Month: March 2021

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Managing 2: Marketing and Finance

 

 

 

 

Managing 2: Marketing and Finance

B629 

(The answers are indicative. Students may attempt to formulate their answers in a different way as long as they show good understanding of the theories).

In order to conduct your analysis, pick an organization, as specified in each the questions below. Pick an organization about which you can obtain information.

The TMA aims to assess your understanding of the core concepts of marketing. This assignment tackles different dimensions of the concepts of management. The ultimate purpose of this TMA is to allow you to develop your ability to use the conceptual frameworks, theories, practices, models and tools that you have studied in B629 and hence to apply them to real situations.

This TMA has two questions.

Word limit for the TMA: 1600 words +/- 10%. Elaborate discussion and link between accurate, well-founded theoretical frameworks and their real, practical applications in the selected; this should be clearly highlighted. You are also expected to refer to external references to provide more evidence in support of your discussion. The questions in this assignment are about different concepts of marketing in relation to the selected organization.

Your discussion needs to be provided in an essay format (introduction, body and conclusion). You have to provide comprehensive discussion/analysis in your answer, and not only description.
Higher marks will be awarded to work that:

  • uses the example company to illustrate key points rather than just describe what it did. Descriptive answers will receive lower marks,
  • uses a range of scholarly articles to support the key points, or to develop its arguments,
  • addresses both parts of the question more or less equally,
  • uses correct in-text citations and a correct table of references,
  • is well-written in an essay style,
  • has a conclusion which addressed the question directly,
  • is within 10% of the word limit.

QUESTIONS

Question 1 (50 marks)

Explain how managers in a selected organization deal with fairness and satisfaction to accomplish mutually satisfactory exchange between the organization and its customers or stakeholders. Discuss some of the issues and options the customers might face when they think they are not getting a fair deal in this exchange.  Support your answer with relevant examples. (800 words)

Question 2 (50 marks)

Considerations of fairness, power and satisfactory exchanges bring us to the question of ethics in marketing. Discuss the extent to which fairness or justice are considered key questions raised by ethics, and what that means in practice. Explain the degree to which using commonly applied ethics theories in marketing – i.e. utilitarianism, deontology and virtue ethics – is challenging to a selected organization when facing and tackling an ethical dilemma. Support your answer with relevant examples. (800 words)

GENERAL INSTRUCTIONS FOR STUDENTS

  1. Cut-off date: If you feel that you are unable to meet the cut-off date of the TMA because of unusual circumstances, please contact your tutor as soon as possible to discuss a possible extension to the cut-off date. The exact cut-off date will be assigned in due time.
  1. Course material:
  • Chapter: 1. Students can refer to other course material if needed.
  1. Format: Report presentation and structure, and PT3 Form. You are expected to write your answers in essay format. You may, however, use bullet points, diagrams, tables, or any graphs to support your arguments. Failing to do so could result in grade deduction from presentation marks up to 5 marks.
  2. Plagiarism: It’s imperative that you write your answers using your own words. Plagiarism will be penalized depending on its severity and according to AOU plagiarism policy (Enclosed after these instructions you will find the University rules of cheating and plagiarism).
  3. Word count: 1600 words +/- 10%. Not adhering to specified word count could result in grade deduction from word count marks up to 5 marks.
  1. Referencing: You are expected to use the Harvard referencing style for in-text referencing and list of reference at the end. Failing to do so could result grade deduction of referencing marks up to 10 marks.  In addition, although text books assigned in the course may be used freely as references, you are required to use a minimum of 2 external sources. It is recommended that you use scholarly studies found in the E-library link at the LMS.

 

 

 

 

 

 

 

The University Rules about Plagiarism

 

The University Definitions of cheating and plagiarism

According to the University By-laws, “The following acts represent studies of cheating and plagiarism:

  • Verbatim copying of printed material and submitting them as part of TMAs without proper academic acknowledgement and documentation.
  • Verbatim copying of material from the Internet, including tables and graphics.
  • Copying other students’ notes or reports.
  • Using paid or unpaid material prepared for the student by individuals or firms.
  • Utilization of, or proceeding to utilize, contraband materials or devices in examinations.”

 

Examples of Plagiarism

Copying from a single or multiple sources, this is where the student uses one or more of the following as the basis for the whole, or a good part, of the assignment:

  1. Published or unpublished books, studies or reports
  2. The Internet
  3. The media (e.g.TV programmes, radio programmes or newspaper studies)
  4. An essay from an essay bank
  5. A piece of work previously submitted by another student
  6. Copying from a text which is about to be submitted for the same assignment

 

 

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U.S. steel manufacturers will be able to maintain its competitiveness by the tariff

 

 

 

  • For your arguments, remember to be logical, specific, practical, and justifiable.
  • Remember to cite any sources from which you retrieve information.

