6BU020 The Professional Project :
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Faculty of Arts, Business and Social Sciences – Assessment Brief for Students – 2020/21
| Module code and title | 6BU020 The Professional Project |
| Module leader | Dr Lee Crofts. [email protected] |
| Diet | First attempt and Re-sits for all iterations (Campus, OLDL and TNE |
| Assessment type | Project. 5000-word (or equivalence) Business Artefact and 3000-word Critical Reflection |
| Submission date | |
| Submission method | Online submission on CANVAS |
| Assessment limits | Not exceeding 8,000 words (or word count equivalence, excluding bibliography and appendices. |
| Assessment weighting | 100% |
| Assessment brief (if appropriate, please refer to module assessment briefing document) |
| Business Artefact (individual or team developed) You are required to produce a business artefact which could range from a HR Inclusivity Policy document through to a Marketing Video. Other examples would be a business web site; a marketing/sports/hospitality event through to a consultancy project. The only limitations (subject to supervisor agreement) are that it must address a business need and be able to meet the learning outcomes as stated below. The business artefact can be developed individually or as part of a team of students. Critical Reflection Aspect (individual reflection) Part 1: Critically reflect on your own learning by drawing upon the theoretical themes and concepts covered in your business artefact development. The theoretical themes and concepts can be from your whole course of study, but your reflection should demonstrate how these have informed your chosen artefact development. Part 2: The second part of the critical reflection should focus on outlining what you would have done differently given the time over again. This is a crucial element of ‘reflection on action’ and should demonstrate critical reflective abilities. |
| Assessment Criteria (The actual 6BU020 The Professional Project assessment components for this assignment) | |
| Criteria | Weighting (If applicable) |
| Critical Reflection: Depth and application of critical reflection | 25% |
| Content: Breath and relevance of academic content/context in the business artefact | 25% |
| Analysis: Depth of synthesis, critical evaluation, as applied to the development of the business artefact | 25% |
| Written communication: Grammar, coherence, logic of arguments, presentation, and Harvard referencing | 25% |
| Pass mark | Undergraduate 40% |
| Performance descriptors in use; (specify below) Yes No X | |
| Return of assessments (Instructions for return / collection of assessments) | 4 working weeks after the submission |
| This 6BU020 The Professional Project assessment is testing Module Learning outcomes | Tick if tested here | |
| LO1 | Demonstrate the ability to critically evaluate key information and data where appropriate. | V |
| LO2 | Be able to reflect critically, drawing on the best principles the reflective practitioner. | V |
| LO3 | Select appropriate communication content, medium and style intended for a range of professional and/or academic contexts. | V |
| LO4 | Demonstrate the ability to communicate effectively, articulating and effectively explaining information. | V |
Additional information for students
The University’s Learning Information Services have produced a series of guides covering a range of topics to support your studies, and develop your academic skills including a guide to academic referencing http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx
Your module guide and course handbook contain additional and important information regarding;
Whilst many modules require referencing in accordance with the Harvard Referencing convention, some modules – for example those within the School of Law – require Oxford Referencing. Please familiarise yourself with the requirements of your module.
* Further information regarding these and other policies can be accessed reading of 6BU020 The Professional Project through your student portal on wlv.ac.uk.
Always keep a copy of your work and a file of working papers
The requirement to keep a file of working papers is important. There may be circumstances where it is difficult to arrive at a mark for your work. If this is the case, you may be asked to submit your file and possibly meet with your tutor to answer questions on your submission.
When you submit your work you will be required to sign an important declaration confirming that:
The following information is important when:
Module Learning Outcomes
Module Learning Outcomes are specific to this module, and are set when the module was validated.
6BU020 The Professional Project Criteria
The module Learning Outcomes tested by this 6BU020 The Professional Project assignment, and precise criteria against which your work will be marked are outlined in your assessment brief.
Performance Descriptors
Performance descriptors indicate how marks will be arrived at against each of the 6BU020 The Professional Project assessment criteria. The descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated.
To help you further:
- Re-sit opportunities are available for students who are unable to take the first sit opportunity, or who need to re take any component.
- http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx
Level Descriptors
The following table shows the SEEC (2016) level descriptors. These descriptors are aligned with the England, Wales and Northern Ireland (EWNI) Credit Level Descriptors, which are summarised in the first row.
