mod001112 business analysis project module guide sem2 2013-14.doc

8/10/2019 MOD001112 Business Analysis Project module guide SEM2 2013-14.doc

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Lord Ashcroft International Business School

Department: Marketing, Strategy and Enterprise

Module: BAP Business Analysis Project

Module Code: MOD00!

"ear: !0#$%

Semester: & !'rimesters: , ! & #

Academic "ear: !0#$%

Semester$'rimester: ,! or #


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Module (uide

Contents

Module Title............................................................................................................................................... 11. Key Information..................................................................................................................................... 22. Introduction to the Module.....................................................................................................................23. Intended Learning Outcomes................................................................................................................2

3.1 m!loya"ility s#ills deli$ered in this Module........................................................................................3%. Outline &eli$ery..................................................................................................................................... %%.1 Attendance 'e(uirements...................................................................................................................)). Assessment........................................................................................................................................... *).1 Su"mitting $ia Turnitin+,K -radeMar# /am"ridge and /helmsford students0..................................).2 Su"mitting your or# Students in all other locations at Associate /olleges0.......................................).3 Mar#ing 'u"ric and 4eed"ac#.......................................................................................................... 15).% 'e6Assessment 7resit8.......................................................................................................................15*. 9o is My :or# Mar#ed;....................................................................................................................15. Assessment /riteria and Mar#ing Standards.......................................................................................1%.1 S!ecific Assessment /riteria and Mar#ing 'u"ric..............................................................................1%.2 ,ni$ersity -eneric Assessment /riteria.............................................................................................1)


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Module (uide

) *ey +normation

Module: Business Analysis ?ro@ect

Module -eader: 'o"ert ones

/am!us Building 'oom> /am"ridgeC Lord Ashcroft BuildingC LAB 322=tension> 2)% &irect> 5 ro"[email protected]#:e"site> htt!>cam"ridgem"a.ord!ress.com"a!

Module 'utors: 'o"ert ones

$ery module has a Module &efinition 4orm 7M&48 hich is the officially $alidated record of the module.Eou can access the M&4 for this module in three ays $ia>

the Firtual Learning n$ironment 7FL8

the My.Anglia Module Catalogueat .anglia.ac.u#modulecatalogue Anglia 'us#inGs module search engine facility at .anglia.ac.u#modules

All modules deli$ered "y Anglia 'us#in ,ni$ersity at its main cam!uses in the ,K and at Associate/olleges throughout the ,K and o$erseas are go$erned "y the Academic Regulations. Eou can $iethese at .anglia.ac.u#academicregs . A !rinted e=tract of theAcademic RegulationsC #non as theAssessment RegulationsC is a$aila"le for e$ery student from your 4aculty Office.All ne studentsrecei$e a co!y as !art of their elcome !ac#.

In the unli#ely e$ent of any discre!ancy "eteen the Academic Regulationsand any other !u"licationCincluding this module guideC the Academic RegulationsC as the definiti$e documentC ta#e !recedence

o$er all other !u"lications and ill "e a!!lied in all cases.

!) +ntroduction to t.e Module

*ey /ords sources of com!etiti$e ad$antageC "enchmar#ingC K?Is

This 1) credit module is largely selmanaged. It is centred on a single "usiness of your choosingChich you ill 1enc.markith to similar organisations.

It is difficult to "e !rescri!ti$e a"out this module. Imagine "eing called in to a meeting ith the /hief=ecuti$e and "eing told to Hsort out the organisation. It is difficult to define Hsort outC "ecause if the /coulde=!lain itC the !ossi"le solutions ould "e self e$ident. This sort of !ro"lem is faced "y most senior

managers at some time in their careerC es!ecially in these tur"ulent times.

This module simulates the !ro"lems 7issues8 that real life managers deal ith and re(uires you to testsome of your !ro!osed solutions. The focus is on some as!ect of competiti2e ad2antageand ho thisis re!orted in !u"lished information and also in financial re!orts and statistics.

The module is integrati2eC it re(uires you to loo# at com!etiti$e strategy from different angles 7e.g.organisationalC o!erationalC mar#etC financial etc8. Eou must !ull together these strands in order to forma coherent !icture of the issues7i.e. the !ro"lems and o!!ortunities8 inside and around your chosenorganisation.

?art of your analysis ill "e (ualitati$e 6 Hsoft 6 and !art of your analysis ill "e (uantitati$e 6 Hhard. Eoumust !ull together Hsoft analysis and Hhard 7financial and mar#et data8 in order to !erform a com!leteanalysis.

?age 2
mailto:[email protected]://cambridgemba.wordpress.com/baphttp://www.anglia.ac.uk/modulecataloguehttp://www.anglia.ac.uk/moduleshttp://www.anglia.ac.uk/academicregsmailto:[email protected]://cambridgemba.wordpress.com/baphttp://www.anglia.ac.uk/modulecataloguehttp://www.anglia.ac.uk/moduleshttp://www.anglia.ac.uk/academicregs


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Module (uide

It is $alua"le to "e aare of the key perormance indicatorsthat are em!loyed in each mar#et sector.The traditional financial ratios are useful hereC "ut do not gi$e the full !icture. Some sectors ha$e $erys!ecialised K?Is. 9o does your chosen organisation com!are ith your chosen "enchmar#organisations in these #ey areas;

The module also re(uires an aareness of $alues and @udgements in financial and other re!orting. Eou

must interpret e2idence from a num"er of different sources in order to gi$e your @udgement onnumerical data re!resented in the accounts.

The module re(uires you to test t.e outcomesof your recommendations using s!readsheet scenariomodelling. Eou should comment on the suita1ility, accepta1ility and easi1ility of yourrecommendations and integrate the figures deri$ed from your scenario modelling in this section.

'.is module integrates learning rom pre2ious modules and is useul practice or yourdissertation)

#) +ntended -earning Outcomes

*no/ledge andunderstanding

1. $aluate the ays in hich com!etiti$e forces im!inge on anorganisationGs !erformanceJ

2. /ritically e=amine relationshi!s "eteen organisational issuesand strategic de$elo!mentJ

+ntellectual,practical,aecti2e andtransera1le skills

3. A!!ly a!!ro!riate (ualitati$e and (uantitati$e toolsC techni(uesand conce!ts to clarifyC synthesise and e$aluate anorganisationGs current effecti$eness and future !ros!ectsJ

%. &e$elo! a critical and !ractice6"ased insight into the #ey issuesfacing an organisationC su!!orted "y clear e$idence6"asedfindings and to communicate those findings and ma#erecommendations.