 

Read the following carefully, and write your answers directly on this document.

 

Write your answers in essay format. Answer all sub-questions that are bullet-pointed.

 

Question 1 – Industry Analysis (30 points out of 150 points)

It has been announced that a 25% tariff on imports of steel will continue from the previous Presidential administration, arguing that the tariff will protect the U.S. steel industry and ensure the competitiveness of steel manufacturing companies in the U.S. (refer to any article on the web, with the keyword: “Section 232”). Do you agree with the argument that the U.S. steel manufacturers will be able to maintain its competitiveness by the tariff? Pick one of the two options (Q1a or Q1b):

  • Q1a: If you do agree with the above argument:
    • Explain why you agree, with supporting evidence. In addition, explain your argument with the opposing argument (“do not agree”) in mind.
    • Pick a U.S. company in another industry that is related to the steel manufacturing industry (competitor, buyer or supplier of the steel manufacturing industry, or any other company in another industry) that you believe will be negatively impacted by the tariff, and explain why (elaborate and show evidence). Given that the company (outside of the steel manufacturing industry) might be negatively impacted by the tariff, what would be a strategic option for the company to become competitive? Use either the 5 Forces model or VRIO model to support your argument, using evidence.
  • Q1b: If you don’t agree with the argument, implying that U.S. steel manufacturers will not be able to maintain its competitiveness by the tariff:
    • Explain why you don’t agree with the argument, with supporting evidence. In addition, explain your argument with the opposing argument (“do agree”) in mind.
    • Pick a U.S. steel manufacturer, and explain how the company might increase and sustain its competitiveness. Write an analysis, using either the 5 Forces model (full analysis of the industry indicating all of the 5 forces) or VRIO model (full analysis of a resource/capability using the indicators – change of revenue/cost for V, providing a sense of R, using first-mover advantage, path dependence, social complexity, causal ambiguity, patents for I, and reporting/control/compensation for O) to support your argument, using evidence.

 

Question 2 – Disruptive Innovation (30 points out of 150 points)

(Source: carlosmartinezt.wordpress.com)

Refer to the graph above.

 

  • Depict the industry of your Business Project (not the Harvard Business case) company in terms of the following aspects:
    • What are the major performance metrics of production (what consumers look for in a product or service in terms of technology and innovation, not outcome metrics such as ROI, EPS, price, cost, revenue or sales, market share, growth rate, productivity, number of clients, customer satisfaction, subscriptions, etc.) of the major goods and services of the industry?
    • What are examples of sustaining innovations in the history of the industry?
  • Were there disruptive innovations in the industry? If so, explain why they were “disruptive,” based on Christensen’s logic (e.g. overshooting, coming from below, asymmetry of motivation to compete) Support your argument with evidence.
  • What would be a good strategy to either prevent disruptive innovation of your competitors, or creating a disruptive innovation, based on your analysis of the three conditions of disruptive innovation (overshooting, coming from below, asymmetry of motivation to compete)? Why? Support your argument with evidence.
    • Please take note that “investing in R&D” or “investing in marketing” is not in and of itself “strategy.” It is a step, or at best, a way to increase operational efficiency. Remember that strategy is a company’s unique approach of doing things that would be hard for competitors to imitate.
    • Also, note that a general answer in the lines of “focusing on innovation” is tautological. It is the same as saying “you need to try to be good to be good.” Provide a tangible strategy while not focusing on operational efficiency.

 

 

 

 

Question 3 – Christian Application: choose one of the questions (Q3a, Q3b, Q3c) below and answer all bullet points in essay format. (30 points out of 150 points)

 

Q3a Everlywell business case: Internal Analysis week

  • The Everlywell case from our readings describes an enterprise that addresses issues of human flourishing through their business. Can you think of a Biblical narrative (and example) of a manager, organization, or institution that focuses on human flourishing or the common good?
  • It is well known that in many cases, firms that are focused on meeting double-, triple-, multiple- bottom lines (e.g., profitability and sustainability) face a huge challenge since they need to redistribute their investment to multiple facets. In these situations, can the Biblical narrative you refer to (above) be applied? If so, how does the narrative inform us of firms addressing the challenges?

Q3b Strategic alliances

  • Through many Biblical examples, the Christian narrative relates justice to issues of poverty and power imbalance. If an alliance partners possesses or exerts more “power” in the alliance relationship, should there be a boundary, limitation, or threshold of any power imbalance, especially when one party is the “larger” company? Why or why not?
  • With regard to power, justice, and poverty, what Biblical concepts might be coherent with business concepts in order for us to argue that partners should cultivate their relationships in alliances rather than simply viewing them as contracts?

