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  • SG5011 Sustainable Operations and Supply Chain Management

    SG5011 Sustainable Operations and Supply Chain Management Assessment

    Assessment

    1.1 Summary 

    Weighting: 100% of module marks.

    • Individual report: Approx. 2,000 – 60%
    • Submission deadline: 23 April 2025, 15.00
    • Two (2) LinkedIn Learning Certificate – 10%
    • Group presentation – 30%

    Learning Outcomes Evidenced by this assignment: 1 to 4

    • Submission procedure: Submission should be through Turnitin.  No hard copy submission will be accepted.

    Return of feedback and marked work: Your marked assignment and individual feedback will be made available through Turnitin

    1.2 Structure of the assignment 

    There is one coursework to be submitted for this component. It has two parts:

    • Part A: Individual Report (and 2 LinkedIn Certificates)
    • Part B: Group Presentation

    1.3 Details of the assessment task

    Part A: Individual Report (60%)

    Choose a company and select three of the theories covered during seminars. Use the theories demonstrated in these presentations to assess the sustainability of the organisation and to show how the use of information technology (IT) can help maximise organisational performance.

    The following assignment instructions provide a more detailed explanation of the requirements for the report submission.

    Details of the task

    This part of the assignment requires you to:

    • Assess existing practice using operational planning, operations theory, concepts and tools.
    • Compare the operations with best practice.
    • Suggest a reason for your findings.
    • Identify how IT helps or could help deliver efficient operations.

    During the semester, you should have created and discussed a range of formative and summative presentations that include an explanation of theory. You are not expected to describe the theory a second time.  You are expected to use it. Your research should focus on establishing the nature of operations in your chosen case study.

    You are now in a position to complete the written part of your submission: The body of your assessment should focus on reapplying those tools and theories to your chosen organisation to establish the extent to which it demonstrates good practice.

    The list of companies is available below. Please make sure you select only one organisation from the list below and submit the final assessment (Individual submission) based on the selected organisation/company.

    1) Shell

    2) Bridgestone

    3) M&S

    4) Samsung

    5) Superdry

    6) McDonald’s

    7) Iceland

    8) Nando’s

    9) Costco

    10) BP plc

    A suggested structure for your report:

    If you choose to structure the main body of your work in a different way, make sure you provide similar coverage of the material.

    Introduction: (Approx. 200 words) 

    1. Introduce the key topics of the report (This will include the organisation concerned, its key operational plan & activities and how stakeholders and their requirements are identified by the organisation). A common error is for students to think this relates to the historical development of the issue when its past often has little relevance to current situations. This background material should make the purpose of the report relevant.  You may find it appropriate even at this early stage to use theoretical concepts.
    2. Explain the purpose of the report. This should be phrased in the terms you would expect to use if the report were to be handed as a professional consultancy report to the organisation concerned and other readers.
    3. Outline the structure of your response.
    4. Define any key terms (this might have been achieved in “1” above).
    5. Be engaging and professional.  By this, you should try to avoid the trap of starting the report with the words “in this report I am going to …” or similar.

    Main Body: (Approx. 1,600 words)

    Keep the headings informative, and remember that “main body” is not appropriate.

    Section 1: Outline the product and service, including delivery, quality standards, and supply chain, an associated process and the usage of ICT.  You should aim at only including descriptions that you will rely on to substantiate your analysis.

    Section 2: Analysis of the organisation:

    • Using diagnostic tools (Ex, Performance Measures-QSDFC, Quality audit, service scope, etc)
    • Comparing with the theory

    Show the extent to which the operation is demonstrating good practice.

    • Indicate Good practice and/or
    • Indicate where there is room for continuous improvement and change / the operation deviates from the theoretical model of good practice.

    Section 3: Explain your findings:

    • If your analysis suggests that the organisation is only demonstrating good practice, your analysis will need to be thorough, and this section will not be needed.
    • If your analysis suggests that the operation deviates from good practice / theoretical models, then this section should explain the reasons for this.

    Conclusion: (Approx. 200 words)

    This should:

    • Briefly refer back to your task
    • Summarise the key issues raised in sections 1 – 3 of the main body.
    • Summarise your findings

    It should not:

    • Contain any information that has not been discussed in the main body,
    • Summarise the topics covered – e.g. “this report reviewed the operations undertaken and identified where improvements can be made.” without summarising the actual content (a common mistake).
    • Contain any recommendations.

    The recommended format, referencing and use of quotations for Part A.

    Your work should be word processed in accordance with the following:

    Font size 12, using Arial, Calibri or Times New Roman font.

    Line spacing of 1.5 should be used. Distribute the text evenly between the margins (Justify).

    The page orientation should be ‘portrait’ (large diagrams and tables can be in landscape orientation if that enables them to fit on fewer pages)

    Margins on both sides of the page should be no less than 2 cm.

    Pages should be numbered.

    Your name should not appear on the script. – just student number (in some cases, where you’re asked to provide certificates/evidence with your name on, this usual rule does not apply)

    Your student number should be included on every page.

    Care should be taken with grammar and spelling, and Harvard Style referencing, as shown in Cite Them Right, must be followed.

    https://www.citethemrightonline.com/

    Provide your word count at the end of the report.

    If you prepare a good answer, you will probably find the word limit quite tight:

    • Do make sure that you make sure that all your content is relevant.
    • Do not repeat anything that is covered in your seminar presentations.
    • Remember: You are not just presenting information.  You should try to persuade your reader that you are right.

    Two (2) LinkedIn Learning Certificate/Badges – 10%

    Two Professional Learning Certificates/Badges (5% each) will contribute to the remaining 10% of the marks.

    This part of your work will be based on learning ‘certificates/badges’. A learning badge is a certificate that a person will get when an institution validates the accomplishment of a learning activity, such as a workshop, conference, social work or any educational strategy. The badges to be learned and earned are in alignment with this component’s learning and engagement. The Badges would be earned from the LinkedIn Learning platform. The details are as follows:

    You will get guidance in your lectures and on the SG5011 module site that you MUST follow – this will show you how to use your UEL LinkedIn Learning Account (do not use your personal LinkedIn account for this – for reasons that will be made clear) – and show you how to access the correct courses to achieve your certificates.

    • LINKS TO THE CORRECT COURSES ARE PROVIDED ON THE MOODLE PAGE FOR SG5011
    • We have also provided important guidance on the correct way to use LinkedIn Learning here:

    https://moodle.uel.ac.uk/course/view.php?id=79540

    For both of the above, see the ‘Assessment and feedback’ tab on SG5011 MOODLE page.

    • You should have both LinkedIn certificates of completion and be attached in the main submission after Part A.
    • The Certificate of Completion must clearly show your name as per UEL records, the name of the course, and the Completion Date.
    • You will be asked to provide an original PDF copy by the module leader; therefore, please ensure you keep the original copy safe on email or cloud.

    An example of a certificate is shown below. It clearly shows the name (Shams Aujara), Name of Course: Quality Management Foundations, Completion Date: Jan 25, 2026, at 10.40 AM.

    Part B: Group Presentation (30%)

    For this assessment, the group presentations developed and discussed during seminar sessions will contribute 30% of the overall module mark. The presentations will be delivered in Weeks 8 and 9.

    Marks for this component will be awarded at the point of seminar presentation by the seminar tutor. A soft copy of the presentation slides (with Student IDs on the front page) must also be submitted to Turnitin by the stipulated deadline.

    Where students intend to submit the seminar presentation without further amendment, they must clearly list the relevant presentation(s) on the assessment front sheet.

    Students are required to work in groups of no more than five (5) members.

    Full details of the group presentation requirements will be made available on the Moodle page and discussed during seminar classes. The seminar tutor will allocate a case study company to each group.

    1. a) Assessment Criteria

    Marking criteria

    Weight

    Part A (Report)

     

    Provision of necessary background information                         

    10%

    The application of concepts and tools

    20%

    Analysis of the operation

    20%

    Overall presentation, including referencing

    10%

     

    2 badges/certificates of completion uploaded by the student

    10%

     Part B (Appendix):

     

    Marks for the best two presentations will be added by the seminar tutor

    30%

     

     

    Total

    100%

    Assessment Criteria Explained.

    Provision of Necessary Background Information.

    The extent to which it fits the subsequent analysis.

    Application of concepts and tools

    The accuracy and understanding of the concepts and tools that are demonstrated.

    Analysis of the operation

    Your conclusion, including the supporting reasoning.  Could this report be given to the company concerned?  Would they consider it demonstrates sufficient understanding of their particular situation?

    Presentation

    Structure, writing style and referencing technique

    Assessment Standards

    Grade Level Description
    First (70% or above) Ideas critically analysed. The argument is clear, succinct and well supported. Evidence of a wide range of reading and some independent thought.
    Upper second (60-69%) Critical consideration of relevant ideas. Arguments are precisely defined and appropriately referenced. The work is structurally sound written.
    Lower second (50-59%) Reasonable understanding of the relevant concepts, but some inconsistencies in application. Arguments are referenced, but disjointed. Poor structure, spelling or grammar.
    Third (40-49%) Generally descriptive work with limited evidence of a critical consideration of ideas. Inadequate referencing. Weaknesses in structure, spelling and grammar.
    Fail (below 40%) Uncritical. Poorly referenced. The argument indicates little use of relevant literature. Chaotic structure and is generally badly written. No reference to theory.