?age 3


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Module (uide

#) Employa1ility skills deli2ered in t.is Module

It is im!ortant that e hel! you de$elo! em!loya"ility s#ills throughout your course hich ill assist youin securing em!loyment and su!!orting you in your future career. &uring your course you ill ac(uire aide range of #ey s#ills. In this moduleC you ill de$elo! those identified "elo>

?age %

S*+-- Skills ac3uired in t.ismodule

/ommunication 7oral8

/ommunication 7ritten8

/ommercial Aareness

/ultural sensiti$ity

/ustomer focus

&ata 9andling

&ecision ma#ing

nter!rising

4le=i"ility

Initiati$e

Inter!ersonal S#ills

Leadershi!Management of others

etor#ing

Organisational ada!ta"ility

?ro@ect Management

?ro"lem Sol$ing and analytical s#ills

'es!onsi"ility

Team or#ingTime Management

Integration of (uantitati$e and (ualitati$eanalysis


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Module (uide

%) Outline Deli2ery

The programme here is indicative and may be changed if necessary

Part -ecture Seminar$4orks.op Studentmanaged learning

5 ?re6module Briefing on !ur!ose anddirection of module and!re!aration

?re6module reading and researchon one focus com!any and itscom!etitors.

1 Module introduction !ur!oseC direction andoutcomes.

Sources of information

Selection of target

organisationsJ suita"ility forstudyC access to com!anyinformation&isco$eringC assessing ande=changing details of fa$ouritesources $alidC neutralCre!uta"le and relia"le sources

'esearch and data gathering for

chosen firms

Testing and sharing sources ofinformation

2 Student presentations718formati$eC not assessed

StudentsG !reliminary!resentations on choice of focuscom!any and hat they e=!ectto find out

/lass dialogue on currenteconomic and "usiness issuesand their influences on strategyformulation.

3 4rameor#s forcompetiti2e ad2antage

Nuestioning u!datingacademic frameor#s

'e$iseC re$ie and test#noledge of standard modelse.g. ?STC )6forcesC Ansoff etc.'e$ise the standard accountingratios and their im!lications

9o e can ada!t and u!dateframeor#s;

'e$ision and u!dating of learningfrom earlier strategy andaccounting modules.ohnsonC Scholes :hittington725118 =!loring /or!orateStrategyC ?earson ducation LtdCthedition.

'ead or#s of &ones MuiCMiller A.C Boman /.C Ei!.C AnsoffI.

% Balanced Scorecardand*P+sand Strategy Map

Identifying and understandingindustry6s!ecific #ey!erformance indicators

'esearching s!ecific com!anyand industry sources andidentifying the s!ecial K?Is for thatsector. 'ead articles "y Ka!lanand orton on the BalancedScorecard and the Strategy Ma!.

?age )


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Module (uide

) Dri2ers o glo1alisation Identifying and assessing themain factors dri$ing glo"alisation

'eading and researching e.g.good (uality !ress articles in orderto assess the influence ofglo"alisation 7"ased on Ei!C -.8.?:/ and :orld Ban# and :4and other re!orts

* Spreads.eet modelling com!uter room

'e!lication of com!any ?L andBalance Sheets ins!readsheets. 'e$ision and useof s!readsheet formulae.

Spreads.eet modelling com!uter room

&e$elo!ment of studentGs ons!readsheet model

< Student presentations728formati$e not assessed !rogress chec#

Short 73 ?oer!oint slides8!resentations on the mainissues unco$ered in focuscom!any and to com!arators.

Identifying #ey !ro"lems issuesCidentifying industry6s!ecific K?Is.

/ase studye.g. Mar#s S!encer

/ase study>6e.g. Lo cost airlines

A!!lication of academicframeor#sJ modelling s!read6sheeting figures

Selecting the a!!ro!riatemeasura"les.

Identify industry6s!ecific K?IsCintegrating soft 7(ualitati$e8 andhard 7(uantitati$e8 data.

Industry6s!ecific K?IsC e=am!le ofairlinesC&oganisC'.

15 In$estment a!!raisalframeor#sC 5P6, +77CDecision tree analysis

A!!lications and im!lications :ill "e ad$ised in lecture

11 'e$ie

Student presentationsu!dated 7not assessedCformati$e8

:or#sho! 'ealistic strategy o!tions. Testingo!tions ith a s!readsheetC

integrating the analysis into a?oer!oint !resentation

12 'e$ie :or#sho! (uestion andanser session

'ealistic strategy o!tions. Testingo!tions ith a s!readsheetCintegrating the analysis into a?oer!oint !resentation

?age *


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Module (uide

De2eloping and applying learning

:e ill re$ie e=isting #noledge and re$isit classic traditional strategic frameor#sC conce!ts andtools>6

?STL?orterGs )6forces of com!etition

Mar#et analysis and Mar#et life6cycleIdentification and e=!lanation of #ey e=ternal !ressures dri$ing strategy4inancial analysis ratios and toolsK?IsStrategic directions a$aila"le

Then e ill criti(ueC ada!tC u!date and de$elo! the con$entional tools a"o$e for e=!loitation in thismodule. :e ill identify and assess contem!orary !ressures on organisationsG strategies. :e ill a!!lysome useful integrati$e strategic modelsC including>6

&ones Mui Additional forces of com!etitionMiller 'easons for &i$ersificationKa!lan and orton Balanced Scorecard and Strategy Ma!Boman Strategy /loc# $alue $s. !riceEi! -lo"alisation influences

:e ill e=!loit (ualitati$e and (uantitati$e techni(uesC e ill use num"ers in the narrati$e H!ainting "ynum"ers. :e ill assess the relati$e merits and limitations ofC and a!!lyC (uantitati$e techni(ues forin$estment a!!raisal e.g. ?FC &/4C I''C decision treeC etc.

Eour finished re!orts ill "e largely (uantitati$e and "ased on s!readsheet modelling of your strategyrecommendations.

%) Attendance 7e3uirements

Attending all your classes is $ery im!ortant and one of the "est ays to hel! you succeed in this module.'esearch has found a clear correlation "eteen student attendance and o$erall !erformance. Inaccordance ith the Student /harterC you are e=!ected to arri$e on time and ta#e an acti$e !art in allyour timeta"led classes. If you are una"le to attend a class for a $alid reason 7e.g. illness8C !leasecontact your Module Tutor.

