contrast to a “transmission model”).

The central focus is thus on the felt experience from which learning can be initiated, reviewed,
challenged and reconsidered (Andresen et al., 2000). A key element of experience-based learning
is that learners analyse their experience by reflecting, evaluating and reconstructing it (sometimes
individually, sometimes collectively, sometimes both).

Reflection

According to Andresen, Boud and Cohen (2000) the distinguishing feature of experiential learning
is the central place that the experience of the student takes in all considerations of teaching and
learning. It is important to note that students do not automatically know how to learn from
experience in a formal context and it is therefore important for lecturers to guide students. One of
the ways to assist students to learn from experience is through the implementation of processes
such as reflection. In fact, Andresen, Boud and Cohen (2000) identify reflection as a key element
of learning from experience.

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Reflection has been described as a process of turning experience into learning, i.e. exploring an
experience in order to learn from it (Boud, 2001: 2). Boud, Keogh and Walker (in Boud, 2001: 2)
say about reflection: “… those intellectual and affective activities in which individuals engage to
explore their experiences in order to lead to new understandings and appreciations.”

In previous years this process of reflection (and the report we used to call the reflective report)
has baffled students and lecturers. What we want to achieve is to get students to think about
what they are doing and to learn from the thinking and doing. Many students can describe what
they have done, but very few find it easy to think about the doing in a way that increases learning.

It is hoped that, through the simple self-evaluation report, we will begin to help students to think
about (reflect on) their learning.

Figure 2: Presenting reflection (Adapted from: Moon, 2004: 136)

Portfolio of Evidence

A portfolio of evidence (POE) is a collection of materials that illustrates a person’s skills and
capabilities. Through a POE, students can recognise their own growth and learn new skills.
Students can also show possible employers what their capabilities are.

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The POE is the place (usually a file) where students collect together critical documents which they
can use for one or both of the following purposes:

• To demonstrate their competence by putting together evidence of what they did, e.g.
documentation, flow diagrams, background research, user guides, etc.;
• To keep in one place some of the documents they may wish to show a potential employer
as evidence of their learning.

Parts of the POE are required for some modules – the rest are suggestions to enable students to
put together a work readiness portfolio that will help them in their job seeking.

Self-Learning Evaluations

The contribution of the reflective reports (now called “self-learning evaluations”) needs to be
standardised to support equal attention to the reflective skills all students should be developing.

References:

1. Kolb, D. 1984. Experiential learning: experience as the source of learning and development.
New Jersey (NJ): Prentice-Hall.
2. Moon, J.A. 2004. A handbook of reflective and experiential learning: theory and practice.
New York (NY): Routledge Falmer.
3. Andresen, L., Boud, D. & Cohen, R. 2000. Experience-based learning. In Foley, G. (Ed.).
Understanding adult education and training. Sydney: Allen and Unwin, 225-239.
4. Boud, D. 2001. Using journal writing to enhance reflective practice. In English, L.M. & Gillen,
M.A. (Eds.). Promoting journal writing in adult education. New Directions in Adult and
Continuing Education No. 90. San Francisco: Jossey-Bass, 9-18.

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Intellectual Property

Plagiarism occurs in a variety of forms. Ultimately though, it refers to the use of the words, ideas or
images of another person without acknowledging the source using the required conventions. The IIE
publishes a Quick Reference Guide that provides more detailed guidance, but a brief description of
plagiarism and referencing is included below for your reference. It is vital that you are familiar with
this information and the Intellectual Integrity Policy before attempting any assignments.

Introduction to Referencing and Plagiarism

What is ‘Plagiarism’?

‘Plagiarism’ is the act of taking someone’s words or ideas and presenting them as your own.

What is ‘Referencing’?

‘Referencing’ is the act of citing or giving credit to the authors of any work that you have referred to
or consulted. A ‘reference’ then refers to a citation (a credit) or the actual information from a
publication that is referred to.

Referencing is the acknowledgment of any work that is not your own, but is used by you in an
academic document. It is simply a way of giving credit to and acknowledging the ideas and words of
others.

When writing assignments, students are required to acknowledge the work, words or ideas of others
through the technique of referencing. Referencing occurs in the text at the place where the work of
others is being cited, and at the end of the document, in the bibliography.

The bibliography is a list of all the work (published and unpublished) that a writer has read in the
course of preparing a piece of writing. This includes items that are not directly cited in the work.

A reference is required when you:

• Quote directly: when you use the exact words as they appear in the source;
• Copy directly: when you copy data, figures, tables, images, music, videos or frameworks;
• Summarise: when you write a short account of what is in the source;
• Paraphrase: when you state the work, words and ideas of someone else in your own words.

It is standard practice in the academic world to recognise and respect the ownership of ideas, known
as intellectual property, through good referencing techniques. However, there are other reasons
why referencing is useful.

