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Final Paper – Mergers and Acquisitions 

As part of the financial planning process, a common practice in the corporate finance world is restructuring through the process of mergers and acquisitions (M&A) or business combinations. It seems that on a regular basis, investment bankers arrange M&A transactions, forming one company from separate companies. What are the advantages and disadvantages of a merger? Why do you think that these companies have decided to merge? Discuss the financial performance of the newly combined entity. In your response, provide an example of a merger that was successful and one that was unsuccessful, and discuss the overall success or downfall of the merger.

Assignment Directions

Write a paper of 2,500 – 3,000 (10-12 pages) content words (title page, abstract, and reference page not included). 

Submission Guidelines

· Prepare this Assignment according to the APA guidelines, including a title page, an introduction, and a conclusion. An abstract is not required. Use in-text citations and include a References section. A template is included in the  Resources and Supports.

· In your report, make certain that you include at least three (3) credible outside references from search engines or scholarly sources from the APUS Online Library.

 

· References

 

 

· Gomes, E., Angwin, D. N., Weber, Y., & Yedidia Tarba, S. (2013). Critical Success Factors through the Mergers and Acquisitions Process: Revealing Pre- and Post-M&A Connections for Improved Performance.  Thunderbird International Business Review,  55(1), 13–35. https://doi-org.ezproxy2.apus.edu/10.1002/tie.21521

Kumar, D., Sengupta, K., & Bhattacharya, M. (2023). M&A Negotiations: Role of Negotiation Process, Ownership and Advisors on Deal Completion.  Group Decision and Negotiation, 32(5), 1083-1115. https://doi.org/10.1007/s10726-023-09835-z

 

Ali, R. F., Frensidy, B., Hermawan, A. A., & Aria, F. M. (2025). What can we learn from mergers and acquisitions (M&A) in ASEAN? The role of family ownership and accounting conservatism.  Cogent Business & Management, 12(1), 23. https://doi.org/10.1080/23311975.2025.258068

STAT40800 Assignment Brief

 

How-To Guide

The assessment represents 100% of the overall course grade. You may use some of the code from your pre-assessment exercises within your project.

Instructions

The assessment should be completed at the conclusion of the course, once all sessions have been finished. The assessment exact due date is listed under the submission point, in the final section of the course page

The goal of the project is to demonstrate how you are thinking about putting course concepts, models, tools and practices in your own context to demonstrate the course learning outcomes:

• Demonstrate an understanding of and create reusable code using functions and call existing or custom packages and modules, functions, and methods in their own programming environment.
• Demonstrate an understanding of developing Boolean-logic for decision making in Python and filtering information using looping and conditions.
• Demonstrate clear understanding of how to use different data structures to store and manipulate information for various datasets.
• Demonstrate a clear understanding of how to use Object Oriented Programming to write reusable, efficient and clean code.
• Customize and handle various error messages and exceptions in Python.

Optionally include some custom data and import it using File I/O. Please note for the purposes of generating custom data to show application of your knowledge of the components of this course. A Generative AI like Chat GPT may be used solely to generate the data itself.

The Python project (the .ipynb file) and any custom Python modules used in the project (the .py files) should be compressed into a single ZIP file (maximum size 100 MB) and submitted. In addition, a written report must be submitted separately as a Word document of approximately 700 words (a 10% tolerance above or below the stated word count is admissible). Referencing does not count towards the assessment length limit. Both files should be uploaded through the same submission link as separate submissions.

The report should include the following: 

Abstract:  a short overview of the entire project and features

Introduction: Explain why you chose this project use case

Implementation Process: Describe your entire process in detail for each point in the project. Include some code snippets

References: include references if any

To demonstrate your understanding, the Python code project you submit should do the following to pass:

• Functions
• With and without arguments, with and without return, storing return values after calling the function
• Loops and conditionals
• while and for loops used appropriately
• if, if else and if elif present and used appropriately
• Data structures
• Any 3 of list, tuple, set, dict present and used appropriately
• Methods of data structures used
• Slicing used appropriately for a result that would otherwise have required looping
• Classes & Exceptions
• Minimum 1 classes defined
• Objects created from classes defined
• Objects method invoked
• try and except used at least once
• Handling exceptions at least once
• User programming features covered in the course, including **, //, operators, variables, comparisons, logics, strings, doc-strings, multi-line strings/comments, type casting, concatenating, tuples, functions, positional parameter matching, default arguments

To achieve a merit grade, your code should be a cohesive project with a clear goal and purpose, and documented accordingly.

Remember to add comments describing what your code does. Undocumented (lack of comments) code will fail.

How You Will Be Assessed

The following rubric describes how the essay will be assessed:

Unit 12 Financial Statements for Specific Businesses Assessment Brief

Unit in Brief

Learners will apply financial accounting to different types of business, including partnerships, non-profit-making businesses and manufacturing businesses.

Unit introduction

Financial accountants are concerned with the recording, summarising and interpreting of financial information and accounts. They must keep accurate and up-to-date records for different types of business.

In this unit, you will develop a greater understanding of the accounting records for different types of business, in particular the end-of-year financial statements for partnerships, non-profit-making businesses and manufacturing businesses. You will learn how to produce the final accounts for these types of business along with other related accounting records and ledger accounts. You will need to use your analytical skills to consider the differing capital structures, legal requirements and financial information which are required by these types of business.

The unit will help you to progress to an accounting apprenticeship or to one of the higher education routes in business financial management.

Learning aims

In this unit you will:

A Understand different types of businesses and their capital structure
B Examine the end- of- year financial statements for partnerships
C Explore the end- of- year financial statements for non- profit- making organisations
D Explore manufacturing accounts.

Summary of Unit

Content

Learning aim A: Understand different types of businesses and their capital structure

A1 Ownership and purpose

• Outline the principles, ownership and purpose of the differing types of business.
• Examples of the differing types of business.

A2 Capital structure

• Outline the capital structures of the differing types of business.
• Distinguish between owner’s capital and loans made to the business.

A3 Legal requirements

• Definition and explanation of the Partnership Act 1890 Section 24 (or as subsequently amended) insofar as it concerns interest on loans, capital and drawings, partners’ salaries and the division of profits and losses.
• Explanation, purpose and content of a partnership agreement.
• Legal requirements and legal regulations of non-profit-making organisations.
• Application of relevant accounting concepts: materiality, realisation, going concern, business entity, duality, consistency, historical cost, accruals (matching), money measurement, prudence.

A4 Features and aims of partnerships and non-profit-making businesses

• Reasons why businesses become partnerships.
• The benefits and limitations of partnerships as a business.
• Examples of typical industry structures which are suited to operating as a partnership with reasons why.
• The main types of non-profit-making organisations, including charities, clubs and societies.

Learning aim B: Examine the end-of-year financial statements for partnerships

B1 Accounting adjustments

• Explanation and calculation of the following adjustments to partnership accounts: depreciation, accrued and prepaid expenses and revenues, bad debts, loan interest, interest on partners’ capital, interest on partners’ drawings, partners’ salaries.
• Prepare and balance the following ledger accounts: partners’ capital accounts, partners’ current accounts.
• Application and explanation of relevant accounting concepts.

