Lord Ashcroft International Business School

Department: Marketing, Strategy and Enterprise

Module: BAP Business Analysis Project

Module Code: MOD001112

Year: 2013/14Semester: 1 & 2Trimesters: 1, 2 & 3

Academic Year: 2013/14Semester/Trimester: 1,2 or 3

Module Guide

Contents

Module Title.................................................................................................................................................11. Key Information........................................................................................................................................22. Introduction to the Module.......................................................................................................................23. Intended Learning Outcomes..................................................................................................................23.1 Employability skills delivered in this Module..........................................................................................34. Outline Delivery.......................................................................................................................................44.1 Attendance Requirements.....................................................................................................................55. Assessment.............................................................................................................................................65.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students]...................................75.2 Submitting your work [Students in all other locations at Associate Colleges].......................................95.3 Marking Rubric and Feedback............................................................................................................105.4 Re-Assessment (resit).........................................................................................................................106. How is My Work Marked?......................................................................................................................107. Assessment Criteria and Marking Standards........................................................................................147.1 Specific Assessment Criteria and Marking Rubric...............................................................................147.2 University Generic Assessment Criteria..............................................................................................158. Assessment Offences............................................................................................................................219. Learning Resources..............................................................................................................................239.1. Library.................................................................................................................................................239.2. Other Resources................................................................................................................................2410. Module Evaluation...............................................................................................................................2411. Report on Last Delivery of Module......................................................................................................25Appendix 1: Re-Assessment Information..................................................................................................26

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Module Guide

1. Key Information

Module: Business Analysis Project

Module Leader: Robert JonesCampus/ Building/ Room: Cambridge, Lord Ashcroft Building, LAB 322Extension: 2549 Direct: 08451962549Email: robert.jones@anglia.ac.ukWebsite: http://cambridgemba.wordpress.com/bap

Module Tutors: Robert Jones

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:

the Virtual Learning Environment (VLE) the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office. All new students receive a copy as part of their welcome pack.

In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the ModuleKey words sources of competitive advantage, benchmarking, KPIs

This 15 credit module is largely self-managed. It is centred on a single business of your choosing, which you will benchmark with two similar organisations.

It is difficult to be prescriptive about this module. Imagine being called in to a meeting with the Chief Executive and being told to “sort out” the organisation. It is difficult to define “sort out”, because if the CE could explain it, the possible solutions would be self evident. This sort of problem is faced by most senior managers at some time in their career, especially in these turbulent times.

This module simulates the problems (issues) that real life managers deal with and requires you to test some of your proposed solutions. The focus is on some aspect of competitive advantage and how this is reported in published information and also in financial reports and statistics.

The module is integrative, it requires you to look at competitive strategy from different angles (e.g. organisational, operational, market, financial etc). You must pull together these strands in order to form a coherent picture of the issues (i.e. the problems and opportunities) inside and around your chosen organisation.

Part of your analysis will be qualitative - “soft” - and part of your analysis will be quantitative - “hard”. You must pull together “soft” analysis and “hard” (financial and market data) in order to perform a complete analysis.

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Module Guide

It is valuable to be aware of the key performance indicators that are employed in each market sector. The traditional financial ratios are useful here, but do not give the full picture. Some sectors have very specialised KPIs. How does your chosen organisation compare with your chosen benchmark organisations in these key areas?

The module also requires an awareness of values and judgements in financial and other reporting. You must interpret evidence from a number of different sources in order to give your judgement on numerical data represented in the accounts.

The module requires you to test the outcomes of your recommendations using spreadsheet scenario modelling. You should comment on the suitability, acceptability and feasibility of your recommendations and integrate the figures derived from your scenario modelling in this section.

This module integrates learning from previous modules and is useful practice for your dissertation.

3. Intended Learning Outcomes

Knowledge and understanding

1. Evaluate the ways in which competitive forces impinge on an organisation’s performance;

2. Critically examine relationships between organisational issues and strategic development;

Intellectual, practical, affective and transferable skills

3. Apply appropriate qualitative and quantitative tools, techniques and concepts to clarify, synthesise and evaluate an organisation’s current effectiveness and future prospects;

4. Develop a critical and practice-based insight into the key issues facing an organisation, supported by clear evidence-based findings and to communicate those findings and make recommendations.

