Module Guide Template
Contents
21. Key Information
22. Introduction to the Module
33. Intended Learning Outcomes
34. Outline Delivery
44.1 Attendance Requirements
55. Assessment
86. Assessment Criteria and Marking Standards
147. Assessment Offences
208. Learning Resources
208.1. Library
218.2. Other Resources
219. Module Evaluation
2110. Module Definition Form
2211. Report on Last Delivery of Module
1. Key Information
Module code
BC415038S
Business Analysis Project, BAP
Module LeaderRobert Jones
Cambridge campus / Coslett Building / Room COS 301
tel 0845 196 254944 1223 363271 extension 2549
[email protected]
MBA blogsite:-www.cambridgemba.wordpress.com
Location of Delivery
Pathway
Module Tutor
Contact
Cambridge
Pathway A
Part-time MBA and two Full-time MBA deliveries
Robert Jones
Cambridge
Coslett building
Room COS 301
0845 196 2549
[email protected]
Chelmsford
Pathway A
Cambridge
For Berlin IMB
Robert Jones
IMPORTANT MESSAGE FOR ALL STUDENTS IN 2010/11
A very important change to the Academic Regulations which
governs the assessment of all modules at Anglia Ruskin and its
partner institutions has been introduced for all students with
effect from the academic year 2010/11.
Full details are in Section 5 of this module guide. Please make
sure you read this section carefully.
All modules delivered by Anglia Ruskin University at its main
campuses in the UK and at partner institutions throughout the UK
and overseas are governed by the Academic Regulations. You can view
these at www.anglia.ac.uk/academicregs. A printed extract of the
Academic Regulations, known as the Assessment Regulations, is
available for every student from your Faculty Office (all new
students will have received a copy as part of their welcome
pack).
In the unlikely event of any discrepancy between the Academic
Regulations and any other publication, including this module guide,
the Academic Regulations, as the definitive document, take
precedence over all other publications and will be applied in all
cases.
2. Introduction to the Module
Key words
sources of competitive advantage, benchmarking, KPIs
This 15 credit module is largely self-managed. It is centred on
a single business of your choosing, which you will benchmark with
two similar organisations.
It is difficult to be prescriptive about this module. Imagine
being called in to a meeting with the Chief Executive and being
told to “sort out” the organisation. It is difficult to define
“sort out”, because if the CE could explain it, the possible
solutions would be self evident. This sort of problem is faced by
most senior managers at some time in their career, especially in
these turbulent times.
This module simulates the problems (issues) that real life
managers deal with and requires you to test some of your proposed
solutions. The focus is on some aspect of competitive advantage and
how this is reported in published information and also in financial
reports and statistics.
The module is integrative, it requires you to look at
competitive strategy from different angles (e.g. organisational,
operational, market, financial etc). You must pull together these
strands in order to form a coherent picture of the issues (i.e. the
problems and opportunities) inside and around your chosen
organisation.
Part of your analysis will be qualitative - “soft” - and part of
your analysis will be quantitative - “hard”. You must pull together
“soft” analysis and “hard” (financial and market data) in order to
perform a complete analysis.
It is valuable to be aware of the key performance indicators
that are employed in each market sector. The traditional financial
ratios are useful here, but do not give the full picture. Some
sectors have very specialised KPIs. How does your chosen
organisation compare with your chosen benchmark organisations in
these key areas?
The module also requires an awareness of values and judgements
in financial and other reporting. You must interpret evidence from
a number of different sources in order to give your judgement on
numerical data represented in the accounts.
The module requires you to test the outcomes of your
recommendations using spreadsheet scenario modelling. You should
comment on the suitability, acceptability and feasibility of your
recommendations and integrate the figures derived from your
scenario modelling in this section.
This module integrates learning from previous modules and is
useful practice for your dissertation.
3. Intended Learning Outcomes
On successful completion of this module the student will be
expected to be able to:
Knowledge and understanding
1. Evaluate the ways in which competitive forces impinge on an
organisation’s performance;
2. Critically examine relationships between organisational
issues and strategic development;
Intellectual, practical, affective and transferable skills
3. Apply appropriate qualitative and quantitative tools,
techniques and concepts to clarify, synthesise and evaluate an
organisation’s current effectiveness and future prospects;
4. Develop a critical and practice-based insight into the key
issues facing an organisation, supported by clear evidence-based
findings and to communicate those findings and make
recommendations.
Learning Activities
Learning Activities
Hours
Learning
Outcomes
Additional Comments (including details of use of web-CT)
Teacher managed learning:
24
1-4
Student managed learning:
126
1-4
TOTAL
150
3.1Objectives:-
1Comprehend and critically review the frameworks underpinning
the competitive position of an organisation
2Identify and verify the economic and competitive position of
that organisation
3Develop and evaluate a financial model of the chosen
organisation
4Identify and evaluate the industry trends and their impact on
the performance of the chosen organisation
5Use quantitative and qualitative, financial and non-financial
data to develop insights into the chosen organisation’s sustainable
performance and prospects
6Relate an organisation’s competitive position to its resources
and business performance
4. Outline Delivery
This programme is indicative only – changes may be made.
Part
Lecture
Seminar/Workshop
Student-managed learning
1
Module introduction
Selection of target organisations
Research and data gathering for chosen firms
2
Frameworks for competitive advantage
Revise and test knowledge of standard models e.g. PEST,
5-forces, Ansoff etc.
Pre-module reading and revision of earlier strategy and
accounting modules
3
Questioning & updating academic frameworks
How we can adapt and update frameworks?
Read works of Downes & Mui, Miller A., Bowman C., Yip.,
Ansoff I.
4
Sources of information
Discovering, assessing and exchanging details of favourite
sources
Will be advised in lecture
5
Student presentations
(not assessed, formative)
Case study:-
e.g. Decline of Marks & Spencer
Preliminary student presentations on selected firms and their
problems.
Application of academic frameworks; modelling &
spread-sheeting figures
Identifying realistic strategy options. Starting to test options
with a spreadsheet
6
Influences of Globalisation
Identifying specific globalising factors in a given business
sector
Yip’s globalisation factors, PWC and World Bank and WEF and
other reports
7
Case study:-
e.g. Low cost airlines
Selecting the appropriate measurables.
