Order 800397: academic skills
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MODULEHANDBOOKBAAcademicSkills.docx
MODULE HANDBOOK BA
M4X01434
Academic skills
LEVEL 4
SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT
FACULTY OF BUSINESS AND MANAGEMENT
2017-2018
MODULE CODE: M4X01434
TITLE: Academic Skills
DATED: July 2016
LEVEL: 4
CREDITS 20
JACS CODE: N100
AIM(S)
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Analyse the published literature relating to a management related topic and produce a fully referenced management report
2. Design and deploy a range of primary data collection methods.
3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences
4. Evaluate the appropriateness of different approaches to information gathering.
INDICATIVE CONTENT
· Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills).
· Organising study (e.g. time management, organising space, organising resources)
· Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience)
· Communicating and presenting information (e.g. presentation techniques, styles)
· Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.)
· Referencing convention (e.g. the Harvard System)
· Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress)
· Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques)
· Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods)
· Presentation of data using charts, diagrams and graphs.
· Measures of central tendency (mean, median, mode)
· Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars)
· Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing, sorting and filtering data, generating charts from data sets)
· Using presentation software (e.g. slide design, slide masters, importing images, animation)
· Sharing data and objects between software applications
LEARNING AND TEACHING STRATEGY
Issues relating to the concepts and principles associated with study/research skills are suited to delivery during weekly lectures. However, for the exploration of these topics, their application within the students’ studies and practical experience of the business software, computer room workshops/tutorials are the most appropriate strategy. This gives students the opportunity to integrate the theory and practice of study/research skills such as referencing, report writing and questionnaire design/analysis within the business software context. Furthermore, this module will afford students the opportunity to take responsibility for their own learning, to be engaged, independent learners but with the support of their peers.
The allocation of teaching to deliver the module is:
|
Activity type |
Hours |
Percentage |
|
Scheduled learning |
50 |
25% |
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Independent learning |
150 |
75% |
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Placement learning |
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|
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TOTAL |
200 |
100% |
ASSESSMENT
Students will undertake the first assignment in groups (except in cases of exceptional circumstances) Each group will carry out research (in line with learning objectives 2, 3 and 4) in order to develop their project brief and supporting project pitch. The second assignment requires students to complete an individual report (3000 words) that evaluates the masterclasses that take place during the first semester. This evaluative and reflective report will consider how the masterclasses (and supporting literature, theories and frameworks) have impacted the carrying out of the project, as well as the students own personal learning and development. This second assignment allows students an opportunity to address all learning outcomes.
Assessment Component 1 – 25%
Students will (in groups) carry out research using published literature (and if appropriate primary research) in order to develop a project brief. This project brief should include a rationale for the project that is grounded in current and credible literature and / or primary data. The project brief should also include a high level implementation plan for the project that includes timeframes and major milestones, as well as the overarching aims and objectives of the project. The project brief will take the form of a written report and should not exceed 1000 words.
In support of this project brief, students should also prepare a presentation to ‘pitch’ their project idea to a panel of academic staff. This will be a group presentation and should utilise some form of presentation software. The presentation should be a minimum of five minutes, but will not exceed ten minutes. Students should also be prepared to field additional questions from the staff they are presenting to.
Assessment Component 2 – 75%
This assessment requires the student to produce a reflective and evaluative management report (maximum 3000 words). This assessment will provide students an opportunity to utilise all of the skills and techniques that they have developed across the Academic Skills module, as well as put their theoretical knowledge into practice.
Over the course of the first semester, students will attend weekly masterclass sessions that will impact and inform the implementation of their project. The report requires students to reflect on, and evaluate these masterclass sessions in relation to their project, as well as address the current literature that supports the themes and issues discussed during these masterclass sessions. Students should reflect on the impact that the masterclass sessions had on the implementation of their project, as well as consider how these sessions influenced their personal learning and development. As part of this reflection, students should also include recommendations for how they would improve a similar project in future, as well as enhance their own personal skills and competences.
Assessment Summary
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Activity type |
Percentage |
|
Written |
|
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Coursework |
25% |
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Practical |
75% |
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TOTAL |
100% |
EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
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Does the module contribute to ESD? |
Yes
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The whole module introduces the sustainability in business and management concept.
