Entrepreneurship, Strategy and Culture BES6002
- Subject Code :
BES6002
AssessmentBrief
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Module Code |
Module Title |
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BES6002 |
Entrepreneurship, Strategy and Culture |
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Academic Year |
Semester |
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2024/2025 |
S1 |
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Module Leader email |
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zblackler@cardiffmet.ac.uk |
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Content
Who can answer questions about my assessment?
Assessment Details
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Assessment title |
Abr. |
Weighting |
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The Enterprise Newspaper |
WRIT2 |
50% |
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Pass marks are 40% for undergraduate work and 50% for postgraduate work unless stated otherwise. |
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Task/assessment brief: |
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WRIT2 Task The Enterprise Newspaper 50%You will create and edit the first virtual edition of Cardiff School of Managements The Enterprise Newspaper. Your edition of The Enterprise must have a clear theme chosen from the list below.
The production of your edition will includetwomain elements:
1.Editing:Theme, layout and development of the The Enterprise, including the style and content. You must edit and curate your edition appropriately. An editors primary role is to co-ordinate the production of articles and finalise publication of the The Enterprise.
2.Content:The Enterprise should provide in-depthcriticalconsideration of relevant areas related to entrepreneurship, strategy and culture. You are to write articles to populate your edition of The Enterprise which meet the theme you have chosen. You must conduct wide research, using a variety of resources, which you must then fully reference within your edition. Please note the example content is not an exhaustive list you are actively encouraged to read a breadth of research and write interesting articles connected to the theme (fully referenced). You can choose from the following themes for your edition: a)The Entrepreneur example content: Entrepreneurial traits, competencies, and ethics, business start-up and idea generation, social capital and networks, funding avenues etc. b)The Internal Business and Micro-Environment example content: Facilitation of intrapreneurship, organisational culture, change agents, market-competitiveness, strategic alignment and engagement, strategic collaborations, etc. c)The Business Macro-Environment example content: Market-competitiveness, geo-political influences, governance, policy, strategic agility, etc. d)The Ethical Business example content: Sustainability, social entrepreneurship, the triple bottom line, ethical business practices, social responsibility, etc. Your edition should demonstrate and reflect your creativity and innovation within its design. You can use a mixture of methods to present your work such as, articles, reports, vlogs, videos etc. You must not conduct any primary research for your edition and only use secondary research to write your edition. Your assessment will be marked out of 100 and this will contribute to 50% of your total course mark. You may present your publication in the design of your choosing. This provides you with the opportunity to demonstrate your own creativity and innovation within the design process of your work.
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Word count (or equivalent): |
2000 |
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This a reflection of the effort required for the assessment. Word counts will normally include any text, tables, calculations, figures, subtitles and citations. Reference lists and contents of appendices are excluded from the word count. Contents of appendices are not usually considered when determining your final assessment grade. |
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Academic or technical terms explained: |
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critically evaluate Consider both positive and negative aspects of the subject. critically discussyou must put forward a balanced point of view, considering both sides of the argument, using relevant and up to date academic journal articles. analyse consider who, what, when, why and how the issue affects the topic. Synthesis(combine) is to combine facts or ideas to create new patterns or structures derived from the original data Academic literature:academic textbooks and journal articles. These can be sourced from MetSearch and Google Scholar for example. Industry literature:Sometimes referred to as grey literature, i.e. non-academic sources e.g. credible sources such as websites, government/company reports, policy/strategy documents, marketing data, financial accounts etc. |
Artificial Intelligence Models Guidance for this assessment: |
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Artificial Intelligence (AI) models can be a powerful tool to support your learning. The University has provided some resources to support you in its appropriate usage: Student Guide to AI and Assessment Code of Conduct for Students on the use of AI Cite Them Right resource on citing materials relating to AI (if permitted) As per the academic regulations (Academic Handbook Ah1_08), in all cases you must submit work that is your own, acknowledging any part of it that has been informed by another source including that which is AI generated. Upon submission of work, you will be asked to confirm the following statement: I confirm that this assignment is my own work, except where I have acknowledged the use of works from other sources, including the use of any artificial intelligence (AI) tools, in accordance with what is allowable as described in the assessment brief. Please note the following: AI should not be used as a substitute for your own knowledge, and you should never include any material that you do not understand and could not explain if asked. Not being able to explain your work when asked is likely to be a key factor when considering cases of academic misconduct related to AI. The following information provides specific guidance for this assessment about what level of AI use is appropriate for this assessment. Remember that in all cases you must submit work that is your own, acknowledging any part of it that has been provided by another source.