Identify industry-specific KPIs, example of airlines,
Doganis,R.
8
The Balanced Scorecard and Strategy Map
Applications of BSC; implications of its KPIs
Selecting specific KPIs for each student’s project
9
Investment appraisal frameworks, NPV, IRR,
Decision tree
Applications and implications
Will be advised in lecture
10
Review
Student presentations updated (not assessed, formative)
Workshop
Will be advised in lecture
4.2Developing and applying learning
We will review existing knowledge and revisit classic
traditional strategic frameworks, concepts and tools:-
PESTEL
Porter’s 5-forces of competition
Market analysis
Market life-cycle
Identification and explanation of key external pressures driving
strategy
Financial analysis ratios and tools
KPIs
Strategic directions available
Then we will critique, adapt, update and develop the
conventional tools above for exploitation in this module
We will identify and assess contemporary pressures on
organisations’ strategies.
We will apply some useful integrative strategic models,
including:-
Downes & Mui
Additional forces of competition
Miller
Reasons for Diversification
Kaplan and Norton
Balanced Scorecard and Strategy Map
Bowman
Strategy Clock – value vs. price
Yip
Globalisation influences
We will exploit qualitative and quantitative techniques, we will
use numbers in the narrative – “painting by numbers”.
We will assess the relative merits and limitations of, and
apply, quantitative techniques for investment appraisal e.g. NPV,
DCF, IRR, decision tree, etc.
Your finished reports will be largely quantitative and based on
spreadsheet modelling of your strategy recommendations.
4.1 Attendance Requirements
Attendance at lectures and seminars is not optional. Individuals
who skip these sessions tend to fail the assignments. Attendance
records are kept.
Attending all your classes is very important and one of the best
ways to help you succeed in this module. In accordance with the
Student Charter, you are expected to arrive on time and take an
active part in all your timetabled classes. If you are unable to
attend a class for a valid reason (eg: illness), please contact
your Module Tutor.
Anglia Ruskin will closely monitor the attendance of all
students and will contact you by e-mail if you have been absent
without notice for two weeks. Continued absence can result in the
termination of your registration as you will be considered to have
withdrawn from your studies.
International students who are non-EEA nationals and in
possession of entryclearance/leave to remain as a student (student
visa) are required to bein regular attendance at Anglia Ruskin.
Failure to do so is considered tobe a breach of national
immigration regulations. Anglia Ruskin, like all British
Universities, is statutorily obliged to inform the Border and
Immigration Agency of the Home Office of significant unauthorised
absences by any student visa holders.
5. Assessment
Write a 4000 word report on an organisation of your choice,
benchmarking its key performance indicators with two similar
competitor organisations. You should model your recommendations
quantitatively and comment on the outcomes. Your report will
include qualitative and quantitative analysis, integrated into a
coherent whole.
Assessment
Assessment Method
% contribution to
module mark or P/F
Learning
Outcomes
Individual assignment
100%
1-4
In order to pass this module, students are required to achieve
an overall mark of 40%
In addition, students are required to (a) for each element of
fine graded assessment listed above, achieve a minimum mark of 30%
(or higher - see Module Guide) and (b) pass any pass/fail
elements
IMPORTANT CHANGE TO ACADEMIC REGULATIONS IN 2010/11
PLEASE READ CAREFULLY
For all modules delivered from July 2010 onwards, the following
regulations apply in all locations and to all students. The
important change to the assessment process (ie: different from
previous academic years) is highlighted in point (d) below:
a) You must undertake all assessment tasks which form part of
the module (eg: submit all coursework assignments by the
appropriate deadline and/or attend all presentations/examinations
on the appropriate date etc.).
b) If there is a valid reason for you not being able to complete
any assessed work, you must either seek an extension from your
Student Adviser or submit a claim for mitigation (see
www.anglia.ac.uk/mitigation for more information).
c) If you undertake all assessment tasks which form part of the
module but you do not pass the module, you will be allowed one
further attempt to undertake some or all of the assessment tasks
(ie: resit) in order to pass the module.
d) If you do not undertake one or more of the required
assessment tasks which form part of the module (eg: you simply do
not attend an examination or do not submit a coursework assignment
on time etc.) AND this is not explained by a successful claim for
mitigation, you will NOT be allowed any further attempt at
assessment in the module and are deemed to have failed the module
completely.
5.1Details of the task
The module is multi-disciplinary and inter-disciplinary - it can
incorporate elements from all the earlier modules that you have
studied. Your assignment should be prepared in the form of a report
not exceeding 4000 words (10% penalty for excessive length). The
following components should be included:-
1establish the context of the business, its competitors, its
products and its markets;
2data collection - soft (qualitative) and hard (numerical)
evidence, all accurately referenced with a comprehensive
bibliography;
3appropriate framework for analysis. These can include textbook
models or your adaptations of textbook models. Apply your chosen
model to your data in order to help you analyse and interpret and
make conclusions. The best assignments exploit one, or maximum two,
models and use them powerfully.
4a critical review of the limitations of financial analysis and
of any analytical model used;
5presentation and interpretation of numerical data, including
market and financial data;
6 a rigorous discussion, analysis and interpretation of the
issues (problems and opportunities) and options available to your
chosen business.
7conclusions to draw together all the issues identified;
8recommendations and scenario testing for future directions for
your chosen organisation, with comment on suitability,
acceptability and feasibility. Worthwhile recommendations include
numbers.
5.2Advice on how to undertake your assignment
It might take a team of managers many months to identify and
analyse the issues facing the business before they begin to
evaluate the options and test these for feasibility.
Some basic rules will keep the module manageable:-
1Choose and focus on a single firm / organisation.
2 Ideally there should be a single product / service to allow
valid testing of scenarios BUT your chosen organisation can be a
conglomerate (most businesses now do not have a simple market
focus);
3 Choose two other similar firms / organisations in order to
compare with, i.e. “benchmarking”.
4the organisation cannot be your own employer unless this is
agreed beforehand with the module tutor;
5search the literature and websites (Financial Times, other
quality business newspapers, market sector analysis, Mintel, KPMG,
PWC, McKinsey, Dunn & Bradstreet, trade association journals
and professional bodies’ reports etc.). Select relevant data and
evidence – qualitative and quantitative - then discuss, explain and
interpret this data.