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Module themes include social impacts, changing and innovating management practices and case material which will apply to sustainable development. The concept of business incorporated embraces Not For Profit, social enterprises and community enterprises, as well as conventional private enterprise, thereby opening alternative solutions to problems identified. Students will be encouraged to apply Bruntland concepts in a creative manner to recommend a systemic solution incorporating whole society participation. In practical exercises students will be challenged to review impacts on global (therefore UNESCO relevant) and local (therefore the Welsh/local dimension e.g. Future Generations Wales) business practices. Generic and transferable skills will be developed in students for research, team approaches and use of consultation tools, in their problem evaluation and response sessions. Their individual role as agents of change and advocates for sustainable development will be explored in academic discipline training, use for case and stimuli material and in interactive collaborative teaching and assessment delivery. Students from higher levels will be invited to demonstrate higher level skills in support for the module to raise the expectation of achievement and sustainable study and employability opportunities. This module also acts as a stimulus for the following Community Engagement module, which it underpins with contributions for employer, social activists and community project work or volunteering opportunities |
BIBLIOGRAPHY
Essential
Andrews, J. (2010) Jump Right In! Essential Computer Skills Using Microsoft Office 2010, Pearson: Harlow
Cottrell, S. (2013) Study Skills Handbook, 4th Ed., Palgrave Macmillan: Basingstoke
Wilson, J. (2014) Essentials of Business Research: A Guide to Doing Your Research Project, 2nd Ed Sage: London
Recommended
Cottrell, S. (2010) Skills for Success: The Personal Development Planning Handbook. 2nd Ed. (Palgrave Study Guides), Palgrave Macmillan: Basingstoke
McMillan, K. & Weyers, J. (2007) The Smarter Student: Study Skills & Strategies for Success at University, Prentice Hall: Harlow
Piscitelli, S.V. (2014) Study Skills: Do I Really Need This Stuff? 3rd Ed., Prentice Hall: Harlow
Saunders, M., Lewis, P. and Thornhill, A. (2012) Research Methods for Business Students, 6th Edition, FT/Prentice Hall: Harlow. On-line access on 6th Edition
.
Background
Cox, J., Frye C. & Preppernau, J. (2010) Microsoft Office Home and Student 2010 Step by Step Book/CD Package. On-line access only
Journals
International Journal of Educational Development
International Journal of Training & Development
Assessment & Evaluation in Higher Education
Computers & Education
Websites
www.socialresearchmethods.net/kb/contents.php www.palgrave.com/skills4study/
www.ltscotland.org.uk/studyskills/
www.brunel.ac.uk/~mastmmg/ssguide/sshome.htm
RESULT ![]()
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BACHELORS DEGREE ASSIGNMENT SPECIFICATION |
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Student name: |
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Student P number: |
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Programme: |
BA Business, Finance and Management
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Module: |
Academic Skills |
Module Level (4, 5, 6): |
4 |
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Module code: |
M4X01434
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Contribution to Overall Module Assessment (%): |
25% |
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Lecturer: |
Gareth Hughes |
Internal Verifier: |
Beth Cummings |
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Assignment Title: |
Project Pitch |
Assignment No (x of x): |
1 of 2 |
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Hand Out Date: |
W/C 3rd October 2017 |
Submission deadline: |
30th October 2017 |
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Referencing: |
In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of publication). |
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Disclosure:
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I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited. |
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Student’s Signature: |
Assignments will not be accepted without a signature here |
Date: |
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Turnitin: Lecturer to tick to indicate if an electronic version of the assignment must be submitted to Turnitin. Note: the Turnitin version is the primary submission and acts as a receipt for the student. Both electronic and paper versions MUST be submitted by the same deadline. No marks will be released until both submissions are received. Late submission of either the electronic or paper version will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, Refer. Only Year Tutors and the Programme Director may grant an extension. |
YES |
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NO |
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Learning Outcomes tested (from module syllabus) |
Assessment Criteria To achieve each outcome a student must demonstrate the ability to: |
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1. Analyse the published literature relating to a management related topic and produce a fully referenced management report 2. Design and deploy a range of primary data collection methods. 3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences 4. Evaluate the appropriateness of different approaches to information gathering.
