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Demonstrate an advanced knowledge and understanding of an issue area of particular interest within international development.

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Learning Outcomes

On successful completion of this module, students will be able to: Brookes Attribute developed Other GAs developed, if applicable
1. Analyse the changing nature of competing theories of development and their relationship to practice Academic literacy  
2. Assess key issues in the contemporary international politics of development Academic literacy  
3. Evaluate the complex relationship between political economy and development Academic literacy  
4. Assess the relationship between theory and practice in development in the contemporary era of global change Academic literacy  
5. Read critically the literature on international development Research literacy  
6. Demonstrate an advanced knowledge and understanding of an issue area of particular interest within international development Research literacy  
7. Manage workloads effectively and set personal goals Critical self-awareness and personal literacy  
8. Demonstrate the skills of reflective independent learning Critical self-awareness and personal literacy  
9. Communicate arguments orally, via online discussion forums and on paper Critical self-awareness and personal literacy Digital and information literacy
10. Develop research skills with information technology Digital and information literacy Research literacy
11. Demonstrate a critical understanding of how International Relations as a discipline is often built on dominant cultural understandings of the world Active citizenship Academic literacy

 

Annotated bibliography: in very brief

  • Here’s what you can do in 100 – 150 words.
The full reference
(not included in word count)
Summary
What it is about?		 §  The author’s purpose, aim or question

§  Main argument, central idea, findings or conclusions

§  What sort of text is it? General? Specific?
Evaluation
What do I think about it?		 §  Who is it written for?

§  Particular strengths, from your point of view

§  Any weaknesses or limitations?
Reflection
How might I use it?		 §  Has the text helped you understanding something better? How useful is it? Will you use it? How?

 

The general criteria used to assess your coursework are described below:

  Relevance Knowledge and Understanding Analysis Presentation Use of Sources
High Distinction

 

80%+

 

 

 

 All the material introduced is valid and is well-blended into the overall structure of the work. The question is consistently addressed throughout. The limits of the knowledge base and the main issues of debate within the literature are acknowledged. Theoretical and empirical aspects are understood in their complexity and nuance. Key texts are used effectively. A clear, authoritative, and significantly original answer, reflecting on a comprehensive range of positions relevant to the question. Demonstrates a high level of independent thought and critical analysis. Borderline publishable. Excellently written with a structure that enhances the development of the central arguments of the answer. Quotations and references are correctly used and a substantial variety of relevant sources have been consulted.
Distinction

 

70%+

 All the material introduced is valid and is well-blended into the overall structure of the work. The question is consistently addressed throughout. The limits of the knowledge base and the main issues of debate within the literature are acknowledged. Theoretical and empirical aspects are understood in their complexity and nuance. Key texts are used effectively. A clear and authoritative answer reflecting on a comprehensive range of positions relevant to the question. Demonstrates a high level of independent thought and critical analysis. Very well written with a structure that enhances the development of the central arguments of the answer. Quotations and references are correctly used and a substantial variety of relevant sources have been consulted.
Merit

 

60%-69%

 The material introduced is valid.  The structure enables the question to be addressed directly. Substantial knowledge of the debates within the literature is demonstrated. Theoretical and empirical aspects are well understood and appropriately applied. Key texts are recognised. Shows an ability to incorporate a range of positions relevant to the question. Demonstrates a good level of independent thought and critical analysis. Well written with some minor deficiencies in clarity. Has a structure that supports the development of the central arguments of the answer. Quotations and references are correctly used and a good variety of relevant sources have been consulted.
Pass

 

50%-59%

 Most of the material introduced is valid. The question is addressed but there is a lack of focus in places. Knowledge of the debates within the literature is demonstrated. Theoretical and empirical aspects are included, but not without some difficulties in understanding. Some key texts are recognised. A limited range of positions are covered but not without problems in incorporating these into the answer. Some evidence of independent thought and analysis. Competently written with some deficiencies in clarity. Has a structure that generally allows the development of the central arguments. Quotations and references are correctly used with only minor problems. A variety of relevant sources have been consulted.
Marginal Fail

 

