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Business Environment
BSM029
Module Guide and Coursework Assignments
____________________________________________
PgCert/PgDip/MSc Management Programmes
Session 2006/2007
Prepared by Bill Sutherland, Module co-ordinator
Business EnvironmentBSM029Module Guide and Coursework AssignmentsSession
2006/2007 Semester 1Aberdeen Business School, The Robert Gordon
University
1. Teaching staff and introduction
Welcome to the Business Environment module of your course.
The teaching team for the module is as follows:
Name Telephone e-mail
Bill Sutherland (WS) 01224 263830 w.sutherland@rgu.ac.uk
David Liddle (DL) e-mail only david@dliddle.co.uk
Doug Cruickshank(DC) 01224 263841 d.cruickshank@rgu.ac.uk
Please refer enquiries regarding specific lectures to the
lecturer concerned. All other enquiries should be addressed
to Bill Sutherland.
Please read through this document carefully as it contains
important information vital to your successful completion
of the module! Details contained in this guide are subject
to change, but every reasonable effort will be made to deliver
the module as stated.
2. Overview
The module aims to demonstrate the importance of external
factors which influence business organisations and the internal
response to these factors including relevant aspects of organisational
structure, functional activities and business policy.
The module has three main themes:
· Analysing the external environment
· Analysing the internal environment
· Building the successful environment
Although the main components have been subdivided into the
above themes, it is the aim of the module to provide a holistic
perspective on business organisations and industrial dynamics
and it is an appreciation of the interaction of these themes
that is most important. As such, the module may touch on some
issues which you may encounter in future or accompanying modules
in your programme. For further details and the learning outcomes
for the module, please refer to the current Module Descriptor.
3. Module Purpose and core skills
The educational aims of the module are to develop the learner's
interest, knowledge and understanding of business and management
issues, tools, frameworks and applications. The development
of information finding and filtering skills in scanning the
business environment is an important and transferable skill
- as is the ability to critically evaluate and synthesise
information in a business and management context. Engagement
in the tutorial setting is designed to enhance and develop
learner's communication and interpersonal skills.
In order to deliver these aims, the learner will become: a
confident user of information technology for research and
presentation purposes; work independently or in a group as
the task befits; communicate ideas effectively and efficiently
and provide supporting rationale for decisions or assertions;
engage with the academic literature and make appropriate use
of academic content and the work of others; manage and prioritise
their own time; deal with uncertainty and solve problems.
4. Teaching, Learning and Assessment Strategy
Contact hours are split between lectures and student-centred
tutorials which are facilitated by staff. An introductory
session provides an overview for the module and sets out required
module-specific skills, many of which may be transferable
to other modules and are more widely transferable to the management
and business world. Lectures will disseminate knowledge on
the key concepts, principles or theories relevant to the aims
of the module and these will be supported with examples of
applied frameworks in relation to current or historical business
situations. Links will be made to academic journals and current
issues of debate. Tutorials will involve discussion of management
and business issues via supplied case studies, problem-based
learning scenarios, targeted research activities undertaken
by students and other related activities. This will involve
a variety of engagements including prior preparation by students,
working individually and in small collaborative teams and
active participation in the feedback of findings via written
papers, presentations or other outputs to the larger tutorial
group. In order to promote learning in these tutorial sessions,
oral feedback will be given by the tutor. This oral feedback
will provide formative assessment opportunities. A consolidation
event to be held near the midpoint of the module delivery
will integrate and debate some specific issues in more depth.
Summative assessment will be by two, individual, self-authored
assignments which convey the specified learning outcomes for
the module.
5. Student outputs and engagement with the Module
· Attending and engaging with lectures
· Attending and engaging with tutorials
· Completing attendance sheets
· Preparing tutorial papers - directly or indirectly related
to class activity
· Communicating ideas and views in a classroom setting
· Preparing concise and relevant presentations
· Reading for background and expansion
· Reading to embed concepts and enhance understanding
· Reading as a structured activity in order to meet the requirements
of a brief or task
· Reading to reflect personal needs, underpinning for example
underpinning or advanced topics
· Gathering and filtering information
· Acknowledging the work of others
· Preparing assessable elements and items
· Submitting assignments on time, in acceptable format and
in compliance with Business School and University policies
6. Information sources
a) Textbooks
Students are required to access the main textbook and other
recommended textbooks. These cover the majority of topics
featured in lectures and will act as a source of additional
material to supplement lecture content. The texts also include
issues that may be developed in other course modules.
