Lord Ashcroft International Business School

Module Title: Systems & Operations Management

Department: Accounting, Finance and Information Management

Human Resource Management, Organisational Behaviour and Tourism

Economics, International Business and Operations Management

Marketing, Strategy and Enterprise

Module Code: MOD003553

Year: 2013/14Semester: 2

Module Guide

Contents

Module Title.................................................................................................................................................11. Key Information........................................................................................................................................22. Introduction to the Module.......................................................................................................................23. Intended Learning Outcomes..................................................................................................................23.1 Employability skills delivered in this Module..........................................................................................34. Outline Delivery.......................................................................................................................................44.1 Attendance Requirements.....................................................................................................................55. Assessment.............................................................................................................................................65.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students]...................................75.2 Submitting your work [Students in all other locations at Associate Colleges].......................................95.3 Marking Rubric and Feedback............................................................................................................105.4 Re-Assessment (resit).........................................................................................................................106. How is My Work Marked?......................................................................................................................107. Assessment Criteria and Marking Standards........................................................................................147.1 Specific Assessment Criteria and Marking Rubric...............................................................................147.2 University Generic Assessment Criteria..............................................................................................158. Assessment Offences............................................................................................................................219. Learning Resources..............................................................................................................................239.1. Library.................................................................................................................................................2310. Module Evaluation...............................................................................................................................2411. Report on Last Delivery of Module......................................................................................................25Appendix 1: Re-Assessment Information..................................................................................................26

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Module Guide

1. Key Information

Module: MOD003553 Systems & Operations Management

Module Leader: Ioannis DermitzakisCampus/ Building/ Room: Cambridge & PeterboroughExtension: 01733 762243Email: Ioannis.dermitzakis@anglia.ac.uk

Module Tutors: Name

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:

the Virtual Learning Environment (VLE) the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges 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 [REPLACE WITH EQUIVALENT OFFICE/LOCATION AT ASSOCIATE COLLEGE] (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 ModuleThe module will give students the opportunity to understand the strategic role of systems and operations management in businesses. There will be an exploration of how systems and operations are key enablers for improving customer experiences and for managing processes. The module will focus on how systems are essential for value chain and supply chain management. The operations process and information systems perspective of the input-process-output model will be applied. Using these theories and models, students will be able to critique organisations and develop proposals to improve systems and operations within an organisation.

The ability to analyse current situation is a key analytical skill for developing student’s ability to solve problems. Students will develop knowledge of information systems infrastructures and how to apply these ideas to an organisation. This will include communications networks and how to secure networks and the fundamentals of database design that lie at the heart of enterprise/ERP systems. The role and capability of enterprise applications will be explored, including CRM; SCM and KMS.

The links between these systems and operations excellence will be evaluated. Students will be expected to understand these systems which are common in the workplace; hence, knowledge of this key terminology is a practical outcome of the module. The technique of rich picture building/mind mapping will be used to evaluate the organisation. This will form the basis of exploring the people; management and technology issues in relation to systems and operations improvement. The strategic analysis; information systems design element and evaluation of the issues will enable the student to develop well-justified and logical improvement ideas for business excellence in systems and operations.

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Module Guide

3. Intended Learning Outcomes

Systems and Operations Management, like all modules at Anglia Ruskin, is taught on the basis of achieving intended learning outcomes. On successful completion of the module, the student will be expected to be able to demonstrate the following:

Knowledge and understanding

LO 1) Assess the strategic importance of information systems and operations processes

LO 2) Evaluate how to improve operations management processes using theories and information systems Intellectual, practical, affective and transferable skills

Intellectual practical, affective and transferable skills

LO 3) Design appropriate IT infrastructures to manage data and information for improved operations

LO 4) Analyse people; management and technology issues in relation to systems and operations improvement

The assessment is based on meeting these learning outcomes, explicitly; see sections 5, 6 and 7 where the assessment task is linked to these learning outcomes.

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Module Guide

3.1 Employability skills delivered in this Module

It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:

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SKILL Skills acquired in this module

Communication (oral) XCommunication (written) XCommercial Awareness XCultural sensitivity XCustomer focus XData Handling XDecision making XEnterprising XFlexibility XInitiative XInterpersonal Skills XLeadership/Management of others XNetworking XOrganisational adaptability XProject Management XProblem Solving and analytical skills XResponsibility XTeam working XTime Management XOther

Module Guide

4. Outline DeliveryWk Lecture Seminar/Workshop Student-managed learning

1W/C 3rd

Feb, 2014

Information systems and operations management and its relevance to your career

Ikea Case Study: Apply the input-process-output model; assess the role of the customer and information needs.

Chapter 1: Business Information Systems in Your CareerChapter 2: Global E-Business: and Collaboration

2W/C 10th

Feb, 2014

Strategic role of enterprise systems (ERP) and operations within a supply chain

Value chain analysis and the role of systems Chapter 3: Achieving Competitive Advantage with Information Systems

3W/C 17th

Feb, 2014

Analysing organisations’ requirements and building solutions

Analysing the people; organisational and technological issues in the organisation using rich pictures/mind-mapping.

Chapter 11: Building Information Systems and Managing ProjectsChapter 4: IT Infrastructure: Hardware and Software

4W/C 24th

Feb, 2014

Supporting processes and the network infrastructure Process design; network infrastructure and security Chapter 6: Telecommunications, the Internet, and Wireless TechnologyChapter 7: Securing Information Systems

5W/C 3rd

Mar, 2014

Assessment focusBusiness Intelligence introduction: logical database structures

Workshop in database design: tables and relationships in MS Access

Chapter 5: Foundations of Business Intelligence: Databases and Information Management

6W/C 10th

Mar, 2014

Working with data in business: SQL and querying databases

Workshop in database design: queries and SQL in MS Access

No specific reading to allow time to prepare your assessed group presentations- Revision Chp1-11

7W/C 17th

Mar, 2014

User-friendliness and skills in designing user interfaces for businessWorking with databases and enterprise systems

Workshop in database design: forms and reports in MS Access

No specific reading to allow time to prepare your assessed group presentations- Revision Chp1-11

8W/C 24th

Mar, 2014

Supply chain dynamics, supply chain management (SCM) and communication networks

HP laptop case study: Mapping global supply networks and understanding the flow of inventory through processes

Chapter 9: E-commerce: Digital Markets, Digital Goods

9W/C 31st

Mar, 2014

Operations improvement for the customer through customer relationship management (CRM)

The impact of CRM on marketing and sales Chapter 8: Achieving Operations Excellence and Customer Intimacy: Enterprise Applications

10W/C 7th

Apr, 2014Assessment Group Presentation

Submitted electronically

SEMESTER VACATION:Mon 14th April 2014 – 25th April 2014

11W/C 28th

Apr, 2014

Business intelligence and knowledge management systems (KMS)

The use of business intelligence for decision making Chapter 10; Improving Decision Making and Managing Knowledge

12W/C 5th

May,2014

Consideration of the social and ethical dimensions Discussion on the dimensions Chapter 12; Ethical and social issues in Information Systems

Assignment due date:

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Module Guide

Tuesday 13th May 2014 no later than 5pm

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Module Guide

4.1 Attendance RequirementsAttending all your classes is very important and one of the best ways to help you succeed in this module. Research has found a clear correlation between student attendance and overall performance. 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 (e.g. illness), please contact your Module Tutor.

Anglia Ruskin will closely monitor the attendance of all students and will contact you if you have been absent without notice for two weeks. Continued absence can result in various consequences including 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 entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders.

