ROLE OF AI IN CYBER SECURITY – A BLESSING OR A CURSE?

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Artificial Intelligence (AI) is slowly getting integrated into various business domains and deployed within applications. The most advanced sectors using AI are Information Technology and Telecommunications, and the rest are catching up.  

We live in a world where we’re facing cyber-attacks every day, and these attacks are multiplying. Analysing and fighting these attacks is no more a human-scale problem, and this is where AI comes in handy. AI-based tools help the security teams detect and stop a substantial number of cyber-attacks.  

AI is the science and engineering of making intelligent machines which are then used to prevent variety of cyber attacks

ARTIFICIAL INTELLIGENCE EXPLAINED

“Artificial Intelligence (AI) is the science and engineering of making intelligent machines, especially intelligent computer programs. It is related to the similar task of using computers to understand human intelligence, but AI does not have to confine itself to methods that are biologically observable” – John McCarthy. This intelligence is then used to assist and augment the current technologies to prevent new varieties of attacks in the future. Some of the examples of these techniques are Machine Learning, Neural Networks, and Deep Learning. Earlier, we had discussed the reasons why AI is the future of business. From enhanced customer experience to data mining and from supply chain management solutions to recruitment, Artificial Intelligence has penetrated the realms of every business – big or small.   

ROLE OF AI IN CYBER-SECURITY  

AI plays an increasingly significant role in cyber security, reinforcing the defences against newly introduced virus/malware attacks on modern enterprises. The same has been highlighted in the research by Capgemini Research Institute in its report titled Reinventing Cybersecurity with Artificial Intelligence.  

BENEFITS OF AI IN CYBER-SECURITY

AI’s technology tools provide the capability to safeguard identities, systems, organisations, and their multiplying devices against relentless cyber-attacks. It includes detecting new threats and providing robust protection against them. 

-        The ability to detect the attacks beforehand and tighten the security around essential data.  

-        Saves time as it helps in faster detection and shorter response cycles resulting in early decision making by stakeholders.  

-        Helps control effectiveness as it can identify the strengths and gaps that lie in a program.  

A ransomware attack is now expected to happen every 11 seconds. Photo credit: Canva.com

AI – A CURSE?

The impact and severity of a cyber-attack may vary with every business. The disruption caused by the attack can result in significant financial losses, legal liability, loss of reputation and continuity of business in the long run. Cyber-attacks demanding a ransom from the attacked company are on the rise. The rise is alarming according to a report by Cybersecurity Ventures, with a ransomware attack now expected to happen every 11 seconds in 2021 instead of every 40 seconds in 2016.   

While some industries are more vulnerable to a cyber-attack, any business today can be subject to a data breach, especially those closely linked to people’s lives. Such organisations include, but are not limited to, healthcare institutions, banking and financial institutions, education industry and retail and FMCG industry.   

With its various security tools, AI and machine learning, on the one hand, is playing an increasingly important role in identifying potential threats or a variant of malware. However, on the other hand, cyber attackers are using this very AI to make even more sophisticated attacks that are difficult (almost impossible) to decipher. It is challenging to spot a variation in the malware, especially when it is deliberately disguised.   

 AI-powered cyber-attacks exist in many shapes and forms. One such tool is deep-fake technology, which poses a major concern to cyber-security officials. What worries them the most is the fact that deep-fake technology has the power to make things look so real that an innocent onlooker is fooled by its uncanny resemblance to the real thing. Deepfakes are made from an AI-based deep database that imitates people’s voices, faces and creates a seemingly realistic video with movements and audio.   

Deepfakes are made from an AI-based deep database that imitates people’s voices, faces and creates a seemingly realistic video with movements and audio. Photo credit:Canva.com

FBI warns that deepfake fraud can be used in a cyber-attack vector called Business Identity Compromise (BIC). Such an attack causes a significant financial and reputational impact on businesses.   

One of such rather famous deep-fake cyber-attacks happened in 2019 when a CEO of a UK based energy firm was tricked into wiring Euro 220,000 (approx. USD 243,000) to the bank account of a Hungarian supplier following instructions from ‘his boss’. The CEO thought he was on the phone with ‘his boss’, the chief executive of the company’s German parent company, as he could specifically recognise the German accent and melody of his boss’s voice.   

There are several other examples of cyber-security threats like cyber-attacks, ransomware, phishing attacks, self-learning automated malware, malicious insiders, financial information, and data breaches.   

Businesses need to revisit their security practices in the wake of these new-age cyber security threats. Continuous development and improvement of cyber-security tools and application of such tools in conjunction with expert human security teams can help businesses identify such potent cyberattacks and stay secure. Become an expert and bolster your AI knowledge with our 100% Online MBA Artificial Intelligence. Click here to apply for the programme. 