Main Textbook...
FINLAY, P., 2000. Strategic Management: an introduction to
business and corporate strategy, Harlow: Pearson Education
ISBN 0-201-39827-3
Other texts may be referenced throughout the course and are
normally available via the RGU library services. These include
the following additional sources (Please note that older versions
may also be available should the current versions not be available):
Current recommended texts in author alphabetical order
BENNETT, L., 1997. Managing the Business Environment, London:
International Thomson (now out of print)
Comments: A perspective on external issues with emphasis on
adding value.
BROOKS, I. and WEATHERSTON, J., 2000. The business environment:
challenges and changes (2nd edition), Harrow: Pearson Education
Limited
Comments: Good coverage of the external environment in a UK
context.
CLARK, A., 2000. Organisations, competition and the Business
Environment, Harlow: Financial Times
Comments: Economist's reflection on the perspective of the
firm managing its approach to the Business Environment.
COYLE, G., 2004. Practical Strategy: Structured Tools and
Techniques, Harlow: Pearson Education
Comments: Provides practical guidance on methods for operational
research.
DE WIT, B. and MEYER, R., 2004. Strategy Process, Content,
Context: an international perspective (3rd edition), London:
Thomson Learning
Comments: Excellent reader on fundamental strategic processes
and context.
DYSON, R. and O'BRIEN, F., 1998. Strategic planning: models
and analytical techniques Chichester: John Wiley or DYSON,
R., 1990. Strategic planning: models and analytical techniques,
Chichester: John Wiley
Comments: Useful overview with specific applications of relevant
frameworks including scenarios.
FAHEY, L. and NARAYANAN, V., 1986. Macroenvironmental analysis
for Strategic Management, St. Paul Mn.: West
Comments: An old text but a useful breakdown of issues in
the PESTE environment.
HILL, C. and JONES, G., 2003. Strategic Management: an integrated
approach (6th edition) Boston, MA: Houghton Mifflin
Comments: Useful overview of strategic management, functional
level strategies and building blocks of competitive advantage.
JOHNSON, G., SCHOLES, K. and WHITTINGTON, R., 2005. Exploring
corporate strategy: text and cases (7th edition), Harlow:
Pearson Education
Comments: In depth analysis of competitive issues and industry
analysis.
MERCER, D. (ed), 1992. Managing the external environment:
a strategic perspective, London: Sage/Open University
Comments: A reader on megatrends and organisational dynamics.
MORDEN, T., 1996. Principles of management, London: McGraw-Hill
Comments: Useful overview of management skills and the development
of management.
NEEDLE, D., 2004. Business in Context: an introduction to
business and its environment (4th edition), London: Thomson
Learning
Comments: Serves as a useful introduction to a wide range
of management issues relevant to the module. Could be particularly
useful for those students studying management for the first
time or for those students with management degrees seeking
a refresher.
PORTER, M., 1998. Competitive advantage of nations (2nd edition),
Basingstoke: Palgrave
Comments: Excellent analysis on the fundamental determinants
surrounding national competitive advantage.
STACEY, R., 2003. Strategic Management and Organisational
Dynamics: the challenge of complexity (4th edition), Harlow:
Financial Times Prentice Hall
Comments: Theoretical strategy discussions and overview of
systems and complexity theories.
TIDD, J., BESSANT, J. and PAVITT, K., 2001. Managing Innovation:
integrating technological, market and organisational change
(2nd edition), Chichester: Wiley
Comments: An overview of the study of innovation
b) Journal articles
Students are expected to become familiar with the academic
literature via reading of journal articles and for relevant
elements of this literature to be used and referenced in coursework
assignment submissions. Journals are available in hard copy
via the library and many are now also available online via
the library web pages. These can be accessed via:
http://www.rgu.ac.uk/library/home/page.cfm
Click on "Databases". Particularly recommended sources
are the "Business Source Premier (EBSCO Host)",
"Emerald", "Financial Times", "Ingenta",
"KeyNote" and "ScienceDirect".