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· Source and select a range of literature sources, which may be academic, professional, governmental, and retrieved independently · Analyse the literature · Use literature sources that are relevant, current and credible. · Produce a written report in a suitable format, structured and sectioned appropriately. (in groups) · Present to staff using appropriate presentation software, demonstrating ability to convey information and analysis. · Employ an appropriate system of referencing to evidence research. · Use a range of word processing software features (e.g. e-Referencing, automatic TOC, tables) in the production of the report |
·
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TASK DESCRIPTION |
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide you with the underlying study/research strategies and software skills that can accelerate that learning process. You are encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for your own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
Students will (in groups) carry out research using published literature (and if appropriate primary research) in order to develop a project brief. This project brief should include a rationale for the project that is grounded in current and credible literature and / or primary data. The project brief should also include a high level implementation plan for the project that includes timeframes and major milestones, as well as the overarching aims and objectives of the project. The project brief will take the form of a written report and should not exceed 1000 words. Any literature should be relevant, credible and current and sourced from a variety of different resources. The production of the report will require IT skills, secondary research, critical thinking, academic skills such as referencing and report writing conventions.
Each Student will research and prepare no more than 1,000 words on chosen project. The outcome should be ONE management report, incorporating the contributions of each team member (where relevant) and members will also contribute to the collation/structure of the report (for example, the writing of the introduction, conclusion and bibliographic sections).
In support of this project brief, students should also prepare a group presentation to ‘pitch’ their project idea to academic staff. This will be a group presentation and should utilise some form of presentation software. The presentation should be a minimum of five minutes, but will not exceed 10 minutes. Students should also be prepared to field additional questions from the staff they are presenting to.
Students will use PowerPoint (or alternative presentation software) to support your pitch, demonstrating an ability to distil information and convey issues in a clear, concise and professional manner.
Students also should submit copies of presentation slides and any handout materials.
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GUIDANCE FOR Students IN THE COMPLETION OF TASKS |
NOTE: The guidance offered below is linked to the five common assessment criteria overleaf.
1. Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to-date, typically published within the last five years or so, though seminal works in the field may be older. You must provide evidence of your research/own reading throughout your work, using in-text citations in the main body of your work and a reference list that is alphabetical at the end of your work. Please use the Harvard referencing system.
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each should be complete and detailed, with comprehensive coverage.
3. Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing What! but also justifying: Why? How? When? Who? Where? At all times, you must provide justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. There should be no new information presented within your conclusion. Where relevant, alternative solutions and recommendations may be proposed.
4. Practical Application and Deployment
You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for instance, the use of real world examples and cases, the application of a model within an organisation and/or benchmarking one organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.
5. Skills for Professional Practice
Your work must provide evidence of the attributes expected in professional practice. This includes demonstrating your individual initiative and/or collaborative working. You must communicate effectively in a suitable format, which may be written and/or oral, for example, essay, management report, presentation. Work should be coherent and well-structured in presentation and organisation.
Essential Resources:
· Resources listed on the lecture schedule and on Moodle
· The student handbook
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marking criteria and Student FEEDBACK |
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
Page 9 of 19
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Common Assessment Criteria Applied |
Marks available |
Marks awarded |
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1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. |
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10 |
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2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
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10 |
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3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
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30 |
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4. Practical Application and Deployment Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. |
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20 |
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5. Skills for Professional Practice Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. |
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30 |
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Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) |
Late Submission Penalties (tick if appropriate) |
% |
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Up to one-week late |
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Over one week late |
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COMMON ASSESSMENT AND MARKING CRITERIA |
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OUTRIGHT FAIL |
UNSATISFACTORY |
SATISFACTORY |
GOOD |
VERY GOOD |
EXCELLENT |
EXCEPTIONAL |
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Assessment Criteria |
0-29% |
30-39%* |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions |
Little or no evidence of reading. Views and findings unsupported and non-authoritative. Referencing conventions largely ignored. |
Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources. Referencing conventions used inconsistently. |
References to a limited range of mostly relevant sources. Some omissions and minor errors. Referencing conventions evident though not always applied consistently. |
Inclusion of a range of research-informed literature, including sources retrieved independently. Referencing conventions mostly consistently applied. |
Inclusion of a wide range of research-informed literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. |
A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied. |
Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied. |
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2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. |
Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. |
Evidence of basic knowledge and understanding of the relevant concepts and underlying principles. |
Knowledge is accurate with a good understanding of the field of study. |
Knowledge is extensive. Exhibits understanding of the breadth and depth of established views. |
Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base. |
Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge. |
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3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. |
Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. |
Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/ views, but evidence not consistently interpreted. Some relevant conclusions and recommendations, where relevant |
Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance. An emerging awareness of different stances and ability to use evidence to support the argument. Valid conclusions and recommendations, where relevant |
Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly. Sound, convincing conclusions / recommendations. |
Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Strong, persuasive, conclusions, justifiable recommendations. |
Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions |
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4. Practical Application and Deployment Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative and creative solutions to solve problems. |
Limited or no use of methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. |
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
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An adequate awareness and mostly appropriate application of well established methods, materials, tools and/or techniques. Basic appreciation of the context of the application.