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Module Guide

3.1 Employability skills delivered in this Module

It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:

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SKILL Skills acquired in this module

Communication (oral) XCommunication (written) XCommercial Awareness XCultural sensitivity XCustomer focusData Handling XDecision making XEnterprising XFlexibility XInitiative XInterpersonal SkillsLeadership/Management of othersNetworking XOrganisational adaptability XProject Management XProblem Solving and analytical skills XResponsibility XTeam workingTime Management XIntegration of quantitative and qualitative analysis

X

Module Guide

4. Outline Delivery

The programme here is indicative and may be changed if necessary

Part Lecture Seminar/Workshop Student-managed learning

0 Premodule Briefing on purpose and direction of module and preparation

Pre-module reading and research on one focus company and its competitors.

1 Module introduction – purpose, direction and outcomes.

Sources of information

Selection of target organisations; suitability for study, access to company information Discovering, assessing and exchanging details of favourite sources – valid, neutral, reputable and reliable sources

Research and data gathering for chosen firms

Testing and sharing sources of information

2 Student presentations (1)formative, not assessed

Students’ preliminary presentations on choice of focus company and what they expect to find out

Class dialogue on current economic and business issues and their influences on strategy formulation.

3 Frameworks for competitive advantage

Questioning & updating academic frameworks

Revise, review and test knowledge of standard models e.g. PEST, 5-forces, Ansoff etc. Revise the standard accounting ratios and their implications

How we can adapt and update frameworks?

Revision and updating of learning from earlier strategy and accounting modules.Johnson, Scholes & Whittington (2011) Exploring Corporate Strategy, Pearson Education Ltd, 9th edition.Read works of Downes & Mui, Miller A., Bowman C., Yip., Ansoff I.

4 Balanced Scorecard and KPIsand Strategy Map

Identifying and understanding industry-specific key performance indicators

Researching specific company and industry sources and identifying the special KPIs for that sector. Read articles by Kaplan and Norton on the Balanced Scorecard and the Strategy Map.

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5 Drivers of globalisation Identifying and assessing the main factors driving globalisation

Reading and researching e.g. good quality press articles in order to assess the influence of globalisation (based on Yip, G.). PWC and World Bank and WEF and other reports

6 Spreadsheet modelling – computer room

Replication of company P&L and Balance Sheets in spreadsheets. Revision and use of spreadsheet formulae.

7 Spreadsheet modelling – computer room

Development of student’s own spreadsheet model

8 Student presentations (2)formative not assessed – progress check

Short (3 Powerpoint slides) presentations on the main issues uncovered in focus company and two comparators.

Identifying key problems / issues, identifying industry-specific KPIs.

9 Case studye.g. Marks & Spencer

Case study:-e.g. Low cost airlines

Application of academic frameworks; modelling & spread-sheeting figures

Selecting the appropriate measurables.

Identify industry-specific KPIs, integrating soft (qualitative) and hard (quantitative) data.

Industry-specific KPIs, example of airlines,Doganis,R.

10 Investment appraisal frameworks, NPV, IRR,Decision tree analysis

Applications and implications Will be advised in lecture

11 Review

Student presentations updated (not assessed, formative)

Workshop Realistic strategy options. Testing options with a spreadsheet, integrating the analysis into a Powerpoint presentation

12 Review Workshop – question and answer session

Realistic strategy options. Testing options with a spreadsheet, integrating the analysis into a Powerpoint presentation

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Developing and applying learning

We will review existing knowledge and revisit classic traditional strategic frameworks, concepts and tools:-

PESTELPorter’s 5-forces of competitionMarket analysis and Market life-cycleIdentification and explanation of key external pressures driving strategyFinancial analysis ratios and toolsKPIsStrategic directions available

Then we will critique, adapt, update and develop the conventional tools above for exploitation in this module. We will identify and assess contemporary pressures on organisations’ strategies. We will apply some useful integrative strategic models, including:-

Downes & Mui Additional forces of competitionMiller Reasons for DiversificationKaplan and Norton Balanced Scorecard and Strategy MapBowman Strategy Clock – value vs. priceYip Globalisation influences

We will exploit qualitative and quantitative techniques, we will use numbers in the narrative – “painting by numbers”. We will assess the relative merits and limitations of, and apply, quantitative techniques for investment appraisal e.g. NPV, DCF, IRR, decision tree, etc.