B2 End-of-year financial statements

• The calculation and preparation of a statement of comprehensive income (trading and profit and loss account), appropriation accounts and a statement of financial position (balance sheet) for partnerships, including the accounting adjustments in B1.
• Account for the appropriation of profit and losses in accordance with the profit and loss sharing ratio.
• Application and explanation of relevant accounting concepts.

B3 Changes to partnerships

• Explanation and examples of goodwill and the revaluation of assets.
• Calculation and appropriation of goodwill and the revaluation of assets from the following changes to partnerships: a new partner joining, a partner leaving, revaluation of assets, a change in the profit and loss sharing ratio.
• Make the necessary accounting entries to incorporate the changes to goodwill and revaluation of assets in the following ledger accounts: partners’ current accounts, partners’ capital accounts, goodwill account, asset accounts, bank account.
• Application and explanation of relevant accounting concepts.

Learning aim C: Explore the end-of-year financial statements for non-profit-making organisations

C1 Nature of non-profit-making organisations

• Examples and explanation of the sources of income (revenue), including subscriptions, life memberships, donations, fundraising activities, interest on savings accounts/investments, loans.
• Analyse the importance of non-profit-making organisations to the wider economic and social environment and to key stakeholders, including individuals, groups in society, the government, business, local community.

C2 Accounting adjustments

• Explanation and calculation of the following adjustments to non-profit-making accounts: depreciation, bad debts, loan interest, accrued and prepaid expenses and revenues, accrued and prepaid subscriptions.
• Complete and balance the following ledger accounts: receipts and payments account, subscriptions account.
• Application and explanation of relevant accounting concepts.

C3 End-of-year financial statements

• Calculation and preparation of trading accounts (any profit-making element such as bar, café, shop), income and expenditure accounts (to include subscriptions and other sources of income) and balance sheets (to include adjustments listed under B2).
• Application and explanation of relevant accounting concepts.

Learning aim D: Explore manufacturing accounts

NOTE: A full set of final accounts, i.e. statement of comprehensive income (trading and profit and loss account) and statement of financial position (balance sheet) are NOT required.

D1 Features and aims

• Main features of a manufacturing business.
• Examples of manufacturing businesses.
• Reasons why most manufacturing businesses are limited companies, e.g. size and scale, high capital and/or sunk costs, risk factors, investment potential, access to finance.

D2 Manufacturing costs and profit

• Explanation, calculation and examples of the following: prime cost; direct costs including labour, materials and expenses, indirect costs (factory overheads) including labour, materials and expenses, work in progress and production cost.
• Definition, explanation and reasons for incorporating manufacturing profit into the manufacturing account.
• Explanation and examples of different categories of inventory (stocks), including: direct materials, work in progress, finished goods.
• Application and explanation of relevant accounting concepts.

D3 Accounting adjustments

• Explanation and calculation of the following adjustments: depreciation, bad debts, work in progress at start and end, loan interest, accrued and prepaid expenses and revenues, manufacturing profit.
• Application and explanation of relevant accounting concepts.

D4 Manufacturing accounts

• Calculation and preparation of a manufacturing account, including: direct materials, labour and expenses, prime cost, indirect costs (factory overheads), work in progress at start, work in progress at end, production cost and manufacturing profit.

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, A.M1, B.M2, C.M3, A.D1, BC.D2)

Learning aim: D (D.P5, D.P6, 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 conduct additional independent research and use information and data from the given scenario/case study to conduct a thorough evaluation of the concepts and conventions and the suitability of each business to its overall purpose and activity.

For merit standard, learners will use their own knowledge and research, together with calculations from their work at pass standard and the given scenario/case study, to fully assess the treatment of goodwill in partnership accounts. Learners will also be expected to include the application of relevant accounting concepts and conventions. Learners will use independent research and information from the given scenario/case to write a full analysis of the importance of non- profit- making businesses to the wider economic and social environment.

For pass standard, learners will use some independent research and knowledge as well as information from the given scenario/case study to explain the main features, ownership, capital structure and legal requirements of the different businesses. Learners will outline other suitable examples from their own research. They will produce accurate calculations and end- of- year financial statements for the partnership business and the non- profit- making business from the given scenario/case study.

Learning aim D

For distinction standard, learners will use the results of their calculations at pass and merit standard to comprehensively evaluate and justify the accounting treatment of manufacturing profit. Learners will be able to consider why manufacturing profit is important, as well as where it goes in the accounts, together with an appreciation of relevant accounting concepts and conventions. Learners will show consistent accuracy, individuality and independence in their selection and use of techniques to produce accurate calculations for end- of- year statements.

For merit standard, learners will prepare an accurate manufacturing account, including all the given accounting adjustments and manufacturing profit.

For pass standard, learners will use their own research and knowledge as well as information from the given scenario/case study to give a full description of:

– the manufacturing profit and the different manufacturing costs
– the features, aims and examples of manufacturing business activity.

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 13: Cost and Management Accounting.

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
• work experience
• business materials as exemplars
• support from local business staff as mentors.

Unit 10 Recording Financial Transactions Assessment Brief

Unit in Brief

Learners explore how and why financial transactions are recorded as well as checking bank records and dealing with errors.

Unit Introduction

The accounting or bookkeeping system is the process that provides all the information for the final accounts of a business. It is essential that accounting records are clear, concise and accurate.

In this unit, you will complete a set of accounts for a typical business. You will learn how source documents are recorded in the accounts, how to record this information into double entry ledger accounts and extract a trial balance. You will consider the importance of keeping accurate financial records, including the legal and professional obligations of a business relationship with stakeholders and the risk of fraud. You will also learn how control mechanisms, such as bank reconciliation, and how control accounts are prepared and used to help keep accurate financial records. You will examine how and why errors may occur in the financial records of a business and make the necessary corrections. You will consider how these errors affect the financial statements for the business as well as understanding the wider implications of errors and inaccurate financial records to the success of a business.

This unit provides a useful opportunity to gain the practical and professional skills of working in an accounting environment, which will enable you to decide if you want to progress to further study or training in this area.

Learning Aims

In this unit you will:

A Undertake the accurate recording of financial transactions using the double entry accounting system
B Carry out bank reconciliation as a function of accurate financial control
C Construct control accounts for debtors and creditors for accurate financial control
D Examine the correction of errors in accounting records for financial control.

Summary of Unit

Content

Learning aim A: Undertake the accurate recording of financial transactions using the double entry accounting system

A1 Importance of accurate records

• Importance of accurate financial record keeping, including: audits, comply with concepts, measuring performance, legal obligations, risk of fraud, professional responsibility, security, reputation, tax liability, stakeholder confidence.

A2 Financial documents

• Purpose of source documents, including: cash receipt, cheque, purchase order, delivery note, invoice, goods received note, credit note, debit note, statement of account, remittance advice.
• Types of discounts available to customers.

A3 Types of transactions

• Including: cash, bank, credit card, debit card, credit transactions, BACS, direct debit, online payment apps, internet banking and online security implications.

A4 Double entry system

• The double entry bookkeeping and accounting equation, layout of a ledger account (‘T’ account).

A5 Books of original entry

• Purpose and completion of day books and journals, including: sales day book, sales returns day book, journal, purchases day book, purchase returns day book. NOTE: the journal should include the purchase and disposal of fixed assets, depreciation and bad debts only (i.e. not the recording of errors).