The new age leader – a coach and a mentor

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We live in a world of flux – a world where change is the only thing constant.  

I remember when I was a kid, my father would tell me about his job and the management style at his office. He worked in a semi-government organization where hierarchy and command-and-control leadership dominated. A more technically qualified and experienced leader would lead a team or a department and evaluate each team members’ performance against a pre-set benchmark. Little or no importance was laid on developing the skill-sets of employees or encouraging innovation.  

Fast forward 20 years, the leadership styles shifted dramatically. The existing (ancient, in my opinion…) management styles were not sustainable and organizations begged for a radical transformation; transformations that would inculcate new energy, ideas, motivation, commitment, and innovation. 

Leaders are expected to step up and assume the role of a coach and a mentor

Types of coaching styles 

Coaches come from a variety of backgrounds. Having a consultant coach from outside the organization could be helpful for developing specific skills or as a one-off motivational camp. A modern learning organization would invest in a coaching style appropriate to the needs of the company. Keeping in view the long-term goals, the leaders within the company are expected to step up and fulfil the need of the hour – the need to assume the role of a coach and a mentor.  

The leader may adopt one of the many leadership styles, with some of the most popular being: 

  1. Democratic: This style as the name suggests, encourages the general principles of democracy and takes into consideration the opinions, ideas, and interests of the people involved.  
  1. Laissez-Faire: This style is the minimum leadership style when the team members operate at their maximum efficiency and vigor and do not require any supervision or direction.  This is generally seen as inefficient, and depends largely on the ability of the teams to self-manage and self-regulate. Not recommended.
  1. Directive: Quite contrary to the Laissez-Faire coaching style, directive leadership requires the leader to ‘tell’ people what is expected of them, assign necessary resources for successful completion of their job, and convey the expected results as well.  
  1. Holistic: No organization today operates in isolation. Businesses are global and companies all over the world are taking wholesome decisions for the greater good. This leadership style recognizes the connection between leader, follower, and organisation, and focuses on a people-in-environment and developmental approach. 

Mentor or a Coach 

People usually use the term coaching and mentorship interchangeably. This is not correct. Mentoring is offering advice based on knowledge, expertise, and experience. Coaching, on the other hand, is inquiry-based. A little push with insightful questioning can spark a person to see themselves and the world differently and solve their own challenges. 

Mentoring is more formal and structured, where a mentor helps his mentee gain a broader and deeper perspective and understanding of the business (and life). A mentor, based on his own experiences, guides and channels mentees by illuminating the right path for them. It is, therefore, more directive in nature and could be related to a directive leadership style. Mentors offer exposure and connections to other functions and levels of the organization.

A coach supports, challenges, and encourages. A coach approach for leaders, on the other hand, uses very different techniques for developing people. The role involves asking and listening rather than knowing and telling. The coach empowers the employees, by making them fully capable of finding their own answers to their problems. Employees have more self-awareness and experience an increased performance.  

Now, this is easier said than done. While leaders may recognize the need to embrace the idea of coaching and mentoring their employees and subordinates, the flair does not come naturally to every leader. However, using right set of tools and resources, anyone can become a seasoned coach. 

Using right set of tools and resources, anyone can become a seasoned coach. 

Our MBA in Coaching, Mentoring, & Leadership programme creates opportunities for you to develop through practice a range of coaching and mentoring skills and techniques and enables the development of a critical understanding of issues related to the design and implementation of coaching and mentoring schemes. The programme is delivered in such a way that you are encouraged to utilise your professional and work-based context as a resource in which to practice and develop your skills in coaching and mentoring. Feel like you could benefit from this? You are not alone! Apply now to join our more than 150 students currently taking the programme!

All you wanted to know about Academic Integrity and Plagiarism

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As promised in the blog about referencing and citation, this week, we bring you information and facts about academic integrity and how to avoid plagiarism.   

As a master’s student, expect yourself to be surrounded by deadlines to submit assignments, academic papers, and dissertations for most of your academic life (follow our #DILO – A Day in the life of an RKC student series to know more). Academic integrity is a crucial aspect of academic studies, and strict protocols must be followed to abide by the rules of academic writing.   

So, what is plagiarism? 

When one submits another person’s ideas, writings, words, images, or data as their own, it is termed plagiarism.   

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Source: https://mimiandeunice.com/2010/07/30/thief/ Author: Nina Paley, 1968 

Plagiarism is among the four most common forms of academic dishonesty, the other three being cheating, academic misconduct, and fabrication. While looking for ideas and information is good research, not giving proper credit for the work cited becomes plagiarism. It is easy not to recognise potential plagiarism in one’s writing. Here are some examples:  

  1. Using information from the internet is commonly considered public information. However, it is still required to be cited.   
  1. When one paraphrases (i.e. puts someone else’s ideas in their own words) and does not provide credit to the original idea.   
  1. When one sources information from reading material provided by the professor, it still needs to be cited.  This is considered poor academic practice though, as you need to demonstrate independent research, and go directly to the sources mentioned by the professors in their lectures, rather than cite the lectures themselves. 
  1. When one copies their own ideas, used in previously marked work, and submits the same material for a new paper. This is commonly known as self-plagiarism.   