    Additional Formative, Unmarked Assessment

    This coursework’s weight in the overall module is 100%. There is no other component than the assessment component specified in this assessment guide.

    b)Further important assessment task notes

    General remarks:

    No Abstract – Please note that an abstract shall not be added.

    Embed all own figures in text (not in an appendix) and embed own tables as well as tables essential for understanding into the text sections as well (not in appendices). Use a maximum of three figures and five tables.

    Appendices – Extensive appendices should be avoided. Pure raw data tables do not add to the word count and may be appropriate to document scattered data sources.

    The references list section is excluded from the word count.

    Remarks regarding the choice of topic:

    Please make sure that there is data publicly available or well documented in press or trade publications. Do not choose case examples where information is not accessible. The choice of the material and case is up to you, and marking cannot accommodate a lack of insight due to a poor choice of material.

    Do not choose a case that you have found fully written up online or in a book. You must not rewrite an already published case study.

    1. c) Reassessment

    If a student fails to score 40% marks for the module, then the student will have to do re-sit/reassessment/resubmission.

    For the re-sit assignment (as per continuous assessment policy), the same task outlined in this document applies. However, you will have to improve your first submission based on the feedback and comments provided by the tutor.

    Deadlines and any further terms, if applicable, for the re-sit assessment will be published on the Moodle site in due course.

    Re-sit assessment support will be provided, with appointments to be arranged.

    1. d) Late submission and extenuation

    We strongly suggest that you try to submit all coursework by the deadline. However, in our regulations, UEL permits students to submit their coursework up to 24 hours after the deadline. The deadline is published in this module guide. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). This is, 5 out of 100 total marks available.

    If you submit twice, once before the deadline and once during the 24 hour late period, then the second submission will be marked and 5% of the total marks available deducted. This rule only applies to coursework. It does not apply to examinations, presentations, performances, practical assessments or viva voce examinations. If you miss these for a genuine reason, then you will need to apply for extenuating circumstances, or accept that you will receive a zero mark.

    Please refer to the UEL intranet for our Extenuation Policies. Extenuation requires a proper formal application and cannot be just agreed with the faculty. The links to the forms and policies are provided on the module’s Moodle site.

    Further information is available in the Assessment and Feedback Policy at https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-documents/Student-Policies (click on other policies)

    1. e) Guidance on referencing

    As a student, you will be taught how to write correctly referenced essays using UEL’s standard Harvard referencing system from Cite Them Right. Cite them Right is the standard Harvard referencing style at UEL for all Schools apart from the School of Psychology which uses the APA system. This book will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of “Cite Them Right: the essential referencing guide”, 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded. Further information is available at:

    https://uelac.sharepoint.com/LibraryandLearningServices/Pages/default.aspx

    1. f) Details of submission procedure

    Word count tariffs:

    Your word count does not include your contents page, the reference list and the pure data tables in appendices. Exceeding the maximum word count will result in a penalty of 10% of your marks for your work. If your work is significantly shorter than 1700 words, then you will probably have failed to provide a reasonable level of detail required.

    Submitting Assessments Using Turnitin:

    Notice is hereby given that all submissions must be submitted to Turnitin. If you fail to submit the coursework to Turnitin, in accordance with the guidance provided on the Virtual Learning Environment (Moodle), a mark of 0 will be awarded for the component.

    There are two main reasons we want you to use Turnitin:

    • Turnitin can help you avoid academic breaches and plagiarism. When you use Turnitin before a submission deadline, you can use the Originality Report feature to compare your work to thousands of other sources (like websites, Wikipedia, and even other student papers). Anything in your work that identically matches another source is highlighted for you to see. When you use this feature before the deadline, you will have time to revise your work to avoid an instance of academic breach/plagiarism.
    • Turnitin saves paper. When using Turnitin to electronically submit your work, you will seldom have to submit a paper copy.

    Late Submissions Using Turnitin

    UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. Assessments that are submitted up to 24 hours late are still marked, but with a 5% deduction. However, you have to be very careful when you are submitting your assessment. If you submit your work twice, once using the original deadline link and then again using the late submission link on Turnitin, your assignment will be graded as late with the penalty deduction (see previous section “Late submission and extenuation”).

    Turnitin System Failure

    Please don’t wait until the last minute to submit your assessments electronically. If you experience a problem submitting your work with Turnitin, you should notify your lecturer/tutor by email immediately. However, deadlines are not extended unless there is a significant system problem with Turnitin. UEL has specific plans in place to address these issues. If UEL finds that the issue with the system was significant, you will receive an email notifying you of the issue and that you have been given a 24-hour extension. If you don’t receive any email that specifically states you have been given an extension, then the original deadline has not been changed.

    To claim any significant issue with IT, you shall have contacted the IT Helpdesk via The Hub first and provided tangible evidence to the lecturers concerning the IT issue.

    1. g) Feedback and return of work

    Marked work:

    Feedback for the submitted coursework will be provided via Turnitin. Students, please access that feedback via the TurnItIn link on the module’s Moodle site. The seminar tutors are available in their office hours, where a meeting on the feedback was required and appropriate.

    Marks will be disseminated electronically as well, via GradeMark.

    Assessment Support:

    Assessment support has been designed into the module programme. Students should make sure that they have identified specific questions for these events. Students who miss the assessment clinics but seek additional advice will need to justify this behaviour with good causes.

    Peer support – Although it might be useful to discuss your ideas and views, please carefully note: The assignment is an individual task. You must not collaborate on the assignment. We have zero tolerance for collusion and plagiarism.

  • Production Assessment 2 Brief 2026/27 | Bedfordshire

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

    Module Title 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.

  • Machine Learning Algorithms and Practice 2026 Assignment 1 The goal in this assignment is to craft a classic machine learning solution for an object recognition task. Each object is a 28×28 pixel image. You will get these images

    Machine Learning Algorithms and Practice 2026 Assignment 1 The goal in this assignment is to craft a classic machine learning solution for an object recognition task. Each object is a 28×28 pixel image. You will get these images as ‘flattened’ 784-dimensional vectors, each tagged with a label (+1 or -1). Data Sources: You can load the data with np.loadtxt. The training data (with labels) and test data (without labels) are available to you at the URL: https://github.com/foxtrotmike/CS909/tree/master/2026/A1 Training Data (Xtrain): Rows of images for you to train your model. Training Labels (Ytrain): The label of each image. Test Data (Xtest): More rows of images for you to test your model. Submission Guide: You must submit a single Jupyter (IPython) Notebook containing all code, figures, and written answers. Your notebook must include the following and is to be submitted using Tabula.: 1.Your name and student ID at the top. For all experiments involving randomness (e.g. data shuffling or cross-validation), use the numeric part of your student ID as the random seed (e.g. u1234567 to 1234567) and report results using this seed. 2.A declaration at the beginning stating whether you used AI tools (e.g. ChatGPT), and in at most two lines, the purpose for which they were used. The use of such tools is permitted provided it is declared and complies with Warwick’s academic integrity principles. All submitted work must be your own; the use of unacknowledged external work (including AI-generated content) will be treated as a serious breach of academic integrity and will be severely penalised in accordance with University regulations. Submissions showing inconsistencies between code, results, and explanations, or raising concerns about authorship or understanding, may be selected for a short follow-up viva in which the student will be asked to explain and defend their work and final marking will be based on that.. 3.All code, outputs, figures, and explanations required to answer the questions. 4.All cells executed in order, with outputs visible, so that results can be verified. 5.A clear summary table comparing the performance metrics of the models you evaluated. 6.Code restricted to the following libraries: numpy, pandas, scipy, sklearn. If additional libraries are used, installation commands (e.g. !pip install …) must be included and justified. 7.Sufficient inline comments and explanations to make your reasoning clear. 8.In addition, you must submit a separate prediction file for the test data: A single-column CSV file containing the prediction score for each example in Xtest, in the original order. The file must be named using your student ID (e.g. u100011.csv). Marking Criteria a.Correctness and completeness of implementation: 20-30% b.Reasoning, interpretation, and diagnostic analysis: 40-50% c.Falsification, robustness analysis, or insightful extensions: 20%

    Question No. 1: (Exploring data) [10% Marks] Start by loading the training and test data. Once you have it ready, let’s explore with these questions: i.Dataset Overview a.How many examples of each class are in the training set And in the test set b.Does this distribution of positive and negative examples signify any potential issues in terms of design of the machine learning solution and its evaluation If so, please explain. ii.Visual Data Exploration a.Pick 10 random objects from each class in the training data and display them using plt.matshow. Reshape the flattened 28×28 arrays for this. What patterns or characteristics do you notice b.Do the same for 10 random objects from the test set. Are there any peculiarities in the data that might challenge your classifier’s ability to generalize iii.Choosing the Right Metric Which performance metric would be best for this task (accuracy, AUC-ROC, AUC-PR, F1, Matthews correlation coefficient, mean squared error etc.) Define each metric and discuss your reasoning for this choice. iv.Benchmarking a Random Classifier Imagine a classifier that produces a random prediction score in the range [-1,+1] for a given input example. What metrics (AUC-ROC, AUC-PR, F1, Matthews correlation coefficient, mean squared error etc.) would you expect it to achieve on both the training and test datasets Show this through a coding experiment. v.Benchmarking a “Positive” Classifier Imagine a classifier that produces a positive label (+1) for any given input example. What metrics (AUC-ROC, AUC-PR, F1, Matthews correlation coefficient, mean squared error etc.) would you expect it to achieve on both the training and test datasets Show this through a coding experiment.

