DECU4015Developing an Enterprise CultureSummer 2019 First and Resit Coursework Brief Access via GSM...

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DECU4015Developing an Enterprise CultureSummer 2019	First and Resit Coursework Brief Access via GSM LearnDeadline for Submission: Wednesday, 21-08-2019 2pmSubmit this coursework through the Student Portal with a Turn-it-in ReportWord Limit: 2000 words (Plus or minus 10%)Learning outcomes assessed:At the end of a module students will be expected to be able to:1. Explain the concept of enterprise.2. Recognise the role of enterprise within a range of businesses.3. Discuss the principles of developing an enterprise culture within businesses.This Coursework is worth 100% of the total marks for this module.				Coursework InstructionsPlease read carefully• Carefully read the module handbook, the marking criteria and the grade descriptors.Academic MisconductYou are responsible for ensuring you understand the policy and regulations about academic misconduct. You must:• Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person.• Make sure all sentences or passages quoted from other people’s work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page.																					Blank			Assignment QuestionsAs a potential or established owner of a Small Business in the UK, explain and examine how adopting an enterprise and entrepreneurial culture enhances your chances of success in the ever-competitive world of business.Using relevant academic models, theories and literatures of your choice, highlight the importance of culture and how it would help in redefining the vision, mission as well as the objectives of your business.	Suggested report structure:	Executive Summary	Provide an overview of subject matter, the methods of analysis, findings and recommendations. 	ContentsList of numbered sections in the report and their page numbers.	IntroductionThis should introduce the topic or problem and any key information required to ‘set the scene’ for your reader, including defining key terms and scope. 	Literature review	Aim to find material from a variety of sources on the topics of enterprise and enterprise culture. What has been written about the subject?Sources include material available in the library and online, such as books, journals, websites, archives, newspapers and other written and non-written sources, including previous reports etc. This should include:· Explanation of the concept of enterprise with a definition.· Definition of enterprise and entrepreneurial culture.	Case Study: One corporate and one start-up business in the same industry	Provide a discussion of each business, including a background analysis. This should include:· History of the company· Sector· Turnover of the business as well as that of your potential competitors	AnalysisAnalyse each business in relation to its culture and its impact on the industry. Attempt to make a connection to enterprise, enterprise and entrepreneurial culture (as you would have explained and defined in the literature review). This should include:· Examination of each business's organisation culture.· How the organisations culture impacts on the business as well as in the industry in which it belongs.	Findings	Discuss the implications of the information presented in the analysis section. This should include: · A discussion of the reasons put forward as to why either the corporate or start-up business has a better enterprise and entrepreneurial culture.· The benefits and drawbacks of the culture of the business that you found was not better. Be as detailed as possible (provide references, evidence and research).	Conclusion	This section sums up the implications of the findings, identifying the main issues brought to light by your research and how these relate to the original assignment brief. 	Bibliography	List of reference material consulted during the research for report. 	AppendicesThese is the Information that is not essential to explain your findings, but that supports your analysis (especially repetitive or lengthy information), validates your conclusions or pursues a related point. You use appendices to provide backup information, usually data or statistics, but it is important that the information contained is directly relevant to the content of the report.	Website Links to consider:		https://neilpatel.com/blog/great-company-culture/	https://www2.deloitte.com/insights/us/en/focus/human-capital-trends/2016/impact-of-culture-on-business-strategy.html		https://smallbusinessbc.ca/article/7-ways-cultivate-company-culture/		https://fitsmallbusiness.com/company-culture-ideas/		https://www.emeraldinsight.com/doi/abs/10.1108/JSBED-02-2015-0020		End of Assignment Brief			Marking Criteria (Level 4)																																																					KNOWLEDGE & UNDERSTANDING																			INTELLECTUAL & COGNITIVE SKILLS																			Graduate Skills: transferable, employability,   practical and academic skills 																																																									Factual and conceptual knowledge and understanding; use of class   materials; independent reading																				Critical thinking; conceptualisation; creativity; synthesis, analysis   and evaluation; application; problem solving and research/investigation															Written, oral and presentation skills; interpersonal, group and   teamwork skills; leadership skills; numeracy; digital skills; practical,   professional and academic skills (including referencing/presentation																								MARKING BAND																			CLASSIFICATION															WEIGHTED AT 45%															WEIGHTED AT 30%															WEIGHTED AT 25%																			86 - 100%																			FIRST (1ST)										Includes all required factual content, accurately summarised.										Well developed, relevant, reasoned introduction and conclusions.										Within word count or presentation time.																																											