Your finished reports will be largely quantitative and based on spreadsheet modelling of your strategy recommendations.

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module. Research has found a clear correlation between student attendance and overall performance. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (e.g. illness), please contact your Module Tutor.

Anglia Ruskin will closely monitor the attendance of all students and will contact you if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies.

International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders.

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Module Guide

5. AssessmentThe assessment for this module consists of three parts. Submission dates vary.

Part Type of assessment Word or time limit

Submission method

Submission dates

1 Formative – justify selection of focus organisation

3 minutes

Verbal presentation

NO LATER THAN:2nd lecture

2 Formative – preliminary benchmarking and findings

5 minutes

Verbal with Powerpoint or other

NO LATER THAN:9th lecture

3 Element 010 – written individual assignment

3,000 words

Turnitin®UK GradeMark 

NO LATER THAN (Trimester 3 2014)Level 7: Friday 15th August 2014 by 5pm

Part 1 – Assignment

MarkLearning Outcome

1. Formative – verbal presentation - justify selection of focus organisation 0 1 - 42. Formative – Powerpoint (or other) preliminary benchmarking and findings 0 1 - 43. Element 010 – written individual assignment 100 1 - 44.5.

TOTAL MARKS 100%

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Module Guide

How will the assignment be marked?

BUSINESS ANALYSIS PROJECT MOD001112 Marking sheet

SID: Focus company: Benchmark 1 Benchmark 2

LOs

Weight

Mark

a 1 - 4 Research on industry sector and selected organisation, referencingWide research and reading - good bibliography and referencing - every piece of information and all non-original work must be referenced to original author. Information is not free, it is the intellectual property of the original author who must be acknowledgedDo not describe analytical models. Sources: FT, Economist, HBR, quality newspapers & journals, Mintel & Keynote market sector reports, Dunn & Bradstreet , specialist journals. Be careful with online sources - DO NOT download web-based material without referencing.

10%

b 3 Detailed financial analysis, including financial spreadsheet modelling of recommended strategy options Examine trends over 3 - 5 years:- e.g. sales, market share, profitability, cash, debt, investment, p/e - and compare with key competitors. Use specific Performance Indicators relevant to your chosen sector. Use only relevant financial ratios (no need to examine all of them). WHAT ARE THE INDUSTRY-SPECIFIC KPIs? Each sector has its own special KPIs. Interpret and discuss your findings - IDENTIFY KEY ISSUES.

15%

c 1 - 4 Analysis, interpretation and discussion of strategic issuesEstablish the context and background - apply models to the case. Examine the market and competitors, operations and organisation. Interpret and discuss your findings - IDENTIFY KEY ISSUESAPPLY theory & models to help you ANALYSE - do not DESCRIBE the theory

It is advisable to select one or maximum two theoretical modelse.g. PESTEL plus modified Porter 5 Forces works well.e.g. the Balanced Scorecard / Strategy Map, with industry-specific KPIs, works well

DO NOT use SWOT

30%

d 4 An appraisal of the limitations of financial models and conventional analysisRemember to include this part. MBA people should be capable of seeing the weaknesses as well as the strengths of conventional “textbook” wisdom and concepts. For example, the traditional “5-forces” model is out-of-date and we will critique and update it.

10%

e 1 - 4 ConclusionsConclusions must link strongly with the earlier parts of the reportand pull together your findings - do not introduce new evidence and thought here - no surprises. Conclusions will restate the key issues that you have identified and your major findings.