    Question No. 2: (Nearest Neighbor Classifier) [10% Marks] Perform 5-fold stratified cross-validation (https://scikit-learn.org/stable/modules/generated/sklearn.model_selection.StratifiedKFold.html) over the training dataset using a k-nearest neighbour (kNN) classifier and answer the following questions: i.Can two images that look very similar to a human be far apart under Euclidean distance Construct or find an example. ii.Start with a k = 5 nearest neighbour classifier. Define and calculate the accuracy, balanced accuracy, AUC-ROC, AUC-PR, F1 and Matthews Correlation Coefficient for each fold using this classifier Show code to demonstrate the results. Calculate the average and standard deviation for each metric across all folds and show these in a single table. As the KNN classifier in sklearn does not support decision_function, be sure to understand and use the predict_proba function for AUC-ROC and AUC-PR calculations or plotting. iii.Plot the ROC and PR curves for one fold. What are your observations about the ROC and PR curves What part of the ROC curve is more important for this problem and why iv.At what value of kkk would kNN become equivalent to a trivial classifier Why v.Identify one training example that is consistently misclassified across folds. What does this tell you about the dataset rather than the model Question No. 3: [20% Marks] Cross-validation of SVM and RFs Use 5-fold stratified cross-validation over training data to choose an optimal classifier between: SVMs (linear, polynomial kernels and Radial Basis Function Kernels) and Random Forest Classifiers. Be sure to tune the hyperparameters of each classifier type (C and kernel type and kernel hyper-parameters for SVMs, the number of trees, depth of trees etc. for the Random Forests etc). Report the cross validation results (mean and standard deviation of accuracy, balanced accuracy, AUC-ROC and AUC-PR across fold) of your best model. You may look into grid search as well as ways of pre-processing data (https://scikit-learn.org/stable/modules/preprocessing.html ) (e.g., mean-standard deviation or standard scaling or min-max scaling). i.Write your strategy for selecting the optimal classifier. Show code to demonstrate the results for each classifier. ii.Show the comparison of these classifiers in a single consolidated table. iii.Plot the ROC curves of all classifiers on the same axes for easy comparison. iv.Plot the PR curves of all classifier on the same axes for comparison. v.Write your observations about the ROC and PR curves. Why might two classifiers have almost identical ROC curves but very different PR curves If you were forced to deploy only one model without retraining, which curve would you trust most and why Question No. 4 [20% Marks] PCA i.Plot the scree graph of PCA and find the number of dimensions that explain 95% variance in the training set. Then reduce the number of dimensions of the training data using PCA to 2 and plot a scatter plot of the training data showing examples of each class in a different color. What are your observations about the data based on these (scree and scatter) plots ii.Reduce the number of dimensions of the training and test data together using PCA to 2 and plot a scatter plot of the training and test data showing examples of each set in a different color (or marker style). What are your observations about the data based on this plot What would it imply if test points project outside the convex hull of training points in PCA space iii.Reduce the number of dimensions of the data using PCA and perform classification. You may want to select different principal components for the classification (not necessarily the first few). What is the (optimal) cross-validation performance of a Kernelized SVM classification with PCA Remember to perform hyperparameter optimization! iv.Plot the first at least 10 PCA basis vectors as 28×28 images using plt.matshow. Which PCA components are easiest for a human to interpret visually Are these the same components that best separate the classes Why or why not v.By applying controlled transformations to the training data and refitting PCA, identify which principal component basis vectors are most affected by (i) uniform brightness increase, (ii) addition of random noise, (iii) randomisation of labels, (iv) horizontal translation, and (v) rotation, and justify your conclusions using visual and quantitative evidence. Question No. 5 Another classification problem [20% Marks] a.Define a binary classification task where each example is labelled by its origin: training set ( 1) or test set (+1). Using 5-fold stratified cross-validation, train a classifier to solve this task and report the mean and standard deviation of the AUC-ROC. b.Interpret the resulting AUC-ROC value as a measure of dataset shift. What does a value close to 0.5, moderately above 0.5, or close to 1.0 imply about the relationship between the training and test sets c.Identify which features or transformations of the data contribute most to separating training and test examples, and provide evidence to support your conclusion. d.Apply data augmentations (random noise and random rotations) to the training data and repeat the experiment. Analyse how and why the AUC-ROC changes, and what this reveals about the nature of the shift. e.Explain how the presence of such a train–test distinction would affect your confidence in the evaluation of classifiers in earlier questions, and describe at least one principled strategy to reduce or eliminate this issue.

    Question No. 6 Optimal Pipeline [20% Marks] Using evidence and insights from Questions 1-5, design a complete end-to-end classification pipeline for this task. Your pipeline may include any preprocessing, representation learning, model selection, calibration, and post-processing steps you consider appropriate, but must use only the provided data. You must: a.Clearly describe the structure of your pipeline and justify each design choice in terms of the empirical findings from earlier questions, not generic best practices. b.Identify at least one plausible alternative pipeline that a competent practitioner might choose, explain why it is reasonable, and justify why you did not select it. c.Perform at least one stress test (e.g., perturbations, reduced data, altered preprocessing, or metric sensitivity) and analyse how robust your pipeline is to this change. d.Report and submit the prediction scores produced by your final pipeline on the test set as a single-column file (named using your student ID, e.g., u100011.csv) in the same order as Xtest. e.Explicitly state the main assumption your pipeline relies on, and discuss how violating this assumption would affect your conclusions. Your marks will prioritise coherence, robustness, and defensibility of the pipeline, rather than absolute test-set performance

  • Final Assignment: Developmental Venn Diagram Analysis (Video Presentation) Purpose This assignment allows you to apply key concepts from lifespan development to examine how a single social, emotional, or health-related issue presents

    Final Assignment: Developmental Venn Diagram Analysis (Video Presentation)

    Purpose

    This assignment allows you to apply key concepts from lifespan development to examine how a single social, emotional, or health-related issue presents across two distinct developmental stages. You will demonstrate your understanding of biological, psychological, and social development and the healthcare professional’s role by visually comparing stages using Venn diagrams and explaining your analysis in a video presentation.

    Deliverable

    3–5 minute video presentation

    You must record your own face and voice No AI narration or written papers will be accepted Venn diagrams must be shown clearly on screen during the video

    Video Presentation Requirements

    Please organize your presentation into the following clearly labeled sections:

    Issue and Developmental Stages (Approx. 1 minute) Clearly state the issue you selected (e.g., grief, chronic illness, disability, trauma, substance use) Identify the two developmental stages you are comparing Briefly explain why this issue is important to examine across development

    Developmental Comparison: The Issue Across Stages (Approx. 1.5–2 minutes) Using Venn Diagram #1, explain how the issue appears at each developmental stage.

    Address the following through a biopsychosocial lens:

    Biological Factors

    Psychological Factors

    Social Factors

    Be sure to explain:

    What is unique to each developmental stage What is shared between stages (overlap)

    Healthcare Professional Role Across Development (Approx. 1–1.5 minutes) Using Venn Diagram #2, compare how the role of a healthcare professional differs by developmental stage.

    Discuss:

    Assessment priorities Communication style Intervention and education strategies Ethical or boundary considerations Highlight both stage-specific approaches and shared professional responsibilities.

    Theoretical Application Integrate at least two developmental theories or theorists from the course, such as:

    Erikson Piaget Vygotsky Bandura Bronfenbrenner Explain how your Venn diagram analysis reflects these theories. Be specific in your explanations.

    Reflection and Professional Insight Why did you choose this issue? What surprised you when comparing developmental stages? How might this understanding help healthcare or mental health professionals work more effectively across the lifespan?