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Submission Details
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Submission Deadline: |
16/01/25 |
Estimated Feedback Return Date |
This will normally be 20 working days after initial submission. |
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Submission Time: |
By 2.00pm on the deadline day. |
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Moodle/Turnitin: |
Any assessments submitted after the deadline will not be marked and will be recorded as a non-attempt unless you have had an extension request agreed or have approved mitigating circumstances. See the School Moodle pages for more information on extensions and mitigating circumstances. |
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File Format: |
The assessment must be submitted as apdf document (save the document as a pdf in your software) and submit through the Turnitin submission point in Moodle. Your assessment should be titled with your:
student ID number, module code and assessment ID, e.g. st12345678 BHL5007 WRIT1 |
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Feedback |
Feedback for the assessment will be provided electronically via Moodle. Feedback will be provided with comments on your strengths and the areas which you can improve. View theguidanceon how to access your feedback. All marks are provisional and are subject toquality assurance processesand confirmation at the programme Examination Board. |
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Assessment Criteria
Learning outcomes assessed |
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Critically analyse entrepreneurial strategic thinking in relation to entrepreneurial learning and decision-making strategies. Analyse the cultural environments in which entrepreneurship flourishes and relate government and organizational policy to the key principles identified. Evaluate the challenges and limits to contemporary entrepreneurial strategies. |
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Other skills/attributes developedThis includes elements of the Cardiff Met EDGE (Ethical, Digital, Global and Entrepreneurial skills) and other attributes developed in students through the completion of the module and assessment. These will also be highlighted in the module guidance, which should be read by all students completing the module. Assessments are not just a way of auditing student knowledge. They are a process which provides additional learning and development through the preparation for and completion of the assessment. |
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Professional Development, Practice and Performance. This module will provide students with the tools, techniques and competencies to enhance both their academic learning and professional and personal development. This module is designed to enhance a wide range of transferable skills, such as critical self-awareness, and self-management. There is also the opportunity within this module to develop a wide range of soft skills, recognise the importance of diversity, and the need for empathy. Your marking sheet will incorporate an indication of a range of entrepreneurial skills developed in the completion process of the assessment. Although this matrix is not incorporated into the marking criteria, it is designed to be useful for future employability skills identification and representation. Example skills matrix:
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Marking/Assessment Criteria |
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You will be assessed according to the following criteria. Click on the embedded links for additional academic definitions and explanations. |
Marking/Assessment Criteria
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Level 6 |
80%-100% (1st Class +) |
70%-79% (1st) |
60%-69% (2:1) |
50%-59% (2:2) |
40%-49% (3rd) |
30-39% (Narrow Fail) |
1-29% (Clear Fail) |
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Selection and curation of articles,analysisandsynthesisof information and data, using a range of academic and industry literature. |
Exceptional knowledge andsystematic understanding. |
Subject knowledge and understanding full, detailed andsystematic Canextend, transform and apply such knowledge Awareness of limitations of knowledge Confident discussion of complex topics |
Subject knowledge and understanding detailed and thorough Canextend, transform and apply such knowledge The discussion of complex concepts is often tackled successfully |
Subject knowledge and understanding sound Ability to apply such knowledge Tendency to reproduce information from elsewhere. |
Basic subject knowledge and understanding Frequently reproduces information received from elsewhere. |
Limited subject knowledge and understanding Factual inaccuracies, errors and misconceptions in important areas Irrelevant content. |
Little subject knowledge and understanding Factual inaccuracies, errors and misconceptions outweigh the degree of knowledge and understanding. Serious/numerous errors/misunderstandings. |