Anglia 'us#in ill closely monitor the attendance of all students and ill contact you if you ha$e "eena"sent ithout notice for to ee#s. /ontinued a"sence can result in $arious conse(uences includingthe termination of your registration as you ill "e considered to ha$e ithdran from your studies.

International students ho are non6A nationals and in !ossession of entry clearancelea$e to remainas a student 7student $isa8 are re(uired to "e in regular attendance at Anglia 'us#in. 4ailure to do so isconsidered to "e a "reach of national immigration regulations. Anglia 'us#inC li#e all British ,ni$ersitiesCis statutorily o"liged to inform the ,K Border Agency of the 9ome Office of significant unauthoriseda"sences "y any student $isa holders.

?age


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Module (uide

8) Assessment

'.e assessment or t.is module consists o t.ree parts) Su1mission dates 2ary)

Part 'ype o assessment 4ordor time

limit

Su1missionmet.od

Su1mission dates

1 4ormati$e @ustify selectionof focus organisation

3minutes

Fer"al!resentation

O LAT' T9A>2ndlecture

2 4ormati$e !reliminary"enchmar#ing and findings

)minutes

Fer"al ith?oer!ointor other

O LAT' T9A>thlecture

3 lement 515 rittenindi$idual assignment

3C555ords

Turnitin+,K-radeMar#

O LAT' T9A 7semester 2 251%8Le$el > 4riday 1*thMay 251% "y )!m

Part 9 Assignment

Mark-earningOutcome

1. 4ormati$e $er"al !resentation 6 @ustify selection of focus organisation 5 1 6 %

2. 4ormati$e ?oer!oint 7or other8 !reliminary "enchmar#ing and findings 5 1 6 %

3. lement 515 ritten indi$idual assignment 155 1 6 %

%)

8)

'O'A- MA7*S 155P

?age


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Module (uide

o/ /ill t.e assignment 1e marked;

B,SISS AALESIS ?'O/T MO&551112 Mar#ing sheet

SID: Focus company: Benchmark 1 Benchmark 2

LOs Weight Mark

a 1 - 4 Research on industry sector and selected organisation, referencingWide research and reading - good bibliography and referencing - every piece of information

and all non-original work must be referenced to original author. Information is not free, it isthe intellectual property of the original author who must e acknowle!ge!

Do not describe analytical models. Sources: FT !conomist "#$ %uality newspapers &

'ournals (intel & )eynote market sector reports Dunn & #radstreet specialist 'ournals"Be careful with online sources # D$ %$& !ownloa! we#ase! material without referencing"

1'(

3 Detailed financial analysis, including financial spreadsheet modelling ofrecommended strategy options

!*amine trends over + - , years:- e.g. sales market share profitability cash debt

investment pe - and compare with key competitors. se specific /erformance 0ndicatorsrelevant to your chosen sector. se only relevant financial ratios 1no need to e*amine all of

them2. WHAT ARE THE INDUSTRY-SPECIFIC KPIs? !ach sector has its own special

)/0s. 0nterpret and discuss your findings - 0D!3T0F4 )!4 0SS!S.

1)(

c 1 - 4 Analysis, interpretation and discussion of strategic issues!stablish the conte*t and background - apply models to the case. !*amine the market andcompetitors operations and organisation. 0nterpret and discuss your findings - 0D!3T0F4

)!4 0SS!S

5//64 theory & models to help you 53564S! - do notD!S7$0#! the theory

0t is advisable to select one or ma*imum two theoretical models

e.g.PESTELplus modifiedPorter 5 Forcesworks well.

e.g. theBaanced Scorecard Strategy (ap with industry-specific )/0s works well

DO NOTuse SW$&

*'(

! 4 An appraisal of the limitations of financial models and conentional analysis$emember to include this part. (#5 people should be capable of seeing the weaknesses as

well as the strengths of conventional 8te*tbook9 wisdom and concepts. For e*ample the

traditional 8,-forces9 model is out-of-date and we will criti%ue and update it.

1'(

e 1 - 4 !onclusions!onclusions must link strongly with the earlier parts of the report and pull together your

findings - do not introduce new evidence and thought here - no surprises. 7onclusions will

restate the !e" #ss$esthat you have identified and your%a&or '#nd#n(s.

1'(

f 1 - 4 Recommendations must address these key issues and ma'or findings. 4ou are writing to the

7! and advising on your favoured options for the future in terms of costs)ene'#ts1increasedsales profits etc2 t#%escaeand reso$rce implications for the organisation. 4ou must

model your recommendations in the financial spreadsheet model in part 1b2; make some

assumptions on costs sales etc and input these to the model; discuss and interpret the

financial and other outcomes of your recommendations in terms of acceptability feasibility

and suitability"

1'(

g 1 - 4 "odelling(odel your recommendations from part 1e2 %uantitatively using a spreadsheet. 4ourrecommendations inform the inputs then you will comment on the outcomes.

1)(

TOTAL 1''(

Oerall#

ra+aismaB-.Mark sheet +ul2'1*

?age


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Module (uide

All courseor# assignments and other forms of assessment must "e su"mitted "y the !u"lisheddeadline hich is detailed a"o$e. It is your res!onsi"ility to #no hen or# is due to "e su"mitted ignorance of the deadline date ill not "e acce!ted as a reason for late or non6su"mission.

Any late or# ill OT "e acce!ted and a mar# of Qero ill "e aarded for the assessment tas# in(uestion.

Eou are re(uested to #ee! a co!y of your or#.

8) Su1mitting 2ia 'urnitinCam1ridge and C.elmsord students?

Eou are re(uired to su"mit your ritten assignment7s8 online $ia Turnitin-rademar#. ,nless stated onthe assignment "riefC all your assignments should "e su"mitted online. 9ard co!y assignments ill5O' "e acce!ted or mar#ed. "ou must put "O=7 Student +D num1er @S+D as t.e su1mission title@details 1elo/)

Eou ill "e enrolled automatically to to ty!es of Turnitin class> 18 -rademar# /lasses entitled "ymodule nameC to hich you ill su"mit a O TIM OLE final su"missionJ 28 The Originality 'e!ort/lass to hich you can su"mit multi!le drafts for originality chec#ing.