10%

f 1 - 4 Recommendations must address these key issues and major findings. You are writing to the CEO and advising on your favoured options for the future in terms of costs, benefits (increased sales, profits etc), timescale and resource implications for the organisation. You must model your recommendations in the financial spreadsheet model in part (b); make some assumptions on costs, sales etc and input these to the model; discuss and interpret the financial and other outcomes of your recommendations in terms of acceptability, feasibility and suitability.

10%

g 1 - 4 ModellingModel your recommendations from part (e) quantitatively using a spreadsheet. Your recommendations inform the inputs then you will comment on the outcomes.

15%

TOTAL 100%

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Module Guide

Overall:

raj/aibs/mba/BAP/Mark sheet/ jul2013

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

5.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students]

You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on the assignment brief, all your assignments should be submitted online. Hard copy assignments will NOT be accepted or marked. You must put YOUR Student ID number (SID) as the submission title (details below).

You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report Class to which you can submit multiple drafts for originality checking.

The Grademark class page shows the start date (when you can begin submitting work), the due date for your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. The post date is the date when both feedback and provisional results will be posted online. You should follow the detailed instructions provided on the VLE.

When you submit your assignment, remember to:

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a) Keep default (recommended)

b) Enter your first and last name(s)

c) Enter your SID as the submission title VERY IMPORTANT!

d) Browse to search for your assignment file

e) Upload

SID

f) or cancel

Module Guide

ONLINE SUBMISSION AND FEEDBACK THROUGH GRADEMARK

At the post date you will get your feedback through Turnitin/Grademark. We have implemented this online feedback system to give you the following benefits:

More timely receipt of your feedback; Better quality feedback; The ability to hand in your work online; Reduction in time spent queuing to hand in and pick up your assignments; The ability to receive marker feedback when it is posted, regardless of your location; Reduction of both yours and the university’s carbon footprint by no longer printing work.

HOW TO VIEW YOUR FEEDBACK

Click on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer. A new window will open and you will see your feedback on the right-hand side of the screen. Or click on the grey arrow to download a copy of your assignment and feedback.

POINTS TO NOTE

1. The due date as seen in eVision is the official submission deadline. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it until the last minute to submit your work – the system becomes extremely busy and can be slower during the period of the deadline.

2. Grademark final submission classes will become available 10 working days before the final submission date. Be aware that work can only be submitted ONCE to these classes and cannot be removed or changed.

3. All work submitted MUST be entitled by your Student ID number.

4. Any work handed in via the iCentre will NOT be marked.

5. The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of the originality report is not required.

6. The Originality Report will not be used to make assessment decisions unless concerns arise as to poor academic practice, plagiarism, or collusion. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations).

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Module Guide

7. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created for re-sits.

8. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on the module VLE. If you have experience submission difficulties, please email: LAIBS_Grademark_Support@anglia.ac.uk

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.

5.2 Submitting your work [Students in all other locations at Associate Colleges]

All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

5.3 Marking Rubric and Feedback

The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work.

Feedback

You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff through Grademark at Cambridge and Chelmsford. At other locations and Associate Colleges, this is provided through the completion of the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued.

Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; e.g. between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

On occasion, you will receive feedback and marks for work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.

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Module Guide

5.4 Re-Assessment (resit)If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment.In this module, because the assignment topics and content are unique to the individual student, you can rework the failed assignment, improve it and present it as a resit. You are strongly advised to seek the advice of your module tutor to ensure that you are on the right lines before handing-in your resit assignment.

6. How is My Work Marked?After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include:

Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g. a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking

External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.

Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the MSE DAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAP’s remit:

External Examiner’s Name Academic Institution Position or Employer

Dr Ross Brennan University ofHertfordshire Reader in Marketing

Dr Lindsey Carey Glasgow CaledonianUniversity Lecturer

Prof Roger Palmer Bournemouth University Dean of BusinessSchool

The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo.

