LSC UoS BA in Business
LSC UoS BA in Business
Assignment Brief
Course/Programme: BA Business
Level: 5
Module Title: Human Resource Management
Module Leader: Dr Rajendra Kumar
Assignment titles: 1. Individual Assignment
Assignment number: 1
Weighting: Individual Assignment: 100 %
Date given out: October 2023
Submission date: 18th December 2023
Eligible for late submission (3 working days, with penalty)? Yes
Method of submission: X Online only Online and paper copy
Special instructions for submission (if any): Date for results and feedback: Employability skills assessed: C1: Reading, selecting, analysing and synthesising information from a range of sourcesC2: Producing different types of documentC3: Participating in discussionsIT1: Preparing informationN3: Presenting your findingsS1: Plan personal work schedulesWWO2: Working towards identified targetsLearning outcomes assessed: LO1: Examine the concepts of strategic HRM and contrast this notion with that of strategic management.
LO2: Understand and evaluate the concept of an organisations' Model of Employment, and the organisational levers available to manage human resources in such a way as to contribute to sustainable competitive advantage.
LO3: Appreciate the distinction between Human Resource Management and Talent Management by analysing various HRM models and frameworksLO4: Understand the significance of culture and the impact of different regional and national culture to organisational behaviour and international HRM practice
TASK DESCRIPTION (Individual Assignment 100 %)
TASK
As Storey et al. (2009:4) point out, unless HR activity can be shown to add value to an organisation, there would be no point in devoting time and resources to it except insofar as is necessary to comply with prevailing employment laws or to meet minimum operational requirements in hiring, firing, labour deployment and the like.
Choose a multinational company based in the UK or USA which has presence in an Asian/ African country (it can be a firm from any industry) and using that as a case study, critically evaluate the statement by Storey et al. The following areas need to be addressed by using the firm used as case study or by using other relevant corporate examples.
Do you agree or disagree with the statement? Give reasons for your response covering the sub-tasks given belowWith reference to the statement given above analyse using Storeys 27 points of difference between HRM and Personnel Management as a benchmark, and state what is being practised by the firm in the Asian / African Country- HRM policies or Personnel Management or both? (350 words)
Examine how value can be created to the firm by using HR strategies. Use of concepts of strategic HRM should be evident. (350 words)
Use appropriate organisations model of employment and state the organisational levers used by the firm to create value. (350 words)
Analyse the impact of regional and national culture on the practice of HRM. (350 words)
When it comes to hiring and firing do you consider the importance and significance of local culture and HRM practice needs to be undertaken in general and the practices need to carry out HRM in transnational/international-subsidiary. (350 words)
Examine the differences in terms of employment laws when international HRM changes local business systems. (350 words)
Use appropriate corporate examples and literature to justify your stand. (300 words)
Based on the discussion and debate what suggestions / recommendations would you make to employers regarding HRM practices to ensure that the organisational performance are high? (300 words)
See below for the full explanation of the marking criteriaThe Topic/title
Feel free to discuss possibilities with your lecturer. Its usually best to research a company and study the one that offers most information about internal HRM policies and management practices.
Describe means this is what happened, Analyse means this is why it happened.
Recommendations could relate to the future, or to what others could learn from this situation.
Basic Format:
A title page, a contents page, an introduction, a main section with sub-sections, and a recommendation, conclusion and references. Clear headings are essential. Relevant sources of information should be cited using the Harvard referencing system.
Any areas of doubt need to be raised with your lecturerThe tasks A to F addresses all the learning outcomes.
LENGTH REQUIRED
A maximum of 3000 words not including contents, appendices or list of references.
Introduction -300 words
Task A meets L01-350 wordsTask B meets L02-350 wordsTask C meets LO3-350 wordsTask D meets L04-350 wordsTask E meets L05-350 wordsTask F meets L06-350 wordsCorporate examples and Literature-300 words
Suggestions/ Recommendations-300 words
FORMATTING AND LAYOUT
Please note the following when completing your written assignment:
Writing: Written in English in an appropriate business/academic style
Focus: Focus only on the tasks set in the assignment.