Journals which may be useful, include:
· British Journal of Management (Blackwell)
· European Management Journal (Pergamon/Elsevier)
· Harvard Business Review (HBS Publishing)
· Long Range Planning (Elsevier)
c) Other media
In response to the higher profile of business and its impact
on everyday life there is increasing coverage on business-related
issues in the media. The following publications are recommended.
Newspapers The Financial Times and business pages of broadsheet
papers
The Sunday Times Business Section
Magazines The Economist (back copies available via the library)
Broadcasting "The Money Programme" sometimes Sundays
- BBC2
"Working Lunch", usually weekdays - BBC2
"In Business", sometimes Sundays - Radio 4
Internet BBC Business web pages which can be accessed via:
http://news.bbc.co.uk/
7. Module delivery
a) Class Contact
The module delivery is lecture and tutorial-based with some
online interaction. Students will acquire the requisite theoretical
knowledge through formal lectures, recommended readings and
class discussion. Opportunities to discuss issues will be
given throughout the delivery of the module. Please note that
some of the weekly sessions may involve small group facilitation
in tutorial rooms. The frequency of these small group elements
has been increased in response to feedback from earlier cohorts.
Discussion provides the opportunity for shared learning by
students and to develop analytical skills and the ability
to apply theory to current business situations. Active and
constructive participation is encouraged. A "Casebook"
will be issued during the first scheduled tutorial session
and a related set of tutorial activities shall be available
to download from the Virtual Campus. NB, only one copy of
the Casebook will be issued per student - please look after
this copy, copyright restrictions mean that replacement copies
cannot be issued.
b) University Virtual Campus
All students taking this module must register with the online
facilities at http://campus.rgu.ac.uk . Various online resources
will be posted in the Module pages during the semester. It
is the intention to post the lecture PowerPoint slides on
the Virtual Campus during the semester. Some lecturers may
post before the lecture, others may post after the lecture.
For resolution of technical problems, please contact Duncan
MacIver, School Web Technologist, on 01224 263432, e-mail
d.maciver@rgu.ac.uk.
c) Coursework Assessment Queries
The assignment briefs for the module are self-explanatory
without being unnecessarily prescriptive. However, sometimes
requests for clarification are received. It is the intention
that discussion on the instructions pertaining to the coursework
can be conducted collectively in class. In addition, questions
or queries may posted to the relevant forum within the module
page on the Virtual Campus. A response will be posted on the
Virtual Campus once per week. Students are advised not to
leave such queries to the "last minute". A closing
date for this facility will be announced and set in advance
of each coursework submission deadline. These processes will
ensure that students have equal opportunities to access information
relating to the coursework.
d) Disability Awareness
Students with disabilities requiring any specific assistance
regarding the module should contact Bill Sutherland. Students
should also inform Laura Muir, the academic member of staff
contact for students with disabilities (l.muir@rgu.ac.uk,
telephone 01224 263853).
8. Proposed Teaching Plan
Table 1: BSM029 Business Environment, Session 2006/07
Module Session Uni.Week Staff Lecture Content SelectedReadings
9 Extended Induction Week and Module Overview
Session 01 10 WS The role of business, business transformation,
activities, systems behaviour, complexity theory F 1N 1, 7S
1, 5, 12
Session02 11 WS Analysing the Competitive Environment, Industry
boundaries, Porter Five Forces Analysis. N 7F 6, 8C 5B+W 2
Session 03 12 WS Scanning the Business Environment, PESTE
Analysis. F 7N 3C 12-14
Session 04 13 DL The International Business Environment, PESTE
Analysis and national advantage. F 7, 16N 2C 11
Session 05 14 WS Scenarios and forecasting,Preparing for future
environments F 9
15 Consolidation Week (separate Timetable of events relating
to both the Module and the Course)
Session 06 16 DC Functional response to change in the business
environment. N 10-12H+J 4
Session 07 17 DC Adding value, value chain and the impact
of the internet and e-business. F 7, 8N 7
Session 08 18 DL Cost effectiveness, quality and customer
responsiveness. F 12H+J 3
Session 09 19 WS Innovation as a response to change in the
business environment. F 10 N 9S 8
Session 10 20 WS Module review. The organisational context
and its links to management strategy. C 16B+W 9
Notes:
1. Readings Column: F = Finlay, N = Needle 4th ed, C= Clark,
B+W = Brooks and Weatherston 3rd ed, S = Stacey 4th ed, H+J
= Hill and Jones 6th ed. Number = Chapter Number.