Q3c Vertical Integration

  • A common concern, and even fear, during an acquisition (company purchasing another company) as a vertical integration strategy is the elimination of jobs of the acquired (or even acquiring) company. As a company, if you are making a strategic move that will significantly put people out of work, should you feel responsible for the employees that are laid-off? How and why?
  • What Christian (or Biblical) narratives touch upon this phenomenon, and if you were the employee of an acquired company to be laid-off, what would be your argument toward the acquiring company?

 

 

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Digital Awareness and Professional Development

Faculty of Business and Law

Assignment Brief

 

Unit Title: Digital Awareness and Professional Development
Unit Code: 5S4Z1000(2) Core: Yes Level: 4
Assignment Title: 1CWK100 – 1 Portfolio 100%
 
 
Submission Date: See date on Moodle Feedback Return Date:  See Date on Moodle
Submission Instructions: To be submitted to Turnitin via Moodle
Feedback Return Information: Via Moodle 4 weeks from submission date
Assignment Task and word count : Your task is to develop a digital awareness, personal and professional portfolio. The e-portfolio MUST include a personal strengths profile, a professional social media digital footprint, CV, action plan and evidence that you have reflected on unrealised strengths and set objectives for developing those strengths.  (Word count between 1,700 – 2,000 words)
 

Unit Learning Outcomes Assessed.

 

1.      Identify their personal and professional skills and their social media digital footprint (SMDF)

2.      Construct and present strategies for the development of their personal and professional skills and the management of their SMDF.

3.      Apply reflective practice to their digital awareness, and their personal and professional development

 

Assignment Details and Instructions.

 

The assessment gives you the opportunity to produce a personal narrative reflecting your own strengths, experiences values, aspirations and skills development and understand the impact of your own professional social media footprint.

 

Assignment:

 

Your task is to develop a portfolio – this must be presented as a portfolio in electronic form.  The portfolio MUST include a CV, and evidence that you have reflected on unrealised strengths and set objectives for developing those strengths and identified and developed your social media footprint.  Your portfolio will enable you to identify, and evidence, your developing strengths for your next level of study and your future career, and will be based on identifying your current position and reflecting on the next steps and actionable points. You MUST include evidence of considerable engagement with the PPD process and demonstrate areas of development and developments in your professional social media footprint.

 

In your portfolio you should:

 

1.      Demonstrate how you have used your experience to learn about yourself during your first year at university and the contributions and implications of this learning for your future professional development and career choices

 

2.      Clearly identify your personal strengths and areas that you need to develop in relation to your degree programme, your professional development, social media footprint and the expectations of potential employers.

 

3.      Clearly identify appropriate actions that you should take to enhance your unrealised strengths in relation to your university journey as an early career professional and your future career path

 

 

One way of doing this is to use for the five-step process for PDP planning as set out below:

  1. Identification of unrealised strengths
  2. Goal setting
  3. Action planning
  4. Implementation / action (you will discuss how you will implement or action this)
  5. Review/ reflection

 

You should produce you portfolio in electronic form via a program such as Word, PowerPoint, or Pages, and converted to PDF format, you must show you have engaged with the learning materials (20%). It MUST include:

 

  • Personal Profile – (15%) this brief personal profile gives us a snapshot of you: your skills, attributes, values, experience, aspirations and personality. It should conclude with a brief identification of your planned career path or your ideal job (around 400 words).

 

  • Social Media Footprint (20%)– Show an understanding of your digital footprint through an evaluation of your professional social media and digital footprint. Reflect upon how you have implemented and developed your e-professionalism such as development and utilisation of LinkedIn Profile, introduction or increase of privacy. (around 500-600 words)

 

  • Critical reflection on strengths questionnaire (20%) what strengths did the questionnaire reveal, how accurate and why. What other ‘unrealised strengths’ resonate, and why. (around 600-700 words in total)

 

  • Brief action plan for next year (10%)– this will outline how you intend to achieve your Goals, with particular reference to developing your unrealised strengths. If you choose new goal(s), a brief justification of these and an action plan is required (around 200-300 words)

 

  • C.V. & Linkedin Profile (15%)– CV- up-to-date to reflect the skills and experiences you have gained during your first year at university.  The summary / profile should  contain reference to strengths link to opportunities to develop unrealised strengths. This should follow a standard MMU format, either from the Career Hub’s Employability service or from the Placement service. (no word limit or count restriction in this section, maximum of two A4 pages in length anything over 2 pages will not be marked). The Linkedin profile should be as complete as possible, and up-to-date. It should contain a picture, a profile which discusses strengths and opportunities to develop unrealised strengths, a summary of education / work / voluntary experience, it should list skills and strengths, evidence of building connections and a network, engagement with relevant groups, engagement with Business related content, engagement with interests.