Document format: Report
Ensure a clear title, course, and name or ID number is on a cover sheet and a reference using Harvard referencing throughout is also provided.
Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected academic books, peer reviewed journal articles, professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other company information. All referencing should be in Harvard style.
marking criteria and Student FEEDBACK
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers use a similar format to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
Common Assessment Criteria Applied Marks available Marks
Awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. Providing evidence of the appropriate reading/ references for that form the basis of the insights in your essay. 10 2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. Demonstrating familiarity with the selected concepts/ models used in your presentation. 20 3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence Demonstrating conceptual insights into the potential values of the selected academic concepts/ models. 20 4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. Applying your conceptual insights to successfully address the situations faced by your chosen organisation. Making recommendations for future plans and strategies. 30 5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. Quality of the presentation.
Potential effectiveness in terms of getting your messages across to your intended audience. 20 TOTAL 100 Assignment Mark (Assessment marks are subject to ratification at the UoS Assessment Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) 72 Hour Late Submission Penalties (tick if appropriate) %
GENERIC ASSESSMENT CRITERIA
Level 5
In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledge and critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed. They will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to evaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences their analyses and interpretations. They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. They will have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.
Level 5 FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass) GOOD
(2.2 / Pass) VERY GOOD
(2.1 / Merit) EXCELLENT
(1st / Distinction) EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement with literature (including reading, referencing,
academic conventions and
academic honesty) Little or no evidence of reading and/or reliance on inappropriate sources.
Views and findings mostly unsupported and non-authoritative.
Referencing conventions used incoherently or largely absent. Poor engagement with essential reading.No evidence of wider reading.Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing. Engagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors.
Referencing conventions evident though not always applied accurately or consistently. Engagement withan appropriate range of literature, including sources retrieved independently. Some over-reliance on texts. Referencing may show minorinaccuracies or inconsistencies. Engagement with a wide range of literature, including sources retrieved independently.
Selection of relevant and credible sources. Very good use of referencing, with no/very few inaccuracies or inconsistencies. Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing. Exceptional engagement with an extensive range of relevant and credible literature. High-level referencing skills consistently applied.
Knowledge and understanding (Sound knowledge and critical understanding of the well-established concepts and principles in their field of study; knowledge of the main methods of enquiry in the discipline.) Major gaps in knowledge withunsatisfactory, uncriticalunderstanding of the subject matter. Much irrelevant material. Substantial inaccuracies. Significantly flawed understanding of the main methods of enquiry in the discipline. Fragmentary knowledge, with only superficial criticalunderstanding. Some significant inaccuracies and/or irrelevant material. Incomplete or partially flawed understanding of the main methods of enquiry in the discipline. Limitedbut adequate knowledge and critical understanding of the well-established concepts and principles within the subject area, with a few gaps in the selection of material. A narrow critical understanding of the main methods of enquiry. Knowledge is reasonably detailed and accurate.A good critical understanding of the well-established concepts and principles and the main methods of enquiry, with minor gaps in the selection of material. Knowledge is reasonably extensive. Exhibits very competent critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry. Breadth and depth of knowledge. Excellent, detailed knowledge and highly critical understanding of thewell-established concepts and principles of the subject and the main methods of enquiry. Exceptionally detailed knowledge and outstanding critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry. May go beyond established theories.
Cognitiveand intellectual skills
(Critical evaluation and analysis of concepts and principles;argument and judgement; the limits of their knowledge, and how this influences their analyses and interpretations.) Wholly or almost wholly descriptive work. Little or no critical evaluation and analysis of concepts and principles.
Failure to develop arguments, leading to illogical or invalidjudgements. Unsubstantiated generalisations or opinion, made without use of any credible evidence.
Largely descriptive work, with superficial use of critical evaluation and analysis of concepts and principles. Weak development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidenceand unsubstantiated opinions. Ideas sometimes illogical and contradictory. Limitedattempt atcritical evaluation and analysis of concepts and principles, tending towards description.