2. Specific source materials and further readings will be
acknowledged in each lecture session. Given that this is a
Masters' level module, students are expected to find their
own materials in addition to (or in replacement of) the selected
readings.
9. Breakdown of hours
Table 2 provides an indicative breakdown of hours required
for successful completion of the module. These hours reflect
the requirement of the average student of average ability
to successfully complete the module with an average level
of attainment. This in turn provides an important indication
of the level and type of commitment required by the student
and therefore comprises an important part of the teaching,
learning and assessment strategy.
In this suggested breakdown of activities for Directed Study,
much will depend on the abilities of each student and their
preferred learning style. The primary intention is to provide
information to explain and re-inforce the scale of commitment
and to also stress the time required to be spent by students
outwith timetabled/class contact hours. It should be noted
that a significant amount of time (indeed the majority of
the time spent on the module) is to be spent beyond outwith
the contact time with staff.
Table 2: BSM029 Business Environment, Indicative Student
Activity
Module Session Lecture Content IndicativeActivities in hours
Extended Induction Week (separate Timetable of events relating
to both the Module and the Course) Lecture 3Tutorial 0Advance
Tutorial preparation 2Post lecture reading 2Materials familiarisation
2Assessment 1 preparation 1TOTAL Student activity = 10 hours
Session 01 Module outline and introduction. The role of business,
business transformation, activities, systems behaviour, complexity
theory Lecture 2Tutorial 1Advance Tutorial preparation 2Post
lecture reading 3Assessment 1 preparation 2TOTAL Student activity
= 10 hours
Session02 Analysing the Competitive Environment, Industry
boundaries, Porter Five Forces Analysis. Lecture 2Tutorial
1Advance Tutorial preparation 2Post lecture reading 3Assessment
1 preparation 2TOTAL Student activity = 10 hours
Session 03 Scanning the Business Environment, PESTE Analysis.
Lecture 2Tutorial 1Advance Tutorial preparation 2Post lecture
reading 3Assessment 1 preparation 2TOTAL Student activity
= 10 hours
Session 04 The International Business Environment, PESTE Analysis
and national advantage. Lecture 2Tutorial 1Advance Tutorial
preparation 2Post lecture reading 3Assessment 1 preparation
2TOTAL Student activity = 10 hours
Session 05 Scenarios and forecasting,Preparing for future
environments Lecture 2Tutorial 1Advance Tutorial preparation
0Post lecture reading 3Assessment 1 preparation 4TOTAL Student
activity = 10 hours
Consolidation Week (separate Timetable of events relating
to both the Module and the Course) Lecture 3Tutorial 0Advance
Tutorial preparation 2Post lecture reading 3Assessment 2 preparation
2TOTAL Student activity = 10 hours
Session 06 Functional response to change in the business environment.
Lecture 2Tutorial 1Advance Tutorial preparation 2Post lecture
reading 3Assessment 2 preparation 2TOTAL Student activity
= 10 hours
Session 07 Adding value, value chain and the impact of the
internet and e-business. Lecture 2Tutorial 1Advance Tutorial
preparation 2Post lecture reading 3Assessment 2 preparation
2TOTAL Student activity = 10 hours
Session 08 Cost effectiveness, quality and customer responsiveness.
Lecture 2Tutorial 1Advance Tutorial preparation 2Post lecture
reading 3Assessment 2 preparation 2TOTAL Student activity
= 10 hours
Session 09 Innovation as a response to change in the business
environment. Lecture 2Tutorial 1Advance Tutorial preparation
2Post lecture reading 3Assessment 2 preparation 2TOTAL Student
activity = 10 hours
Session 10 Module review. The organisational context and its
links to management strategy. Lecture 3Tutorial 0Advance Tutorial
preparation 0Post lecture reading 3Assessment 2 preparation
4TOTAL Student activity = 10 hours
(Post-delivery activity) Assessment 2 preparation 30TOTAL
Student activity = 30 hoursTOTAL MODULE HOURS = 150
10. Assessment Method
Assessment of the module is via 100% coursework and there
are two separate coursework submissions. Details summarising
the two submissions, the submission time and dates, approximate
length, respective weightings towards the module and learning
outcomes from the module descriptor are provided in Table
3.
