7CS512 Business Analytics Coursework 2 Assessment Brief 2026 | University of Derby

7CS512 Business Analytics CW2 Assessment Brief

Description of the Assessment

This coursework is an individual assessment that requires you to design and implement a complete business analytics solution using a real-world dataset.

You will carry out all data preparation and analytics using Python, followed by the creation of a dashboard using either Power BI or Tableau. The aim is to demonstrate your ability to generate analytical insights using different tools and to communicate those insights effectively.

The assessment reflects the full analytics lifecycle covered in the module, from data acquisition and preparation to analysis, visualisation, and interpretation of results.

Assessment Content

You are required to design and implement a business analytics solution for a real-world dataset.

Dataset Selection

You must select a real-world dataset that is suitable for business analytics.

Your chosen dataset must be approved by the module leader before you begin your analysis.

Project Deliverables and Required Structure

The following sections outline the expected components of your submission and guide how your work should be structured.

1. Problem Context and Objectives

• Description of the business context
• Definition of the problem or question being addressed
• Clear analytical objectives

2. Data Acquisition and Preparation (Python)

• Description of the dataset and data source
• Data quality issues and preparation steps
• Data cleaning, transformation, and structuring using Python

3. Analytics Techniques and Modelling (Python)

• Application of appropriate statistical and machine learning techniques
• Justification for the chosen methods
• Explanation of how the techniques address the analytical objectives

4. Visualisation and Dashboard Development

• Visualisation of results generated through statistical and machine learning analysis in Python
• Development of a dashboard using Power BI or Tableau
• Clear presentation of analytical findings

5. Critical Reflection

• Evaluation of the quality and limitations of the analytics solution
• Discussion of assumptions, constraints, and potential improvements
• Ethical, legal, or governance considerations where relevant

Technical Tool Requirements

All data preparation, analysis, and modelling must be carried out using Python.

The analysis must be implemented and presented in a Jupyter Notebook, which is the required format for this assessment.

In addition, you must create a dashboard using either Power BI or Tableau based on the results generated in Python.

The notebook must be:

• Clearly structured
• Well commented where appropriate
• Reproducible
• Easy to follow for a third party

Demonstration Requirements

You are required to provide a demonstration of your analytics solution.

The demonstration schedule will be finalised during Weeks 10 and 11.
The demonstration will take place after the final submission.

BA40101E Analysis of Real World Issues Summative Assessment 2026-27 | UWL

BA40101E Analysis of Real World Issues Summative Assessment

Module Overview

Welcome to Analysis of Real World Issues.

This module aims to enable students to critically evaluate the challenges faced by organisations in today’s perplexing business environment nationally and internationally. Furthermore, this module shall enable students to critically examine the type, nature and gravity of those challenges and create an organisation that is flexible and fluid to adapt to those challenges. This enables engagement with core business theory.

Indicative Content

• Economic Outlook of Business Environment
• National and International Business Undertakings
• Challenges of Global expansion and marketing
• Economics and Political Factors in Business
• Everyday Business Analysis

Intended Learning Outcomes:

• LO1 Review non-traditional environmental factors at the national and international level, which can potentially pose threats to an organisation.
• LO2 Identify and examine comparable business performances and develop an in-depth understanding of the elements that impact an organisation’s business performance.
• LO3 List a range of factors that lead organisations to make difficult decisions in a complex business environment.
• LO4 Review the organisational issues arising from and in relation to globalisation.
• LO5: Define the challenges and pre-empt the potential future issues and their impact on the organisation.

Please also refer to your Course Handbook for a detailed outline of how this module forms part of your course

Expectations

Specific expectations students can have of tutors:

Guidance and support – Your tutor will provide you with academic guidance and will join you in reflecting on your learning journey so that you get the most out of your studies. Your tutor and student support team will also provide advice in the broader network of specialist student support services at the University to help you have the best possible experience during your studies.

Confidentiality – Some information may be sensitive. Although it may be necessary to consult colleagues, University staff will treat such information as confidential and limit disclosures to the minimum.

Assessment marks and summative feedback – Assessment marks and summative feedback will be given within 15 working days from the assessment submission deadline.

Specific expectations tutors will have of students:

Full Attendance & Engagement – Learning is an active, engaged process. Therefore, you are expected to participate actively and engage in in-class activities. You will get the most out of your learning journey by working sincerely and collaboratively with your peers, your tutors and the student support team. You are expected to attend lectures and seminars and be punctual. Latecomers to the seminars are responsible for minimising their disruption to ongoing activities. Students who need to miss a class must email Student Attendance. Mobile phones are not to be used during seminars.

Professional conduct – You are expected to approach your learning professionally both in classes and elsewhere. Positivity should be the total of your impact on other students’ learning. You are expected to read any preparation material/attempt any practice questions before class as per the instructions given. You are also expected to communicate openly and professionally with your tutors and peer and student support team to make sure your educational needs are met as fully as possible.

Attempt all assessments – You are expected to attempt all assessments by the submission deadline unless there are extenuating circumstances (in which case, please get in touch with the mitigation team before the assessment deadline). Using AI as a

tool: Only use AI as a tool to facilitate ideas generation and concept clarification in line with amber use of AI as defined the university’s Centre for the Enhancement of Learning and Teaching (CELT).

Preparing for your Assessment

A key part of your learning will be preparation for your summative assessment. You will be provided feedback on your formative assessments, and this will help you to better understand what is required of you when you submit your summative assessment. Please see below guidance on your formative assessment and how to access your feedback.

This module requires students to support their in-class learning through written reflections based on independent study, sustained reading and constructive dialogue. Weekly sessions will include collaborative exercises that facilitate peer feedback and prompt tutor support. Students will benefit from early and ongoing feedback on their reflective entries that will lead to a stronger grasp of key concepts. This will help students with preparation and demonstration of learning in formally graded (summative) assessments. See below for further details.

Assessment Support – Formative Learning Activities

AssessmentTeaching Weeks in which Assessment Support Takes PlaceOutline of Type and Form of Assessment Support to be ProvidedStudent Preparation Required Prior to or After the Support SessionHow will the Support Session to be Delivered

A1: Written Assessment (Individual Coursework- Worksheet – Part 1)	Weekly via seminar	General Revision for Assessment1- Objectives of Course Work and relevant concepts to cover.	Reading, Independent Study and template completion	During the weekly seminar
	Week 7	Formative Feedback to be provided on draft	Assessment 1 draft for review and revision	During seminar for peer & tutor review via verbal comments.
A2: Written Assessment (Individual Coursework- Worksheet – Part 2)	Weekly via seminar	General Revision on the relevant learning outcomes and format for the report	Reading, Independent Study and template completion	During the weekly seminar
	Week 12	Formative Feedback to be provided on draft	Assessment 2 draft for review and revision	During seminar for peer & tutor review via verbal comments.