Some evidence to supportarguments and judgements but these may be underdeveloped, with a little inconsistency / mis-interpretation or failure to fully recognise limits of knowledge.
Some critical evaluation and analysis of concepts and principles, though descriptive in parts.
An emerging awareness the limits of their knowledge and ability to use evidence to support the argument though with some tendency to assert/state opinion rather than argue on the basis of reason and evidence.
Mostly valid arguments and logical judgements. Sound critical evaluation and analysis of concepts. Is selective in the range of evidence used and synthesises rather than describes. Ability to devise argumentsthat show awareness of different stances, and use evidenceconvincingly,to support appropriate and valid judgements. Excellent critical evaluation and analysis of concepts and principles leading tological, evidence-based, reasoned argumentsand judgements. Explicit recognition of other stances and a strong awareness of the limits of their knowledge.
A capacity for independent thought and ability to see beyond the question, suggesting some grasp of the broader field and wider concepts. Outstanding critical evaluation and analysis of concepts and principles. Uses evidence exceptionally well to connect ideas, and support highly logical and persuasive, arguments and judgements.Evidence of independent thought and ability to see beyond the question, suggesting a clear grasp of the broader field and wider concepts. Perceptive recognition of the limits of their knowledge, and how this influences their analyses and interpretations.
Practical skills
(Apply underlying concepts and principles more widely outside the context in which they were first studied; use a range of established techniques; propose solutions to problems arising from analysis.) Limited or no use of established methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application.
Limited understanding of the application of theory to practiceormaking appropriate links between the two.
Very weak problem-solving skillsoutside the context in which they were first studied. Rudimentary application of established methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
Weak understanding of the application of theory to practice, with only occasional evidence of making appropriate links between the two. Weak problem-solving skills outside the context in which they were first studied.
An adequate awareness and mostly appropriate application of established methods, materials, tools and/or techniques.
Basic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not always making logical links between the two.
Can identify problems and propose basic solutionsoutside the context in which they were first studied. A good and appropriate application of established methods, materials, tools and/or techniques.
Clear appreciation of the context of the application. Mainly consistent, accurate and logical application of theory to practice, making appropriate links between the two.
Can identify problems and propose mostly appropriate solutionsoutside the context in which they were first studied. A very good application of a range of established methods, materials, tools and/or techniques.
Very good consideration of the context of the application, with perceptive insights. Consistent, accurate and logical application of theory to practice, making appropriate links between the two.Can identify problems and propose appropriate solutionsoutside the context in which they were first studied.
Evidence of some creativity. An advanced application of a range of established methods, materials, tools and/or techniques.
The context of the application is well considered, and insightful.
Consistent, accurate and logical application of theory to practice, making well-developed links between the two.Can identify problems and propose excellent,creative solutionsoutside the context in which they were first studied. Exceptional levels of application and deployment skills using established methods, materials, tools and/or techniques. Consistent, accurate and logical application of theory to practice, making highly developed links between the two.Can identify routine and non-routine problems and propose quite sophisticated, creative solutionsoutside the context in which they were first studied.
Transferable skills for life and professional practice
(Effectively communicate in a variety of forms
to specialist and non-specialist audiences; the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.) Communication medium is inappropriate or misapplied.
Work is poorly structured, disorganised and/or confusingly expressed. Very weakuse of language and/or very inappropriate style.Failure to work effectively as part of a group.Little or no evidence of the skills foremploymentrequiring the exercise of personal responsibility and decision-making.
Communication medium is poorly designed and/or not suitable for the audience.
Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Flawedapproach to group work, meeting only partial obligations to others.Limited evidenceof the skills for employment requiring the exercise ofpersonal responsibility and decision-making. Can communicate in a suitable mediumfor the audience but with some room for improvement.
Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed.Work may lack coherence in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities.
Demonstrates the basic skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of minor weakness. Can communicate effectively in a suitable medium for the audience, but may have minor errors.
Mostly coherent, organised work,in a suitable structure and is for the most part clearly expressed.Can work effectively independently and/or as part of a team, with clear contribution to group activities.
Demonstrates the skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of strength and some of minor weakness. Can communicate well, confidently and consistently in a suitable medium for the audience.