Accurate identification of relevant concepts, theories and/or   principles, appropriate to this level and likely to extend beyond core of   classroom content										Clearly and logically structured material.										Accurate spelling, grammar, punctuation, paragraphing. Structured   appropriately																																											Excellent understanding of factual and conceptual material, relative   to this level.										Information or data selected from a good range of					appropriate					primary					and/or					secondary sources, and categorised, analysed or   evaluated using relevant methods or techniques.										Fluent, interesting writing style, appropriate to the assignment OR   engaging, confident, audible and well paced presentation.																																											Calculations are accurate, clearly set out, with explanations.										Well developed, coherent arguments, referencing primary and secondary   literature.										Appropriate visual presentation, including font, spacing, margins,   headings, graphics, images and appendices.																																																					Well developed integration of theory and practice, for this level,   using defined conceptual frameworks.										Correct use of academic conventions, references and bibliography.																																																					Very good application of numerical and statistical methods to defined   problems.										Outstanding, consistent delivery of group work obligations, for this   level.																																																					Substantiated, relevant, logical   recommendations. Very good awareness of ethical issues, where   relevant.										Insightful reflection on own strengths and weaknesses in relation to   defined professional and practical skills.																			70 - 85%																			FIRST (1ST)										Includes all required factual content, accurately summarised.										Well developed, relevant introduction and conclusions.										Within word count or presentation time.																																											Includes relevant factual content only.										Well structured material.										Accurate spelling, grammar, punctuation, paragraphing. Structured appropriately																																											Accurate identification of relevant concepts, theories and/or   principles, appropriate to this level.										Information or data selected from a good range of					appropriate					primary					and/or					secondary sources, and categorised, analysed or   evaluated using relevant methods or techniques.										Fluent writing style, appropriate to the assignment OR engaging,   audible and well paced presentation.   Structured appropriately																																											Very good understanding of factual and conceptual material, relative   to this level.										Coherent arguments, referencing primary and secondary literature.										Appropriate visual presentation, including font, spacing, margins,   headings, graphics, images and appendices.																																											Calculations are accurate, clearly set out, with explanations.										Very good integration of theory and practice, for this level, using   defined conceptual frameworks.										Correct use of academic conventions, references and bibliography.																																																					Good application of numerical and statistical methods to defined   problems.										Very good, consistent delivery of group work obligations, for this   level.																																																					Relevant and logical recommendations. Good awareness of ethical   issues, where relevant.										Good reflection on own strengths and weaknesses in relation to defined   professional and practical skills.																			60 - 69%																			UPPER SECOND (2:1)										Includes most required factual content, mostly accurately summarised.										Relevant introduction and conclusions.										Appropriate visual presentation, including font, spacing, margins,   headings, graphics, images and appendices.																																											Includes relevant factual content only.										Clearly structured material.										Mostly accurate spelling, grammar, punctuation, paragraphing.																																											Mainly accurate identification of relevant concepts, theories and/or principles,   appropriate to this level.										Information or data selected from some relevant primary and secondary   sources, and categorised, analysed or evaluated using relevant methods or   techniques but with some gaps or misunderstandings.										Mainly fluent writing style, appropriate to the assignment OR mainly   engaging, audible and well paced presentation.																																											Sound understanding of factual and conceptual material, relative to   this level.										Mostly coherent arguments, referencing primary and secondary   literature.										Mostly appropriate visual presentation, including font, spacing,   margins, headings, graphics, images and appendices.																																											Calculations are mainly accurate, mostly clearly set out, with mostly   good explanations.										Good integration of theory and practice, for this level.										Mostly correct use of academic conventions, references and   bibliography.																																											Independent reading and research from sufficient and mostly   authoritative primary and secondary sources, appropriate to this level.										Mainly good application of numerical and statistical methods to   defined problems, with some gaps, errors or misunderstandings.										Consistent delivery of group work obligations, for this level.																																																										Some relevant recommendations. Satisfactory awareness of ethical   issues, where relevant.										