A6 Double entry ledger accounts and cash books

• Purpose and completion of double entry accounts, including all those in the following ledgers: sales ledger (all personal debtor accounts), purchase ledger (all personal creditor accounts), cash book (cash, bank, discount allowed, discount received), general ledger (all other accounts).
• Balancing all ledger accounts accurately to show total columns, balance carried down (c/d) and balance brought down (b/d).

A7 The trial balance

• Prepare a trial balance from a set of double entry ledger accounts.
• Why the debit and credit trial balances should equal one another, link between the trial balance and financial statements.

Learning aim B: Carry out bank reconciliation as a function of accurate financial control

B1 Need for bank reconciliation

• Reasons why the cash book (bank column) balance differs from the bank statement, including timing, receipts credited by the bank, payments debited by the bank, transaction errors, balancing errors, banking security procedures.

B2 Completion of bank reconciliation

• Complete appropriate bank reconciliation examples, following steps.
• Unusual items, including out-of-date cheques, dishonoured cheques, stopped cheques, bank errors, bank charges and interest.

B3 Importance of bank reconciliation

• Reasons for bank reconciliation for control purposes, including correction of errors and omissions, correct entry in trial balance, queries to suppliers and/or customers,  late presented cheques, segregation of duty, and fraud.

Learning aim C: Construct control accounts for debtors and creditors for accurate financial control

C1 Definition and purpose of control accounts

• The benefits of control accounts, including: deterrent against fraud, ‘mini’ trial balance for debtors and creditors, tracking what is owed to debtors and by creditors, division of responsibility, locating errors.

C2 Preparation and calculation of control accounts

• Purpose of control accounts for debtors and creditors.
• Make entries to the control accounts, including: balances b/d, returns, sales and purchases, receipts and payments, discounts, bad debts, dishonoured cheques, interest on overdue amounts, refunds, contra entries.

C3 Correction of errors in the control accounts and the schedule of debtors and creditors

• Identification and correction of errors by updating (revising) the control account.
• Preparation of a reconciliation statement of the control account(s) balance with the schedule(s) of debtors’ and/or creditors’ personal accounts.

Learning aim D: Examine the correction of errors in accounting records for financial control

D1 Identification and explanation of different types of errors

• Transposition, omission, principle, compensating, reversal, original entry, commission.

D2 Correction of errors not affecting the trial balance

• Make journal entries to show how the error must be corrected and complete a narrative to identify and explain the type of error.

D3 Correction of errors and suspense accounts

• Make journal entries to show how the error must be corrected and complete a narrative to identify and explain the type of error, open and post entries to a suspense account where appropriate.

D4 The effect of errors on financial statements

• Preparation of a revised profit statement to show how errors have altered financial statements.
• Analysis of how errors affect a business, including financial and non-financial factors.

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 aims: C and D (C.P4, D.P5, D.P6, C.M3, D.M4, C.D2, 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 and B

Complex financial transactions must include the following: sales and purchase returns, discount allowed and received, depreciation entries (amount should be given), bad debts.

Complex bank reconciliation entries must include: dishonoured and stopped cheques, out- of- date cheques, bank interest, using a cash book and/or bank statement which is overdrawn.

For distinction standard, learners will produce a written report that evaluates the importance of accurate reporting and recording of financial transactions, including bank reconciliation, to ensure accurate financial control.

For merit standard, learners will record more complex financial transactions from the whole range of books of original entry. They will then produce a more comprehensive set of double entry ledger accounts and extract a trial balance from a given set of documents and financial records. In addition, learners will produce complex bank reconciliation from a given set of business documents and financial records

For pass standard, learners will record financial transactions from a number of different books of original entry; complete double entry accounts and extract a trial balance from a given set of documents and financial records. They will accurately prepare straightforward bank reconciliation from a given set of financial records.

Learning aims C and D

For distinction standard, learners will produce a written report evaluating the importance of control mechanisms in the accurate recording of financial transactions. Types of errors will be identified and learners will evaluate the implications of these errors and inaccurate financial records in terms of the success of the given business. Learners will show consistent accuracy, individuality and independence in their presented assessment evidence.

For merit standard, learners will identify and correct complex errors in both the control accounts and the schedule of debtors and creditors, and analyse the benefits of control accounts in ensuring financial control. Learners will show analysis of the effect of errors in accounting records on final accounts.

For pass standard, learners will produce written evidence explaining the types of errors that occur in accounting records. Learners will also produce simple control accounts not requiring suspense accounts for debtors and creditors from a given set of transactions, together with a revised set of accounts showing their ability to identify and correct given errors. Learners will record journal entries to support the correction of errors.

Links to other units

This unit links to:

• Unit 3 Personal and Business Finance
• Unit 7 Business Decision Making
• Unit 11 Final Accounts for Public Limited Companies
• Unit 12: Financial Statements for Specific Businesses
• Unit 13: Cost and Management Accounting.

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
• work experience
• business materials as exemplars
• support from local business staff as mentors.

Unit 11 Final Accounts for Public Limited Companies Assessment Brief

Unit in Brief

Learners will understand the importance of completed and well- analysed financial statements for limited companies.

Unit introduction

In this unit, you will gain a thorough understanding of why financial statements are prepared in the way they are. You will cover end-of-year financial statements for limited companies, learn about the importance of the information contained in them, and how this can be used by interested stakeholders. You will also consider the importance of complying with accounting concepts and standards so that financial statements are prepared accurately and consistently.

You will learn how an analysis of a business’s cash flow statement can help to identify the amount of cash available from one accounting period to another, and enables users to understand why a large profit does not necessarily result in an abundance of cash. You will consider the importance of ratio analysis to help shareholders and potential investors make decisions about the likely future success of a limited company.

It will help you progress to an accounting apprenticeship or to one of the higher education routes in business and financial management.

Learning aims

In this unit you will:

A Examine the end- of- year financial statements for a public limited company
B Explore the cash flow statement of a public limited company
C Undertake shareholder ratio analysis for public limited company accounts.

Summary of Unit

Content

Learning aim A: Examine the end-of-year financial statements for a public limited company

A1 Accounting concepts

• Definition and application of the accounting concepts: materiality, realisation, going concern, business entity, duality, consistency, historical cost, accruals (matching), money measurement, prudence, to the end- of- year financial statements for limited companies.
• Importance of the accounting concepts listed above when preparing limited company accounts.
• Importance of accounting principles: relevance, reliability, comparability and understanding of the financial statements of limited companies.

A2 Accounting standards

• Definition and application of the following international accounting standards (IAS): IAS1 (presentation of financial statements), IAS2 (inventories), IAS3 (accounting policies, changes in accounting estimates and errors), IAS10 (events after reporting period), IAS 16 (property, plant and equipment), IAS 37 (provisions, contingent liabilities and contingent assets), IAS 38 (intangible assets), IFRS (fair value measurement).
• Importance of the standards listed above.

A3 Accounting adjustments

• Explanation and calculation of the following adjustments to limited company accounts: depreciation of non- current assets (straight- line and reducing balance method), revaluation of non- current assets, bad debts, accrued and prepaid expenses and revenues, provision for doubtful debts, loan and/or debenture interest, corporation tax, transfer to reserves, preference and/or ordinary share dividends.
• NOTE: Corporation tax and reserves will be given entries and not require calculation.
• Application and explanation of relevant accounting concepts and standards.