Summative Assessments

Summative Assessment 1

Assessment titleIndividual Coursework – Worksheet – Part 1

Submission date and time	Week 8 – Monday, 6th April, 2026 at noon
Word Count (or equivalent)	1000 +/- 10%
Where to submit	via Turnitin
Feedback date	Written feedback in 15 working days
Assessment Weighting	40%

Submitting feedback & grades online using Blackboard

Main objectives of the Assessment

This assessment requires students to demonstrate conceptual understanding of the PESTLE Framework for helping businesses analyse and navigate real-world issues. Students will complete Part 1 of the Assessment Worksheet provided on Blackboard. Part 1 relates to themes covered in Weeks 3, 4 & 5). Instructions are provided on the Worksheet. Students should use formative feedback from in-class study sessions to support their completion of this assessment (See above for formative feedback schedule). Completion of this assessment is important for the completion of Assessment 2.

All assessments will be peer-assessed in class in Week 7. Students will have an opportunity to revise their submissions before uploading them onto Turnitin by the first day of week 8 (Monday noon)

No.	Learning Outcome	Marking Criteria
	LO1. LO2 LO3, LO4, LO5	See below

Marking Criteria:

Worksheet ContentAllocated Mark

Knowledge: Written Communication (15%) Descriptive Understanding of PESTLE framework (15%) Conceptual Grasp of Thematic Descriptors (10%) – Weeks 3-5	40%
Critical Analysis Quality of Research (20%) Reflective Analysis of Critical PESTLE framework (20%) Critical Engagement with Text (20%)	60%

Marking scheme

%Descriptor

86 – 100	The standard achieved is exceptional, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an exceptional standard.
76 – 85	The standard achieved is outstanding, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an outstanding standard.
70 – 75	The standard achieved is excellent, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an excellent standard.
65 – 69	The standard achieved is very good, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a very good standard
60 – 64	The standard achieved is good, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a good standard
55 – 59	The standard achieved is satisfactory, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a satisfactory standard
50 – 54	The standard achieved is acceptable, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard
45 – 49	The standard achieved is acceptable, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved, though quite a few are only achieved at a basic standard
40 – 44	The standard achieved is basic, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard
35 – 39	The standard achieved is weak, and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved
30 – 34	The standard achieved is very weak, and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none are achieved, but there is evidence that many of the learning outcomes may be almost achieved.

Summative Assessment 2

Assessment titleIndividual Coursework – Worksheet – Part 2

Submission date and time	Week 13 – Monday, 11th May, 2026 at noon
Word Count (or equivalent)	1500 +/- 10%
Where to submit	via Turnitin
Feedback date	Written feedback within 15 working days
Assessment Weighting	60%

Submitting feedback & grades online using Blackboard

Main objectives of the Assessment

This assessment requires students to build on learning from Assessment 1 to further demonstrate critical understanding of the usefulness of the PESTLE Framework for helping businesses analyse and navigate real-world issues. Students will complete Part 2 of the Assessment Worksheet provided on Blackboard. Part 2 relates to themes covered in the second half of the module (weeks 6, 8 & 9). Students are also required to devise evaluative questions for business in Part 2.

Instructions are provided on the Worksheet. Students should use formative feedback from in-class study sessions to support their completion of this assessment (See above for formative feedback schedule).

All assessments will be peer reviewed in class in Week 12. This means students should bring a completed printed draft of their submission to class. Students will have an opportunity to revise their submissions before uploading them onto Turnitin by noon on the first day of week 13 (Monday).

No.	Learning Outcome	Marking Criteria
	LO1. LO2 LO3, LO4, LO5	See below

Marking Criteria:

Worksheet ContentAllocated Mark

Knowledge: Written Communication (10%) Quality of Research (15%) Conceptual Grasp of Thematic Descriptors (15%) – Weeks 6-9	40%
Critical Analysis: Critical Analysis of PESTLE framework (10%) Engagement with Text (20%) Evaluative Questions for Business (30%)	60%

Marking Scheme

%Descriptor

86 – 100	The standard achieved is exceptional and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an exceptional standard.
76 – 85	The standard achieved is outstanding and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to thelevel of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an outstanding standard.
70 – 75	The standard achieved is excellent and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the levelof study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an excellent standard.
65 – 69	The standard achieved is very good and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to thelevel of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a very good standard
60 – 64	The standard achieved is good and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level ofstudy. There is evidence showing that all the learning outcomes appropriateto that level are achieved with many at a good standard
55 – 59	The standard achieved is satisfactory and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the levelof study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a satisfactory standard
50 – 54	The standard achieved is acceptable and the work provides evidence that theknowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard
45 – 49	The standard achieved is acceptable and the work provides evidence that theknowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved though quite a few are only achieved at a basic standard
40 – 44	The standard achieved is basic and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard
35 – 39	The standard achieved is weak and the work provides evidence of insufficientknowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved
30 – 34	The standard achieved is very weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none is achieved but there is evidence thatmany of the learning outcomes may be almost achieved.

Employability Skills

This assessment covers the following employability skills, which you could demonstrate on your CV and at job interviews if you successfully pass the assessment:

Communication

• Writing
• Speaking
• Listening
• Presenting
• Non-Verbal

Problem solving
Take initiative and self-motivating
Critical thinking
Team working
Ability to learn and adapt
Industry/commercial aware
Reflective lifelong learners
Intellectual curiosity
Global/cultural awareness
Integrity and accountability

Learning materials

You can find the reading list for this module:

• On Blackboard in the module area.
• Online at UWLReadingLists by searching for the module code or title.

Remember to log into Blackboard daily to receive all the latest news and support available at your module information sites!

Subject guides are also available to help you find relevant information for assignments, with contact details of the Subject Librarian for your School.

Maintaining Academic Honesty and Integrity

Academic Integrity means avoiding plagiarism and cheating and owning your own work, the unauthorised use of essay mills and AI content is also considered academic misconduct. This is when you submit a piece of work which is not completely your own, but which you are presenting as your own without acknowledging the author or properly referencing the original source. All your work must demonstrate Academic Integrity; it must be an honest and fair submission, complying with all the requirements of the assessment. Failure to meet these standards of behaviour and practice is academic misconduct, which can result in penalties being applied under the Academic Offences Regulations.

RES7019 Becoming an Impactful Researcher Assessment Brief 2026 | Birmingham

RES7019 Assessment Brief

RES7019 Becoming an Impactful Researcher

Assessment Overview

Category	Type	Word Count	Weighting	Submission Date and Time
Coursework	Portfolio	3000 words	100%	18th May 2026 12:00

Assessment Title: Research impact and me

Assessment Tasks:

This assessment is composed of two tasks:

Task 1: Create an impact plan for a possible research project you might undertake (1000 words)

The impact plan could be for your proposed MRes thesis project but does not have to be. It could be any research project in your specialist area that you could feasibly conduct. The impact plan must also be realistic and plausible for where you are currently as a researcher and the access, skills and pathways to impact available to you at present.