40%-49%

 The material introduced bears some relevance to the question. However, there is a lack of focus and the question is only addressed in a superficial way. A limited knowledge of the debates within the literature is demonstrated. There are problems with the understanding of theoretical and empirical aspects. A limited number of key texts are recognised. A small number of positions are covered although these are not integrated into the answer. There is a lack of independent analysis and the answer is almost exclusively descriptive. Written with significant deficiencies in clarity. Has a structure that allows, but does not support, the development of the central arguments of the answer. Significant problems with the use of quotations and references. A limited number of sources have been consulted and some are not appropriate or relevant.
Fail

 

0%-39%

 The material introduced bears little or no relevance to the question. The question is not directly addressed. There is little engagement with the debates in the literature and very few key texts are recognised. The answer rarely goes beyond simple paraphrasing of the opinions of others. No independent analysis at all. Poorly written with major deficiencies in clarity. Lacks a clear structure and any central arguments. Major problems with the use of quotations and references. Very few sources have been consulted and most are not appropriate or relevant.

 

Assignment(Annotated Bibliography)1500 words

Your annotated bibliography should consist of five readings from the detailed reading list(Essential/Supplementary) for weeks 2-6. You must do only five, and must do one from each week. You should try and give equal space to each piece (approx 300 words each).

If reviewing monographs you must refer to at least one chapter. Alternatively you may review a single chapter from an edited volume or a journal article.

 

You should try and give equal space to each piece (approx 300 words each).

Week 2: Modernization Theory and Structuralism

This week we focus on the two main theoretical approaches that dominated the debate on international development in the post-war era. First, modernization theory, which interpreted development as the move from the ‘traditional’ to the ‘modern’, will be discussed. We will also look at dependency and world-systems analysis, which offered a direct challenge to modernization theory in the 1960s and 1970s by viewing the world capitalist economy as an unequal system.

Week 2 Essential Reading

Questions for online discussion: 1. Are obstacles to development in the Global South domestic or structural? 2. What was modernization theory and why did it become the first orthodoxy in post-war development thinking? 3. What are the key aspects of the structuralist critique of modernization theory? 4. How could we criticise the main elements of dependency theory? 5. Do modernization theory and/or structuralism have any relevance to the contemporary international development situation?

Understanding Development

  • Book
  • by Paul Hopper
  • 2018
  • Essential

Chapter 1, pp. 18-27. Available as print and e-book

Modernization and Dependency: Alternative Perspectives in the Study of Latin American Underdevelopment in Comparative Politics

  • Article
  • by J. Samuel Valenzuela; Arturo Valenzuela
  • 1978
  • Essential

The End of Peripheries? On the Enduring Relevance of Structuralism for Understanding Contemporary Global Development in Development and Change

  • Article
  • by Andrew M. Fischer
  • Essential

Week 2 Supplementary: Modernisation Theory

Modernization Theory and the Sociological Study of Development. in Journal of Development Studies

  • Article
  • by Henry Bernstein
  • 1971

Neo-Modernization? IR and the Inner Life of Modernization Theory in European Journal of International Relations

  • Article
  • by David L. Blaney; Naeem Inayatullah
  • 2002

Week 3: The Neo-Liberal Turn

During the early 1980s a major shift in the development debate took place. The popularity of neo-classical economic thinking in key Northern countries resulted in the spread of neo-liberal ideology. This had a huge impact on the politics of international development. The free-market was now seen as the key factor in development policy-making. This week we critically consider the elements of neo-liberalism and how it informed the activities of key institutions.

Week 3 Essential Reading

Questions for online discussion: 1. What are the key elements of the neo-liberal approach to development? 2. Why did neo-liberalism become popular among elites in the 1980s? 3. How does neo-liberal economic theory inform the policy of the World Bank and IMF? 4. What criticisms have been made of the ‘Washington Consensus’?