A4 End-of-year financial statements

• The calculation and preparation of a statement of comprehensive income (profit and loss account), appropriation account and a statement of financial position (balance sheet) for limited companies in accordance with the format for publication.
• The statements to include the adjustments in A3.
• Application and explanation of relevant accounting concepts and standards.

A5 Analysis and interpretation of end-of-year financial statements

• The differing requirements of information for user groups (stakeholders), including: shareholders, customers (debtors), suppliers (creditors), employees, directors, managers, potential investors, government, lenders, public and environmental groups.

Learning aim B: Explore the cash flow statement of a public limited company

B1 Purpose of cash flow statements

• Definition of a cash flow statement.
• Purpose of a cash flow statement, including: use of funds, analysis of liquidity, relationship to other financial statements, difference between cash and profit, sources of finance, comparison with previous accounting periods.

B2 Completion of cash flow statements

• The calculation and preparation of a cash flow statement in accordance with the format in IAS7.
• Reconciliation of operating profit to net cash flow from operating activities.
• Application and explanation of relevant accounting concepts and standards.

B3 Changes to cash flow

• Explanation and analysis of the changes in cash flow as shown in the cash flow statement from one accounting period to another.

Learning aim C: Undertake shareholder ratio analysis for public limited company accounts

C1 Definition and purpose of shareholder ratios

• Definition, formula and purpose of the following shareholder ratios: dividend per share, dividend yield, earnings per share, dividend cover, price/earnings ratio, gearing ratio.

C2 Calculation of shareholder ratios

• Workings and calculation of the shareholder ratios listed in C1 for two separate limited companies in the same industry.

C3 Merits and drawbacks of shareholder ratios

• Consideration of the merits of shareholder ratios using the calculations from C2, including: comparison to previous accounting periods, comparison to firms in same industry, comparison with alternative investment opportunities.
• Consideration of the drawbacks of shareholder ratios using the calculations from C2, including: historical data, time lags, external factors/shocks, basis of comparison, degree of risk in investment opportunities, importance of non- financial factors.

C4 Ratio analysis

• Comparison and analysis of the ratios calculated in C2 to ascertain the overall financial position of limited companies for existing and prospective shareholders.

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 one summative assignment for this unit. The relationship of the learning aims and criteria is:

Learning aims: A, B and C (A.P1, A.P2, A.P3, B.P4, B.P5, C.P6, C.P7, A.M1, B.M2, C.M3, C.M4, A.D1, B.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,B and C

For distinction standard, learners will conduct additional independent research and use information from the given scenario/case study to give a thorough and justified evaluation of the financial statement to the stakeholders of a limited company.

Learners will fully use their results and analysis at pass and merit standard to comprehensively evaluate the overall financial position of a limited company.

Learners will show consistent accuracy, individuality and independence in their selection and use of techniques for calculations and ratio analysis.

For merit standard, learners will use their own knowledge and research, together with calculations from their work at pass standard and the given scenario/case study, to fully assess the relevant accounting concepts and standards used in the completion of the financial statements.

Learners will use their own independent research and knowledge, together with calculations from the pass standard to discuss the merits and limitations of ratio analysis for a limited company. Learners will use their results of calculations at pass standard to conduct a ratio analysis for two limited companies in the same industry.

For pass standard, learners will use some independent research and knowledge as well as information from the given scenario/case study to explain and apply the accounting concepts and standards. Learners will produce accurate calculations of adjustments and end- of- year financial statements for a limited company.

Learners will use their own knowledge as well as information from the given scenario/case study to describe the purpose of the main shareholder ratios, together with calculations of shareholder ratios for two limited companies in the same industry.

Links to other units

This unit links to:

• Unit 3 Personal and Business Finance
• Unit 7 Business Decision Making
• Unit 10: Recording Financial Transaction
• 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
• work experience
• business materials as exemplars
• support from local business staff as mentors.

MKTG101 Marketing Coursework Brief

The course introduces Marketing as both a professional and an academic discipline.  As a profession, marketers identify consumer needs, determine which target markets to serve, and develop an optimal product, pricing, promotion, and distribution strategy that best satisfy consumer needs, relative to competition. These decisions—product, price, promotion, and distribution—flow from a rigorous analysis of the constantly evolving market environment and consumer needs (for example, the recent rise of ethical, sustainable, and socially responsible consumption). Marketers serve a vital role in the longterm success of all organizations, profit-oriented as well as not-for-profit, small as well as large. Academically, marketing is a multi-disciplinary field involving the concepts, theories, and methods used to understand exchanges and long-term relationships between buyers and sellers. Through a combination of lectures, discussions, videos, individual and group assignments, and case analyses, the course is designed to cover the fundamental concepts and principles of this challenging field.  It is a required course for marketing majors, which complements the theories and skills taught in many of the other majors at SMU.

Learning Objectives

By the end of this course, students will be able to:

• Apply marketing decision-making skills. This is the primary objective of the course. They should leave the course with the ability to analyze the marketing and business environment in which an organization is operating (such as ethical and sustainability considerations), to determine the major opportunities and problems facing the organization (such as the role of social responsibility), to develop a creative set of alternative marketing strategies, to select the most appropriate one for the organization, and to convert the chosen strategic alternative into an actionable plan.
• Explain and apply some major marketing concepts, such as market segmentation, positioning, customer satisfaction, value creation, etc.
• Discuss institutional marketing knowledge, practice, and terminology. They should be able to converse intelligently with managers and understand the marketing situation in a variety of organizational environments (including considerations of ethics, sustainability, and social responsibility). Much of this will be achieved by the analyses of case studies.
• Create a marketing plan that can be put into practice.
• Identify ethical issues that underlie many marketing decisions.

Pre-Requisite/ Co-Requisite/ Mutually Exclusive Course(S)

Please refer to the Course Catalogue on OASIS for the most updated list of pre-requisites / co-requisites for this particular course.

Do note that if this course has a co-requisite, it means that the course has to be taken together with another course. Dropping one course during BOSS bidding would result in both courses being dropped at the same time.

While it is not a requisite, it would help for you to have an open, thinking, curious mind – and a keen interest in understanding how human beings act, think and feel!

Assessment Methods

Individual

Quizzes (2):  30% (18% weight for better quiz, 12% for worse quiz)

In-class exercises:   7%

Research Participation: 3%

Final Examination: 35%

Group

Project:   25% Total:              100%

Instructional Methods And Expectations

Blended approach: The course will be taught through a combination of face-face sessions and asynchronous video lessons (and accompanying exercises).  The ability to process numbers and to think analytically is increasingly becoming necessary to thrive in the Marketing discipline, both academically and professionally. Considering that not all students will be at the same starting point with respective to familiarity and comfort with thinking numerically, the videos will be designed for self-paced learning, and focused mainly on the quantitative aspects of the discipline. This learning will be reinforced with online exercises and in-class revisions. Consequently, some face-face class sessions will last for between 2 and 2.5 hours, with the expectation that a half hour or more will be spent before (or sometimes after) class through self-paced learning. There will also be non-graded e-quizzes and eLearn forum discussions for interactive learning and feedback from peers.

Quizzes. There will be two non–cumulative online quizzes consisting of multiple-choice questions and perhaps, some short answer questions.  Advice on preparation for these quizzes and sample questions will be provided before the first quiz. Quizzes will be conducted for all three sections together, (at 8 p.m. on Tuesdays of week 7 and 12) with make-up quizzes administered to students who have a clash of class at that time.

