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Module 5: Four Levels of Measurement and Study Design

Instructions:

1. Locate 4 research articles that demonstrate the four levels of measurement as follows:

• • Nominal
  • Ordinal
  • Interval
  • Ratio

2. Identify in each article at least one example of each of the four levels of measurement.
3. Explain why that level of measurement applies to the study you choose.

*Include the link to each article used when you post the assignment.

Submit your paper by the due date.

Use an Essay Format 

• You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.
• Pay attention to grammar rules (spelling and syntax).
• Your work must be original and not contain material copied from books or the internet.
• When citing the work of other authors, including citations and references using APA style to respect their intellectual property and avoid plagiarism.
• Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment’s due date.

Contribute a minimum of (2) pages. It should include at least (2) academic sources, formatted and cited in APA.

Be sure to review the academic expectations for your submission.

Submission Instructions:

• Submit your assignment by 11:59 PM Eastern on Sunday.
• Review the rubric to determine how your assignment will be graded.
• Your assignment will be run through Turnitin to check for plagiarism.

0LEC30BS Assignment Brief

Task

Purpose

Select one of the 4 questions listed below and write an academic argumentative essay on it.

Note: The business case example can be from any week in the module.

Approach

• Identify in your chosen question the debatable claim that invites a critical stance.
• Question yourself to be able to take a position and brainstorm to check whether you will be able support it with evidence and reasoning.
• Challenge yourself to attempt in your essay evaluation, comparison, and judgement, not just explanation or description.

Structure

We recommend a 5-paragraph structure (Introduction, 3 Body Paragraphs, Conclusion). For example:

1.  Business Measures

Intro: Background and stance developed in detail.

Body 1: Benefits of data-driven ethics.

Body 2: Risks and limitations.

Body 3: Case study from the module showing both sides.

Conclusion: Your position on whether more or less reliance is better.

2.  Service Industries

Intro: Background and stance developed in detail.

Body 1: Benefits of business models in health/education.

Body 2: Risks of this commodification.

Body 3: Case study and ethical implications.

Conclusion: Your stance on whether protection from market logic is needed.

3.  Globalisation & Ethics

Intro: Background and stance developed in detail.

Body 1: Ethical opportunities.

Body 2: Ethical challenges.

Body 3: Case study both.

Conclusion: Your judgement on whether ethical business is possible globally.

4.  Sustainable Business

Intro: Background and stance developed in detail.

Body 1: What makes sustainability genuine.

Body 2: How greenwashing works and why it’s hard to detect.

Body 3: Case study and stakeholder roles.

Conclusion: Your view on how consumers/investors can tell the difference.

Resources

• You must have a minimum of 5 and a maximum of 8 sources in your Reference List.
• You must refer to, at least, one of the last 4 Core Texts in the B&S Essay Source Pack, and you must include, at least, one reference to the corporate website of your business case example.
• You can include up to 2 B&S lectures, but you do not have to. We strongly recommend you to also look for sources in the module’s My Reading List, which is organised by topics.
• The last slide of your lectures and seminar PowerPoints, always includes a list of relevant readings. The Reference Lists in each of the articles of the Source Packs may also be useful. We also recommend researching for sources in the KCL Library or Google Scholar.
• All your sources must pass the CRAAP test, i.e., be current, relevant, authoritative, and purposeful.  All your sources must be written in English. They may have been originally written in a language other than English, but in these cases, they must also have been published in English.

Steps

1. Understand the Task:

Read all four essay questions carefully. Choose the one that interests you most and allows you to use examples from the module. Make sure you understand the key terms in the question (e.g. “ethical decision-making,” “market logic,” “greenwashing”).

2. Analyse the Question:

Identify the debate or tension in the question. Ask yourself: What are the two or more sides of this issue? Decide what your position will be (your argument or thesis).

3. Plan Your Essay Structure:

You may ask your seminar tutor for essay support during F&G hours for the following aspects of the assessment: checking you have interpreted the question correctly, discussing the outline, sense-checking whether the chosen business case is an effective example, consulting on references and their validity or relevance. Tutors will not read drafts of the essay.

4. Select and Use Sources:

Select sources that are relatively recent, unless you are referring to a core theory or past event.

5. Draft Thoughtfully:

Write in your own words. Avoid copying from lectures, AI tools, or websites, as well as inadvertently colluding with a friend after having shared ideas. Use topic sentences, transitions, and academic language. Avoid overusing quotes—paraphrase and analyse instead.

6.  Be critical:

Question assumptions, compare perspectives, and show awareness of complexity.

7. Revise and Proofread:

Check your word count (1200 words ±5%). Make sure your argument is clear and consistent. Review grammar, referencing, and formatting. Ask yourself: Does this sound like my voice? Could I explain this in a seminar?

Submission Deadline

The deadline for this task is 11:00am Monday, 27th April 2026, before 11 am.

Submission after 10:59:59 will be considered a late submission and may result in penalties.

Assignment/Submission Procedure

You must submit the assessment electronically via the KEATS module page. Please ensure you submit via Turnitin.

The assignment must include a completed cover sheet. This document can be found in the ‘Submit Assignment’ section on the module KEATS page.

Assignments are marked anonymously, and so you will need to submit using your student number (i.e. the number on your student card). This number should be clearly visible on the first page of the assignment. Please do not include your name on any part of the assignment.

Please name your assignment with your student number and class number (i.e. K1714743_BS4)

Assignments must be submitted on time. Penalties for non-submission and late submission are detailed in the King’s Foundations Student Handbook.

Word Limit

The suggested word count for this task is 1200 words. Title and reference list are not included in this total.

No penalty is applied for assignments which are up to 5% over the suggested work count. This means that the upper limit is 1260 words. 2% will be deducted for every 5% over the upper word limit (see the King’s Foundations Student Handbook for details).

Assignments exceeding this word limit by more than 5% will be penalised (see the King’s Foundations Student Handbook for details).

There is no penalty for under-length assignments; however, assignments that are more than 5% below the word count are unlikely to give adequate answers to the questions set.

Do not include visual data (e.g., graphs, diagrams) in your assignment.

You must also be sure to acknowledge any sources with correct referencing. Please note that in-text citations such as (Smith, 2021) are counted in the word count, so Smith, 2021 would count as two words.

All the sources should be adequately cited and included in a Reference List at the end of your submission; that is, your Reference List will include an entry for the Lecture/s and another one for the Core Text from the Source Pack.

Style and Referencing Guidance

You must present your work in a standard essay format, consisting of an introduction, body, and conclusion (note: you should not provide headings for these sections).

Use 12pt Arial or Times New Roman font. Written assignments should be 1.5-line spaced, with a single empty line between paragraphs.

You must fully reference your assignment (i.e., use in-text author/date/page citations and provide a full reference list at the end). Please use APA 7^th Referencing Style as per the KCL APA 7^th guidance.

Mitigating Circumstances

If you are unable to submit your assignment by the deadline above and you believe you have a valid reason for this, you must complete the Mitigating Circumstances process. Information and guidance can be found via the ‘Assessment’ section on Student Services Online.

Generative AI use for this assignment

Using AI tools like Copilot or ChatGPT can support your learning, but using them uncritically or unethically may negatively impact your final grade. If you copy AI-generated content without understanding or adapting it, your work may lack originality, critical thinking, and synthesis — all of which are required by the marking criteria. Over-reliance on AI can also raise academic integrity concerns. You are responsible for ensuring that your submission reflects your own understanding and meets university standards.