    Submission Requirements

    You will submit:

    One 3-5 minute video presentation Two Venn diagrams (hand-drawn or digital)

    Rubric

    Issue & Developmental Stages (clarity and relevance): 10 points Developmental Analysis (biopsychosocial accuracy and depth): 30 points Healthcare Professional Role Analysis: 20 points Theoretical Application: 20 points Reflection, clarity, organization, and time limit: 20 points Total: 100 points

  • MN4238 Sustainable Development and Management Assessment 1: Individual Essay (25%) . Sustainability has become one of the defining issues shaping the decisions of organisations, governments, and societies. Nevertheless, there remain

    MN4238 Sustainable Development and Management Assessment 1: Individual Essay (25%) . Sustainability has become one of the defining issues shaping the decisions of organisations, governments, and societies. Nevertheless, there remain discussions and debates in scholarship and practice as to the perspectives of sustainability that matter and the implications for management. For the first assessment for MN4238, you are required to write a 1,500-word essay answering this question: “With reference to academic literature, critically discuss two differing sustainability worldviews (such as weak/strong, technocentric, ecocentric, or regenerative perspectives) and explain how they might influence management’s role in addressing contemporary sustainability issues.” Marking Criteria Engagement with academic literature Understanding and critical discussion of two sustainability worldviews Understanding of influence of worldviews on management theory/practice Structure, argumentation and coherence Academic writing, presentation and referencing Quality of argument Use of Generative AI For this assessment, you can use Generative AI to support your reading of relevant literature in accordance with Level 2: AI Assisted Idea Generation and Structuring. A copy of the AI Chart is available on Moodle. You are expected to add an Appendix to the Assessment with the following details: Name and version of the generative AI system used Publisher URL of the AI system Prompts used A short description and reflection on you used the tool. Marking Rubric Assessment Criteria Exceptional (17-20) Very Good (14-16) Good (11-13) Satisfactory (10-8) Pass (7) Fail (0-6) Engagement with academic literature Extensive use of high-quality academic sources; strong integration into argument; demonstrates deep understanding of relevant literature Comprehensive range of relevant sources; mostly analytical; demonstrates strong understanding of key literature. Reasonably good range of relevant sources; mostly analytical; sound understanding of relevant literature Adequate sources but limited depth; tends toward description; basic grasp of relevant literature. Understandable but contains errors; referencing inconsistent. Little or no academic literature; major inaccuracies; no meaningful engagement. Understanding and Critical Discussion of Two Sustainability Worldviews Exceptionally clear, accurate, and theoretically rich explanation of two contrasting worldviews; excellent critical comparison; deep understanding of underlying assumptions; strong illustrative examples. Clear, well-informed explanation of two worldviews; good critical comparison; demonstrates sound understanding of assumptions and tensions. Reasonable understanding of two worldviews; some comparison, though limited in depth or precision. Basic explanation of two worldviews but lacking detail or balance; limited comparison. Incomplete or unclear worldview explanation; weak or incorrect comparison. Only one worldview discussed, or major conceptual errors; no comparison. Understanding of influence of worldviews on management theory/practice Excellent insight into how worldviews shape management theory and practice; strong links between theory and real-world implications. Clear and accurate explanation of how worldviews influence management; links are well-made and relevant. Some good points about influence on management; links present but may be general or uneven. Basic discussion of relevance to management; links may be underdeveloped or generic. Very weak or unclear links between worldview and management; relevance poorly explained. No meaningful discussion of management implications; irrelevant, incorrect, or absent content. Structure, argumentation and coherence Excellent structure; argument is coherent, logical, and highly persuasive; excellent signposting. Well-structured and coherent argument; minor lapses in flow. Generally clear structure but with some issues in flow or logic. Structure is present but somewhat unclear or disjointed. Poorly organised; argument difficult to follow. Structure absent or incoherent; argument missing. Academic writing, presentation and referencing Clear, fluent academic writing; accurate and consistent referencing. Mostly clear writing; referencing generally accurate. Writing understandable but with stylistic or grammatical issues; referencing contains inconsistencies. Writing sometimes unclear; noticeable errors; referencing incomplete or inconsistently applied. Writing unclear in places; frequent errors; referencing weak or incomplete. Writing unclear or inappropriate for academic work; referencing incorrect, inconsistent, or

  • Make a brief introduction of an organisation and sector it operates in, including a summaryof the past 3 years’ revenue, operating profits and general overview of the business’s operationalactivities.

    Make an assignment based on the details belowQuestion: Make a brief introduction of an organisation and sector it operates in, including a summaryof the past 3 years’ revenue, operating profits and general overview of the business’s operationalactivities. Outline of one strategic business issue they are, or have recently, faced; contextualisedwithin the organisational setting, including an overview of relevant strategic decisions that led totheir current position (discussed through relevant literature, tools and techniques). Critically analysewhy the issue has strategic implications and its impact on its stakeholders (discussed throughrelevant literature and supported by other contemporary examples). In selecting the company toanalyse, spend time to identify an international organization which has experienced, or isexperiencing, major issues as a result of current and emerging global trends, and satisfy themselvesthat there are a number of credible resources from which to refer. Well established media (e.g. BBC,Financial Times, New York Times, etc) may be used to develop the context of the discussion, but thematerial used to underpin the research and analysis should be from academic books and/or peerreviewed academic journals.The following topics should be covered in the assignment: The company’s Strategy, StrategyDimensions: Content, Context, Practice, the levels of strategy, Identification of effective strategy,Strategy formulation, Defining Vision and Mission, School of ‘thoughts’: Examining Mintzberg andDrucker views – roles of a manager, Structural options for organisations – Johnson and Scholes(1988):Functional,Multidivisional,Matrix

  • 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

    MN4100 – Contemporary Issues in Management 2025/26 Assessment Guidance Assignment 2: CASE STUDY REPORT (INDIVIDUAL) Length: 3,000 words excluding references Deadline: Monday 13th April (Week 11) Noon Weight: 70% of the module grade

    Guidance on the Assignment: You will critically analyse literature from a topic in MN4100, apply this to a real-world organisational context of your choice which is facing a grand challenge, and provide practical recommendations for this organisation informed by your analysis. You will also reflect on how this case study analysis intersects with another topic you have studied during your Management degree*, and how it has prompted you to re-think your prior learning. This assignment will draw on topics covered in Weeks 1-11 of Semester 2. This assignment is designed to integrate your learning from MN4100 and across your Management degree.

    • For students who have spent their entire degree at St Andrews, this refers to MN-coded modules. For visiting students or those who have studied abroad, topics taught in these Management modules may also be included. Please contact Dr Neville if you need to discuss further. Please note all assessments on this module should use the appropriate assessment cover sheet (found on Moodle) and be uploaded to MMS in pdf form. This is to allow us to upload your assignment to the marking software Learning Outcomes This assignment relates to all of the Learning Outcomes identified in the Module Guide: Communicate professionally and effectively using a variety of media Reflect on skills and knowledge acquired at University Understand the nature and complexity of contemporary challenges for management in a variety of organisations Critically discuss these challenges and their impact to offer viable organisational solutions Suggested word counts Executive summary: 200 words Introduction to chosen organisation and the grand challenge it faces: 1000 words Literature review of chosen MN4100 topic as applied to the organisation: 1000 words Recommendations for the organisation based on your literature review (written for professional non-academic audience): 400 words Reflection on how this case study analysis intersects with another topic studied during your Management degree, and how it has prompted you to re-think your prior learning: 400 words General Information for Assignment Please try to pick something original for your chosen organisation and avoid the “usual suspects” (Tesla/Apple/Uber etc.). You cannot choose an organisation which you have studied for a previous assignment. For this assessment, the use of Generative AI tools (such as ChatGPT, Gemini, or any similar platforms) is strictly prohibited. You are expected to complete this assessment independently. The assignment should include academic literature referenced using the Harvard reference style (see Honours Handbook on Moodle for more information on Harvard reference style). A reference list should be included. This is not included in the word limit. A ten per cent margin over the specific word count is allowed. You should give your assignment a suitable title. All pages should be numbered. Marking Rubric for Assessment 2 A B C D E Identification of issues and context Clear and coherent identification of issues with concise discussion on context. Identification of issue with appropriate discussion of context. Identification of issue and some discussion of context with some erroneous information. Limited discussion of context which makes issue difficult to understand. No identification of issue. Incoherent discussion of context. Appropriate use of supporting references and evidence All claims are supported by sources which are appropriate and accurately referenced. Appropriate sources have been used to evidence most claims. There are some minor referencing errors. Appropriate sources have been used to evidence some claims. There are frequent referencing errors. Some evidence of engagement with sources. There is minimal attempt to reference. There is no attempt to reference works used. Critical, in depth and balanced analysis Nuanced critical analysis of context from multiple perspectives. Clear attempt to critically analyse context from multiple perspectives. Some critical analysis but moments where analysis needs further depth and/or balance. Some attempt to critically analyse context but superficial and primarily takes one point of view. Superficial, descriptive writing. Structure and clarity of writing Excellent structure with appropriate use of signposting and language for audience. Clear attempt to provide coherent report with some minor flaws in structure and/or tone. Presents a basic structure for report with some moments of incoherence. No consistency in tone. Report lacks clear structure. Inappropriate tone for audience at points. Report structure is confusing and written in inappropriate tone for audience. Insightful identification of consequences for practice Excellent and creative links to consequences for practice. Clear identification of consequences for practice. Some attempt to link consequences for practice but requires further justification. A limited attempt to link consequences for practice. No attempt to identify consequences for practice. Undergraduate Programmes STUDENT ID NUMBER: MODULE NUMBER: MN4100 MODULE TITLE: Contemporary Issues in Management TOPIC/ASSIGMENT TITLE: Assignment 2 – Case Study Report MODULE COORDINATOR: Dr Fergus Neville WORD COUNT: 3000 DEADLINE DATE: 13th April 2026, 12pm In submitting this assignment I hereby confirm that: I have read and understood the University’s policy on academic misconduct I confirm that this assignment is all my own work I confirm that in preparing this piece of work I have not copied any other person’s work, or any other pieces of my own work I confirm that this piece of work has not previously been submitted for assessment on another programme
  • MBA7103 Research Methodology Assignment 2026 | Jesselton University