Case Quizzes

Case studies offer a wonderful opportunity to make the learning of Marketing come alive. In each assigned case, there will a protagonist who will be considering making an important marketing decision; the case will lay out the information available to him/her. Based on the information in the case, and the theory taught in class until that point in the term, the instructor will lead the class through a discussion centered on reinforcing the understanding of the key marketing concepts involved, while helping the protagonist consider the pros and cons of different ways of deciding on the marketing problem.  There will be three case discussions in class for you which you are required to be well prepared (on an individual basis). Your preparation for these discussions will be tested through a short quiz at the beginning of each case discussion.  These are pass or fail assignments (as part of the in-class activities in the course components), and you will generally get full credit (most students will) or no credit depending on the quality of responses to the key questions in the quiz.  The quiz will not be testing minute case fact details such as dates and other numerical information. They will be designed to test your understanding of the key issues of the case.  Discussion questions (different from the quiz questions, and to help you prepare) for the cases will be assigned are listed later in this document. As you read the case, you should try to answer the discussion questions – that is sufficient preparation for the case discussion and the quizzes.  Case quizzes will be administered in class (paper based, not online)

Research Participation.

The purpose of the research participation requirement is to supplement the material on marketing research methods by giving you direct exposure to academic research in marketing.  You will have to participate in three research studies through the course of the term to get credit for this component (or you can do very short alternative assignments to make up for them).  These studies are very easy to participate in – you just have to sign up for a study, and visit the behavioural lab in the SMU Concourse (opposite the food court) to complete the study by following instructions given by the researcher. The studies will typically involve reading information, watching a video, or listening to some audio sample and answering questions about your reaction as a consumer. Your sincere and conscientious participation in these studies are extremely valuable to SMU researchers, and will help build SMU’s research reputation. The final section of this course outline (pages 11-13) describes how you can sign up and participate in these studies.

Examination

There will be a cumulative final exam covering all the course content (other than the case studies and guest lectures). The exam (100 points) will consist of two parts.

1. A standardized (across all instructors) section with

• questions on a mini-case (provided only at the exam) worth 30 points.
• five short answer questions worth 4 points each for 20 points in all

2. A customized section with short and long answer questions designed by your instructor worth 50 points.

More details on the exam format and content, with sample questions from previous exams will be provided closer to the exam.

Project Groupings and group size

Groups of size 5 or 6 will be formed for you maximizing diversity within each group. Groupings will be announced in Week 2.

Group Project and Presentation

Details of the group project are described below.

Class Timings And Venue

G7: Tue 8:15 to 11:30 am LKCSB SR 3.7

G8: Tue 12:00 to 3:15 pm LKCSB SR 3.7

G9: Tue 3:30 to 6:45 pm LKCSB SR 3.7

Teaching Assistants/Junior Learning Facilitators

I will be happy to directly answer any questions on the course myself.  The best way to ask is either in class, or by posting on the eLearn LMS Discussion boards – there are three fora, one each for course content (unclear concepts, theories, methods discussed in class), operational logistics (about assignments, quiz format etc.) and non-course topics (LKCopitiam).  Every once in a while, I might ask you to contact the teaching assistant to give information, to submit assignments, etc.   But otherwise, please do not ask them course related questions – just ask me directly, through the discussion fora, so everyone benefits from our correspondence. (Please reserve email correspondence with me for just personal requests (e.g. outside engagements that clash, personal difficulties, etc.))

G7: Jelson Lim (jelson.lim.2022@business.smu.edu.sg)

G8: Jean Zang (jy.zang.2023@business.smu.edu.sg)

G9: Marcus Ng (marcusng.2022@business.smu.edu.sg)

Recommended Text And Readings

Principles of marketing / by Philip Kotler, Gary Armstrong and Sridhar

Balasubramanian., Harlow :, Pearson, 2023, 9781292449333, ISBN

An e-flier with a discount code for the e-version of this text is available on page 10 of this document. You may also buy a hard copy of the book on Shopee.

The library has multiple simultaneous access available for the ebook – for two-hour check-out at a time.

The above textbook is recommended but you might be able to survive, even thrive in the course without purchasing the text or learning from an alternative introductory marketing textbook. All quizzes, the exam and assignments will be based on materials covered in class (some of which is in the recommended text and some not). It would help to read up on the prescribed chapter before class, or at least after class as a refresher.   And of course view and understand all the posted videos and other online content.

There will also be some case studies and possibly some additional readings required, which will be posted on eLearn. There will be no purchase required of these readings.

University Policies

Academic Integrity

All acts of academic dishonesty (including, but not limited to, plagiarism, cheating, fabrication, facilitation of acts of academic dishonesty by others, unauthorized possession of exam questions, or tampering with the academic work of other students) are serious offences.

All work (whether oral or written) submitted for purposes of assessment must be the student’s own work. Penalties for violation of the policy range from zero marks for the component assessment to expulsion, depending on the nature of the offense.

When in doubt, students should consult the instructors of the course. Details on the SMU

Code of Academic Integrity may be accessed at https://oasis.smu.edu.sg/Pages/DOSWKLSWC/UCSC.aspx.

Copyright Notice

Please note that all course materials are meant for personal use only, namely, for the purposes of teaching, studying and research. You are strictly not permitted to make copies of or print additional copies or distribute such copies of the course materials or any parts thereof, for commercial gain or exchange.

For the full copyright notice, please visit: https://smu.sg/Copyright-notice or OASIS ->

CAMPUS LIFE & EXCHANGE -> CONDUCT & DISCIPLINE -> UNIVERSITY COUNCIL OF STUDENT DISCIPLINE

Accessibility

SMU strives to make learning experiences accessible for all. If you anticipate or experience physical or academic barriers due to disability, please let me know immediately. You are also welcome to contact the university’s disability services team if you have questions or concerns about academic provisions: DSS@smu.edu.sg. Please be aware that the accessible tables in our seminar room should remain available for students who require them.

Digital Readiness for Teaching and Learning (DRTL)

As part of emergency preparedness, instructors may conduct lessons online via the Zoom platform during the term, to prepare students for online learning. During an actual emergency, students will be notified to access the Zoom platform for their online lessons. The class schedule will mirror the current face-to-face class timetable unless otherwise stated.

Assignments

Case Discussions.

Case analyses and discussions are a great way to consolidate your understanding of marketing theory and concepts, and also to practise managerial decision-making skills in a marketing context. The better prepared you are, the better will be your learning both for this course and as a marketer later on in life.

Ideally, every case needs to be discussed from the viewpoint of the central manager in the case and the critical decision(s) s/he is facing in the case. Defining the problem itself is a big part of analyzing these cases.  In almost any marketing case, the main decision almost always is “what is the marketing plan/strategy you recommend?” and this involves doing all the analysis you would typically do – a situational analysis of the 5 Cs, answering the consumer behaviour and market related questions listed below, analyzing all the quantitative and qualitative information in the case, understanding what business the company is in, segmenting the needs in different ways, picking target segments and then devising a marketing plan for each target segment.

Each case will give you different pieces of information and there will often be information missing. Remember that the manager is located at a specific point in time and location – you are not supposed to consider hindsight knowledge you might have acquired about the company/industry in the years since the case was written.