Clear reflection on own strengths and weaknesses in relation to   defined professional and practical skills.																			50 - 59%																			LOWER SECOND (2:2)										Includes essential required factual content, but with some gaps or   misunderstandings.										Adequate introduction and conclusions.										Within 10% of word count or presentation time.																																											Includes some irrelevant factual content.										Mostly clearly structured material.										Some mistakes in spelling, grammar, punctuation, paragraphing.																																											Some identification of relevant concepts, theories and/or principles,   appropriate to this level.										Information or data selected from mainly secondary sources, and   categorised, analysed or evaluated using mostly relevant methods or   techniques but with gaps or misunderstandings.										Writing style is appropriate but not always fluent OR a presentation   that is not always engaging, audible or well paced.																																											Adequate understanding of factual and conceptual material, relative to   this level.										Limited arguments, referencing mostly secondary literature.										Inconsistent visual presentation, including font, spacing, margins,   headings, graphics, images and appendices.																																											Calculations may have inaccuracies, or issues relating to set out and   explanation.										An adequate attempt to relate theory to practice, for this level,   using defined conceptual frameworks.										Inconsistent use of academic conventions, references and bibliography.																																											Some independent reading and research from mainly secondary sources,   appropriate to this level.										Adequate application of numerical and statistical methods to defined   problems, with gaps, errors or misunderstandings.										Inconsistent delivery of group work obligations, for this level.																																																					Basic recommendations. Satisfactory awareness of ethical issues, where   relevant.										Some evaluation of own strengths and weaknesses in relation to defined   professional and practical skills.																			40 - 49%																			THIRD (3RD)										Includes limited required factual content, with many gaps or   inaccuracies.										Basic introduction and conclusions.										Within 10% of word count or presentation time.																																											Includes considerable irrelevant factual content.										Unevenly structured material.										Frequent mistakes in spelling, grammar, punctuation, paragraphing.																																											Limited identification of relevant concepts, theories and/or   principles, appropriate to this level.										Information or data selected from secondary sources, and poorly   categorised, analysed or evaluated using inappropriate methods or techniques.										Awkward or inappropriate writing style OR a presentation that is not   engaging, audible or well paced.																																											Limited understanding of factual and conceptual material, relative to   this level.										Sense of emerging argument, mainly descriptive or personal opinion,   with little reference to literature.										Clear but inappropriate visual presentation, including font, spacing,   margins, headings, graphics, images and appendices.																																											Calculations are often inaccurate, with many issues relating to set out and explanation.										Limited attempt to relate theory to practice, using defined conceptual   frameworks.										Inconsistent or incomplete use of academic conventions, references and   bibliography.																																											Limited independent reading and research from secondary sources,   appropriate to this level.										Weak application of numerical and statistical methods to defined   problems, with many gaps or errors.										Unreliable delivery of group work obligations, for this level.																																																										Recommendations lack clarity or may be incomplete. Little awareness of   ethical issues, where relevant.										Limited reflection on own strengths and weaknesses in relation to   defined professional and practical skills.																			30 - 39%																			FAIL. POSSIBLE COMPENSATION.										Includes insufficient required factual content, with significant gaps   or inaccuracies.										Incoherent or irrelevant introduction and conclusions.										More than 10% outside word count or presentation time.																																																Includes substantial irrelevant factual content.										Incoherently structured material.										Serious mistakes in spelling, grammar, punctuation, paragraphing.																																																Very limited or inaccurate identification of relevant concepts,   theories and/or principles, appropriate to this level.										Little selection of information or data, and little attempt at   collation, categorisation, analysis or evaluation.										Poor writing style OR a presentation that is not engaging, audible or   well paced.																																											Very limited understanding of factual and conceptual material,   relative to this level.										Little or no argument, entirely descriptive or personal opinion, with   no reference to literature.										Poor visual presentation, including font, spacing, margins, headings,   graphics, images and appendices.																																											Calculations are mostly inaccurate, or incorrectly set out or   explained.										Theory only sporadically related to practice, using defined conceptual   frameworks.										Inaccurate or incomplete use of academic conventions, references and   bibliography.																																											