Work is coherent, fluent, well-structured and organised.Can work very well autonomously and/or as part of a team, with very good contribution to group activities.
Demonstrates very goodskills for employment requiring the exercise of personal responsibility and decision-making, with just occasional minor weakness. Can communicate professionally confidently andconsistently in a suitable medium for the audience.
Work is coherent, very fluent and is presented proficiently.Can work autonomously with initiative. Where relevant can work professionally within a team, showing leadership skills as appropriate, and meeting obligations.Demonstrates excellentskills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development.
Can communicate with an exceptionally high level of professionalism, highly suitablefor the audience.
Work is exceptionally coherent, very fluent and is presented professionally.Can work exceptionally well within a team, showing leadership skills.Demonstrates exceptional skills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development.
LSC UoS BA in Business
Assignment Brief
Course/Programme: BA Business
Level: 5
Module Title: Digital Business
Module Leader: Chandranna Rayadurg
Assignment titles: Individual Report
Assignment number: 1
Weighting: 100%
Date given out: October 2023
Submission date: 18th December 2023
Eligible for late submission (3 working days, with penalty)? Yes
Method of submission: X Online only Online and paper copy
Special instructions for submission (if any): Date for results and feedback: Employability skills assessed: C1: Reading, selecting, analysing and synthesising information from a range of sourcesC2: Producing different types of documentC3: Participating in discussionsIT1: Preparing informationN3: Presenting your findingsS1: Plan personal work schedulesWWO2: Working towards identified targets
Learning outcomes assessed: LO1: Understand the key trends and advantages of digital technology and implications for managing virtual business in the global environment
LO2: Critically evaluate new and emerging digital business models and key business issues such as cyber security and ethics etc. in managing effective e-businessLO3: Evaluate the impact of new collaborative relationships and strategic alliances through digital technology.
LO4: Understand and apply relevant digital business theoretical concepts in practical contextsLO5: Use a multi-disciplinary approach to apply E-Commerce principles in a business/public/voluntary sector organisation.
TASK DESCRIPTION
BACKGROUND
The Covid-19 pandemic has brought massive and unexpected life twists, but it did not grind everything to a halt. While it is true the coronavirus has caused catastrophic health, social and economic effects, it is still fortunate that technology has advanced so much that communication and working from home continued but virtually. This is evident that technology today is no longer seen as a facilitator of everyday business practices. Digital business, as it relates to business technology, offers companies and individuals new ways to connect, collaborate, conduct business, and build bridges between people. It impacts the basis of business functionality and determines the way business is managed today.
However, security and privacy have become one of the biggest concerns. For example, hacker gang Clop CITATION BBC23 l 2057 (BBC, 2023) publishes names and company profiles of dozens of victims of a global mass hack on dark web, holding their stolen data to ransom. This shows digital businesses and governments must take utmost care in securing their systems.
TASK
Choose a well-established digital business or e-commerce business in a B2B or B2C context. The chosen business must have a well-developed website, where you can find information about their strategies and operations. You are taking the role of an independent digital/e-commerce business consultant tasked to evaluate the strategies that the chosen digital/ e-commerce business is applying based on the tasks outlined below and complete these in a report.
The tasks include:
Provide an overview of key trends and advantages of digital technology and implications for managing virtual business in the global environment by drawing on your chosen business.
Critically evaluate new and emerging digital business models in the context of key business issues such as cyber security and ethics that your chosen business uses or may use.
Evaluate the impact of new collaborative relationships and strategic alliances through digital technology for your chosen business.
Identify and evaluate at least 4 e-commerce merchant software solutions. Which tool do you consider as more appropriate for your chosen business? Justify your answer.
LENGTH REQUIRED
3000 words [+/-10%]
FORMATTING AND LAYOUT
Please note the following when completing your written assignment:
Writing: Written in English in an appropriate business/academic style
Focus: Focus only on the tasks set in the assignment.
Document format: Report
Ensure a clear title, course, and name or ID number is on a cover sheet and a reference using Harvard referencing throughout is also provided.
Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected academic books, peer reviewed journal articles, professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other company information. All referencing should be in Harvard style.
marking criteria and Student FEEDBACK
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers use a similar format to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
Common Assessment Criteria Applied Marks available Marks
Awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. 20 2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. 20 3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence 20 4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. 30 5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. 10 TOTAL 100 Assignment Mark (Assessment marks are subject to ratification at the UoS Assessment Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) 72 Hour Late Submission Penalties (tick if appropriate) %
GENERIC ASSESSMENT CRITERIA
Level 5
In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledge and critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed. They will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to evaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences their analyses and interpretations. They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. They will have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.
Level 5 FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass) GOOD
(2.2 / Pass) VERY GOOD
(2.1 / Merit) EXCELLENT
(1st / Distinction) EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement with literature (including reading, referencing,
academic conventions and
academic honesty) Little or no evidence of reading and/or reliance on inappropriate sources.
Views and findings mostly unsupported and non-authoritative.
Referencing conventions used incoherently or largely absent. Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing. Engagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors.
Referencing conventions evident though not always applied accurately or consistently. Engagement withan appropriate range of literature, including sources retrieved independently. Some over-reliance on texts. Referencing may show minor inaccuracies or inconsistencies. Engagement with a wide range of literature, including sources retrieved independently.
Selection of relevant and credible sources. Very good use of referencing, with no/very few inaccuracies or inconsistencies. Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing. Exceptional engagement with an extensive range of relevant and credible literature. High-level referencing skills consistently applied.
Knowledge and understanding (Sound knowledge and critical understanding of the well-established concepts and principles in their field of study; knowledge of the main methods of enquiry in the discipline.) Major gaps in knowledge with unsatisfactory, uncritical understanding of the subject matter. Much irrelevant material. Substantial inaccuracies. Significantly flawed understanding of the main methods of enquiry in the discipline. Fragmentary knowledge, with only superficial critical understanding. Some significant inaccuracies and/or irrelevant material. Incomplete or partially flawed understanding of the main methods of enquiry in the discipline. Limited but adequate knowledge and critical understanding of the well-established concepts and principles within the subject area, with a few gaps in the selection of material. A narrow critical understanding of the main methods of enquiry. Knowledge is reasonably detailed and accurate. A good critical understanding of the well-established concepts and principles and the main methods of enquiry, with minor gaps in the selection of material. Knowledge is reasonably extensive. Exhibits very competent critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry. Breadth and depth of knowledge. Excellent, detailed knowledge and highly critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry. Exceptionally detailed knowledge and outstanding critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry. May go beyond established theories.
Cognitiveand intellectual skills
(Critical evaluation and analysis of concepts and principles;argument and judgement; the limits of their knowledge, and how this influences their analyses and interpretations.) Wholly or almost wholly descriptive work. Little or no critical evaluation and analysis of concepts and principles.
Failure to develop arguments, leading to illogical or invalid judgements. Unsubstantiated generalisations or opinion, made without use of any credible evidence.
Largely descriptive work, with superficial use of critical evaluation and analysis of concepts and principles. Weak development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory. Limited attempt at critical evaluation and analysis of concepts and principles, tending towards description.
Some evidence to support arguments and judgements but these may be underdeveloped, with a little inconsistency / mis-interpretation or failure to fully recognise limits of knowledge.
Some critical evaluation and analysis of concepts and principles, though descriptive in parts.
An emerging awareness the limits of their knowledge and ability to use evidence to support the argument though with some tendency to assert/state opinion rather than argue on the basis of reason and evidence.
Mostly valid arguments and logical judgements. Sound critical evaluation and analysis of concepts. Is selective in the range of evidence used and synthesises rather than describes. Ability to devise arguments that show awareness of different stances, and use evidence convincingly, to support appropriate and valid judgements. Excellent critical evaluation and analysis of concepts and principles leading to logical, evidence-based, reasoned arguments and judgements. Explicit recognition of other stances and a strong awareness of the limits of their knowledge.
