Corporate Reputation DSMM60001
- Subject Code :
DSMM60001
- University :
others Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
United Kingdom
Hand in location: |
Cecos College |
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Turnitin via Moodle |
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ASSIGNMENT DETAILS
Course: |
BA (Hons) Business Management & Sustainability |
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Module Title: |
Corporate Reputation |
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Module Code: |
DSMM60001 |
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Assignment Title: |
Assessment 1: Initial Assessment Blog Assessment 2: A Corporation in Crisis Report Assessment 3: Infographic Exercise & Peer Review |
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Weighting: |
Assessment 1 - 20% Assessment 2 - 60% Assessment 3 20% |
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Module Leader: |
Usman Mushtaq (usman.tutor@cecos.ac.uk) |
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Word Guideline: |
A-1 Individual blog of 500 words A-2 Individual Assignment 2,000 words A-3 Individual Assignment 500 words |
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Assignment/Assessment Timetable: |
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Date Set: |
22/01/2025 |
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Submission Date and Time: |
Assessment 1: 23rd February 2025 by 11:59 pm via Turnitin
Assessment 2: 23rd March 2025 by 11:59pm via Turnitin
Assessment 3: 04th May 2025 by 11:59pm via Turnitin |
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Expected Return: |
For each assessment the results will become visible 20 working days after the submission day. |
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Learning Outcomes (LO) to be Assessed: |
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LO1 |
Critically evaluate the concepts of corporate reputation & corporate communications with a digital focus, addressing future challenges. Knowledge and Understanding |
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LO2 |
Critically analyze strategies and measures for the reputation crisis management across diverse stakeholder groups. Analysis |
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LO3 |
Investigate and apply appropriate strategies and measures of corporate communications to support corporate reputation. Application Problem-Solving |
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Assignment set by: |
Usman Mushtaq |
Assignment verified by: |
Dr. Sajid Kazmi |
Brief for Semester 1
Assessment 1 LO1
Learning Outcomes (LO) to be Assessed:
- Critically evaluate the concepts of corporate reputation & corporate communications with a digital focus, addressing future challenges.
Knowledge and understanding
Weighting:
20%
Title:
Emerging themes in the field of Corporate Reputation.
Word Guideline:
1 Individual blog of 500 words.
Submission Date and Time:
23rd February 2025 by 11.59 pm via Turnitin
Did you know that 43% of World Wide web traffic in 2022 were visits to a website blog page (Statista, 2023). Over the last decade or so, businesses have increased revenue, improved brand awareness, and boosted conversions with valuable written content published for their target audience and customers. The key here is that their blog content isvaluable it isn't enough to simply have a blog; there must be a purpose or reason for its existence (HubSpot, 2022).
You are required to write a Blog for potential dissemination to a professional online target audience, which addresses future challenges and trends in managing corporate reputation and the impact of digital marketing.
Using contemporary examples, you should address themes around the challenges facing organisations with a focus on digital challenges
Although occasional references may be needed, the aim is to disseminate information for a professional audience where knowledge exists on managing corporate communication. You may select one specific digital challenge to address or include up to three themes, however your Blog must have a logical structure and engage the reader.
You may also include imagery, hashtags and back linking to enhance the interactivity of the Blog.
Please submit this as a word document to Turnitin on Blackboard, clearly presenting the following on a cover page:
- Module Code
- Module Title
- Module Tutor/s
- Student Number (Do not include your students name)
- Assessment Title
- Word Count
Assessment 2 LO2 & LO3
Learning Outcomes (LO) to be Assessed:
2. Critically analyse strategies and measures for the reputation crisis management across diverse stakeholder groups.
Analysis.
3. Investigate and apply appropriate strategies and measures of corporate communications to support corporate reputation.
Application, Problem Solving.
Weighting:
60%
Tittle:
A Corporation in Crisis Report.
Word Guideline:
Individual Assignment 2,000 words.
Submission Date and Time:
23rd March 2025 by 11:59pm via Turnitin
Managing corporate reputation during a crisis is one of the most challenging areas of corporate communications. Success depends on having a predetermined plan which anticipates which corporate communications need to be prioritised and which methods and approaches may be the most effective in different scenarios.
Your individual assignment should be based on an organisation that is currently experiencing a reputational crisis. Your selected organisation should be agreed with your tutor at the outset. You should not select an organisation where the crisis arose in the past but rather an ongoing situation.
Your assignment should include the following:
- An assessment of the current crisis and a review of the methods of corporate communication implemented by your selected company.
- A review of the efficacy and impact of the measures taken to date.
- Suggestions supported by evidence and research as to how the organisations should manage this crisis moving forward including a detailed corporate communications strategy and tactical implementation plan.