The -rademar# class !age shos the start date 7hen you can "egin su"mitting or#8C the due date foryour assignment and the !ost date. All assignments must "e su"mitted "y )!m on the due date. Anylate or# ill OT "e acce!ted and a mar# of Qero ill "e aarded for the assessment tas# in (uestion.The !ost date is the date hen "oth feed"ac# and !ro$isional results ill "e !osted online. Eou shouldfollo the detailed instructions !ro$ided on the FL.

:hen you su"mit your assignmentC remem"er to>

?age 15


12/28

Module (uide

O5-+5E S=BM+SS+O5 A5D EEDBAC* '7O=( (7ADEMA7*

At the !ost date you ill get your feed"ac# through Turnitin-rademar#. :e ha$e im!lemented thisonline feed"ac# system to gi$e you the folloing "enefits>

More timely recei!t of your feed"ac#J

Better (uality feed"ac#J

The a"ility to hand in your or# onlineJ

'eduction in time s!ent (ueuing to hand in and !ic# u! your assignmentsJ

The a"ility to recei$e mar#er feed"ac# hen it is !ostedC regardless of your locationJ

'eduction of "oth yours and the uni$ersityGs car"on foot!rint "y no longer !rinting or#.

O4 'O 6+E4 "O=7 EEDBAC*

/lic# on the class that you ish to $ie and then you ill see the assignments for the module listed./lic# the "lue $ie "utton to o!en u! the document $ieer. A ne indo ill o!en and you ill see

your feed"ac# on the right6hand side of the screen. Or clic# on the grey arro to donload a co!y ofyour assignment and feed"ac#.

PO+5'S 'O 5O'E

1. The due date as seen in eFision is the official su"mission deadline. Any late or# ill OT "eacce!ted and a mar# of Qero ill "e aarded for the assessment tas# in (uestion. &o not lea$e ituntil the last minute to su"mit your or# the system "ecomes e=tremely "usy and can "esloer during the !eriod of the deadline.

2. -rademar# final su"mission classes ill "ecome a$aila"le 15 or#ing days "efore the finalsu"mission date. Be aare that or# can only "e su"mitted O/ to these classes and cannot"e remo$ed or changed.

3. All or# su"mitted M,ST "e entitled "y your Student I& num"er.

%. Any or# handed in $ia the i/entre ill OT "e mar#ed.

). The Originality 'e!ort is automatically generated "y Turnitin on su"mitting or#. A !a!er co!y ofthe originality re!ort is not re(uired.

*. The Originality 'e!ort ill not "e used to ma#e assessment decisions unless concerns arise asto !oor academic !racticeC !lagiarismC or collusion. The re!ort may then "e considered as !art of

?age 11


13/28

Module (uide

the normal in$estigatory !rocedures underta#en "y the academic team and the &irector ofStudies 7againC !lease see Section 15 of the Assessment 'egulations8.

. 'e6sits and e=tensions are also to "e su"mitted $ia Turnitin. e Turnitin classes ill "e createdfor re6sits.


14/28

Module (uide

Mar#s for modules and indi$idual !ieces of or# "ecome confirmed on the &ates for the Official?u"lication of 'esults hich can "e chec#ed at .anglia.ac.u#results .

8)% 7eAssessment @resit

If you are unsuccessful ith the 1st attem!t of your assessmentC you must com!lete a re6assessment.In

this moduleC "ecause the assignment to!ics and content are uni(ue to the indi$idual studentC you canreor# the failed assignmentC im!ro$e it and !resent it as a resit. Eou are strongly ad$ised to see# thead$ice of your module tutor to ensure that you are on the right lines "efore handing6in your resitassignment.

) o/ is My 4ork Marked;

After you ha$e su"mitted your or# or you ha$e com!leted an e=aminationC Anglia 'us#in underta#es aseries of acti$ities to assure that our mar#ing !rocesses are com!ara"le ith those em!loyed at otheruni$ersities in the ,K and that your or# has "een mar#ed fairlyC honestly and consistently. Theseinclude>

Anonymous marking your name is not attached to your or# soC at the !oint of mar#ingC thelecturer does not #no hose or# heshe is considering. :hen you underta#e an assessment tas#here your identity is #non 7e.g. a !resentation or Ma@or ?ro@ect8C it is mar#ed "y more than onelecturer 7#non as dou"le mar#ing8

Internal moderation a sam!le of all or# for each assessment tas# in each module is moderated

"y other Anglia 'us#in staff to chec# the standards and consistency of the mar#ing

External moderation a sam!le of student or# for all modules is moderated "y e=ternal

e=aminers e=!erienced academic staff from other uni$ersities 7and sometimes !ractitioners hore!resent rele$ant !rofessions8 6 ho scrutinise your or# and !ro$ide Anglia 'us#in academic staff

ith feed"ac#C ad$ice and assurance that the mar#ing of your or# is com!ara"le to that in other ,Kuni$ersities. Many of Anglia 'us#inGs staff act as e=ternal e=aminers at other uni$ersities.

Departmental Assessment Panel (DAP) !erformance "y all students on all modules is discussed

and a!!ro$ed at the a!!ro!riate &A?s hich are attended "y all rele$ant Module Leaders ande=ternal e=aminers. Anglia 'us#in has o$er 2) &A?s to co$er all the different su"@ects e teach.

This module falls ithin the remit of the MS&A?.

The folloing e=ternal e=aminers are a!!ointed to this &A? and ill o$ersee the assessment of thisand other modules ithin the &A?Gs remit>

Eternal EaminerFs 5ame Academic +nstitution Position or Employer

Dr Ross BrennanUniversity of

Hertfordshire Reader in Marketing

Dr Lindsey CareyGlasgow Caledonian

University Lecturer

Prof Roger PalmerBournemouth University

Dean of Business

School

?age 13
http://www.anglia.ac.uk/resultshttp://www.anglia.ac.uk/resultshttp://www.anglia.ac.uk/results


15/28

Module (uide

The a"o$e list is correct at the time of !u"lication. 9oe$erC e=ternal e=aminers are a!!ointed at$arious !oints throughout the year. An u!6to6date list of e=ternal e=aminers is a$aila"le to students andstaff at.anglia.ac.u#eeinfo.