There really is no right or wrong answer to these cases, but there is a right or wrong, or complete or incomplete, or consistent or inconsistent way of analyzing and presenting your recommendations. For example, your pricing and promotion and distribution and product strategies all need to be consistent with each other and with the basic analysis of the situation you have presented.  And you need to make reasonable assumptions about missing information in the case.  Analyzing a case and presenting it is not easy. But then, marketing is not as easy as it looks either.

Read each case at least twice before starting to answer these questions.  Note down salient numerical information as they appear in the case – especially about market sizes, competition, prices, product features, budgets, and anything that you learn about how consumers behave in these categories in these markets. As you read the cases, try to also relate them in your mind to the concepts covered in class upto that point in the term.

Some generic questions to think about for almost any marketing case (in this course or others) are the following

What are the characteristics of the product category in behavioural terms?

 Who is/are the primary decision maker/s?

 How frequently is this category purchased?

 How complex is decision making in this category?

 Where is the decision being made? (in the store or at home)  Are user and purchaser the same?

 What does brand loyalty mean in this category? Do most households use just one brand at a time?

 How important is variety seeking?

 What attributes might be important to all consumers?

 What usage characteristics do consumers differ on? E.g. situation, attribute preferences, consumer needs

 How involving is the category to consumers?

 Is this a search, experience or credence category? (we’ll discuss these terms in class)

 Is this category consumed privately or publicly?

 How easily is information about this category available to consumers?  Does brand/product usage vary by situation in this category?

Market characteristics

 Is this a saturated market?

 What, if any, are potential areas for growth?

 Is the market differentiated in “real” or “perceptual” terms?

 What are the entry barriers?

 How concentrated is the market?

 What is the role of the channel in affecting preferences?

These should help you understand the specifics of the marketing situation in any case.

Discussion questions specific to each case which will be useful for you to plan answers to, for effective participation in class, are listed below. We will focus the discussion in class on some of these specific questions for each case.

The schedule of case discussions is as follows.  Each case discussion will be preceded by a short case-related quiz with 5-6 short answer questions to be answered in 10 minutes. These will be assessed on a pass/fail basis (and count towards the in-class exercises in the course grade components). Reading the case and attempting to answer the discussion questions below should be sufficient preparation for the case quiz. You will not be required to remember numerical case facts in the quiz.

Week 7: Singapore Management University: Marketing a Master of Business

Administration Programme

1. What accounts for the success of the SMU brand for the undergraduate business programme?
2. What are the key differences in the marketing challenges of the MBA and the undergraduate Bachelor of Business Administration programme?
3. What are the strengths and weaknesses of the SMU MBA programme, relative to its Singaporean competitors?
4. What are the implications for the MBA programme’s recruitment and admissions strategy given the intention to participate in rankings? What are the opportunities and threats presented by that entry?
5. How should SMU position its MBA programme? Explain your reasoning.

Week 11: Tiger Balm: The Future of a Heritage

1. Discuss the evolution of Tiger’s brand image over the years. What is Tiger Balm’s positioning today?
2. What state of the product life cycle is the brand Tiger Balm in? What about the product category – what stage is that in?
3. How should Tiger Balm be positioned in future?
4. How should Tiger Balm grow its business in the coming years?

Week 12:  Amara Hotels and Resorts

1. What business is a hotel in? What business is a business hotel in?
2. What are the key hotel stay characteristics of a business hotel patrons? What does a business traveler value in a business hotel?
3. How does Amara Singapore compare with its key competitors?
4. Why should Amara Hotels be concerned about sustainability issues?
5. When considering the key amenities and offerings in a typical city-based business hotel, what are the other ways in which sustainability investments can lead to long-term profitability?
6. Evaluate the CSR initiatives described in the case in terms of what business-related benefits they can bring to the Group in the long run. What other CSR initiatives can you think of that would have both a tangible impact on human lives, and could also help the hotel’s operations, branding and image, and competitiveness in the long run?
7. What are the long-term returns for a hotel chain when investing in sustainability initiatives and CSR operations?

These cases will be posted on the eLearn contents section for the respective week.

Group Project

The assignment: Marketing Plan for a Product for an Emerging Segment in Singapore

Select a well-defined emerging (in Singapore) target market, defined on a geographical, demographic, behavioural or psychographic base (or combination) and design a marketing plan for a company or brand (available in Singapore) targeting this segment.

Emerging refers to markets that are underserved currently by most of the products and brands in the market and where there might be potential for growth in the future.

Some examples of segments (and relevant product/service categories) that are emerging in Singapore:

• The elderly (e.g. food delivery service, cosmetics) o E,g, the current food delivery services book orders through phone apps which may be challenging for the elderly to navigate
• The single middle aged female professional (e.g. hotels, airlines, automobiles)
• The sustainability conscious consumer (e.g. personal care products, fashion)
• The Korean cultural fanatic (e.g. restaurants, fashion)
• Young couples without children (e.g. dance classes, housekeeping)
• Multi-generational families (three generations living together) (e.g. travel agencies, private car hire)

Please submit a one-page document (on eLearn on the section-specific page) outlining the chosen segment and a tentative description of the product/service by February 3 11:59 p.m. If you have multiple ideas, you may submit them all and I can help you choose. I will set up discussion slots for in-person meetings about your project later in the term. Every group must meet with me at least once before the term break. I just want to ensure that what you are attempting is feasible, well-defined and appropriate for this course.

Guidelines for conduct of the project

1. Selecting a target market and product.

The four bases of segmentation we will discuss in class are

Geographical (different parts of Singapore, or city versus heartlands)

Demographic (based on gender, age, occupation, income, religion, social class or a combination)

Behavioural (based on the product category e.g. heavy/medium/light user, or trier-non trier)

Psychographic (based on lifestyle and values, e.g. environmentally conscious, or conservative/liberal)

In the above example – young couples without children would be an example of a demographic segment that combines two bases (age and whether they have children or not).

Note that the segment can consist of individuals, or couples or households as the basic unit.

Brainstorm with your groupmates on various segments that you think are growing in Singapore, and products/services that are currently not serving them well.  If you have a few ideas, I could guide you on selection that’s suitable for this course project.

The product/service you choose could be an existing one in Singapore, or one that is available elsewhere in the world but not yet in Singapore, or one that is completely new to the world. Ideally, it should be a new offering of a current firm operating in Singapore. If there is no fit for an existing company, then the product could be the first offering of a start-up.

Note that Business-to-Business (B2B) segments, while alright for this course, are extremely difficult to research and make marketing plans for unless you have connections within the industry.  So a focus on recyclable disposable containers focused on restaurant owners may be a good idea, the customers in that case would be restaurant owners who might be difficult to research. It is best to work on Business-toConsumer (B2C) segments, where the market for the product/service is ordinary residents of Singapore seeking to fulfil their own needs.