Week 3 Supplementary

Paradigm and nexus: neoclassical economics and the growth imperative in the World Bank, 1948–2000 in Review of International Political Economy

  • Article
  • by Bentley B. Allan
  • 2019

‘Knowledge management’: a case study of the World Bank’s research department in Development in Practice

  • Article
  • by Robin Broad
  • 2007

Reclaiming Development from the Washington Consensus in Journal of Post Keynesian Economics

  • Article
  • by Ha-Joon Chang; Ilene Grabel
  • 2004

Neoliberalism and Patterns of Economic Performance, 1980-2000 in The Annals of the American Academy of Political and Social Science

  • Article
  • by Joseph Nathan Cohen; Miguel Angel Centeno
  • 2006

Spreading the Wealth in Foreign Affairs

  • Article
  • by David Dollar; Aart Kraay
  • 2002

Development as Zombieconomics in the Age of Neoliberalism in Third World Quarterly

  • Article
  • by Ben Fine
  • 2009

Neo-Liberalism in Capital & Class

  • Article
  • by Andrew Gamble
  • 2001

Week 4: The Developmental State Debate

The development success story of the East-Asian Newly-Industrialising Countries (NICs) during the 1980s contrasted strongly with the experience of most of the developing world. A debate ensued as to how their success could be explained. The World Bank published a volume entitled The East Asian Miracle in 1993, which concluded that the explanation of the success lay in a market-friendly approach. Other adherents of the neo-liberal view argued that East-Asian NICs had been so successful because by relying on the private sector and free trade, they had been able to minimise government failure so common in other developing countries. An alternative view, often called the ‘developmental state’ approach, has suggested that the core of East-Asian success lies in enlightened policy activism of national governments. This week we consider this debate and the role of the state in development strategy.

Week 4 Essential Reading

Questions for online discussion: 1. How does the role of the state in neo-liberal development thinking contrast with the experience of the East-Asian NICs? 2. Can we generalise about the experience of the East-Asian NICs? 3. Could the East-Asian model of the developmental state be emulated by other developing countries today?

Developmental States in Africa? A Review of Ongoing Debates and Buzzwords in Development Policy Review

  • Article
  • by Laura Routley
  • 2014
  • Essential

Twenty-first century developmental states? Argentina under the Kirchners in Third World Quarterly

  • Article
  • by Christopher Wylde
  • 2018
  • Essential

Week 4 Supplementary

The Lessons of East Asian Development: An Overview in Economic Development & Cultural Change

  • Article
  • by Bela Balassa
  • 1988

Postwar Development in the Asian NICs: Does the Neoliberal Model Fit Reality? in Economic Geography

Article

  • by John Brohman
  • 1996

The East Asian development experience: the miracle, the crisis and the future

  • Book
  • by Ha-Joon Chang
  • 2006

Chapter 1

‘Big Deal’ or big disappointment? The continuing evolution of the South Korean developmental state in The Pacific Review

  • Article
  • by Judith Cherry
  • 2005

The Ethiopian developmental state in Third World Quarterly

  • Article
  • by Christopher Clapham
  • 2018

Week 5: Post-Washington Consensus / Beijing Consensus

The dominance of neo-liberal thinking, or the ‘Washington Consensus’ as it became known came under increasing attack during the 1990s. This led to claims of a shift in thinking, most notably within the World Bank itself. This week we will consider the ‘Post-Washington Consensus’ and its claim to present ‘globalisation with a human face’. We will also consider the rise of China in recent years and the emerging debate in the literature about the possibility of an alternative to free-market capitalism or ‘Beijing Consensus’.

Week 5 Essential Reading

Questions for online discussion: 1. What are the main differences between the ‘Washington Consensus’ (WC) and the ‘Post-Washington Consensus’ (PWC)? 2. Does the PWC represent an improvement on the WC? 3. How unique is the model of development currently being pursued by China? 4. Is the so-called ‘Beijing Consensus’ applicable to other countries in the developing world?

Rethinking the Emerging Post-Washington Consensus in Development and Change

  • Article
  • by Ziya Onis; Fikret Senses
  • 2005
  • Essential

The ‘China model’ and the global crisis: from Friedrich List to a Chinese mode of governance? in International Affairs

  • Article
  • by Shaun Breslin
  • 2011
  • Essential

Dissecting China’s Rise: Controversies over the China Model in China Perspectives

  • Article
  • by Xiaoshuo Hou
  • 2014
  • Essential

Week 5 Supplementary: Post-Washington Consensus

The Death of the Washington Consensus? in World Policy Journal

  • Article
  • by Robin Broad; John Cavanagh
  • 1999

Neither the Washington nor the post-Washington consensus: An introduction in Development policy in the twenty-first century: beyond the post-Washington consensus