Minimal independent reading and research, appropriate to this level.										Very weak application of numerical and statistical methods to defined   problems, with significant errors.										Poor delivery of group work obligations, for this level.																																																					Irrelevant recommendations. Little or no awareness of ethical issues,   where relevant.										Very limited reflection on own strengths and weaknesses in relation to   defined professional and practical skills.																			16 - 29%																			FAIL. NO COMPENSATION.										Includes almost no required factual content, and with very significant   inaccuracies.										Incoherent or missing introduction and conclusions.										More than 10% outside word count or presentation time.																																											Includes mainly irrelevant factual content.										Very incoherently structured material.										Serious and extensive mistakes in spelling, grammar, punctuation,   paragraphing.																																											No identification of relevant concepts, theories and/or principles.										No evidence of the selection, categorisation, analysis or evaluation of   information or data.										Incoherent writing style OR an inaudible, poorly paced and unengaging   presentation. 																																											No understanding of factual and conceptual material, relative to this   level.										No argument, entirely descriptive or personal opinion, with no reference   to literature.										Very poor visual presentation, including font, spacing, margins,   headings, graphics, images and appendices.																																											Calculations are inaccurate, with no explanations.										Theory not related to practice.										Very inaccurate or no use of academic conventions, references and   bibliography.																																											No independent reading and research, appropriate to this level.										Minimal application of numerical and statistical methods and   techniques to defined problems, with significant errors.										Very poor delivery of group work obligations, where relevant.																																																										No recommendations. No awareness of ethical issues, where relevant.										Minimal or no evaluation of own strengths and weaknesses in relation   to defined professional and practical skills.																			0 - 15%																			FAIL. NO COMPENSATION.										Does not include required factual content.										No introduction and conclusions.										More than 10% outside word count or presentation time.																																											Includes entirely irrelevant factual content.										Very incoherently structured material.										Serious and extensive mistakes in spelling, grammar, punctuation,   paragraphing.																																											No identification of relevant concepts, theories and/or principles.										No evidence of the selection, categorisation, analysis or evaluation   of information or data.										Incoherent writing style OR an inaudible, poorly paced and unengaging   presentation. 																																											No understanding of factual and conceptual material.										No argument, entirely personal opinion, with no reference to   literature.										Exceptionally poor visual presentation, including font, spacing,   margins, headings, graphics, images and appendices.																																											Calculations are missing, with no explanations.										Theory not related to practice.										No use of academic conventions, references and bibliography.																																											No independent reading and research, appropriate to this level.										No application of numerical and statistical methods to defined   problems.										No delivery of group work obligations, for this level.																																																					No recommendations. No awareness of ethical issues, where relevant.

Soumi · Accepted Answer

ENTERPRISE AND ENTREPRENEURIAL CULTURE
Executive Summary 
The assignment is dealing with the factors of enterprise and entrepreneurial culture that affect the success of the business. The importance of the enterprise and entrepreneurial culture is discussed here in terms of the success of a business. A secondary method has been followed here to progress this discussion. The case study of two companies has been discussed here to analyse the significance of enterprise and entrepreneurial culture. However, in the findings section, the researcher explains how corporate business enhances its success with efficiency by applying enterprise and entrepreneurial culture. However, a start-up company is also recommended to apply the enterprise and entrepreneurial culture with great attention so that they can reach their desired success.
Table of Contents
Executive Summary	2
Introduction	4
Literature review	4
Concept of Enterprise	4
Theories of enterprise and entrepreneurial culture	4
Case Study	5
John Lewis Partnership	5
YR Store	6
Analysis	6
The Entrepreneurial Culture of John Lewis Partnership and YR Store	6
Impact of entrepreneurial culture	7
Findings	8
Conclusion	8
Bibliography	9
Introduction 
This assignment is discussing the importance of enterprise and entrepreneurial culture that determined the success of a start-up or small business. Similarly, how a small business can achieve its success in the ever-competitive global business market thorough adopting entrepreneurial culture is also account in this discussion. At the same time, the assignment is also focusing that entrepreneurial culture is playing a significant role to set up the mission, vision and objectives for a business. However, this assignment has highlighted that entrepreneurial culture is the basis that can enhance the success of any business and in the context of start-up it a small business it provides a guideline.
