GA36c

LEVEL 6 ASSESSMENT SPECIFICATIO

Student name:       Student ID number:

Programme: BABS

Module: Entrepreneurship
Contribution to
Module code: SBLC6001 Ass. 1: Individual
Overall Module Report- 50%
Assessment (%):
Ass. 2: Individual Case
Study Analysis – 50%

Lecturer: Anand Walser Internal Verifier: Dr. Paul Reynolds

Assignment Title: Entrepreneurship Word count (or Ass. 1: Individual

equivalent): Report - 2500
Ass. 2: Individual Case
Study Analysis - 2500

Submission 27/06/2019 Return date of tbc

deadline: provisional marks
& written feedback:
All written assessments, where practical and possible, must be submitted via
Submission
Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this
method:
assessment specification into Turnitin or it will match many similarities with
other students’ submissions.)
Alternative submission method (if applicable):
Late submission of the assessment will result in a late penalty mark.
Penalties for late submission: Up to one week late, maximum mark of 40%.
Over one week late, 0%. Only the Extenuating Circumstances Panel may
approve a change to submission dates.

Academic Academic honesty is required. In the main body of your submission you must
honesty / give credit to authors on whose research and ideas your work is based.
referencing: Append to your submission a reference list that indicates the books, articles,
etc. that you have used, cited or quoted in order to complete this assessment.

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Module Learning Outcomes
(from module syllabus)

1. Analyse how successful entrepreneurs and investors create, find, and differentiate profitable
and durable opportunities; in particular, how they tell these opportunities apart from just “other
good ideas”

2. Evaluate and determine how successful entrepreneurs and investors create and build value for
themselves and others.

3. Identify and determine the necessary financial and non-financial resources available for new
ventures; the criteria used to screen and evaluate proposals, their attractiveness and risk, and
know how to obtain start-up and early growth capital

4. Determine the critical tasks to be accomplished, the hurdles to be overcome during start-up and
early growth, and what has to happen to ensure success

5. Apply the opportunity screening criteria to actual start-up ideas, and subsequently develop a
business plan suitable for presentation to investors and industry participants, whilst
developing and analysing integrated financial projections for start-up ventures.

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 TASK DESCRIPTION – Assignment 1: Individual Report (50%)

BACKGROUND / INTRODUCTION

Some countries seem to encourage more Entrepreneurs than others. The social and external
environments that pertain in a country play a role in encouraging entrepreneurship and budding
Entrepreneurs.

TASKS
Using relevant literature critically analyse these thoughts; develop and justify your own view and
position. Use relevant examples. Your analysis must be grounded in appropriate academic literature and
must provide clear evidence of independent critical evaluation.

Please ensure that your assignment follows this structure:

 A table of contents
 A list of figures and/ or list of tables where appropriate
 Introduction -( 200 words)
 Literature Review-& Critical Analysis (1800 words)
 Recommendations and Conclusions- -( 500 words)
 References
 Bibliography
 Appendices if appropriate

LENGTH
REQUIRED
2500words +/-10%, any deviation from this will be penalised.

FORMATTING AND LAYOUT

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Length: 2500 words
4. Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre
space at each edge, double spaced and pages numbered.
5. Document format: Report
6. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using
Harvard referencing throughout is also provided.
7. Research: Research should use reliable and relevant sources of information e.g. academic books
and journals that have been peer reviewed. The research should be extensive.

The use of a range of information sources is expected – academic books, peer reviewed journal
articles, professional articles, press releases and newspaper articles, reliable statistics, company
annual reports and other company information. All references should be in the Harvard style.

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 TASK DESCRIPTION – Assignment 2: Individual Case Study Analysis
(50%)

BACKGROUND / INTRODUCTION

Read the case study given below and attempt the tasks that follow:

Case Study - How an Off-Season Hobby Grew into a Slick Business

California native Brent Christensen, founder of Ice Castles, didn’t have any experience living in
cold climates when he moved to Alpine, Utah, in 2000. His seasonal summer business -- a mobile
lawnmower repair company -- left him plenty of time to goof off during the winter. He noticed that a
neighbour was building a just-because-he-could giant mound of ice in his yard by directing running
water onto a pole.