    MBA7103 Assignment 

    PROGRAMME – MASTER OF BUSINESS ADMINISTRATION

    Chosen Topic : “Impact of Social Media Marketing on Purchase Intention among Millennial”

    MODULE – MBA7103 RESEARCH METHODOLOGY

    Abstract

    Consumer behaviour is one of the most important factors for contemporary businesses. Especially in the era of enhanced social media interaction, companies want to impact the behaviour of the consumer by directly engaging with them through various social media platforms. This study explores the influence of “social media marketing” strategies on the Millennial customers, as they form the largest customer group across the globe. Primary quantitative data is collected by conducting survey among 30 customers. The findings show that the customers are influenced by the social media marketing activities when they notice factors like authenticity and trust in the marketing content. Also, prioritise the quality of the product and price for making purchasing decisions. Therefore, it is important for marketers to focus on product quality along with collaboration with social media influencers who have a positive reputation. This can enhance the purchasing decision of the customers and create loyalty for the brand.

    Chapter 1: Introduction

    1.1 Context

    Consumer behaviour is a very dynamic aspect in the contemporary business world. As the purchasing of consumers depends on their changing behaviour, exploring the influencing factors is crucial so that the companies can develop strategies effectively. The increasing use of social media in contemporary times has provided an opportunity for marketers to target their customers by the use of the platforms of the social media. The report of Petrosyan (2025) depicts that there are a total of 5.66 billion users of social media across the globe. In the country of Malaysia in particular, there are more than 33 million social media users (Siddharta, 2025). On the other hand, it is evident that the millennials constitute a significant portion of the social media population. Therefore, it can be understood that the “social media marketing” activities conducted by the marketers over various platforms like Instagram, Facebook, TikTok and so on, impact the customers and their purchasing decisions. Influence of the “social media marketing” activities on the millennial customers in particular is evaluated in this study.

    However, it is evident that the organisations often face problems regarding proper customer targeting and increasing their sales. It can be understood that there may be inadequacies regarding their marketing strategies as they are not able to effectively attract customers. Millennials, being a significant part of the social media population, are also targeted by marketers; however, their reaction to the marketing activities determines the success of the initiatives by the companies because they are the largest portion of the global consumer group. The study of  Struckell et al. (2022), shows that ineffective marketing strategies can be the cause of stagnant growth of the companies, and it is important for the companies to understand consumer behaviour and effectively develop strategies to attract them and ensure the growth.

    1.2 Aim

    The study has the aim of evaluating the purchase intention of the millennials and how this is impacted by social media marketing to understand the consumer behaviour of the millennials.

    1.3 Objectives

    • To explore the strategies used for social media and how they impact consumer engagement of millennials.
    • To evauate the role of social media in promotional and marketing purposes of products and their impact on millennials’ purchase decisions.
    • To explore the trust, attitudes and brand perception of the millennials and the impact of social media on them.
    • To develop strategies for marketers to improve the purchasing attraction of the millennials using social media marketing.

    1.4 Questions

    • What are the key social media strategies, and how are they impacting the consumer engagement of millennials?
    • What role do social media platforms play in the marketing and promotional process, and how do they impact the purchase decisions of millennials?
    • How are he aspects like brand perception, trust, and attitudes of the millennials impacted by social media marketing?
    • What can be the best strategies for developing the purchasing attraction of the millennial customers through social media marketing?

    1.5 Rationale

    Understanding consumer behaviour is one of the most important requirements for making a business successful. In order to influence consumer behaviour and enhance purchasing intention, companies utilise social media marketing extensively. Millennial customers constitute the largest portion of consumers across the globe, and they are the most influential among consumers (Schulz, 2025). Therefore, it is important to understand the actual impact of “social media marketing” activities on the purchasing decision and overall consumer behaviour of the millennials. Hence, in this study, the behaviour of the millennials as consumers is evaluated along with the impact of “social media marketing” on their consumer behaviour. The outcome of the study would be helpful for the industry stakeholders as they would be able to make effective decisions regarding their investment in social media marketing activities.

    1.6 Research Structure

    The study is conducted in 5 chapters. The initial chapter is named Introduction and it depicts context of the topic and research problem along with the research aim, objectives and questions. This chapter also presents the rationale of the research.

    The second chapter of the study is the Literature review. In this chapter,r the previous research works regarding the related concepts are evaluated properly for developing a thorough understanding of the subject area, and at the same time, developing an understanding about the knowledge gap so that these areas can be focused on in this study.

    The third chapter of this study is the “Research framework and methodology”. The research framework, along with the chosen methodological approaches, is presented in this chapter, along with proper justification so that their selection can be evaluated.

    The fourth chapter of this study is Analysis of Findings, where the collected primary quantitative data are evaluated along with their presentation in the form of graphs.

    The final chapter of this study is the Discussion and Conclusion. In this chapter, the underlying meaning of the findings is discussed properly, and their utilisation for fulfilling the purpose and the objectives in this research.

    Chapter 2: Literature Review

    2.1 Introduction

    This section evaluates the previous findings on the concepts that are related to the topics of this study. This is important not only for developing a better subject area understanding, rather it is also crucial for identifying the gap in the previous research works. Initially, the concept of social media marketing is evaluated along with the consumer behaviour of the millennial customers. After that, the concept of purchasing intention of the customers is evaluated, and the impact of “social media” on the “purchasing intention” is also explored. In the concluding section of this chapter literature gap has been identified.

    2.2 Social Media Marketing

    Utilisation of “social media platforms” like YouTube, Instagram, Facebook, TikTok and so on for promotional activities of products by sharing information and engaging with the customers is called social media marketing (Islam & Sheikh, 2024). It is different from the traditional marketing activities in the context that there are opportunities for the brands to engage with the customers by not only posting content, but also replying to the comments of the customers and engaging with them in real time (Khanom, 2023). Hence, social media is a powerful marketing tool for marketers. Various methods are utilised by the companies to do social media marketing, like sharing photos and videos, promotion through social media influencers, sharing user-generated content and so on. These strategies are useful not only for targeting the customers directly, but also make them feel a personal attachment to the brands. However, it is evident that the users are annoyed because of the simple repetition of ads, and they often feel overwhelmed because of increased exposure to the contents of the brands. Hence, it is evident that there must be a balance in the social media marketing strategies to mix the promotional content with entertainment.

    The use of social media has been useful for marketers as they get a chance to get feedback quickly by seeing various metrics, including view counts, likes, shares, comments, click-through rates and so on (Dwivedi et al., 2021). This is also important in the context that the companies can improve their products and services by understanding the feedback of the customers. On the other hand, they can also understand the change in consumer behaviour quickly to make their strategies flexible.

    Therefore, it is evident that there is are combination of constant learning, creative content, direct interaction and measurement in social media marketing. In case effective strategies are utilised, there can be an enhancement of trust and brand loyalty, which can maximise the growth of a company.

    2.3 Consumer Behaviour Of The Millennials

    Millennials are those who were birth between the time period of 1981 to 1996 (Dimock, 2019). People belonging to this group are a very important group of consumers in contemporary times. As identified above, millennials are the largest group of consumers across the globe (Schulz, 2025). It can be understood that this generation has a different attitude as compared to the previous generations because of their exposure to technologies like the internet, mobile phone, and social media in the phase of their growing up. Unlike the previous generations, their tendency of online is higher. The study of Han (2023) depicts that millennials are more accustomed to digital technologies for shopping and making payments.

    Another thing about the millennial customers is that they are more value-driven than others (McKinsey, 2017). They not only want qa uality product at a justified price, rather their expectation is also that the values of the brands are aligned with their personal values. Therefore, their values like social responsibility, transparency, and sustainability are gaining importance in the current business world. The report of Ordun (2015) also depicts the price-sensitive nature of the millennials than the older generations which makes them shop from various retailers rather than just taking products from a single one.

    The experience-oriented approach is also evident among the millennials as customers. They evaluate their own feeling during the purchase and the fit of the purchase in their lifestyle. Moreover, there are a lot of influences of “social media” content on the purchasing decisions of the millennial customers. Zhang (2023), shows that “social media marketing” strategies significantly impact the purchasing decisions of customers. They are also comfortable with a digital environment. And the price-sensitive nature makes them switch brands in case they get a better price at a different place.