Level of generative AI use allowed in B&S: Open. 

• This level allows the use of generative AI for everything listed under the Minimal and Limited/selected levels. In addition, the use of generative AI to summarise, synthesise, simplify and translate texts is allowed.
• Please note that over-reliance on text produced by generative AI is likely to result in an unsatisfactory grade for progression purposes.
• You will be asked to acknowledge how you have used generative AI for this assessment on a cover sheet.
• As long as your use of generative AI is within the scope of appropriate use and you have acknowledged that use, there will be no negative impact on the assessment of your work.

Please see the King’s Generative AI Student Guidance for more details about what Open use of generative AI means.

Advice on the use of Generative AI – Please follow these 3 golden rules:

• Golden Rule 1: Learn with your chats and interactions with AI, but never copy-paste. Close the AI chat before working on your assignment and avoid using AI tools that write directly into it.
• Golden rule 2: Ask your tutor if you are uncertain about what is allowed in any given assessment.
• Golden rule 3: Ensure you take time before submission to acknowledge use of generative AI.

If you follow these three rules you are essentially ensuring that your assessed outputs are unlikely to breach academic integrity guidance in terms of use of generative AI.

Advice for this Assessment

Your response should:

• Use a clear paragraph structure: begin with a topic sentence, develop your ideas with evidence from both the lecture and the text, and end with a closing sentence that reflects your own interpretation.
• We advise you to include one example from the Core Text and the lecture materials to deepen your analysis.
• Avoid generic summaries—your goal is to compare and evaluate how the sources present the topic, not just describe them.

Other points to remember:

• Do not draft or write the essay with your classmates as you may risk collusion if the ideas submitted are the same and expressed in the same way.
• Do not share your work with classmates before the submission deadline.
• Cite your sources correctly using APA 7th style. Use the adapted reference under the Source Pack text title and cite lectures correctly, making sure you cite the correct person (e. Delgado Marin or Rushton).
• Make sure all the entries in your Reference List are edited consistently.
• Proofread your work for clarity, coherence, and grammar before submission.

Things you should check before submitting your work

• You have reviewed your document before submitting it.
• Your word count includes the individual words of in-text citations. E.g. (Smith, 2021) = two words to add to the word count.
• You submit the correct file format for that particular assessment, e.g. Microsoft Word/PPT or PDF. Check with the Module Leader if you are unsure.
• You are submitting the final version of your work (not a draft).
• You are submitting the complete file, not just the cover sheet.
• You are submitting to the correct module, correct submission portal and correct assessment link.
• You start the submission at least 1 hour prior to the deadline to allow time to deal with any tech issues and avoid a potential lateness penalty.
• If you have any technical issues, take a screenshot of the problem and email it to kingsfoundations@kcl.ac.uk immediately, along with the final version of your submission.
• Please also check: You receive a TII receipt for the submission. This can take up to a day to arrive in your email, but if you don’t receive one, it suggests something has gone wrong.

BTEC Level 3 Unit 4 Assignment Brief 

Learning Aims

In this unit you will:

A, Examine business functions and trade considerations that help engineering organisations thrive

B. Explore activity-based costing as a method to control costs and to determine if an engineering product or service is profitable

C. Explore how engineering organisations use quality systems and value management to create value.

Vocational Scenario or Context

You are working as a final year apprentice in a small engineering company. Your supervisor is pleased with the work that you have done so far to investigate the ways in which your company could gain a competitive advantage over other organisations, and your application of activity based costing.

Your supervisor has now asked you to investigate quality management systems and how these can be used to give your engineering organisation a competitive advantage over your rivals. Once you have done this, your supervisor would like you to carry out a value analysis exercise for a product or service so that you can identify areas where the value of the outputs could be increased.

Task 1

You are going to investigate how an engineering organisation can use quality management systems and value management processes to improve the value of the products or services that they manufacture or provide. You will also investigate international quality standards and the various quality systems that are used by engineering organisations to improve the quality of their outputs.

To do this:

Your tutor will provide you with a case study with background information for an engineering organisation that either produces a product or provides an engineering service. You should use this as a starting point from which to carry out your own research.

You should then investigate and report on:

• the quality standards that engineering organisations use to demonstrate that they have quality management systems in place. You should include information about both the ISO9000 and ISO14000 families of standards in your report.
• how an engineering organisation can apply quality assurance systems. To do this, you should investigate the implications of implementing Total Quality Management, including the PDCA cycle, for an engineering organisation.
• the reasons why an engineering organisation would want to apply a quality system; this should include reference to the fundamental purposes of implementing a quality system.
• how engineering organisations make use of quality control systems, and the activities employed to check the quality of a product or service; you should include information about inspection, sampling, testing, condition monitoring, planned maintenance and some of the other tools employed within a quality system, as well as the benefits of employing a ‘right first time’ philosophy.
• the principles and purpose of value management and its tools, including the impact of efficiencies on engineering activities.
• how quality management systems and value management can be used to give an engineering organisation a competitive advantage.

Having completed your research you are now going to carry out a value analysis exercise for an engineering activity. You will use your results from this activity to identify which aspects of the activity can be improved to increase the profitability and efficiency of the process being investigated. You should also suggest methods to improve the activity, identifying those aspects that will offer the greatest benefit to the organisation.

To do this:

Your tutor has already provided you with a case study with information for an engineering activity, such as the manufacturing of a product or the carrying out of a service. You should use this as the basis from which you carry out your value analysis exercise.

You should then:

• investigate and record the reasons for poor value for your given product or service; this could include aspects such as a lack of innovation within the organisation or factors such as poor communication.
• use your investigation as a starting point to complete and record a value analysis exercise for your given engineering product or service. Your value analysis should be divided into five distinct sections: information phase; analysis phase; creative phase; evaluation phase; and development and reporting phase.
• include information about the key issues relating to the engineering activity, including costings for the processes that make up the activity. You should determine which processes add value, and which are non-value added processes.
• evaluate the outcomes of your value analysis exercise to suggest and prioritise possible improvements for your given engineering activity and its processes.
• evaluate your findings from the quality management/standards report and the value analysis exercise to identify which areas can increase the profitability and efficiency of the process being investigated. In doing this, you should suggest methods to improve the activity, and identify those aspects that will offer the greatest benefit to the organisation, using evidence to back up your suggestions.

Checklist of Evidence Required

A report that includes: a) research exploring the quality management systems and value management processes used by engineering organisations; and b) an applied value analysis exercise to determine if further value can be created from a given engineering product or service, and an evaluation of findings based around the principles of value management and quality systems.

Criteria Covered by this Task

Other assessment materials attached to this Assignment Brief

Case Study: SY16 Engineering (provided with the assignment brief)

SY16 Engineering produces a range of shelving and racking systems that are supplied to customers in a modular form, for use in stores, warehouses and similar storage units. The company employs a number of processes to produce the racking systems, although they use a range of common components and materials, including angled steel sections of various dimensions, 6mm steel plate, and a range of fixtures and fittings. Materials are supplied in stock form, and are cut to the required dimensions in a machine shop, prior to the units being assembled in the assembly shop.