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A good and appropriate application of standard methods, materials, tools and/or techniques. Good appreciation of the context of the application, with some use of examples, where relevant.
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A very good application of a range of methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive use of examples, where relevant. Evidence of some innovation and creativity. |
An advanced application of a range of methods, materials, tools and/or techniques. The context of the application is well considered, with extensive use of relevant examples. Application and deployment extend beyond established conventions. Innovation and creativity evident throughout. |
Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques. |
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5. Skills for Professional Practice Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. |
Communication media is inappropriate or misapplied. Little or no evidence of autonomy in the completion of tasks. Work is poorly structured and/or largely incoherent. |
Media is poorly designed and/or not suitable for the audience. Poor independent or collaborative initiative. Work lacks structure, organisation, and/or coherence |
Can communicate in a suitable format but with some room for improvement. Can work as part of a team, but with limited involvement in group activities. Work lacks coherence in places and could be better structured. |
Can communicate effectively in a suitable format, but may have minor errors. Can work effectively as part of a team, with clear contribution to group activities. Mostly coherent work and is in a suitable structure. |
Can communicate well, confidently and consistently in a suitable format. Can work very well as part of a team, with very good contribution to group activities. Work is coherent and fluent and is well structured and organised. |
Can communicate professionally and, confidently in a suitable format. Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations. Work is coherent, very fluent and is presented professionally. |
Can communicate with an exceptionally high level of professionalism. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Work is exceptionally coherent, very fluent and is presented professionally. |
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Student Self Evaluation Form |
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Student name: |
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Student P number: |
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Programme: |
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Year of programme |
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Assignment Title: |
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This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates the level of achievement you feel you have achieved with regard to each of them.
Page 11 of 19
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Common Assessment Criteria Applied |
Level of Achievement |
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REFER |
3rd |
2:2 |
2:1 |
1st |
1st |
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OUTRIGHT FAIL |
UNSATISFACTORY |
SATISFACTORY |
GOOD |
VERY GOOD |
EXCELLENT |
EXCEPTIONAL |
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1. Research-informed Literature
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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2. Knowledge and Understanding of Subject |
0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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3. Analysis
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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4. Practical Application and Deployment
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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5. Skills for Professional Practice
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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PLEASE COMMENT ON AREAS IN WHICH YOU FEEL THAT YOU HAVE PERFORMED WELL |
PLEASE COMMENT ON AREAS you feel that you need TO DEVELOP |
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Student’s Name |
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Date |
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Student’s Signature |
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RESULT ![]()
BACHELORS DEGREE ASSIGNMENT SPECIFICATION |
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Student name: |
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Student P number: |
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Programme: |
BA Business and Management
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Module: |
Academic Skills |
Module Level (4, 5, 6): |
4 |
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Module code: |
M4X01434 SBUS4108 |
Contribution to OverallModule Assessment (%): |
75% |
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Lecturer: |
Gareth Hughes |
Internal Verifier: |
Beth Cummings |
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Assignment Title: |
Reflective Report |
Assignment No (x of x): |
2 of 2 |
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Hand Out Date: |
W/C 3rd October 2017 |
Submission deadline: |
2nd March 2018 |
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Referencing: |
In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of publication). |
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Disclosure:
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I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited. |
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Student’s Signature: |
Assignments will not be accepted without a signature here |