    2.4 Evaluation Of The Concept Of Purchase Intention

    Willingness of the customers to purchase services or products of a particular brand in the near future is called purchase intention. It is slightly different from the purchase behaviour, but is helpful in predicting the action of a person regarding their purchasing of a product. In the context of marketing research, the companies utilise purchasing intention for designing their strategies, forecasting the demand and predicting the reaction of the customers to a particular promotional activity and advertisement.

    `           The study of Etheridge et al. (2023) shows that there are three main factors, “subjective norms, attitude toward behaviour, and perceived behavioural control”, that impact the intention of a person to “perform a behaviour”. This is the main proposition of the pallend behaviour theory, which is highly relevant to evaluating consumer behaviour. According to Etheridge et al. (2023) these factors are impactful even in the case of online purchase of products.

    1: Theory of Planned Behaviour

    (Source: Etheridge et al., 2023)

    There are various variables that can impact the purchase intention of products in the digital age, including reviews of products in the online media, brand trust, quality of product, influencer marketing, and emotional bond with the product. In particular, the millennials are exposed to social media. Hence, the recommendations for the peers, along with the advertising they see on the social media platforms, are very crucial in their purchasing behaviour. As per the study of Yin et al. (2025), the purchasing intention of the customers can be positively impacted by interactive marketing campaigns on the one hand, and personalised product recommendations on the other.

    However, it is evident that there is no guaranteed purchase of a product just because of a high purchase intention. Certain barriers like concerns of delivery, price, lack of trust create problem for positive purchasing decisiosn. Hence, the marketers must focus on how to address these aspects for attracting the customers effectively.

    2.5 Purchase Intention Impacted By “Social Media Marketing”

    In the context of influencing the thinking, feeling, and decision-making, social media marketing has become one of the most impactful tools. Various social media platforms, including “TikTok, Facebook, Instagram, and YouTube”, have become ways for brands to reach their potential customers and feed them creative content to develop trust and loyalty. This is because these tools provide an opportunity for two-way communication. The interaction between the customers and the companies is important for turning potential customers into customers.

    The study of Lawand (2015), shows that the exposure of customers to visually attractive content frequently, which is relevant for them, creates a positive impression about the brand. This positive attitude develops purchasing intention. Millennials are the most active group who use social media and often use social media platforms to form their purchasing decisions. Therefore, in case influencer marketing can be used in a way where authenticity is maintained, it can develop trust among the customers and impact their purchasing intention.

    On the other hand, the engagement of the customers through activities like sharing posts, liking, commenting, and so on creates a comfortable environment and provides them with a personal feeling. As per the study of Wang et al. (2021), the purchase intention of people is directly linked with their intention to purchase the product, as there is a feeling of emotional bond with the company. However, it is also evident that there can be a negative impression of a brand because of repetitive promotional advertisements, as it can reduce the trust and interest of the customers and cause fatigue.

    Hence, it is clear that the relationship purchase intention of the customers and the “social media marketing” is dependent on the management of interaction quality, emotional value and trust by the brands. In case there is emphasis on creativity and authenticity, along with proper and effective communication with the customers, there are higher chances of pushing the customers from merely being aware to actual customers.

    2.6 Summary Of Literature Gap

    Based on the evaluation of the previous studies, it is evident that while the aspects like purchasing intention and social media marketing have been carefully evaluated by the previous scholars, there is are lack of adequate focus on the purchasing intention of the millennials. Moreover, the dominant focus in the previous research works was on online advertisement or influencer marketing. However, there was limited focus on the coordination of factors in creating the purchasing decisions. Moreover, the change in behaviour of the consumers in the aftermath of 2020 is not adequately considered by the previous researchers. Hence, this study aims to fill the gap in the previous research works by addressing the behaviours of the millennials while purchasing products and how their purchasing decisions are impacted by social media marketing efforts of the brands.

    Chapter 3: Research Framework And Methodology

    3.1 Introduction

    This chapter of the study focuses on presenting the research framework on the one hand, and the choices of the methodological approach on the other. In the initial section, the research framework is presented. After that, this chapter presented the “research design, population and sampling strategy, data collection method and analysis technique” one by one. Towards the end of this chapter, the ethical consideration for using the primary data is discusse, and the limitations of this study are also acknowledged. The selection of the methodological approaches is also justified with proper academic references.

    3.2 Research Framework

    In this study, the conceptual framework integrates social media marketing as the main independent variable. On the other hand, the purchase decisions of the millennials are the dependent variable in this study. In the framework, it is assumed that there are various factors impacting the attitudes of the millennials. These factors include credibility, trust, appeal of the advertisement, quality of content, credibility of the influencer, and brand interaction. The confidence of the consumers is increased in case these factors are positive.

    3.3 Research Design

    Primary quantitative data is used in this study, and the data is collected by conducting an online survey among 30 millennial consumers. The survey research design to collect “quantitative data” from the primary sources has been helpful in this study. The study of Goodfellow (2023) describes that quantitative data helps in analysing any topic by seeing the statistics. On the other hand, primary sources are reliable for collecting first-hand, authentic and reliable information that can be used for generating a credible outcome. In this study, the purchasing behaviour of the millennial customers is evaluated along with the impact of “social media marketing” on their “purchasing intention”. The data regarding their purchasing behaviour and how they feel regarding online social media marketing activities is collected by conducting an online survey. The study of Ponto (2015) shows that a survey helps in reaching a large number of participants in a limited period of time and thereby collects a large amount of data. Therefore, it can be said that the use of a survey as a research design is actually helpful here.

    3.4 Population And Sampling

    In order to collect the required information regarding the purchasing behaviour of the millennial consumers, 30 millennial consumers who purchase products from the online sites are recruited in this study. The convenience sampling technique is used to select the consumers in this study so that it can be ensured that only the millennials are taking part in the study. Although 30 is not a very large number to understand the consumer behaviour deeply, it can be understood that the major traits and behavioural patterns of the millennial customers can be understood from the responses provided by the 30 consumers. Therefore, it is evident that the selection of 30 millennial customers and supplementing the findings by using relevant secondary information has made the outcome of this study credible. The study of Golzar and Tajik (2022) shows that convenience sampling is very efficient and easy to use and provides the needed result in a time-efficient manner. Therefore, it can be said that the use of convenience sampling has been justified for this research.

    3.5 Data Collection Method

    For collection of data from the participants, an online survey has been conducted. Initially, the participants were contacted, and after taking their consent, survey links were sent to them, and they were asked to complete the survey. A set of 12 questionnaires was used in this study for conducting the survey. The questionnaire contains demographic questions, along with questions regarding the social media use pattern of the consumers on the one hand, and their online behaviour while seeing any online ads on the other. The study of Ranganathan and Caduff (2023) a structured questionnaire is a very efficient way of collecting required data because it helps in the collection of information systematically and analysing it to generate a credible outcome. On the other hand, the study of Salmons (2024) shows that a survey helps in collecting information from a large population in a limited period of time. In this study, it was required to collect authentic data and analyse them in a particular time period. Hence, the use of a “structured questionnaire” and an online survey is appropriate for this study.

    3.6 Data Analysis Technique

    The information collected from the online survey process is analysed by using the auto-generated charts and graphs. Hence, the analysis technique in this study is a frequency analysis technique. The study of Al-Ameri et al. (2023) depicts that frequency analysis is helpful for understanding the distribution pattern from the responses that can lead towards meaningful conclusions. The use of this analysis technique helped in understanding the pattern of social media usage by the millennial customers, the platforms that they utilise, and what they feel regarding the social media marketing activities by the companies. On the other hand, this understanding has been crucial in exploring the weaknesses of social media marketing by the marketers and what strategies should be strategies to attract customers effectively and make them buy products. Therefore, this analysis technique is helpful for this study.

    3.7 Ethical Considerations

    In order to maintain, integrity and credibility of the study, it is important to maintain ethical considerations. In this study, all the participants are more than 18 years of age, and no participants from any vulnerable groups are included. Apart from that, consent from the participants is collected prior to the conduct of the survey. No participants could start the survey if there was no consent from their side. Hence, only those who were interested were recruited for this study. Moreover, no personal information was asked, and the data is stored in a very secured manner in a storage that is protected by secured password. All the university guidelines were followed. And the information will be deleted completely after the completion of the study.

    3.8 Limitations

    Although the completion of this study using primary quantitative data has been helpful in generating a credible outcome, the exclusion of other data sources, like qualitative data or any sort of secondary data, due to a lack of time, can be considered a limitation of this study. Moreover, due to time constraints, only 30 participants could be recruited in this study. The inclusion of a larger sample size could have enhanced the findings. Hence, this can be considered as one of the limitations.

    Chapter 4: Analysis Of Findings

    4.1 Introduction

    This chapter of the study presents and analyses the primary quantitative data collected through the survey to fulfil the aim and objectives. In order to present the findings in a comprehensive manner, auto-generated graphs and charts are utilised, and frequency analysis is conducted regarding the social media behaviour of the customers and the impact of social media marketing on their purchasing behaviour. Initially, the demographic information is presented, and then the information related to the key variables of the study is also depicted.