  • Chapter
  • by Ben Fine
  • 2001

Poverty Reduction Strategy Papers: Now Who Calls the Shots? in Review of African Political Economy

  • Article
  • by Alastair Fraser
  • 2005

Good Governance, R.I.P.: A Critique and an Alternative in Governance

  • Article
  • by Merilee S. Grindle
  • 2017

Whither the post-Washington Consensus? International financial institutions and development policy before and after the crisis in Review of International Political Economy

  • Article
  • by Ali Burak Güven
  • 2018

Week 6: Critical theory / Post-Development theory

In response to the rise of neo-liberal theory and policy, came a backlash from critical scholars. However, they remained very much on the margins of the academic debate. This week we will consider what appears to be a growing resurgence in critical approaches. We will also consider post-development theory, which offers a critique of the discourse of ‘development’ itself.

Week 6 Essential Reading

Questions for online discussion: 1. What insights do contemporary critical theorists offer us in understanding processes of development and underdevelopment? 2. Are you convinced by Robinson’s call for a reconceptualisation of ‘development’ in light of globalisation? 3. How useful is the post-development emphasis on particular circumstances and contexts rather than generalization? 4. What are the key criticisms levelled against post-development arguments?

Understanding Development

  • Book
  • by Paul Hopper
  • 2018
  • Essential

Chapter 2, pp. 46-52. Available as print and e-book

Remapping development in light of globalisation: From a territorial to a social cartography in Third World Quarterly

  • Article
  • by William I Robinson
  • 2002
  • Essential

Post-Development: Premature Burials and Haunting Ghosts in Development and Change

  • Article
  • by Aram Ziai
  • 2015
  • Essential

The Last Refuge of the Noble Savage? A Critical Assessment of Post-Development Theory. in European Journal of Development Research

  • Article
  • by Ray Kiely
  • 1999
  • Essential

Week 6 Supplementary: Critical theory

Economism and critical silences in development studies: A theoretical critique of neoliberalism in Third World Quarterly

  • Article
  • by John Brohman
  • 1995

Neo-Liberalism: The World Bank, and the New Politics of Development in Development theory and practice: critical perspectives

  • Chapter
  • by Paul Cammack
  • 2002

Development Alternatives to Neoliberal Globalization: Or Are There No Alternatives? in Review of Radical Political Economics

  • Article
  • by Dennis C. Canterbury
  • 2004

Bringing Development Back into Development Studies in Development and Change

  • Article
  • by Andrew M. Fischer
  • 2019

Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.

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Module guide

Module Title:  International and Comparative Education

Code EDU7373

Credit Value: 20 Credits

Level: 7

Module Overview
 

This module will enhance your awareness of education systems, traditions and issues in a number of countries, helping you to understand the relationships between education and other social phenomena by introducing the concepts and skills needed for systematic comparison.  This programme will help you to gain a rigorous multidisciplinary grounding in the comparative analysis of education and society, deepening their understanding of contemporary issues in education in many parts of the world.

This module will introduce you to the study of education in other countries, looking at how educational contexts, curricula, structures and policy vary throughout the world.  It begins by introducing methods of comparison and looks at education in other European and Asian countries.  There is a special focus on the pedagogy and practices and the module examines thematic issues relating to this including teaching, teacher training, school and classroom environments, curricular arrangements and structures of different education systems.  It also introduces you to subjects such as globalisation and education, ideology and education and historical, social and cultural influences on education.

The module aligns with the programme learning, teaching and assessment strategy through its use of technology enhanced learning and the delivery model relies on an understanding of pedagogy and practice, national and international policy contexts and historical, social and cultural influences.

 

Module Learning outcomes: There can only be a maximum of 4 learning outcomes, each of which must be assessed summatively once only. All outcomes are weighted equally.
1.Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.
2. Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system.
3. Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system.
4. Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.

Session 1:  An introduction to the field of comparative education.

Read:

Phillips, D; Schweisfurth, M. (2014) Comparative and International Education: and introduction to theory, method and practice. [online]. London: Bloomsbury Academic. Available from:<http://www.myilibrary.com?ID=603984> (£11.22)

Adamson, B. (2012) International comparative studies in teaching and teacher education, Teaching and Teacher Education Vol.28, pp.641-648

Bray, M. and Thomas, R. M. (1995) Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses, Harvard Educational Review, Vol. 65, Issue. 3, pp.472-490.