Date: |
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Turnitin: Lecturer to tick to indicate if an electronic version of the assignment must be submitted to Turnitin. Note: the Turnitin version is the primary submission and acts as a receipt for the student. Both electronic and paper versions MUST be submitted by the same deadline. No marks will be released until both submissions are received. Late submission of either the electronic or paper version will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, Refer. Only Year Tutors and the Programme Director may grant an extension. |
YES |
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NO |
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Learning Outcomes tested (from module syllabus) |
Assessment Criteria To achieve each outcome a student must demonstrate the ability to: |
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1. Analyse the published literature relating to a management related topic and produce a fully referenced management report 2. Design and deploy a range of primary data collection methods. 3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences 4. Evaluate the appropriateness of different approaches to information gathering. |
· Attendance of masterclasses is essential and mandatory to meet the learning objectives of this module · Students will need to evaluate and reflect on the masterclasses in relation to their project work (i.e. how these masterclasses impacted and informed the implementation of their project) · Address literature that is related to the themes and issues that are discussed in the masterclasses and compare and contrast this with their own experience during the course of the project. · Employ an appropriate system of referencing to evidence research. · Make recommendations as to how students could improve future project work · Reflect on personal strengths and weaknesses and address how these can be developed and mitigated respectively, in future
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TASK DESCRIPTION |
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide you with the underlying study/research strategies and software skills that can accelerate that learning process. You are encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for your own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
This assessment requires the student to produce a reflective and evaluative management report (maximum 3000 words) (N.B this is an individual piece of work). This assessment will provide students an opportunity to utilise all of the skills and techniques that they have developed across the Academic Skills module, as well as put their theoretical knowledge into practice.
Over the course of the first semester, students will attend weekly masterclass sessions that will impact and inform the implementation of their project. The report requires students to reflect on, and evaluate these masterclass sessions in relation to their project, as well as address the current literature that supports the themes and issues discussed during these masterclass sessions. Students should reflect on the impact that the masterclass sessions had on the implementation of their project, as well as consider how these sessions influenced their personal learning and development. As part of this reflection, students should also include recommendations for how they would improve a similar project in future, as well as enhance their own personal skills and competences.
Please note, attendance of masterclass sessions is compulsory and essential to success in this module. Students should ensure that they keep detailed notes during the masterclasses, in order to be able to fully reflect on how these sessions informed and impacted the conduct of their projects. Further to which, students should ensure that they conduct further research around the themes and issues addressed in the masterclasses in order that they can demonstrate both an academic and practical understanding of these issues, as well as understand the broader context in which they sit.
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GUIDANCE FOR Students IN THE COMPLETION OF TASKS |
NOTE: The guidance offered below is linked to the five common assessment criteria overleaf.
Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to-date, typically published within the last five years or so, though seminal works in the field may be older. You must provide evidence of your research/own reading throughout your work, using in-text citations in the main body of your work and a reference list that is alphabetical at the end of your work. Please use the Harvard referencing system.
Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each should be complete and detailed, with comprehensive coverage.
Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing What! but also justifying: Why? How? When? Who? Where? At all times, you must provide justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. There should be no new information presented within your conclusion. Where relevant; alternative solutions and recommendations may be proposed.
Practical Application and Deployment
You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for instance, the use of real world examples and cases, the application of a model within an organisation and/or benchmarking one organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.
Skills for Professional Practice
Your work must provide evidence of the attributes expected in professional practice. This includes demonstrating your individual initiative and/or collaborative working. You must communicate effectively in a suitable format, which may be written and/or oral, for example, essay, management report, presentation. Work should be coherent and well-structured in presentation and organisation.