There is no set template for the impact plan, and you can present it however you feel is most effective. You will be encouraged to develop a personal template throughout the module, which you may wish to draw on, or you could use a pre-existing template you find valuable. Tables, figures and diagrams are welcomed but everything counts towards the 1000-word limit.

The content of your impact plan is up to you but possible topics you could consider include:

• An overview of the project
• Your overall impact goal and how your research might contribute to it
• Potential stakeholders and beneficiaries
• Impact plans throughout the research lifecycle
• Indicators and evidence of impact
• Challenges and facilitators of impact
• Development and support needs

You will not have space to detail and consider everything. You will need to be judicious and decide what is most critical to include. If useful, you can include plans or drafts of particular impact activities or outputs featured in the plan as an appendix. This is not required however and does not contribute to the word count.

Task 2: Critically discuss what research impact means to you now and justify your impact plan created in Task 1 (2000 words)

This is an essay task that requires you to discuss research impact in both conceptual and applied manners to explore what ‘impact’ means to you and providing a rationale for how you have planned to enact impact in Task 1. You must engage relevant theory, literature and evidence in these critical discussions to inform and support the ideas raised.

Submission Details

• This assessment will be submitted through Moodle by Monday 18th May 2026 at 12:00.
• Ensure you do not leave your submission as a ‘draft’ but fully submit and tick the Turnitin declaration.
• A Word file is preferred but you can also submit as PDF file if better for your work.
• BCU Harvard referencing style must be used. More information on referencing is available here: https://www.bcu.ac.uk/library/services-and-support/referencing/harvard/.
• You must complete a coversheet (available on Moodle) for this assessment and upload it with your submission.
• There are no formatting requirements but please make sure it is legible and easy to read.

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Assessment Support

The module is very applied, discursive and reflective. As such, there are multiple opportunities throughout the module to develop draft impact analyses, plans, outputs and activities. You will receive informal feedback on these from both peers and lecturers.

Use of Artificial Intelligence: PROBHIBITED

You MUST NOT use any generative Artificial Intelligence in this assessment. You MAY use non-generative tools such as a spell-check, basic grammar check (non-generative), calculator or similar. If you have any doubts about using an AI tool, please consult the Student AI Guidelines https://www.bcu.ac.uk/library/services-and-support/artificial-intelligence.

Key Information

Learning Outcomes

This assessment addresses all the module’s learning outcomes: 1. Critically analyse and evaluate contemporary debates, theories, and contexts surrounding research impact in modern academia. 2. Identify and analyse potential audiences and stakeholders related to your research area. 3. Design and evaluate strategies for meaningfully engaging diverse audiences in research using a variety of tools, techniques and modes of communication. 4. Create and justify a personalised impact strategy for a project in your research area.

Conditions of Progression	You must achieve a grade of 50% to successfully pass the module. If you fail at first attempt, there will be one more opportunity to pass the module during the resubmission period, due by 12:00 on 13th July 2026.
Late or Non-Submission/ Attendance	Failure to submit by the published deadline will result in penalties which are set out in the Late Submissions Policy.
Word Count	The word count for this module assessment is shown under the assessment task. A +10% margin of tolerance is applied, beyond which nothing further will be marked. Marks cannot be awarded for any learning outcomes addressed outside the word count. The word count refers to everything in the main body of the text (including headings, tables, citations, quotes, lists etc.). Everything before (i.e. abstract, acknowledgements, contents, executive summaries etc.) and after the main text (i.e. references, appendices) are not included in the word count limit.
Academic Integrity Guidance	Academic integrity means completing and submitting your own original work while properly acknowledging sources that have informed the ideas presented through referencing and citing as explicitly as possible the paraphrases and quotes used in your work. If you include ideas or quotations which have not been appropriately acknowledged, this may be seen as plagiarism which is a form of academic misconduct. If you require support around referencing, please contact Centre for Academic Success.
Use of Artificial Intelligence	Whilst AI tools can be helpful in assisting learning, when it comes to assessment, the Academic Misconduct Procedure is clear that this should be a student’s own original work and not the work of other people or AI tools. The Use of AI Tools – Student Guidelines follows the same guidelines your lecturers use.
Academic Misconduct	Academic misconduct is conduct that has or may have the effect of providing you with an unfair advantage by relying on dishonest means to gain advantage and which therefore compromises your academic integrity. The Academic Misconduct Procedure sets out the process we will follow, and the penalties we may apply, in cases where we believe you may have compromised your academic integrity by committing academic misconduct.
Resit Period	Our aim is for all students to pass the module at first attempt. However, there are occasions where students fail a module are required to resit their assessment. The resit is due on 13th July 2026 at 12:00. It is important that you are available during this period, should you be required to resit the assessment.

Marking Criteria: Postgraduate

Level 7 Descriptor

This level descriptor describes what is required for a student to pass at the minimum threshold of this academic level.

Students will have a deep level of knowledge which demonstrates breadth of understanding and is an authoritative and accurate representation of established, and emerging themes/principles/ideas. They will be able to effectively communicate complex concepts, theories philosophies and arguments, and interconnect ideas coherently, accurately, and persuasively to enhance their own and others learning. Students will be able to apply critical thinking to complex contexts that demonstrates active engagement with the established and emerging themes/principles/ideas, and through independent thought, students will develop, create, and articulate connections between information, to synthesise new understanding. They will also be able to independently search systematically for, and effectively use an advanced array of information sources, using this literature to communicate a deep level of understanding through application of that knowledge within the immediate and broader field of study.

Marking Criteria	Marking Rubric
Criterion 1	0-19% Fail	20-39% Fail	40-49% Fail	50-59%	60-69%	70-79%	80-100%
	Does not address the assignment brief.			Addresses the Assignment Brief.
Structure, Organisation, and Communication of Ideas.	Very poor structure, organisation, and communication of ideas.	Poor structure, organisation, and communication of ideas.	Unsatisfactory structure, organisation, and communication of ideas.	Good structure, organisation, and communication of ideas.	Very good structure, organisation, and communication of ideas.	Excellent structure, organisation, and communication of ideas.	Outstanding structure, organisation, and communication of ideas.
	For example:	For example:		For example:	For example:	For example:	For example:
			For example:
	No introduction.	No appropriate		Has an introduction.	Introduction connects	Introduction provides	Introduction clearly
		introduction.	Introduction is		to the points in the	context to the points in	states the main
	Discussions and topics		superficial.	Discussions and topics	main body.	the main body.	argument and provides
	are not relevant or are	Discussions and topics		are complete, relevant,			context to the points in
	incomplete.	are incomplete, and	Discussion and topics	and points are clear to	Discussions and topics	Discussions and topics	the main body.
		most of the points are	are complete and	follow.	are complete, relevant	are complete, relevant
	No conclusion.	difficult to follow.	mostly relevant, but		and points have some	and have a logical	Discussions and topics
		No appropriate conclusion.	points are not always clear to follow. Some paragraphs may include conclusions but do not connect to the next paragraph.	Some paragraphs conclude, with some attempt at connections made between paragraphs. Connections are made to the taught elements of the module and beyond with	logical order. All paragraphs conclude with some connections made between paragraphs. Connections are made to the taught elements of the module and	order. All paragraphs conclude with connections made between all paragraphs. Connections are made to the taught elements	are complete, relevant and have a logical order which aligns to the main argument. All paragraphs flow from one to the next and have conclusions that connect to the main argument.