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5. AssessmentThe assessment for this module consists of two parts. Deadlines for assessments vary.

Part Type of assessment Word or time limit

Submission method

Contribution Grade

Deadline for assessment

010

HAND-IN AS A VIDEOGroup Presentation focused on IT structure of one of the following: 1) network & security,2) database design and

relationships, 3) querying the data

base,4) database user

interface

6-8 minutesvideo

CD-Rom /USB/email/VLE 25% Week 10

W/C 7th April 2014

011 Individual Assignment 2,000words

Turnitin®UK GradeMark 

or in hard copy (off main UK campus only)

75%

NO LATER THAN:Tuesday 13th May, 2014 by 5pmConsult course leader/CGL before finalising deadline to ensure dates match the course assessment mapping

Part 010- Group Presentation & Case Study

Blackberry Hill Farm

“Six years ago I had never heard of agri-tourism. As far as I was concerned, I had inherited the farm and I would be a farmer all my life.”(Jim Walker, Blackberry Hill Farm)

The ‘agri-tourism’ that Jim was referring to is ‘a commercial enterprise at a working farm, or other agricultural centre, conducted for the enjoyment of visitors that generates supplemental income for the owner’. “Farming has become a tough business,” says Jim. “Low world prices, a reduction in subsidies, and increasingly uncertain weather patterns have made it a far more risky business than when I first inherited the farm. Yet, because of our move into the tourist trade we are flourishing. Also… I’ve never had so much fun in my life”. But, Jim warns, agri-tourism isn’t for everyone. “You have to think carefully. Do you really want to do it? What kind of lifestyle do you want? How open-minded are you to new ideas? How business-minded are you? Are you willing to put a lot of effort into marketing your business? Above all, do you like working with people? If you’d rather be around cows than people, it isn’t the business for you.”

HistoryBlackberry Hill Farm was a 200-hectare mixed farm in the south of England when Jim and Mandy Walker inherited it fifteen years ago. It was primarily a cereal-growing operation with a small dairy herd, some fruit and vegetable growing and mixed woodland that was protected by local preservation laws. Six years ago it had become evident to Jim and Mandy that they might have to rethink how the farm was being managed. “We first started a pick-your-own (PYO) operation because our farm is close to several large centres of population. Also the quantities of fruit and vegetables that we were producing were not large enough to interest the commercial buyers. Entering the PYO market was a reasonable success and in spite of making some early mistakes, it turned our fruit and vegetable growing operation from making a small loss to making a small profit. Most importantly, it gave us some experience of how to deal with customers face-to-face and of how to cope with unpredictable demand. The biggest variable in PYO sales is weather. Most business occurs at the weekends between late spring and early autumn. If rain keeps customers away during part of those weekends, nearly all sales have to occur in just a few days.”

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Within a year of opening up the PYO operation, Jim and Mandy had decided to reduce the area devoted to cereals and increase their fruit and vegetable growing capability. At the same time they organised a petting zoo that allowed children to mix with, feed and touch various animals.

“We already had our own cattle and poultry but we extended the area and brought in pigs and goats. Later we also introduced some rabbits, ponies and donkeys, and even a small bee-keeping operation.” At the same time, the farm started building up its collection of ‘farm heritage’ exhibits. These were static displays of old farm implements and ‘recreations’ of farming processes together with information displays. This had always been a personal interest of Jim’s and it allowed him to convert two existing farm outbuildings to create a ‘Museum of Farming Heritage’.The year after, they introduced tractor rides for visitors around the whole farm and extended the petting zoo and farming tradition exhibits further. But the most significant investment was in the ‘Preserving Kitchen’. “We had been looking for some way of using the surplus fruits and vegetable that we occasionally accumulated and also for some kind of products that we could sell in a farm shop. We started the Preserving Kitchen to make jams and fruit, vegetables and sauces preserved in jars. The venture was an immediate success. We started making just 50 kilograms of preserves a week; within three months that had grown 300 kilograms a week and we are now producing around 1,000 kilogrammes a week, all under the ‘Blackberry Hill Farm’ label.” The following year, the preserving kitchen was extended and a viewing area added. “It was a great attraction from the beginning,” says Mandy, “We employed ladies from the local village to make the preserves. They are all extrovert characters, so when we asked them to dress up in traditional ‘farmers’ wives’ type clothing they were happy to do it. The visitors love it, especially the good-natured repartee with our ladies. The ladies also enjoy giving informal history lessons when we get school parties visiting us.”

Within the last two years, the farm had further extended its preserving kitchen, farm shop, exhibits and petting zoo. It had also introduced a small adventure playground for the children, a café serving drinks and its own produce, a picnic area and a small bakery. The bakery was also open to be viewed by customers and staffed by bakers in traditional dress. “It’s a nice little visitor attraction,” says Mandy, “and it gives us another opportunity to squeeze more value out of our own products.” Table 11.3 (a) shows last year’s visitor numbers; table 11.3 (b) shows the farm’s opening times.

Table 11.3 (a) Number of visitors last yearMonth Total visitorsJanuary 1,006February 971March 2,874April 6,622May 8,905June 12,304July 14,484August 15,023September 12,938October 6,687November 2,505December 3,777Total 88,096Average 7,341.33

Table 11.3 (b) Farm opening times*January–Mid-March - Wednesday–Sunday 10.00–16.00Mid-March–May - Tuesday–Sunday 9.00–18.00May–September - All week 8.30–19.00October–November - Tuesday–Sunday 10.00–16.00December - Tuesday–Sunday 9.00–18.00

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*Special Evening events Easter, summer weekends and Christmas

DemandThe number of visitors to the farm was extremely seasonal. From a low point in January and February, when most people just visited the farm shop, the spring and summer months could be very busy, especially on public holidays. The previous year, Mandy had tracked the number of visitors arriving at the farm each day. “It is easy to record the number of people visiting the farm attractions, because they pay the entrance charge. What we had not done before is include the people who just visited the farm shop and bakery that can be accessed both from within the farm and from the car park. We estimate that the number of people visiting the shop but not the farm ranges from 74 per cent in February down to around 15 per cent in August.” Figure 11.17 shows the number of visitors in the previous year’s August. “What our figures do not include are those people who visit the shop but don’t buy anything. This is unlikely to be a large number.”

Mandy had also estimated the average stay at the farm and/or farm shop. She reckoned that in winter time the average stay was 45 minutes, but in August it climbed to 3.1 hours.

(Figure 11.17 and 11.18 around here)Figure 11.17 Daily

numbers of visitors in August last year.

Figure 11.18

Visitor arrivals, public holiday in August and a Wednesday in February

Current issuesBoth Jim and Mandy agreed that their lives had fundamentally changed over the last few years. Income from visitors and from the Blackberry Hill brand of preserves now accounted for 70 per cent of the farm’s revenue. More

1 5 201510 3025

500

1500

8.00

100

10.00 12.00 14.00 16.00 18.00 20.00

Public holiday August

Wednesday in February

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importantly, the whole enterprise was significantly more profitable than it had ever been. Nevertheless, the farm faced a number of issues.The first was the balance between its different activities. Jim was particularly concerned that the business remained a genuine farm. “When you look at the revenue per hectare, visitor and production activities bring in far more revenue than conventional agricultural activities. However, if we push the agri-tourism too far we become no better than a theme park. We represent something more than this to our visitors. They come to us partly because of what we represent as well as what we actually do. I am not sure that we would want to grow much more. Anyway, more visitors would mean that we would have to extend the car park. That would be expensive, and although it would be necessary, it does not directly bring in any more revenue. There are already parking problems during peak period and we have had complaints from the police that our visitors park inappropriately on local roads.”“There is also the problem of complexity. Every time we introduce a new attraction, the whole business gets that little bit more complex to manage. Although we enjoy it tremendously, both Mandy and I are spreading ourselves thinly over an ever-widening range of activities. Mandy was also concerned over this. “I’m starting to feel that my time is being taken up in managing the day-to-day problems of the business. This does not leave time either for thinking about the overall direction in which we should be going, or spending time talking with the staff. That is why we both see this coming year as a time for consolidation and for smoothing out the day-to-day problems of managing the business, particularly the queuing, which is getting excessive at busy times. That is why this year we are limiting ourselves to just one new venture for the business.”