6Your findings must summarise the big issues which you will
tackle with your recommendations.
7model and test your recommendations (realistic scenarios)
quantitatively using spreadsheets.
8You may collaborate with other students in the cohort by
choosing the same market sector, collecting and sharing data. But
then you must produce completely separate independent reports, each
on a different competitor. Your data gathering can be
collaborative, your analysis is individual.
5.3Choice of business sector
You can choose from one of the following business sectors:-
Automobile, Airlines, NOT Banking & investment / Computer
software / hardware /
Drinks / brewing / e-commerce / Energy / Food / NOT Insurance /
Internet /
Low Cost Airlines / Mobile phone / Media / multimedia /
information / entertainment / broadcasting /Pharmaceutical / Retail
– clothing / Retail – food / Telecom / Travel & tourism /
Transport / Other
5.4 Individual assignments – but team research is possible
You will write an individual assignment on your chosen
enterprise. You may work with other students during research and
data collection e.g. three students can gather information on the
UK supermarket sector, but each individual report will be distinct
and different – each report will have its own theme and analysis
and modelling.
I do not recommend the use of SWOT "analysis" – I will give
further advice on this area in the lectures. DO NOT present SWOT as
part of this module, SWOT is NOT appropriate at this level.
Submission of work for assessment
All coursework assignments and other forms of assessment must be
submitted by the published deadline which is detailed above. It is
your responsibility to know when work is due to be submitted –
ignorance of the deadline date will not be accepted as a reason for
late or non-submission.
All student work which contributes to the eventual outcome of
the module (ie: if it determines whether you will pass or fail the
module and counts towards the mark you achieve for the module) is
submitted via the iCentre using the formal submission sheet.
Academic staff CANNOT accept work directly from you.
If you decide to submit your work to the iCentre by post, it
must arrive by midday on the due date. If you elect to post your
work, you do so at your own risk and you must ensure that
sufficient time is provided for your work to arrive at the iCentre.
Posting your work the day before a deadline, albeit by first class
post, is extremely risky and not advised.
Any late work (submitted in person or by post) will NOT be
accepted and a mark of zero will be awarded for the assessment task
in question.
You are requested to keep a copy of your work.
Feedback
You are entitled to written feedback on your performance for all
your assessed work. For all assessment tasks which are not
examinations, this is provided by a member of academic staff
completing the assignment coversheet on which your mark and
feedback will relate to the achievement of the module’s intended
learning outcomes and the assessment criteria you were given for
the task when it was first issued.
Examination scripts are retained by Anglia Ruskin and are not
returned to students. However, you are entitled to feedback on your
performance in an examination and may request a meeting with the
Module Leader or Tutor to see your examination script and to
discuss your performance.
Anglia Ruskin is committed to providing you with feedback on all
assessed work within 20 working days of the submission deadline or
the date of an examination. This is extended to 30 days for
feedback for a Major Project module (please note that working days
excludes those days when Anglia Ruskin University is officially
closed; eg: between Christmas and New Year). Personal tutors will
offer to read feedback from several modules and help you to address
any common themes that may be emerging.
At the main Anglia Ruskin University campuses, each Faculty will
publish details of the arrangement for the return of your assessed
work (eg: a marked essay or case study etc.). Any work which is not
collected by you from the Faculty within this timeframe is returned
to the iCentres from where you can subsequently collect it. The
iCentres retain student work for a specified period prior to its
disposal.
To assure ourselves that our marking processes are comparable
with other universities in the UK, Anglia Ruskin provides samples
of student assessed work to external examiners as a routine part of
our marking processes. External examiners are experienced academic
staff from other universities who scrutinise your work and provide
Anglia Ruskin academic staff with feedback and advice. Many of
Anglia Ruskin’s staff act as external examiners at other
universities.
On occasion, you will receive feedback and marks for pieces of
work that you completed in the earlier stages of the module. We
provide you with this feedback as part of the learning experience
and to help you prepare for other assessment tasks that you have
still to complete. It is important to note that, in these cases,
the marks for these pieces of work are unconfirmed as the processes
described above for the use of external examiners will not have
been completed. This means that, potentially, marks can change, in
either direction!
Marks for modules and individual pieces of work become confirmed
on the Dates for the Official Publication of Results which can be
checked at www.anglia.ac.uk/results.
6. Assessment Criteria and Marking Standards
6.1Marking criteria
Element
Mark weighting
Research & referencing
10%
Detailed quantitative analysis
15%
Quantitative modelling
15%
Analysis, interpretation & discussion
30%
Appraisal of limitations
10%
Conclusions & Recommendations
20%
See Marking Sheet below for details
BUSINESS ANALYSIS PROJECT
Marking sheet
NAME
Company analysed:-1.
Benchmarks2.
3.
Mark
a
Research, literature search of industry sector and selected
organisation, referencing
Wide research and reading - good bibliography and referencing -
every piece of information and all non-original work must be
referenced to original author. Information is not free, it is the
intellectual property of the original author who must be
acknowledged
Do not describe analytical models. Sources: FT, Economist, HBR,
quality newspapers & journals, Mintel & Keynote market
sector reports, Dunn & Bradstreet , specialist journals. Be
careful with internet sources - DO NOT download internet material
without referencing.
/ 10%
b
Detailed financial analysis, including financial spreadsheet
modelling of recommended strategy options
Examine trends over 3 - 5 years:- e.g. sales, market share,
profitability, cash, debt, investment, p/e - and compare with key
competitors. Use specific Performance Indicators relevant to your
chosen sector. Use relevant financial ratios (no need to examine
all of them). WHAT ARE THE INDUSTRY-SPECIFIC KPIs? Each sector has
its own special KPIs. Interpret and discuss your findings -
IDENTIFY KEY ISSUES
Modelling
Model your recommendations from part (e) quantitatively using a
spreadsheet. Comment on the outcomes.
/ 15%
15%
c
Analysis, interpretation and discussion of strategic issues
Establish the context and background - apply models to the case.
Examine the market and competitors, operations and organisation.
Interpret and discuss your findings - IDENTIFY KEY ISSUES
APPLY theory & models to help you ANALYSE - do not
DESCRIBE.
