Solent University
AE2 Coursework Assessment Brief
Assessment Details
| Unit Title: | Global Organisations and Resource Management |
| Unit Code: | QH0-401 |
| Unit Leader: | Khurram Riaz Khurram.Riaz@qa.com |
| Additional Tutor: | Birmingham- Morning:: Kamal Pal-Kamal.Pal@qa.com Birmingham-Evening:: David Olatundun Manchester Day:: Godfred Osei |
| Level: | 4 |
| Assessment Title: | Essay |
| Assessment Number: | AE2 |
| Assessment Type: | Written |
| Restrictions on Time/Word Count: | 2000 words + References (+/- 10%) |
| Individual/Group: | Individual |
| Consequence of not meeting time/word count limit: | There is no penalty for submitting below the word/count limit, but students should be aware that there is a risk they may not maximise their potential mark.
|
| Assessment Weighting: | 50% |
| Issue Date: | Monday,8th June 2020 |
| Hand In Date/ Submission Date: | Monday -7th Sep 2020 Before 4 PM. |
| Planned Feedback Date: | 20 Working Days |
| Mode of Submission: | On-line via SOL |
| Number of copies to be submitted: | 1 |
Anonymous Marking
| This assessment:(a) Will be marked anonymously |
Learning Outcomes
This assessment will enable students to demonstrate in full or in part the learning outcomes identified in the unit descriptors.
Assessment Task
You are required to write a 2000 word essay as follows:
“Using industry examples, and with reference to academic theory and models, discuss how a company’s organisational structure, culture and methods of communication can influence the success of the business.”
Guidance Notes:
This assignment relies on you carrying out research from a number of sources, formulating appropriate arguments, and applying informed judgement in order to draw evidence based conclusions.
For help with writing essays, visit Succeed@Solent Succeed@solent Help with Essay writing, Succeed@Solent – Help with Assignments and Succeed@Solent – Grammar and Language
Late Submissions
Students are reminded that:
- If this assessment is submitted late i.e. within 5 working days of the submission deadline, the mark will be capped at 40% if a pass mark is achieved;
- If this assessment is submitted later than 5 working days after the submission deadline, the work will be regarded as a non-submission and will be awarded a zero;
- If this assessment is being submitted as a referred piece of work (second or third attempt) then it must be submitted by the deadline date; any Refer assessment submitted late will be regarded as a non-submission and will be awarded a zero.
http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-2/2o-assessment-policy-annex-1-assessment-regulations.pdf?t=1411116004479
Extenuating Circumstances
The University’s Extenuating Circumstances procedure is in place if there are genuine circumstances that may prevent a student submitting an assessment. If students are not ‘fit to study’, they can either request an extension to the submission deadline of 5 working days or they can request to submit the assessment at the next opportunity (Defer). In both instances students must submit an EC application with relevant evidence. If accepted by the EC Panel there will be no academic penalty for late submission or non-submission dependent on what is requested. Students are reminded that EC covers only short term issues (20 working days) and that if they experience longer term matters that impact on learning then they must contact a Student Achievement Officer for advice.
A summary of guidance notes for students is given below:
Academic Misconduct
Any submission must be students’ own work and, where facts or ideas have been used from other sources, these sources must be appropriately referenced. The University’s Academic Handbook includes the definitions of all practices that will be deemed to constitute academic misconduct. Students should check this link before submitting their work.
Procedures relating to student academic misconduct are given below:
Ethics Policy
The work being carried out by students must be in compliance with the Ethics Policy. Where there is an ethical issue, as specified within the Ethics Policy, then students will need an ethics release or an ethical approval prior to the start of the project.
The Ethics Policy is contained within Section 2S of the Academic Handbook:
Grade marking
The University uses a letter grade scale for the marking of assessments. Unless students have been specifically informed otherwise their marked assignment will be awarded a letter grade. More detailed information on grade marking and the grade scale can be found on the portal and in the Student Handbook.
Policy: http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-2/2o-assessment-policy.pdf
Guidance for online submission through Solent Online Learning (SOL)
http://learn.solent.ac.uk/onlinesubmission
IF YOU REQUIRE ANY SPECIAL PROVISION OR ARRANGEMENTS DUE TO DISABILITY, PLEASE CONTACT Frances O’Neill Frances.O’Neill@qa.com AS SOON AS POSSIBLE.