Staff management was also a concern for Mandy. The business had grown to over 80 (almost all part-time and seasonal) employees. “We have become a significant employer in the area. Most of our employees are still local people working part-time for extra income but we are also now employing 20 students during the summer period and, last year, eight agricultural students from Eastern Europe. But now, labour is short in this part of the country and it is becoming more difficult to attract local people, especially to produce Blackberry Hill Farm Preserves. Half of the Preserving Kitchen staff work all year, with the other employed during the summer and autumn periods. But most of them would prefer guaranteed employment throughout the year.”Table 11.4 gives more details of some of the issues of managing the facilities at the farm, and table 11.5 shows the preserve demand and production for the previous year.

Table 11.4 The farm’s main facilities and some of the issues concerned with managing them

Facility Issues

Car park 85 car parking spaces, 4 x 40-seater tour bus spacesFixed exhibits, etc.Recreation of old farmhouse kitchen, recreation of barnyard, old-fashioned milking parlour, various small exhibits on farming past and present, adventure playground, ice-cream and snack stands

Most exhibits in, or adjacent to the farm museum. At peak times, helpers dressed in period costume entertain visitors. Feedback indicates that customers find exhibits more interesting than they thought they

would.Visitors’ being free to look when they wish absorbs demand from busy facilities.

Tractor ridesOne tractor towing decorated covered cart with maximum capacity of 30 people, tour takes around 20 minutes on average (including stops). Waits 10 minutes between tours except at peak times when tractor circulates continuously.

Tractor acts both as transport and entertainment. Approximately 60 per cent of visitors stay on for the whole tour; 40 per cent use it as ‘hop-on hop-off’ facility.

Overloaded at peak times, long queues building.Feedback indicates that it is popular, except for queuing.Jim is reluctant to invest in further cart and tractor.

Pick-your-own areaLargest single facility on the farm. Use local press, dedicated telephone line (answering machine) and website to communicate availability of fruit and vegetables. Check-out and weighing area next to farm shop, also displays picked produce and preserves etc. for sale.

Very seasonal and weather-dependent, both for supply and demand.Farm plans for a surplus over visitor demand, uses surplus in preserves.Six weighing/paying stations at undercover checkout area. Queues develop at peak

times. Feedback indicates some dissatisfaction with this.Can move staff from farm shop to help with checkout in busy periods, but farm shop

also tends to be busy at the same time.Considering using packers at pay stations to speed up the process.

Petting ZooAccommodation for smaller animals including sheep and pigs. Large animals (cattle, horses) brought to viewing area daily. Visitors can view all animals and handle/stroke most animals under supervision.

Approximately 50 per cent of visitors view Petting Zoo.Number of staff in attendance varies between 0 (off-peak) and 5 (peak periods).The area can get congested during peak periods.Staff need to be skilled at managing children.

Preserving kitchenBoiling vats, mixing vats, jar sterilising equipment, etc. Visitor viewing area can hold 15

Capacity of kitchen is theoretically 4,500 kilograms per month on a 5-day week and 6,000 kilograms on a 7-day week.

In practice, capacity varies with season because of interaction with visitors. Can be as

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people comfortably. Average length of stay 7 minutes in off-season, 14 minutes in peak season.

low as 5,000 kilograms on a 7-day week in summer, or up to 5,000 kilograms on a 5-day week in winter.

Shelf-life of products is on average 12 months.Current storage area can hold 16,000 kilograms.

BakeryContains mixing and shaping equipment, commercial oven, cooling racks, display stand, etc. Just installed doughnut-making machine. All pastries contain farm’s preserved fruit.

Starting to become a bottleneck since doughnut-making machine installed; visitors like watching it.

Products also on sale at farm shop adjacent to bakery.Would be difficult to expand this area because of building constraints.

Farm shop and caféStarted by selling farm’s own products exclusively. Now sells a range of products from farms in the region and wider. Started selling frozen menu dishes (lasagne, goulash, etc.) produced off-peak in the preserving kitchen.

The most profitable part of the whole enterprise, Jim and Mandy would like to extend the retailing and café operation.

Shop includes area for cooking displays, cake decoration, fruit dipping (in chocolate), etc.

Some congestion in shop at peak times but little visitor dissatisfaction.More significant queuing for café in peak periods.Considering allowing customers to place orders before they tour the farm’s facilities and

collect their purchases later.Retailing more profitable per square metre than café.

Table 11.5 Preserve demand and production (previous year)Month Demand

(kg.)Cumulative demand (kg.)

Production (kg.)

Cumulative product (kg.)

Inventory (kg.)

January 682 682 4,900 4,900 4,218February 794 1,476 4,620 9,520 8,044March 1,106 2,582 4,870 14,390 11,808April 3,444 6.026 5,590 19,980 13,954May 4,560 10,586 5,840 25,820 15,234June 6,014 16,600 5,730 31,550 14,950July 9,870 26,470 5,710 37,260 10,790August 13,616 40,086 5,910 43,170 3,084September 5,040 45,126 5,730 48,900 3,774October 1,993 47,119 1,570* 50,470 3,351November 2,652 49,771 2,770* 53,240 3,467December 6,148 55,919 4,560 57,800 1,881Average demand 4,660

Average inventory 7,880

*Technical problems reduced production level

Where next?By the ‘consolidation’ and improvement of ‘day-to-day’ activities Jim and Mandy meant that they wanted to increase their revenue, while at the same time reducing the occasional queues that they knew could irritate their visitors, preferably without any significant investment in extra capacity. They also wanted to offer more stable employment to the Preserving Kitchen ‘Ladies’ throughout the year, who would produce at a near constant rate. However, they were not sure if this could be done without storing the products for so long that their shelf life would be seriously affected. There was no problem with the supply of produce to keep production level; less than 2 per cent of the fruit and vegetables that went into the preserves were actually grown on the farm. The remainder were bought at wholesale markets, although this was not generally understood by customers.

Of the many ideas being discussed as candidates for the ‘one new venture’ for next year, two were emerging as particularly attractive. Jim liked the idea of developing a maize maze, a type of attraction that had become increasingly popular in Europe and North America in the last five years. It involved planting a field of maize (corn) and, once grown, cutting through a complex serious of paths in the form of a maze. Evidence from other farms indicated that a maze would be extremely attractive to visitors and Jim reckoned that it could account for up to an extra ten thousand visitors during the summer period. Designed as a separate activity with its own admission

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charge, it would require an investment of around £20,000, but generate more than twice that in admission charges as well as attracting more visitors to the farm itself.

