GA36c

LEVEL 6ASSESSMENT SPECIFICATIO

Student name:       Student ID number:

Programme: BABS

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

Lecturer: Tomi Omidiora Internal Verifier: Anand Walser

Assignment Title: The struggles encountered Word count (or Ass. 1: Individual
by entrepreneurs equivalent): Report - 2500
Ass. 2: Individual Case
Study Analysis - 2500

Submission 20/12/2019 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.

Page 1 of 16
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.

Page 2 of 16
 TASK DESCRIPTION – Assignment 1: Individual Report(50%)

BACKGROUND / INTRODUCTION

“Passion, creativity and resilience are the most crucial skills in business. If you’ve got those, you’re ready to
embark on the journey “– Jo Malone, Founder of Jo Malone

TASKS

Using relevant literature critically analyse this statement in relation to the struggles encountered by
entrepreneurs within the business environment. 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: Daniel Platt Limited

BACKGROUND / INTRODUCTION

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

Case Study–

Daniel Platt Limited: A case study in Engineering Entrepreneurship and Opportunity Recognition

Introduction

William Wiles, Roof Tile Technical Manager at Daniel Platt Limited (U.K.) and an experienced brick layer
and roofer, recognised the problem precisely. ``Builders using clay roof tiles often find that they cannot get
the roof tiles they actually need when they need them, especially when working on the valley area of the
roof where two pitches meet.`` William has `hands on` experience of the problems faced by professional
roofers’ and has the right mind set to come up with solutions to solve their problems. During 170 years of
manufacturing natural clay floor tiles Daniel Platt has had to adapt to market needs in an entrepreneurial
way on many occasions and this problem for builders presented an opportunity to create new and hopefully
profitable customers.

The move to a niche market

The move into the niche market for clay roof tiles was one such entrepreneurial response when the wider
market for ceramic products became increasingly competitive. In a sense they were moving into a less
congested and less competitive market space. They needed to survive and so they needed to find new
markets for their manufacturing and technical skills. Having made the move, maintaining a strong, distinct
position in the selected niche was vital in order to maximise the value of the business opportunity. The
introduction of a flexible product design would enable the right products to be available ex-stock. Routinely
builders might have to wait for up to eight weeks because a particular specification to fit the pitch of the roof
they were working on was not available. The implications in terms of time lost and negative cash flow are
significant as jobs cannot be completed within contractual terms. Producing only one type of fitting instead
of three would reduce stock levels and improve product availability resulting in more satisfied customers
and an increase in sales revenue.

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The engineering issue

Roofs are constructed with different levels of pitch (slope), most commonly 40, 45 and 50 degree pitches,
each one requiring a different ‘fitting’ which is in fact the term used to describe the angle between the two
wings of a valley tile. The task was to design a single tile that would fit all three angles. ``It was relatively
easy to get it right for two angles but all three required more consideration to ensure the aesthetics and the
functionality of the tile were right’’, William Wilkes explained. The process began with a cardboard template,
progressed to a metal angled support plate and then to a piece of extruded clay placed on the support plate
and cut to the required shape. Different angles were tried and tested on a metal frame roof construction
fitted with boards and tile laths and located within Daniel Platt’s manufacturing facility. The selected best fits
were then fired and placed on the test roof. It was a long and meticulous design engineering process. As
the valley tiles do not feature the ‘nibs’ that hold regular roof tiles on the laths, precision engineering was
essential as the valley tiles at every angle must be supported by the regular tiles.

Innovative Action Support

Daniel Platt’s capacity to exploit the opportunity was considerably enhanced by the support of the
Innovative Action Programme, West Midlands, U.K. The regional development agent provided a
mechanism for encouraging companies to think differently and for making innovation ‘real’ and effective.
Daniel Platt’s entrepreneurial skills and engineering capability were boosted and a product that may have
never have otherwise never reached the market was successfully created. The team provided David Platt
with funding to support the research and product development processes including a coaching and
mentoring service. The universal valley tiles are currently on test with the building trade and positive
feedback is already being received. Sales of roof tiles are now providing customers for one third of the
company’s total output. They have managed to move from one market segment of floor tiles to another
market segment of roof tiles. The company recognised an opportunity and not only recognised an
opportunity but took the opportunity, took on the necessary development risk and produced an innovative
product that many in the roofing trade will need once the testing process has been concluded.

Entrepreneurial mind-set
The company aimed to diversify and to move segments building on key competences when the market
moves. They strive to innovate and to find solutions and solve customer’s problems. They are prepared to
take a calculated risk in innovating precision engineering products for the building industry. They are
constantly on the lookout for new business opportunities in their area of competence and core capabilities.
They always do market testing and conduct thorough ‘due diligence’ testing to minimise risk using a new
product development testing framework developed by Booz, Hamilton and Allen in the United States and
used extensively today by many new product development consultants. They employ good development
engineers who know their subject and have many years’ experience in the tiling industry.

Longer term position of the firm

The management at Daniel Platt understands the importance of keeping ahead of the market in order to
survive. In today’s highly competitive environment firms’ have to move with the times and they cannot
Page 5 of 16
afford to stand still. The building material market is highly competitive with many building products now
coming from overseas. To survive Daniel Platt understands the need to be different and this can only be
done through innovation and creativity. The opportunities are out there but it takes management to see
such opportunities and to have the will and the skills to capitalise on them. Opportunity recognition is a key
skill. Of course opportunity recognition is just one necessary thing, the opportunity has to be realised and
monetised to produce the necessary revenue and profits. Daniel Platt’s long term objective is to stay the
market leader in roofing solutions through a process of continual quality improvement and innovation.

Adapted from a case written by: Liz Read, Development Manager for Enterprise and
Entrepreneurship, University of Coventry

Updated and modified: 22thMarch 2018 Published: 18thSeptember 2018

Extracted from and adapted from Higher Education Academy Case

StudiesHttps://www.heacademy.ac.uk/system/files/4-mini-case-studies.pdf
Accessed on: 16/08/2018

TASKS

 Critically evaluate the business idea and the strategies adopted by Daniel Platt Limited (U.K.)
(500 words)
 Evaluate the business model used by Daniel Platt Limited (400 words)
 Analyse the opportunities that Daniel Platt Limited (U.K.) capitalised on. (500 words)
 Comment on the risks that the business is exposed to and provide appropriate mitigation
strategies. (600 words)
 Evaluate the evidence that suggests whether or not the business will last into the future. (300
words)
 Make concrete recommendations to assist with the future progress of Daniel Platt Ltd (200
words)

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

Page 6 of 16
 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, Module code, 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.

Page 7 of 16
 LENGTH
REQUIRED
2500 words +/- 10%, any deviation from this will be penalised.

FORMATTING AND
LAYOUT

Please note the following when completing your written assignment:

8. Writing: Written in English in an appropriate business/academic style
9. Focus: Focus only on the tasks set in the assignment.
10. Length: 2500 words
11. 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.
12. Document format: Report
13. 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.
14. 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.

Page 8 of 16
 GUIDANCE FOR 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

Page 9 of 16
At level 6, you should be able to apply the methods and techniques that you have learned to review,
consolidate, extend andapply 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

Page 10 of 16
 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.

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%)
Page 11 of 16
 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
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.

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%)

Page 12 of 16
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.