Marking Criteria	Marking Rubric
Criterion 2	0-19% Fail	20-39% Fail	40-49% Fail	50-59%	60-69%	70-79%	80-100%
	Does not address the assignment brief.			Addresses the Assignment Brief.
Knowledge  and Understanding.	Very poor demonstration of knowledge and understanding. For example: Does not demonstrate an any understanding of the subject area.	Poor demonstration of knowledge and understanding. For example: Demonstrates inaccurate knowledge base, with no appreciation of the provisional nature of knowledge. Work is lacking in knowledge and understanding of key concepts and ideas. Work contains misunderstandings and factual errors.	Unsatisfactory demonstration of knowledge and understanding. For example: Demonstrates minimal depth of a theoretically informed knowledge base, with little appreciation of the provisional nature of knowledge. Work shows an inadequate knowledge and understanding of key concepts and ideas. Work contains some misunderstandings and few factual errors.	Good demonstration of knowledge and understanding. For example: Demonstrates depth of a theoretically informed knowledge base, with at times appreciation of the provisional nature of knowledge. Demonstrates an adequate understanding of key theories and philosophies relevant to the subject field and beyond that of the subject field. *Demonstrates minimal accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.	Very good demonstration of knowledge and understanding. For example: Demonstrates a breadth and depth of a theoretically informed knowledge base, at times shows appreciation of the provisional nature of knowledge. Demonstrates significant understanding of key theories/ philosophies relevant to the subject field and beyond that of the subject field. *Demonstrates some accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.	Excellent demonstration of knowledge and understanding. For example: Demonstrates a breadth and depth of a theoretically informed knowledge base, with some appreciation of the provisional nature of knowledge. Demonstrates a commanding understanding of key theories/ philosophies relevant to the subject field and beyond that of the subject field. *Demonstrates accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.	Outstanding demonstration of knowledge and understanding. For example: Demonstrates extensive breadth and depth of a theoretically informed knowledge base, with a full appreciation of the provisional nature of knowledge. Demonstrates mastery of understanding key theories/ philosophies relevant to the subject field and beyond that of the subject field. *Demonstrates accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.

Marking Criteria	Marking Rubric
Criterion 3	0-19% Fail	20-39% Fail	40-49% Fail	50-59%	60-69%	70-79%	80-100%
	Does not address the assignment brief.			Addresses the Assignment Brief.
Application of Critical Thinking.	Very Poor application of critical thinking. For example: Presents ideas as bullet points. No evidence of reading. Content is reduced to student viewpoints and opinions only. No attempt at identifying strengths and weaknesses. No attempt to draw conclusions.	Poor application of critical thinking. For example: Very descriptive. Inadequate evidence of reading. Content is reduced to mainly student viewpoints and opinions only. Inadequate attempt at analysis. Inadequate attempt to draw conclusions.	Unsatisfactory application of critical thinking. For example: Little critical thinking evident. Evidence of reading. Content of sources are described, but no attempt to explain. An attempt at analysis that is reduced to strengths and weaknesses. An attempt to draw conclusions.	Good application of critical thinking. For example: Consistent critical thinking. The literature utilised is interpreted, analysed, and evaluated to develop weak arguments. Viewpoints of authors are interconnected and explored with appropriate conclusions drawn.	Very good application of critical thinking. For example: Consistent critical thinking. The literature utilised is interpreted, analysed, and evaluated to develop persuasive, arguments. Viewpoints of authors are interconnected and explored with informed conclusions drawn.	Excellent application of critical thinking. For example: Constant critical thinking. The literature utilised is interpreted, analysed, and evaluated with authority to develop persuasive, arguments. Viewpoints of authors are interconnected and explored with robust informed conclusions drawn.	Outstanding application of critical thinking. For example: Constant critical thinking. The literature utilised is interpreted, analysed, and evaluated with agency to develop persuasive, authoritative arguments. Viewpoints of authors are interconnected and interrogated with significant informed conclusions drawn.

Marking Criteria	Marking Rubric
Criterion 4	0-19% Fail	20-39% Fail	40-49% Fail	50-59%	60-69%	70-79%	80-100%
Referencing and Citing of Sources to Support Work.	Very Poor referencing and citing of sources to support work. For example: No sources are cited. No reference list provided.	Poor referencing and citing of sources to support work. For example: A limited reference list provided. Quotations used out of context. No paraphrasing. No key authors cited or referenced. No engagement with module reading list. Use of inappropriate sources – all websites. Many sources are missing a citation or a reference list item. Inaccurate use of the BCU Harvard referencing system.	Unsatisfactory referencing and citing of sources to support work. For example: Sources are cited. Reference list provided. Work relies heavily on using quotations superficially. Attempts at paraphrasing. Few key authors cited or referenced. Little engagement with module reading list. Moderate use of inappropriate sources. Little variety in sources used. Some sources are missing a citation or a reference list item. Few inaccuracies when using the BCU Harvard referencing system.	Good referencing and citing of sources to support work. For example: Sources are cited. Reference list provided. Paraphrasing demonstrates understanding of reading. Quotations used appropriately. Key authors cited and referenced. Engages with module reading list. Some variety in sources used. Majority sources have a citation and a reference list item. Few inaccuracies when using the BCU Harvard referencing system.

BIT2027 Applied Project Management Assessment Brief 2026-27 | HUD

BIT2027 Applied Project Management Assessment Brief

Module Learning Outcomes

• Demonstrate understanding of key principles and business applications of project management through a structured visual presentation.
• Apply appropriate project risk management tools and techniques to identify, assess, and propose responses to project risks.
• Analyse human and organisational factors influencing project success and team performance.
• Interpret and apply project data (time, cost, quality, or performance metrics) to support project decisions.
• Organise and present financial and non-financial project data visually and coherently to address stakeholder needs.
• Evaluate project team and stakeholder dynamics and propose creative approaches to address identified challenges.
• Reflect on personal learning in managing a simulated or selected project scenario.