    4.2 Demographic Profile Of Respondents

    2: Age of the participants

    3: Gender of the participants

    Analysis:

    From the responses, it is clear that both male and female participants took part in the survey, which denotes that the insights generated through the survey contain viewpoints of both genders. On the other hand, it is also clear that there are various age groups as participants in the survey. Therefore, it can also be understood that the outcome of this survey includes the views of various age groups, which makes it enriched.

    4: Online shopping frequency

    Analysis:

    Based on the responses, it is evident that the respondents are mainly very heavy online shoppers. It is evident from the fact that both the daily shoppers and weekly shoppers consist of 40% of the respondents, whereas the monthly shoppers consist of 16.7%. Therefore, the views of these participants are very helpful for understanding the overall online consumer behaviour of the millennial online shoppers. On the other hand, their views regarding the social media marketing activities of the companies can also give insightful outcomes that can be used for evaluating the current strategies on the one hand, and developing effective strategies on the other.

    4.3 Analysis Of Key Variables

    5: Social media use time

    Analysis:

    40% of the respondents spend 6 hours over social media, whereas 16.7% spend 3 hours, and 10% spend 6.7% spend 3 hours. Hence, it can be understood that the participants of this survey are very highly exposed to social media marketing activities of the brands. Hence, analysing the effectiveness of the social media campaigns for the participants can actually present a larger picture regarding the impact of the social media marketing activities by the companies on the millennial customers. Factors, like their frustration, overwhelmingness, and satisfaction, can actually be used for the generation of new social media strategies.

    6: Type of social media used

    Analysis:

    Instagram, Facebook, and TikTok emerged as the most used social media platforms by the millennial customers. Whereas YouTube and Twitter (now X) are also used heavily by them. Therefore, it is important for marketers to use these platforms according to their popularity, which can enhance their reach.

    7: Following brands and companies

    Analysis:

    The outcome shows that the users largely follow the companies and brands on social media handles. Therefore, it can be understood that they actually want to get connected with the brands, which makes the job of the marketers to target the customers easily.

    8: Exposure to promotional posts

    Analysis:

    The responses of the participants show that they are very highly exposed to promotional posts of the brands. However, there are some participants who report moderate to low exposure to promotional posts. This indicates that there may be algorithmic functions to target customers repeatedly while leaving some of the customers without targeting through the social media marketing content.

    9: Influence of social media marketing on consumers

    Analysis:

    Responses show that the customers are mostly influenced by influencer endorsement and organic posts of the brands. Whereas sponsored posts and reviews, and recommendations from other users seem to have less impact on the consumers. Therefore, it can be said that the marketers must focus more on influencer endorsement and organic posts and other strategies less.

    10: Type of social media-marketing engagement

    Analysis:

    More than 50% of the customers said that they interact with the brand posts by strongly agreeing, whereas 20% showed their agreement. Therefore, it can be understood that there is no negative sentiment about the social media marketing content among the customers at large. However, the disagreement of some customers shows that there are opportunities for improving the social media content strategies.  

    11: Likelihood of product purchase

    Analysis:

     Although there are some participants who do not tend to purchase products after seeing ads, the overall majority of the participants actually buy products after seeing online advertisements. Therefore, it can be said that although the existing strategies of the marketers are strong enough, there is scope for improvement in this regard.

    12: Impact of Positive reviews and Influencer endorsement

    Analysis:

    It is found that positive reviews and influencer endorsement increase the authenticity of the marketing content. Therefore, it can be said that the marketers must focus on endorsement of influencers, and at the same time, it is important to maintain high quality of the products and services so that there can be positive feedback from the users.   

    13: Influencing factors for purchasing decisions

    Analysis:

    It is evident that the price of products and services is the single largest driving factor for customers to make purchase decisions. However, the quality of the product, recommendations and social media marketing also play crucial roles. Hence, it is important for the brands to maintain the product quality on the one hand, and offer it at a sensible price, as this would attract the customers more.

    4.4 Summary Of Findings

    From the collected primary quantitative data, it is evident that the results adequately represent the views of both males and females, and there are views of various age groups. On the other hand, it is also found that the participants are very frequent online shoppers and spend a lot of time on social media. The top social media brands are Instagram, Facebook, YouTube, Twitter, and TikTok, and they follow the brands on social media. However, there is no uniformity of exposure of the participants to the social media posts by the brands. They like to interact with the posts and prioritise authenticity and positive views for purchasing decisions. Price and product quality are the two dominant factors that influence the purchasing decisions of customers. Hence, it is important for marketers to focus on enhancing the authenticity and quality of the product to get positive reviews at a sustainable price.

    Chapter 5: Discussion And Conclusion

    5.1 Discussion

    From the findings of the study, it is evident that some of the customers are exposed to brand posts over social media very frequently, while others are not so much exposed. It is evident from this that the companies, as a strategy try to repeatedly target those customers who have already bought products from them. On the other hand, it is found that the customers follow the pages of the brands that denotes their acceptance towards the brand contents. The study of Malik et al. (2024) deipicts that the older purchase decisions are used as important insights for targeting the customers in future also. The findings show that authenticity and positivity are two aspects emphasised by the customers. On the other hand, quality and prices are also very important determiners of their purchasing decisions. As per the study of Zhao et al. (2021) denotes the importance of product quality and prices for the customers in terms of making purchasing decisions. On the other hand, the study of Pereira et al. (2025) shows that fair price for a quality product helps in attracting the customers. The behaviour theory depicts that the purchasing decisions are made not only on the basis of behavioural belief, but also on the basis of evaluation of them (Etheridge et al., 2023). The lack of annoyance of the customers because of the brand promotional activities is also evident from the findings. Therefore, it can be understood that the marketers have plenty of opportunities to target the millennials successfully by focusing on maintaining the quality of the product and offering it at a reasonable price.  The study of  Ordun (2015), depicts that the millennials are more price-sensitive than other generations. Hence, the best strategy to attract them would be to collaborate with social media influencers who do not have any negative publicity and to offer quality products at a reasonable price.

    5.2 Conclusion

    Based on the detailed discussion above, it is evident that consumer behaviour is a very important and dynamic thing, and this can be effectively impacted by the brands through social media marketing activities. The millennial customers are very price and quality sensitive, and these factors impact their purchasing decisions a lot. The first objective of the study was to find out the strategies used by marketers to target customers. By identifying the targeting pattern and endeavouring to retain them in the findings section, this objective is fulfilled. The second objective was to evaluate the social media marketing on developing purchasing decisions of the customers. It is found that the authenticity and positive impacts and sensible quality and pricing attract the customers to purchase a product. The third objective is also fulfilled by identifying the trust pattern of the customers, as it is found that they prioritise quality, price and positive feedback for purchasing products. The final objective of the study is also fulfilled by identifying the most effective strategies for attracting customers. It is found that collaborating with social media influencers who do not have any negative publicity and maintaining the quality of the product, and emphasising these things through social media marketing can be effective strategies for marketers.

    5.3 Recommendations

    In order to develop similar types of research, in the future, it would be helpful to use qualitative data alongside quantitative data by interviewing the marketers to understand their perspective regarding the issue. On the other hand, it would also be helpful to integrate secondary qualitative data, as that could help in tallying the findings with actual market conditions. Moreover, focusing on other consumers rather than just focusing on millennials can also enrich the studies in the future.

    References

    Al-Ameri, S. M., Abdul-Malek, Z., Salem, A. A., Noorden, Z. A., Alawady, A. A., Yousof, M. F. M., Mosaad, M. I., Abu-Siada, A., & Thabit, H. A. (2023). Frequency Response Analysis for Three-Phase Star and Delta Induction Motors: Pattern Recognition and Fault Analysis Using Statistical Indicators. Machines, 11(1), 106. https://doi.org/10.3390/machines11010106

    Dimock, M. (2019, January 17). Defining generations: Where millennials end and generation z begins. Pew Research Center. https://www.pewresearch.org/short-reads/2019/01/17/where-millennials-end-and-generation-z-begins/

    Dwivedi, Y. K., Ismagilova, E., Hughes, D. L., & Carlson, J. (2021). Setting the future of digital and social media marketing research: Perspectives and research propositions. International Journal of Information Management, 59(1), 1–37. https://doi.org/10.1016/j.ijinfomgt.2020.102168

    Etheridge, J. C., Sinyard, R. D., & Brindle, M. E. (2023). Implementation research. Translational Surgery, 563–573. https://doi.org/10.1016/b978-0-323-90300-4.00043-4

    Golzar, J., & Tajik, O. (2022). Convenience Sampling. https://doi.org/10.22034/ijels.2022.162981

    Goodfellow, L. T. (2023). An Overview of Survey Research. Respiratory Care, 68(9), respcare.11041. https://doi.org/10.4187/respcare.11041