 

 

The word limits are approximate and are intended as guidance.  It is expected that as a minimum you should submit 1700 words (not including your C.V). The length of the submission has been specified to allow concise but sufficiently detailed submission.  Any submission which is longer than the indicated 2000 words is likely to receive a reduced mark on the grounds of ineffective communication. Any submission which is shorter is likely to receive a reduced mark on the grounds of insufficient detail.

 

Detail on how to structure these sections will be covered in the unit sessions.

 

 

SUBMISSION GUIDANCE

 

Format:

·         Use an appropriate medium to showcase your work (Word, PowerPoint, Pages, Keynote)

·         Use of MMU Harvard Referencing is essential (A PDF guide link is on Moodle)

·         Use headings and sub-headings to structure your assignment

·         Use images and pictures if appropriate.

·         The portfolio must be convert to, and submitted in, PDF format

 

You will need to upload your PDF to the Turnitin link provided on the unit Moodle site.

 

Your deadline for submission will be under the assessment area of Moodle

 

You will receive marks and feedback on your assessment four weeks after the final deadline, as shown on the Moodle site.

 

 

ADDITIONAL INFORMATION

 

What you MUST do:

 

·         Use MMU Harvard Referencing appropriately and in full, both in the text as citations and listed in full, alphabetically, at the end in a References section

·         Use grammatically correct formal English.

·         Proof read your work

·         Attend supporting tutorials and engage with all material on Moodle

·         You must discuss your goals with your class Tutor (this will ensure they are appropriate)

·         You must use your own words

·         You must read this assignment brief!

·         You must use British English, not US English.

 

What you MUST NOT do:

 

·         Do not use Wikipedia or other inappropriate web sites as reference material

·         Do not leave portfolio completion until the last day

·         Do not submit late – see the Late Submission section for details.

 

 

LATE SUBMISSION

 

If your submission is after the deadline but within five days of it, your mark will be capped at 40%.  You will then be offered the opportunity to re-submit at the next assessment opportunity as determined by the Assessment Board.

 

Please Note: your Tutor cannot grant extensions.  If you think you are unable to submit on time due to a health or some other unforeseen issue you must contact the Student Hub and apply through formal channels for Exceptional Factors.

 

 

 

  1. The assessment tests your written communication skills, and ability to produce a professional and personal narrative of your journey.  The portfolio also tests your understanding of the importance of recording and reflecting upon your skills, goals and achievements in a structured way.  Both elements require you to show evidence of how the skills you have learned are transferable, how you used them in different contexts and how you intend to do so in future. This is an exercise that helps you to prepare for future job applications and career decisions.

 

  1. It also tests your ability to identify and review your personal strengths as well as aspects that need to be developed. Therefore, you should highlight the skills, competencies and attributes that you already have and the areas that need to be developed in relation to your degree programme, your professional development and the expectations of potential employers.

 

  1. A key element of your university-level thinking and your subsequent working life is the ability to reflect on your experience and knowledge, and use that to make improvements. Therefore, the assignment tests your ability to develop critical thinking skills and improve on future performance by analysing your experience.  This will, in turn, test your understanding, knowledge, and capacity to structure information.

 

A Good Critical Reflection…

 

  • means that you stand back from yourself – think more deeply about your successes, challenges and problems this year. You can think about your motivations, choices you have made, your behaviour and responses, feelings and performances.  In other words, think more deeply about the who and why, how you got to this point, what can you learn from it and what you can do next.
  • helps you to learn from your personal experiences.  Look back on this year with the aim to improve your performance in future years.
  • Helps you to write a good reflection. It may help you in you think in terms of these expressions – ‘If only I had known what I know now…’ or ‘with hindsight, I realise…’ on different sources

·         draws on different academic and professional sources in order to develop your own thinking.  You will be expected to reference a minimum of three sources for this piece of work using MMU Harvard Referencing.

 

 

Portfolio Feedback

 

You will receive feedback on your submitted work that covers your ability to be critical of information to support your argument, and how you have analysed it in context of your own development. You will also receive written commentary on the academic and professional skills you have further enhanced and developed.

 

 

 

Early Career Professional Skills (PLOs) being assessed or developed/assessed.