The company supplies a range of large and multinational companies with shelving and racking units, and must demonstrate to these customers that they have quality systems in place in order to be awarded orders and contracts.

The production manager at SY16 Engineering has had a number of complaints from members of staff who use corner brackets to connect racking units together. Each racking unit can have up to 36 brackets. The complaints can be summarised as follows:

• The brackets have 10 holes; however the holes on each face are different sizes.
• The design of the bracket makes it very difficult to tighten joints when the shelving units are joined together with nuts and bolts, with the fixings often being difficult to access.
• It is a time consuming process to use a range of fixings to assemble the units, which results in pressure from supervisors to meet production targets.

It has been decided that the bracket could be redesigned, although the current solution does work as intended. Identifying an improved bracket as a method of improving efficiency, the production manager has decided that carrying out a Value Analysis will help to identify costs and values.

Working with one of the supervisors in the assembly shop, he first identified the basic function and measurements of an ideal bracket as fixing two horizontal angle sections of steel to upright sections. Each horizontal piece is cut from the same stock section which is 40 x 40 mm, with a 5 mm flange thickness. The vertical angled sections are 60 x 60, with a 9 mm flange thickness.

 

With an engineering team, this was broken down into secondary functions, which were evaluated and are given below:

• Primary function – to join together sections of the shelving unit
• Secondary functions – to support loads without bending; to be able to be used in any orientation; to allow for standardised fixings to be used; to remove the necessity to use nuts.

Costs related to the existing brackets are given as:

The mean time to attach the components together with the original bracket is 3.6 minutes.

Assembly workers are paid at a rate of £6.86 per hour.

Unit 16 Visual Merchandising Assessment Brief

Unit in brief

Learners study the practice and techniques used to visually promote the sale of products in retail outlets.

Unit introduction

Every time you go to a shopping centre you are faced with stimulating and engaging displays designed to encourage the sales of products or services. Visual merchandising (or VM) is the art of setting out stores in ways that customers will find attractive and appealing. Window and internal displays, product positioning and effective promotional techniques are all important aspects of visual merchandising designed to increase store traffic and sales volume.

In this unit, you will look at different visual merchandising and display techniques. These techniques will vary according to the type and size of a retail business and the products it sells. If customers are to be persuaded to spend money there are many issues that have to be considered, such as health and safety and other legislation, as well as creative and psychological factors.

This unit will give you an insight into the elements used to create attractive displays, including product information, colour, light, space, smell, touch and sound. Digital technology can also be used to create displays and interactive installations. You will have the opportunity to investigate and demonstrate some of the practical skills and techniques that retailers use to tempt customers into their stores. The unit will also help you to decide if you would like to work in or continue to further study in this area.

Learning Aims

In this unit you will:

A. Explore how retail outlets apply visual merchandising and display techniques in line with legislation and safety considerations

B. Examine the psychological and technological merchandising techniques used to influence customers

C. Create a successful display for a retail outlet through the use of appropriate visual merchandising techniques.

Summary of Unit

Content

Learning aim A: Explore how retail outlets apply visual merchandising and display techniques in line with legislation and safety considerations

A1 Visual merchandising

• Promoting the sale of products and services by the way they are presented in retail outlets and on online retail sites; combining product, environment and space into a stimulating and engaging display to encourage the sale of a product or service; the physical and digital display of goods in the most attractive manner possible.

A2 Display techniques

• Product placement: website, window, front end, aisle ends, near stairs, at entrance, near escalators/lifts, high-traffic aisles, complementary merchandise placement.
• Product segmentation: by theme, promotion, event, and season; across business.
• Techniques: themes/stories, coordination, colour/style blocks, complementary/contrasting colours, repetition, mirror imaging and triangular formulation, focal points, branding/signage, mass display, micro-merchandising.
• Props: mannequins/busts/forms, furnishing enhancements, product demonstration.
• Fixtures: gondolas, end caps, dump tables/bins, garment rails, slat walls, counters, shelves, platforms, showcases, forms.
• Free-standing displays: stacks, islands.

A3 Legislation and safety considerations

• Point of sale (POS) and ticketing:
  • price marking regulation: obligation to indicate selling price in sterling on display, on goods, on shelf-edge price, ticket positioning.
  • product labelling: quantity, size, composition, origin.
• Trade description legislation.
• Food safety legislation and regulations.
• Display safety: height of merchandise, stability, weight distribution/capacity, correct temperature, signage.

Learning aim B: Examine the psychological and technological merchandising techniques used to influence customers

B1 Psychology of visual merchandising

• How consumers are influenced by the use of visual merchandising; effective use of an environment’s design through visual communications, lighting, colours, music and scent to stimulate customers’ perceptual and emotional responses, and ultimately to affect their purchasing behaviour.

B2 Psychological techniques

• Tangible techniques: store location, design and aesthetics, store windows, transition zones, use of company/brand names, fixtures positioning, signage, promotions, odd versus even pricing, fitting rooms, packaging design, angles and sight lines, composition (vertical and horizontal), point of sale (POS), displays, in-store announcements.
• Intangible techniques: atmospherics (music, mirrors, lighting), sensual environment (sight, touch, scent, taste, sound, temperature), visual effects (light, colour, texture, shape and dimension combined).

B3 Technological techniques

• Electronic displays to broadcast in-store advertising messages and information on services.
• Demonstrations of new products and services.
• Interactive/touch screen/windows, interactive point of sale, QR (Quick Response) codes, digital media.

Learning aim C: Create a successful display for a retail outlet through the use of appropriate visual merchandising techniques

C1 Retail outlets

• Department stores, discount stores, supermarkets, hypermarkets, convenience tobacco newsagents (CTNs), factory outlets, not-for-profit organisations, ‘pop-up’ shops, farm shops, outdoor/indoor markets, online.

C2 Success factors

• Appropriate merchandising style for product and outlet type, incorporation of appropriate props and displays, effective use of signage and graphics.

C3 Legal and safety aspects

• Health and safety, risk assessment.

Assessment criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, B.P4, A.M1, B.M2, A.D1, B.D2)

Learning aim: C (C.P5, C.P6, C.M3, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information on websites and from printed resources.

Essential information for assessment decisions

Learning aims A and B

For distinction standard, learners will have relevant evidence from contrasting businesses of the differing approaches to visual merchandising to support the evaluation given. Learners should draw some conclusions about how far the success each of the two contrasting retail outlets is down to their merchandising and display techniques. They should also include the extent to which the psychological and technological techniques influence costs and ultimately the success of the business.

For merit standard, learners will demonstrate clear analysis of the range of approaches and techniques used in visual merchandising. Evidence of independent research should be included to support the analysis with examples being included from the contrasting businesses. Learners will also use examples from their research to support their analysis of how the psychological and technological merchandising techniques are used to influence customers and increase business success.

For pass standard, learners will explain how visual merchandising techniques can be affected by legislative and safety requirements using their research of merchandising and display techniques from different businesses. Learners should also explain how psychological and technological techniques are used in two contrasting retail outlets.

Learning aim C

For distinction standard, learners will participate in a practical activity to create a successful display that has been informed by their prior research. Learners should have demonstrated an independent approach throughout their work, together with good research skills, initiative and creativity that demonstrate a high standard of individual technical ability. There should be an attention to detail and precision throughout their work. A creative approach is one where a learner develops their own ideas or develops ideas in distinctive ways. It is not a measure of artistic design skills.