Mandy favoured the alterative idea – that of building up their business in organised school visits. “Last year we joined the National Association of Farms for Schools. There advice is that we could easily become one of the top school attractions in this part of England. Educating visitors about farming tradition is already a major part of what we do. And many of our staff have developed the skills to communicate to children exactly what farm life used to be like. We would need to convert and extend one of our existing underused farm outbuildings to make a ‘school room’ and that would cost between and £30,000 and £35,000. And although we would need to discount our admission charge substantially, I think we could break even on the investment within around two years.”

Table 11.6 Customer Data Base Customer

CodeLast_Name First_Name Street_Address_1 Street_Address_2 City

County_Region

Zip_Code

Country Telephone_No EmailMailing_allowed

1 Abdul Mohammed 12 St.Thomas Road Newbury Cambridge CambridgeshireCB3 4FD U.K. 01223463421 MohammedA23@webmail.com 12 Abdul-KaderSaif 37 Barton Drive Farlingay Ipswich Suffolk IP2 3TG U.K. +441473535665 Saifer@yahoo.com 13 Ahlman Agata Wallingatan 15, 114 47 Stockholm Sweden +46 08-442 11 22 ahlman@gmail.com 04 Bantorget Norra Sveavägen 142, 113 46 Stockholm Sweden +46 08-123 44 55 norra@yahoo.com 15 Barker Gloria 2 Birdwood Road Hinching Bradford BradfordshireBD2 3WS U.K. +441274 886453 Gloria@hotmail.com 16 Bogart Mary 2 Birdwood Road Goodville Bradford BradfordshireBD2 3WS U.K. 01274 886453 Borgat66@hotmail.com 17 Bro Nicolas Hammerichsgade 12 DK-1611 – Copenhagen Denmark +45 38 12 34 56 nicolas.bro@gmail.com 08 Brown Carla 32 Dexter Street Sunderlands Nottingham NottinghamshireNT4 7GH U.K. 0115 6721567 CarlaB33@hotmail.com 09 Buren Juliette Dam, 9. 1012 JS Amsterdam The Netherlands+31 (0)913 123 456 juliette@live.com 1

10 de Wolff Piet Stationweg 130b 2161 AM LISSE The Netherlands+31 (0)252 123 456 pietdewolff@gmail.com 011 Gordon Jennifer 2 Cherry Tree Road Springburn Glasgow Glasgow G2 5TH U.K. 0141 562769 Jenny4Eyes@gmail.com 112 Graham Michael 12 Hazellwood Arbury Cambridge CambridgeshireCB3 4SW U.K. 01223 452312 Michael45@hotmail.com 113 Gutto Anna Tollbugaten 4 0152 Oslo Norge +47 22 45 12 12 anna.gutto@live.no 114 Hansen Dag Bradbenken 3 5003 Bergen Norge +47 55 30 88 99 dag.hansen@gmail.no 015 Hinchford Alfred 58 High Street Cardiff Cardiff South GlamorganCF10 1NS U.K. 029 16475389 Hinchford_Esq@gmail.com 016 Jonston George 43 Regent Street Central Cambridge CambridgeshireCB22 5TG U.K. 01223 753274 George103@hotmail.com 117 Jordan Riley 3 Melody Way Ardwick Manchester Manchester M2 6TG U.K. 0161 356654 Rilley76@yahoo.com 018 Kelly Timothy 55 Ashfield Road Hillyie Newcastle Upon TyneTyne and WereNE6 7YH U.K. 0191 5973886 Timothy66@googlemail.com 119 King John 33 Jackson Close West Stevenage HertfordshireCB5 6NB U.K. 01438 234664 John34@fastmail.com 020 Lawler Claire 4 Ork End High Street Sawston CambridgeshireCB23 4TH U.K. 01223 132981 Claire33@webmail.com 121 Lemkow Tutte Rosenkrantz' gate 8 0159 Oslo Norge +47 99 45 55 12 tutte@gmail.no 022 McDonald John Picardy Place Edinburgh EH1 3JT Scotland +44 131 444 2414 john.mcdonald@live.com 123 Mikkelsen Lars Vester VoldGade 89 Copenhagen 155 Denmark +45 38 15 65 00 lars@live.com 024 Montague Hugo The Pines, Fairly Lane Cherry Tops Woking Surrey GU21 8PL U.K. +441483123654 hugo.montague@gmail.com 125 Olsen Even Christiesgate 14 5015 BERGEN Norge +47 55 22 11 22 even.elsen@live.no 126 Patel Amit 76 Broomfield Close Eyre Street Sheffi eld South YorkshireS7 3RF U.K. 0114 2425631 Patel56@yahoo.com 027 Pollins Jane 5 Blueberry Avenue Hackney Greater London London N3 6YZ U.K. 070 2253475 JaneJane@hotmail.com 128 Potter Harry 13 Abbet House Arbury Southend Essex ST5 6DG U.K. 01702 256650 avalon@hotmail.com 129 Schneider Klaus 39 Garden bloom WayNorthy Cambridge CambridgeshireCB1 2FD U.K. 01223 523128 Schneider1@hotmail.com 130 Schultz Sebastian 10 Lilac Road Rach Cambridge CambridgeshireCB1 5TH U.K. 01223 578782 Schultz@hotmail.com 031 Short Clara 1 Princes Street Edinburgh EH2 2EQ Scotland +44 131 123 2414 clara@gmail.com 032 Singh Mandeep 54 Dandale Close Haselton Stevenage HertfordshireCB3 8HY U.K. 01438 369875 Mandeep@hotmail.com 133 Smith Adrian 44 Evergreens Close Edgbaston Birmingham West MidlandsB4 8TG U.K. 0121 367543 Adrian22@yahoo.com 134 Stevenson Greg 37 Barton Drive Stockbridge Edinburgh Edinburgh EH2 5TD U.K. 0131 4535665 GregSteph@yahoo.com 1

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Part 011 – Assignment

MarkLearning Outcome

1. Apply relevant models to Blackberry Hill Farm to analyse the current challenges they have in their operations processes and satisfying the customer. This could include: the input-process-output model; the value chain model and business process mapping. Evaluate how they could improve the operations processes; this should promote the database system and other ideas for operations improvement

30% 2

2. Complete a mind map/rich picture to identify and explore the people; management and technology issues at Blackberry Hill Farm. Analyse how to improve the operations and Blackberry Hill Farm considering these issues.

30% 4

3. Specialism TopicSelect one from the following four options and write 600 word summary topicOption 1: Describe the role of information systems in careers in accounting/finance, human resources, marketing and operations management, and explain how careers in information systems have been affected by new technologies and outsourcing.

Option 2: For an organisation of your choice, write a 600 word short case that summarises how they have strategically harnessed the use of operations and/or information systems. You could consider using Gartner research as a starting point. Gartner are an Anglia Ruskin partner, you can connect to their site from the http://my.anglia.ac.uk- click on “auto-login to Gartner website” from the “Links to Partner Sites” section. You do not have to get your case from there; any suitable source will be fine.

Option 3: How much can business intelligence and business analytics help SME’s refine their business strategy? A good starting point is Chapter 10 Improving Decision Making and Managing Knowledge.

Option 4: The acronym Mint is no longer just a peppermint sweet; it is now also an investment acronym which in the next decade or two could prove extremely profitable for investors. The concept, which groups the countries of Mexico, Indonesia, Nigeria and Turkey, has been popularised by respected economist Jim O’Neill, the man who also coined the BRIC term in 2001. Discuss how the MINT countries can become the next global economic powerhouses.