Assignment Specific Resources

Software

Students will use the following software to complete the assessment. All required tools are free and accessible through a web browser:

• Google Gemini and Google AI Studio (Build Function): used to create a small AI-powered tool that supports a project management task (e.g., risk analysis generator, stakeholder mapping engine, scheduling assistant). Students can access Google AI Studio for free using their personal Google accounts.
• Microsoft Office 365 (Word, Excel, PowerPoint): provided free via the University’s Office 365 licence and available on all University computers.
• Canva (free version): an optional online tool for designing the academic poster.

Assessment Task

You are required to produce an individual academic poster with an accompanying 1,500-word analytical and reflective commentary, based on a selected or simulated project case scenario. The poster should visually present key project management components, including: scope definition, stakeholder and team analysis, risk assessment, data interpretation (e.g., time, cost, quality, or performance metrics), and lessons learned.

As part of the assessment, you must use Google Gemini and Google AI Studio (Build Function) to create a small AI-powered tool that supports one or more project management tasks (e.g., a risk analysis generator, stakeholder mapping engine, scheduling calculator, EVM interpreter, or scope assessment tool). You will integrate the outputs of this AI tool into your poster and critically evaluate its usefulness in the accompanying text.

Task Specific Guidance

This assessment requires the application of project management principles, tools, and techniques to analyse a project scenario and communicate findings through both visual and written formats. The following expectations apply:

1. Core Knowledge Requirements (Level 5)

To achieve a pass, you must demonstrate understanding of:

• Key project management concepts such as scope, risk, scheduling, stakeholders, team dynamics, communication, and project data interpretation.
• The use of project management tools and techniques appropriate for Level 5, such as risk registers, stakeholder mapping, Gantt-style scheduling, and basic performance metrics (e.g., CPI, SPI).
• How AI tools (Google Gemini + Google AI Studio) can support decision-making and analysis within a project context.

2. Supporting Evidence and Sources

Your work should draw upon:

• Core and recommended project management textbooks
• Peer-reviewed academic literature
• Industry guidance, such as APM or PMI resources
• Your own earlier analytical work (risk analysis, data interpretation, stakeholder assessment, etc.)
• Outputs generated by your AI tool, clearly referenced and critically evaluated

You are encouraged to integrate appropriate tables, visuals, and data summaries where relevant.

3. Core Intellectual and Cognitive Skills (Level 5)

Your assessment must demonstrate:

• Analysis: breaking down project problems and interpreting evidence
• Application: applying project management theory to a case scenario
• Evaluation: assessing risks, stakeholder dynamics, and project data
• Critical reflection: recognising what you learned and how the AI tool influenced your decisions
• Synthesis: combining different elements into a coherent poster and commentary

4. Writing Style, Structure, and Presentation

Poster:

• Clear, visual layout suitable for a professional audience
• Appropriate use of tables, diagrams, charts, and structured content
• Concise, well-organised, and visually coherent

Accompanying Text (1,500 words):

• Written in an academic style
• Structured with headings and subheadings
• Includes analysis, justification of methods, evaluation of AI outputs, and personal reflection
• Correct citations and reference list (APA 7)

5. Other Assessed Skills

This assessment also evaluates:

• Visual communication and data presentation
• Ethical and transparent use of AI tools
• Interpretation of structured AI output
• Ability to translate complex project concepts into accessible visuals
• Individual initiative in building a functional AI-assisted mini-tool

6. Word Count Guidance

Included in the word count (1,500 words):

• All written content in the accompanying text
• Any discussion, analysis, explanation, and interpretation
• Headings and subheadings

Not included in the word count:

• Poster content
• Tables, charts, diagrams, models, figures
• AI tool screenshots
• References and bibliography
• Appendices (if used)
• Titles and labels

You will be penalised for exceeding the word limit by ±10%.

UGT Marking Criteria Grid Template

This is a template only. Schools are required to add to the criteria with subject-specific language in accordance with the assessment and assessment type. Schools must ensure that they include the full criteria they will use to provide clear indications of how achievement of module learning outcomes may be demonstrated, thereby promoting the reliability of assessment. The marking criteria should be kept in the Module Handbook.

Once completed, this guidance (in red text) should be deleted.

 

General / Knowledge	Grade Range	Description	1. Presentation and Structure 2. Understanding / Skills 3. Selection of cited material
General / Knowledge	80 and above	Outstanding work, demonstrating comprehensive mastery of knowledge, understanding and extensive critical appreciation of the subject area.	1. Work is well structured and academically presented with clear attention to grammar and to the use of language, expression and style. Some degree of originality. 2. Evidence of highly significant and relevant evaluation skills and conclusions 3. Very significant evidence of reading outside the material presented in academic sessions and the directed texts. Sources used selectively and skilfully to support the argument. Referencing is extensive, accurate and relevant
General / Knowledge	70-79	Excellent work, demonstrating mastery of knowledge, understanding and critical appreciation of the subject area	1. Work is well structured and academically presented with clear attention to grammar and to the use of language, expression and style. 2. Evidence of highly significant and relevant evaluation skills and conclusions 3. Significant evidence of reading outside the material presented in academic sessions and the directed texts. Sources used selectively and skilfully to support the argument. Referencing is extensive, accurate and relevant
General / Knowledge	60-69	Very good work, demonstrating very good knowledge, understanding and appreciation of the subject area	1. Work is well structured and academically presented with clear attention to grammar and to the use of language, expression and style. 2. Evidence of very good and relevant evaluation skills and conclusions 3. Evidence of reading outside the material presented in academic sessions and the directed texts. Referencing is appropriate, accurate and relevant.
General / Knowledge	50-59	Good work, demonstrating good knowledge, understanding and appreciation of the subject area	1. Work is well structured and academically presented with clear attention to grammar and to the use of language, expression and style. 2. Evidence of good and relevant evaluation skills and conclusions 3. Evidence of some reading outside the material presented in academic sessions and the directed texts. Referencing is adequate, accurate and relevant.
General / Knowledge	40-49	Satisfactory work, demonstrating sufficient knowledge, understanding and appreciation of the subject area.	1. Work is structured and academically presented with clear attention to grammar and to the use of language, expression and style 2. Some evidence of good and relevant evaluation skills and conclusions 3. Evidence of some limited reading outside the material presented in academic sessions and the directed texts. Referencing is limited.
General / Knowledge	30-39	Unsatisfactory work: Demonstrating very limited knowledge or understanding of the subject area	1. Work is not structured well or academically presented with a lack of attention to grammar and to the use of language, expression and style 2. Minimal evidence of good and relevant evaluation skills and conclusions 3. Some evidence of some limited reading outside the material presented in academic sessions and the directed texts. Referencing is minimal.
General / Knowledge	0-29	Poor / very poor work Demonstrating inadequate, limited knowledge and fragmentary understanding of the subject area.	1. Work is not structured well or academically presented with a lack of attention to grammar and to the use of language, expression and style 2. No or very limited evidence of good and relevant evaluation skills and conclusions 3. No or very limited evidence of further reading and referencing

BUS6017 Independent Study Report Assignment Brief 2026 | Arden University

 

Word Count	3,000 words
Assessment Type	Report

 

Click here see the Samples list of Arden University Assignment Samples

Assignment Brief

As part of the formal assessment for the programme you are required to submit a Independent Study assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

Learning Outcomes:

After completing the module, you should be able to:

1. Carry out an independent study based on an issue/problem/challenge appropriate to the discipline related to the student’s programme study area.
2. Design an appropriate research process to gather secondary data using a range of techniques and sources, and critically analyse the generated information to address the problem.
3. Develop a project report that discusses the research results.
4. Contextually innovative through applying skills of critical, creative, and evidenced based analysis and personal reflection to current real-world situations and future challenges.