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Module Guide

Anglia Ruskin’s marking process is represented in the flowchart below:

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Module Guide

Anglia Ruskin’s marking process is represented in the flowchart below:

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Module Guide

Student submits work / sits

examination

Work collated and passed to Module Leader

Work is marked by Module Leader and Module Tutor(s)1. All marks collated by Module Leader

for ALL locations2

Internal moderation samples selected. Moderation undertaken

by a second academic3

Unconfirmed marks and feedback to students within 20 working

days (30 working days for Major Projects)

External moderation samples selected and moderated by

External Examiners4

Marks submitted to DAP5 for consideration and approval

Marks Approved by DAP5 and forwarded to Awards Board

Any issues?

Any issues?

Students receive initial (unconfirmed)

feedback

Confirmed marks issued to students

via e-Vision

Mar

king

Sta

geIn

tern

al M

oder

atio

n S

tage

Ext

erna

l Mod

erat

ion

Sta

geD

AP

4 S

tage

YES

YES

NO

NO

Flowchart of Anglia Ruskin’s Marking Processes

All work is marked anonymously or double marked where identity of the student is known (e.g.in a presentation)The internal (and external) moderation process compares work from all locations where the module is delivered

(e.g.Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.)The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever is

the greater) for each marker and covers the full range of marksOnly modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The

sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marks

DAP: Departmental Assessment Panel – Anglia Ruskin has over 25 different DAPs to reflect our subject coveragePage 16

Module Guide

7. Assessment Criteria and Marking Standards

7.1 Specific Assessment Criteria and Marking Rubric

A++ = 90-100 A+ = 80-89% A = 70-79% B = 60-69% C = 50-59% D = 40-49% F = 30-39% F- = 20-29% F— = 10 -19% F---- = 0-9%

BAP

ass

ignm

ent r

epor

t

The report is well-focused on the main points for top management. It is exceptionally well-written to highlight your proposed business strategy with supporting spreadsheet modelling

An outstanding report that is well-focused and considered. It explains the purpose and conclusions of the report well. It highlights your proposed business strategy with supporting spreadsheet modelling

An excellent report that is clear and succinct. It outlines the main points for the senior management team. It highlights your proposed business strategy with supporting spreadsheet modelling

A very good report that highlights the main points which top management would be interested in. It highlights your proposed business strategy with supporting spreadsheet modelling

The report highlighted the major points however some aspects were missing. A reasonable attempt at outlining your proposed business strategy with some supporting spreadsheet modelling

There are the beginnings of a business report. You really needed to research more thoroughly and analyse more deeply. The idea of this report is that top managers could accept and implement your recommendations.

Your report is unclear in places – make sure to focus on the most important aspects as per the detailed module assignment guidelines.

You have misunderstood the purpose of this module assignment. You need to take a much more serious approach to your studies. See me for guidance.

You have completely misunderstood the purpose of this module assignment. You need to take a much more serious approach to your studies. See me for guidance.

You have completely missed the point of this assignment task – see me for advice.

See “How will the assignment be marked?” guidance in Section 5

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Module Guide

7.2 University Generic Assessment CriteriaANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 7

Level 7 is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

Mark Bands OutcomeGeneric Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills

Cha

ract

eris

tics

of S

tude

nt A

chie

vem

ent b

y M

arki

ng B

and

90-100%

Achieves module outcome(s) related to GLO at this level

Exceptional analysis of key issues/concepts/ethics with very clear originality and autonomy. Exceptional development of conceptual structures and argument making an exceptional use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication

Exceptional analysis of key issues/concepts/ethics. Exceptional development of conceptual structures and argument, making consistent use of scholarly conventions. Exceptional research skills, independence of thought, an extremely high level of intellectual rigour and consistency, exceptional expressive/professional skills, and substantial creativity and originality. Exceptional academic/intellectual skills. Work pushes the boundaries of the discipline and may be considered for external publication

80-89%

Outstanding analysis of key issues/concepts/ethics with clear originality and autonomy. Outstanding development of conceptual structures and argument making an exemplary use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency

Outstanding analysis of key issues/concepts/ethics. Very high level development of conceptual structures and argument, making consistent use of scholarly conventions. Outstanding research skills, independence of thought, a high level of intellectual rigour and consistency, outstanding expressive/professional skills, and considerable creativity and originality. Exemplary academic/intellectual skills

70-79%

Excellent analysis of key issues/concepts/ethics. Excellent development of conceptual structures and argument making excellent use of scholarly conventions. Demonstrates independence of thought and a high level of intellectual rigour and consistency

Excellent analysis of key issues/concepts/ethics. High level development of conceptual structures and argument, making consistent use of scholarly conventions. Excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/ professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality

60-69%Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions

Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions

50-59%Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

40-49%A marginal pass in module outcome(s) related to GLO at this level

Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent

Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

30-39%

A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark

Limited knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and limited argument. Limited use of scholarly conventions.

Limited research skills impede use of learning resources and problem solving. Significant problems with structure/accuracy in expression. Team/Practical/ Professional skills not yet secure. Weak academic/ intellectual skills. Limited use of scholarly conventions

20-29%

Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and little evidence of argument. Little evidence of use of scholarly conventions.

Little evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/Practical/Professional skills virtually absent. Very weak academic/intellectual skills. Little evidence of use of scholarly conventions

10-19% Inadequate knowledge of key issues/concepts/ethics in discipline. Wholly descriptive, with inadequate synthesis of existing scholarship and inadequate argument. Inadequate use of scholarly conventions.

Inadequate use of research skills, learning resources and problem solving. Major problems with structure/accuracy in expression. Team/Practical/Professional skills absent. Extremely weak academic/intellectual skills. Inadequate use of scholarly conventions

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Module Guide

1-9%

No evidence of knowledge of key issues/concepts/ethics in discipline. Incoherent and completely but poorly descriptive, with no evidence of synthesis of existing scholarship and no argument whatsoever. No evidence of use of scholarly conventions.

No evidence of use of research skills, learning resources and problem solving. Incoherent structure/accuracy in expression. Team/Practical/Professional skills non-existent. No evidence of academic/intellectual skills. No evidence of use of scholarly conventions

0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes

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8. Assessment Offences

As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected.

You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.

Definitions of Assessment Offences

Plagiarism

Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission.

You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on.

Examples of plagiarism include:

directly copying from written work, physical work, performances, recorded work or images, without saying where this is from;

using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own;

rewording someone else’s work, without referencing them; and handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft.

Collusion

Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work.

Examples of collusion include:

agreeing with others to cheat; getting someone else to produce part or all of your work; copying the work of another person (with their permission); submitting work from essay banks; paying someone to produce work for you; and allowing another student to copy your own work.

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Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

taking unauthorised material into the examination room; inventing results (including experiments, research, interviews and observations); handing your own previously graded work back in; getting an examination paper before it is released; behaving in a way that means other students perform poorly; pretending to be another student; and trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences

Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. You will be able to do tutorials on being honest in your work from the library and other support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism).

You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor.

You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences. All students in Cambridge and Chelmsford are also expected to submit their final work through Turnitin®UK as outlined above.

If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources which will help you develop your academic skills.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.

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9. Learning Resources

9.1. Library

The Talis Aspire Reading List project will begin to be introduced this academic year, more information at:http://readinglists.anglia.ac.uk/index.html

For the academic year 13/14 we will support the Talis Aspire system in parallel with the resources list below.

Library ContactsFaculty of Arts, Law and Social Scienceslibteam.alss@anglia.ac.uk  Lord Ashcroft International Business Schoollibteam.aibs@anglia.ac.uk Faculty of Health, Social Care and Educationlibteam.fhsce@anglia.ac.uk  Faculty of Science and Technologylibteam.fst@anglia.ac.uk  

Reading List Template – Anglia Ruskin University Library

Resources Notes

Recommended text Johnson, Scholes & Whittington (2011)Exploring Corporate Strategy, 9th edition, FT Pitman

A very useful textbook - students are advised to purchase a copy.