2. Developing the Marketing plan.

a. Attempt to estimate the size of this market in terms of number of consumers, and if it would be worthwhile breaking up the segment into more sub parts. g. young Singaporean couples and young expat couples.

b. Take on the role of a current brand/firm that might find this segment attractive.

c. Look up the various library and internet resources (e.g. Factiva, Passport) to learn more about this segment, and about their preferences, and product categories, and current efforts of marketers to engage them. There might be Facebook groups, blogs, Youtube channels, and other social media (e.g. Instagram, TikTok, LinkedIn) channels too related to this segment. Websites and social media pages of various competitors may also have information on what the companies are doing right now to address the needs of this segment.

d. Do a survey or in-depth interviews or a focus group of consumers in this category. Aim for a sample of at least 50 if doing a survey, or a focus group of 8 participants, or 10 indepth interviews. I will upload templates for these research efforts and will help you with survey design.

e. Brainstorm about the combination of product characteristics, promotional methods, pricing system and distribution mechanisms that will constitute the marketing plan. As the course progresses, you will learn the elements of the different parts of the marketing mix. So you should meet as a group, periodically, to brainstorm on these aspects of your marketing plan, and then finally see how to combine them into an integrated whole.

f. On a best effort basis, estimate the costs of the promotional campaign for the initial year.

3. Presenting the Marketing plan.

The presentation will be done online (through an unlisted streaming video on Youtube, due by Sunday, April 5 11:59 p.m. A one-page managerial summary of the marketing plan is also due by that deadline, as is a summary of AI use (see below).  I will go over the structure of this presentation and write up later this term.

On Tuesday, April 7 (week 13), I will have an in-person conversation in class, with each group, for an interactive discussion of your project. You will have to only attend the 10-15 time slot for your group that day.  You will also be required to give feedback and ask questions (online on an eLearn forum) for three other groups in your class.  And then each group will respond to the feedback from the three groups.

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

BMS5002 Infectious Diseases Assessment Two : Diagnostic Algorithm 2026 |

BMS5002 Infectious Diseases Word Count 1000 (+/-10%) Assessment Type Coursework Assessment Title Meningoencephalitis Algorithm Academic Year 2026 BMS5002 Infectious Diseases Assessment Two Assessment Brief Assessment Information

Assessment Task

This assessment is based upon diagnostic algorithms concerning the diagnosis of meningoencephalitis. This is supported by the lecture content provided within the module. Further support and information will be provided in the workshop and lab sessions. This assessment is based on case studies of meningoencephalitis. Each group will be given their own case study. Any deviation from the correct case study will result in a non-submission. CAREFULLY read the case report and write a report addressing the points provided, using the algorithm and Table provided.

You should write up to 1000 words +/- 10%. Assignments must be written using the Cadmus platform in Moodle. No other formats will be allowed. Cadmus contains a fully functioning editor that is very similar to using Microsoft Word. Avoid copying and pasting material into Cadmus from other programs, as this will be highlighted to the markers. Instead, write everything in your own words directly into Cadmus. You may include figures, tables and/or diagrams. In workshops, you will be shown how to use Cadmus to write your assignment. When writing your assignment, do not include the information provided in the case scenario that you have been sent, as you will use up your word limit.

Completion of this assessment will address the following learning outcomes:

Explain how the different systems within the body function to prevent infections occurring and how pathogens have evolved strategies to overcome the body’s defences. Summarise the key clinical tests for identifying a range of microbes and the associated therapeutic strategies. Submission Information    Present any written aspects of the assessment using font size 11 and using 1.5 spacing to allow for comments and annotations to be added by the markers.    Complete the appropriate cover sheet for this assessment and append your work.      This assessment will be marked anonymously and should show your student number only.      Submit this coursework assessment task via Moodle-

Meningoencephalitis Algorithm

Table 1: Expected CSF Findings in Bacterial versus Viral versus Fungal Meningitis

Case Study One – Groups 1-3

Using the flowchart and expected CSF findings in Table 1, trace a diagnostic pathway for a 65-year-old patient presenting with acute confusion, fever, and a new-onset seizure. The initial CSF analysis shows it is clear, has lymphocytic pleocytosis [ 265 WBC (cell/µl) ], raised protein (300 mg/dl), and glucose levels were at 65 mg/dL.

Flowchart Deconstruction: 25 marks

Justify the rationale behind the sample type chosen and primary testing (e.g., cell counts / Gram stain) From the flow chart/algorithm, analyse and explain which pathogen(s) may be responsible, and why you have excluded the others. Critically evaluate the test(s) chosen to identify the pathogen.  Initial test results indicated that the pathogen(s) listed from the algorithm and what you thought may have caused the infection are not correct. Additional information states that the patient has just come from a holiday in South America (Brazil), where there is an unusually high population of  Ae.egypti  and Culex spp.

Critically explain what pathogens could be responsible but are not listed in the algorithm, and where you would add these pathogens within the algorithm. What diagnostic tests would you recommend and why? 25 marks Algorithm Improvement Proposal: 20 Marks

Based on recent advances in diagnostic technology (e.g., multiplex PCR panels, metagenomic next-generation sequencing), propose a specific modification to the algorithm. Where would you incorporate the new technology? Justify your proposal by discussing how it would improve diagnostic speed, accuracy and cost-effectiveness

Pathogenicity of the disease:

Discuss and explain the viral tropism and pathophysiology of HSV encephalitic infection  20 marks References, Grammar, Scientific terminology: 10 Marks Case Study Two – Groups 4-6

Using the flowchart and expected CSF findings in table 1, trace a diagnostic pathway for a 29-year-old patient presenting symptoms such as neck pain, fever, nausea, photophobia and personality change. Complete blood work illustrated anaemia,  lymphopenia without leukopenia, and serology indicated HIV infection with viremia and decreased CD4 count (<20 cells/uL). CSF and blood were taken. CSF was clear, WBC was 462 (cell/µl), protein was 230 mg/dl, and glucose levels were at 45 mg/dL.

Flowchart Deconstruction: 25 Marks

Justify the rationale behind which algorithm was used. The sample type chosen, as well as primary testing (e.g., cell counts / Gram stain) From the flow chart/algorithm, analyse and explain which pathogen(s) may be responsible, and why you have excluded the others. Critically evaluate the test(s) chosen to identify the pathogen. Initial test results indicated that the pathogen (s) listed from the algorithm and what you thought may have caused the infection are not correct. However, the suspected organism is not a virus; blood cultures grew a fungus, and further information indicated IV drug

Critically explain what pathogen(s) could be responsible but are not listed in the algorithm,  and where you would add these pathogens within the algorithm. What diagnostic tests would you recommend and why; 25 Marks Algorithm Improvement Proposal: 20 Marks

Based on recent advances in diagnostic technology (e.g., multiplex PCR panels, metagenomic next-generation sequencing), propose a specific modification to the algorithm. Where would you incorporate the new technology? Justify your proposal by discussing how it would improve diagnostic speed, accuracy and cost-effectiveness Pathogenicity of the disease 20 Marks

Discuss and explain the infection and pathophysiology of Cryptococcus neoformans CNS infection  References, Grammar, Scientific terminology: 10 Marks Marking Criteria

This assessment addresses the following learning outcomes (LOs):

Explain how the different systems within the body function to prevent infections occurring and how pathogens have evolved strategies to overcome the body’s defences Summarise the key clinical tests for identifying a range of microbes and the associated therapeutic strategies

Assignment:

Examine the similarities and differences among health care delivery systems that currently exist in the United States.

Include the following in your assessment:

Select two or three health care delivery systems to examine.
Provide a description and relevant details of the selected delivery systems.
Summarize the mission or philosophy statement for each of the health care delivery systems you selected.
Formulate your own mission or philosophy statement, with rationale as to why you chose these elements to include.
Support your statements with appropriate and scholarly sources from the GCU Library or other qualified sources.