 

This assessment will help you to develop a set of key skills needed by all professionals:

 

1.      Self-awareness – of your own personality, aptitudes, skills and personal development needs

2.      Critical Thinking – the ability to identify what you need to improve and to construct, carry out and reflect on a Personal Development Plan to achieve this

3.      Demonstrating Values – the ability to identify your personal values and to represent this when you present yourself professionally

4.      Communication Skills – the ability to communicate about yourself and your skills professionally and effectively; and to use a creative digital medium to do this

5.      Professionalism – the ability to develop employability skills.

 

Intellectual skills

 

At the end of this unit, you should be able to:

·         identify your personal strengths and weaknesses in relation to your personal development and your degree programme and the expectations of potential employers

·         work independently and in groups

·         identify appropriate actions you should take to enhance your personal qualities and competences in relation to your life and your future career.

 

Relevant practical skills

 

At the end of this unit, you will have improved your ability to study effectively and efficiently at undergraduate level.
 

Transferable skills

 

At the end of this unit, you will be able to:

·         Interpret material in an original and evaluative way

·         Synthesise to form links between concepts and theories producing coherent arguments

·         Use a variety of information sources in their research and learning activities

·         Keep effective records of their learning and progress towards personal, academic and career goals.

 

Communication skills

 

At the end of this unit, you will be able to:

•          Plan, organise and structure work that is coherent, fluent and grammatically accurate

•          Develop fluency in verbal and written reasoning

•          Write effectively using academic and business conventions.

 

 

 

 

 

 

Resources

 

All resources needed for the assessment cab found on the unit Moodle site.

 
MARKING CRITERIA

 

Assessment Attainment Bands

 

Please see below for the marking criteria setting out what is expected for each level of the assessment.  Marks will be allocated accordingly.

 

In line with University guidance, this unit will use STEP marking. Step marking means using a restricted number of marks within the range of 0-100%. All marks would end in 2, 5 or 8 (e.g. 52%, 45%, 88% – the only possible exceptions would be 0% and 100%). The use of step marking shows the extent to which the piece of work meets a specific criterion within a grade range (e.g. 50-59%) The template marking system is detailed after the assessment criteria below.

 
Unit Specification

 

Course Unit Specification

 

Course Unit Details and Outline

 

Course Unit Title

 

 Digital Awareness and Professional Development

 
Course Unit Code

For completion by CDM team

  
Effective From

Academic Year

 2020/21
Course Unit Occurrence/s Mode of Study Start Month End Month
Full time (F) September December
Level of Study 4
Credit Value 15
Home Department SES
Home Faculty Business and Law
Unit Leader Rosalyn Marron
JACS Code X220
HECOS Code 101278
If Option Cluster

 

 Theme Academic Lead
   
   
   

 

Course Unit Description

 

Brief Summary The Unit aims to enable students to recognise their digital and professional strengths and build on them, to manage their digital footprint, to engage with professional bodies, to advance their mental toughness, to reflect, and to become more self-aware and confident. The Unit enables students to meet the significant challenges facing individuals and enhances employability in an extremely competitive market.
Indicative Content The unit will help students analyse the importance of continuous personal and professional development in achieving objectives. It has a holistic approach enabling students to identify, understand, develop and communicate (in writing and orally through in-class activities and podcasts) their professional skills and digital footprint in the context of their future career aspirations. The unit will provide tools and techniques to help students identify, develop, and reflect upon, their personal and professional skills.

 

The unit will facilitate students’ understanding of how their social media digital footprint informs their professional identity. These are essential for those seeking rewarding career paths as managers and leaders, in a world that is increasingly digitally aware, diverse and international.

 

The unit will introduce students to the tools of reflective practice to help them access their own performance and reflect on the impact of their own working style. Through the development of their reflective abilities, their resilience and self-awareness and their confidence and competence, students will evaluate their current strengths and take ownership of their professional development. The unit will help students analyse needs, examine opportunities and create measureable objectives within a reflective account. It will help students evaluate their use of and approaches to reflective practice. Moreover, students will explore how internships, placement, overseas study, and links to professional bodies, can enhance their professional development.

 
Resource Requirements 1hr lecture and 2 hr tutorial each week (capped at 40 per tutorial).

 

Learning Outcomes

 

Course Unit Learning Outcomes On successful completion of this Course Unit students will be able to:
1 Identify their personal and professional skills and their social media digital footprint (SMDF)
2 Construct and present strategies for the development of their personal and professional skills and the management of their SMDF.
3 Apply reflective practice to their digital awareness, and their personal and professional development

 

Summative Assessment

Please list the components of assessments in expected order of submission.

 

  Weight Type Method Description Submission Route Submission Week and Final Component
1 100% Assignment Portfolio This individual Portfolio will capture the student’s learning journey and will include assessment milestones. The portfolio provides a platform for students to identify and present strategies for their personal and professional skills and their digital awareness. Electronic Submission Term 1, Week 12.