Anglia 'us#inGs mar#ing !rocess is re!resented in the flochart "elo>

?age 1%
http://www.anglia.ac.uk/eeinfohttp://www.anglia.ac.uk/eeinfohttp://www.anglia.ac.uk/eeinfo


16/28

Module (uide

Anglia 'us#inGs mar#ing !rocess is re!resented in the flochart "elo>

?age 1)


17/28

Module (uide

Student su"mitsor# sits

e=amination

:or# collated and !assed toModule Leader

:or# is mar#ed "y ModuleLeader and Module Tutor7s81. Allmar#s collated "y Module Leader

for ALL locations2

Internal moderation sam!lesselected. Moderation underta#en

"y a second academic3

,nconfirmed mar#s and feed"ac#to students ithin 25 or#ing

days 735 or#ing days for Ma@or?ro@ects8

=ternal moderation sam!lesselected and moderated "y

=ternal =aminers%

Mar#s su"mitted to &A?)forconsideration and a!!ro$al

Mar#s A!!ro$ed "y &A?)andforarded to Aards Board

Any issues;

Any issues;

Students recei$einitial 7unconfirmed8

feed"ac#

/onfirmed mar#sissued to students

$ia e6Fision

Mar#ingStage

InternalModerationStage

=ternalM

oderationStage

&A?%Stage

ES

ES

O

O

lo/c.art o Anglia 7uskinFs Marking Processes

All or# is mar#ed anonymously or dou"le mar#ed here identity of the student is #non 7e.g.in a !resentation8

The internal 7and e=ternal8 moderation !rocess com!ares or# from all locations here the module is deli$ered7e.g./am"ridgeC /helmsfordC ?eter"oroughC MalaysiaC IndiaC Trinidad etc.8

The sam!le for the internal moderation !rocess com!rises a minimum of eight !ieces of or# or 15P 7hiche$er isthe greater8 for each mar#er and co$ers the full range of mar#s

Only modules at le$els )C * and are su"@ect to e=ternal moderation 7unless re(uired for se!arate reasons8. Thesam!le for the e=ternal moderation !rocess com!rises a minimum of eight !ieces of or# or 15P 7hiche$er isthe greater8 for the entire module and co$ers the full range of mar#s

&A?> &e!artmental Assessment ?anel Anglia 'us#in has o$er 2) different &A?s to reflect our su"@ect co$erage?age 1*


18/28

Module (uide

G) Assessment Criteria and Marking Standards

G) Speciic Assessment Criteria and Marking 7u1ric

A++ = 90-100 A+ = 80-89% A = 70-79% B = 60-69% C = 50-59% D = 40-49% F = 30-39% F- = 20-29% F = 10 -19% F---- = 0-9%

BAPassignmentre!rt

The report is well-focused on the mainpoints for top

management. It isexceptionally well-

written to highlightyour proposed

business strategywith supportingspreadsheetmodelling

An outstanding reportthat is well-focusedand considered. It

explains the purposeand conclusions ofthe report well. Ithighlights your

proposed businessstrategy withsupportingspreadsheet

modelling

An excellent reportthat is clear andsuccinct. It outlines

the main points forthe seniormanagement team. Ithighlights your

proposed businessstrategy withsupportingspreadsheet

modelling

A very good reportthat highlights themain points which top

management wouldbe interested in. Ithighlights yourproposed business

strategy withsupportingspreadsheetmodelling

The report highlightedthe major pointshowever some

aspects weremissing. A reasonableattempt at outliningyour proposed

business strategywith some supportingspreadsheetmodelling

There are thebeginnings of abusiness report. You

really needed toresearch morethoroughly andanalyse more deeply.

The idea of this reportis that top managerscould accept andimplement your

recommendations.

Your repo rt is unclearin places mae sureto focus on the most

important aspects asper the detailedmodule assignmentguidelines.

You havemisunderstood thepurpose of this

module assignment.You need to tae amuch more seriousapproach to your

studies. !ee me forguidance.

You have completelymisunderstood thepurpose of this

module assignment.You need to tae amuch more seriousapproach to your

studies. !ee me forguidance.

You have completelymissed the point ofthis assignment tas

see me for advice.

See H9o ill the assignment "e mar#ed; guidance in Section )

?age 1


19/28

Module (uide

G)! =ni2ersity (eneric Assessment Criteria

A5(-+A 7=S*+5 =5+6E7S+'" (E5E7+C ASSESSME5' C7+'E7+A A5D MA7*+5( S'A5DA7DS

-E6E- G

-e2el G is characterised "y an e=!ectation of studentsG e=!ertise in their s!ecialism. Students are semi6autonomousC demonstratinginde!endence in the negotiation of assessment tas#s 7including the ma@or !ro@ect8 and the a"ility to e$aluateC challengeC modify andde$elo! theory and !ractice. Students are e=!ected to demonstrate an a"ility to isolate and focus on the significant features of !ro"lemsand to offer synthetic and coherent solutionsC ith some students !roducing original or inno$ati$e or# in their s!ecialism that is orthyof !u"lication or !u"lic !erformance or dis!lay.

Mark Bands Outcome

(eneric -earning Outcomes @(-Os @Academic 7egulations, Section !

*no/ledge & =nderstanding+ntellectual @t.inking, Practical,Aecti2e and 'ransera1le Skills

C.aracteristicso,S

tudentAc.ie2ement1yMarkingBand

56155P

Achieves moduleoutcome(s) related toGL at this level

=ce!tional analysis of #ey issuesconce!tsethics ith$ery clear originality and autonomy. =ce!tionalde$elo!ment of conce!tual structures and argument

ma#ing an e=ce!tional use of scholarly con$entions.&emonstrates inde!endence of thought and a $ery highle$el of intellectual rigour and consistency. :or# !ushesthe "oundaries of the disci!line and may "e considered fore=ternal !u"lication

=ce!tional analysis of #ey issuesconce!tsethics.=ce!tional de$elo!ment of conce!tual structures andargumentC ma#ing consistent use of scholarly con$entions.=ce!tional research s#illsC inde!endence of thoughtC ane=tremely high le$el of intellectual rigour and consistencyCe=ce!tional e=!ressi$e!rofessional s#illsC and su"stantialcreati$ity and originality. =ce!tional academicintellectuals#ills. :or# !ushes the "oundaries of the disci!line andmay "e considered for e=ternal !u"lication


20/28

Module (uide

16P

o e$idence of #noledge of #ey issuesconce!tsethics indisci!line. Incoherent and com!letely "ut !oorlydescri!ti$eC ith no e$idence of synthesis of e=istingscholarshi! and no argument hatsoe$er. o e$idence ofuse of scholarly con$entions.