BooksThese books cover a broad range of strategy and financial perspectives and you are strongly advised to refer to them

Vaitilingam, R. (2011) Financial Times Guide to Using the Financial Pages, 6th edition, FT Prentice Hall

Marr, Bernard (2012) Key Performance Indicators (KPI): The 75 Measures Every Manager Needs to Know, FT Prentice Hall

Holmes, Sugden & Gee (2008) Interpreting Company Reports & Accounts, 10th ed, FT Prentice Hall

Brealey, Myers & Allen (2010) Principles of Corporate Finance Global Edition 10th ed McGraw Hill

Fraser L & Ormiston A (2012) Understanding Financial Statements, 10th edition, Prentice Hall

Watson D & Head A (2013) Corporate Finance Principles & Practice, 6th edition FT Prentice Hall

Miller, A (1998) Strategic Management, 3rd

A very useful primer with mini case study articles and their interpretation

A useful book with case examples of application of KPIs in practice.

Simple accounting guidelines for non-accountants

Excellent, interesting perspectives on corporate finance, how financial markets work etc

Useful for non-accountants.

Provides a student-friendly approach to the key topics in corporate finance and introduces appropriate tools and techniques for the financial manager

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edition, McGraw Hill

Ellis & Williams (1993) Corporate Strategy and Financial Analysis Pitman

Smith, T (1996) Accounting for Growth – Stripping the Camouflage from Company Accounts, 2nd ed, New Century

Grundy, T et al (1998) Exploring Strategic Financial Management, Prentice Hall

Bender, R. & Ward, K. (2009) Corporate Financial Strategy, Elsevier Butterworth-Heinemann

Barker, R (2001) Determining Value – valuation models and financial statements, FT Pitman,

Read chapter 7 “Corporate level strategy”, especially “evaluating reasons to diversify”

An old text but good on basic principles

Another old text, this is the area we are in.

A useful extension of Johnson, Scholes & Whittington

A practical guide to how corporate finance can be used to add value to a business

JournalsIt is important that you draw from material contained in academic journals.

Harvard Business Review

Long Range Planning

Available online via ARU Digital Library.

Specific journal articles

Bowman, C. (Spring 2008) Generic strategies: a substitute for thinking? The Ashridge Journal

This is a key article.

This article will be supplied to you within the VLE in digital format.

Websites

MINTEL http://www.mintel.com/

FAME http://www.bvdinfo.com/Products/Company-Information/National/FAME.aspx?gclid=CPjP_vWc5qMCFan-2Aod-xRL-g

OSIRIS

Price Waterhouse Coopers Emerging Markets (EM) reports:-http://www.pwc.co.uk/eng/publications/2008_em20_index.html andhttp://www.pwc.co.uk/eng/publications/0309_em20_podcast.html UKTIhttps://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/countries?_nfls=false&_nfpb=true

ControlRiskshttp://www.controlrisks.com/

Excellent market intelligence reports, key resource in this module available via ARU Library’s website

FAME –“financial analysis made easy”, a key source of financial ratios and trend graphs, excellent resource (available via ARU Library’s website).

OSIRIS - International public company database, a key source of financial ratios and trend graphs, excellent resource (available via ARU Library’s website).

These compare the “risk vs. reward” profiles for the top 20 Emerging Nations in two categories:- “manufacturing” and “services”.

For up-to-date info, take a look at the UK government’s. UKTI runs a “desk” or team specializing in each nation and they give each nation a headline assessment.

A private consultancy assessing national risk profiles

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IMF Global Financial Stability Reporthttp://www.imf.org/external/pubs/ft/GFSR/index.htm

Transparency Internationalhttp://www.transparency.org/

World Bank “Doing Business” http://www.doingbusiness.org/EconomyRankings/

World Economic Forum WEF “Global Competitiveness Report” GCRhttp://www.weforum.org/en/media/Latest%20Press%20Releases/GCR08Release.