“For some reason I thought it was really cool,” Christensen says. Soon after, he started
experimenting, blanketing everything from a wooden tripod to bicycles under ice. “I’d like to say
the kids were in on it, but it was mostly just me. It was fun to see the ice take over everything.” The
following winter, Christensen went even bigger, crafting a slide that banked off the neighbour’s
fence and ended on an ice rink. “I got all this lumber and constructed a framework that was about
20 feet high. It was a massive, crazy thing.”

“Aha” Moment
The experiments continued, but the spring thaw left Christensen’s yard a mess of rotted wood. In
2008 he discovered he could build a structure using pieces of ice instead of wood. “I started
breaking off icicles that would be forming and then fusing them back on … using slush. That’s
when all the magic started happening,” he says.

Determining that the ice could support the weight of people and, best of all, could be
sculpted into complex formations with bridges and tunnels, Christensen took to building ice
fortresses. “My imagination started going crazy,” he says. When locals began showing up
to take a look, he realized he might have a business.

Starting Block
Christensen approached Utah resorts hoping to sell one on the idea of an on-site ice attraction.
The only taker: a manager at a small resort in Midway who was “really out there with things he
would do to promote the hotel.” The half-acre ice castle was such a hit that the following winter,
Christensen was offered the Midway town square as a canvas. “It was the first real legitimate
attraction we had,” he says. “About 20,000 people came through.”

Wiped out from both the physical and mental challenges of building and maintaining the castle,
Christensen decided he needed a business partner. He brought in his neighbour Ryan Davis
-- who had experience getting permits from cities and running companies -- as CEO and co-owner.
This left Christensen free to focus on the castles as head of creative and production.

In winter 2013, Ice Castles got a gift: Disney released Frozen and, just like that, ice was hot. “That
was our breakout year,” Christensen says. Highways leading to the season’s three castles backed
up. Two years later, Ice Castles launched a timed ticket system. This year there are four Ice
Castles: in Midway; Minneapolis; Lincoln, N.H.; and, for the first time, across the border in Alberta,

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Canada. Also this year, a high-end department store on Madison Avenue in New York City has
hired Ice Castles to build ice structures as part of its elaborate holiday windows.

Freeze Frame
Ice Castles still uses the same (now patented) “growing” system that Christensen developed in his
backyard. “If you used a frame of rebar and wood, it would be nowhere as close to the same
strength, because you would have a void inside the wood,” he says. “When the water hits the ice,
it melts and freezes. It’s basically a welding process.”

The castles, Christensen says, are less like buildings and more like “foreign landscapes.” The
finished designs, which have both open areas and covered rooms, feature elements inspired by
architecture (tunnels, caves, waterfalls and archways) and nature -- especially the hoodoos and
slot canyons found in Utah’s Zion National Park. “We kind of plagiarized from Mother Nature a bit,”
he says. (Though that’s ramped up with LED lights synchronized to music.)

The Daily Harvest

Each site has an ice farm to grow the 10,000 icicles required daily. Weather permitting, staffers
start building in November, and the structures open to the public between Christmas and New
Year. About 20 employees are needed during construction, and a “couple hundred” staffers keep
things running companywide until the season melts away. It costs approximately $700,000 to
$900,000-plus to build each castle. Admission is $10 to $15 per person, with up to 12,000 people
wandering through each attraction on a busy weekend.

Warm Thoughts
“To have people come in and thank you for building it -- I can’t even think of what would be better.
And you get paid for it,” Christensen says. Since he and his family bounce around the castle
locations during the winter, they’ve decided to stay in a single spot during the summers -- far from
the ice, on Hawaii. What does Christensen do then? He surfs -- and fixes lawnmowers. 

(Extracted from The Entrepreneur at https://www.entrepreneur.com/article/253727 )

TASKS

 Critically evaluate the idea and the strategies adopted by Brent Christensen.
 Analyse the opportunities that Christensen capitalised on.
 Comment on the risks that the business is exposed to.
 Evaluate the evidence that suggests, overall, that the business will last or whether it
will ‘fizzle out’.
 Give reasons for your responses.

LENGTH
REQUIRED
2500 words +/- 10%, any deviation from this will be penalised.