Preparation and planning documents, photographic evidence of the assembly and completion of a suitable display should evidence this criterion. Observation records and witness statements should also be included.

For merit standard, learners will create an individual visual merchandising display.

For pass standard, learners will present evidence of planning to produce an appropriate visual merchandising display.

Links to other units

This unit links to:

• Unit 2: Developing a Marketing Campaign
• Unit 15: Investigating Retail Business.

Employer involvement

This unit would benefit from employer involvement in the form of:

– guest speakers and interview opportunities
– work experience
– business material as exemplars
– participation in audience assessment of presentations
– visits to appropriate businesses.

Unit 13 Cost and Management Accounting Assessment Brief

Unit in Brief

Learners study cost and management accounting and its involvement with financial planning, controlling, monitoring and evaluation of business costs and revenues.

Unit Introduction

Cost and management accountants are concerned with providing information to help the decision making process in business. Cost accountants are primarily involved with the identification, classification and calculation of costs vital to helping managers make decisions about prices and potential profits. Management accountants provide management with the information they need to forecast, control and evaluate costs.

In this unit, you will learn how to develop a more in- depth understanding and application of management accounts and their role in financial planning. Typical cost accounting methods and budgets will be applied to appropriate business scenarios. Control measures will involve calculating and analysing the difference between standard and actual costs. Finally, long- term management accounting decisions will be considered using capital investment appraisal. Management accounting is not just about numerical calculations, you will need to use your analytical skills to weigh up alternative courses of action, evaluate options and make reasoned judgements and recommendations.

Cost and management accounting has clear links to all the other finance units and will help you to progress to employment and accounting apprenticeships. This unit will give you an excellent foundation for higher education routes, such as accounting or professional courses.

Learning Aims

In this unit you will:

A Explore absorption and marginal costing techniques for decision making
B Carry out standard costing and variance analysis statements
C Explore budgets for financial planning and control
D Undertake investment appraisal of long- term capital investment.

Summary of Unit

Content

Learning aim A: Explore absorption and marginal costing techniques for decision making

A1 Classification of costs and costing methods

• Difference between cost and management accounting.
• Definition of cost
  • fixed costs, e.g. rent and rates, insurance, salaries
  • variable costs, e.g. raw materials, components, production wages
  • semi- variable costs, e.g. heat and light, telephone
  • stepped costs
  • total cost
  • unit cost.
• Cost centres, departmental overheads.
• Definition of absorption and marginal costing and their main uses.

A2 Use of costing methods

• Absorption costing: allocation of variable (direct) costs to each unit of production, apportioning of fixed costs (overheads) to each unit of production.
• Calculating total cost (per unit) using absorption costing, calculation of markup and profit margin to set prices.
• Preparing job cost sheets using absorption costing, including variable cost, fixed cost, total cost, profit markup/margin and price.
• Marginal costing: allocation of variable (direct) costs only to each unit of production.
• Calculation and application of marginal costing in decision making, including: the acceptance of special orders, make or buy policy, limiting factor/constraint.

A3 Analysis of costing methods

• Comparison and contrasting of absorption and marginal costing methods, benefits and limitations of marginal and absorption costing, significance of non- financial factors in the use of marginal costing.

Learning aim B: Carry out standard costing and variance analysis statements

B1 Purpose and stages of standard costing

• Definition of a standard costing, types of standards: ideal and attainable.
• Stages in setting up standard costing, including standard materials, labour and overheads.
• Advantages and limitations of standard costing.

B2 Type and calculation of variances

• Calculation and explanation of the following variances (and sub- variances): material variances (price and usage), labour variances (rate and efficiency), sales variances (price and volume), overheads variances.

B3 Variance analysis

• Reasons for variances, including the interrelationships of sub- variances, including sales volume and sales price variance, labour rate and labour efficiency variance, material price and material usage variance.

Learning aim C: Explore budgets for financial planning and control

C1 Type and purpose of budgets

• The importance of budgeting for operational and tactical planning by management.
• Subsidiary budgets, including purchase, sales, production, debtor and creditor budget, cash budget.
• Master budgets, including profit and loss budget and budgeted statement of financial position/balance sheet.
• How to prepare budgets, including ideal and attainable standards, fixed and flexible budgets.
• Main purposes of budgets, including forecasting, monitoring, control, planning, coordination, communication and motivation.

C2 Usefulness of budgetary control

• Variance analysis as a way of monitoring and controlling budgets, management by exception (management response to the analysis of budgets).
• Benefits and limitations of budgetary control, including reliability of data, rigidity, assistance with cost control and setting prices, motivation/involvement of staff, greater awareness of cost control, external factors.

C3 Preparation of budgets

• Calculation and completion of the subsidiary and master budgets.

Learning aim D: Undertake investment appraisal of long- term capital investment

D1 Investment appraisal methods

• Importance of investment appraisal methods for strategic planning by management, examples of long-term projects of at least five years, e.g. purchase of fixed assets, expansion plans, new product development.
• Definition, purpose and analysis of the main methods of investment appraisal: payback, accounting rate of return and net present value.
• Calculation and application of net cash flows, payback period, accounting rate of return and net present value.
• Concept of the time value of money.

D2 Financial and non-financial perspectives

• Analysis and evaluation of investment opportunities from a financial perspective appreciating the importance of time, short- and long-term cash flow priorities and the relative merits of each method.
• Analysis and evaluation of the non-financial perspectives, including social and responsibility accounting, key stakeholders (internal and external), health and safety, the environment and sustainability, unemployment and ethics.
• Justified recommendations of capital investment proposals using financial and non-financial considerations.

Assessment Criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A, B and C (A.P1, A.P2, B.P3, C.P4, C.P5, A.M1, B.M2, C.M3, A.D1, BC.D2)
Learning aim: D (D.P6, D.P7, D.M4, D.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learning aims A, B and C

For distinction standard, learners will use the results of their calculations to make justified recommendations on improving the future costing and budgetary performance of the business in the given scenario. They will also evaluate the usefulness of costing and budgetary control using independent research, and examples from the given scenario.

For merit standard, learners will show they are able to assess how the business in the given scenario can use absorption and marginal costing techniques to make appropriate business decisions. Learners will give evidence of analysis and reasons why sub- variances have occurred and how viable the completed budgets will be.

For pass standard, learners will explain different types of costs and costing methods in relation to a given scenario and an explanation regarding how the business uses budgeting in their financial planning and control. Learners will produce accurate absorption and marginal cost statements, sub- and overall variances used in standard costing, and accurate subsidiary and master budgets.

Learning aim D

For distinction standard, learners will use the results of their investment appraisal calculations, together with a consideration of other factors to evaluate the long- term capital investment appraisal. Fully supported and justified recommendations will also be expected.

Learners will have shown accuracy, individuality and independence in their presented assessment evidence throughout the unit.

For merit standard, learners will analyse the results of their capital investment appraisal calculations.

For pass standard, learners will produce accurate calculations using three main investment appraisal techniques, together with a written explanation regarding how other non- financial factors, such as sustainability and ethics, may have a bearing on the final decision.