30% 1

4. Academic RigourYour assignment should be written in good business English and be well structured and presented. Your assignment should clearly include the academic insight, i.e. the concepts and the supporting references involved, indicated in the assignment and listed in the references and bibliography

10% N/A

TOTAL MARKS 100%

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.

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Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to you institutions guidelines outlined below. Academic staff CANNOT accept work directly from you.You are requested to keep a copy of your work.

5.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students]

You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on the assignment brief, all your assignments should be submitted online. Hard copy assignments handed into the iCentre will NOT be marked. You must put YOUR Student ID number (SID) as the submission title (details below).

You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report Class to which you can submit multiple drafts for originality checking.

The Grademark class page shows the start date (when you can begin submitting work), the due date for your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. The post date is the date when both feedback and provisional results will be posted online. You should follow the detailed instructions provided on the VLE.

When you submit your paper, remember to:

Page 15

a) Keep default (recommended)

b) Enter your first and last name(s)

c) Enter your SID as the submission title VERY IMPORTANT!

d) Browse to search for your assignment file

e) Upload

SID

f) or cancel

Module Guide

ONLINE SUBMISSION AND FEEDBACK THROUGH GRADEMARK

At the post date you will get your feedback through Turnitin/Grademark. We have implemented this online feedback system to give you the following benefits:

More timely receipt of your feedback; Better quality feedback; The ability to hand in your work online; Reduction in time spent queuing to hand in and pick up your assignments; The ability to receive marker feedback when it is posted, regardless of your location; Reduction of both yours and the university’s carbon footprint by no longer printing work.

HOW TO VIEW YOUR FEEDBACK

Click on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer. A new window will open and you will see your feedback on the right-hand side of the screen. Or click on the grey arrow to download a copy of your assignment and feedback.

POINTS TO NOTE

1. The due date as seen in eVision is the official submission deadline. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it until the last minute to submit your work – the system becomes extremely busy and can be slower during the period of the deadline.

2. Grademark final submission classes will become available 10 working days before the final submission date. Be aware that work can only be submitted ONCE to these classes and cannot be removed or changed.

3. All work submitted MUST be entitled by your Student ID number.

4. Any work handed in via the iCentre will NOT be marked.

5. The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of the originality report is not required.

6. The Originality Report will not be used to make assessment decisions unless concerns arise as to poor academic practice, plagiarism, or collusion. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations).

7. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created for re-sits.

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Module Guide

8. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on the module VLE. If you have experience submission difficulties, please email: LAIBS_Grademark_Support@anglia.ac.uk Furthermore, there is a support VLE site (http://vle.anglia.ac.uk/sites/grademark/laibs/Content/Start.aspx) with videos to show you how to submit your work and to view your feedback.

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.

5.2 Submitting your work [Students in all other locations at Associate Colleges]

All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you.

Any late work 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.

5.3 Marking Rubric and Feedback

The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark 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 through Grademark at Cambridge and Chelmsford. At other locations and Associate Colleges, this is provided through the completion of 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 prompt feedback on all assessed work within a prompt 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; e.g. 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.

On occasion, you will receive feedback and marks for 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 and subject to external moderation and approval. 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.

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5.4 Re-Assessment (resit)If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment. As indicated in Section 6.2.7. of the Senate Code of Practice, this is a NEW assessment, you CANNOT re-work the assessment explained in this section. The re-assessment information is given in Appendix 1.

6. How is My Work Marked?After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include:

Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g. a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking

External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.

Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the ACCOUNTING, FINANCE AND INFORMATION MANAGEMENT DAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAP’s remit:

ACCOUNTING, FINANCE AND INFORMATION MANAGEMENTExternal Examiner’s Name Academic Institution Position or Employer

Mr Rob Carman University of Bedfordshire Principal Lecturer in Accounting

Dr James Coakes University of Westminster Senior Lecturer

Ms Clare Guthrie Manchester Metropolitan University

UG Programme Coordinator, Accounting & Finance

Mr Chris Hunt Nottingham Trent University Head of Accounting & Finance

Prof Javed G. Hussain Birmingham City University Professor of Entrepreneurial Finance

Mr Brian Kriefman Regent's College London Head of Department of Accounting, Finance

Mr Leslie Milliken Napier University, Edinburgh Lecturer

Dr Julinda Nuri University of Surrey Senior Lecturer in Financial Management

Dr Yulia Rodionova De Montfort University Senior Lecturer

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ECONOMICS, INTERNATIONAL BUSINESS AND OPERATIONS MANAGEMENT

External Examiner’s Name Academic Institution Position or EmployerMr Colin Allen University of Greenwich Senior TutorDr Ozlem Bak University of Brighton Senior LecturerProf Dr Jens Cordes Hochschule Harz University of

Applied SciencesProfessor of Service Management and Service

Dr Kenny Crossan Napier University, Edinburgh Economics Lecturer Dr Des Doran University of Sussex Senior Lecturer

Dr Chris Miller University of Glamorgan Principal LecturerProf Klaus Nielsen University of London Professor of Institutional EconomicsDr Jalal Uddin Siddiki Kingston University Senior LecturerDr Frans Somers None (practitioner) Owner/Consultant SBC

The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo.Anglia Ruskin’s marking process is represented in the flowchart below:

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Module Guide

Student submits work / sits

examination

Work collated and passed to Module Leader

Work is marked by Module Leader and Module Tutor(s)1. All marks collated by Module Leader

for ALL locations2

Internal moderation samples selected. Moderation undertaken

by a second academic3

Unconfirmed marks and feedback to students within 20 working

days (30 working days for Major Projects)

External moderation samples selected and moderated by

External Examiners4

Marks submitted to DAP5 for consideration and approval

Marks Approved by DAP5 and forwarded to Awards Board

Any issues?

Any issues?

Students receive initial (unconfirmed)

feedback

Confirmed marks issued to students

via e-Vision

Mar

king

Sta

geIn

tern

al M

oder

atio

n S

tage

Ext

erna

l Mod

erat

ion

Sta

geD

AP

4 S

tage

YES

YES

NO

NO

Flowchart of Anglia Ruskin’s Marking Processes

All work is marked anonymously or double marked where identity of the student is known (e.g.in a presentation)The internal (and external) moderation process compares work from all locations where the module is delivered

(e.g.Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.)The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever is

the greater) for each marker and covers the full range of marksOnly modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The

sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marks

DAP: Departmental Assessment Panel – Anglia Ruskin has over 25 different DAPs to reflect our subject coveragePage 20

Module Guide

7. Assessment Criteria and Marking Standards

7.1 Specific Assessment Criteria and Marking RubricPart 010: Group Presentation (focuses on Learning Outcome 3)

Preparation well-structured presentation familiarity with material depth of analysis team-work

A= 14-20

Sample comments Your presentation was clearly well-prepared as a team effort. There was expert understanding of the systems development area you discussed and this was adroitly applied to the organisation. Some indicators of an A grade: Good flow between speakers shows that they were all well-prepared

for the presentation. Information systems ideas well-applied to the organisation

B=12-13

Sample comments The team had effectively prepared for the presentation. The concepts of systems design were explored well, although some details were missing. Some indicators of a B grade: There was evidence that the presentation had been rehearsed and

for the most part speakers seemed well-prepared. Evidence of good research on the topic area is evident.