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FORMATTING AND
LAYOUT

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Length: 2500 words
4. Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre
space at each edge, double spaced and pages numbered.
5. Document format: Report
6. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using
Harvard referencing throughout is also provided.
7. Research: Research should use reliable and relevant sources of information e.g. academic books
and journals that have been peer reviewed. The research should be extensive.

The use of a range of information sources is expected – academic books, peer reviewed journal
articles, professional articles, press releases and newspaper articles, reliable statistics, company
annual reports and other company information. All references should be in the Harvard style.

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GUIDANCEFOR STUDENTS IN THE COMPLETION OF
TASKS
NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.

1. Engagement with Literature Skills

Your work must be informed and supported by scholarly material that is relevant to and focused on the
task(s) set; you should make use of scholarly reviews and primary sources, where appropriate (for
example, refereed research articles and/or original materials appropriate to the discipline). You should
provide evidence that you have accessed a wide range of sources, which may be academic, governmental
and industrial; these sources may include academic journal articles, textbooks, current news articles,
organisational documents, and websites. You should consider the credibility of your sources; academic
journals are normally highly credible sources while websites require careful consideration/selection and
should be used sparingly. Any sources you use should be current and up-to-date, mostly published within
the last five years or so, though seminal/important works in the field may be older. You must provide
evidence of your research/own reading throughout your work, using a suitable referencing system,
including in-text citations in the main body of your work and a reference list at the end of your work.

Guidance specific to this assessment: Please see page 9 and 10

2. Knowledge and Understanding Skills

At level 6, you should be able to demonstrate coherent and detailed knowledge and a systematic
understanding of the subject area, at least some of which is informed by the latest research and/or
advanced scholarship within the discipline. You should be aware of the uncertainty, ambiguity and limits of
knowledge. Your work must demonstrate the growing extent of your knowledge and systematic
understanding of concepts and underlying principles associated with the subject area. Knowledge relates
to the facts, information and skills you have acquired through your learning. You demonstrate your
understanding by interpreting the meaning of the facts and information (knowledge). This means that you
need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the
task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your
understanding. Your mark/grade will also depend upon the extent to which you demonstrate your
knowledge and understanding; ideally each should be complete and detailed, with comprehensive
coverage.

Guidance specific to this assessment: Please see page 9 and 10

3. Cognitive and Intellectual Skills

You should be able to: critically evaluate evidence, arguments, assumptions, abstract concepts and data
some of which are at the forefront of a discipline(and that may be incomplete) to devise and sustain
arguments, to make judgements and/or solve problems; describe and comment upon particular aspects of
current research, or equivalent advanced scholarship, in the discipline Your work must contain evidence of
logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down
into parts, make inferences, compile, compare and contrast information. This means not just describing
what! But also justifying: Why? How? When? Who? Where? At what cost? At all times, you must provide
justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others
within the subject area is crucial to you providing a reasoned and informed debate within your work.
Furthermore, you should provide evidence that you are able to make sound judgements and convincing
arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the
content of your work. Where relevant, alternative solutions and recommendations may be proposed.

Guidance specific to this assessment: Please see page 9 and 10

4. Practical Skills

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At level 6, you should be able to apply the methods and techniques that you have learned to review,
consolidate, extend and apply your knowledge and understanding, and to initiate and carry out projects.
You will deploy accurately established techniques of analysis and enquiry relevant to the discipline, and
apply them in complex and unpredictable contexts, to devise and sustain arguments and/or to solve
problems. You should be able to frame appropriate questions to achieve a solution - or identify a range of
solutions. You should be able to demonstrate how the subject-related concepts and ideas relate to real
world situations and/or a particular context. How do they work in practice? You will deploy models,
methods, techniques, and/or theories, in that context or circumstances, to assess current situations,
perhaps to formulate plans or solutions to solve problems, or to create artefacts, some of which may be
innovative and creative. This is likely to involve, for instance, the use of real world artefacts, examples and
cases, the application of a model within an organisation and/or benchmarking one theory or organisation
against others based on stated criteria. You should show awareness of the limitations of concepts and
theories when applied in particular contexts.