Links to other units

This unit links to:

• Unit 3: Personal and Business Finance
• Unit 7: Business Decision Making
• Unit 10: Recording Financial Transactions
• Unit 11: Final Accounts for Public Limited Companies
• Unit 12: Financial Statements for Specific Businesses

Employer involvement

This unit would benefit from employer involvement in the form of:

• guest speakers
• design/ideas to contribute to unit assignment/case study/project materials.

The post Unit 13 Cost and Management Accounting Assessment Brief 2026 | BTEC appeared first

Unit 14: Investigating Customer Service

Unit in Brief

Learners will study how excellent customer service contributes to business success. The unit gives learners the opportunity to develop their customer service skills.

Unit Introduction

How is excellent customer service linked to business success? In this unit you will learn that attracting new customers costs a business more than keeping existing customers, so it is important to keep existing customers happy. You can do this by building relationships with internal and external customers and giving them excellent service that exceeds their needs and expectations.

When working in a customer service role you need to understand the procedures to follow when dealing with customer requests and complaints. This unit will help you develop communication and interpersonal skills when dealing with customers, and to understand the importance of having good product or service knowledge. You will explore how a business builds effective relationships with customers through identifying and confirming the customer’s needs. You will examine how businesses monitor and evaluate their level of customer service provision through obtaining feedback and see how this helps inform improvements to the level of service provided.

The unit will enable you to evaluate your own customer service skills and to create a development plan for improvement. The unit also supports further training, study or employment in a business environment.

Learning Aims

In this unit you will:

A. Explore how effective customer service contributes to business success

B. Investigate the methods used to improve customer service in a business

C. Demonstrate customer service in different situations, using appropriate behaviours to meet expectations.

Summary of Unit

Content

Learning aim A: Explore how effective customer service contributes to business success

A1 Customer service in business

• Definition of customer service.
• Customer service roles and importance of teamwork.
• Importance of following organisational rules and procedures.
• Different approaches to customer service across industries need different skills and knowledge, such as:
  • retail shops selling tangible goods, need for detailed product knowledge and effective selling skills
  • offices, such as those offering a non-tangible service, either face-to-face with customers, online, written or telephone customer contact
  • contact centres with telephone/online contact with customers, time limitations o hospitality industry, such as serving skills for food or drinks.

A2 Customer expectations and satisfaction

• Different types of customer, including:
  • internal and external customers and the differences between them o customer personalities, such as aggressive, quiet, demanding o customers with special requirements, e.g. different language or culture, age, gender, families, special needs such as visual, hearing or mobility.
• Customer complaints:
  • understanding the risk to the business of not dealing with complaints.
• Customer expectations and satisfaction, including:
  • anticipation of good service, reliable information or service, offering different options, impact of advertisements, reputation, word of mouth, recommendations from others
  • importance of responding to customer needs, exceeding customer expectations through providing additional help and assistance, dealing promptly with problems, offering discounts, offering additional products or services, providing exceptional help and assistance for customers with special requirements
  • balancing customer satisfaction with business goals, aims and objectives.

A3 Benefits of building customer relationships

• Enhanced reputation of business.
• Repeat business.
• Customer confidence in business.
• Job satisfaction for employees.

A4 Customer service legislation and regulations

• Industry and sector-specific codes of practice, ethical issues and standards.
• Implications for the business of not meeting all legal and regulatory requirements, including consumer rights, consumer protection (including distance selling), eCommerce regulations, health and safety, General Data Protection Regulations (GDPR), equality.

Learning aim B: Investigate the methods used to improve customer service in a business

B1 Monitoring and evaluating customer service provision

• Using research from customers to identify improvements and monitor complaints.
• Monitoring using:
  • customer profiles, data, e.g. types of customer, products or services provided, customer care and service
  • sources of information, e.g. customers, colleagues, management
  • methods, e.g. questionnaires, comment cards, quality circles, suggestion boxes, staff surveys, mystery shoppers, recording and sharing information.
• Evaluating customer service, including:
  • analyse responses, e.g. level of customer satisfaction, quality of product or service, meeting regulatory requirements, balancing cost and benefits
  • planning for change, resolving problems/complaints.

B2 Indicators in improved performance

• Reduction in numbers of complaints.
• Increase in profits.
• Reduction in turnover of staff.
• Repeat business from loyal customers.

Learning aim C: Demonstrate customer service in different situations, using appropriate behaviours to meet expectations

C1 Customer service skills and behaviours

• Communication skills:
  o face-to-face, written, email or other electronic media, telephone
  o verbal, e.g. pitch and tone of voice, open and closed questions, using the telephone
  o non-verbal, e.g. sign and body language, listening skills
  o barriers to communication.
• Interpersonal skills:
  • personal presentation approach, e.g. attitude, behaviour, hygiene, personality, conversation skills, giving a consistent and reliable response.
• Behaviours, e.g. being positive, offering assistance, showing respect.

C2 Dealing with customer service requests and complaints

• Customer service situations:
  • providing information, products or services, promoting additional products and services, giving advice, taking and relaying messages
  • limitations of role and authority, keeping records
  • dealing with problems, handling complaints, remedial measures, emergency situations, organisational policy.

C3 Individual skills audit and development plan

• Skills audit of customer service skills.
• Personal SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis to assess any gaps, e.g. interpersonal and communication skills – body language, listening skills, handling complaints, working with others.
• Set objectives to meet skills development goals for a specified customer services role by:
  • identifying resources and available support needed to meet the objectives o setting review dates
    o monitoring the plan to assess progress against targets.

Assessment Criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, A.M1, B.M2, A.D1, B.D2)

Learning aim: C (C.P4, C.P5, C.P6, C.M3, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learning aims A and B

For distinction standard, learners will prepare evidence based on research. Learners will give details of what is required to ensure that good customer service leads to business success. Examples of how to enhance customer service will be original and imaginative. The evidence will include references to legislation and how a business ensures that customer expectations are exceeded. There will be clear examples of monitoring and how effective customer service can be in ensuring that customers are happy.

For merit standard, learners will analyse examples of how legislation and regulation impact on customer service. Details of how to make improvements and monitor customer service will be included, with examples of good practice.  

For pass standard, learners will prepare evidence that covers the approaches that businesses take to customer service and will include details of how improvements can be made.

Learning aim C

This learning aim will be completed with a number of customer service situations or, if a learner is working part-time in customer service, real evidence from their employment can be included in the form of witness statements. Activities and role play will be developed to challenge learners and should include dealing with difficult situations.

For distinction standard, learners will produce a development plan after the customer service situations have taken place. The plan will give realistic details of how they need to work on their individual skill sets to enhance their customer service and communication skills. Learners will produce a clear critique, highlighting their strengths and weaknesses. They will have fully embraced the role-play scenarios, demonstrated their skills with confidence and used initiative when dealing with challenging situations.

For merit standard, learners will produce a clear analytical development plan showing how their skills should be improved. Participation in customer service situations will have been good with levels of confidence shown across the activities.

For pass standard, learners will show effective customer service and communication skills in the customer service situations and a realistic plan for addressing weaknesses will have been developed.

Links to other Units

This unit links to:

• Unit 1: Exploring Business
• Unit 15: Investigating Retail Business
• Unit 25: Aspects of Civil Law Affecting Business
• Unit 26: Aspects of Criminal Law Impacting on Business and Individuals.

Employer Involvement

This unit would benefit from employer involvement in the form of:

• guest speakers and interview opportunities
• work experience
• business material as exemplars

Unit in Brief

Learners will explore the current structure of the retail sector and its supply chain through practical activities.