How to avoid plagiarism?  

As complex as it may seem, plagiarism can be avoided by simply citing and referencing your work wherever necessary and giving due credit to the original ideas, theories, words, quotations, images, or graphs.   

It is essential to make sure an appropriate style of citing and referencing must also be applied. Commonly used styles include Harvard, APA, MLA, and Chicago. You can check out detailed information on the blog: Attribution, to avoid retribution: referencing and citations for academic writing.  

Don’t panic. We’ve got help!  

Studying for a masters, working full-time, juggling work-life-study balance itself seems daunting. Do not get lost in trying to find the correct way to present assignments and avoid plagiarism. There are various sources that you can use to ensure effective writing every time.  

  1. Access the electronic library through your University account – there is always a guide to academic writing, referencing, and tutorial support directly from librarians  
  1. Ask for help from the tutors and student support services, who can help you get unstuck and direct you towards the resources that can help 

I hope this prepares you well for authoring your academic papers and assignments.  If you are stuck or have any questions, our highly qualified, world-class faculty will guide you through using the correct methods and techniques to follow academic integrity. 

UoC’s MBA Leadership & Sustainability Academic highly commended as Master’s Teacher of the Year 2021

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We take immense pleasure to announce that Dr. Sarah Williams, a Senior Lecturer in Leadership and Sustainability, has been highly commended in the category of Masters’ Teacher of the Year 2021 by findamasters.com. This was for her role as Module Leader in the Robert Kennedy College online residency module delivered by the University.  

In the judges’ view, “Sarah’s teaching has a global impact, and the judges agreed that this was reflected in the large number of students from around the world who supported Sarah’s nomination for this award.”    

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Dr. Sarah Williams

The University is incredibly proud of this achievement, and so is Robert Kennedy College. It highlights the calibre of academics working at the university and reflects positively on the partnership with Robert Kennedy College.  

One is known by the company they keep, and Robert Kennedy College is indeed in good company with some of the best teaching faculty. Have a look at profiles of our key faculty members  

Internationally Recognized  

The University of Cumbria received the University title and degree awarding powers from Her Majesty’s Most Honourable Privy Council in 2007. The University is fully recognised by the British Government and duly listed on the United Kingdom’s Department for Education list of recognised UK awarding institutions. Upon successful completion of the online Masters’ programme, you receive an Internationally recognised British degree from the University of Cumbria. Undertake the Master’s programme today, with complete confidence and faith that your Masters’ degree is accepted worldwide and has the highest level of recognition.  

For the details about this award: The award was run by https://www.findamasters.com/, a directory of worldwide Postgrad qualifications. The information on the awards is detailed at https://www.findamasters.com/events/awards/generic.aspx?bpid=7160. 

#DILO – A day in the life of an RKC student – Antonio  

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We continue with our blog series bringing you answers to some of the questions we at Robert Kennedy College (RKC) frequently get from students looking to join one of our online programmes. We asked some of our past and current students to share their thoughts and opinions, to give their feedback on how they handled online learning challenges. Hopefully, this will, in turn, help you make an informed decision.  

I believe learning is a life-long process. You never know when an opportunity to learn is thrown your way. Would you grab the opportunity, or would you think it’s too late to learn and study when you reach a certain age? But is age just a number?  

Antonio, an RKC student from Mozambique, is a shining example of how age is just a number when it comes to studying for your Masters. Let’s hear his story!  

Who you are, really?   

Antonio M, from Mozambique. A senior citizen still willing to learn and upgrade my skills in new areas associated with my country development.  

Which Uni are you studying at?   

University of Salford  

Which programme did you choose and why?  

Online MSc in Procurement, Logistics and Supply Chain Management  

How did you plan to study each module, and what was the reality? How many hours did/do you have to put in each day/or in a week?  

Initially, I thought 2h a day would suffice, but I learned that I needed to spend at least an additional hour every day. Let me say, for someone with my slow thinking speed, you need an average 3h a day to be comfortable and do all the homework (forum discussions, contributions). Do this for 6 days a week, 1 day to rest if you can afford it.  

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What part of the day did/do you find most suitable to study? (e.g., early mornings, lunch break, evenings, weekends?)   

In my case, evenings due to silence and more available bandwidth for Internet data.  

How did travelling impact your ability to study?    

Being an online course, travelling did not impact too much. When travelling, the main issue was Wi-Fi availability.  