Final Component.

 

Final submission date includes interim stages for the opportunity to feed forward and feedback.

 

 

Learning Activities

 

Breakdown of Student Learning Activity Type of Activity %
Summative Assessment 25
Directed Study 25
Student-Centred Learning 50

 

 

 

 

 

 

Learning Resources

The information required in this section can either be typed in in the table below, or a download version of the information from the relevant Talis Aspire area can be appended to this paper version of the unit specification.

 

Books recommended for purchase by students N/A
Essential Reading/

Resources

 Cottrell, S. (2010) Skills for Success: Personal Development and Employability (2nd edition) Palgrave Study Skills, Palgrave Macmillan, Basingstoke

 
Further Reading/

Resources

 Gallagher, K. (2016) Essential Study and Employment Skills for Business and Management Students (3rd edition), Oxford University Press, Oxford

 

Journal article (examples only – there are many others):

·         Kietzmann, Jan et al. (2011) Social media? Get serious! Understanding the functional building blocks of social media. Business Horizons 54: 241–251

 

Other resources:

·         BBC business

·         The Independent

·         The Financial Times

·         The Economist

·         Bloomberg

·         www.statistics.gov.uk – Official UK statistics

·         www.bized.ac.uk – Business education website including learning materials and quizzes

·         www.careers-in-business.com – Information on a variety of business careers

·         www.direct.gov.uk – Gateway to public services

·         www.learnthings.co.uk – Learn things – providers of interactive digital resources

·         www.nln.ac.uk – National Learning Network

·         www.rdn.ac.uk/news/headlines – Resource Discovery Network – a gateway to internet resources for learning, teaching and research

·         http://businesscasestudies.co.uk – Free materials and case studies

 
Specialist ICTS Resources  
Additional Requirements  

 

Additional Comments

Please indicate below if there is any additional information not captured above, e.g. specific co-taught information, etc.

 

 

 

 

 

Assessment Marking Criteria Rubric-  This is how your work will be graded.  You will receive an overall grade that will be GUIDED by each of the criteria.  The mark will fall into a 2, 5, or 8 range such as 72, 75, 78.  This grade may be achieved by the demonstration of strengths in different areas.  For example, a grade of 72 may be indicated by the highlighted sections on the rubric

 

Assessment descriptor 0-19%

Very poor Fail (No)

 20-29%

Clear Fail

(Little/poor)

 30-39%

Marginal Fail

(inadequate/

limited)

 40-49%

Third

(Adequate/

acceptable)

 50-59%

2.2

(Good)

 60-69%

2.1

(Very good)

 70-85%

First

(Excellent)

 86-100

Outstanding
portfolio: presentation / structure

(20%)

 Your portfolio is unstructured, has no creativity and many issues with format.

 

 Your portfolio is unstructured and has confusing format

 

 Your portfolio is poorly constructed, lacks creativity and the format is inappropriate.

 

 There are many areas of your         portfolio that require improvement in terms of structure, creativity and format. There are some areas of your         portfolio in terms of structure, creativity and format which could be improved.

 

 Your portfolio demonstrates a clear structure with elements of creativity and professionalism. Your portfolio is very clear, well-structured and creative. Your portfolio  is very clear, well-structured, creative, and with a highly professional format
Extremely poor spelling, language, grammar and syntax. Many writing errors which affect clarity and readability.

 

 Very poor spelling, language, grammar and syntax. Many writing errors which affect readability.

 

 Poor spelling, language, grammar and syntax. Insufficient information and inadequate application. Issues with layout/readability. Whilst improved there are still issues with spelling, language, grammar and syntax.  information and your application of the content. Good, although there are still some issues with spelling, language, grammar and syntax throughout. Very good use of spelling, language, grammar and syntax throughout. Excellent use of spelling, language, grammar and syntax throughout. Outstanding with clearly developed articulation of spelling, language, grammar and syntax.
Fitness of CV & LinkedIn Profile for Professional use

(15%)

 

