LSC UoS BA in Business
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
LSC UoS BA in Business
Assignment Brief
Course/Programme: BA Business Level: 6 Module Title: Digital Business Module Leader: XXXX XXXXXXX Assignment titles: Individual Report Assignment number: 1 Weighting: 100% Date given out: January 2021 Submission date: XX XXXXXXX 2021 Eligible for late submission (3 working days, with penalty)? Yes Method of submission: X Online only Online and paper copy Special instructions for submission (if any): Date for results and feedback: Employability skills assessed: C1: Reading, selecting, analysing and synthesising information from a range of sources C2: Producing different types of document
C3: Participating in discussions
IT1: Preparing information
N3: Presenting your findings
S1: Plan personal work schedules
WWO2: Working towards identified targets
Learning outcomes assessed:
(This is not the actual task but learning outcomes. See below the actual task)
42. LO1: Understand the key trends and advantages of digital technology and implications for managing virtual business in the global environment 43. LO2: Critically evaluate new and emerging digital business models and key business issues such as cyber security and ethics etc. in managing effective e-business
44. LO3: Evaluate the impact of new collaborative relationships and strategic alliances through digital technology.
45. LO4: Understand and apply relevant digital business theoretical concepts in practical contexts
46. LO5: Use a multi-disciplinary approach to apply E-Commerce principles in a business/public/voluntary sector organisation.
NOTE
Choose a well-established UK- based digital business
This is a Report Format paper with an Executive Summary/Abstract, Table of Content, Headings and Sub-headings.
Follow the task description to the letters
Strictly Harvard referencing style
See also the attached layout/structure/template
TASK DESCRIPTION –
TASK
Choose a well-established UK-based digital business. You are the digital business consultant tasked to evaluate the strategies that the digital business is applying. Write a report, outlining the key digital business issues for your chosen digital business and provide a set of recommendations.
The tasks include:
- Provide an overview of digital business with its advantages and disadvantages applied to your chosen organisation
- Critically evaluate new and emerging digital business models in the context of key business issues such as cyber security and ethics that your organisation uses or may use
- Evaluate the impact of new collaborative relationships and strategic alliances through digital technology for your chosen organisation
- Discuss how e-commerce principles could be used by your chosen organisation
LENGTH REQUIRED
3000 words
FORMATTING AND LAYOUT
Please note the following when completing your written assignment:
- Writing: Written in English in an appropriate business/academic style
- Focus: Focus only on the tasks set in the assignment.
- Document format:Report
- Ensure a clear title, course, and name or ID number is on a cover sheet and a reference using Harvard referencing throughout is also provided.
- 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 referencing should be in Harvard style.
marking criteria and Student FEEDBACK This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers use a similar format 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.
Common Assessment Criteria Applied Marks available Marks Awarded
1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
20
2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
20
3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
20 4. Practical Application and Deployment Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.
30
5. Skills for Professional Practice Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.
10
48. TOTAL 100
Assignment Mark (Assessment marks are subject to ratification at the UoS Assessment Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) 72 Hour Late Submission Penalties (tick if appropriate) %
GENERIC ASSESSMENT CRITERIA
Level 5 In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledge and critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed. They will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to evaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences their analyses and interpretations. They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. They will have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.
Level 5 FAIL MARGINAL FAIL SATISFACTORY (3rd / Pass)
GOOD (2.2 / Pass)
VERY GOOD (2.1 / Merit)
EXCELLENT (1st / Distinction)
EXCEPTIONAL (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100% Engagement with literature (including reading, referencing, academic conventions and
academic honesty)
Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and non-authoritative.
Referencing conventions used incoherently or largely absent.
Poor engagement with essential reading.No evidence of wider reading.Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing. Engagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors. Referencing conventions evident though not always applied accurately or consistently.
Engagement withan appropriate range of literature, including sources retrieved independently. Some over-reliance on texts. Referencing may show minorinaccuracies or inconsistencies. Engagement with a wide range of literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing, with no/very few inaccuracies or inconsistencies.
Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing. Exceptional engagement with an extensive range of relevant and credible literature. High-level referencing skills consistently applied. Knowledge and understanding (Sound knowledge and critical understanding of the well-established concepts and principles in their field of study; knowledge of the main methods of enquiry in the discipline.) Major gaps in knowledge withunsatisfactory, uncriticalunderstanding of the subject matter. Much irrelevant material. Substantial inaccuracies. Significantly flawed understanding of the main methods of enquiry in the discipline. Fragmentary knowledge, with only superficialcriticalunderstanding. Some significant inaccuracies and/or irrelevant material. Incomplete or partially flawed understanding of the main methods of enquiry in the discipline. Limitedbut adequate knowledge and critical understanding of the well-established concepts and principles within the subject area, with a few gaps in the selection of material. A narrow critical understanding of the main methods of enquiry. Knowledge is reasonably detailed and accurate.A good critical understanding of the well-established concepts and principles and the main methods of enquiry, with minor gaps in the selection of material. Knowledge is reasonably extensive. Exhibits very competent critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry. Breadth and depth of knowledge. Excellent, detailed knowledge and highly critical understanding of thewell-established concepts and principles of the subject and the main methods of enquiry. Exceptionally detailed knowledge and outstanding critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry. May go beyond established theories. Cognitiveand intellectual skills (Critical evaluation and analysis of concepts and principles;argument and judgement; the limits of their knowledge, and how this influences their analyses and interpretations.)