Table 3: Summary of Coursework Submission information
Assessment Latest Submission Time/Date Words Weighting Learning
Outcomes
Coursework 1 1300 hours/31 October 2006 1,000 20% 1
Coursework 2 1300 hours/9 January 2007 4,000 80% 1, 2, 3,
4
The Coursework briefs are provided later in this document.
Please note that graded assignments are normally returned
4 weeks after the submission deadline. Students are advised
to start work on Coursework 2 immediately following the submission
deadline for Coursework 1.
11. Assessment Criteria
Please refer to the supporting table "BSM029 Business
Environment Assessment Grid" for description of the various
indicative assessment criteria and competence descriptions
of the courseworks. These should be read in conjunction with
the relevant Coursework Assignment and the Module Unit Descriptor.
An example of the Coursework Assessment Feedback sheet is
also included in this Module Guide document.
12. Submission requirements
All coursework must be submitted in both paper and electronic
format. Submission of the paper copy in the usual drop box
shall be the formal record of submission, and must meet the
deadline specified for the work.
Students will be expected to submit with the printed copy
of their work a copy of the printout of the JISC originality
report indicating the extent to which material from other
sources has been used, so far as the JISC Service is able
to assess.
Students are required to make themselves familiar with the
University policies on Academic Misconduct and Plagiarism.
These are available in Academic Regulations and also via the
Library website. Students will be expected to run their individual
courseworks through plagiarism-detection software to help
them check their own work prior to submission.
Before submitting the work, you should check through it to
ensure that:
· all material that has been identified as originally from
a previously published source has been properly attributed
by the inclusion of an appropriate reference in the text;
· direct quotations are marked as such (using "quotation
marks" at the beginning and end of the selected text),
and
· a citation has been included in the list of references
You will be expected to test your own work in the JISC service
before submission.
Students are expected to submit at the same time a copy of
the electronic version of the coursework in the appropriate
electronic drop-box in the Virtual Campus.
Table 4 sets out the "classes" that have been set
up on the JISC Service website and can be accessed via http://www.submit.ac.uk.
Table 4: JISC Codes for BSM029 in Session 2006/2007
Class Name Class ID Enrollment password
BSM029 CW1 20097 first
BSM029 CW2 20098 second
Example Feedback Template used by Coursework Assessors
Coursework Assessment Feedback
THEROBERT GORDONUNIVERSITYABERDEEN
Business Environment BSM029 Coursework Assessment No. 1 /
2 (circle as appropriate)
Name
Assessment Criteria and Weight Assessment Feedback
Presentation(10% weight)
Content (Knowledge and Understanding)(30% weight)
Critical Analysis(30% weight)
Synthesis/Conclusion(10% weight)
Research Skills(20% weight)
Business Environment
BSM029 Coursework Assignment
Coursework 1
Instructions
The assignment is to be carried out individually - neither
seek nor accept any advice or guidance from anyone other than
the module co-ordinator or his agents. You are required to
produce a typed document (in your own words) of approximately
1,000 words (this word count excludes the title page, contents
page, executive summary, conclusions and no more than four
pages of relevant appendices). The assignment is to be written
in the format of a Management Report and must address the
following assignment brief.
Assignment brief
An industry can be defined as "a set of organisations
that produce similar products or services, using similar technologies
and sell these into similar markets". An industry comprises
a set of business organisations that are directly competing
with one another (Finlay 2000, p. 225). Select an industry
in the U.K. in which you are interested (NB other than the
airline industry, the tobacco industry and personal computer
(PC) manufacturing industry). Respond to all of the following
items of the brief:
Item
1. Identify and consider appropriate boundaries to the industry.
Develop a rationale for these boundaries as a unit of analysis.
Consider the aspects of the industry. [As a guide, this item
should represent approximately 30% of the body of the report]
2. Identify the broad nature of the business environment for
the industry and consider the main issues impacting on the
industry at this point in time. [As a guide, this item should
represent approximately 30% of the body of the report]
3. Develop a list of suitable, high quality source material
(minimum 10 sources) which could be used to research the remote
external and competitive environments of the industry and
apply suitable criteria in order to evaluate these sources.
[As a guide, this item should represent approximately 40%
of the body of the report]
Your report should apply theory covered in the module and
draw on your own secondary and tertiary research. Do not conduct
interviews.
