E&E in T&H Assessment Task 1Module Title: Enterprise and Entrepreneurship in Tourism and Hospitality
E&E in T&H Assessment Task 1Module Title: Enterprise and Entrepreneurship in Tourism and Hospitality
Assessment Title: Critical Essay
Individual/Group: Individual
Weighting: 25% of the overall module grade
Submission Date: See assessment schedule
Essay title:
To be a franchisee or a social entrepreneur in the tourism and/or hospitality sectors requires different traits and skill sets from starting a business independently ".
Discuss this statement, reaching a conclusion that agrees or disagrees with the statement and which demonstrates your explicit knowledge of entrepreneurial concepts, with particular reference to the literature.
Ensure you apply your answer with examples from tourism and/or hospitality.
Some guidance notes:
Your assignment should be written and presented in essay format. The target word count is 1,000 words (excluding references). It should absolutely not exceed 1,100 words, nor be less than 800 words.
You will need to make reference to the literature (eg entrepreneurial traits, skill sets, models of entrepreneurship franchising, social enterprise and independent business start-up and any other relevant concepts) to help justify your arguments.
There is no right or wrong answer to the question. What is being tested here is your ability to demonstrate your theoretical knowledge, to argue a case and your ability to apply this knowledge to tourism/hospitality contexts.
The APA 7 referencing system should be used, in line with university guidelines;Do not plagiarise or 'cut and paste' text from other sources. This must be all your own work and in your own writing composition style.
Please avoid long direct quotations.
In addition to submitting your essay on the Blackboard submission point, you must submit a Turnitin report of the work. Your assignment will not be marked unless a Turnitin report is also submitted by the hand-in date.
Work submitted late without extenuating circumstances will be 'referred' (ie maximum 50%);12.1.1Weighted Assessment Criteria:Your task will be graded against the following weighted criteria:
Demonstrates knowledge and understanding of relevant concepts and an ability to critically discuss theoretical contributions:50%
Demonstrates evidence of literature research - depth of reading and appropriate academic underpinning in support of your ideas and analysis 20%
Application and contextualisation of the answer to the tourism and/or hospitality industries 20%
Presentation, communication and referencing10%
12.1.2Referencing Style:Sheffield Hallam University is now using APA 7* referencing style in order to extend the choice of online tools and apps you can use to make referencing easier. Find out about APA referencing and the range of apps and online tools for quick and easier referencing at :https://libguides.shu.ac.uk/referencing.
12.1.3Instructions for Submission of this CourseworkOnline Submission
Your essay is to be submitted electronically, via the submission point on the module Blackboard site. You are strongly urged not to leave your submission until close to this deadline, in case technical issues prevent the electronic transmission of your work. (There were situations on modules in recent years where students missed their submission deadline by minutes because of technical malfunctions with their computers. It caused them stress and anxiety!). Assignments that are submitted after the 15:00 (3pm UK time) deadline (even by 1 minute!) face a late submission penalty, which limits the maximum mark to a basic 50% pass mark irrespective of how good the work is.
Sheffield Hallam University's assessment policy has allowed that submission points for coursework will be kept open for 24 hours after the deadline, but any work submitted up to 24 hours late will qualify for a maximum capped mark of 50%. We're convinced you don't want to be in that situation, so please make every effort to submit your work on time. Remember the adage: don't just meet the deadline, rather beat the deadline! If you are new to the University (e.g. a 'January start' student), and you have not used electronic submission or Blackboard before, follow this link to learn how to submit your assignment to Blackboard: https://www.youtube.com/watch?v=nHKM_zQaVEg
Turnitin
As well as submitting your assignment electronically via the submission point, as per above, an electronic copy must be submitted in Turnitin, which you will also find in the module Blackboard site. This is required as an originality check for your work. If the Turnitin score reveals a high match against existing work (e.g. chunks of text from online submissions at other Universities, textbooks, reports etc...) then in such a case you should rework your ideas to reduce the Turnitin score to a lower percentage, preferably a single figure score. We set the Turnitin function so that you can upload your assignment multiple times to check your work for originality before you upload the final version by the submission deadline.
12.1.4Assessment Feedback and how you can access it
You can expect feedback to be provided to you within three working weeks of the submission date, in keeping with university guidelines.
Feedback is provided electronically via the Grade Centre on the Blackboard site on an assessment grid in which you can see your performance against each of the criteria. The feedback will also include a narrative of comments which should help you understand how and why the mark was derived.
12.1.5Study Skills SupportYou can see from the Week-by-Week Schedule of Study in Section 10 that assessment guidance is scheduled to take place in advance of the submission deadline to support you with researching and compiling the business plan.