It is advisable to select one or maximum two theoretical
models
e.g. PESTEL plus modified Porter 5 Forces works well.
e.g. the Balanced Scorecard / Strategy Map, with
industry-specific KPIs, works well
DO NOT use SWOT
/ 30%
d
An appraisal of the limitations of financial models and
conventional analysis
Remember to include this part. MBA people should be capable of
seeing the weaknesses as well as the strengths of conventional
“textbook” wisdom and concepts. For example, the traditional
“5-forces” model is out-of-date and we will update it.
/ 10%
e
Conclusions and recommendations
Conclusions must link strongly with the earlier parts of the
report - do not introduce new evidence and thought here - no
surprises. Conclusions will restate the key issues that you have
identified and your major findings.
Recommendations must address these key issues and major
findings. You are writing to the CEO and advising on your favoured
options for the future in terms of costs, benefits (increased
sales, profits etc), timescale and resource implications for the
organisation. You must model your recommendations in the financial
spreadsheet model in part (b); make some assumptions on costs,
sales etc and input these to the model; discuss and interpret the
financial and other outcomes of your recommendations in terms of
acceptability, feasibility and suitability.
/ 20%
Note:- KEY ISSUES are internal and external pressures that
produce problems or opportunities that drive strategy.
raj/aibs/mba/BAP/Mark sheet/ 02oct2007
6.2Submission details
Extensions are granted only for genuine valid reasons.
The tutors should be informed of problems with completing the
assignment.
Computer problems are not a valid reason for missing deadline -
make a back-up copy.
Missing a deadline results in a first fail, resit is capped at
40%.
Individual assignments must arrive by:-
to be advised
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING
STANDARDS
LEVEL 4
Generic
Learning Outcomes
(Academic Regulations, Section 2)
Assessment criteria by level
Marking standards (by mark band)
70%+
60-69%
50-59%
40-49%
30-39%
1-29%
Characteristics of student
achievement per mark band →
Achieves module outcome/s related to this GLO at this Level of
Study
Achieves module outcome/s related to this GLO at this Level of
Study
Achieves module outcome/s related to this GLO at this Level of
Study
Achieves a marginal pass in the module outcome/s related to this
GLO at this Level of Study
Fails marginally to achieve module outcome/s related to this
GLO
Fails to achieve module outcome/s related to this GLO
Knowledge and Understanding
Level 4 (FHEQ level 7) is characterised by an expectation of
students’ expertise in their specialism. Students are
semi-autonomous, demonstrating independence in the negotiation of
assessment tasks (including the major project) and the ability to
evaluate, challenge, modify and develop theory and practice.
Students are expected to demonstrate an ability to isolate and
focus on the significant features of problems and to offer
synthetic and coherent solutions, with some students producing
original or innovative work in their specialism that is worthy of
publication or public performance or display.
DISTINCTION
As MERIT but showing independence of thought, a high level of
intellectual rigour and consistency.
MERIT
Good analysis of key issues/
Concepts/ethics. Development of conceptual structures and
argument making consistent use of scholarly conventions.
PASS
Satisfactory knowledge of key issues/ concepts/
ethics in discipline. Descriptive in parts but some ability to
synthesise scholarship and argument. Minor lapses in use of
scholarly conventions
PASS
Basic knowledge of key issues/ concepts/
ethics in discipline. Largely descriptive, with restricted
synthesis of existing scholarship and little argument. Use of
scholarly conventions inconsistent.
Limited information base, understanding or research skills in
discipline.
Inadequate information base. Lack of understanding of key issues
and/or research skills in discipline.
Intellectual (thinking), Practical, Affective and Transferable
Skills
Level 4 (FHEQ level 7) is characterised by an expectation of
students’ expertise in their specialism. Students are
semi-autonomous, demonstrating independence in the negotiation of
assessment tasks (including the major project) and the ability to
evaluate, challenge, modify and develop theory and practice.
Students are expected to demonstrate an ability to isolate and
focus on the significant features of problems and to offer
synthetic and coherent solutions, with some students producing
original or innovative work in their specialism that is worthy of
publication or public performance or display.
DISTINCTION
As MERIT but excellent research skills, independ-ence of
thought, a high level of intellectual rigour and consistency,
excellent express-ive/professional skills, and consid-erable
creativity and originality. Excellent acad-emic/intellectual
skills, and consid-erable creativity and originality
MERIT
Good analysis of key issues/
Concepts/ethics. Development of conceptual structures and
argument, making consistent use of scholarly conventions.
PASS
Satisfactory knowledge of key issues/ concepts/
ethics in discipline. Descriptive in parts but some ability to
synthesise scholarship and argument. Minor lapses in use of
scholarly conventions
PASS
Basic knowledge of key issues/ concepts/
ethics in discipline. Largely descriptive, with restricted
synthesis of existing scholarship and little argument. Use of
scholarly conventions inconsistent.
Limited research skills impede use of learning resources and
problem solving. Major problems with structure/ accuracy in
expression. Team/ Practical /professional skills not yet secure.
Weak academic/ intellectual skills. Inconsistent use of scholarly
conventions
Inadequate research skills prevent use of learning resources and
problem solving. Major problems with structure/ accuracy in
expression. Very weak academic/ intellectual skills. Ignorance of
scholarly conventions Very weak team/ practical /prof-essional
skills
A mark of 0% may be awarded for non-submission, poor or
dangerous practice, incoherent and insufficient work, and in
situations where the student fails to address the assignment brief
and related learning outcomes
7. Assessment Offences
You are reminded that any work that you submit must be your own.
All suspected assessment offences will be investigated and can
result in severe penalties. Please note that it is your
responsibility to consult the relevant sections of the Academic
Regulations (section 10 – see www.anglia.ac.uk/academicregs) and
the Student Handbook.
When you are preparing your work for submission, it is important
that you understand the various academic conventions that you are
expected to follow in order to make sure that you do not leave
yourself open to accusations of plagiarism (eg: the correct use of
referencing, citations, footnotes etc.) and that your work
maintains its academic integrity.
Plagiarism is theft and constitutes the presentation of
another’s work as your own in order to gain an unfair advantage.
You will receive advice and guidance on how to avoid plagiarism and
other elements of poor academic practice during the early stages of
your studies at Anglia Ruskin.