C=10-11

Sample comments There was some good understanding of the systems area discussed. However, the presentation in places needed more thought and research. Some indicators of a C grade: The systems ideas were presented clearly, but not in enough depth. The presentation was un polished in places and speakers needed to

be more fluid in their style D

=8-9Sample comments Team did not seem well-prepared as the presentation did not flow well. Furthermore, only the basic elements of systems ideas was grasped. Some indicators of a D grade: Simplistic explanation of systems ideas Team were inconsistent in the presentation

F= 7 and below

Sample comments There is no evidence that the team understood the systems ideas. The team were unprepared. Some indicators of an unsuccessful attempt: Superficial presentation Team were not presenting the ideas fluently and were solely reading

from the slides.

Preparation well-structured presentation familiarity with material depth of analysis team-work

A = 28-40

Sample comments The presentation demonstrates thorough exploration systems ideas and relates these expertly to the organisation. An eloquent discussion of how information systems will improve the organisation. Some indicators of an A grade: Present in-depth understanding of the organisations’ needs and how

to improve the situation The details of how the solution will work in the organisation is

explored. B =24-27

Sample comments The systems area is discussed with a certain level of sophistication. It is clear that the team understand the issues, some of the nuances are missed, but, in the main good understanding. Some indicators of a B grade: There are some good points raised about the systems that could be

used in the company Application to the organisation is clear.

C =20-23

Sample comments Systems ideas are explored to a certain extent. However, the presentation lacked the depth and needed further evaluation. Some indicators of a C grade:

The organisations’ issues are explored and considered reasonably well, with some analysis.

Could easily be developed further.D =16-19

Sample comments The team shows a rudimentary grasp of how systems concepts could improve the business. However, more analysis and application was needed.

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Module Guide

Some indicators of a D grade: Basic explanation of systems ideas. More connection needed between the systems ideas and the

company.F = 15 and below.

Sample comments The team did not really apply the systems ideas to the company. The presentation did not really explore systems ideas fully. Some indicators of an unsuccessful attempt:

No explanation of the how the ideas could be applied to the company.

No evidence of understanding the systems ideas.

Timing and Approach good use of time available appropriate amount of depth for time allowed clear explanation of the topic – using screen or visual aid presented in the right tone/approach for a management pitch

A = 14-20

Sample comments The presentation used the time very effectively to convince Blackberry Hill Farm that they could solve their problems. The screen/visual aids supported the presentation and were of a very professional standard. The approach was innovative and creative to increase the impact and emphasise key messages. Some indicators of an A grade: Correct pace to follow the key messages Eye-catching use of the screen/visual aids Presentation used the time correctly and focused well

B =12-13

Sample comments Presentation flowed well, although in places time could have been used more effectively for more interesting aspects. The screen/visual aids were presented well with some minor improvement areas. Some indicators of a B grade: Good pace for the most part. Screen use/visual aids were professional, but could be more

creative. Presentation could have focused on the key message more fully.

C =10-11

Sample comments Time could have been used more effectively as it seemed that some major points/issues were skimmed over and smaller aspects discussed in too much depth. Visual aids/screen use was consistent, but more thought could have gone into it. Some indicators of a C grade: Pace and flow varied between speakers Some small aspects given too much time and/or some major aspects

skimmed over Screen use/ visual aids was satisfactory but lacked flair Presentation needed to think more carefully of what was important

and focus the time on that D =8-9

Sample comments Presentation timing could be improved; some sections were too rushed for the audience to follow. More depth was needed to discuss substantive issues. Screen use/visual aids needed more time spent on them - they contained spelling errors and/or did not support the message well. Some indicators of a D grade: More rehearsal was needed to improve the tone and pace Presentation did not spend time on the aspects that the Blackberry

Hill Farm would be interested in Screen use/visual aids needed improvement – containing obvious

errors Presentation did not use the time to good effect – there needed more

focus on what was important to the organisation F = 7 and below.

Sample comments The team did not use the time well and did not seem to appreciate that they only had a short time to get the ideas across. Screen use/visual aids were either non-existent or littered with errors. Some indicators of an unsuccessful attempt: The presentation felt very rushed to the point that team members

look flustered The tone of the presentation bordered on dis-respectful for the

management team Screen use/visual aids were flawed either by: content not matching

speaker; spelling

Delivery and Questions A Sample comments

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Module Guide

well paced audibility/fluency correct use of terms handovers between speakers posture/gestures eye contact/ confidence

= 14-20 The presentation had an air of professionalism throughout. The team exhibited excellent presentation skills through: good team work; clear delivery and good response to questions. The presenters used their voice projection and gestures to strengthen the impact of the presentation. Some indicators of an A grade: Presentation is expertly delivered: good eye contact, appropriate

pace, handovers between speakers. All the team were able to respond well to questions posed.

B =12-13

Sample comments The team also demonstrate good presentation skills in the main, although a few areas could be slightly improved upon, e.g. eye contact; voice projection or use of gestures. Some indicators of a B grade: Presentation is sound, but some areas could be improved, e.g. eye

contact; handovers between speakers; voice projection. Some team members stronger than others in responding to

questions.

C =10-11

Sample comments The team also demonstrate reasonable presentation skills, although several areas could be improved to make the presentation more professional. Some indicators of a C grade: Presentation had a few good aspects in it, but the team work and

presentation delivery needed more work. Questions could be responded to in more depth.

D =8-9

Sample comments The team needed to develop their presentation skills as the presentation was not professional. A rehearsal of the presentation would help. Some indicators of a D grade: Presentation conveyed some of the message, but needed to be

improved considerably in many areas: speakers were too quiet; there needed to be more eye contact and handovers between speakers.

Some speakers struggled with the questions.

F = 7 and below.

Sample comments The team was not well-organised or professional in their presentation. No real reflection on how the team worked is given. Some indicators of an unsuccessful attempt: Team members reading from slides, not able to answer questions,

poor delivery style and poor visual aids. The team were unable to answer the questions.

Part 011: Individual Assessment (focuses on learning outcomes 1, 2 and 4)

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Module Guide

Part 1 Information systems; e-business and successful operations are increasingly recognised as being strategically important to the success of businesses and economies

A = 21-30

Sample comments The topic chosen has been researched in depth which has led to a clear exploration of the area. Supporting references demonstrate that the area has been researched very comprehensively. Some indicators of an A grade: The area is explained expertly and this is well-referenced with

supporting literature. The discussion is eloquent and well-argued.

B =18-20

Sample comments There is good evidence of research into the topic chosen using relevant literature. The topic is understood and has been researched well. Some indicators of a B grade: The topic is understood and defined, however, in places could be

more in detail. There is good use of references.

C =15-17

Sample comments The discussion of the topic is clear, but it is more descriptive than exploratory. There is an acceptable level of understanding of the topic. Some indicators of a C grade: The area is described and understood – but there needed to be more

depth. There are some linkages to the theory, however, the reflection

needed more references D =12-14

Sample comments The explanation of the topic is largely descriptive, it is somewhat understood. There are very few references to literature Some indicators of a D grade: The topic has been explained, but this is basic There is minimal evidence of reading.

F = 11 and below.

Sample comments No real explanation of the topic, the explanation is not adequate and lacks references. Some indicators of an unsuccessful attempt: Brief description of the area chosen. Lacks references to theory.