All learning outcomes must be met to pass the module.

Guidance

Your assignment should include: a title page containing your student number, the module name, the submission deadline and the exact word count of your submitted document; the appendices if relevant; and a reference list in AU Harvard system(s). You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.
You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.

Maximum word count: 3,000 words

Please refer to the full word count policy which can be found in the Student Policies section here: Arden University | Regulatory Framework

The word count includes everything in the main body of the assessment (including in text citations and references). The word count excludes numerical data in tables, figures, diagrams, footnotes, reference list and appendices. All other printed words ARE included in the word count.

Students who exceed the wordcount up to a 10% margin will not be penalised. Students should note that no marks will be assigned to work exceeding the specified limit once the maximum assessment size limit has been reached.

Assignment Task

Task 1:

You are required to produce an appropriately structured research project report based on a topic of your choice, appropriate to your study programme subject area, and showing all essential elements. The report should also include a reflective account of your professional development that reviews how you generated, developed, refined the project idea and executed the research project.

Your research report should be structured as follows:

 

Report Sub-Task	Suggested word count
Introduction	300 words
Ethical Statement	300 words
Overview and Research Approach	800 words
Analysis and Discussion	800 words
Conclusion and Recommendation	500 words
Reflective Account	300 words
Total	3000 words

 

Important assignment Notes:

This project report is approved for a secondary research approach only. This means that you can use only already published sources to complete your research project report.

You do NOT have any approval for a primary research approach, for example, you do NOT have approval to complete any interviews or complete any survey/questionnaires as part of your research.

Any assignment that contains the use of primary research methods will not be able to achieve a pass grade.
Guidance on the development of the report is contained in the lessons and will also be provided on a weekly basis in the sessions with your lecturer. You must obtain approval for your project report title from your lecturer before you proceed to develop the final report.

Total Marks: 100
Total word count: 3000 words
(LOS: 1, 2, 3, 4)

Formative Feedback

You have the opportunity to submit a outline draft to receive formative feedback.
The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.

If you are a distance learning student, you should submit your work, by email, to your tutor, no later than 2 weeks before the actual submission deadline. If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.

Formative feedback will not be given to work submitted after the above date or the date specified by your tutor – if a blended learning student.

Referencing Guidance

You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system(s).
Follow this link to find the referencing guides for your subject: Arden Library

Submission Guidance

Assignments submitted late will not be accepted and will be marked as a 0% fail.
Your assessment can be submitted as a single Word (MS Word) or PDF file, or, as multiple files.
If you chose to submit multiple files, you must name each document as the question/part you are answering along with your student number ie Q1 Section A STUXXXX. If you wish to overwrite your submission or one of your submissions, you must ensure that your new submission is named exactly the same as the previous in order for the system to overwrite it.

You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is available on the A-Z key information on iLearn.)

BIS3002 E-Commerce E-Business Applications Assessment 4 Brief 2026 | APIC

Assessment Brief: BIS3002 E-Commerce E-Business Applications

Assessment Overview

 

Assessment Task	Type	Weight	Length	Due	ULOs Assessed
Assessment 4: E-commerce Site In groups of two, students will develop an e-commerce business plan for a client based on a given case study, and subsequently design a limited prototype using the WordPress platform.	Group	35%	Report 4000 Words (equiv. 2000 words per student) + WordPress E-Commerce Prototype 10 Pages	Week 12	ULO1 ULO2 ULO3 ULO4

 

equiv. – equivalent word count based on the Assessment Load Equivalence Guide. It means this assessment is equivalent to the normally expected time requirement for a written submission containing the specified number of words.

Assessment 4: E-commerce Site

 

Due date:	Week 12
Group/individual:
Word count/Time provided:	Report 4000 Words (equiv. 4000 words) + WordPress ECommerce Prototype containing 10 Pages
Weighting:	35%
Unit Learning Outcomes:	ULO 1, ULO 2, ULO 3, ULO 4

 

Assessment 4 Detail

In groups of two, based on a given case study, you will develop an e-commerce business plan for a client. Your group will subsequently design a limited prototype website according to this plan.

The case study to be used for the e-commerce website is “C2 Hal’s Woodworking” which can be found in the textbook Electronic Commerce by Gary P. Schneider on page p76.
https://ebookcentral.proquest.com/lib/apicollege/reader.action?docID=6351248&ppg=76

Based on the combined expertise you have gained from your Assignment 1 Evaluations; in this assignment you will produce an e-commerce design plan and a small 10-page ecommerce prototype running on the WordPress platform. Your goal is to create an online store that will complement Hal’s Woodworking business model.

Part A: Your group should produce an e-commerce design plan that includes:

1. SWOT analysis of the business environment
2. Marketing strategy which describes the target customer, proposes a social media campaign and SEO
3. Discussion of key features the site will implement
4. Proposed site customer-centric design, including storyboards for each page and the content to be included on the site.

Part B: Your group will implement you proposed design on the WordPress platform (wordpress.com). You will create a free tier account which will permit you to create 10 site pages, select an appropriate template, and lay out the site.
Please note the platform requires minimum knowledge of HTML programming, all the tools on the backend are WYSIWYG. You may visit the support section for additional tips of how to use the WordPress platform: https://wordpress.com/support/
In addition, your team should keep a detailed log of each student’s contributions to the overall assignment. This can be in any format (suggested: Excel spreadsheet or Google Sheet). This is to be included as an appendix to your report.

BIS3002 Assessments 4 Marking Criteria and Rubric

• The assessment will be marked out of 100 marks and will be weighted 35% of the total unit mark.
• The marking criteria and rubric are shown on the following page.