How were you able to interact with peers and/or professors given the time differences?   

Most of my peers were around the same or close time. Having a platform and forums eased the interaction. It was not immediate, but I would get the reaction soon enough. With those closer peer friends or people with closer affinity, we shared our mobile numbers, and if required, we would use the mobile phone and interact.  

How much time did you devote to each assignment?    

A lot of time. As soon as you get the assignment brief, start immediately and dedicate at least 3h a day for the assignment. Make sure you state an initial outline as soon as you understand the problem to be solved. Having the outline, Google Scholar all the required stuff, minimum of 15 peer-reviewed references per assignment (my opinion).  
  

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What does a typical day as an Online Masters’ student look like for you?  

6-7h sleeping, 6-8h working and 3-4h studying, 3h solving family issues, 2h socialising with other people. My community, Rotary, and family would require more of my time and reschedule this time outline.  

Any advice you have for students to better plan their studies?    

Please make sure you do participate in the weekly activities since usually they prepare you for your assignments. If you do it right, you may have a considerable part of your assignment done, at least in terms of the referencing. Going straight to the assignments is the wrong strategy. I did learn with some pain later that if I had done the week activities it would have made my life easier and would have saved time for my assignments. Otherwise, while busy with the assignment, you understand that you still need to do the work you avoided.  

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If you have been dreaming of joining a master’s programme or have had this personal goal to gain a higher degree, now is the time! Take valuable advice from our current students, gain from their experience, add your unique study strategies, and make your own success stories! I would love to feature you one day on our college blog.    

Chat LIVE on WhatsApp with one of our Education Advisors for more information on all the programmes we offer, the application process, and for information on discounts we might be offering at this time. 

Attribution, to avoid retribution: referencing and citations for academic writing

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In my previous blog, I wrote a step-by-step guide on how to write an effective abstract for academic papers. Continuing further in the same direction, this week I would like to discuss referencing and citations. As I mentioned earlier, writing an abstract is not rocket science, and neither are referencing and citating.  

Now, referencing is an important academic practice. But it becomes even more important when you are studying at University level. It is thus imperative to understand the correct way to reference and cite your sources in your master’s degree assignments, academic papers, or dissertation. This blog is your one-stop shop about what, how and where, style guides, and examples of referencing and citations.  

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Let’s begin! 

So, first things first, what is the difference between referencing and citations? 

While undertaking your masters’ studies, you will constantly hear from your professors to reference your work and cite the sources of your research and ideas.  

Referencing 

As the name suggests, referencing refers to the source of work that you used in your paper. The readers should be able to find and read for themselves the original source of information that one has read or considered in their academic piece.  

Citations 

Citations, on the other hand, are brief mentions of the author or the external source used in writing the paper. A citation is, in other words, an abbreviated reference. While both inform the reader of the sources of information used, there is a fine difference between a reference and a citation.  Here are some key differences between references and citations: 

Scope  

A reference is a complete record of the source that has been sought or cited in the paper.  

A citation is disclosing the source within the main body and thus is also referred to as an ‘in-text’ citation. It provides just basic information such as the authors’ names, year of publication, and perhaps the page number if a sizeable quote is provided.  

Placement  

References are listed at the end of the document, on a page having its own title (“List of references”, “References”, “Works cited”). 

Citations are presented within the body of the document where we speak of the ideas or results of the source we are citing..  

Format  

References provide the reader with information such as the authors’ names, the publication date, the title (of the book or article), page numbers, publisher and place of publishing, etc. 

A citation provides less information, such as the last names of the authors and the publication year, such that it does not disrupt the reading flow. 

Both references and citations give credit to the authors whose ideas have been discussed in your work, in addition to supporting or criticizing an argument. This is additionally critical to avoid plagiarism in academic writing (topic for another blog!). 

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Different styles of referencing and citating 

Different academic disciplines prefer specific referencing styles. In business programmes (such as the MBAs, MSc’s), you will often be asked to use Harvard or APA styles, whereas in Law programmes (LLM, LLB) you will most often be asked to use Oxford or OSCOLA. You should always check the programme handbooks and assignment briefs, and in doubt, with your instructor what referencing style they expect for the assignment or academic paper you are writing.   

The references should be regrouped on a new page at the end of the paper. This list gives the complete information to identify and locate all sources used in the paper. There should be a corresponding entry in the list of references for all in-text citations that were used. References typically follow an alphabetical order of authors’ last names but under certain styles the order of appearance will rather be used. 