- Conclusion using evidence of the key strategies and measures used in corporate reputation management.
The structure of your assignment should include the following sections. A weighting is provided to help you to plan your work.
- An assessment of the current crisis and a review of the methods of corporate communication implemented by your selected company. (15%)
- An overview of the company and its past and current approach to managing reputation.
- A review of its current stakeholders and their importance given the current crisis.
- A review of how the organisation engages its employees in delivering corporate reputation.
- A review of current corporate communications methods including digital assets.
- A review of the efficacy and impact of the measures taken to date. (40%)
- Critically evaluate your findings from section 1 drawing from current academic literature to support your discussion.
- Suggestions supported by evidence and research as to how the organisations should manage this crisis moving forward including a detailed corporate communications strategy and tactical implementation plan. (40%)
- An outline corporate communications plan including identification of the strategic gap and identification of key target audiences (is stakeholders).
- A detailed digital corporate communications plan which addresses each of the key stakeholder groups identified above, including message, schedule of digital marketing communications and suggestions as to evaluation.
- You should also provide a brief conclusion, evaluating the key strategies and measures that have been discussed in the report. (5%)
Please submit this as a word document to Turnitin on Blackboard, clearly presenting the following on a cover page:
- Module Code
- Module Title
- Module Tutor/s
- Student Number (Do not include your students name)
- Assessment Title
- Word Count
Assessment 3 LO2 & LO3
Learning Outcomes (LO) to be Assessed:
2. Critically analyse strategies and measures for the reputation crisis management across diverse stakeholder groups.
Analysis
3. Investigate and apply appropriate strategies and measures of corporate communications to support corporate reputation.
Application, Problem Solving
Weighting:
20%
Tittle:
Infographic Exercise & Peer Review.
Word Guideline:
Individual Assignment 500 words
Submission Date and Time:
04th May 2025 by 11:59pm via Turnitin
Considering the increasing importance of efficiency and progress in the modern business world, feedback is essential to make use aware of our strengths, our weaknesses and any areas of improvement (Zheng, 2023).
This assessment will be completed in two parts.
Part 1: You are to prepare a digital infographic which presents strategies and measures used in corporate reputation management. You will work in groups of five. Groups will be agreed with the module
Part 2: Conduct a peer review of the process of preparing and working on the infographic within your group and should contain 500 words.
Constructive criticism should include suggestions as to how the reviewee could have improved their performance with suggestions for improvement. Additionally, strengths should be discussed relative to the assessment under review.
You are expected to explore and present evidence of the academic sources of information that you have utilised to conduct the constructive peer review.
Please submit both the infographic and peer review as one word document to Turnitin on Blackboard, clearly presenting the following on a cover page:
- Module Code
- Module Title
- Module Tutor/s
- Student Number (Do not include your students name)
- Assessment Title
- Word Count
Instructions:
The report must adhere to standard academic documentation standards:
- Use appropriate citation and reference according to the Harvard Referencing format in order to avoid plagiarism. Cases of plagiarism will be penalised in accordance with university regulation.
- Use font type Times New Roman.
- Use a font size of 12 pts.
- Use 1.5-line spacing.
- Use your own words to convince yourself that you understand what you are writing, and not just copy and paste. Your own words must account for not less than 80% of the total word count.
Maximum Word Length
State the number of words used on the assignment front sheet. You may include diagrams, figures etc. without word penalty. A sliding scale of penalties for excess length will be imposed according to the amount by which the limit has been exceeded.
1-10% excess no penalty
11-20% excess 10% reduction in the mark
21-30% excess 20% reduction in the mark
31%+ excess the work will be capped at a pass
- NB. None of the above penaltieswill be used tochange your mark which is above the pass mark,to one that is below the pass mark. Therefore, the maximum penalty for exceeding the word limit will be a reduction to a pass grade.
Note: Title, reference list, appendices, tables (succinct with bullet points), graphs and figures used within the main body of the report are excluded from the word count.
Useful Information:
Library resources, study and research skills: http://libguides.staffs.ac.uk/libraryresources/
Exceptional Circumstances:
https://www.staffs.ac.uk/legal/policies/exceptional-circumstances-procedure.jsp
https://www.staffs.ac.uk/support_depts/info_centre/handbook/exceptional/
Regulations:
https://www.staffs.ac.uk/legal/policies/Acadregs.jsp
Academic Conduct:
https://www.staffs.ac.uk/legal/policies/academic-conduct-procedure.jsp
Submission and Feedback
Feedback on your performance is provided in a variety of ways all the way through a module you will be receiving informal feedback on your performance, in your discussions with teaching staff in labs or tutorials for instance. Feedback should help you to self-assess your work as you progress through the module and help you to understand your subject better.