Guidance specific to this assessment: Please see page 9 and 10

5. Transferable Skills for Life and Professional Practice

Your work must provide evidence of the qualities and transferable skills necessary for graduate-level
employment requiring the exercise of initiative and personal responsibility and decision-making in complex
and unpredictable circumstances. This includes demonstrating: the learning ability for professional
development to advance existing skills and acquire new competences of a professional nature that will
enable you to assume significant responsibility within organisations; that you can initiate and complete
tasks and procedures, whether individually and/or collaboratively; that you can use appropriate media to
effectively communicate information, arguments and analysis in a variety of forms to specialist and non-
specialist audiences; fluency of expression; clarity and effectiveness in presentation and organisation. Work
should be coherent and well-structured in presentation and organisation.

Guidance specific to this assessment: Please see page 9 and 10

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 STUDENT FEEDBACK FORM – ASSIGNMENT 1: INDIVIDUAL
REPORT (50%)
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines
your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to
comment on the achievement of the task(s), including those areas in which you have performed well and areas that
would benefit from development/improvement.

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 awardedMarks
available
Marks
Generic Assessment Criteria

1. Engagement with Literature Skills

.

Inserting your references (quality texts and published articles) into the appropriate 15
places in the text. Listing these at the end of the report (Harvard Method)
2. Knowledge and Understanding Skills

Demonstrating insights into selected academic concepts and models. 15

The relevance of these in the context of the set questions.
3. Cognitive and Intellectual Skills

Developing the potential value of the concepts/models. 30

Establishing a conceptual base to be applied in the next section of the report.

4. Practical Application Skills

Applying the concepts/ models in order to provide valuable and meaningful solutions 30
and make recommendations.

5. Transferable Skills for Life and Professional Practice

Written in report style. Appropriate use relevant methodologies and high level of 10
professionalism showcased throughout the coursework. Work should be coherent and
well-structured in presentation and organisation.

Late Submission Penalties (tick if

Assessment Mark (Assessment marks are subject to ratification at the appropriate)
Exam Board. These comments and marks are to give feedback on module work Up to 1 week late (40% Max) %
and are for guidance only until they are confirmed. ) Over 1 week late (0%)

STUDENT FEEDBACK FORM – Assignment 2: Individual Case Study

Analysis (50%)
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines
your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to

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comment on the achievement of the task(s), including those areas in which you have performed well and areas that
would benefit from development/improvement.

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 awardedMarks
available
Marks
Generic Assessment Criteria

1. Engagement with Literature Skills

.

Use of relevant and credible sources of evidence and literature. 20

2. Knowledge and Understanding Skills

Ability to demonstrate the knowledge and understanding of concepts and underlying 20

principles associated with the subject area.
3. Cognitive and Intellectual Skills

Breadth and depth of critical analysis of the scenario, issues and impacts. 30

4. Practical Application Skills

Ability to apply relevant theories, models and concepts to the scenario under 20
discussion.
5. Transferable Skills for Life and Professional Practice

Appropriate use relevant methodologies and high level of professionalism showcased 10

throughout the coursework. Work should be coherent and well-structured in
presentation and organisation.
Late Submission Penalties (tick if
Assessment Mark (Assessment marks are subject to ratification at the appropriate)
Exam Board. These comments and marks are to give feedback on module work Up to 1 week late (40% Max) %
and are for guidance only until they are confirmed. ) Over 1 week late (0%)
GENERIC ASSESSMENT CRITERIA