Among the different styles used by different disciplines, here are the 6 most frequently used styles in writing academic papers, each with a very specific purpose they fulfil: 

  1. APA (6th or 7th Edition) 
  1. Harvard 
  1. Oxford (OSCOLA) 
  1. Chicago 
  1. Vancouver  
  1. MHRA  

The style guides specify the kind of information and how it should be displayed for different types of sources (books, articles, websites, images, ebooks, etc.) – ensuring consistency across not only your work, but across the entire field of study that uses that style. 

At first look, these may all seem complicated, and daunting, but there are tools that can help you manage your sources, references, and citations. 

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For example, Word has a tool called “Citations & Bibliography” which allows you to enter your sources in a database (“Manage Sources”), to insert in-text citations that are automatically updated if needed (“Insert citation”), and to generate your list of references (“Bibliography”) according to the specific style you need (“Style”). 

External tools also exist, such as Zotero, Mendeley, EndNote, or CiteThemRight – which have pretty much the same functionalities – managing your references with one of these tools will save you a gigantic among of time and effort, so by all means, pick the one that works best for you and run with it. 

Examples 

I promised you some examples, so here goes: 

Harvard / APA styles 

In-text citation 

Saunders, Lewis and Thornhill (2019), or Saunders et al. (2019), when the author’s names are part of the sentence, or (Saunders, Lewis and Thornhill, 2019) or (Saunders et al., 2019) when they are not. 

Reference list entry 

Saunders, M. N. K., Lewis, P. and Thornhill, A. (2019) Research methods for business students. Eighth Edition. New York: Pearson. 

Oxford style (OSCOLA) 

In-text citation 

OSCOLA uses numeric references, with the full reference given in a correspondingly numbered footnote. So, in your text, you would simply put a superscript number by inserting a footnote1 and then the footnote would contain the reference as: 

Mark NK Saunders, Philip Lewis and Adrian Thornhill, Research Methods for Business Students (Eighth Edition, Pearson 2019). 

Reference list entry 

Saunders MNK, Lewis P and Thornhill A, Research Methods for Business Students (Eighth Edition, Pearson 2019) 

Note the difference between the footnote reference and reference list entry – in the footnote, you give the author names in “firstname, lastname” format, whereas in the reference list you give it in “lastname, f.” format. 

If this looks complicated, it is! 😊 Which is why I reiterate my advice to use a reference management tool – whichever one works for you. 

Hope this prepares you well for writing your academic paper or assignments.  If you are stuck or have any questions, our highly qualified, world class faculty will guide you through using the correct methods and techniques for referencing and citations.  

Meet the Dean, Dr. iur. David Costa – in an exclusive Live Session

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The Dean of Robert Kennedy College, Dr. iur. David Costa recently held an online presentation and live discussion session about our 100% Online BA, MSc, MBA, and LLM programmes. The online Master’s programmes are offered in exclusive partnerships with the University of Cumbria, the University of Salford, and York St John University. The participants – the potential and current students accepted into our programmes –  had a chance to ask the Dean questions directly.   

Introducing the Dean  

Professor David Costa is one of the founders of Robert Kennedy College. In his current capacity as Dean of Faculty, he oversees the faculty review process and several of the college’s academic programmes.  

He holds a Dr. iur. (Doctor Iuris, Doctor of Laws) degree from the University of Basel, Switzerland, where he researched the law and regulations related to synthetic investment products. With other Law degrees from Scotland (Robert Gordon University, LL.B), England (the University of Northumbria at Newcastle, LL.M International Trade Law), and the United States (Washington University in St. Louis, Missouri, LL.M in U.S. Law), he has acquired extensive expertise in Comparative Law.   

In addition to his legal qualifications, Dr Costa holds a BA in Business Studies from the University of Derby, an MBA in eCommerce from Queen Margaret University in Edinburgh, a PhD in Strategy, Programme, and Project Management from the École Supérieure de Commerce de Lille for which his doctoral thesis was a study of index-based commodity investments. 

David is a frequent guest on business TV channels such as CNBC Europe and Bloomberg Television. His recent research on risk-adjusted portfolios with both stocks and commodities has been used for the creation of a Swiss publicly traded investment certificate issued by the second-largest German Bank, Commerzbank AG. In addition, he is the author of The Portable Private Banker.  

Professor David Costa lectures at Robert Kennedy College in Contracts Law, Transnational Business Law, Investment Law and Money Management  

The Presentation  

Professor David Costa began with a short presentation providing details about each of our exclusive partner universities. Then, he introduced the programmes offered – the MBAs, MSc, LL.Ms, and the BA (Hons) that was recently added to the list of the wide range of programmes RKC offers. He then gave the programme overview and explained what makes our Master’s programmes so unique. Here are some of the highlights that set RKC’s Online programmes apart:  

  1. Duration – Minimum 12 months and maximum 5 years  
  1. Contemporary, practical courses  
  1. No Exams. Evaluation based on assessments   
  1. Flexible Learning  
  1. 100% online courses  
  1. British Degrees that are recognized worldwide  

Further, he dived into the real reason they were all gathered together, and it was the pursuit of higher and quality education. David himself has been studying for over 20 years. With several academic degrees and two PhDs, he said that education had been his best investment, and each programme he studied gave him the best return on investment. He went on to tell why: 

  1. Knowledge  
  1. Self-confidence  
  1. Career progression  
  1. Discovering new horizons  
  1. Applicable learning – learn it today and apply it today!  