 

During the session:

An introduction to the field of comparative education identifying current issues relating to international and comparative education in different countries.

Group discussion to compare experiences of education systems around the world.

Post session: Post on the forum.

  • What are your initial thoughts on the meaning of the term “International and Comparative Education”
  • Reflect on the education system of a county other than England – what do you notice?

Session 2: The Development of the English Education System.

Be ready to be flexible with the timings of this session – Clair to give further details nearer to the time.

During the session:

Presentation and discussion on the development of the English education system past and present and current issues relating to the evolution of a school-led, self-improving school system in England

Discussion will be largely focussed on experiences of the group as a learner within an education system.

Take an aspect such as Inclusion, special needs, early years, creativity or maths and identify how this aspect has developed in the English education system over time – what were the possible influences of the development e.g. social, historical, cultural.

Then compare this aspect and how it has developed in a contrasting education system.

Post session:

Consider assessment criteria 1 of your forthcoming assignment – Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.

Session 3: An exploration of the issues relating to pedagogy and practice.

Please be ready to be flexible with the timings of this session – Clair to give further details nearer to the time.

During the session:

Exploration of issues relating to pedagogy and practices, teaching, teacher training, school and classroom environments, curricular arrangements and structures of different education systems. Using the short youtube clip, discuss, in terms of Inclusion, special needs, early years, creativity or maths:

https://www.youtube.com/watch?v=Csa5rDq4pyM

  • Pastoral care and wellbeing
  • Effective teaching practices
  • Classroom resources

Post session: Consider assessment criteria 2 of your forthcoming assignment – Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;

During the session:

Exploration of globalisation and education, ideology and education and historical, social and cultural influences on education.

What can the English Education System learn from the practice of other countries?

  • Finland?
  • Singapore Maths and Mastery?
  • Your chosen country?

Post session:

Reflect on the meaning of globalisation. http://www.bbc.co.uk/schools/gcsebitesize/geography/globalisation/globalisation_rev1.shtml BBC Bitesize

Consider assessment criteria 3 – Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;

Session 5: Critical reflection.

Watch:

During this session, explore you-tube clips on International and Comparative education that we have shared and discussed together as well as other clips that you can find that are relevant to your comparative country. Reflect critically on what you are watching and use the opportunity to gather resources and content to support your writing.

 

Read:

Explore articles and journal on the reading list that could be useful to support your ability to critically reflect against the assessment criteria of your forthcoming assignment.

 

During the session:

This session will give you the opportunity to explore and develop your understanding of Critical reflection on school visits and video sources relating them to the themes being discussed. There will be some independent working during this session, giving you time to read, discuss with your peers, reflect on your learning and to familiarise yourself with the grading criteria.

Critical Reflection:

http://acen.edu.au/2012conference/wp-content/uploads/2012/11/92_Critical-reflection.pdf

http://www.nottingham.ac.uk/nmp/sonet/rlos/placs/critical_reflection/intro3.html

Post session:

Consider assessment criteria 2 of your forthcoming assignment – Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;

Record some of the ideas you have had the opportunity to share and discuss, in order to help you prepare for this aspect of your written work.

Reading and preparation for assessment

Session 6: There is no face to face taught session today as schools are on half term – the University is open if you choose to work on site, otherwise please work at home at a time that is convenient for you:

Use this time to:

Consider the 4 assessment criteria elements that need to be met in order to pass your written assignment.

Look at the marking criteria and start to plan your work. Use your on-going notes that you have been making as well as reflecting back on how your understanding of leadership and management has developed over the course of the module.

Use this session to prepare for your assignment

You might also consider preparation for next week – comparison of a different education system to the one England uses is part of this assignment so please be ready to share something you have learnt next week, with the rest of the group.

Session 7: Developing a comparison of the English education system against another country’s education system.

Be ready during this session to prepare a 10 minute presentation about an education system that is used in a different country to England. During this session, by sharing ideas, we will learn a lot about education systems across the world.

Session 8: Symposia and Assessment

Preparation for session 8.