Unit Introduction

Retail is a broad sector and encompasses businesses of all sizes. You will probably already have some experience of the sector, either simply through purchasing goods, or selling them – perhaps while employed in a part-time capacity in a clothing or food outlet.

In this unit, you will carry out research into local and national retail businesses, exploring how the supply chain supports retailing. You will consider how the sector responds to change, the opportunities for employment in the sector, and the types of job roles available. You will apply your research and findings to current businesses in the sector.

Retail is important for the UK economy and trends in retail sales often mirror those of the country’s economy as a whole. It is a sector with good opportunities for your future career and there is a tradition amongst the larger employers of excellent in-house training schemes that support progression opportunities and career advancement for employees. The unit will provide a useful opportunity for you to consider whether you wish to pursue employment or further specialist study in retail management at higher education level.

Learning Aims

In this unit you will:

A. Explore the current structure of the sector through investigation of the local retail environment

B. Investigate how the retail sector has responded to change and trends

C. Examine the importance of the supply chain and stock control management to the success of retail business

Summary of Unit

Content

Learning aim A: Explore the current structure of the sector through investigation of the local retail environment

A1 The nature of retailing

• Definition of retailing, adding value to products and services, development of retailing, meeting customer needs through different retail formats and distribution channels, e.g. high street shopping, out-of-town shopping centres, direct delivery from internet orders, bricks and clicks.

A2 Classification of retailers

• Store based, non-store based, product/service retailing.
• Ownership, e.g. independents, multiples, chain stores, franchises, cooperatives, social enterprises
  • size, e.g. number of employees, sales area, number of branches, turnover, type of activity, product range
  • location, e.g. town centre, local, out of town, retail parks, regional centres, online o store formats, e.g. convenience stores, department stores, supermarkets, hypermarkets, specialist/niche, premium/value.

A3 Structure of retailing

• Retail sub-sectors, e.g. food, fashion, sports.
• Business models used by retail businesses: their advantages and disadvantages,

e.g. value stores, premium brand stores, artisan stores.

A4 Employment in retail

• Job roles, training and promotion prospects in both small and large businesses.

Learning aim B: Investigate how the retail sector has responded to change and trends

B1 The retail environment

• Macro- environment, e.g. external factors including political, legal, economic, sociocultural and technological factors.
• Response to external changes, e.g. new products, new online formats, government policy on store trading hours and planning permission.
• Tensions and competing priorities, e.g., reorganisation in response to changing circumstances, environmental issues, sustainability, fair trade, packaging.

B2 Impact of social change

• Demographics, household occupancy, mobility, new technologies, diverse communities, ageing population, migration, changing lifestyles, cultural differences, leisure time.

B3 Changes due to new technologies used in the sector

• Growth of online shopping.
• Mobile apps for shopping.
• Chip and PIN, contactless payment and payment technology apps.

B4 The competitive environment and trends

• Competitors, market position, barriers to entry, pricing, product development.
• New products and services, retailers’ power over manufacturers, new retail concepts, i.e. social enterprise stores.
• Global influences on UK retailing.

Learning aim C: Examine the importance of the supply chain and stock control management to the success of retail business

C1 Distribution channels

• Availability of products, e.g. time, place, quantity, movement of goods through the supply chain, different channels for different types of goods and services, the role of wholesalers, intermediaries, transport, storage, after- sales service.

C2 Retail supply chains and logistic processes

• Movement of goods and services, sourcing from the UK and internationally, suppliers, distributors, warehousing, transport, carriers, storage locations, disposal of unsold products, recycling, impact of ICT in supply chain management.
• Competing supply chain issues, e.g. communication, coordination, collaboration, costs, delays, targets, power issues in chains.

C3 Stock control

• Links to merchandising, business objectives.
• Types of stock control, e.g. manual and computerised.
• Factors affecting stock control, e.g. sales forecasts, planning, targets, risks.
• Stock management, e.g. total quality management (TQM), stock management systems: Just in Time (JIT), Last in, First out (LIFO) and First in, First out (FIFO).
• Stock control security systems, e.g. CCTV and tags.

C4 Impact of digital technology

• Information flows, supply and demand information between suppliers and customers, B2B and B2C, EDI, internet and electronic trading, networks, intranets, e- commerce, integrated systems.
• Customer Relationship Management (CRM) systems, Electronic Point of Sale (EPOS), Electronic Funds Transfer at the Point of Sale (EFT POS), stock control systems, hands- free ordering.

Assessment criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, A.M1, B.M2, AB.D1)

Learning aim: C (C.P4, C.P5, C.M3, C.D2, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learning aims A and B

For distinction standard, learners will select two different retail businesses and provide an individual evaluation on how developments and change in the UK and globally have impacted these two specific retail businesses. Clear examples of how and why should be evidenced. This could be, for example, linked to opening smaller stores in prime locations, going into partnerships, mergers or acquisitions, entering new markets or changes in employment patterns. At least two examples of change for each business would be expected in the evaluation.

For merit standard, learners will investigate and report on the structure of different retail businesses, they will select businesses from different sub sectors of the retail area and business models which would meet customer needs in that locality. Learners will assess how one retail business has responded to change. This will need to be assessed in depth with examples included relating to how it has enhanced its competitiveness. Some evidence may be drawn from an interview conducted with a member of the retail profession.

For pass standard, learners will clearly show the make- up of the local retail facilities. Evidence of employment and job roles in contrasting businesses in the sector will be included. Evidence will include an explanation on how the retail sector has responded to change and trends by perhaps streamlining its operations, expanding globally, looking at the size and location of its outlets or diversifying.

Learning aim C

It will be useful to use individual research from visits to retail businesses and interviews with employees to gain the information required for this assignment.

For distinction standard, learners will evaluate how important the management of the supply chain and stock control have been in one particular business. It is important that the right business is chosen to allow development of a detailed individual evaluation. The evaluation must be supported by appropriate examples. Learners will also evaluate how digital technology has impacted on the range of processes in a selected retail business.

For merit standard, learners will analyse, by reference to one sub- sector, how digital technology developments have impacted on retailing, the supply chain and how they are used for controlling stock and monitoring delivery to the end user.

For pass standard, learners will investigate the process of distribution from manufacture to end customer in two different businesses. The businesses need to be sufficiently different with the differences clearly explained. To give a contrast learners may select businesses from different sub sectors so that the processes are varied. Stock control methods in the different businesses will need to be explained. They will also need to explain the importance of digital technology on the retail and logistic process, and how integrated stock control systems are important.

Links to other units

This unit links to:

Unit 1: Exploring Business
Unit 14: Investigating Customer Service
Unit 16: Visual Merchandising
Unit 27: Work Experience in Business.

Employer involvement

This unit would benefit from employer involvement in the form of:

– guest speakers and interview opportunities
– work experience
– business material as exemplars
– participation in audience assessment of presentations
– visits to appropriate businesses.

HWS6012-C Project Management and Evaluation Module Handbook 2026 | Module Title HWS6012-C Project Management and Evaluation Academic Year 2026 HWS6012-C Module Handbook Module Aims and Outcomes This module will enable students to gain a critical understanding and application of project management and realistic evaluation principles and practice linked to a public health issue. Experience of developing a project and evaluating it will produce a key skill set for future employment in a range of sectors.