Finally, the Q&A round! The Dean himself answered several questions by the students from the questions about the programme, the payment plan, eligibility requirements, the study schedules, and many more.   

Watch the recordings of the live sessions held by Dr. iur. David Costa to find out for yourself if any questions that you might have have already been answered.  

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Zoom conference recording

It is indeed a very informative session. Would you like to attend a similar session in the future? Let us know in the comments section below, and we will notify you of the dates for future live session.

#DILO – A day in the life an RKC Master’s student – David

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As a former Education advisor, if I had to pick one of the most frequently asked questions by prospective students, it would be “How many hours do I need to study?”  

The vast majority (if not all) of our students are working and leading hectic professional lives. Some are motivated and have already decided to undertake a master’s, while others contemplate the unknowns of an online programme. In my experience, two things affect their decision the most.   

First – finances, and second, being able to strike the perfect work, study, and life balance. While I cannot completely help you with the finances (partially yes – check out the discount offers currently being offered on our online MBA, MSc, and LL.M programmes), I thought what I could do to help was to bring some facts to light about the other unknowns – what does a typical day in the life of an online master’s student look like?  

I asked a few of our students from different walks of life, occupations, and personal situations to answer a few questions on their study tactics and strategies, plans and reality, and so on.  So, through our ‘#DILO ‘a typical day in the life of a master’s student’ blog series every month, we bring to you one of our actual students or alumni sharing the insights.   

Today, we’re looking at David’s typical study days. David, an RKC & University of Cumbria soon-to-be graduate, offered us these answers:  

An Introduction  

Vidhi Kapoor (VK): Which programme did you choose and why?  

David Andaclio (DA):  MBA – International Business. I chose this topic based on my experience and the UoC partnership with Robert Kennedy College in Switzerland and the global diversification of international students.  

Stayed focused and consistent

The Study Plan   

VK : How did you plan to study each module, and what was the reality? How many hours did/do you have to put in each day/or in a week?  

DA: I dedicated time during the week and each day, stayed focused and consistent, and it took approximately 4 hours a day.  

VK: What part of the day did/do you find most suitable to study? (e.g. early mornings, lunch break, evenings, weekends?)  

DA: Early mornings were more suitable for me.  

David allocates approximately 4 hours a day for study

VK: How much time did you devote for each assignment?  

DA: I devoted about 8-12 hours.  

Travelling and Communication  

VK: Did you travel for work? How did travelling impact your ability to study?  

DA: Not at all  

VK: How were you able to interact with peers and/or professors given the time differences?  

DA: Not an issue. [Editor’s note: Interaction is mostly asynchronous through discussion forums] 

A typical day as a master’s student  

VK: What does a typical day as an Online Masters’ student look like for you?  

 DA: I had to learn to balance everyday work and family matters and dedicate time out of each day to the online master’s program. Being consistent and focused was key to managing the process.  

Any advice?  

VK: Any advice you have for students to better plan their studies.  

DA: Yes. Map out a study plan, identify the hours you will spend, develop a framework to stay ahead and once again, be consistent with the task. No procrastination.  

Develop a framework to stay ahead and no procrastination!

Alright friends, this was a sneak peek of a typical day in David’s life as a master’s student. I hope you find it insightful and informative and that it gives you an idea of what to expect when you enrol for our master’s programmes. Watch this space as we have many more interesting insights coming up! 

Celebrating Motherhood: Is it possible to be a working mom and be a master’s student at the same time? The answer will (hopefully) NOT surprise you!

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Motherhood is unique for every woman. It’s full of joy, love, challenges, despair, anguish, fun, responsibility, selflessness, and sacrifice.  As it is rightfully said,  

A Mother is an epitome of love, strength, and sacrifice.

A mother makes many sacrifices while raising her family and children. The instinctive selflessness and dedication of a mother make her go to extraordinary lengths to care, protect, and provide for her children. Yet, while tending to the needs of her family, a mother commonly puts her career and further education on the back burner. According to a survey conducted by LinkedIn and Censuswide, nearly half of the working mothers consider a career pivot and prefer not returning to work after maternity leave in the US. And 63% of working mothers who opt to take a career break do so to spend more time with their children.    