Part 2 Apply relevant models to Blackberry Hill Farm to analyse the current challenges they have in their operations processes and satisfying the customer. This could include: the input-process-output model; the value chain model and business process mapping. Evaluate how they could improve the operations processes; this should promote the database system and other ideas for operations improvement. NOTES: Credit should be given for applying other RELEVANT models. Student may have applied models to a specific area; this is fine if explained and appropriate

A = 21-30

Sample comments There is an excellent level of analysis of the operations challenges at Blackberry Hill Farm. The analysis benefitted from the adept application of a range of analytical tools. You make some clear well-articulated suggestions for operations improvements at Blackberry Hill Farm. Some indicators of an A grade: Thorough, in-depth analysis Full range of models applied well to the company Deep analysis - critique of the important aspects for the company is

given in the discussion of the model Section flows really well Thoughtful and creative solutions are proposed for Blackberry Hill

Farm Research beyond the case study

B =18-20

Sample comments Very good analysis of operations at Blackberry Hill Farm using a good range of analytical models. Some clear good improvement ideas have been made for how Blackberry Hill Farm could improve their situation Some indicators of a B grade: Good analysis throughout Full range of models applied mostly well to the company Evidence of some analysis – including some discussion of the

company considerations Good ideas are put forward for improvement Improvements are somewhat applied to the specific company

C =15-17

Sample comments Some consideration of the operations at Blackberry Hill Farm has been made; this could have been more detailed. You consider how well they currently operate, but, there could have been more depth and understanding shown. You have made a good attempt at evaluating how Blackberry Hill Farm cam improve their systems and operations. However, this needed more reflection and consideration Some indicators of a C grade: Some good analysis has been conducted Models applied, but in places with limited depth and analysis The analysis needed to be deeper and more thought was needed Improvements have some merit

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Module Guide

D =12-14

Sample comments There is a basic grasp of Blackberry Hill Farm and operations. But you don't really demonstrate enough understanding of how operations work at Blackberry Hill Farm or apply enough of the models and theories to get a higher mark. Your improvements are a bit too basic and needed more consideration. Some indicators of a D grade: There is some discussion of systems and operations Needed to be much more focus on the company In places, difficult to see whether the models are fully understood There are some ideas put forward for the company These is either no depth provided on any of them or no coherent link

to the issues the company face F = 11 and below.

Sample comments There has been no real analysis of operations at Blackberry Hill Farm. In this section, you should have applied models to Blackberry Hill Farm (e.g. the input-process-output model; value chain; business process mapping; etc.) and then reflected on their current approach. You don't discuss how Blackberry Hill Farm could improve their organisation through their systems and operations. Some indicators of an unsuccessful attempt: Question not really answered Abstract discussion – no emphasis on the case study company No or few models applied No clear improvements given.

Part 3 Complete a mind map/rich picture to identify and explore the people; management and technology issues at Blackberry Hill Farm. Analyse how to improve the operations and Blackberry Hill Farm considering these issues. NOTES: This section links into other modules. So it can include theories/ideas from other modules, providing they are relevant to the recommendations. For example: change management; training; team work; project management etc. may be considered.

A = 21-30

Sample comments Well-presented mind map that highlighted the people; management and technology issues for Blackberry Hill Farm. Good consideration of the possible negative outcomes and how to manage these. Some indicators of an A grade: Thorough, in-depth consideration of the people; management and

technology issues that may arise Explanation of how people; management and technology issues

could be managed B =18-20

Sample comments Your mind map demonstrates the different people; management and technology issues that effect Blackberry Hill Farm. There could have been more exploration of how to manage those issues. Some indicators of a B grade: Good identification of relevant issues Some discussion of how the company can manage these issues

C =15-17

Sample comments There is some identification of the different people and management issues at Blackberry Hill Farm, although this really needed more reflection and consideration. Some indicators of a C grade: Some good discussion of the people; management and technology

issues is given However, there needed to be more depth provided

D =12-14

Sample comments Your discussion of people; management and technology issues at Blackberry Hill Farm is very brief and needed more consideration. Some indicators of a D grade: There is some discussion of the people and management issues Seems a bit naive

F = 11 and below.

Sample comments You don't discuss the people; management and technology issues at Blackberry Hill Farm or how they could be managed. Some indicators of an unsuccessful attempt: Question not really answered Abstract discussion – no emphasis on the company

Academic Rigour and Feedback for Future Assignments Your assignment should be written in

A =7-10

Sample comments Extremely professional layout and formatting of your assignment. It is well-written and makes good use of diagrams and figures. Some indicators of an A grade:

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good business English and be well structured and presented. Your assignment should clearly include the academic insight, i.e. the concepts and the supporting references involved, indicated in the assignment and listed in the references and bibliography.

Professional presentation Clear focused structure Uses headings and sub-headings well with a table of contents Written in the right tone Great use of diagrams and figures References used to good effect and Harvard referencing consistently

applied B =6

Sample comments Your assignment is well written and well-presented. In the main it has a clear structure and the layout and presentation is good. Some indicators of an B grade: Mostly professional presentation Mostly clear structure that uses headings and sub-headings well with

a table of contents for report navigation Mostly written in the right tone Good use of diagrams and figures References used to good effect and Harvard referencing applied for

the most part C =5

Sample comments Your assignment is clear and there has been some attempts to make it professional. Some indicators of an C grade: An effort has been made for professional presentation – but could be

more polished Structure is clear Could have used more headings and sub-headings Needed to improve the tone Some good diagrams and figures References used to good effect but could improve the use of Harvard

referencing D =4

Sample comments The presentation of your assignment was average and there was an effort made to structure your report. Some indicators of an D grade: Much more effort needed for professional presentation Structure is not clear enough Needed to use far more headings and sub-headings Needed to improve the tone Not enough diagrams and figures Not enough references used and needed to apply Harvard

referencing more fully F =3 and below

Sample comments Your assignment needed a lot more work to improve its presentation and structure. You needed to clearly indicate the sections. Some indicators of an unsuccessful attempt: Presentation was not at all professional The structure was non-existent No headings and sub-headings used Inappropriate and/or disrespectful tone None or one/two diagrams and figures None or one/two references used and needed to apply Harvard

referencing more fully

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7.2 University Generic Assessment Criteria

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 4

Level 4 introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets

Mark Bands OutcomeGeneric Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills

Cha

ract

eris

tics

of S

tude

nt A

chie

vem

ent b

y M

arki

ng B

and

90-100%

Achieves module outcome(s) related to GLO at this level

Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality.

Exceptional management of learning resources, complemented by assured self-direction/exploration. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional practical/professional skills.

80-89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality

Outstanding management of learning resources, complemented by assured self-direction/exploration. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding practical/professional skills

70-79%Excellent information base, exploring and analysing the discipline, its theory and ethical issues with considerable originality.

Excellent management of learning resources, complemented by self-direction/exploration. Structured/ accurate expression. Very good academic/intellectual and team/practical/professional skills

60-69%Good information base; explores and analyses the discipline, its theory and ethical issues with some originality

Good management of learning resources with some self-direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills

50-59%Satisfactory information base that begins to explore and analyse the discipline and its ethical issues but is still mainly imitative

Satisfactory use of learning resources and input to team work. Some lack of structure/accuracy in expression. Acceptable academic/intellectual skills and satisfactory practical/professional skills

40-49%A marginal pass in module outcome(s) related to GLO at this level

Basic information base; omissions in understanding of major/ethical issues. Largely imitative

Basic use of learning resources with no self-direction. Some input to team work. Some difficulty with structure and accuracy in expression. Some difficulties with academic/intellectual skills and developing practical/ professional skills

30-39%

A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark

Limited information base; limited understanding of discipline and its ethical dimension

Limited use of learning resources. No self-direction, little input to team work and difficulty with structure/accuracy in expression. Weak academic/intellectual skills. Practical/professional skills are not yet secure

20-29%

Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension.