Submission details
Please note the completed report is to be submitted via the
appropriate channels. Before submitting the work, you should
check through it to ensure that:
· all material that has been identified as originally from
a previously published source has been properly attributed
by the inclusion of an appropriate reference in the text;
· direct quotations are marked as such (using "quotation
marks" at the beginning and end of the selected text),
and
· a citation has been included in the list of references
You will be expected to test your own work in the JISC service
before submission.
Assessment Latest Submission Date Words Weighting Learning
Outcomes
Coursework 1 1300 hours/31 October 2006 1,000 20% 1
Business Environment
BSM029 Coursework Assignment
Coursework 2
Instructions
The assignment is to be carried out individually - neither
seek nor accept any advice or guidance from anyone other than
the module co-ordinator or his agents. You are required to
produce a typed document (in your own words) of approximately
4,000 words (this word count excludes the title page, contents
page, executive summary, conclusions and no more than eight
pages of relevant appendices). The assignment is to be written
in the format of a Management Report and must address all
of the following items of the brief.
Assignment brief
Using the same industry which you selected for Coursework
1, identify the market-leading company in the UK.
Item
1. Provide brief justification for the selection of the company
as the market-leader. [As a guide, this item should represent
approximately 10% of the body of the report]
2. Create an appropriate PESTE(L) analysis for the company.
The impact of the issues on the company must also be considered.
[As a guide, this item should represent approximately 30%
of the body of the report]
3. Create an appropriate Porter 5 Forces analysis for the
industry. [As a guide, this item should represent approximately
30% of the body of the report]
4. Drawing on the results of the analysis in items 2 and 3
of this brief, identify and justify key variables which could
be used for the construction of suitable future scenarios
for the company. [As a guide, this item should represent approximately
10% of the body of the report]
5. Consider the evidence for the company displaying aspects
of superior (i) innovation, (ii) quality, (iii) cost-effectiveness
and (iv) customer-responsiveness in its competitive position.
Reach conclusions as to which one of these four attributes
could be considered as primarily responsible for its position.
Provide justification for your answer. [As a guide, this item
should represent approximately 20% of the body of the report]
Your report should apply theory covered in the module and
draw on your own secondary and tertiary research. Do not conduct
interviews.
Submission details
Please note the completed report is to be submitted via the
appropriate channels. Before submitting the work, you should
check through it to ensure that:
· all material that has been identified as originally from
a previously published source has been properly attributed
by the inclusion of an appropriate reference in the text;
· direct quotations are marked as such (using "quotation
marks" at the beginning and end of the selected text),
and
· a citation has been included in the list of references
You will be expected to test your own work in the JISC service
before submission.
Assessment Latest Submission Time/Date Words Weighting Learning
Outcomes
Coursework 2 1300 hours/9 January 2007 4,000 80% 1, 2, 3,
4
ABERDEEN BUSINESS SCHOOL - THE ROBERT GORDON UNIVERSITY -
BSM029 BUSINESS ENVIRONMENT ASSESSMENT GRID
GRADE 6 5 4 3 2 1
DEFINITION EXCELLENTOutstanding Performance COMMENDABLEMeritorious
Performance GOODHighly Competent Performance SATISFACTORYCompetent
Performance FAIL- BORDERLINEOpen To Compensation FAIL Unsatisfactory
(WEIGHTING)SOURCES OF ASSESSMENT CRITERIA
(10)PRESENTATION Clarity of expression excellent, consistently
accurate use of grammar and spelling with fluent professional/academic
writing style.Referencing clear, relevant and consistently
accurate.Structure is professional and fluent. Thoughts and
ideas clearly expressed. Grammar and spelling accurate and
language fluent.Referencing relevant and mostly accurate.
Structure is well organised and makes for easy assimilation
of the assignment brief. Language mainly fluent. Grammar and
spelling mainly accurate. Communication of thoughts and ideas
beginning to be affected.Minor inconsistencies and inaccuracies
in referencing.Structure is clear and helps convey the objectives
of the assignment brief. Meaning apparent in most instances,
but language not always fluent, grammar and spelling poor/moderate.Referencing
present but had inconsistencies and inaccuracies. Structure
is adequate and assists the reader with assimilating information.
Often ambiguous, leading to meaning being barely apparent.