 The CV is missing. The CV is very confused, poorly laid out; not updated since university entry. Skeletal CV is included but not appropriate / not updated to include university experience. CV is basic and with acceptable layout, but needs development. CV identifies strengths. CV has a clear layout, some room for improvement. CV identifies and contextualises strengths. Very good CV – Clear and attractive layout. CV identifies and evidences strengths and areas for development (unrealised strengths) Professional CV layout. CV identifies and evidences strengths and areas for development (unrealised strengths) and links them to professional opportunities Outstanding CV. Professional CV layout. CV identifies and evidences strengths and areas for development (unrealised strengths) and links them to professional opportunities seamlessly.
  Both content and presentation need very substantial work. Cannot be used outside the university. Both content and presentation still need considerable work. Should not be used outside the university. Not yet ready for professional use within the university. Needs substantial work to achieve a professional level. Acceptable for internal use as a university assessment. Needs more development for professional level. Acceptable as a university document. With further work will be suitable for professional level use. Suitable to seek summer job, internship or placement. Placement quality, this is ready to seek a placement. Professional quality CV; fully ready for job search.
No Linkedin Profile Linkedin Profile is created with no context. Linkedin profile is created with some areas populated but not a coherent profile. Linkedin profile is well populated in some  areas, no introduction, few or no connections, , key strengths listed, some information on education / work and voluntary experience Linkedin profile is well populated in some  areas, with a brief introduction, few connections, evidence of engagement with Business related content, key strengths listed, some information on education / work and voluntary experience Linkedin profile is well populated in most areas, with a good introduction which outlined the purpose of the profile, some of connections, evidence of engagement with Business related content, key strengths listed, clear information on education / work and voluntary experience, Linkedin profile is well populated in most areas, with a photograph, with a good introduction which outlined the purpose of the profile, a number of connections, evidence of engagement with Business related content, key strengths listed, clear information on education / work and voluntary experience, Linkedin profile is fully populated in most areas. A photograph, good introduction which outlines purpose of the profile, a number of connections, evidence of active engagement with a variety of Business Related content, key strengths listed, clear information on education and work / voluntary experience .Accomplishments and additional information listed
PPD/CV Engagement

 

 No evidence of engagement in the PDP process Little evidence of engagement in the PDP process. Inadequate evidence of engagement in the PDP process. Adequate evidence of engagement in the PDP process. Good evidence of engagement in the PDP process Very good evidence of engagement in the PDP process. Excellent evidence of engagement in the PDP process. Outstanding evidence of engagement in the PDP process.
Identify and evidence

awareness of key personal skills, values and aspirations

(15%)

 No evidence of your ability to articulate thoughts, emotions, goals and achievements Little evidence of your ability to articulate thoughts, emotions, goals and achievements Shows limited ability to articulate thoughts, emotions, goals and achievements You have shown some ability to articulate your thoughts, emotions, goals and achievements You have demonstrated your ability to articulate your thoughts, emotions, goals and achievements You have shown astute ability to articulate your thoughts, emotions, goals and achievements You have shown a sophisticated level of ability to articulate your thoughts, emotions, goals and achievements You are showing an exceptional level of ability to articulate your thoughts, emotions, goals and achievements
Critical and reflective exploration of self-development

(20%)

 

 No evidence of any exploration of critique of self-development.

 

 Little exploration of critique of self-development. Insufficient/ineffective exploration of critique of self-development. Acceptable exploration of critique of self-development. Good exploration of critique of self-development.

 

 Very good exploration of critique of self-development. An extensive exploration of critique of self-development. Outstanding exploration of critique of self-development.
No evidence of your ability to demonstrate critical and reflective awareness as necessary outcomes to measure personal development. Little evidence of your ability to demonstrate critical and reflective thinking as necessary outcomes to measure personal development. Inadequate evidence of your ability to demonstrate critical and reflective thinking as necessary outcomes to measure personal development. Adequate demonstration of critical and reflective thinking as necessary outcomes to measure personal development.

 

 Good demonstration of critical and reflective thinking as necessary outcomes to measure personal development.

 

 Very good demonstration of critical and reflective thinking as necessary outcomes to measure personal development Excellent demonstration of critical and reflective thinking as necessary outcomes to measure personal development Outstanding demonstration of critical and reflective thinking as necessary outcomes to measure personal development
No articulation of personal goals. Poor articulation of personal goals. Inadequate articulation of personal goals. Some articulation of personal goals Articulation of personal goals is good. Articulation of personal goals is very good. Articulation of personal goals is excellent. Articulation of personal goals is outstanding
No reflection which articulates engagement with the PPD process and demonstrates personal development. The reflection articulates little engagement with the PPD process, little personal development. The reflection articulates little engagement with the PPD process and demonstrates minimal personal development The reflection articulates an acceptable level of engagement with the PPD process and demonstrates some personal development The reflection articulates a good level of engagement with the PPD process and demonstrates your personal development. The reflection articulates considerable engagement with the PPD process and demonstrates good personal development. The reflection articulates significant engagement with the PPD process and demonstrates very good engagement with your personal development. The reflection articulates substantial engagement with the PPD process and demonstrates your outstanding commitment to your personal development.
No information from relevant academic or professional sources. Very little information from relevant academic or professional sources. But those chosen may be of limited relevance to the PPD process, the learning experience and the critical reflection. Little information from relevant academic or professional sources. But those chosen may be of limited relevance to the PPD process, the learning experience and the critical reflection. Some attempt to use information from academic or professional sources. But those chosen may be of limited relevance to the PPD process, the learning experience and the critical reflection. Information from relevant sources used lacks analysis, although does bring insight to the PPD process, the learning experience and critical reflective analysis. Information from academic sources is collected, analysed, interpreted and applied. Bringing some understanding the PPD process, the learning experience and critical reflection. Information from academic sources is collected, analysed, interpreted and applied. Developing an enhanced understanding the PPD process, your learning experience and development of your critical reflection skills. Outstanding information from relevant academic sources which is both interpreted and applied, bringing insight to