Accenture “Managing Risk: Solid Strategy for Risky Times”https://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC|7448|risk%20management||S|b|3541203126

The Economist http://www.economist.com/

Bloomberg Business Week http://www.businessweek.com/

Wirtschaftswoche http://www.wiwo.de/

Journal of International Business Studies www.jibs.net

Financial Times http://www.ft.com/home/uk

BBC News http://www.bbc.co.uk/news/business/

McKinsey Quarterly http://www.mckinseyquarterly.com

Highly topical reports.

Corruption and bribery can be problems. The Economist newspaper regularly prints updates from Transparency International

This compares nations in terms of setting up and ease (or not) of doing business, looking at 11 criteria.

The GCR is based on 12 pillars of competitiveness, providing a comprehensive picture of the competitiveness landscape in countries around the world at all stages of development. The pillars include: Institutions, Infrastructure, Macroeconomic Stability, Health and Primary Education, Higher Education and Training, Goods Market Efficiency, Labour Market Efficiency, Financial Market Sophistication, Technological Readiness, Market Size, Business Sophistication and Innovation

Excellent and sometimes quirky (contrarian) news and commentary, great macro-analysis (PESTEL)

Excellent German language business weekly

You can subscribe to McKinsey free-of-charge

Additional reading will be recommended weekly in class.University Library catalogue and Digital Library http://libweb.anglia.ac.uk/

Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

9.2. Other Resources

To be advised.

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10. Module Evaluation

During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module.

This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studied this module previously.

Your questionnaire response is anonymous.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements.

In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.

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11. Report on Last Delivery of Module

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.

Module Code and Title: MOD 001112 Business Analysis Project

Anglia Ruskin Department: MSE

Location(s) of Delivery: Cambridge and Chelmsford

Academic Year: 2012/13 Trimester: 3

Enrolment Numbers (at each location): 10

Module Leader: Robert Jones

Other Module Tutors:Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel.

The average mark for the assignment in 2012 for part-time MBA students was 62%. This is in line with the marks for previous years. The good performance resulted from the high proportion of highly motivated students enrolled on this option module. Two of the scripts were excellent and were awarded 75%. They displayed excellent data and evidence in the case study, wide scope in reading around the subject area, and powerful application of relevant academic frameworks. The scripts in the 70% range were very competent, showing strong engagement with the task. The scripts in the 60s range were well researched, with effective case studies and relevant factors, but perhaps not so strong with the specific academic application. Scripts in the 50s were competently written analyses of factors influencing chosen enterprises, but with less reference to specific factors and frameworks. Scripts in the 40s were worthy attempts, but rather descriptive in nature, lacking in evidence and lacking in academic application.

Mark range Fail 40-49% 50-59% 60-69% 70-79% 80%Number 0 1 2 5 2 0 10Percentage 0 10% 20% 50% 20% 0% 100%

Feedback from Students Briefly summarise student responses, including any written comments“ I did not like this module at first, it seemed to repeat earlier stuff BUT I changed my mind when I realised how much it integrated and extended learning from earlier modules”.“It was very stimulating to beyond the textbook view”.“The assignment was very hard word but the integration of qualitative and quantitative strategy analysis is very useful”.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate) This module deliberately questions and then develops upon conventional academic frameworks. We serve up topical context material from many different sources, journalistic, company websites etc. The aim is to make the student audience aware of the many and fascinating perspectives on business.

Developments during the current year or planned for next year (if appropriate)This is a long-established module which acts as an integrating vehicle towards the end of the MBA. It is constantly being improved and updated.

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module

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The external examiner approved the marks and commented on the quality and rigour of the module and the student’s work and the tutor’s marking.

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Appendix 1: Re-Assessment Information

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN THEIR FIRST SUBMISSION

DRAFT VERSION – AWAITING EXTERNAL EXAMINER APPROVAL Assessment will be confirmed before the re-assessment period

The re-assessment for this module consists of one part:

Part Type of assessment Word or time limit

Submission dates

010 Written assignment 4,000 words

Resit period: w/c 5th January, 2015

011 Not applicable

Part 010 – AssignmentConsult the module tutor for advice then rework and improve the original assignment which is unique to the student.

The marking scheme is identical to that for the first attempt, see section 5

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