Guidance on being honest in your work
Introduction
Being honest in your work is at the heart of studying and
working at university. To be honest in your work you must
acknowledge the ideas and work of others you use, and you must not
try to get an advantage over others by being dishonest. It is
important that you understand what it means to be honest in your
work. Although there is general agreement within the UK academic
community about the types of activity that are unacceptable, this
does vary slightly between institutions, and may be different from
where you studied before.
We have developed this guidance to help you understand what it
means to be honest in your work, and what you should do to make
sure that you are handing in work that meets our expectations. This
means we can make sure that we can maintain reliable standards for
our academic awards, and students continue to enjoy studying for
academic qualifications that have a good reputation. In this
guidance we will:
· clearly define what being honest in your work and good
practice mean, and how you can achieve this;
· define ‘assessment offences’, including plagiarism, cheating
and collusion;
· identify the resources, help and advice available to help you
learn the academic skills you need to avoid committing assessment
offences;
· explain how we expect you to behave; and
· describe what happens if we think you have committed an
assessment offence.
Being honest in your work and good practice
You can show good practice when you do your work independently,
honestly and in a proper academic style, using good referencing and
acknowledging all of your sources.
To show good academic practice you must:
· show you understand the literature;
· use research from academics and others in your area of
study;
· discuss and evaluate ideas and theories;
· develop your own independent evaluation of academic issues;
and
· develop your own arguments.
To support your own good practice you will need to develop
your:
· skills at studying and getting information (for example,
reading, taking notes, research and so on);
· skills in looking at an argument and making your own
evaluation (for example, having a balanced opinion, using reasoning
and argument);
· writing skills for essays, reports, dissertations and so
on;
· referencing skills (how you include your sources of
information in your work); and
· exam techniques (for example, revising and timing).
Achieving good practice is not as complicated as it may appear.
You need to do the following.
· Know the rules.
· Make sure you reference all of your information sources. Poor
practice or dishonesty in your work (such as plagiarism, cheating,
fraud and so on) can be a result of you not knowing what you are
allowed to do.
· Develop your own style. Sometimes students include too much
original text from the work of others, as they believe that they
cannot ‘put it any better’. Although you should try to express
ideas in your own words, quoting or summing up ideas from academic
sources is fine, as long as you say where you have taken this from.
You must also reference other people’s performances or art in your
own work. It fine to use other people’s performances and art, but
you must be completely clear about why you are using that work, and
make sure it is obvious that it isn’t your own.
Definitions of assessment offences
Plagiarism
Plagiarism is when you present someone else’s work, words,
images, ideas, opinions or discoveries, whether published or not,
as your own. It is also when you take the artwork, images or
computer-generated work of others, without properly acknowledging
where this is from or you do this without their permission.
You can commit plagiarism in examinations, but is most likely to
happen in coursework, assignments, portfolios, essays,
dissertations and so on.
Examples of plagiarism include:
· directly copying from written work, physical work,
performances, recorded work or images, without saying where this is
from;
· using information from the internet or electronic media (such
as DVDs and CDs) which belongs to someone else, and presenting it
as your own;
· rewording someone else’s work, without referencing them;
and
· handing in something for assessment which has been produced by
another student or person.
It is important that you do not plagiarise – intentionally or
unintentionally – because the work of others and their ideas are
their own. There are benefits to producing original ideas in terms
of awards, prizes, qualifications, reputation and so on. To use
someone else’s work, words, images, ideas or discoveries is a form
of theft.
Collusion
Collusion is similar to plagiarism as it is an attempt to
present another’s work as your own. In plagiarism the original
owner of the work is not aware you are using it, in collusion two
or more people may be involved in trying to produce one piece of
work to benefit one individual, or plagiarising another person’s
work.
Examples of collusion include:
· agreeing with others to cheat;
· getting someone else to produce part or all of your work;
· copying the work of another person (with their
permission);
· submitting work from essay banks;
· paying someone to produce work for you; and
· allowing another student to copy your own work.
Many parts of university life need students to work together.
Working as a team, as directed by your tutor, and producing group
work is not collusion. Collusion only happens if you produce joint
work to benefit of one or more person and try to deceive another
(for example the assessor).
Cheating
Cheating is when someone aims to get unfair advantage over
others.
Examples of cheating include:
· taking unauthorised material into the examination room;
· inventing results (including experiments, research, interviews
and observations);
· handing your own previously graded work back in;
· getting an examination paper before it is released;
· behaving in a way that means other students perform
poorly;
· pretending to be another student; and
· trying to bribe members of staff or examiners.
Help to avoid assessment offences
Most of our students are honest and want to avoid making
assessment offences. We have a variety of resources, advice and
guidance available to help make sure you can develop good academic
skills. We will make sure that we make available consistent
statements about what we expect in this document, and in student
handbooks and module guides. You will be able to do tutorials on
being honest in your work from the library and other central
support services and faculties, and you will be able to test your
written work for plagiarism using ‘Turnitin®UK’ (a software package
that detects plagiarism).
You can get advice on how to honestly use the work of others in
your own work from the library website
(www.libweb.anglia.ac.uk/referencing/referencing.htm) and your
lecturer and personal tutor.
You will have an opportunity to do a ‘formative’ assignment
before you finish and hand in your first ‘summative’ assignment. A
‘formative’ assignment is one in which you can talk about your work
thoroughly with your tutor to make sure that you are working at the
correct level for your award, and that you understand what is meant
by good practice (a ‘summative’ assignment counts towards the
assessment for your course).
You will be able to use ‘Turnitin®UK’, a special software
package which is used to detect plagiarism. Turnitin®UK will
produce a report which clearly shows if passages in your work have
been taken from somewhere else. You may talk about this with your
personal tutor to see where you may need to improve your academic
practice. We will not see these formative Turnitin®UK reports as
assessment offences.
If you are not sure whether the way you are working meets our
requirements, you should talk to your personal tutor. They will be
able to help you and tell you about other resources which will help
you develop your academic skills.
What we expect from you
We will make sure you have the chance to practice your academic
skills and avoid accidentally breaking our Academic Regulations. On
page nine of the Student Charter (see
http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf),
it says you have to ‘be aware of the academic rules relating to
your studies’.