ASSESSMENT CRITERIA AND MARKING GRID
| Criteria | A1 – A2 | A3 – A4 | B1 – B3 | C1 – C3 | D1 – D3 | F1 | F2 – F3 |
| K1 35%
Explain specified aspects, issues or practices within organisational structure, culture and methods of communication, their methods, concepts or theoretical basis | Exceptional breadth and depth for work at this level;
Thorough investigation generates well-founded evaluation and evidence based conclusions. | Accurate and coherent in breadth, with depth in many areas;
Thorough investigation generates well-founded evidence based conclusions in many areas. | Accurate in breadth, with depth in several areas;
Investigation generates well-founded conclusions with some evaluation. | Accurate, with depth in some aspects;
Satisfactory selection and analysis of information, with little evaluation | Largely accurate across most areas with limited depth;
Analysis using given methods is adequate | Inaccuracies and or omissions in some areas, depth limited;
Superficial analysis | Substantial inaccuracies, omissions and or irrelevancies;
Analysis absent or with significant errors and or omissions |
| C1 35%
Apply knowledge and skills, including theoretical knowledge, to differing contexts, including practical or work-related skills | Exceptional breadth and depth for work at this level;
Explores and evaluates information and ideas from a wide range of sources;
| Accurate and coherent in breadth, with depth in many areas;
Explores and deploys information from a range of resources;
Thorough investigation of concepts and theories, some of them abstract and or current practice, and some of their implications and applications. | Accurate in breadth, with depth in several areas;
Locates and organises a range of information and or evidence;
Clear understanding of concepts and theories (some of them abstract) and/or practice and some of their implications and applications. | Accurate, with depth in some aspects;
Locates and organises a satisfactory range of information and or evidence, some of it beyond the given or familiar;
Satisfactory understanding of the relevant concepts, theories and/or practice;
Shows some ability to deal with unfamiliar and abstract ideas. | Largely accurate across most areas, with limited depth;
Locates and organises an acceptable range of information and or evidence mostly from given and or familiar sources;
Adequate understanding of the main concepts, theories and/or practice;
Engagement with abstract/unfamiliar ideas or implications and applications is slight. | Inaccuracies and or omissions in some areas, depth limited;
Range of information limited to the given or familiar with some errors in organisation;
Occasional errors in understanding of main concepts, theories and/or practice;
Struggles to engage with unfamiliar and or abstract ideas and complexities. | Substantial inaccuracies, omissions and/ or irrelevancies;
Range of information inadequate and disorganised;
Substantial errors in understanding of concepts, theories and/or practice, or none;
Fails to engage with or address unfamiliar and or abstract ideas and complexities. |
| Criteria | A1 – A2 | A3 – A4 | B1 – B3 | C1 – C3 | D1 – D3 | F1 | F2 – F3 |
| P1 20%
Deploy a range of specialised practical, technical, subject-specific, scholarly or work-related skills at a basic level, with some guidance, using established methods and /or procedures
| Exceptional, detailed, specific, conclusions completely based on evidence in in the essay. | Excellent, detailed, specific, conclusions almost completely based on evidence in the essay. | Very good, accurate conclusions, based on the evidence presented in the research. | Good, largely accurate conclusions, mainly based on the evidence reported in the research. | Adequate conclusions, partially based on the research, with some errors, or advice not based on evidence presented. | Limited conclusions, only partially based on the evidence presented, with errors, or limited advice not based on the evidence presented. | Very limited, partial conclusions, with no consideration of the evidence. Advice impractical. |
| T1 10%
Communicate information, data and ideas effectively, referencing sources accurately | Excellent presentation and organisation of work and lucid communication in all contexts;
Exemplary referencing and use of in-text citation and Harvard referencing. | Excellent presentation and organisation of work and lucid communication in most contexts;
Extensive, accurate referencing and citations. | Presentation and organisation of work appropriate to context and purpose, communication clear;
Referencing consistent and accurate. | Satisfactory organisation and presentation of work, communications mostly appropriate to the context/purpose;
Referencing mostly consistent/accurate. | Organisation and presentation of work and communications adequate in most contexts, with some mistakes and or irrelevancies;
Some errors in referencing; | Elements of disorganisation, poor presentation and or inappropriate communication or expression;
Error and or omissions in referencing, or none. | Work is disorganised, poorly presented with poor and or inappropriate communication and expression;
Substantial errors in referencing, or none. |