o e$idence of use of research s#illsC learning resourcesand !ro"lem sol$ing. Incoherent structureaccuracy ine=!ression. Team?ractical?rofessional s#ills non6e=istent. o e$idence of academicintellectual s#ills. oe$idence of use of scholarly con$entions

5PAarded for> 7i8 non6su"missionJ 7ii8 dangerous !ractice andJ 7iii8 in situations here the student fails to address the

assignment "rief 7eg> ansers the rong (uestion8 andor related learning outcomes

?age 1


21/28

Module (uide

H) Assessment Oences

As an academic communityC e recognise that the !rinci!les of truthC honesty and mutual res!ect arecentral to the !ursuit of #noledge. Beha$iour that undermines those !rinci!les ea#ens the communityC"oth indi$idually and collecti$elyC and diminishes our $alues. :e are committed to ensuring that e$ery

student and mem"er of staff is made aare of the res!onsi"ilities she "ears in maintaining the higheststandards of academic integrity and ho those standards are !rotected.

Eou are reminded that any or# that you su"mit must "e your on. :hen you are !re!aring your or#for su"missionC it is im!ortant that you understand the $arious academic con$entions that you aree=!ected to follo in order to ma#e sure that you do not lea$e yourself o!en to accusations of !lagiarism7e.g. the correct use of referencingC citationsC footnotes etc.8 and that your or# maintains its academicintegrity.

&efinitions of Assessment Offences

Plagiarism

?lagiarism is theft and occurs hen you !resent someone elseGs or#C ordsC imagesC ideasC o!inions ordisco$eriesC hether !u"lished or notC as your on. It is also hen you ta#e the artor#C images orcom!uter6generated or# of othersC ithout !ro!erly ac#noledging here this is from or you do thisithout their !ermission.

Eou can commit !lagiarism in e=aminationsC "ut it is most li#ely to ha!!en in courseor#C assignmentsC!ortfoliosC essaysC dissertations and so on.

=am!les of !lagiarism include>

directly co!ying from ritten or#C !hysical or#C !erformancesC recorded or# or imagesC ithout

saying here this is fromJ

using information from the internet or electronic media 7such as &F&s and /&s8 hich "elongs to

someone elseC and !resenting it as your onJ

reording someone elseGs or#C ithout referencing themJ and

handing in something for assessment hich has "een !roduced "y another student or !erson.

It is im!ortant that you do not !lagiarise intentionally or unintentionally "ecause the or# of othersand their ideas are their on. There are "enefits to !roducing original ideas in terms of aardsC !riQesC(ualificationsC re!utation and so on. To use someone elseGs or#C ordsC imagesC ideas or disco$eries isa form of theft.

Collusion

/ollusion is similar to !lagiarism as it is an attem!t to !resent anotherGs or# as your on. In !lagiarismthe original oner of the or# is not aare you are using itC in collusion to or more !eo!le may "ein$ol$ed in trying to !roduce one !iece of or# to "enefit one indi$idualC or !lagiarising another !ersonGsor#.

=am!les of collusion include>

agreeing ith others to cheatJ

getting someone else to !roduce !art or all of your or#J

co!ying the or# of another !erson 7ith their !ermission8J

su"mitting or# from essay "an#sJ

!aying someone to !roduce or# for youJ and

?age 25


22/28

Module (uide

alloing another student to co!y your on or#.

Many !arts of uni$ersity life need students to or# together. :or#ing as a teamC as directed "y yourtutorC and !roducing grou! or# is not collusion. /ollusion only ha!!ens if you !roduce @oint or# to"enefit of one or more !erson and try to decei$e another 7for e=am!le the assessor8.

Cheating

/heating is hen someone aims to get unfair ad$antage o$er others.

=am!les of cheating include>

ta#ing unauthorised material into the e=amination roomJ

in$enting results 7including e=!erimentsC researchC inter$ies and o"ser$ations8J

handing your on !re$iously graded or# "ac# inJ

getting an e=amination !a!er "efore it is releasedJ

"eha$ing in a ay that means other students !erform !oorlyJ

!retending to "e another studentJ and

trying to "ri"e mem"ers of staff or e=aminers.

9el! to A$oid Assessment Offences

Most of our students are honest and ant to a$oid committing assessment offences. :e ha$e a $arietyof resourcesC ad$ice and guidance a$aila"le to hel! ma#e sure you can de$elo! good academic s#ills.:e ill ma#e sure that e ma#e a$aila"le consistent statements a"out hat e e=!ect. Eou ill "e a"leto do tutorials on "eing honest in your or# from the li"rary and other su!!ort ser$ices and facultiesC andyou ill "e a"le to test your ritten or# for !lagiarism using Turnitin+,KG 7a softare !ac#age thatdetects !lagiarism8.

Eou can get ad$ice on ho to use honestly the or# of others in your on or# from the li"rary e"site7.li"e".anglia.ac.u#referencingreferencing.htm8 and your lecturer and !ersonal tutor.

Eou ill "e a"le to use Turnitin+,KGC a s!ecial softare !ac#age hich is used to detect !lagiarism.Turnitin+,K ill !roduce a re!ort hich clearly shos if !assages in your or# ha$e "een ta#en fromsomehere else. Eou may tal# a"out this ith your !ersonal tutor to see here you may need toim!ro$e your academic !ractice. :e ill not see these formati$e Turnitin+,K re!orts as assessmentoffences. All students in /am"ridge and /helmsford are also e=!ected to su"mit their final or# throughTurnitin+,K as outlined a"o$e.

If you are not sure hether the ay you are or#ing meets our re(uirementsC you should tal# to your!ersonal tutorC module tutor or other mem"er of academic staff. They ill "e a"le to hel! you and tellyou a"out other resources hich ill hel! you de$elo! your academic s#ills.

?rocedures for assessment offences

An assessment offence is the general term used to define cases here a student has tried to get unfairacademic ad$antage in an assessment for himself or herself or another student.

:e ill fully in$estigate all cases of sus!ected assessment offences. If e !ro$e that you ha$ecommitted an assessment offenceC an a!!ro!riate !enalty ill "e im!osed hichC for the most serious

offencesC includes e=!ulsion from Anglia 'us#in. 4or full details of our assessment offences !olicy and!roceduresC see Section 15 of theAcademic Regulationsat> .anglia.ac.u#academicregs .