To make sure that you are aware of the rules, we expect you to
agree to:
· read this guidance and make sure you thoroughly understand
it;
· work through ‘PILOT’, the online tutorial available on our
library website (http://libweb.anglia.ac.uk/pilot/), which aims to
help you learn good practice and has a useful section on
plagiarism;
· make sure that you are familiar with how to reference
(acknowledge other people’s work);
· correctly reference all the sources for the information you
have included in your work;
· identify information you have downloaded from the
internet;
· never use someone else’s ideas for a performance, film or TV
programme, their artwork, graphics (including graphs, spreadsheets
and so on and information from the internet) as if they are
yours;
· only hand in your own original work;
· never use another person’s work as if it were your own;
and
· never let other students use or copy your work.
What we will do for you
To help you avoid making assessment offences, our staff
will:
· make sure they are familiar with the guidance on being honest
in your work and the Academic Regulations;
· tell you clearly about the guidance on being honest in your
work and any guidelines on misconduct, and record the dates for
future reference;
· arrange library information sessions for you;
· promote the resources on the library website and put
links to them in module guides and student handbooks;
· include statements on academic honesty in each module guide,
making sure they are consistent throughout our university;
· make you aware of the punishments for misconduct early in the
course;
· give you effective guidance on how you should acknowledge the
information you have used;
· tell you, in writing if possible, how far you may work with
other students in your coursework;
· plan procedures for assessing work in a way that reduces
plagiarism, cheating and collusion;
· be aware that you may have worked differently in the past and
make sure that you are aware of good practice in the UK;
· familiarise themselves with ‘Turnitin®UK’ and its reports;
and
· report all suspected misconduct using the proper disciplinary
procedures.
Procedures for assessment offences
An assessment offence is the general term used to define cases
where a student has tried to get unfair academic advantage in an
assessment for themselves or another student.
We will aim to give you as much help as possible to avoid an
assessment offence. We listed a number of possible assessment
offences earlier in the document. These, and any relevant breaks of
the Academic Regulations are dishonest, unacceptable and not
allowed. We will fully investigate all cases of suspected
assessment offences. If we prove that you have committed an
assessment offence, we will take action against you using our
disciplinary procedures.
For full details of what punishments you may receive for
assessment offences, see the Academic Regulations, section 10 at:
www.anglia.ac.uk/academicregs
And finally
One of the main aims of university is to give you the ability to
learn, have independent judgment, academic rigour and intellectual
honesty.
You should encourage people to ask questions, to show personal
and professional honesty, and have mutual respect.
You, university teachers and support staff are responsible for
working together to achieve this aim.
References
Adapted from Scott, M, (2000), Academic Misconduct Policy. A
model for the FE Sector. (Copyright _ Association of Colleges
2000)
More information
Academic Regulations, section 10
(www.anglia.ac.uk/academicregs)
PILOT, the online tutorial in academic practice
(www.libweb.anglia.ac.uk/pilot/ )
Referencing procedures
(http://libweb.anglia.ac.uk/referencing/referencing.htm)
RefWorks, a bibliographic management service that allows you to
create a personal database and collect bibliographies in a variety
of styles
(www.libweb.anglia.ac.uk/referencing/refworks.htm)
The Student Charter
(http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf)
8. Learning Resources
8.1. Library
Recommended Texts
you will find these in the library
Johnson, Scholes (2008)Exploring Corporate Strategy, 8th
edition,FT Pitman
& Whittington
Vaitilingam, R.(2005)
Financial Times Guide to Using the Financial
Pages, FT Prentice Hall
Holmes, Sugden & Gee (2008)Interpreting Company Reports
& Accounts
10th ed, FT Prentice Hall
Brealey, Myers & Allen (2003)Principles of Corporate Finance
9th ed McGraw Hill
Miller, A (1998)
Strategic Management, 3rd edition, McGraw Hill
Ellis & Williams (1993)Corporate Strategy and Financial
AnalysisPitman ,
Smith,T(1996)
Accounting for Growth2nd ed,New Century
Grundy, T et al (1998)
Exploring Strategic Financial ManagementPrentice Hall
Buckley, A et al (1998)Corporate Finance Europe
McGraw Hill
Barker, R(2001)
Determining Value – valuation models and financial
statements,
FT Pitman,
Fraser L & Ormiston A (2001) Understanding Financial
Statements, Prentice Hall
Shapiro A & Balbirer S ( 2000) Modern Corporate
FinancePrentice Hall
Chorafas D (1995) Financial Models & SimulationStMartins
/Macmillan
Watson D & Head A (2001) Corporate Finance Principles &
PracticeFT Prentice Hall
Gitman L & Madura J (2001)Introduction to FinanceAddison
Wesley Longman
8.2Other reading
Company annual reports
Investment research reports
MINTEL market intelligence reports
8.3ONLINE sources of information
There is a great deal of information available online. Some of
this is relevant and reliable but much of it is less so. You should
be especially careful with company websites – Enron Inc (one of the
world’s biggest corporations) collapsed because of corruption at
its centre – Enron had a 67 page statement of company ethics on its
website!
A valuable source of information on UK plc company websites is
the “investor relations” area of the website – especially the pdf
or Powerpoint Chief Executive and Financial Director presentations
to investors.
Make your own survey of information available online. We will
share details of favourite websites during the module seminars.
Anglia Ruskin Library has good electronic resources and you will
receive details during the module seminars.
MINTEL - market intelligence reports
http://www.mintel.com/
and available via ARU Library’s website
FAME – excellent resource (available via ARU Library’s
website)
http://www.bvdinfo.com/Products/Company-Information/National/FAME.aspx?gclid=CPjP_vWc5qMCFan-2Aod-xRL-g
1.) Price Waterhouse Coopers Emerging Markets (EM) reports:-
http://www.pwc.co.uk/eng/publications/2008_em20_index.html
and
http://www.pwc.co.uk/eng/publications/0309_em20_podcast.html
These compare the “risk vs. reward” profiles for the top 20
Emerging Nations in two categories:- “manufacturing” and
“services”. This is the second year that PWC has made these
assessments and for the first time they compare one year with the
next and we can see clear trends emerging.