Module learning outcomes (M LOs) Passing module assessments records that you can:

Critically discuss strategic approaches and methods used in project management and realistic evaluation to address a public health project. Apply project management skills, tools and techniques to the selected public health issue, drawing upon research evidence, realistic evaluation and involvement of students as key stakeholders. Analyse and critically evaluate the strategies and evidence used in designing, planning, implementing, monitoring and evaluating the public health project relevant to the student population. Utilise negotiating and communication skills, working as a team throughout the life of the project, and develop partnerships with stakeholders. Critical report writing skills, embedding an application of technology/theory to a realistic project evaluation. Module Organisation of Work and Topics The module reading list is online. You can access it from the link on the cover page of this handbook. You can also find your reading list on your Canvas site or on our reading list library website.

Module Outline Syllabus

Critical perspectives of project management planning models, project life cycle; project action plans with research evidence, project aim, project objectives with in-built evaluation, tools and techniques, work breakdown structures, risk assessment and stakeholder management; realistic evaluation in designing, planning, stakeholder engagement, participation and stakeholder analysis; team-working, partnership working in projects, interpersonal communication, team roles including project leadership and management skills in project situations.

Module Organisation

The outline syllabus listed above gives you an indication of which topics you will study. This information may be subject to change, so please keep a record of any module announcements regarding changes from your Module Tutor, from Canvas, or by electronic communication.

Learning and Teaching on This Module Scheduled module learning (hours)

This module has notional learning hours, usually a mixture of contact time, directed study and independent learning distributed as follows:

240 hours Directed Study 36 hours Lectures 18 hours Practical Classes or Workshops 4 hours Seminars 2 hours Tutorials Learning and Teaching Overview

This module will be delivered using research-informed teaching with technology-enhanced learning, key lectures, tutorials, seminars, practical workshops, directed study, formative feedback and summative assessment. Teaching will be interactive using the VLE, weblinks, podcasts and learning spaces for teamwork and application of different project management and evaluation tools.

This strategy will enable project teams with team leaders to organise an exhibition to showcase their projects. Interactive seminar activities and independent group work using WhatsApp groups will enable project teams to engage key stakeholders in the design, planned activities and evaluation of their projects and produce reports drawing on these findings (LO 1,2,3,4,5). Each project team will produce academic posters on their chosen public health issue, which will be presented to key stakeholders and the module assessors (LO 1,2,3,4). Individual report writing skills will be facilitated by workshops (LO 5).

Students have optionality in negotiating their chosen projects, which will be relevant to the student community at the University of Bradford.

Students will submit a project group action plan as a formative assessment for which feedback will be given during the project planning stage.

Summative assessment 1: Project exhibition with academic posters presented to stakeholders. A group mark is weighted at 30% of the final mark. Supplementary assessment of this will be an individual viva voce (oral exam) on the public health project.

Summative assessment 2: Project Evaluation Report as an individual assessment, weighted 70% of the final mark. Supplementary assessment will be to repair deficiencies in the original submission.

Module Assessment Summary of Tasks

Summative Presentation (for 30%): Public Health Exhibition; (Supp Viva)

Summative Dissertation or Project Report (for 70%): Project Report (2500 words)

Formative Coursework (for N/A): Project action plan

Assessment Briefing

Poster Submission (via Canvas): Monday 27 April 2026

Poster Presentation (Project Exhibition): Tuesday 28 April 2026 Location: Rich D4, JSB Lecture Room

Individual Project Evaluation Report Submission (via Canvas): Thursday 30 April 2026

Group Action Plan via Canvas Individual Report Submission via Canvas Poster Presentation Presentation TBC

Additional assignment briefing information to help and support you with your assessment for this module will be provided by your module tutor.

As a student, you are expected to complete all work independently and honestly, using an appropriate academic style. Failure to do so may result in penalties for academic misconduct.

HWS6012-C Project Instructions: How to Plan, Deliver, and Evaluate Your Public Health Project. These instructions guide you step-by-step through the whole project life cycle—from choosing a topic to delivering your exhibition poster and completing your evaluation report.

1. Understand the Purpose of the Project: This module requires you to develop, implement, and evaluate a public health project relevant to the University of Bradford student community. The project must demonstrate your understanding of project management tools, realistic evaluation, teamwork, and communication.
2. Create a team of 3–5 students, and try to mix it up by working with people from different races, backgrounds, and cultures. Diversity makes teamwork more interesting and fun! Elect a project leader to coordinate activities and assign roles (researcher, communication lead, designer, evaluator, stakeholder liaison, etc.). Create a social media group (e.g., WhatsApp) or another communication channel (as suggested in the module teaching strategy).
3. Choose Your Public Health Topic: You must pick a topic relevant to the student or the wider Bradford community.
4. Define Your Project Using Project Management Principles: Remember that a project must be: Unique, Temporary, and Focused on achieving a specific outcome. Your group must clearly identify:

4.1 Project Aim What is the overall purpose of your project?

4.2 Project Objectives (SMART) Objectives must be measurable and achievable within the semester timeline. (“Objectives with in-built evaluation” are required by the syllabus)

4.3 Work Breakdown Structure (WBS) Break the project into smaller tasks and assign responsibilities. This tool is explicitly listed in the syllabus (planning models, WBS, tools and techniques).

4.4 Risk Assessment Identify potential risks (e.g., low engagement, lack of data, time constraints). This is required by the module outline (risk assessment and stakeholder management).

4.5 Stakeholder Analysis Identify who your project affects or depends on (students, staff, societies, services). You are expected to demonstrate stakeholder engagement in the design and evaluation process.

5. Prepare Your Group Action Plan (Formative Assessment): Your action plan should include:

Project aim and objectives Key tasks and timeline Roles assigned Stakeholder engagement plan Evaluation method Initial research and evidence-based You will receive formative feedback to improve your final project.

6. Conduct Research and Build the Evidence Base: Use credible academic sources, public health reports, and local data. You must apply realistic evaluation and research evidence (module aims). Remember to follow the University of Bradford Harvard referencing guidelines.
7. Implement and Monitor Your Project: During implementation, ensure you:

Follow your plan and timeline Maintain regular communication within the group Engage stakeholders (e.g., student interviews, surveys, workshops) Monitor progress using simple tools (checklists, logs, progress reports) This relates to learning outcomes on planning, implementing, and monitoring a project.

8. Prepare Your Academic Poster for the Exhibition (30%): The exhibition is your group presentation. It will showcase:

The public health problem Your project design and implementation Evidence base (statistics, literature) Stakeholder engagement Evaluation results Recommendations The exhibition is assessed as a group mark and presented to key stakeholders and assessors.

9. Write Your Individual Project Evaluation Report (70%): This 2500-word individual report should include:

Introduction to the public health issue Project design and rationale Application of project management tools Implementation and stakeholder engagement Realistic evaluation of the project Critical analysis of outcomes and limitations Recommendations for improvement Conclusion Harvard-style references This assesses LO1–LO5, with particular emphasis on critical writing and evaluation skills.

10. Demonstrate Good Academic Practice: You must:

Reference all sources properly Avoid plagiarism (academic misconduct policy applies) Use your own words and analysis Support is available through university study skills, libraries, and online referencing guides.