Reading and work on your written assignment.

During the session:

The session will be a symposia of presentations – you will be asked to present your assignment at this session. Consider your audience and how you wish to present your ideas so far – a poster, a PPT presentation, a selection of your on line journal comments on the forum and how your ideas have developed as a result of forum discussions etc.

Assessment (Reviewed Annually)

Assessment method

 

 Written assignment
Rationale for method

Explanation of why this assessment method has been chosen and how it supports achievement of the learning outcomes and alignment with the programme LT&A strategy

 Assessment will be carried out in accordance with the QAA expectations at Level 7.  As such it is expected that you will be able to produce a challenging and critically reflective report for the benefit of a professional audience.  In doing so you will need to show that you can:

· Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system;

· Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;

· Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;

· Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.

 
Assessment outline

Guidance on what the assessment should include, level of criticality, articulation, expectations of referencing, the impact of formative activity, etc.

 Analyse and evaluate differences in policy and practice of another country’s education system identifying historical, cultural and social influences to inform a comparison the English education system.  The specific focus of your report will be negotiated with your tutor.
Assessment Scope

Explanation of the scope and range of the assessment.

 3000 words
Feedback Scope

Expectations of feedback in terms of timing, format, feedforward, etc.

 Formative feedback will be available from your tutor in a range of different formats including periodic tutorials, and from your peers through face to face and on-line conversations.

 

You will receive summative written feedback on your submission within 20 working days of it being received.  The feedback will outline the key strengths and areas for development in your submission, and suggest strategies you might apply to future assignments in the context of your studies.  You will also receive a clear indication of your achievement against each of the learning outcomes.

 
Plagiarism

 

 You are reminded of the University’s Disciplinary Procedures that refer to plagiarism. A copy of the Disciplinary Procedure is available from iCity.

Except where the assessment of an assignment is group based, the final piece of work that is submitted must be your own work. Close similarity between assignments is likely to lead to an investigation for cheating.

You must also ensure that you acknowledge all sources you have used.

Submissions that are considered to be the result of collusion or plagiarism will be dealt with under the University’s Disciplinary Procedures, and the penalty may involve the loss of academic credits.

If you have any doubts about the extent to which you are allowed to collaborate with your colleagues, or the conventions for acknowledging the sources you have used, you should first of all consult module documentation and, if still unclear, your tutor.

 

 

 

 

 
Essential (Books/Journals/Specific chapters/Journal Articles)
Alexander, R.J. (2001) Culture and Pedagogy: international comparisons in primary education, Oxford, Blackwell.

 

Ball, S. (2012) Global Education Inc. New Policy Networks and the Neoliberal Imaginary, London: Routledge.

 

Cortazzi, M., and Jin, L. (2013) Researching Cultures of Learning, Basingstoke: Palgrave McMillian. Available from: <http://lib.myilibrary.com/Open.aspx?id=471874&src=0>

 

Hayden, M. and Thompson, J. (2001) International Education: Principles and Practice, London: Kogan Page.

 

Hayden, M., Levy, J. and Thompson, J.  (2015) The SAGE Handbook of Research in International Education, (2nd Ed), London: SAGE Publications Ltd;

 

Hayden, M. (2006). Introduction to international education: international schools and their communities. London: Sage.

 

Meyer, H.-D. and A. Benavot (2013). PISA, power, and policy: the emergence of global educational governance. Didcot, Oxford, United Kingdom: Symposium Books.

 
Recommended
Darder, A., Mayo, P. and Paraskeva, J. (2016) International Critical Pedagogy Reader, London: Routledge

 

Sakurai, Y., A. Parpala, K. Pyhältö and S. Lindblom-Ylänne (2016). Engagement in learning: a comparison between Asian and European international university students; Compare: A Journal of Comparative and International Education 46(1): 24-47.