 

Marking Criteria	Not Satisfactory (0-49% of the criterion mark)	Satisfactory (50-64% of the criterion mark)	Good (65-74% of the criterion mark)	Very Good (75-84% of the criterion mark)	Excellent (85-100% of the criterion mark)
SWOT and Marketing Strategy (20 marks) SWOT analysis of the business environment. Marketing strategy which describes the target customer, proposes a social media campaign and SEO.	SWOT is incomplete or irrelevant to the topic. Marketing strategy elements are missing or lack basic explanations.	SWOT is completed but is mostly general with minimal links to the case study. Marketing strategy elements are identified and there are some basic explanations.	SWOT is completed with some relevant details from the case study. Marketing strategy elements are identified and well explained.	SWOT is detailed and researched with reference to the case study. Marketing strategy elements are identified and defined with detailed proposals. Information is well documented with some citations.	SWOT is detailed and well researched with close reference to the case study. Marketing strategy elements are identified clearly, defined in detail, and specific and effective proposals are provided. Information is comprehensively and logically documented with several citations.
Design Plan and Key Features (20 marks) Discussion of key features the site will implement. Proposed site customer-centric design, including storyboards for each	The design description is not adequately explained so that it can be understood by a client. Minimal storyboards included. Inconsistent design with no consideration of elements such as navigation.	The design description is adequately explained so that it can be understood. Several storyboard details are missing. More consideration needs to be given to elements such as navigation. Some inconsistency between pages.	The design description is clear and effective. Some storyboard details missing. Good layouts for pages with navigation and media elements included but with some minor inconsistencies	The design description is very clear, specific and effective. All storyboards for each page provided but some minor details missing. Wellbalanced, visually pleasing layout with good consideration of navigation and media elements.	The design description effectively and accurately explains all of the system so that it can be completely understood. Storyboards provide descriptions of media, user and interaction, including their use/purpose/objective. Elements are grouped in logical positions. Navigation is very clear and logical.

 

 

page and the content to be included on the site.
Site template design and page layouts (20 marks) WordPress site template customised for case study design as per part A, containing a unique design. Pages created containing information as per the storyboards, layout according to E-Commerce conventions.	Minimal theme implementation. Critical or major elements are not relevant or missing. Poor layout and navigational design. Major layout inconsistencies found between screens. No consideration for Ecommerce conventions or case study requirement	Basic theme (downloadable) with little customisation. Some missing details but overall adequate coverage of major functions. Basic layout with some inconsistencies. Colour scheme, fonts and navigation have been considered but could be improved to better suit the topic.	Theme has been customised to suit the case study. Some minor missing details but overall good coverage of major functions. Good layout with some minor inconsistencies. Colour scheme, fonts and navigation have been well thought out and suit the topic.	Consolidated, consistent theme with major customisation to suit the case study well. Most of the required functions and elements included. Very good layout and design considerations such as logos have also been included. Colour scheme, fonts and navigation have been very well thought out to suit the case study and E-commerce conventions.	Unique and attractive theme closely aligned to case study. All required functions and elements are represented. Excellent layout and unique additions such as a customised logo. Consistent between screens, well integrated, logical intuitive placement of elements according to Ecommerce conventions.
Page contents and media (20 marks) Examples of appropriate media included such as	Few or no media elements include to enhance the theme. Inadequate number of pages included to demonstrate the site.	Some basic media elements that enhance the theme and add to the user experience. Adequate number of pages to demonstrate the main features of the site. Basic content on each page that is somewhat relevant to	A few good media elements that enhance the theme and add to the user experience. A good number of pages included that demonstrate most of the features of the site.	Several good media elements that enhance the theme and add to the user experience. 10 pages included that demonstrate most of the features of the site.	Several excellent media elements that enhance the theme and add to the user experience. 10 pages included that demonstrate all of the features of the site.
photographs or videos. A number of product pages containing example products and descriptions. Additional support or descriptive pages such as “about us”	Content is poorly written and/or not relevant to the case study.	the case study. Content lacks detail and may contain a small number of errors.	Well written but simple content on each page that is mostly relevant to the case study. Minor writing errors.	Well written and quite detailed content on each page that is very relevant to the case study. Few writing errors.	Professionally written and detailed content on each page that is highly relevant to the case study. Error-free writing.
Project Log (10 marks) A spreadsheet or journal is regularly updated with each student’s contribution to the assignment.	Minimal detail – not possible to understand each student’s contributions to the assignment.	Adequate explanation of each student’s contribution but lacking details and dates completed. Each student’s contribution can be understood to some extent.	Good explanation of each student’s contribution with some detail provided including some dates of completed elements. Each student’s contribution can be understood.	Detailed explanation of each student’s contribution including dates completed and suggestions for improvement. Clearly shows each student’s contribution.	Very detailed and descriptive log of all student work, descriptions of work conducted, and dates completed. Improvements and revisions are also noted. Very clearly shows each student’s contribution.
Academic skills (10 marks) Quality of writing and referencing.	Poor ability in report writing, with several gaps in the quality of written expression and presentation. Several major referencing errors or absent referencing.	Some major gaps evident in the quality of written expression and presentation. Significant further work needed in report writing technique, improvement needed in the formatting of references and citations.	Some gaps evident in the quality of written expression and presentation. Further work needed in report writing technique, including some minor formatting of references and citations.	Quality of written expression and presentation mostly conforms to academic standards relating to clarity of expression, syntax, grammar, and punctuation. No significant gaps in referencing technique using the Harvard referencing system.	Quality of written expression and presentation is excellent and conforms fully to academic standards relating to clarity of expression, syntax, grammar, and punctuation. No gaps in referencing technique using the Harvard referencing system.

4SC012 Introduction to Research Skills 4SC012 Assignment Brief Module Title: Introduction to Research Skills Module Code: 4SC012 Assignment Title: Research Project Submission Deadline: 5th May 2026 (2PM)

Assignment Overview This assignment (2000 words) is designed to assess your understanding of research concepts and processes. You will be required to identify a research area, describe relevant research processes, and reflect on the skills needed to conduct effective research.

LO1: Identify an area of research LO2: Describe different types of research processes LO3: Outline the skills necessary to conduct research Task 1: Research Area Identification (LO1) (Approx.500 words approx.)

You are helping people in social care who face problems such as social isolation, mental health concerns, or lifestyle-related health issues. They are unsure whether the social care services recommended to them (like social prescription, group therapy, or support programs) will really help.

Your task is:

Select one area from the above scenario that interests you and create a research question. Explain why the selected area is relevant and important within the academic or practical context of social care. Task 2: Research Processes (LO2) (Approx. 700 words approx.)

Describe the types of research methodologies (qualitative or quantitative) relevant to your research question. Explain what qualitative and quantitative research are. Explain and compare the advantages and disadvantages of qualitative and quantitative research methodologies. Task 3: Skills for Research (LO3) (Approx. 400 words approx.)