Essential Resources:
· Resources listed on the lecture schedule and on Moodle
· The student handbook
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marking criteria and Student FEEDBACK |
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
Page 16 of 19
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Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) |
Late Submission Penalties (tick if appropriate) |
% |
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Up to one-week late |
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Over one week late |
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COMMON ASSESSMENT AND MARKING CRITERIA |
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OUTRIGHT FAIL |
UNSATISFACTORY |
SATISFACTORY |
GOOD |
VERY GOOD |
EXCELLENT |
EXCEPTIONAL |
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Assessment Criteria |
0-29% |
30-39%* |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions |
Little or no evidence of reading. Views and findings unsupported and non-authoritative. Referencing conventions largely ignored. |
Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources. Referencing conventions used inconsistently. |
References to a limited range of mostly relevant sources. Some omissions and minor errors. Referencing conventions evident though not always applied consistently. |
Inclusion of a range of research-informed literature, including sources retrieved independently. Referencing conventions mostly consistently applied. |
Inclusion of a wide range of research-informed literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. |
A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied. |
Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied. |
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2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. |
Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. |
Evidence of basic knowledge and understanding of the relevant concepts and underlying principles. |
Knowledge is accurate with a good understanding of the field of study. |
Knowledge is extensive. Exhibits understanding of the breadth and depth of established views. |
Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base. |
Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge. |
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3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. |
Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. |
Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/ views, but evidence not consistently interpreted. Some relevant conclusions and recommendations, where relevant |
Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance. An emerging awareness of different stances and ability to use evidence to support the argument. Valid conclusions and recommendations, where relevant |
Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly. Sound, convincing conclusions / recommendations. |
Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Strong, persuasive, conclusions, justifiable recommendations. |
Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions |
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4. Practical Application and Deployment Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative and creative solutions to solve problems. |
Limited or no use of methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. |
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
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An adequate awareness and mostly appropriate application of well established methods, materials, tools and/or techniques. Basic appreciation of the context of the application.
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A good and appropriate application of standard methods, materials, tools and/or techniques. Good appreciation of the context of the application, with some use of examples, where relevant.
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A very good application of a range of methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive use of examples, where relevant. Evidence of some innovation and creativity. |
An advanced application of a range of methods, materials, tools and/or techniques. The context of the application is well considered, with extensive use of relevant examples. Application and deployment extend beyond established conventions. Innovation and creativity evident throughout. |
Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques. |
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5. Skills for Professional Practice Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. |
Communication media is inappropriate or misapplied. Little or no evidence of autonomy in the completion of tasks. Work is poorly structured and/or largely incoherent. |
Media is poorly designed and/or not suitable for the audience. Poor independent or collaborative initiative. Work lacks structure, organisation, and/or coherence |
Can communicate in a suitable format but with some room for improvement. Can work as part of a team, but with limited involvement in group activities. Work lacks coherence in places and could be better structured. |
Can communicate effectively in a suitable format, but may have minor errors. Can work effectively as part of a team, with clear contribution to group activities. Mostly coherent work and is in a suitable structure. |
Can communicate well, confidently and consistently in a suitable format. Can work very well as part of a team, with very good contribution to group activities. Work is coherent and fluent and is well structured and organised. |
Can communicate professionally and, confidently in a suitable format. Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations. Work is coherent, very fluent and is presented professionally. |
Can communicate with an exceptionally high level of professionalism. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Work is exceptionally coherent, very fluent and is presented professionally. |
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Student Self Evaluation Form |
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Student name: |
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Student P number: |
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Programme: |
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Year of programme |
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Assignment Title: |
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This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates the level of achievement you feel you have achieved with regard to each of them.
Page 19 of 19
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Common Assessment Criteria Applied |
Level of Achievement |
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REFER |
3rd |
2:2 |
2:1 |
1st |
1st |
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OUTRIGHT FAIL |
UNSATISFACTORY |
SATISFACTORY |
GOOD |
VERY GOOD |
EXCELLENT |
EXCEPTIONAL |
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1. Research-informed Literature
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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2. Knowledge and Understanding of Subject |
0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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3. Analysis
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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4. Practical Application and Deployment
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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5. Skills for Professional Practice
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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PLEASE COMMENT ON AREAS IN WHICH YOU FEEL THAT YOU HAVE PERFORMED WELL |
PLEASE COMMENT ON AREAS you feel that you need TO DEVELOP |
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Student’s Name |
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Date |
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Student’s Signature |
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