 
Background
University of Sussex (2013. Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries, [online]

Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/305154/Pedagogy-curriculum-teaching-practices-education.pdf 

 

OECD (2013) Innovative Learning Environments, Educational Research and Innovation, OECD Publishing [online] Available from:  http://www.keepeek.com/Digital-Asset-Management/oecd/education/innovative-learning-environments_9789264203488-en#page1

 

Marking Criteria Postgraduate bands

  0 – 39%

Fail

 40 – 49%

Fail

 50 – 59%

Pass

 60 – 69%

Strong Pass

(merit)

 70 – 79%

Very Strong Pass

(distinction)

 80 – 100%

Exceptionally Strong Pass

(distinction)
Criterion 1

Mark:

 Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system
Little or no attempt to critically evaluate issues, concepts and models, and/or relevant statutory and non-statutory frameworks related to business and social enterprise creation. Limited attempt to critically evaluate issues, concepts and models, and/or relevant statutory and non-statutory frameworks related to business and social enterprise creation. Some attempt to critically evaluate issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. Clear critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. Comprehensive critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. Outstanding critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation.
Criterion 2

Mark:

 Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;
Little or no collection, understanding and/or discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Limited collection, understanding and/or discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Sound collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Clear collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Comprehensive collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Outstanding collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise
Criterion 3

Mark:

 Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;
Little or no articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Limited articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Some relevant articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Clear articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Comprehensive articulation of how one might apply theories and approaches to developing business and social enterprises a specific context. Outstanding articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context.
Criterion 4

Mark:

 Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.
Significant errors in basic skills leading to a muddled and difficult to read piece of work. Very limited use of sources and little attempt to reference accurately. Many minor spelling, punctuation or grammatical errors are evident. Some reference to key documentation and sources is included but not always usefully. An attempt to use the Harvard System is evident but often inaccurately handled. Good basic skills and organisation are evident. Key documentation and sources are referred to through a generally accurate use of Harvard System. A well-presented assignment. A range of documentation and sources are carefully used and referred to through an accurate use of Harvard System. A carefully constructed and presented assignment. Fully appropriate and wide range of documentation and extant sources used. The Harvard System is accurately used. A comprehensively constructed and expertly presented assignment supported by an extensive range of documentation and extant sources expertly used. The Harvard System is accurately used throughout.

 

Explain a solution you think might work to fix the problem. How would you implement your solution?

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Identify and explain how you’d fix a problem in the U.S. correctional system. The problem should be related to correctional psychology.

It can be one of the topics we’ve covered in this class or something we haven’t covered. However, you should be using sources to explain why it’s a problem. For instance, if you argue that the problem you are fixing is “prisons are too crowded” you would need to cite a source suggesting that prisons are crowded. The more you can integrate the learning materials into all aspects of the prompt (particularly #1, #2, and #4), the stronger your paper will be.

Five parts:

  1. What is the problem you’re addressing? Explain it.
  2. How is the problem relevant to correctional psychology? Go back to the definition provided earlier in the course and explicitly tie the problem to the definition so it’s clear how this is a correctional psychological-related problem.
  3. Find some source from the “real world” about the problem (e.g., a newspaper story, a documentary, a podcast, popular culture coverage, a legal case, a movie). Evaluate the source – do you think it does a good job of covering the problem? How so?
  4. Explain a solution you think might work to fix the problem. How would you implement your solution?
  5. Describe any problems you foresee with implementing your solution. How might it fail?

*PLEASE REVIEW THE RUBRIC SO YOU UNDERSTAND OUR EXPECTATIONS*

Rubric

Applied Assignment #2 Rubric

Applied Assignment #2 Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Identify and explain a problem to be addressed
3.0 pts

Proficient

Problem clearly identified and well-explained, student provides citation to demonstrate where this information is drawn from.

 2.0 pts

Competent

Problem identified but not explained very well, citation provided.

 1.0 pts

Novice

Problem identified, but not explained, citation not provided.

 0.0 pts

Not Addressed

No problem identified
3.0 pts
This criterion is linked to a Learning Outcome Explain how this is a “correctional psychological” problem – explanation tied to the definition covered unit 1.
2.0 pts

Proficient

Thorough explanation tied clearly to the definition provided

 1.0 pts

Competent

Explanation provided and tied to definition, but not well done

 0.5 pts

Novice

Very weak explanation or not tied to the definition provided

 0.0 pts

Not Addressed

Not addressed
2.0 pts
This criterion is linked to a Learning Outcome Source from the “real world” about the problem identified (e.g., a newspaper story, a documentary, a podcast, popular culture coverage, a legal case, a movie).
1.0 pts

Proficient

Source identified. The source is engaging and interesting to read, watch or listen to, and is related to the topic.