Now, if being a career woman, juggling between the roles of a wife and a mother is hard already, then deciding to enhance your career with a master’s education will make life much more challenging. But does it mean a mother cannot pursue her dream of having a job and family together? Should she not be allowed to advance her career?  

The answer lies in what my mother always tells me:  

I can do anything; I am a mother!

That’s right. You can do anything! Being a mother does not mean that you have to sacrifice your career and education goals. On the contrary, achieving that perfect work-life-study balance is very much possible (check out our blog and a short video about work-life balance) and realise your long-awaited dream. All it requires is a mix of planning, dedication, and clear focus on your ultimate goal.  

Here are five tips that can help you better in the transition to a master’s students’ life:  

Find your motivation 

There could be several reasons for continuing education, such as updating your skills, gaining advanced qualifications, adding new knowledge or specialities, career pivot, financial enhancement, or the personal challenge of finally getting that university degree! First, find your motivation, as this motivation will keep you fueled and focused all through your journey of master’s for the next 1 to 2 years. Should you deviate, or lose focus, your motivation will always get you back on track and remind you of your ultimate goal.  

An RKC alumni, Meg Plooy, a mother, a wife, a friend and a (foster) mother of Pitbulls, found her motivation in two things: First, to be an inspiration for her young children and be able to show them that if you work hard, anything is possible. The second was to advance her career opportunities.  

Another master’s alumni, Manal Al-Khaled, shares her motivation, “In 2013, my daughters were only 4 and 5 years old when my husband lost his job due to political unrest in the region (Middle East). There was never a right time to do my Master’s degree. There were always other financial priorities, and with two little kids and a full-time job, time was a luxury I didn’t have much under my control. So I kept postponing it for all the reasons in the world. Then it hit me – it’s now no matter what”.  

Develop and maintain a support network  

One of our students, who is also a mother, suggests reducing personal commitment, waking up early, and staying up till late at night. While this arrangement may not always be possible for everyone, it is necessary to have a cushion, a support system to help you cope with any stressful situation you might face, or in case of emergencies. Do not hesitate to ask for help from your husband, siblings, parents, employer, or even neighbour!  

Don’t be shy and ask for help when needed

Make a plan and work on a schedule  

90% PLAN + 10% EXECUTION = 100% SUCCESS  

Before you even enrol for a master’s, the first focus should be on how you will manage work, home, and studies. Plan a schedule and follow it religiously.  Formulate a 30-60-90 plan according to the number of modules you register yourself for in a given quarter. A 30–60–90-day plan details the targets you plan to accomplish in the first 30, 60, and 90 days of your studies. Set concrete goals and a vision for your abilities at each stage of the plan, that will act as a guiding rope and will constantly move you towards the goal.

Planning your study space at home or work, away from distractions, is also essential. Again, self-organisation is critical to be able to plan efficiently and to be able to execute it successfully.  

Most of RKC’s working mothers planned their days and weeks to strike an optimum balance; they would usually be working during the day on weekdays and allocate study hours to night-time and weekends.  

Meg again: “A good routine and sticking to a schedule [are a must]. The best time to complete my studies was after the kids were in bed, which gave me anywhere from 2 to 2.5 hours each night. In addition, I used Monday through Thursday as “school nights”, which ensured I was still getting downtime over the weekends. This helped me to stay focused and manage time effectively”.  

Find a study buddy  

Trust that you are not alone in this situation. Getting back to being a student and coping with an online learning environment can be pretty daunting. Having a study buddy will help to relieve your stress and keep tabs on the OnlineCampus class discussions and assignments. For online education students, if you can look for a study partner in the same time zone, it will be more convenient for your interaction.  

Having a study partner can help relieve the study stress and help in class discussions and assignments

Believe in yourself!  

As one of our students suggests, have the confidence to believe in yourself and not procrastinate. Obtaining a master’s degree is a life-changing experience for most, and you must believe in yourself that you can achieve this goal.  

Naomi, an MA Leading Innovation and Change (now MBA LIC) graduate, gave herself this pep talk: “Yes, women face issues with their husbands, childcare, and the fact that society doesn’t expect too high an education from women. My friends think having a bachelor’s degree should be enough for me, especially because I own my own business. To the society around me: “what else are you looking for in life”? Also, challenges with workplace issues, especially when women are working for other employers. Lack of funds to sponsor oneself to school, tight work schedules, and traffic to get back home are all challenges. Eiiii!! Naomi, everything is possible. Don’t think of your tight schedule at your office, the needs of your staff, or the number of employees under you. Don’t even think your husband or your three children would be hindrances. Remember, Naomi, that with determination and hard work, you can make it”.  

I agree the journey may not be a walk in the park, but taking one step at a time will bring you closer to your ultimate goal – attaining the Masters’ qualification. So many working mothers have successfully achieved their educational goals, and so can you.  