Little evidence of use of learning resources. No self-direction, with little evidence of contribution to team work. Very weak academic/intellectual skills and significant difficulties with structure/expression. Little evidence of practical/professional skills

10-19% Inadequate information base. Inadequate understanding of discipline and its ethical dimension.

Inadequate use of learning resources. No attempt at self-direction with inadequate contribution to team work. Very weak academic/intellectual skills and major difficulty with structure/expression. Inadequate practical/professional skills

1-9% No evidence of any information base. No understanding of discipline and its ethical dimension.

No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to team work. No evidence academic/intellectual skills and incoherent structure/ expression. No evidence of practical/ professional skills

0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes

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8. Assessment Offences

As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected.

You are reminded that any work that you submit must be your own. 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 (e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.

Definitions of Assessment Offences

Plagiarism

Plagiarism is theft and occurs 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 it 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.

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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 committing 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. You will be able to do tutorials on being honest in your work from the library and other 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 use honestly 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 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. All students in Cambridge and Chelmsford are also expected to submit their final work through Turnitin®UK as outlined above.

If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources which will help you develop your academic skills.

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 himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.

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9. Learning Resources

9.1. VLEOnline learning support is provided via Anglia Ruskin’s VLE facility (http://www.anglia.ac.uk/vle). On-campus login is automatic, however, off campus, you can login, as follows: Go to: http://www.anglia.ac.uk/vle Use your Anglia Ruskin login (e.g. hmb123) and password On the VLE, you can download material, join discussions and much more

9.2 Library

Resources Notes

Key textLaudon, K.C. and Laudon, J., 2010 or 2013. Essentials of Management Information Systems. 9th or 10th ed. Upper Saddle River, NJ: Pearson Education, Inc.

We will draw heavily on Laudon and Laudon’s book. Students are advised to purchase a copy.

BooksThe books in the list below focus on information systems in business and operations management.

Bocij, P., Chaffey, D., Greasley, A. and Hickie, S., 2008. Business information systems: technology, development and management, 4th ed., Harlow: Financial Times Prentice Hall.

Checkland, P. and Poulter, J., 2006. Learning for Action: a short definitive account of soft systems methodology and its use for practitioners, teachers and students, Chichester: John Wiley.

Kroenke, D.M. and McKinney, E., 2013. Processes, Systems, and Information: An Introduction to MIS, 1st Ed. Harlow: Financial Times/ Prentice Hall.

Jacobs, F.R. and Chase, R.B., 2011. Operations and supply chain management. 13th ed., New York: McGraw-Hill/Irwin.Slack, N., Brandon-Jones, A. and Johnston, R. 2011. Essentials of Operations Management with MyOMLab, Harlow: Financial Times/ Prentice Hall.

Slack, N., Chambers, S., Johnston, R., 2010. Operations Management. 6th ed. Harlow: Financial Times Prentice Hall

All of these books are available in the library.

Detailed sections on systems design.

Good reference for rich pictures.

Contemporary coverage of systems and managing

information.

A good source for considering aspects of

Operations and Supply Management.

E-book. Nigel Slack is a leading OM expert with

many books in this area.

As above.

JournalsIt is important that you draw from material contained in

academic journals. These are some relevant titles.

Academy of Information and Management Sciences

Journal

ACM Transactions on Management Information SystemsFoundations and Trends in Technology, Information, and Operations ManagementFront office Operations and ManagementFrontline Solutions: Technologies For Extending Information ManagementInformation & ManagementInformation and OrganizationInformation Management

Available in the Digital Library.

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Information Management and Business ReviewInformation Management JournalInformation Media & Technology: the Journal of NRCDInformation Strategy: the Executive’s JournalInformation Systems ManagementInformation, Knowledge, Systems ManagementINFORMS Journal on ComputingInterdisciplinary Journal of Information, Knowledge, and ManagementInternational Journal of E-Business Research: An official Publication of the Information Resources Management AssociationInternational Journal of Information ManagementInternational Journal of Information Technology andInternational Journal of Operations & Production ManagementJournal of Enterprise Information ManagementJournal of Global Information ManagementJournal of Information Systems and Small BusinessJournal of Information Systems and Technology ManagementJournal of International Technology and Information ManagementJournal of Knowledge Management, Economics and Information TechnologyJournal of Management Information Systems: JMISJournal of Operations ManagementLogistics Information ManagementManufacturing & Service Operations Management: M&SOMMIS Quarterly: Management Information SystemsOperations & FulfilmentOperations ManagementProduction and Operations Management An International Journal of The Production and Operations Management SocietyThe British Journal of Administrative ManagementThe Information Management JournalWPOM: Working Papers on Operations ManagementSpecific journal articlesArthur, W.B., 2011. The Second Economy. McKinsey Quarterly, 4, pp. 90-99.Porter, M.E., 2001. Strategy and the Internet. Harvard Business Review, 79(3), pp.1-18.WebsitesSee the “Web links” section of the VLE for links for helpful links.Additional notes on this reading listLink to the University Library http://libweb.anglia.ac.uk/Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

.

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10. Module Evaluation

During the second half 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 studied this module previously.

Your questionnaire response is anonymous.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. 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 related to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.

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11. Report on Last Delivery of Module

MODULE REPORT FORM

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: MOD 003553 Systems & Operations Management

Anglia Ruskin Department: LAIBS

Location(s) of Delivery:

Academic Year: Semester/Trimester: 2

Enrolment Numbers (at each location):

Module Leader: Dr Helen Benton

Other 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.

Feedback from Students Briefly summarise student responses, including any written comments

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)

Developments during the current year or planned for next year (if appropriate)

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module

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Appendix 1: Re-Assessment Information

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN THEIR FIRST SUBMISSION

The re-assessment for this module consists of two parts:

Part Type of assessment Word or time limit

Deadline for assessment

010 HAND-IN AS A VIDEOGroup presentation focused on IT Infrastructure of one of the following: 1) network and security, 2) database design and relationships; 3) querying the database or 4) database user interface

6-8 min video

Resit period: July 2014

Check e-vision for the date

011 Individual Assignment 2,000 words

Check e-vision for the date

Part 010 – Assignment

MarkLearning Outcome

Part 1Information systems; e-business and successful operations are increasingly recognised as being strategically important to the success of businesses and economies. Select ONE from the following two options and write a 600 word summary on that topic:

30% LO 1Option 1. Strategy and the internet was the focus of Porter’s (2001) article. Explain how technology has reshaped the value chain and supply chains, using Porter (2001) as a starting point. Option 2. For a country of your choice, write a summary of how the digital economy has changed the country. Explore how the government supports the strategic development of information technology and e-business.

Blackberry Hill Farm Part 2. Draw a geographical business process map of Blackberry Hill Farm and explain the difficulties it currently has internally and with its supply chain. Evaluate how they could improve their current operations processes; this should promote the database system and other ideas for operations improvement.

30% LO2

Part 3. Complete a mind map/rich picture based on your ideas for improvement. Identify and explore the changes required for the people; management and technology to implement your ideas.

30% LO4

Academic Rigour Your assignment should be written in good business English and be well structured and presented. Your assignment should clearly include the academic insight, i.e. the concepts and the supporting references involved, indicated in the assignment and listed in the references and bibliography.

10% N/A

TOTAL MARKS 100%

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