MED056-1 Content Creation and Post-Production Assessment 2 Brief 2026/27 | Bedfordshire

MED056-1 Content Creation and Post-Production Assessment Type Practical – multi-platform portfolio Assessment Title Assessment 2 Assignment TWO Brief |UG | AY25-26 MED56-1 CCPP Key assignment details

Unit title & code

MED056-1 CONTENT CREATION AND POST-PRODUCTION

Assignment number & title

ASSESSMENT TWO

Assignment type

Practical – multi-platform portfolio

Weighting of assignment

60%

Size or length of assessment

 

Portfolio of work: Minimum of Three social media shorts (1 –2 min each), a 500-word reflective essay & evidence folder to show planning.

Use of generative AI

Not permitted: however. Planning/grammar assistance permitted with declaration. All footage, edits, captions and mixes must be student‑produced. No AI‑generated video/voice/music.

Use of self-plagiarism

Not permitted

Understanding the assignment brief

Assignment brief to be discussed during an in-class session with students within the first 2 weeks of the unit.

21/1/26

22/1/26

Uploaded screen/podcast explaining the assessment, the rubric and marking criteria.

Link on BREO

What am I required to do in this assignment? Produce a creative and well researched portfolio of content for social media and multiplatform audiences Demonstrate an understanding of the principles, technique and craft of content creation

Detailed deliverables: A. Three Social Media Shorts (minimum of 1min each no more than 2 mins):

Short 1 – ONLINE NEWS STORY: A 300-400 word article on WORDPRESS to report on a timely and relevant news topic. This must contain a 1 minute “Social Media Short” video in 16:9 format embedded into the post. This needs to be a video with text/captions, and music. The story must be clear on mute. Short 2 – TIK TOK style “PROCESS” video” energetic micro‑narrative with purposeful pacing and tasteful SFX/music. For example: “How to …..”  Short 3 – PROMOTE A BRAND: Market a product: A value proposition with a clear marketing narrative . You will be given a clear ‘client brief’ and will create a short 1 minute promotional video to promote ‘Sole-Mates” (Permasox). The brief will be uploaded to BREO in the Assessment Folder. Each short must open with a strong hook in the first 1–3 seconds and include captions or text overlays within safe zones.

B. Production Evidence Folder (ZIP): Example: Shot lists/storyboards, location notes & risk considerations, consent forms, export setting screenshots where applicable. C. Reflection (500 words total): Audience & Platform Fit: Who is it for? Why this platform approach? Craft Choices: Hooks, pacing, captions, sound; what you changed after feedback and why. Legal/Ethical: Consent/releases, location, music licensing, accessibility steps taken. Show some contextual understanding of the task, and honest reflection on the process How? :

Think deeply about the following aspects of your 3 practical pieces. Say why you made certain decisions and reflect on what did and what did not go well, and your own new learning. Read about the theory and show how you linked theory and practice in your work and how you could do this better in future.

 

Production Evidence Folder (ZIP): Shot lists/storyboards, location notes & risk considerations, consent forms, export setting screenshots.  You should engage with all lessons and produce work across your 11 weeks of classes. Upload all your work as a zip file . We will go over this in class.  Note that the Reflective Essay needs a separate cover page with your student name, student number, Unit name, Assessment Name and Number.

What do I need to do to pass? How do I achieve a good grade?  You must ensure attendance to all classes in this unit, across the 11 weeks. Please don’t be late for classes as the teaching can’t be repeated.  Engage in homework and practice reflective writing. DO all technical/practical tasks asked of you and read and respond to any formative feedback given to help you improve on your work. Do independent research and learning.

What do I need to do to pass? How do I achieve a good grade? Pass threshold (40–49%): Three pieces of practical work in the form of online text and videos submitted meeting duration/format; basic hooks and captions; some evidence of audience/platform understanding; legal/ethical basics demonstrated; reflection present with references. Good (50–69%): Clear hooks, readable shots and captions; coherent pacing; sound mix supports clarity; platform fit evident; thoughtful reflection linking choices to feedback and sources. Excellent (70%+): Highly engaging, purposeful storytelling; precise pacing and audio design; captions polished and accessible; sharp platform reasoning; exemplary legal/ethical practice; concise, insightful reflection referencing high quality sources. How will my assignment be marked? Your assignment will be marked according to the threshold expectations (see the Unit Information Form uploaded on BREO) and the specific marking criteria below (marking rubric). Please read carefully as they will help you prepare and evaluate your own work before you submit. They will also help you understand the grade and feedback received once marked.

 

70%+

(1st Class)

60-69%

(2:1)

50-59%

(2:2)

40-49%

(3rd Class)

Threshold Standard

30-39%

(Fail)

0-29%

(Fail)

1

Ambition and Execution

Your coursework shows excellent effort in producing content, and execution.

Ambition and Execution

Your coursework shows very good effort in producing content, and execution.

Ambition and Execution

Your coursework shows good effort in producing content, and execution.

Ambition and Execution

Your coursework shows some effort in producing content but is quite basic in places in terms of content and execution.

Ambition and Execution

Your coursework shows limited effort in producing content, with little evidence of purposeful content or execution.

Ambition and Execution

Your coursework shows no effort in producing content or execution and does not meet the task requirements.

2

Awareness of Codes and Conventions

Your project shows an excellent awareness of the codes and conventions in your genre of production.

Awareness of Codes and Conventions

 

Your project shows a very good awareness of the codes and conventions in your genre of production.

Awareness of Codes and Conventions

 

Your project shows a

good awareness of the codes and conventions in your genre of production.

Awareness of Codes and Conventions

 

Your coursework shows some awareness of image-making and storytelling codes and conventions.

Awareness of Codes and Conventions

 

Your coursework shows very limited awareness of codes and conventions, with little evidence of applying them.

Awareness of Codes and Conventions

 

Your coursework shows no awareness or understanding of codes and conventions.

3

Technical Skills

Your work demonstrates excellent technical skills and a mastery of the equipment used.

Technical Skills

Your work demonstrated very good technical skills.

Technical Skills

Your work demonstrated good technical skills.

Technical Skills

Your work displays a fair amount of technical skill.

Technical Skills

Your work displays limited technical ability, with frequent errors or incomplete use of equipment.

Technical Skills

Your work displays no meaningful technical skill and does not meet the requirements of the task.

4

Engagement with Production Process

Your work evidences a full engagement with the production process across the unit.

Engagement with Production Process

Your work shows a very good engagement with the production process across the unit.

Engagement with Production Process

Your work shows a good engagement with the production process across the unit.

Engagement with Production Process

Your work shows some engagement with the production process across the unit.

Engagement with Production Process

Your work shows very limited engagement with the production process, with little evidence of development.

Engagement with Production Process

Your work shows no engagement with the production process.

5

Academic Skills

You have consistently applied core academic skills accurately and effectively throughout your written work, demonstrating an excellent understanding of how to engage with reflective writing.

Academic Skills

 

You have used core academic skills appropriately and competently in referencing, formatting, and use of academic English.

Academic Skills

 

You have displayed core academic skills in referencing, formatting, and use of academic English.

Academic Skills

 

You have displayed some academic skills in referencing, formatting, and use of academic English.

Academic Skills

 

You have displayed very limited academic skills, with frequent errors in referencing, formatting, and use of academic English.

Academic Skills

 

You have shown no

evidence of core academic skills; referencing and academic writing are absent or incorrect