Describe the skills necessary to conduct research effectively, such as critical thinking, data collection, and ethical reasoning. Task 4: Personal reflection (Approx. 400 Words)

Describe what research is and why it is used in social care. Discuss how your learning from this module will personally support your social care practice in the future. **As this is a personal reflection, it is expected to be written in the first person

Submission Guidelines Format: Typed, 1.5 spaced, using a standard font (e.g., Arial, size 12). Referencing: Use the Harvard style for citations and references. (A minimum of 10 academic references must be included in your assignment to support your descriptions.) Submission: Submit your assignment through the university’s online portal Turnitin by the deadline.

Overview Kant’s humanity formula states that all human beings have absolute value as persons and thus should be treated with respect and dignity as ends and never used merely as means. In other words, human beings should never be used as tools but should always be respected as absolutely valuable ends in themselves. For example, if you visit a grocery store, you should treat the cashier as an end, that is, as a person of worth who offers more than just serving as a means to your end of obtaining food. Do not treat the cashier as a tool for obtaining food. Rather, treat the person with respect and dignity. Smile and be polite. Perhaps, look for opportunities for meaningful conversation, et cetera.

While this concept is timeless, different generations may have different views on how this concept looks within the workplace. In addition, changing expectations related to gender influence this concept. For this assignment, imagine you are presenting to a group of human resource professionals at a conference. This group is interested in improving gender and generational conversations at the workplace, so they are interested in different opinions surrounding this topic. You want to take a philosophical approach to this topic, so you decide to use Kant’s humanity formula as a guidance.

Instructions Part 1: Interview For your interview:

Select two individuals from different generations (Baby Boomer, Gen X, Gen Y (Millennial), and Gen Z (Centennial)). Conduct each interview using the questions provided on your Interview Worksheet [DOC]. Use a separate worksheet for each interviewee. Record their responses in the spaces provided. Part 2: Presentation Once you have completed both of the interviews, create a 5–8-minute audio presentation in which you do the following:

Explain how Kant’s humanity formula influenced your understanding of the interview. Compare similar themes in the responses. Contrast noticeable differences in the responses. Explain how generational differences may have influenced the responses. Explain how changing expectations with gender influenced the responses. You may choose the format of your presentation. Some suggestions are:

A 6–12-slide PowerPoint presentation (or another choice of presentation software) with audio. Refer to the PowerPoint section of the Tools and Resources page for PowerPoint tutorials. A 5–8-minute presentation recorded using Kaltura, a program offered by Capella that records audio and video. Refer to the Audio and Video in this Course section of the Tools and Resources page for more information. A 5–8-minute podcast. Submit both interview worksheets and your presentation. Include a transcript of your presentation.

Presentation Requirements Your presentation should meet the following requirements:

Length of recording: 5–8 minutes. Length of slideshow (if using): 6–12 slides. Format: The format you choose for your presentation must be one that your instructor can access for review and grading. Do not submit files from non-standard software programs. You can reference Capella’s Computer Requirements for more information about our standard software programs. Depending on the format you choose, upload or attach your presentation to the assignment area or provide a link in the submission box. Make sure to give your instructor access to the recording if necessary. Refer to the Interview: Generational Differences Regarding Workplace Ethics rubric to ensure you meet all expectations for this assignment.

Evidence-Based Practice
Assignment Information

Literature Review to critically evaluate and discuss the evidence underpinning a clinical nursing policy, clinical practice area or professional issue, and the impact on professional integrity and practice.

Submission is in Canvas, as a word document by 13:00hrs on the Monday of Week 8 Please see the assignment page on canvas for the submission date and time.

There is a 3000-word fixed word limit for this assessment submission. This means that there will be marking penalty for exceeding the number of words allowed. This excludes the front page (declaration), references and appendices. Please note it does include the content of tables.

This submission assesses all the Module Learning Outcomes:

1. Discuss the role of research in informing evidence-based practice and promoting professionalism.
2. Critically assess the quality and validity of evidence which may be used to inform clinical practice.
3. Critically analyse how the credibility of evidence is determined and how it influences professional practice.
4. Systematically and critically evaluate the contribution evidence-based practice can make to policy decisions.

The first page must include the academic integrity declaration, which is included in the submission space.

Please use the following formatting:

• 1.5-line spacing
• font: Arial, Calibri or New Times Roman; size 12
• Left alignment of main text
• No indentation of paragraphs or of the reference list
• Reference list should be formatted with single line spaces.
• Please do not add borders or any other decorative elements to your work.

Evidence-Based Practice
Assignment Information

Select a clinical nursing policy, practice area or professional issue. The focus/topic is your choice, though it must have a clear focus on nursing. It can be something discussed as part of the module, something you have read about, or an area of your clinical practice. Please remember that confidentiality must be maintained and do not name hospitals, trusts, or wards for example.

To fully meet all the Learning Objectives, the discussion and evaluation must include the following:

The role of research and other evidence in developing EBP and supporting clinical practice The significance of using high quality evidence to support EBP development (include the quality, validity and credibility of the evidence)
The role of research and EBP in promoting professionalism.
Discussion around how EBP influences professional practice
Critical evaluation of the contribution EBP can make to policy decisions.
Evidence of critical analysis and discussion throughout
Citation to support points and discussion

Introduction

Sets the scene and provides an overview of the policy, procedure or clinical practice you will be discussing:

• Overview of your selected policy, guideline or procedure
• Why it was selected: Link your work to the evidence which prompted you to select this area.

Main Body of the work

• Discuss themes, observations, and findings from the sources in your literature search.
• Are the sources selected reliable? Credible? Valid?
• What does all this information tell you?
• Are there any elements which are missing in the research and evidence that you have reviewed so far?
• critical debate, with analysis of the literature and research to support your work

Conclusion

Use this to summarise your writing and draw your ideas together.

• Summarise the discussions • What are your key findings?
• What are the implications for nursing practice and professional integrity. How are they influenced by evidence-based practice.
• Do you have any recommendations or suggestions for practice or further study?

Evidence-Based Practice
Assignment Information

Reference list

• Does not count in your word count
• A reference should be included for all in-text citations, a reference list should be included at the end in Harvard referencing style
• Use single line spacing and begin on a new page
• Use Cite them Rite and contact library for support • Do not use AI to create or amend the reference list.

Appendices

This is where to include additional tables and information if you choose to use them. They are not included in your word count or included in your mark.

Useful things to remember:

• This is a nursing degree therefore the content should be linked to nursing
• Take the time to ensure that your work demonstrates your ability to meet all of the learning outcomes.
• When completing your assignment please check your work against the marking criteria as these are what your work will be marked against.
• Support all your writing with credible literature
• Any literature you use should be carefully cited and referenced using the Harvard method. Use Cite them Right for support: Cite them right online – Home
• Remember to paraphrase and use quotation marks when including direct quotes.
• Use the complete word allowance.