?age 21
http://www.libweb.anglia.ac.uk/referencing/referencing.htmhttp://www.anglia.ac.uk/academicregshttp://www.libweb.anglia.ac.uk/referencing/referencing.htmhttp://www.anglia.ac.uk/academicregs


23/28

Module (uide

I) -earning 7esources

I)) -i1rary

The Talis As!ire 'eading List !ro@ect ill "egin to "e introduced this academic yearC more information at>

htt!>readinglists.anglia.ac.u#inde=.html

4or the academic year 131% e ill su!!ort the Talis As!ire system in !arallel ith the resources list"elo.

Li"rary /ontacts4aculty of ArtsC La and Social Sciencesli"team.alssDanglia.ac.u#

Lord Ashcroft International Business Schoolli"team.ai"sDanglia.ac.u#4aculty of 9ealthC Social /are and ducationli"team.fhsceDanglia.ac.u#

4aculty of Science and Technologyli"team.fstDanglia.ac.u#

7eading -ist 'emplate 9 Anglia 7uskin =ni2ersity -i1rary

7esources 5otes

7ecommended tetohnsonC Scholes :hittington 725118Eploring Corporate StrategyC theditionC 4T ?itman

A very useful tetboo% # students are advised topurchase a copy.

BooksThese boo%s cover a broad range of strategy and financialperspectives and you are strongly advised to refer to them

FaitilingamC '. 725118 inancial 'imes (uide to =singt.e inancial PagesC *theditionC 4T ?rentice 9all

MarrC Bernard 725128 *ey Perormance +ndicators @*P+:'.e G8 Measures E2ery Manager 5eeds to *no/C

4T ?rentice 9all

9olmesC Sugden -ee 7255


24/28

Module (uide

MillerC A 71.controlris#s.com

-cellent mar%et intelligence reports %ey resourcein this moduleavailable via AR/ Library@s *ebsite

&AM- 1financial analysis made easy2 a %ey sourceof financial ratios and trend graphse=cellentresource(available via AR/ Library@s *ebsite).

",R," # ,nternational public company database a%ey source of financial ratios and trend graphse=cellent resource(available via AR/ Library@s

*ebsite).

These com!are the Hris# $s. reard !rofiles for theto! 25 merging ations in to categories>6Hmanufacturing and Hser$ices.

4or u!6to6date infoC ta#e a loo# at the ,Kgo$ernmentGs. ,KTI runs a Hdes# or teams!ecialiQing in each nation and they gi$e eachnation a headline assessment.

A !ri$ate consultancy assessing national ris#!rofiles

?age 23
http://www.mintel.com/http://www.bvdinfo.com/Products/Company-Information/National/FAME.aspx?gclid=CPjP_vWc5qMCFan-2Aod-xRL-ghttp://www.bvdinfo.com/Products/Company-Information/National/FAME.aspx?gclid=CPjP_vWc5qMCFan-2Aod-xRL-ghttp://www.bvdinfo.com/Products/Company-Information/National/FAME.aspx?gclid=CPjP_vWc5qMCFan-2Aod-xRL-ghttp://www.pwc.co.uk/eng/publications/2008_em20_index.htmlhttp://www.pwc.co.uk/eng/publications/2008_em20_index.htmlhttp://www.pwc.co.uk/eng/publications/0309_em20_podcast.htmlhttp://www.pwc.co.uk/eng/publications/0309_em20_podcast.htmlhttps://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/countries?_nfls=false&_nfpb=truehttps://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/countries?_nfls=false&_nfpb=truehttp://www.controlrisks.com/http://www.mintel.com/http://www.bvdinfo.com/Products/Company-Information/National/FAME.aspx?gclid=CPjP_vWc5qMCFan-2Aod-xRL-ghttp://www.bvdinfo.com/Products/Company-Information/National/FAME.aspx?gclid=CPjP_vWc5qMCFan-2Aod-xRL-ghttp://www.bvdinfo.com/Products/Company-Information/National/FAME.aspx?gclid=CPjP_vWc5qMCFan-2Aod-xRL-ghttp://www.pwc.co.uk/eng/publications/2008_em20_index.htmlhttp://www.pwc.co.uk/eng/publications/2008_em20_index.htmlhttp://www.pwc.co.uk/eng/publications/0309_em20_podcast.htmlhttp://www.pwc.co.uk/eng/publications/0309_em20_podcast.htmlhttps://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/countries?_nfls=false&_nfpb=truehttps://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/countries?_nfls=false&_nfpb=truehttp://www.controlrisks.com/


25/28

Module (uide

+M (lo1al inancial Sta1ility 7eporthtt!>.imf.orge=ternal!u"sft-4S'inde=.htm

'ransparency +nternationalhtt!>.trans!arency.org

4orld Bank KDoing BusinessLhtt!>.doing"usiness.orgconomy'an#ings

4orld Economic orum 4EH(lo1alCompetiti2eness 7eportL (C7htt!>.eforum.orgenmediaLatestP25?ressP25'eleases-/'5 Solid Strategy for 'is#y Timeshtt!s>microsite.accenture.commcimmanaging6ris#?agesdefault.as!=;cadRg!5u#con!sgsR125.economist.com

Bloom1erg Business 4eekhtt!>."usinessee#.com

4irtsc.ats/oc.e htt!>.io.de

Journal o +nternational Business Studies .@i"s.net

inancial 'imes htt!>.ft.comhomeu#

BBC 5e/s htt!>.""c.co.u#nes"usiness

Mc*insey uarterly htt!>.mc#insey(uarterly.com

9ighly to!ical re!orts.

/orru!tion and "ri"ery can "e !ro"lems. Theconomist nes!a!er regularly !rints u!dates fromTrans!arency International

This com!ares nations in terms of setting u! andease 7or not8 of doing "usinessC loo#ing at 11criteria.

The -/' is "ased on 12 !illars of com!etiti$enessC!ro$iding a com!rehensi$e !icture of thecom!etiti$eness landsca!e in countries around theorld at all stages of de$elo!ment. The !illarsinclude> InstitutionsC InfrastructureC MacroeconomicSta"ilityC 9ealth and ?rimary ducationC 9igherducation and TrainingC -oods Mar#et fficiencyCLa"our Mar#et fficiencyC 4inancial Mar#et

So!histicationC Technological 'eadinessC Mar#etSiQeC Business So!histication and Inno$ation

=cellent and sometimes (uir#y 7contrarian8 nesand commentaryC great macro6analysis 7?STL8

-cellent German language business *ee%ly

Bou can subscribe to Mc+insey free#of#charge

Additional reading *ill be recommended *ee%ly in class.=ni2ersity -i1rary catalogue and Digital -i1rary .ttp:$$li1/e1)anglia)ac)uk$

ar2ard 7eerencing guide .ttp:$$li1/e1)anglia)ac)uk$reerencing$.ar2ard).tm

I)!) Ot.er 7esources

To "e ad$ised.