Language, grammar and spelling poor.Very limited referencing
including some inconsistencies and inaccuracies.Structure
does not adequately assist reader with understanding. Not
in approved format. Purpose and meaning of assignment unclear.
Language, grammar and spelling poor.Referencing tending to
be inaccurate, confused or absent.Structure confused, absent
or very limited.
(30)CONTENT (KNOWLEDGE AND UNDERSTANDING) Has effectively
chosen (almost) all the facts and principles relevant to the
given task/question/exercise with no erroneous inclusions
and has effectively/correctly applied these facts/principles.
Has included most of the anticipated facts/principles, perhaps
with one marginal/incorrect. and has applied these mostly
correctly/effectively, perhaps occasional errors. Has included
at least two thirds of the anticipated ed facts/principles,
perhaps with several marginal/ incorrect and has applied these
correctly/effectively in the large majority of instances.
Has included half of the anticipated facts/principles, several
marginal/incorrect. A greater number of correctly identified
can offset a greater incidence of incorrect and has applied
these correctly/effectively in the majority of instances Has
included as many marginal/incorrect as correct, but still
some correct facts/principles identified and has applied these
correctly in some cases.Facts tend not to be applied or analysed.
Has included almost none of the anticipated facts/principles.Has
shown little/no evidence of ability to apply correctly/effectively.Minimal
effort to deliver appropriate content. Perhaps relying extensively
on verbatim content from source material. Lacking in clarity
of thought.Tending to be laden with facts rather than being
analytical.
(30)CRITICAL ANALYSIS Critical thought, evaluation and/or
analysis within assignment rigorous and appropriate. Highly
objective and analytical. Resolves issues providing appropriate
justification for statements. Good clear evidence of critical
thought, evaluation and/or analysis carried out within assignment.
Critical thought, evaluation and/or analysis reasonably well
carried out. Some attempt at critical thought, evaluation
and/or analysis within assignment. Limited attempt at critical
thought, evaluation and/or analysis within assignment. Very
limited, minimal or zero attempt at self-generated critical
thought/evaluation or analysis within assignment. Tending
to repeat the work of others rather without critical reflection.
Lacking objectivity.
(10)SYNTHESIS/ CONCLUSION Ideas, concepts and findings are
communicated clearly and draw together the issues in a highly
coherent fashion. Ideas, concepts and findings are communicated
clearly and draw together the issues in a very good manner.
Ideas, concepts and findings are communicated clearly and
draw together the issues in a good manner. Ideas, concepts
and findings are communicated reasonably clearly and draw
together the issues in a satisfactory manner. Ideas, concepts
and findings are communicated ambiguously and largely fail
to draw together the issues. Purpose and meaning of assignment
is not conveyed clearly. Minimal or zero evidence of an attempt
to draw issues together in an effective manner.Facts presented
rather than linked to reveal coherent patterns or issues.
(20)RESEARCH SKILLS Has identified and employed an extensive
range of highly relevant materials from a wide range of sources
with emphasis on academic journals where appropriate. Has
identified and employed a very good range of relevant materials
from a very good range of sources with some emphasis on academic
journals where appropriate. Has identified and employed a
good range of relevant materials from a range of sources with
some academic journals where appropriate. Has identified and
employed reasonable range of relevant materials from a range
of sources with limited use of academic journals where appropriate.
Has identified and largely managed to employ a limited range
of relevant materials from limited sources with some academic
journals where appropriate. Minimal or zero evidence to find
or access relevant materials or has identified a very limited
range of materials from limited sources with limited or no
use being made of academic journals where appropriate.
Guidance: For example, the shaded column represents that
the assessor has determined the identification of "Research
Skills" would have a relative weighting of 20, running
horizontally from this are the criteria (or evidence) (s)he
seeks to award each grade. This is repeated for all the sources
of assessment criteria. Each piece of work would then be assessed
and aggregated to give an indicative score for the piece of
work. PLEASE NOTE that this simple arithmetical process to
arrive at a final aggregate for a coursework will be used
as a tool to assist the marker in reaching a decision as to
a final grade. In all cases, academic judgement will be used
to arrive at a final grade. This is particularly important
when reaching decisions associated with work judged to be
Grade 1, Grade 2 or Grade 3. All final grades are subject
to ratification by an Assessment Board.
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