Literature review
Concept of Enterprise
In accordance to the underpinnings of the assignment, the term enterprise delivers the notion of business that is incorporated mainly with the context of start-ups in the business arena. Developing an enterprise in the fierce market of this age is a risk-taking factor. Although there are so many risks present in the field of starting a business, the term profit is also associated with the term entrepreneurship and enterprise (Vracheva et al. 2016). However, in this context, this can be comprehended that the term success can also be referred to in the cases of entrepreneurship, which is often referred to as enterprising. 
In order to continue with enterprising in the market, entrepreneurs often implement some innovative and creative business ideas in their business module. The major goal of the entrepreneurs is to provide a long-term growth to the enterprise, to enhance the services and projects further to compete in the vicious market of today (Ramanadham, 2019). In a brief, it can be said that enterprise depicts the ability to think new and innovative things in order to implement in the business field. The success of any enterprise altogether is dependent on the eagerness, zeal and readiness of the entrepreneur to embark on new ventures.
Theories of enterprise and entrepreneurial culture
In the present business environment entrepreneurial has become a term that has several sharpness and perspectives in terms of business. The prime concern of this kind of business acumen is to come up with creative ideas and to implement those ideas in the business in order to achieve success and growth in a very short period. As mentioned by Keckeis et al. (2016), the concept of entrepreneurial culture is complex. In order to simplify the concept, these experts have divided the term entrepreneurial culture into two words. These are entrepreneurial and culture. 
In order to transform and improve the business, entrepreneurs obtain some theories and techniques. The routine and fundamental changes in the context of enterprise are very much essential (Weichhart et al. 2016). These changes can actually alter the relationship between the clients and the enterprise to a huge extent. In the environment of business, enterprise transformation initiative is based on the experience and the expected value deficiencies. Moreover, the expectations are the results of the previous action of the estimate states and revenue of the enterprise. 
These expectations also vary on the situation of the market. Deficiencies in the context of business are very much relative for the enterprise and its expected states. In this kind of business transformation, changes are considered as one of the most integral business practices. The needed fundamental changes that are conducted for the purpose of business enhancement are very much important in this context. These changes are done keeping the fact in mind that how these changes can conduct an impact on the future business state. These projected transformations in business are valued based on the allocated investments and resources. However,

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		KNOWLEDGE & UNDERSTANDING	INTELLECTUAL & COGNITIVE SKILLS	Graduate Skills: transferable, employability, practical and academic skills
		Factual and conceptual knowledge and understanding; use of class materials; independent reading	Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation	Written, oral and presentation skills; interpersonal, group and teamwork skills; leadership skills; numeracy; digital skills; practical, professional and academic skills (including referencing/presentation
MARKING BAND	CLASSIFICATION	WEIGHTED AT 45%	WEIGHTED AT 30%	WEIGHTED AT 25%
86 - 100%	FIRST (1ST)	Includes all required factual content, accurately summarised.	Well developed, relevant, reasoned introduction and conclusions.	Within word count or presentation time.
		Accurate identification of relevant concepts, theories and/or principles, appropriate to this level and likely to extend beyond core of classroom content	Clearly and logically structured material.	Accurate spelling, grammar, punctuation, paragraphing. Structured appropriately
		Excellent understanding of factual and conceptual material, relative to this level.	Information or data selected from a good range of appropriate primary and/or secondary sources, and categorised, analysed or evaluated using relevant methods or techniques.	Fluent, interesting writing style, appropriate to the assignment OR engaging, confident, audible and well paced presentation.
		Calculations are accurate, clearly set out, with explanations.	Well developed, coherent arguments, referencing primary and secondary literature.	Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
			Well developed integration of theory and practice, for this level, using defined conceptual frameworks.	Correct use of academic conventions, references and bibliography.