Feedback is not just the marks at the end of the module it could be regular verbal advice about your work, perhaps as you develop a portfolio of work; comments made by tutors or fellow students in group discussions; or the written comments on your work. You can expect to receive formal feedback on your assessed work no later than 20 working days (days when the University is open) after it has been submitted.
Module Code DSMM60001 Module title: Corporate Reputation ASSESSMENT 1, 2 & 3 - ASSESSMENT CRITERIA
Generic Undergraduate Assessment Criteria Level 6
Learning Outcome |
First class |
Upper second |
Lower second |
Third |
Fail |
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90-100% |
80-89% |
70-79% |
60-69% |
50-59% |
40-49% |
30-39% |
20-29% |
Below 20% |
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Knowledge and Understanding Learning Enquiry |
Exceptional answer demonstrating a highly-detailed understanding of the issues and methodologies, concepts, theories and/or data and the link to other subjects; appreciation of the uncertainty, and limits of knowledge. Exceptional presentation and evaluation of qualitative and quantitative data. |
An outstanding answer demonstrating a detailed understanding of the issues and methodologies, concepts, theories and/or data and the link to other subjects; awareness of the uncertainty of knowledge . Excellent presentation and evaluation of qualitative and quantitative data. |
Excellent knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other subjects. Very good presentation of qualitative and quantitative data. |
Good knowledge and understanding of the issues and methodologies, concepts, theories and/or data. Some understanding of limits of knowledge. Good presentation and evaluation of qualitative and quantitative data. |
Sound knowledge and understanding of the issues and methodologies, concepts, theories and/or data. May contain errors and/or discussion of irrelevant issues. Adequate presentation and evaluation of qualitative and quantitative data. |
Satisfactory knowledge and understanding of the key issues raised by the question but some elements of knowledge missing. Limited presentation and evaluation of qualitative and quantitative data. |
Unsatisfactory, but shows a limited grasp of some subject. Limited awareness of limits of knowledge, or ability to present, evaluate and interpret qualitative and quantitative data. |
An attempt to answer the question, but without any significant grasp of material or appropriate skills. Minimal application of knowledge, or use of information. |
No answer or an answer which is totally irrelevant or fundamentally wrong. Minimal or no evidence of learning. |
Analysis Application Problem Solving |
Original, independent thinking, rigorous argument and an impressive use of evidence. Thorough and accurate analysis of subject with evidence of breadth and depth of study. Excellent application of theory to solve problems. |
Outstanding analysis displaying independent thought and strong, well-organised argument and highly competent application of evidence and theory to solve problems. |
Excellent analysis displaying independent thought and strong and well-organised argument, competent application of evidence and theory to solve problems. |
Very good analysis and well-organised arguments, very well supported by evidence. Evidence applied well to provide solution to problems. |
Good analysis and argument, well supported by evidence. Good application of evidence and theory to solve problem. |
Arguments and analysis adequate, accurate and supported by evidence, but may be superficial or limited. Some application of evidence and theory to solve problem. |
Argument and analysis may be illogical, irrelevant, or contradictory in places and/or unsupported by evidence. Limited application of evidence and theory to solve problem. |
Brief, irrelevant or deficient argument and analysis; unsubstantiated generalisations. Little or no attempt to draw conclusions. Little or no attempt to apply evidence and theory to solve problem. |
Absence of analysis and argument. No evidence of application of knowledge to solve problem. Or no answer offered. |
Communication Reflection |
Exceptionally effective communication skills appropriate to the level of study, task, audience and discipline. Exceptional demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for higher levels of study. |
Extremely effective communication skills appropriate to the level of study, task, audience and discipline. Excellent demonstration of managing own learning and initiative , learning ability, qualities or skills necessary for higher levels of study. |
Highly effective communication skills appropriate to the level of study, task, audience and discipline. Extremely good demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for higher levels of study. |
Very effective communication skills appropriate to the level of study, task, audience and discipline. Good demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for higher levels of study. |
Effective communication skills appropriate to the level of study, task, audience and discipline. Some demonstration of learning ability necessary for higher levels of study. |
Adequate communication skills appropriate to the level of study, task, audience and discipline but with evident weaknesses. Adequate demonstration of learning ability necessary for higher levels of study. |
Unsatisfactory communication skills appropriate to this level of study. Poor level of learning ability necessary for higher levels of study. |
Some evidence of communication skills appropriate to this level of study. Limited or no evidence of managing own learning. |
Limited or no evidence of the communication skills appropriate to this level of study. Limited or no evidence of managing own learning. |
Professional Requirement
(Not usually weighted and usually a pass/fail component of assessment)