A capacity for independent thought and ability to see beyond the question, suggesting some grasp of the broader field and wider concepts. Outstanding critical evaluation and analysis of concepts and principles. Uses evidence exceptionally well to connect ideas, and support highly logical and persuasive, arguments and judgements. Evidence of independent thought and ability to see beyond the question, suggesting a clear grasp of the broader field and wider concepts. Perceptive recognition of the limits of their knowledge, and how this influences their analyses and interpretations.
Practical skills
(Apply underlying concepts and principles more widely outside the context in which they were first studied; use a range of established techniques; propose solutions to problems arising from analysis.) Limited or no use of established methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application.
Limited understanding of the application of theory to practice or making appropriate links between the two.
Very weak problem-solving skills outside the context in which they were first studied. Rudimentary application of established methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
Weak understanding of the application of theory to practice, with only occasional evidence of making appropriate links between the two. Weak problem-solving skills outside the context in which they were first studied.
An adequate awareness and mostly appropriate application of established methods, materials, tools and/or techniques.
Basic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not always making logical links between the two.
Can identify problems and propose basic solutions outside the context in which they were first studied. A good and appropriate application of established methods, materials, tools and/or techniques.
Clear appreciation of the context of the application. Mainly consistent, accurate and logical application of theory to practice, making appropriate links between the two.
Can identify problems and propose mostly appropriate solutions outside the context in which they were first studied. A very good application of a range of established methods, materials, tools and/or techniques.
Very good consideration of the context of the application, with perceptive insights. Consistent, accurate and logical application of theory to practice, making appropriate links between the two. Can identify problems and propose appropriate solutions outside the context in which they were first studied.
Evidence of some creativity. An advanced application of a range of established methods, materials, tools and/or techniques.
The context of the application is well considered, and insightful.
Consistent, accurate and logical application of theory to practice, making well-developed links between the two; can identify problems and propose excellent, creative solutions outside the context in which they were first studied. Exceptional levels of application and deployment skills using established methods, materials, tools and/or techniques. Consistent, accurate and logical application of theory to practice, making highly developed links between the two; can identify routine and non-routine problems and propose quite sophisticated, creative solutions outside the context in which they were first studied.
Transferable skills for life and professional practice
(Effectively communicate in a variety of forms
to specialist and non-specialist audiences; the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.) Communication medium is inappropriate or misapplied.
Work is poorly structured, disorganised and/or confusingly expressed. Very weak use of language and/or very inappropriate style. Failure to work effectively as part of a group. Little or no evidence of the skills for employment requiring the exercise of personal responsibility and decision-making.
Communication medium is poorly designed and/or not suitable for the audience.
Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Flawed approach to group work, meeting only partial obligations to others. Limited evidence of the skills for employment requiring the exercise of personal responsibility and decision-making. Can communicate in a suitable medium for the audience but with some room for improvement.
Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities.
Demonstrates the basic skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of minor weakness. Can communicate effectively in a suitable medium for the audience but may have minor errors.
Mostly coherent, organised work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities.
Demonstrates the skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of strength and some of minor weakness. Can communicate well, confidently and consistently in a suitable medium for the audience.
Work is coherent, fluent, well-structured and organised. Can work very well autonomously and/or as part of a team, with very good contribution to group activities.
Demonstrates very good skills for employment requiring the exercise of personal responsibility and decision-making, with just occasional minor weakness. Can communicate professionally confidently and consistently in a suitable medium for the audience.
Work is coherent, very fluent and is presented proficiently. Can work autonomously with initiative. Where relevant can work professionally within a team, showing leadership skills as appropriate, and meeting obligations. Demonstrates excellent skills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development.
Can communicate with an exceptionally high level of professionalism, highly suitable for the audience.
Work is exceptionally coherent, very fluent and is presented professionally. Can work exceptionally well within a team, showing leadership skills. Demonstrates exceptional skills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development.
Works Cited
BIBLIOGRAPHY BBC, 2023. Hacker gang Clop publishes victim names on dark web. [Online] Available at: https://www.bbc.co.uk/news/business-65924327[Accessed 15 June 2023].