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Good Reasons for Referencing

It is good academic practice to reference because:

• It enhances the quality of your writing;
• It demonstrates the scope, depth and breadth of your research;
• It gives structure and strength to the aims of your article or paper;
• It endorses your arguments;
• It allows readers to access source documents relating to your work, quickly and easily.

Sources

The following would count as ‘sources’:

• Books,
• Chapters from books,
• Encyclopaedia,
• Articles,
• Journals,
• Magazines,
• Periodicals,
• Newspaper articles,
• Items from the Internet (images, videos, etc.),
• Pictures,
• Unpublished notes, articles, papers, books, manuscripts, dissertations, theses, etc.,
• Diagrams,
• Videos,
• Films,
• Music,
• Works of fiction (novels, short stories or poetry).

What You Need to Document from the Hard Copy Source You are Using

(Not every detail will be applicable in every case. However, the following lists provide a guide to
what information is needed.)

You need to acknowledge:

• The words or work of the author(s),
• The author(s)’s or editor(s)’s full names,
• If your source is a group/ organisation/ body, you need all the details,
• Name of the journal, periodical, magazine, book, etc.,
• Edition,
• Publisher’s name,
• Place of publication (i.e. the city of publication),
• Year of publication,

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• Volume number,
• Issue number,
• Page numbers.

What You Need to Document if you are Citing Electronic Sources

• Author(s)’s/ editor(s)’s name,

• Title of the page,
• Title of the site,
• Copyright date, or the date that the page was last updated,
• Full Internet address of page(s),
• Date you accessed/ viewed the source,
• Any other relevant information pertaining to the web page or website.

Referencing Systems

There are a number of referencing systems in use and each has its own consistent rules. While these
may differ from system-to-system, the referencing system followed needs to be used consistently,
throughout the text. Different referencing systems cannot be mixed in the same piece of work!

A detailed guide to referencing, entitled Referencing and Plagiarism Guide is available from your
library. Please refer to it if you require further assistance.

When is Referencing Not Necessary?

This is a difficult question to answer – usually when something is ‘common knowledge’. However, it
is not always clear what ‘common knowledge’ is.

Examples of ‘common knowledge’ are:

• Nelson Mandela was released from prison in 1990;
• The world’s largest diamond was found in South Africa;
• South Africa is divided into nine (9) provinces;
• The lion is also known as ‘The King of the Jungle’.
• 𝐸𝐸 = 𝑚𝑚𝑚𝑚 2
• The sky is blue.

Usually, all of the above examples would not be referenced. The equation 𝐸𝐸 = 𝑚𝑚𝑚𝑚 2 is Einstein’s
famous equation for calculations of total energy and has become so familiar that it is not referenced
to Einstein.

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Sometimes what we think is ‘common knowledge’, is not. For example, the above statement about
the sky being blue is only partly true. The light from the sun looks white, but it is actually made up of
all the colours of the rainbow. Sunlight reaches the Earth's atmosphere and is scattered in all
directions by all the gases and particles in the air. The smallest particles are by coincidence the same
length as the wavelength of blue light. Blue is scattered more than the other colours because it
travels as shorter, smaller waves. It is not entirely accurate then to claim that the sky is blue. It is
thus generally safer to always check your facts and try to find a reputable source for your claim.

Important Plagiarism Reminders

The IIE respects the intellectual property of other people and requires its students to be familiar with
the necessary referencing conventions. Please ensure that you seek assistance in this regard before
submitting work if you are uncertain.

If you fail to acknowledge the work or ideas of others or do so inadequately this will be handled in
terms of the Intellectual Integrity Policy (available in the library) and/ or the Student Code of
Conduct – depending on whether or not plagiarism and/ or cheating (passing off the work of other
people as your own by copying the work of other students or copying off the Internet or from
another source) is suspected.

Your campus offers individual and group training on referencing conventions – please speak to your
librarian or ADC/ Campus Co-Navigator in this regard.

Reiteration of the Declaration you have signed:

1. I have been informed about the seriousness of acts of plagiarism.
2. I understand what plagiarism is.
3. I am aware that The Independent Institute of Education (IIE) has a policy regarding plagiarism
and that it does not accept acts of plagiarism.
4. I am aware that the Intellectual Integrity Policy and the Student Code of Conduct prescribe the
consequences of plagiarism.
5. I am aware that referencing guides are available in my student handbook or equivalent and in
the library and that following them is a requirement for successful completion of my
programme.
6. I am aware that should I require support or assistance in using referencing guides to avoid
plagiarism I may speak to the lecturers, the librarian or the campus ADC/ Campus Co-Navigator.
7. I am aware of the consequences of plagiarism.

Please ask for assistance prior to submitting work if you are at all unsure.

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