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Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Fails to meet the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Fails to meet the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Breach of confidentiality of individuals/ organisations from a practice learning setting. |
Module Code DSMM60001 Module title: Corporate Reputation ASSESSMENT 1, 2 & 3 - ASSESSMENT CRITERIA
Generic Undergraduate Assessment Criteria Level 6
Learning Outcome |
First class |
Upper second |
Lower second |
Third |
Fail |
||||
90-100% |
80-89% |
70-79% |
60-69% |
50-59% |
40-49% |
30-39% |
20-29% |
Below 20% |
|
Knowledge and Understanding Learning Enquiry |
Exceptional answer demonstrating a highly-detailed understanding of the issues and methodologies, concepts, theories and/or data and the link to other subjects; appreciation of the uncertainty, and limits of knowledge. Exceptional presentation and evaluation of qualitative and quantitative data. |
An outstanding answer demonstrating a detailed understanding of the issues and methodologies, concepts, theories and/or data and the link to other subjects; awareness of the uncertainty of knowledge . Excellent presentation and evaluation of qualitative and quantitative data. |
Excellent knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other subjects. Very good presentation of qualitative and quantitative data. |
Good knowledge and understanding of the issues and methodologies, concepts, theories and/or data. Some understanding of limits of knowledge. Good presentation and evaluation of qualitative and quantitative data. |
Sound knowledge and understanding of the issues and methodologies, concepts, theories and/or data. May contain errors and/or discussion of irrelevant issues. Adequate presentation and evaluation of qualitative and quantitative data. |
Satisfactory knowledge and understanding of the key issues raised by the question but some elements of knowledge missing. Limited presentation and evaluation of qualitative and quantitative data. |
Unsatisfactory, but shows a limited grasp of some subject. Limited awareness of limits of knowledge, or ability to present, evaluate and interpret qualitative and quantitative data. |
An attempt to answer the question, but without any significant grasp of material or appropriate skills. Minimal application of knowledge, or use of information. |
No answer or an answer which is totally irrelevant or fundamentally wrong. Minimal or no evidence of learning. |
Analysis Application Problem Solving |
Original, independent thinking, rigorous argument and an impressive use of evidence. Thorough and accurate analysis of subject with evidence of breadth and depth of study. Excellent application of theory to solve problems. |
Outstanding analysis displaying independent thought and strong, well-organised argument and highly competent application of evidence and theory to solve problems. |
Excellent analysis displaying independent thought and strong and well-organised argument, competent application of evidence and theory to solve problems. |
Very good analysis and well-organised arguments, very well supported by evidence. Evidence applied well to provide solution to problems. |
Good analysis and argument, well supported by evidence. Good application of evidence and theory to solve problem. |
Arguments and analysis adequate, accurate and supported by evidence, but may be superficial or limited. Some application of evidence and theory to solve problem. |
Argument and analysis may be illogical, irrelevant, or contradictory in places and/or unsupported by evidence. Limited application of evidence and theory to solve problem. |
Brief, irrelevant or deficient argument and analysis; unsubstantiated generalisations. Little or no attempt to draw conclusions. Little or no attempt to apply evidence and theory to solve problem. |
Absence of analysis and argument. No evidence of application of knowledge to solve problem. Or no answer offered. |
Communication Reflection |
Exceptionally effective communication skills appropriate to the level of study, task, audience and discipline. Exceptional demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for higher levels of study. |
Extremely effective communication skills appropriate to the level of study, task, audience and discipline. Excellent demonstration of managing own learning and initiative , learning ability, qualities or skills necessary for higher levels of study. |
Highly effective communication skills appropriate to the level of study, task, audience and discipline. Extremely good demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for higher levels of study. |
Very effective communication skills appropriate to the level of study, task, audience and discipline. Good demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for higher levels of study. |
Effective communication skills appropriate to the level of study, task, audience and discipline. Some demonstration of learning ability necessary for higher levels of study. |
Adequate communication skills appropriate to the level of study, task, audience and discipline but with evident weaknesses. Adequate demonstration of learning ability necessary for higher levels of study. |
Unsatisfactory communication skills appropriate to this level of study. Poor level of learning ability necessary for higher levels of study. |
Some evidence of communication skills appropriate to this level of study. Limited or no evidence of managing own learning. |
Limited or no evidence of the communication skills appropriate to this level of study. Limited or no evidence of managing own learning. |
Professional Requirement
(Not usually weighted and usually a pass/fail component of assessment)
|
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Fails to meet the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Fails to meet the competencies or standards of proficiency required by professional/ statutory or regulating bodies. |
Breach of confidentiality of individuals/ organisations from a practice learning setting. |