Level 6
In accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed knowledge and a
systematic understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline.
They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and
sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically
evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions
to achieve a solution - or identify a range of solutions. They will apply the methods and techniques that they have learned to review, consolidate, extend and
apply their knowledge and understanding, and to initiate and carry out projects. They will have the ability to manage their own learning, and to make use of
scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). They will demonstrate
the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and
unpredictable contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional
with literature evidence of engagement with a limited withan with a wide with an engagement
(including reading and/or with essential range of mostly appropriate range of extensive range with an
reading, reliance on reading.No relevant and range of research- of relevant and extensive range
referencing, inappropriate evidence of credible sources. research- informed credible of relevant and
academic sources. wider Some omissions informed literature, literature, credible
conventions and Views and reading.Reliance and minor literature, including informed by the literature,
academic findings mostly on inappropriate errors. including sources latest research. informed by the
honesty) unsupported and sources, and/or Referencing sources retrieved Consistently latest
non- indiscriminate conventions retrieved independently. accurate research.High-
authoritative. use of sources. evident though independently. Selection of application of level referencing
Referencing Heavily reliant not always Some over- relevant and referencing. skills
conventions on information applied reliance on texts. credible sources. consistently and
used gained through accurately or Referencing may Very good use of professionally
incoherently or class contact. consistently. show referencing, with applied.
largely absent. Inconsistent and minorinaccuracie no/very few
weak use of s or inaccuracies or
referencing. inconsistencies. inconsistencies.
Knowledge Major gaps in Gaps in Limited Knowledge is Knowledge is Excellent Exceptionally
and knowledge and knowledge, with knowledge and reasonably reasonably coherent and coherent and
understanding systematic only systematic detailed, extensivecohere detailed detailed
(Coherent and understanding of superficialsyste understanding of accurate with a nt and detailed. knowledge knowledge
detailed the subject matic the relevant good systematic Exhibits very andsystematic andsystematicun
knowledge and
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
systematic matter. understanding. concepts and understanding of good understanding of derstanding of
understanding of Substantial Some significant principles within the field of understanding of the principles the principles
the subject area, inaccuracies.No inaccuracies the subject area studyand to the breadth and and theories of and theories of
at least some of awareness of and/or irrelevant which to some some extent, depth of current research the subject, well-
which is informed knowledge of the material. No limited extent, is current research established and scholarship. informed by
by the latest
latest research awareness of informed by and scholarship. views, and the Clear awareness current research
research and/or
advanced and/or advanced knowledge of the current research work is, at least of challenges to and scholarship.
scholarship within scholarship latest research and scholarship. in part, well- established A critical,
the discipline.) within the and/or advanced informed by views and the sophisticated
discipline. scholarship current research limitations of the and nuanced
within the and scholarship. knowledge base. awareness of
discipline. the ambiguities
and limitations of
knowledge.
Cognitiveand Wholly or almost Largely Limitedattempt Some critical Sound critical Excellent critical Exceptional
intellectual wholly descriptive work, atcritical thinking, thinking,analysis thinking,analysis critical
skills descriptive work. with superficial thinking,analysis analysis, , synthesis and , synthesis and thinking,analysis
(Conceptual and Little or no use of critical , synthesis and synthesis and evaluation evaluation. , synthesis and
critical thinking, analysis, evaluation. evaluation, evaluation. Can demonstrating Ability to evaluation based
analysis, synthesis or Weak tending towards analyse new critical thinking. investigate on judiciously
synthesis and evaluation. development of description. and/or abstract Ability to devise contradictory or selected
evaluation of Failure to arguments and Some evidence concepts and and sustain incomplete evidence.
research,
develop judgements. to support data without persuasive information and Ability to
assumptions,
abstract concepts arguments, Information emergingargume guidance. arguments, and make strong, investigate
and data (that leading to accepted nts and An emerging to review the persuasive, contradictory or
may be illogical or uncritically, uses judgements but awareness of reliability, validity argumentsand incomplete
incomplete); logic, invalidjudgement generalised these may be different stances and significance sophisticated information and
argument and s. statements underdeveloped and ability to use of evidence(that judgements.Som make strong,
judgement.) Unsubstantiated made with scant or with a little evidence (that may be e evidence of persuasive,
generalisations, evidenceand inconsistency / may be incomplete) to independent arguments and
made without unsubstantiated mis- incomplete)to make mostly thought and sophisticated,
use of any opinions. Ideas interpretation. support the appropriate and ability to ‘see nuanced,
credible sometimes Asserts rather argument. valid beyond the judgements.Evid
