The second part is an individual assignment, which accounts for 75% of the module mark. In this part of the assessment you have to write a 3000 word long report explaining and discussing the following (you MUST do both tasks).
Part 2:
The second part is an individual assignment, which accounts for 75% of the module mark. In this part of the assessment you have to write a 3000 word long report explaining and discussing the following (you MUST do both tasks).
Task 1 for Part 2:
Critically evaluate, discuss as well as compare and contrast the “knowledge-as-possession view” and the “knowledge-as-practice view” in relation to an organisation of your choice in the retail industry. Furthermore, in relation to an organisation of your choice in the retail industry, discuss the meaning of these two schools of thought in relation to managing innovation in supply chains, whilst relating this to some of the innovation and relationship management concepts discussed in the lectures and seminars throughout this module.
Word limit: 1200 words
Marks allocation: 80 / 100
Presentation and abstract:
Please pay particular attention to the structure of your report, the English language, and referencing.
Presentation format: Structured business report
Abstract: You must write an abstract.
Word limit for the abstract: 100 words.
Marks allocation: 10 / 100
Introduction and conclusion:
Word limit: 200 words
Marks allocation: 10 / 100
Task 2 for Part 2:
Critically evaluate and discuss the role of information technology (IT) in relation to a supply chain of your choice in the retail industry. Please analyse the information technologies adopted in your chosen supply chain and critically discuss the impact of these systems on supply chain performance.
Word limit: 1200 words
Marks allocation: 80 / 100
Presentation and abstract:
Please pay particular attention to the structure of your report, the English language, and referencing.
Presentation format: Structured business report
Abstract: You must write an abstract.
Word limit for the abstract: 100 words.
Marks allocation: 10 / 100
Introduction and conclusion:
Word limit: 200 words
Marks allocation: 10 / 100
Word limits and penalties
If the assignment is within +10% of the stated word limit no penalty will apply.
The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include:
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Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.
If this word count is falsified, students are reminded that under ARNA page 30 Section 3.4 this will be regarded as academic misconduct.
If the word limit of the full assignment exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted. For example: if the assignment is worth 70 marks but is above the word limit by more than 10%, a penalty of 7 marks will be imposed, giving a final mark of 63.
Students must retain an electronic copy of this assignment (including ALL appendices) and it must be made available within 24hours of them requesting it be submitted.
Note: For those assessments or partial assessments based on calculation, multiple choice etc., marks will be gained on an accumulative basis. In these cases, marks allocated to each section will be made clear.
Assessment criteria for Task 1 of Part 2:
|
Trait |
0 – 29 |
30 – 39 |
40 – 49 |
50 – 59 |
60 – 69 |
70 – 79 |
80 – 100 |
|
Knowledge and Understanding |
Poor grasp of topic concepts or of awareness of what concepts are in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Minimal awareness of subject area in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Knowledge is adequate but limited and/or superficial in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Sound comprehension of topic in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Knowledge base is up-to-date and relevant, but also may be broad or deep in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Knowledge and understanding is comprehensive both as to breadth and depth in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Exceptional scholarship for subject in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
|
Structure and Alignment |
Failure to apply relevant skills. Work is inarticulate and/or incomprehensible in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Communication of knowledge frequently inarticulate and/or irrelevant in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
In the most part, description/ assertion rather than argument or logical reasoning is used. Insufficient focus is evident in work presented in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Reasoning and argument are generally relevant but not necessarily extensive. Awareness of concepts and critical appreciation are apparent, but the ability to conceptualise, and/or to apply theory is slightly limited in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Higher order critical appreciation skills are displayed. A significant ability to apply theory, concepts, ideas and their inter-relationship is illustrated in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
A mature ability to critically appreciate concepts and their inter-relationship is demonstrated. Clear evidence of independent thought. Presentation of work is fluent, focused and accurate in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Outstanding ability to apply, in the right measure, the skills necessary to achieve highly sophisticated and fluent challenges to received wisdom in relation to the concepts referred to in Task 1 of Part 2 of the assessment. |
Assessment criteria for Task 2 of Part 2:
|
Trait |
0 – 29 |
30 – 39 |
40 – 49 |
50 – 59 |
60 – 69 |
70 – 79 |
80 – 100 |
|
Knowledge and Understanding |
Poor grasp of topic concepts or of awareness of what concepts are in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Minimal awareness of subject area in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Knowledge is adequate but limited and/or superficial in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Sound comprehension of topic in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Knowledge base is up-to-date and relevant, but also may be broad or deep in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Knowledge and understanding is comprehensive both as to breadth and depth in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Exceptional scholarship for subject in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
|
Structure and Alignment |
Failure to apply relevant skills. Work is inarticulate and/or incomprehensible in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Communication of knowledge frequently inarticulate and/or irrelevant in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
In the most part, description/ assertion rather than argument or logical reasoning is used. Insufficient focus is evident in work presented in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Reasoning and argument are generally relevant but not necessarily extensive. Awareness of concepts and critical appreciation are apparent, but the ability to conceptualise, and/or to apply theory is slightly limited in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Higher order critical appreciation skills are displayed. A significant ability to apply theory, concepts, ideas and their inter-relationship is illustrated in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
A mature ability to critically appreciate concepts and their inter-relationship is demonstrated. Clear evidence of independent thought. Presentation of work is fluent, focused and accurate in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
Outstanding ability to apply, in the right measure, the skills necessary to achieve highly sophisticated and fluent challenges to received wisdom in relation to the concepts referred to in Task 2 of Part 2 of the assessment. |
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