Summary
| Level 3 | Level 4 | Level 5 | Level 6 | Level 7 | Level 8 | |
| EWNI Summary credit level descriptors | Apply knowledge and skills in a range of complex activities demonstrating comprehension of relevant theories; access and analyse information independently and make reasoned judgements, selecting from a considerable choice of procedures in familiar and unfamiliar contexts and direct own activities, with some responsibility for the output of others. | Develop a rigorous approach to the acquisition of a broad knowledge base; employ a range of specialised skills; evaluate information, using it to plan and develop investigative strategies and to determine solutions to a variety of unpredictable problems; and operate in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs. | Generate ideas through the analysis of concepts at an abstract level with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal and/or group outcomes. | Critically review, consolidate and extend a systematic and coherent body of knowledge, utilising specialised skills across an area of study; critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations; and accept accountability for determining and achieving personal and/or group outcomes. | Display mastery of a complex and specialised area of knowledge and skills, employing advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for related decision-making, including use of supervision. | Make a significant and original contribution to a specialised field of inquiry, demonstrating a command of methodological issues and engaging in critical dialogue with peers and accepting full accountability for outcomes. |
Setting
| Level 3 | Level 4 | Level 5 | Level 6 | Level 7 | Level 8 | |
| Operational Context | Operates in predictable and defined contexts that require the use of given techniques and information sources. | Operates in a range of varied but predictable contexts that require the use of a specified range of techniques and information sources. | Operates in situations of varying complexity and predictability requiring the application of a wide range of techniques and information sources. | Operates in complex and unpredictable contexts, requiring selection and application from a range of largely standard techniques and information sources. | Operates in complex and unpredictable and/or specialised contexts, requiring selection and application from a wide range of advanced techniques and information sources. | Operates in complex and unpredictable and/or specialised contexts at the forefront of knowledge. |
| Autonomy and responsibility for actions | Acts largely under direction or supervision, within defined guidelines. Takes responsibility for initiating and completing tasks and procedures. | Acts with limited autonomy, under direction or supervision, within defined guidelines. Takes responsibility for the nature and quality of outputs. | Acts with limited supervision and direction within defined guidelines, accepting responsibility for achieving personal and/or group outcomes and/or outputs. | Acts with minimal supervision or direction within agreed guidelines, taking responsibility for accessing support and accepting accountability for determining and achieving personal and/or group outcomes. | Acts with initiative in decision-making and accessing support within professional or given guidelines, accepting full accountability for outcomes. | Acts autonomously and with initiative, often in a professional capacity with responsibility for self and often others. |
Knowledge and Understanding
| Level 3 | Level 4 | Level 5 | Level 6 | Level 7 | Level 8 | |
| Knowledge and understanding | Has an understanding of defined areas of the knowledge base. Demonstrates an awareness of current areas of debate in the field of study | Has a broad understanding of the knowledge base and its terminology or discourse. Appreciates that areas of this knowledge base are open to ongoing debate and reformulation. | Has detailed knowledge of well-established theories and concepts. Demonstrates an awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure. | Has a systematic understanding of the knowledge base and its inter-relationship with other fields of study. Demonstrates current understanding of some specialist areas in depth. | Has a deep and systematic understanding within a specialised field of study and its interrelationship with other relevant disciplines. Demonstrates an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base is interpreted. | Works with theoretical/research knowledge at the forefront of the discipline. Demonstrates a comprehensive understanding of techniques and methodologies applicable to the discipline. |
Cognitive Skills
| Level 3 | Level 4 | Level 5 | Level 6 | Level 7 | Level 8 | |
| Conceptualisation and critical thinking | Relates principles and concepts to underlying theoretical frameworks and approaches. | Identifies principles and concepts underlying theoretical frameworks and approaches, identifying their strengths and weaknesses. | Identifies, analyses and communicates principles and concepts, recognising competing perspectives. | Works with ideas at a level of abstraction, arguing from competing perspectives. Identifies the possibility of new concepts within existing knowledge frameworks and approaches. | Uses ideas at a high level of abstraction. Develops critical responses to existing theoretical discourses, methodologies or practices and suggests new concepts or approaches. | Develops ideas at a high level of abstraction. Develops theoretical discourses, methodologies or practices, critically analysing their development and application. |
| Problem solving, research and enquiry | Carries out defined investigative strategies and communicates results effectively in a given format. | Identifies a well-defined focus for enquiry, plans and undertakes investigative strategies using a limited and defined range of methods, collects data from a variety of sources, and communicates results effectively in an appropriate format. | Undertakes research to provide new information and/or explores new or existing data to identify patterns and relationships. Uses appropriate theoretical models to judge the significance of the data collected, recognising the limitations of the enquiry. | Demonstrates confidence and flexibility in identifying and defining complex problems. Identifies, selects and uses investigative strategies and techniques to undertake a critical analysis, evaluating the outcomes. | Designs and undertakes substantial investigations to address significant areas of theory and/or practice. Selects appropriate advanced methodological approaches and critically evaluates their effectiveness. | Acts independently and with originality in problem solving. Develops or adapts appropriate advanced methodological approaches and critically evaluates their effectiveness. |