			Very good application of numerical and statistical methods to defined problems.	Outstanding, consistent delivery of group work obligations, for this level.
			Substantiated, relevant, logical recommendations. Very good awareness of ethical issues, where relevant.	Insightful reflection on own strengths and weaknesses in relation to defined professional and practical skills.
70 - 85%	FIRST (1ST)	Includes all required factual content, accurately summarised.	Well developed, relevant introduction and conclusions.	Within word count or presentation time.
		Includes relevant factual content only.	Well structured material.	Accurate spelling, grammar, punctuation, paragraphing. Structured appropriately
		Accurate identification of relevant concepts, theories and/or principles, appropriate to this level.	Information or data selected from a good range of appropriate primary and/or secondary sources, and categorised, analysed or evaluated using relevant methods or techniques.	Fluent writing style, appropriate to the assignment OR engaging, audible and well paced presentation. Structured appropriately
		Very good understanding of factual and conceptual material, relative to this level.	Coherent arguments, referencing primary and secondary literature.	Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
		Calculations are accurate, clearly set out, with explanations.	Very good integration of theory and practice, for this level, using defined conceptual frameworks.	Correct use of academic conventions, references and bibliography.
			Good application of numerical and statistical methods to defined problems.	Very good, consistent delivery of group work obligations, for this level.
			Relevant and logical recommendations. Good awareness of ethical issues, where relevant.	Good reflection on own strengths and weaknesses in relation to defined professional and practical skills.
60 - 69%	UPPER SECOND (2:1)	Includes most required factual content, mostly accurately summarised.	Relevant introduction and conclusions.	Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
		Includes relevant factual content only.	Clearly structured material.	Mostly accurate spelling, grammar, punctuation, paragraphing.
		Mainly accurate identification of relevant concepts, theories and/or principles, appropriate to this level.	Information or data selected from some relevant primary and secondary sources, and categorised, analysed or evaluated using relevant methods or techniques but with some gaps or misunderstandings.	Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well paced presentation.
		Sound understanding of factual and conceptual material, relative to this level.	Mostly coherent arguments, referencing primary and secondary literature.	Mostly appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
		Calculations are mainly accurate, mostly clearly set out, with mostly good explanations.	Good integration of theory and practice, for this level.	Mostly correct use of academic conventions, references and bibliography.
		Independent reading and research from sufficient and mostly authoritative primary and secondary sources, appropriate to this level.	Mainly good application of numerical and statistical methods to defined problems, with some gaps, errors or misunderstandings.	Consistent delivery of group work obligations, for this level.
			Some relevant recommendations. Satisfactory awareness of ethical issues, where relevant.	Clear reflection on own strengths and weaknesses in relation to defined professional and practical skills.
50 - 59%	LOWER SECOND (2:2)	Includes essential required factual content, but with some gaps or misunderstandings.	Adequate introduction and conclusions.	Within 10% of word count or presentation time.
		Includes some irrelevant factual content.	Mostly clearly structured material.	Some mistakes in spelling, grammar, punctuation, paragraphing.
		Some identification of relevant concepts, theories and/or principles, appropriate to this level.	Information or data selected from mainly secondary sources, and categorised, analysed or evaluated using mostly relevant methods or techniques but with gaps or misunderstandings.	Writing style is appropriate but not always fluent OR a presentation that is not always engaging, audible or well paced.
		Adequate understanding of factual and conceptual material, relative to this level.	Limited arguments, referencing mostly secondary literature.	Inconsistent visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
		Calculations may have inaccuracies, or issues relating to set out and explanation.	An adequate attempt to relate theory to practice, for this level, using defined conceptual frameworks.	Inconsistent use of academic conventions, references and bibliography.
		Some independent reading and research from mainly secondary sources, appropriate to this level.	Adequate application of numerical and statistical methods to defined problems, with gaps, errors or misunderstandings.	Inconsistent delivery of group work obligations, for this level.
			Basic recommendations. Satisfactory awareness of ethical issues, where relevant.	Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills.
40 - 49%	THIRD (3RD)	Includes limited required factual content, with many gaps or inaccuracies.	Basic introduction and conclusions.	Within 10% of word count or presentation time.