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Critical discussionand demonstration of understanding of the theme, including challenges, issues and opportunities. |
Independent inquiry and appropriate application of techniques/methods |
Detailed analysis andcriticalenquiry Very good use of techniques Highly successful in presenting,synthesisingand commenting on research outcomes Insight on the relationship between theory and practiceand awareness of uncertainty, assumptions and the limits of their knowledge on findings. |
Some detailed analysis andcriticalenquiry Considerable success in presenting and commenting onresearch processand outcomes Some linkage between theory and practice and awareness of uncertainty, assumptions and the limits of their knowledge. |
Some analysis and enquiry Some success in presenting and commenting onresearch processand outcomes Awareness of uncertainty, assumptions and the limits of their knowledge. |
Limited analysis and enquiry Intermittent success in presenting and commenting on outcomes Awareness of uncertainty, assumptions and the limits of their knowledge. |
Attempted enquiry/analysis and outcomes may be nave, simplistic and/or unconvincing. |
Little evidence of being able to undertake enquiry/ analysis Outcomes may be inappropriate, or absent. |
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Clarity of ideas and independent thinking withincritical evaluationof key topics and subject areas. |
May challenge the boundaries of knowledge Innovative and/or creative thinking New insights informed throughcriticalevaluation. |
Criticalevaluation and informed judgements Recognition of the complexities of academic debate Arguments are well developed, sustained and substantiated Appropriate and innovative judgements. |
Criticalevaluation and reflection Arguments are clearly considered and substantiated Appropriate judgements. |
Ability tocriticallyevaluate and reflect Arguments substantiated Descriptive and factual presentation favoured. |
Limited ability tocriticallyevaluate and reflect Arguments substantiated but under-developed Descriptive and factual presentation favoured. |
Little evidence ofcriticalevaluation and reflection Arguments rarely substantiated Largely descriptive. |
Some ability to describe and report but very little evidence is available to indicate an ability to engage incriticalevaluation and reflection. |
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Application of creativity and innovation to final presentation of work and appropriateuse of technology. |
Professional standards. |
Coherent and succinct Presentation standard high Logically organised. Arguments are well-defined and clearlyarticulated. Highly creative and innovative. |
Clear and succinct Well-presented Appropriately organised. Well-articulated.Creative and innovative. |
Satisfactory communication Appropriately organised Some faults, but clear expression overall. Creative in parts. |
Adequate communication Reporting factual information rather than communicating complex ideas. Generally appropriately structured. Limited creativity. |
Simple concepts and/or factual information communicated Unclear Confused and clumsily presented. Lacks creativity. |
Little ability to communicate Unclear, clumsy and inappropriate. No evidence of creativity in presentation. |
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Research, background reading and preparation evident within the edition and appendix. Referenceusing the Harvard Referencing System and the inclusion ofat least tenacademic references includingbooks and academic journalarticles. |
Substantial range of reference citations, beyond expectations |
Detailed, thorough knowledge andsystematic understandingof current research/advanced scholarship Referencing accurate and reading/investigation beyond sources provided. Ability to determine, refine, adapt and use research. |
Thorough knowledge and understanding of current research/ scholarship Referencing almost always accurate and reading/investigation beyond sources provided Ability to determine, refine, adapt and use research. |
Sound knowledge and understanding of current research/ scholarship. Individual reading and investigation Occasional errors in referencing Can apply research knowledge. |
Some knowledge and understanding of current research/ scholarship. Over-reliance on programme materials. Errors in referencing Application of research knowledge/skills is less secure. |
Limited or sporadic knowledge of research/ scholarship Over-reliance on programme materials, little reading. Frequent errors in the referencing. Application of research knowledge/skills is largely unsuccessful. |
Little knowledge and understanding research/ scholarship. Failure to apply this knowledge Reading and investigation negligible. Frequent errors in the referencing Failure to apply research knowledge/skills |
Further Information
Who can answer questions about my assessment?