2.) For up-to-date info, take a look at the UK government’s UKTI
website:-
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/countries?_nfls=false&_nfpb=true
UKTI runs a “desk” or team specializing in each nation and they
give each nation a headline assessment.
3.) Also take a look at the “ControlRisks” website:-
http://www.controlrisks.com/
4.) Also take a look at the “IMF Global Financial Stability
Report”:-
http://www.imf.org/external/pubs/ft/GFSR/index.htm
5.) Corruption and bribery can be problems. The Economist
newspaper regularly prints updates from Transparency
International
http://www.transparency.org/
6.) The World Bank publishes its “Doing Business” report every
year.
http://www.doingbusiness.org/EconomyRankings/
This compares nations in terms of setting up and ease (or not)
of doing business, looking at 11 criteria.
7.) The World Economic Forum WEF publishes its “Global
Competitiveness Index” GCI each year:-
http://www.weforum.org/en/media/Latest%20Press%20Releases/GCR08Release
The GCI is based on 12 pillars of competitiveness, providing a
comprehensive picture of the competitiveness landscape in countries
around the world at all stages of development. The pillars include:
Institutions, Infrastructure, Macroeconomic Stability, Health and
Primary Education, Higher Education and Training, Goods Market
Efficiency, Labour Market Efficiency, Financial Market
Sophistication, Technological Readiness, Market Size, Business
Sophistication and Innovation.
8.)Accenture “Managing Risk: Solid Strategy for Risky Times”
https://microsite.accenture.com/mcim/managing-risk/Pages/default.aspx?c=ad_gp09ukconpsgs_1208&n=g_Enterprise_Risk_Management/a_0_k/risk_management&s_kwcid=TC|7448|risk%20management||S|b|3541203126
Other Resources
The Economist (weekly)
www.economist.com
Business Week (weekly)
www.businessweek.com
Wirtschaftswoche
http://www.wiwo.de/
Journal of International Business Studies
www.jibs.net
Harvard Business Review
www.harvardbusinessonline.org
Financial Times
www.ft.com
Other reputable newspapers and magazines and their websites
BBC News
www.bbc.co.uk
McKinsey Quarterly online
http://www.mckinseyquarterly.com
You can subscribe to McKinsey free-of-charge
Video and multi-media material
We will use some excellent BBC TV video case-study material
(available online) to assist learning. Students will analyse and
discuss issues arising from these well-made presentations, which
will be linked to relevant Harvard Business Review, Economist and
other press articles. Details will be provided in good time before
the lectures and seminars.
Link to the University Library catalogue and Digital Library
http://libweb.anglia.ac.uk/
Link to Harvard Referencing guide
http://libweb.anglia.ac.uk/referencing/harvard.htm
Faculty Liaison Librarians
AIBS
Diana Garfield ([email protected]) extn 3192
8.2. Other Resources
To be advised
9. Module Evaluation
Towards the end of the delivery of this module, you will be
asked to complete a module evaluation questionnaire to help us
obtain your views on all aspects of the module.
This is an extremely important process which helps us to
continue to improve the delivery of the module in the future and to
respond to issues that you bring to our attention. The module
report in section 11 of this module guide includes a section which
comments on the feedback we received from other students who have
studies this module previously.
Your questionnaire response is anonymous and you will receive a
summary in e-Vision of the scores of all your modules two days
after the survey closes.
The Module Evaluation process is managed on-line. More
information is available at:
http://web.anglia.ac.uk/curriculum/survey_stu.phtml
Please help us to help you and other students at Anglia Ruskin
by completing the Module Evaluation process. We very much value our
students’ views and it is very important to us that you provide
feedback to help us make improvements.
In addition to the Module Evaluation process, you can send any
comment on anything relate to your experience at Anglia Ruskin to
[email protected] at any time.
10. Module Definition Form
Module Definition Form (MDF)
Module Code: BC415038S
Version: 1Date amended: 24.04.07
1.Module Title: maximum 100 characters
Business Analysis Project
2a.Module Leader:
2b. Department:
2c. Faculty:
Robert Jones
International Business & Strategy
Ashcroft International Business School
3a.Level: see guidance notes
3b. Module Type: see guidance notes
4
Standard
4a.Credits: see guidance notes
4b. Study Hours: see guidance notes
15
150
5.Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None
Pathways to which this module is restricted:
None
LEARNING, TEACHING AND ASSESSMENT INFORMATION (for inclusion in
the Module Guide)
6a.Module Description: 200 – 300 words
Managing and understanding how a business performs are critical
tasks for management, particularly in the context of a rapidly
changing and competitive organisational environment. This module
focuses on both strategic and operational aspects and integrates
topics and themes from other modules. This integrative approach
enables students (managers) to develop a comprehensive
understanding of the issues facing an organisation and the
implications of those issues for its well-being.
This module is largely self-managed and action oriented.
Although the emphasis is on a single organisation, almost
inevitably the student will need to consider other organisations in
order to make any findings meaningful. As such, it involves an
awareness of values and judgements managers make using both
qualitative and quantitative concepts and data.
One of the main focuses for the design of this module has been
the further development of relevant employability and professional
skills. Such skills are implicit in the learning outcome.
This module will be assessed by a 4000 word assignment.
6b.Outline Content:
· Comprehend and critically review the frameworks underpinning
the competitive position of an organisation
· Identify and verify the economic and competitive position of
that organisation
· Develop and evaluate a financial model of the chosen
organisation
· Identify and evaluate the industry trends and their impact on
the performance of the chosen organisation
· Use quantitative and qualitative, financial and non-financial
data to develop insights into the chosen organisation’s sustainable
performance and prospects
· Relate an organisation’s competitive position to its resources
and business performance
6c.Key Texts/Literature:
Johnson, Scholes (2005)Exploring Corporate Strategy, 7th
edition,FT Pitman & Whittington
Lynch R (2003)Corporate Strategy, 3rd edition, Prentice-Hall
Ellis & Williams (1993)Corporate Strategy and Financial
Analysis, Pitman
Holmes & Sugden (2005)Interpreting Company Reports &
Accounts, Prentice-Hall
Fraser L & Ormiston A (2001)Understanding Financial
Statements, Prentice Hall
6d.Specialist Learning Resources:
MINTEL – Market Intelligence Report
FAME – Financial Analysis Made Easy
Online resources available via Anglia library
7.Learning Outcomes (threshold standards):
On successful completion of this module the student will be
expected to be able to:
Knowledge and understanding
1 Evaluate the ways in which competitive forces impinge on an
organisation’s performance;
2 Critically examine relationships between organisational issues
and strategic development;
Intellectual, practical, affective and transferable skills
3 Apply appropriate qualitative and quantitative tools,
techniques and concepts to clarify, synthesise and evaluate an
organisation’s current effectiveness and future prospects;
4 Develop a critical and practice-based insight into the key
issues facing an organisation, supported by clear evidence-based
findings and to communicate those findings and make
recommendations.