?age 2%
http://www.imf.org/external/pubs/ft/GFSR/index.htmhttp://www.transparency.org/http://www.doingbusiness.org/EconomyRankings/http://www.weforum.org/en/media/Latest%20Press%20Releases/GCR08Releasehttp://www.weforum.org/en/media/Latest%20Press%20Releases/GCR08Releasehttps://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC%7C7448%7Crisk%20management%7C%7CS%7Cb%7C3541203126https://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC%7C7448%7Crisk%20management%7C%7CS%7Cb%7C3541203126https://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC%7C7448%7Crisk%20management%7C%7CS%7Cb%7C3541203126https://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC%7C7448%7Crisk%20management%7C%7CS%7Cb%7C3541203126https://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC%7C7448%7Crisk%20management%7C%7CS%7Cb%7C3541203126http://www.economist.com/http://www.businessweek.com/http://www.wiwo.de/http://www.jibs.net/http://www.ft.com/home/ukhttp://www.bbc.co.uk/news/business/http://www.mckinseyquarterly.com/http://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/referencing/harvard.htmhttp://www.imf.org/external/pubs/ft/GFSR/index.htmhttp://www.transparency.org/http://www.doingbusiness.org/EconomyRankings/http://www.weforum.org/en/media/Latest%20Press%20Releases/GCR08Releasehttp://www.weforum.org/en/media/Latest%20Press%20Releases/GCR08Releasehttps://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC%7C7448%7Crisk%20management%7C%7CS%7Cb%7C3541203126https://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC%7C7448%7Crisk%20management%7C%7CS%7Cb%7C3541203126https://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC%7C7448%7Crisk%20management%7C%7CS%7Cb%7C3541203126http://www.economist.com/http://www.businessweek.com/http://www.wiwo.de/http://www.jibs.net/http://www.ft.com/home/ukhttp://www.bbc.co.uk/news/business/http://www.mckinseyquarterly.com/http://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/referencing/harvard.htm


26/28

Module (uide

0) Module E2aluation

&uring the second half of the deli$ery of this moduleC you ill "e as#ed to com!lete a module e$aluation(uestionnaire to hel! us o"tain your $ies on all as!ects of the module.

This is an e=tremely im!ortant !rocess hich hel!s us to continue to im!ro$e the deli$ery of the module

in the future and to res!ond to issues that you "ring to our attention. The module re!ort in section 11 ofthis module guide includes a section hich comments on the feed"ac# e recei$ed from other studentsho ha$e studied this module !re$iously.

Eour (uestionnaire res!onse is anonymous.

?lease hel! us to hel! you and other students at Anglia 'us#in "y com!leting the Module $aluationsur$ey. :e $ery much $alue our studentsG $ies and it is $ery im!ortant to us that you !ro$ide feed"ac#to hel! us ma#e im!ro$ements.

In addition to the Module $aluation !rocessC you can send any comment on anything related to youre=!erience at Anglia 'us#in totellusDanglia.ac.u#at any time.

?age 2)
mailto:[email protected]:[email protected]:[email protected]


27/28

Module (uide

) 7eport on -ast Deli2ery o Module

MOD=-E 7EPO7' O7M

This form should be completed by module tutors (*here there is more than one delivery) and for*arded to Module Leaders *hocompiles the results on to one form for use at the !rogramme Committee and other methods of disseminating feedbac% tostudents.

Module Code and 'itle: MO& 551112 Business Analysis ?ro@ect

Anglia 7uskin Department: MS

-ocation@s o Deli2ery: Cam1ridge and C.elmsord

Academic "ear: !0!$# 'rimester: 3

Enrolment 5um1ers @at eac. location: 0

Module -eader: 7o1ert Jones

Ot.er Module 'utors:

Student Ac.ie2ement !rovide a brief overvie* of student achievement on the module as evidenced by the range of mar%s a*arded. Adetailed brea%do*n of mar%s *ill be available at the 7epartmental Assessment !anel.

The a$erage mar# for the assignment in 2512 for !art6time MBA students as *2P. This is in line ith the mar#s for!re$ious years. The good !erformance resulted from the high !ro!ortion of highly moti$ated students enrolled onthis o!tion module. To of the scri!ts ere e=cellent and ere aarded )P. They dis!layed e=cellent data ande$idence in the case studyC ide sco!e in reading around the su"@ect areaC and !oerful a!!lication of rele$antacademic frameor#s. The scri!ts in the 5P range ere $ery com!etentC shoing strong engagement ith thetas#. The scri!ts in the *5s range ere ell researchedC ith effecti$e case studies and rele$ant factorsC "ut

!erha!s not so strong ith the s!ecific academic a!!lication. Scri!ts in the )5s ere com!etently ritten analysesof factors influencing chosen enter!risesC "ut ith less reference to s!ecific factors and frameor#s. Scri!ts in the%5s ere orthy attem!tsC "ut rather descri!ti$e in natureC lac#ing in e$idence and lac#ing in academic a!!lication.

Mar# range 4ail %56%P )56)P *56*P 56P


28/28

Module (uide

Appendi : 7eAssessment +normation

'+S +5O7MA'+O5 O5-" APP-+ES 'O S'=DE5'S 4O A7E=5S=CCESS=- +5 'E+7 +7S' S=BM+SS+O5

D7A' 6E7S+O5 9 A4A+'+5( EN'E75A- ENAM+5E7 APP7O6A-

Assessment /ill 1e conirmed 1eore t.e reassessment period

'.e reassessment or t.is module consists o one part:

Part 'ype o assessment 4ord or time limit

Su1mission dates

515 :ritten assignment 3C555ords

'esit !eriod> 21stulyC 251%

511 ot a!!lica"le

Part 00 9 Assignment/onsult the module tutor for ad$ice thenreor# and im!ro$e the original assignment hich is uni(ue tothe student.

The mar#ing scheme is identical to that for the first attem!tC see section )

mod001112 business analysis project module guide sem2 2013-14.doc

Documents