evidence. illogical and than argues a Mostly valid judgements. question’, ence of
contradictory. case. arguments and suggesting a independent
logical grasp of the thought and
judgements.Som broader field and ability to ‘see
e tendency to wider concepts. beyond the
assert/state question’,
opinion rather suggesting
than argue on anoutstandinggr
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
the basis of asp of the
reason and broader field and
evidence. wider concepts.
Practical skills Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
(Apply/deploy use of methods, application of awareness and appropriate application of a application of a levels of
accurately materials, tools methods, mostly application of range of range of application and
established tools and/or materials, tools appropriate standard methods, methods, deployment
and techniques. and/or application of methods, materials, tools materials, tools skills in
techniques;initiate Little or no techniques but well-established materials, tools and/or and/or unpredictable,
and carry out appreciation of without methods, and/or techniques. techniques. practical
projects;
formulate
the context of consideration materials, tools techniques. Very good The context of contexts,
solutions to solve the application. and and/or Clear consideration of the application is drawing skilfully
problems in Limited competence. techniques. appreciation of the context of well considered, on the latest
complex and understanding of Flawed Basic the context of the application, and insightful. research within
unpredictable the application of appreciation of appreciation of the application. with perceptive Application and the
contexts.) theory to the context of the context of Mainly insights. Can deployment discipline.Can
practiceormakin the application. the application. consistent, identify problems extend beyond identify complex
g appropriate Weak Theoretical accurate and and propose established problems and
links between understanding of knowledge and logical appropriate conventions. propose
the two. the application of understanding application of solutionsin Can identify sophisticated
Very weak theory to applied in theory to complex and complex solutions.Assimil
problem-solving practice, with practice, but not practice, making unpredictable problems and ation and
skillsin complex only occasional always making appropriate links contexts. propose development of
and evidence of logical links between the two Evidence of excellent cutting edge
unpredictable making between the two. Can identify some innovation solutions. processes and
contexts. appropriate links Can identify problems and and creativity. Innovation and techniques.
between the two. problems and propose mostly creativity
Weak problem- propose basic appropriate evident.
solving skills in solutionsin solutionsin
complex and complex and complex and
unpredictable unpredictable unpredictable
contexts. contexts without contexts.
fully appreciating
the complexity.
Transferable Communication Communication Can Can Can Can Can
skills for life medium is medium is poorly communicate in communicate communicate communicate communicate
and inappropriate or designed and/or a suitable effectively in a well, confidently professionally with an
professional misapplied. not suitable for medium but with suitable format, and consistently confidently exceptionally
practice Work is poorly the audience. some room for but may have in a suitable andconsistently high level of
(Exercise of structured, Work is poorly improvement. minor errors. format. in a suitable professionalism.
initiative and disorganisedand presented in a Mostly ordered Mostly coherent, Work is format. Work is
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
personal /or confusingly disjointed presentation and organised coherent, fluent, Work is exceptionally
responsibility; expressed. Very manner. It is structure in work,in a well-structured coherent, very coherent, very
professional weakuse of loosely, and at which relevant suitable and fluent and is fluent and is
development;initia language and/or times ideas / concepts structure and is organised.Can presented presented
te and complete
very incoherently, are reasonably for the most part work very well professionally.C professionally.C
tasks and
procedures: inappropriate structured, with expressed.Work clearly autonomously an work an work
individually and/or style. Little or no information and may lack expressed.Can and/or as part of autonomously exceptionally
collaboratively; evidence of ideas often coherence in work effectively a team, with very with initiative. well and
use appropriate autonomy (or poorly places. Can independently good Where relevant professionally
media to collaboration, expressed. work as part of a and/or as part of contribution to can work within a team,
communicate where relevant) Weak use of team, but with a team, with group activities. professionally showing
effectively; in the completion language and/or limited clear Demonstrates within a team, advanced
fluency of
of tasks.Little or inappropriate involvement in contribution to very good showing leadership
expression; clarity
and effectiveness no evidence of style. Weak group activities. group activities. graduate leadership skills skills.Demonstra
in presentation the skills independent Demonstrates Demonstrates employment as appropriate, tes exceptional
and organisation.) required in initiative (or the basic skills the skills skills, with just managing graduate
graduate collaboration, if required in required in occasional minor conflict and employment
employment. relevant).Limited graduate graduate weakness. meeting skills and an
evidence of the employment, employment, obligations.Dem appetite for
skills required in with some areas with some areas onstrates further
graduate of minor of strength and excellent development.
employment. weakness. some of minor graduate
weakness. employment
skills and an
appetite for
further
development.