Your Module Tutor may give you extra information to help you with how to submit or take your assessment for this module. Where your assessment is submitted through the Canvas or PebblePad platforms, check your due dates and any other requirements that may be specified there.

Any Other Information For general information not specific to this module, there is the Student Handbook, a comprehensive guide for all students at the University. It supports students to be well-informed about the resources available to them, their responsibilities, and how to make the most of their university experience.

Study Skills Support Many students realise that they sometimes need help, advice, or reassurance while studying. Get support with your module by visiting the ‘Module Contacts’ section of your module’s Canvas course or speak to your Personal Academic Tutor. The name and contact details of your PAT are listed on your student record on e: Vision.

We’ve linked to academic support services available to you on the Supporting Your Learning at Bradford site. Your well-being is also really important for effective study. If you might need help, do not be afraid to visit the student support desk, MyBradford, or fill in our online Request for Support form through the Advocate website.

There is a range of services for students at the University which can also support you with your studies, including:

Self-access academic skills resources, workshops and personal appointments with the Academic Skills Advice Service. Improve your academic English or learn a new foreign language with the University Language Centre. Help with using Library resources and finding information from your Subject Librarian. Consideration of Personal Circumstances During your studies, you might face personal circumstances that impact or extenuate your ability to attend learning sessions, complete assessments, or academically perform at your best. This might include, for example, being seriously unwell or experiencing the death of a loved one.

You must tell someone at the University as soon as you can about your personal circumstances so that you can get the advice and support you need. As soon as an issue arises, let your Module Tutor and Personal Academic Tutor know. They will then determine how best to support you.

The University operates a Fit to Sit and Fit to Submit policy, which means that if you undertake any assessment activity, you are declaring yourself well enough to do so.

Support offered before an assessment deadline might include:

Having additional support sessions to help you with your assignment. Involving other services with your permission, such as study skills support or counselling. Offering you the opportunity to request an extension to the assignment deadline by completing an Extension Request Form, available from the Consideration of Personal Circumstances information website. Recommending that, if you are going to be unable to complete a particular assessment even with an extension or additional support, you submit an Extenuating Circumstances Form through the e: Vision service. If you are unable to attend an exam or submit your coursework, and it is impossible to let anyone know about your circumstances in advance, you should complete an Extenuating Circumstances form online via your e: Vision account as soon as possible. In this situation, please submit this online form no later than 7 days after your assessment was due to take place. Please include evidence of your circumstances with your form, such as a doctor’s note or a letter from a professional. You will receive an email later letting you know how your circumstances have been considered.

How This Module is Reviewed Student feedback, external expertise and internal University reviewers all regularly contribute to the ongoing development and enhancement of University of Bradford modules and programmes.

All feedback is important to us, and we seek to implement any changes that will benefit the programme at the earliest possible opportunity, whether that is within a teaching period, during annual review or at the next full re-certification of the programme.

Your feedback

You can provide feedback on your modules in many diverse ways. Some common forms of feedback at Bradford are:

Talking to your Module Tutor. Completing the private module evaluation questionnaire. Talking to the Student Representative for your programme – or becoming one yourself. Asking your Rep or Tutor to consider something at the Student-Staff Liaison Committee. Participating in staff/student forums. Completing University and national student experience surveys. External Examiner

An external examiner is an expert in the subject area who reviews the standards and quality of this module each year. External examiners are often teachers or professors from other universities. They work with your tutors and the University to make sure that this module is taught and graded fairly and in line with expectations of higher education in England.

You should not contact an external examiner yourself. However, you can visit the Academic Quality intranet site on SharePoint to review previous external examiner reports for modules and programmes

Assignment Description

Social justice problems may affect different populations in unique ways. Social workers must understand the special challenges that may arise when providing services and supports for these populations, as well as the policies that may address the social justice problems that impact them.

The purpose of this assignment is to explore a social justice problem that addresses a specific population or subgroup (for example, access to health care, social services, immigration, or veterans’ mental health and services). This should be a problem that presents current challenges for social workers providing services and support. You will need to investigate the various forms and mechanisms of oppression and discrimination within this social justice problem and identify policies that are currently enacted to address this problem. Ultimately, you will choose one of these policies as the topic for your policy analysis in the coming assignments in this course.

To ensure you choose a viable and scholarly topic, explore the literature in your area of interest by doing article and book searches through electronic resources, including government, educational, and organizational websites. Exploring scholarly, respected literature will be the preliminary work for this assignment. The United States Congress website— reading list—will be an invaluable resource for your research during this assignment if you are exploring a federal-level issue.

 

Assignment Instructions – 4 PAGES – Apa format

To complete this assignment:

Choose a social justice problem that addresses the needs of a specific population or subgroup that interests you. Use the Internet, United States Congress website, or any relevant state or local website that provides policy and social justice information to help guide your research. Also, refer to the resources above as needed to help guide your search.

After you have chosen a problem, write a 4 PAGES exploration of the topic and address the following:

· Analyze the forms and mechanisms of oppression and discrimination of your chosen population or subgroup that exist within this social justice topic (for example, based on race, religion, disabilities, gender orientation, socioeconomic status, or access to services).

· In your analysis, describe how the oppression and discrimination impacted this population or subgroup.

· Support this with data on the number of people affected that you have found during your research.

· Analyze ethical problems associated with your selected social justice problem.

· Use the  NASW Code of Ethics web page, to guide your analysis:

· What ethical considerations in your selected social justice problem must be addressed?

· What are implications for social work practice and positive client outcomes?

· Describe the current enacted policies for this social justice problem.

· Research current enacted policies that seek to address this social justice problem.  Important: These policies must be passed legislation currently in practice. Legislation can be at the local, state, or federal level.

· Analyze how effective these policies are in addressing the needs of your chosen population or subgroup.

· Do the policies effectively address the social justice problem? Provide a rationale that includes scholarly, peer-reviewed research.

· Assess the impact these policies have had on your selected population or subgroup.

· What policy constraints exist for this population or subgroup?

· Compare advocacy methods for the selected social justice problem.

· What are the strengths and challenges of advocacy methods? What additional steps could be taken to address the challenges?

In this assignment, students evaluate how a psychological lifespan  theory has been studied using qualitative and quantitative research  methodologies. Students will analyze current empirical peer-reviewed  studies to evaluate how methodology influences understanding and  application of the theory.

1. Select a psychological lifespan theory such as attachment theory, social cognitive theory, psychosocial theory, etc.
2. Identify 4 empirical peer-reviewed studies (2 qualitative and 2  quantitative) that explicitly apply or examine the psychological  lifespan theory. The empirical peer-reviewed studies should be within  the last 10 years.
   For each study, summarize the following: Research question or  problem; Methodology (i.e. sample, data collection, and analysis); Key  findings as related to theory; and Strengths and limitations of the  methodological approach in examining the selected lifespan theory
3. After reviewing the 4 studies, write a comparative analysis that addresses:
   • What each method reveals about the theory that the other does not
   • How each approach supports, challenges, or expands the theoretical framework
   • Which theoretical constructs are more easily accessed by each method
   • Whether integrating both methods could provide a more complete picture
4. Identify and analyze researcher bias in qualitative and quantitative studies and evaluate ways to mitigate researcher bias
5. Conclude with a brief  reflection on what student learned between theory and method, as well as  which approach was more compelling or useful for studying this theory —  and why