		Includes considerable irrelevant factual content.	Unevenly structured material.	Frequent mistakes in spelling, grammar, punctuation, paragraphing.
		Limited identification of relevant concepts, theories and/or principles, appropriate to this level.	Information or data selected from secondary sources, and poorly categorised, analysed or evaluated using inappropriate methods or techniques.	Awkward or inappropriate writing style OR a presentation that is not engaging, audible or well paced.
		Limited understanding of factual and conceptual material, relative to this level.	Sense of emerging argument, mainly descriptive or personal opinion, with little reference to literature.	Clear but inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
		Calculations are often inaccurate, with many issues relating to set out and explanation.	Limited attempt to relate theory to practice, using defined conceptual frameworks.	Inconsistent or incomplete use of academic conventions, references and bibliography.
		Limited independent reading and research from secondary sources, appropriate to this level.	Weak application of numerical and statistical methods to defined problems, with many gaps or errors.	Unreliable delivery of group work obligations, for this level.
			Recommendations lack clarity or may be incomplete. Little awareness of ethical issues, where relevant.	Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.
30 - 39%	FAIL. POSSIBLE COMPENSATION.	Includes insufficient required factual content, with significant gaps or inaccuracies.	Incoherent or irrelevant introduction and conclusions.	More than 10% outside word count or presentation time.
		Includes substantial irrelevant factual content.	Incoherently structured material.	Serious mistakes in spelling, grammar, punctuation, paragraphing.
		Very limited or inaccurate identification of relevant concepts, theories and/or principles, appropriate to this level.	Little selection of information or data, and little attempt at collation, categorisation, analysis or evaluation.	Poor writing style OR a presentation that is not engaging, audible or well paced.
		Very limited understanding of factual and conceptual material, relative to this level.	Little or no argument, entirely descriptive or personal opinion, with no reference to literature.	Poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
		Calculations are mostly inaccurate, or incorrectly set out or explained.	Theory only sporadically related to practice, using defined conceptual frameworks.	Inaccurate or incomplete use of academic conventions, references and bibliography.
		Minimal independent reading and research, appropriate to this level.	Very weak application of numerical and statistical methods to defined problems, with significant errors.	Poor delivery of group work obligations, for this level.
			Irrelevant recommendations. Little or no awareness of ethical issues, where relevant.	Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.
16 - 29%	FAIL. NO COMPENSATION.	Includes almost no required factual content, and with very significant inaccuracies.	Incoherent or missing introduction and conclusions.	More than 10% outside word count or presentation time.
		Includes mainly irrelevant factual content.	Very incoherently structured material.	Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.
		No identification of relevant concepts, theories and/or principles.	No evidence of the selection, categorisation, analysis or evaluation of information or data.	Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.
		No understanding of factual and conceptual material, relative to this level.	No argument, entirely descriptive or personal opinion, with no reference to literature.	Very poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
		Calculations are inaccurate, with no explanations.	Theory not related to practice.	Very inaccurate or no use of academic conventions, references and bibliography.
		No independent reading and research, appropriate to this level.	Minimal application of numerical and statistical methods and techniques to defined problems, with significant errors.	Very poor delivery of group work obligations, where relevant.
			No recommendations. No awareness of ethical issues, where relevant.	Minimal or no evaluation of own strengths and weaknesses in relation to defined professional and practical skills.
0 - 15%	FAIL. NO COMPENSATION.	Does not include required factual content.	No introduction and conclusions.	More than 10% outside word count or presentation time.
		Includes entirely irrelevant factual content.	Very incoherently structured material.	Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.
		No identification of relevant concepts, theories and/or principles.	No evidence of the selection, categorisation, analysis or evaluation of information or data.	Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.
		No understanding of factual and conceptual material.	No argument, entirely personal opinion, with no reference to literature.	Exceptionally poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
		Calculations are missing, with no explanations.	Theory not related to practice.	No use of academic conventions, references and bibliography.
		No independent reading and research, appropriate to this level.	No application of numerical and statistical methods to defined problems.	No delivery of group work obligations, for this level.
			No recommendations. No awareness of ethical issues, where relevant.