Wholly or almost wholly descriptive work. Little or no critical evaluation and analysis of concepts and principles. Failure to develop arguments, leading to illogical or invalidjudgements. Unsubstantiated generalisations or opinion, made without use of any credible evidence.
Largely descriptive work, with superficial use of critical evaluation and analysis of concepts and principles. Weak development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidenceand unsubstantiated opinions. Ideas sometimes illogical and contradictory. Limitedattemptatcritical evaluation and analysis of concepts and principles, tending towards description. Some evidence to supportarguments and judgements but these may be underdeveloped, with a little inconsistency / mis-interpretation or failure to fully recognise limits of knowledge.
Some critical evaluation and analysis of concepts and principles, though descriptive in parts. An emerging awareness the limits of their knowledge and ability to use evidence to support the argument though with some tendency to assert/state opinion rather than argue on the basis of reason and evidence.
Mostly valid arguments and logical judgements.
Sound critical evaluation and analysis of concepts. Is selective in the range of evidence used and synthesises rather than describes. Ability to devise argumentsthat show awareness of different stances, and use evidenceconvincingly,to support appropriate and valid judgements. Excellent critical evaluation and analysis of concepts and principles leading tological, evidence-based, reasoned argumentsandjudgements. Explicit recognition of other stances and a strong awareness of the limits of their knowledge. A capacity for independent thought and ability to ‘see beyond the question’, suggesting some grasp of the broader field and wider concepts.
Outstanding critical evaluation and analysis of concepts and principles. Uses evidence exceptionally well to connect ideas, and support highly logical and persuasive, arguments and judgements.Evidence of independent thought and ability to ‘see beyond the question’, suggesting a clear grasp of the broader field and wider concepts. Perceptive recognition of the limits of their knowledge, and how this influences their analyses and interpretations. Practical skills (Apply underlying concepts and principles more widely outside the context in which they were first studied; use a range of established techniques; propose solutions to problems arising from analysis.)
Limited or no use of established methods, materials, tools and/or techniques. Little or no appreciation of the context of the application.
Limited understanding of the application of theory to practiceormakingappropriate links between the two.
Very weak problem-solving skillsoutside the context in which they were first studied.
Rudimentary application of established methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application. Weak understanding of the application of theory to practice, with only occasional evidence of making appropriate links between the two. Weak problem-solving skills outside the context in which they were first studied.
An adequate awareness and mostly appropriate application of established methods, materials, tools and/or techniques. Basic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not always making logical links between the two.
Can identify problems and propose basicsolutionsoutside the context in which they were first studied.
A good and appropriate application of established methods, materials, tools and/or techniques. Clear appreciation of the context of the application. Mainly consistent, accurate and logical application of theory to practice, making appropriate links between the two.
Can identify problems and propose mostly appropriate solutionsoutside the context in which they were first studied.
A very good application of a range of established methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive insights. Consistent, accurate and logical application of theory to practice, making appropriate links between the two.Can identify problems and propose appropriate solutionsoutside the context in which they were first studied.
Evidence of some creativity.
An advanced application of a range of established methods, materials, tools and/or techniques. The context of the application is well considered, and insightful.
Consistent, accurate and logical application of theory to practice, making well-developed links between the two.Can identify problems and propose excellent,creativesolutionsoutside the context in which they were first studied.
Exceptional levels of application and deployment skills using established methods, materials, tools and/or techniques. Consistent, accurate and logical application of theory to practice, making highly developed links between the two.Can identify routine and non-routine problems and propose quite sophisticated, creativesolutionsoutside the context in which they were first studied. Transferable skills for life and professional practice (Effectively communicate in a variety of forms
to specialist and non-specialist audiences; the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.)
Communication medium is inappropriate or misapplied. Work is poorly structured, disorganised and/or confusingly expressed. Very weakuse of language and/or very inappropriate style.Failure to work effectively as part of a group.Little or no evidence of the skills foremploymentrequiring the exercise of personal responsibility and decision-making.
Communication medium is poorly designed and/or not suitable for the audience. Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style.Flawedapproach to group work, meeting only partial obligations to others.Limitedevidenceof the skills for employment requiring the exercise ofpersonal responsibility and decision-making.
Can communicate in a suitable mediumfor the audience but with some room for improvement. Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed.Workmay lack coherence in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities.
Demonstrates the basic skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of minor weakness.
Can communicate effectively in a suitable medium for the audience, but may have minor errors. Mostly coherent, organisedwork,in a suitable structure and is for the most part clearly expressed.Can work effectively independently and/or as part of a team, with clear contribution to group activities.
Demonstrates the skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of strength and some of minor weakness.
Can communicate well, confidently and consistently in a suitable medium for the audience. Work is coherent, fluent, well-structured and organised.Can work very well autonomously and/or as part of a team, with very good contribution to group activities.
Demonstrates very goodskills for employment requiring the exercise of personal responsibility and decision-making, with just occasional minor weakness.
Can communicate professionally confidently andconsistentlyin a suitable medium for the audience. Work is coherent, very fluent and is presented proficiently.Can work autonomously with initiative. Where relevant can work professionally within a team, showing leadership skills as appropriate, and meeting obligations.Demonstratesexcellentskills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development.
Can communicate with an exceptionally high level of professionalism, highly suitablefor the audience. Work is exceptionally coherent, very fluent and is presented professionally.Can work exceptionally well within a team, showing leadership skills.Demonstratesexceptional skills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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