the PPD process, the learning experience and enhancing your critical reflection.
No attempt at any form of referencing system (as appropriate). No application of MMU Harvard reference system (as appropriate). Major issues with MMU Harvard reference system (as appropriate). Some attempt at applying MMU Harvard reference system (as appropriate). Although some further work is required on this. Good attempt at applying MMU Harvard reference system (as appropriate). Very good application of MMU Harvard reference system (as appropriate). Excellent application of MMU Harvard reference system (as appropriate). Outstanding application of MMU Harvard reference system (as appropriate).
Exploring digital footprint and developing e-professionalism

(20%)

 

 No attempt at any form of referencing system (as appropriate). No application of MMU Harvard reference system (as appropriate). Major issues with MMU Harvard reference system (as appropriate). Some attempt at applying MMU Harvard reference system (as appropriate). Although some further work is required on this. Good attempt at applying MMU Harvard reference system (as appropriate). Very good application of MMU Harvard reference system (as appropriate). Excellent application of MMU Harvard reference system (as appropriate). Outstanding application of MMU Harvard reference system (as appropriate).
No information from relevant academic or professional sources. Very little information from relevant academic or professional sources. But those chosen may be of limited relevance to the digital footprint and e-professionalism the learning experience and the critical reflection. Little information from relevant academic or professional sources. But those chosen may be of limited relevance to the digital footprint and e-professionalism, the learning experience and the critical reflection. Some attempt to use information from academic or professional sources. But those chosen may be of limited relevance to digital footprint and the learning experience and the critical reflection. Information from relevant sources used lacks analysis, although does bring insight to e-professionalism, the learning experience and critical reflective analysis. Information from academic sources is collected, analysed, interpreted and applied. Bringing some understanding to e-professionalism, the learning experience and critical reflection. Information from academic sources is collected, analysed, interpreted and applied. Developing an enhanced understanding the digital footprint and e-professionalism your learning experience and development of your critical reflection skills. Outstanding information from relevant academic sources which is both interpreted and applied, bringing insight to

The digital footprint and e-professionalism, the learning experience and enhancing your critical reflection.
No reflection which articulates engagement with e-professionalism development process. The reflection articulates little engagement with e-professionalism, little digital footprint development. The reflection articulates little engagement with e-professionalism and demonstrates minimal development of their digital footprint The reflection articulates an acceptable level of engagement with e-professionalism and demonstrates some  development of their digital footprint. The reflection articulates a good level of engagement with e-professionalism and demonstrates digital footprint development The reflection articulates considerable engagement with the e-professionalism and demonstrates good  development of their digital footprint. The reflection articulates significant engagement with e-professionalism and demonstrates very good engagement with developing their digital footprint The reflection articulates substantial engagement with e-professionalism  and demonstrates your outstanding commitment to developing their digital footprint.
No evidence of any exploration of e-professionalism Little exploration of critique of self-development. Insufficient/ineffective exploration of critique of self-development. Acceptable exploration of e-professionalism Good exploration of critique of e-professionalism Very good exploration of e-professionalism An extensive exploration of e-professionalism Outstanding exploration of e-professionalism
Action Plan

(10%)

 No realistic action plan identified.

 

 Very limited action plan identified Limited action plan identified Acceptable action plan identified Appropriate action plan identified Good action plan for next year. Excellent clear action plan for next year. Outstanding and detailed action plan for next year.

 

Step Marking

Mark UG Classification
95 – 100% Outstanding
90% Very High First
85% High First
80% Mid First
75% Low First
72% Marginal First
68% High 2.1
65% Mid 2.1
62% Low 2.1
58% High 2.2
55% Mid 2.2
52% Low 2.2
48% High third
45% Mid third
42% Low third
38% Marginal Fail
35%  
32%  
28% Clear Fail
25%  
22%  
18% Very poor Fail
15%  
12%  
8%  
5%  
2%  
0% Non