| Synthesis and creativity | Collects information to inform a choice of solutions to standard problems in familiar contexts. | Collects information from a variety of authoritative sources to inform a choice of solutions to standard problems in familiar contexts. | Collects and synthesises information to inform a choice of solutions to problems in unfamiliar contexts. | Applies knowledge in unfamiliar contexts, synthesising ideas or information to generate novel solutions. Achieves a body of work or practice that is coherent and resolved. | Flexibly and creatively applies knowledge in unfamiliar contexts, synthesises ideas or information in innovative ways, and generates transformative solutions. | Synthesises and applies new approaches, in a manner that can contribute to the development of methodology or understanding in that discipline or practice. |
| Analysis and evaluation | Analyses a range of information using pre-defined principles, frameworks or criteria. | Judges the reliability of data and information using pre-defined techniques and/or criteria. | Analyses a range of information, comparing alternative methods and techniques. Selects appropriate techniques/criteria for evaluation and discriminates between the relative relevance and significance of data/evidence collected. | Analyses new, novel and/or abstract data using an appropriate range of established subject-specific techniques. Judges the reliability, validity and significance of evidence to support conclusions and/or recommendations. Suggests reasons for contradictory data/results. | Undertakes analysis of complex, incomplete or contradictory evidence/data and judges the appropriateness of the enquiry methodologies used. Recognises and argues for alternative approaches. | Undertakes independent analysis or evaluation, managing complexity, incompleteness of data or contradictions in areas of knowledge. |
Performance and Practice
| Level 3 | Level 4 | Level 5 | Level 6 | Level 7 | Level 8 | |
| Adaptation to context | Undertakes a given and clearly defined role. | Locates own role in relation to specified and externally defined parameters. | Identifies external expectations and adapts own performance accordingly. | Identifies external expectations and adapts own performance accordingly. | Autonomously adapts performance to multiple contexts. | Autonomously adapts performance to contexts requiring professional outputs. |
| Performance | Undertakes given performance tasks that may be complex. | Undertakes performance tasks that may be complex and non-routine, engaging in self-reflection. | Undertakes complex and non-routine performance tasks. Analyses performance of self and others and suggests improvements. | Seeks and applies new techniques and processes to own performance and identifies how these might be evaluated. | Autonomously implements and evaluates improvements to performance, drawing on innovative or sectoral best practice. | Has technical mastery, performs smoothly with precision and effectiveness, can adapt or develop skills and procedures for new situations. |
| Team and organisational working | Adapts own behaviour to meet obligations to others. | Works effectively with others and recognises the factors that affect team performance. | Interacts effectively within a team, giving and receiving information and ideas and modifying responses where appropriate. Recognises and ameliorates situations likely to lead to conflict. | Works effectively within a team, supports or is proactive in leadership, negotiates in a professional context and manages conflict. Proactively seeks to resolve conflict. | Works effectively with multiple teams as leader or member. Clarifies tasks and make appropriate use of the capacities of team members, resolving likely conflict situations before they arise. | Leads and/or works effectively with often multiple teams in multiple roles. Manages the capacities of members to achieve outcomes, handling conflict with confidence. |
| Ethical awareness and application | Has an awareness of the ethical issues in the main areas of study. | Demonstrates awareness of ethical issues and is able to discuss these in relation to personal beliefs and values. | Is aware of personal responsibility and professional codes of conduct. | Is aware of personal responsibility and professional codes of conduct and incorporates this into their practice. | Incorporates a critical ethical dimension to their practice, managing the implications of ethical dilemmas. Works proactively with others to formulate solutions. | Analyses and manages ethical dilemmas and works pro-actively with others to formulate and implement solutions. |
Personal and Enabling Skills
| Level 3 | Level 4 | Level 5 | Level 6 | Level 7 | Level 8 | |
| Personal evaluation and development | Assesses own capabilities against given criteria. Engages in guided development activity. | Is aware of own capabilities in key areas and engages in development activity through guided self-direction. | Assesses own capabilities using justifiable criteria set by self and others, taking the wider needs of the context into account. Uses feedback to adapt own actions to reach a desired aim and reviews impact. | Takes responsibility for own learning and development using reflection and feedback to analyse own capabilities, appraises alternatives and plans and implements actions. | Uses personal reflection to analyse self and own actions. Makes connections between known and unknown areas, to allow for adaptation and change. | Reflects on own and others’ functioning in order to improve practice. Is independent and self-critical as a learner. Guides and supports the learning of others and manages own professional development. |
| Interpersonal and communication skills | Uses interpersonal and communication skills to clarify tasks and communicate outcomes in narrowly defined contexts. | Uses interpersonal and communication skills to clarify tasks and identify and rectify issues in a range of contexts. | Adapts interpersonal and communication skills to a range of situations, audiences and degrees of complexity. | Sets criteria for, and is effective in, professional and interpersonal communication in a wide range of situations. | Identifies, evaluates and maintains capabilities and qualities to support effective communication in a range of complex and specialised contexts. | Displays consultancy skills. Communicates complex or contentious information clearly and effectively to the target audience. |
University of Wolverhampton Mark Descriptors
Undergraduate
| Marking band | Work demonstrates: |
| 90-100% Exceptional | |
| 80-89% Outstanding | utstanding level of originality and/or independent thought |
| 70-79% Excellent | |
| 60-69% Very good | |
| 50-59% Good | |
| 40-49% Sufficient | |
| 30-39% Insufficient | |
| 0-29% Poor |
Postgraduate
| Marking band | Work demonstrates: |
| 90-100% Outstanding | |
| 80-89% Excellent | |
| 70-79% Very good | |
| 60-69% Good | |
| 50-59% Sufficient | |
| 40-49% Insufficient | |
| 0-39% Poor |
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For solution: +610482078788
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+61482072848
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