    Han, J. W. (2023). Does “born digital” mean “being global” in characterizing millennial consumers in a less developed country context? – An empirical study in Myanmar. Technological Forecasting and Social Change, 195, 122801–122801. https://doi.org/10.1016/j.techfore.2023.122801

    Islam, M., & Sheikh, S. A. (2024). Are Social Media-Based Marketing Strategies the New Mechanisms for Attracting Consumers? A Quantitative Method-Based Approach. Journal of Theoretical and Applied Electronic Commerce Research, 19(4), 3571–3583. mdpi. https://doi.org/10.3390/jtaer19040173

    Khanom, M. T. (2023). Using Social Media Marketing in the Digital era: a Necessity or a Choice. International Journal of Research in Business and Social Science (2147- 4478), 12(3), 88–98. http://dx.doi.org/10.20525/ijrbs.v12i3.2507

    Lawand, L. (2015, May 1). The Power of Visual Branding: the impact of visual branding on consumer perception and marketing. ResearchGate. https://doi.org/10.13140/RG.2.2.20938.39363

    Malik, M., Zhengmeng, C., Hussain, M., & Hussain, S. (2024). Exploring Customer Retention Dynamics: A Comparative Investigation of Factors Affecting Customer Retention in the Banking Sector Using Mediation-Moderation Approach. Heliyon, 10(19), e36919–e36919. https://doi.org/10.1016/j.heliyon.2024.e36919

    McKinsey. (2017, March 18). Cracking the code on millennial consumers | McKinsey. Www.mckinsey.com. https://www.mckinsey.com/industries/retail/our-insights/cracking-the-code-on-millennial-consumers

    Ordun, G. (2015). Millennial (Gen Y) Consumer Behavior, Their Shopping Preferences and Perceptual Maps Associated With Brand Loyalty. https://doi.org/10.3968/6697

    Pereira, M. de S., Schmitt, B., Cordeiro, B. A., Schmitt, B., Gabriela, M., Eugenia, S., & Gonçalves, M. C. (2025). Factors of Customer Loyalty and Retention in the Digital Environment. Journal of Theoretical and Applied Electronic Commerce Research, 20(2), 71. https://www.mdpi.com/0718-1876/20/2/71

    Petrosyan, A. (2025). Internet and social media users in the world 2025| Statista. Statista. https://www.statista.com/statistics/617136/digital-population-worldwide/?srsltid=AfmBOoo_Upu3ae9Jjw62iCoARIrvd6vvvsfF2dH9Fuw4OjeLJIRhLNbs

    Ponto, J. (2015). Understanding and Evaluating Survey Research. Journal of the Advanced Practitioner in Oncology, 6(2), 168–171. NCBI. https://pmc.ncbi.nlm.nih.gov/articles/PMC4601897/

    Ranganathan, P., & Caduff, C. (2023). Designing and validating a research questionnaire. Perspectives in Clinical Research, 14(3), 152–155. https://doi.org/10.4103/picr.picr_140_23

    Salmons, J. (2024). Sage Research Methods Community. Sage Research Methods Community. https://researchmethodscommunity.sagepub.com/blog/collect-data-online-surveys

    Schulz, M. (2025, June 25). Understanding the millennial consumer. Vogue. https://www.vogue.com/article/generational-breakdown-understanding-the-millennial-consumer

    Siddharta, A. (2025). Topic: Social media in Malaysia. Statista. https://www.statista.com/topics/10858/social-media-in-malaysia/?srsltid=AfmBOoqBOV-H6Vpx7Img74Pjr2naR3H4jguN0_kCfe1IbZcqEyTvc1Gl#topicOverview

    Struckell, E., Ojha, D., Patel, P. C., & Dhir, A. (2022). Strategic choice in times of stagnant growth and uncertainty: An institutional theory and organizational change perspective. Technological Forecasting and Social Change, 182(1), 121839.

    Wang, M., Sun, L.-L., & Hou, J.-D. (2021). How Emotional Interaction Affects Purchase Intention in Social Commerce: The Role of Perceived Usefulness and Product Type. Psychology Research and Behavior Management, 14, 467–481. https://doi.org/10.2147/prbm.s301286

    Yin, J., Qiu, X., & Wang, Y. (2025). The Impact of AI-Personalized Recommendations on Clicking Intentions: Evidence from Chinese E-Commerce. Journal of Theoretical and Applied Electronic Commerce Research, 20(1), 21–21. https://doi.org/10.3390/jtaer20010021

    Zhang, G. (2023). The Influence of Social Media Marketing on Consumers’ Behavior. Advances in Economics Management and Political Sciences, 20(1), 119–124. https://doi.org/10.54254/2754-1169/20/20230181

    Zhao, H., Yao, X., Liu, Z., & Yang, Q. (2021). Impact of Pricing and Product Information on Consumer Buying Behavior with Customer Satisfaction in a Mediating Role. Frontiers in Psychology, 12(1). frontiersin. https://doi.org/10.3389/fpsyg.2021.72015

  • Childhood Education Study

    Blossom’s Lane Early Childhood Centre is a well-established preschool serving children aged 2 to 5 years. The management team consists of the centre manager only, Emma. The centre in the past was known for its nurturing environment, experienced staff, and commitment to quality early childhood education and care.

    Blossom’s Lane has recently expanded its capacity due to increased demand. Emma currently faces several challenges related to managing a larger team and maintaining a high-quality centre. Blossom’s Lane is experiencing high staff turnover, struggling to employ and retain experienced educators; negatively impacting quality within the centre. Recent regulatory and education-focused inspection reports highlighted issues around governance and the centre’s curriculum. The centre is also facing financial difficulties based on last year’s financial records.

    Emma is determined to address the challenges and improve the service and believes management models and theories may provide a valuable starting point.

    Assessment Requirements:

    Using the case study address the following areas:

    • Introduction (250 words or 1.5 – 2 minute presentation)
    • Management Models and Theories (LO1) Explore various international and national management models and theories relevant to contemporary early years managers and assess how these models and theories can support effective management at Blossom’s Lane, exploring their strengths and limitations. (700 words or 4 – 5.5 minutes)
    • Quality Assurance and Compliance (LO2) Evaluate the role of management in the provision of a high-quality and compliant early years service at Blossom’s Lane, with reference to regulations, policies, and standards. (600 words or 4 – 5 minute presentation)
    • Roles, Responsibilities, and Staff Support (LO3 LO4) Considering the challenges faced by Blossom’s Lane, evaluate the specific roles and responsibilities the early years managers should focus on, providing a clear rationale, to ensure the sustainability of the service, address staff recruitment, retention, and provide professional support? (700 words or 4 – 5.5 minutes)
    • Attributes (LO5) Critically reflect on the attributes necessary for Emma, as the early years manager, to lead a high-quality and compliant service. (500 words or 3 – 4 minute presentation)
    • Conclusion (250 words or 1.5 – 2 minute presentation)

    Word Count: 3000 words or (+/- 10%) or 18-24 minute PowerPoint Presentation

    Weighting: 100%

    Module learning outcomes achieved:

    • LO1. Assess models of management from a national and international lens.
    • LO2. Evaluate the importance of management in ensuring quality and compliant early years provision.
    • LO3. Analyse the roles and responsibilities of management in the early years sector.
    • LO4. Analyse the role of management in relation to staff recruitment, retention and support.
    • LO5. Critically reflect on the attributes of the early years manager.
    • The Assessment should:
      • Include an introduction and conclusion.
      • Demonstrate a comprehensive understanding and application of module concepts and themes.
      • Demonstrate in depth independent academic research and strong academic writing skills.
      • Meet the specified learning outcomes.
      • Be submitted individually by the specified due date.

      Written piece OR PowerPoint Presentation

      • Essay or Recorded Presentation
      • Times New Roman or Calibri.
      • Size 12, Size 14 for headings (essay style)
      • Intext citation and images (where relevant)

      Layout:

      • Self-Reflection Form
      • Self-Assessed Rubric
      • Cover Page (Optional)
      • Table of Contents
      • Assignment
      • Reference Section

      Presentation

      • A PowerPoint should be presented during the presentation, and you should be visible throughout.
      • Font size and layout should be suitable for a PowerPoint presentation (as per guidelines provided).

      Layout:

      • Self-Report Form and Self-Assessed Rubric can be uploaded in one document.
      • The recorded presentation can be uploaded separately.
      • Assessment methods which enable students to demonstrate the learning outcomes for the module:
        • Weighting: 100%
        • Learning Outcomes demonstrated: 1-5

        Learning Outcomes

        On successful completion of this module the student should be able to:

        • LO1. Assess models of management from a national and international lens.
        • LO2. Evaluate the importance of management in ensuring quality and compliant early years provision.
        • LO3. Analyse the roles and responsibilities of management in the early years sector.
        • LO4. Analyse the role of management in relation to staff recruitment, retention and support.
        • LO5. Critically reflect on the attributes of the early years manager.
  • MED056-1 Content Creation and Post-Production Assessment 2 Brief 2026/27 | Bedfordshire Module Title MED056-1 Content Creation and Post-Production Assessment

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

    Module Title 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.