Questions about the assessment should be directed to the staff member who has set the task/assessment brief. This will usually be the Module Leader. They will be happy to answer any queries you have.
Staff members can often provide feedback on an assignment plan but cannot review any drafts of your work prior to submission. The only exception to this rule is for Dissertation Supervisors to provide feedback on a draft of your dissertation.
Referencing and independent learning
Please ensure you reference a range of credible sources, with due attention to the academic literature in the area. The time spent on research and reading from good quality sources will be reflected in the quality of your submitted work.
Remember that what you get out of university depends on what you put in. Your teaching sessions typically represent between 10% and 30% of the time you are expected to study for your degree. A 20-credit module represents 200 hours of study time. The rest of your time should be taken up by self-directed study.
Unless stated otherwise you must use theHARVARDreferencing system. Further guidance on referencing can be found in the Study Smart area on Moodle andusing Cite Them Right(use your university login details to access the site). Correct referencing is an easy way to improve your marks and essential in achieving higher grades on most assessments.
Technical submission problems
It is strongly advised that you submit your work at least 24 hours before the deadline to allow time to resolve any last-minute problems you might have. If you are having issues with IT or Turnitin you should contact the IT Helpdesk on (+44) 2920 417000. You may require evidence of the Helpdesk call if you are trying to demonstrate that a fault with Moodle or Turnitin was the cause of a late submission.
Extensions and mitigating circumstances
Short extensions on assessment deadlines can be requested in specific circumstances. If you are encountering particular hardship which has been affecting your studies, then you may be able to apply for mitigating circumstances. This can give the teachers on your programme more scope to adapt the assessment requirements to support your needs. Extensions and mitigating circumstances policies and procedures are regularly updated. You should refer to your degree programme or school Moodle pages for information on extensions and mitigating circumstances.
Unfair academic practice
Cardiff Met takes issues of unfair practiceextremely seriously.The University has procedures and penalties for dealing with unfair academic practice. These are explained in full in the University's Unfair Practice regulations and procedures underVolume 1, Section 8of the Academic Handbook. The Module Leader reserves the right to interview students regarding any aspect of their work submitted for assessment.
Types of Unfair Practice, include:
Plagiarism,which can be defined as using without acknowledgement another persons words or ideas and submitting them for assessment as though it were ones own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples include:
- Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, where quotations have not been clearly identified as such by being placed in quotation marks and acknowledged.
- Use of another persons words or ideas that have been slightly changed or paraphrased to make it look different from the original.
- Summarising another persons ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography/reference list.
- Use of assessment writing services, essay banks and/or any other similar agencies (NB. Students are commonly being blackmailed after using essay mills).
- Use of unacknowledged material downloaded from the Internet.
- Re-use of ones own material except as authorised by your degree programme.
Collusion, which can be defined as when work that that has been undertaken with others is submitted and passed off as solely the work of one person. Modules will clearly identify where joint preparation and joint submission are permitted, in all other cases they are not.
Fabrication of data, making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way.
How is my work graded?
Assessment grading is subject to thorough quality control processes. You can view a summary of these processes on theAssessment Explained Infographic.
Grading of work at each level of Cardiff Met degree courses is benchmarked against a set of general requirements set out inVolume 1, Section 4of our Academic Handbook. A simplified version of these Grade Band Descriptors (GBDs) with short videos explaining some of the academic terminology used can be accessed forFoundation,1styear,2ndyearand3rdyearundergraduate andMSc programmes.
We would strongly recommend looking at theStudy Smart area of Moodle to find out more about assessments and key academic skills which can have a significant impact on your grades. Always check your work thoroughly before submission.