8.Learning Activities
Learning Activities
Hours
Learning
Outcomes
Additional Comments (including details of use of web-CT)
Teacher managed learning:
24
1-4
Student managed learning:
126
1-4
TOTAL
150
9.Assessment
Assessment Method
% contribution to
module mark or P/F
Learning
Outcomes
Individual assignment
100%
1-4
In order to pass this module, students are required to achieve
an overall mark of 40%
In addition, students are required to (a) for each element of
fine graded assessment listed above, achieve a minimum mark of 30%
(or higher - see Module Guide) and (b) pass any pass/fail
elements
OTHER TECHNICAL DETAILS
10. Delivery of the Module Please delete as appropriate
Delivery
This module is delivered over…
Yes or No?
Indicate which by deleting as appropriate
1
…a single semester
Y
Semester 1
or Semester 2
2
…two semesters
N
3
…a single trimester
N
4
…two trimesters
N
5
…three trimesters
N
6
…multiple delivery patterns
Y
7
… an exceptional delivery pattern
Y
Block delivery
11.Learning Activities – further details
Learning Activities
Details of duration and frequency of learning activities
Teacher managed learning:
24 hours per semester in workshops/lecture/seminars as
appropriate to the topic area and student study context
Student managed learning:
126 hours of student directed learning
12.Module Assessment – further details
Method
Length/duration
Fine graded (FG) or pass/fail (PF)
Minimum Qualifying Mark
see guidance notes
Comments
Assignment
4,000 words
FG
40%
The assignment will assess the strategic position of an
organisation from a senior leadership perspective
13. Subject: see guidance notes
N1 Business & Management Studies
11. Report on Last Delivery of Module
This form should be completed by module tutors (where there is
more than one delivery) and forwarded to Module Leaders who
compiles the results on to one form for use at the Programme
Committee and other methods of disseminating feedback to
students.
Module Code and Title:
Anglia Ruskin Department:AIBS
Location(s) of Delivery:
Cambridge – Berlin IMB MBA 3 day block
Academic Year: 2009
Semester/Trimester: 1
Enrolment Numbers (at each location):25 studentsModule
Leader:
Robert JonesOther Module Tutors:
Student Achievement Provide a brief overview of student
achievement on the module as evidenced by the range of marks
awarded. A detailed breakdown of marks will be available at the
Departmental Assessment Panel.
The average mark for the assignment in 2008 was 65%. This is in
line with the marks for previous years. The good performance
resulted from the high proportion of highly motivated students
enrolled on this option module. Three of the scripts were
outstanding and were awarded 75%. They displayed excellent data and
evidence in the case study, wide scope in reading around the
subject area, and powerful application of relevant academic
frameworks. The scripts in the 70% range were very competent,
showing strong engagement with the task. The scripts in the 60s
range were well researched, with effective case studies and
relevant factors, but perhaps not so strong with the specific
academic application. Scripts in the 50s were competently written
analyses of factors influencing chosen enterprises, but with less
reference to specific factors and frameworks. Scripts in the 40s
were worthy attempts, but rather descriptive in nature, lacking in
evidence and lacking in academic application.
Mark range
Fail
40-49%
50-59%
60-69%
70-79%
80%
Number
0
1
4
15
5
0
25
Percentage
0
4%
16%
60%
20%
0%
100%
Feedback from Students Briefly summarise student responses,
including any written comments
“I did not like this course at first, it seemed to repeat
earlier stuff. Later I changed my mind when I realised how
interesting it is”.
“It was very informative to go beyond the textbook view”“A
challenging and stimulating module”
“The assignment was very hard work. But the integration of
qualitative and quantitative analysis is very useful ”Module
Leader/Tutor’s Reflection on Delivery of the Module, including
Response to Feedback from Students (including resources if
appropriate)This module deliberately questions and then develops
upon conventional academic frameworks. We serve up topical context
material from many different sources, journalistic, company
websites etc. The aim is to make the student audience aware of the
many and fascinating perspectives on business.
Developments during the current year or planned for next year
(if appropriate)
This module came into being in the early 1990s as the Business
Analysis Project – BAP; it was later restyled Competitive Strategy
and Business Performance, which was dropped from the programme in
2006. Following requests from our colleagues at the Fachhochschüle
für Wirtschaft in Berlin, who have offered Anglia modules for
twelve years on their MBA programme, we re-introduced the
redesigned BAP module in 2007.
Yet again, we will take conventional academic frameworks, from
various business disciplines and adapt them to our needs in this
module.
External Examiner’s Comments State whether the external examiner
agreed the marks and/or commented on the module
In the past, the external examiner was complimentary about this
module, judging it to be stimulating and informative, and the
assignments to be innovative and imaginative. The external examiner
is happy with the high a
Ashcroft International Business School
Business Analysis Project BAP
Module code BC415038S
Academic Year 2011/2012
Semester 1, 2 or summer delivery
Cambridge and Chelmsford part-time MBA
Cambridge full-time MBA
HWR Berlin / Berlin School of Economics and Law - Institute of
Management Berlin (IMB)
MBA module
Student C
report on
ASDA Walmart
Student A
report on
Tesco plc
Student B
report on Sainsbury plc
Data & information on the supermarket sector
MINTEL
Datamonitor
FAME
Company annual reports
Investment Analyst reports
KPMG, PWC, McKinsey reports
Benchmark
With
Sainsbury
& ASDA
Benchmark
With
Tesco
& ASDA
Strategic
Theme:-
Global-isation
Strategic
Theme:-
Balanced strategy
Strategic
Theme:-
Growth options
Benchmark
With
Sainsbury
& Tesco