Happy mother’s day to all of you out there, and if you have a story about being a working mother and a master’s student you would like to share, the floor is yours!

Step-by-step: how to write an effective abstract for academic papers

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As a Master-level student you will be asked to write abstracts for your papers, or for your dissertation. Writing an abstract is not rocket science, but it is somewhat different from “regular” writing. I have summed up here advice from professors and librarians on how to write an effective abstract for academia. A step-by-step approach to writing abstracts is proposed, and this should enable you to write effective abstracts.

If you are still reading, my first paragraph is a good abstract. Yay!

Why are abstracts important?

In academic writing the use of “abstracts” is particularly important, for practical reasons. With the amount of reading one needs to do when studying/researching, being able to quickly tell what a given paper is about (before the paywall) gives abstracts a crucial value.

Writing is an integral part of our professional and personal lives. Every day we write texts, emails, letters, applications, comments on social media, blogs, etc. Professionally, we may be required to communicate via email, reports, blog posts and articles, or team chat (more so since the pandemic started).

There may be a few commonalities within each type of writing, but each writing type brings its own format, tone, formalities (formal or informal), and target audiences.

You are probably well versed with the personal and professional writing styles. Still, as a student, you will encounter an entirely different type of writing – academic writing. Academic writing is a more formal style of writing, used in universities and scholarly publications, typically involving literature reviews, case studies, and application of theory in “practice”. A subject for another blog post, so stay tuned.

For the typical master’s level student at Robert Kennedy College, academic writing is a new form of writing. From the module assignments to the dissertation at the end of the programme, the students are expected to excel in this writing style.

What are abstracts?

The abstract is typically a single 200 to 300 words paragraph, “selling” the rest of the paper/article they describe to the interested reader. The abstract is not, formally speaking, part of the paper it describes, which is why it normally appears before the table of contents and is not listed in it.

The abstract must provide information on why the paper should be read in the first place – so why the research is important. For assignments, where students are encouraged to practice abstract writing in view of the dissertation, the abstracts typically try to convince the markers that the brief was addressed in its entirety. If you can imagine Jack Nicholson, do it: “the brief, the whole brief, and nothing but the brief”.

The abstract must also provide information on what was done, and how. For a dissertation, the student will concisely describe the research methodology. For an assignment paper, the same (“I have critically reviewed literature on X, Y, and Z. I have then analysed a case study on A using B and C models/frameworks, etc.”).

The abstract must also give a glimpse into what was found. Not full details, but enough to entice an interested reader to click-through to the full article. For dissertations and assignments (where the reader does not have a choice, but must read the full paper anyway), you want to reassure them (they are typically marking your work) that you have not only addressed the brief, but also found some interesting things.

The final function of the abstract is to provide a take-home message. A concise and factual conclusion that the reader can use as justification for their reading the paper in full.

What abstracts are not

In our work with mature students like yourself, the most common confusions arise between abstracts and executive summaries, and between abstracts and introductions.

Abstracts are not executive summaries

Executive summaries are a business-environment construct, whose purpose is to give the reader (executives, hence the name) enough information to make an informed decision, without having to read the full report/paper. Unlike abstracts, executive summaries are much longer (one to two pages), are much more structured (with internal headings much like this post, allowing executives to orient themselves within the summary), and must provide clear action points/decisions to be made after the supporting arguments have been presented.

Abstracts are not introductions

Although there are similarities between the two constructs, abstracts are not introductions either.

An introduction goes deeper into the WHAT (what your topic is, or what you are addressing in the paper) and the WHY (why is this important? Background context) of your work.

It will also lay out your own stance or focus given the context and the topic, and provide a “map” to your paper, describing what each section of it discusses. The introduction is typically written in the future (“will discuss X in section 1, etc.”) whereas the abstract is typically written in the past tense, or present, but never future.

How to write an effective introduction – a topic for another blog post!

Conclusion

Now that we know what an abstract is, and what it is not, here are the five steps to writing a compelling abstract that I promised in the … abstract 😊

1. Define what your work is about: provide a precise statement of the problem

2. Give some background information: provide enough background information for your study or research that describes both the main topic and the problem.

3. What and how you did what you did: summarize the research method & designs you employed, stating the key techniques used.

4. Findings: describe your findings. This part attracts the most attention as the reader is intrigued to know about the results.

5. Conclusion: Provide a brief and precise conclusion. An overstated conclusion can mislead the readers, so do not overkill.

Not everyone is born with a flair for academic writing, but, like many things in life, this can be learnt and, with experience, can also be improved over time. All you require is some guidance and practice.

Our highly qualified, world-class faculty provide you with in-depth knowledge of the course while guiding you on how to best write your assignments and prepare for the dissertation. Talk to our education advisors and enrol today for the online master’s programme that is closest to your interests.

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