Additionally, the Skills Centre offers inclusive academic skills development to all students at SHU, from getting started on your first assignment, to preparing for placement and dissertations, through to postgraduate study. From workshops on critical writing and feedback on your assignments, to maths and statistics support and tutorials to develop effective strategies for studying with a learning difference, such as dyslexia - they're there to help you build confidence and the skills you need for academic success. They are based at both campuses throughout the week and offer a wealth of resources online. You can find the Skills Centre on the 'Learning Essentials' tab in MyHallam and book onto a session.12.1.6 Assessment criteria and weightings for Assessment 1:Category zero Very low fail Low fail Mid fail Borderline fail Low pass Mid pass High pass Low merit Mid Merit High Merit Low Distinction Mid Distinction High Distinction Exceptional Distinction
% 0 38 42 45 48 52 55 58 62 65 68 72 75 78 82
Knowledge & understanding
30% Highly insufficient knowledge and understanding
Unable to evidence any meaningful understanding of the taught concepts or methods Insufficient knowledge and understanding
Typically only able to deal with terminology, basic facts, and concepts Satisfactory knowledge and understanding but not evidently critical and lacking depthMostly confined to concepts that are not at the forefront of the discipline Good knowledge, understanding and application of theory and issuesTypically able to independently relate taught facts/concepts together, some of which are at the forefront of the discipline Excellent knowledge, understanding and application of relevant theories and issuesEvidence of some clear independent insight and critical awareness of relevant concepts some of which are at the forefront of the discipline Exceptional breadth and depth of knowledge and understanding
Evidence of own independent insight and critical awareness of relevant literature and concepts at the forefront of the discipline
Analysis & Evaluation
40% Unable to address the assignment brief, make judgements or draw conclusionsLack of understanding of the boundaries of the discipline and does not question received wisdomInterpretation of assignment brief is seriously flawed Little analysis and the conclusions drawn are tenuous in light of the evidence presented
Inability to adequately define problems and make reasoned judgements
Fails to add meaningful detail or make sufficient links between concepts and facts to adequately solve problems posed by the assessment Satisfactory level of analysis and judgement based on evidence, although balanced towards the descriptive rather than criticalArguments and explanations are limited in range and depth although some are adequately supported by the literature Evidence of some competent independent inquiry operating with core concepts, methods and techniques to solve familiar problemsArguments and explanations are typically supported by the literature and in some cases may challenge some received wisdomsEvidence of ability to critically evaluate evidence and synthesise appropriate generalisations from it Evidence of appropriate independent inquiry operating with core concepts, methods and techniques to solve complex problems in mostly familiar contextsSustained arguments on the basis of appropriate evidence, well-supported by the literature
Strong evidence of ability to critically evaluate evidence and synthesise appropriate generalisations from it Evidence of extensive and appropriate independent inquiry operating with advanced concepts, methods and techniques to solve problems in unfamiliar contextsStrong evidence of exceptionally critical evaluation of a wide range of evidence
Evidence of going beyond accepted positions when evidence allows for it
Reading & Research
15% Very limited evidence of reading and research to advance work Limited ability to independently select and evaluate reading/research with a strong reliance on set sources
Over-reliance on few sources, without analysis, criticism or interpretation Evidence of some independent reading and research to advance work and inform arguments and approachesRelies on set sources to advance work/direct arguments
General competence shown within the prescribed range but lacking academic rigour in places Evidence of independent reading and research demonstrating autonomy in learning
Relies on set sources and some quality sources beyond the prescribed range, to advance work/direct argumentsEvidence of academic rigour in some aspects Strong evidence of independent research
Evidence of highly appropriate selection of material from an excellent range of sources
Reading used critically and deployed effectively in supporting argumentsSustained academic rigour in most aspects Evidence of highly appropriate selection of material from an excellent range of sources
Extends the boundaries of the discipline, beyond expectation of the level
Outstanding deployment of reading in supporting arguments
Sustained academic rigour in all aspects
Presentation, communication & referencing
15% Inability to communicate coherently
Poor presentation and incoherent structure
Little or no attempt at referencing Competent communication and presentation in places but fails to demonstrate clarity and focus
Incoherent structure
Lack of or gaps in referencing Competent and appropriate presentation and communication
Correct English usage with few imprecise statementsGenerally shows clarity but structure may not always be coherentAdequate referencing Competent and effective presentation
Clear and coherent communication with very few imprecise statements.
Good referencing Effective presentation and communication suited to both technical and non-technical audiencesExcellent use of English with sustained clarity and coherence
Excellent referencing Effective presentation and communication suited to both technical and non-technical audiencesSophisticated level of the English language in an eloquent and professional manner
Excellent referencing
May achieve or be very close to publishable or commercial standard
Feedback
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