 0.5 pts

Competent

Source is identified, but is inappropriate in length (too long or too short), and is only partially related to the topic.

 0.0 pts

No sources cited
1.0 pts
This criterion is linked to a Learning Outcome Evaluation of the “real world” source (i.e., does it do a good job of covering the problem? how so?)
3.0 pts

Proficient

Well-articulated evaluation

 2.0 pts

Competent

Evaluation provided, but not very well

 1.0 pts

Novice

Very poor evaluation

 0.0 pts

Not Addressed

No evaluation
3.0 pts
This criterion is linked to a Learning Outcome Potential solution to the problem explained, and implementation strategies explained
3.0 pts

Proficient

Solution and implementation strategies articulated and well-explained, sources are cited and learning materials are applied where relevant.

 2.0 pts

Competent

Both solution and implementation explained (but not thoroughly), OR only the solution explained well without implementation strategy explained, sources are cited and learning materials are applied.

 1.0 pts

Novice

Solution identified but not explained, no implementation strategy explained, sources/learning materials are not cited.

 0.0 pts

Not Addressed

No solution identified
3.0 pts
This criterion is linked to a Learning Outcome Describe potential problems with implementing the solution(s) identified. How might it/they fail?
2.0 pts

Proficient

Challenge(s) identified and explained well

 1.0 pts

Competent

Challenge(s) identified, but not explained

 0.0 pts

Not Addressed

No challenges identified

 0.0 pts

Novice
2.0 pts
This criterion is linked to a Learning Outcome APA formating

Are APA citations used?
1.0 pts

Proficient

APA citations are use where appropriate, and correctly formatted.

 0.5 pts

Competent

Citations are use, but not using correct APA formatting.

 0.0 pts

No Marks

No citations are used.
1.0 pts
Total Points: 15.0

PreviousNext

 

Develop and execute strategies for sourcing new business opportunities for precision machine tools trading and gain first-hand experience in sales and marketing in both China and European markets.

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Assisting in the management of the company’s existing accounts such as Netflix, Tinder and HSBC, which involves organizing promotional events and content management. In addition, personally managing an account such as Linklaters. Main activities including:

  • Constant engagement with clients in order to increase clients’ market awareness as well as pitch idea to improve the account product/brand name.
  • Management and creation of contents for clients’ website.

 Quantitative Analyst

MegaHub Limited                                                                                       July 2017 – March 2019

Hong Kong

Conducted financial analysis on Hong Kong financial market as well as responsible for the research and development of various financial models to assist in making the financial judgments (using MATLAB, Python, and R). Main activities including:

  • Identified significant relationships between the performance of Hong Kong stock and factors such as Market Capital and various indicator.
  • Created a model that used the volatility of brokers as a base to predict the upward movement of stocks using machines learning.
  • Assisting the application patents of the company’s formula for their original indicator.

Business Development Officer

Develop and execute strategies for sourcing new business opportunities for precision machine tools trading and gain first-hand experience in sales and marketing in both China and European markets. Main activities including:

  • Frequent communication with clients, suppliers and customers alike.
  • Overseeing distribution of products.
  • Organizing and Participating in events and exhibitions.

Junior Researcher

Supercritical Fluid Research & Dense Gas Technology                      June 2013 – July 2013

Research Center in the University of New South, Australia

As an Intern at the Research Center where I assisted in the research of various post-graduates as well as conducting personal research, to grasp a better understanding on the analytical skill required in the STEM Field. Main activities including:

  • Researched on the Impact of different factors of anti-solvents that affected the growth of crystals during the crystallization between solvent and anti-solvents.

 Junior Researcher

Nanomaterial Technology Ltd.                                                                                   August 2010

Singapore

As an Intern, I was to investigate in the application of nanotechnology within the petrochemical industry. Main activities including:

  • Explore the existing market demand for such application.
  • Evaluate the current level of development for such application and provide possible future application.

SKILLS / COMPETENCIES

Language:                                                           English, Chinese and French (Beginner)

Computer:                                                          Microsoft Office, Sitecore CMS

Programming:                                                   MATLAB, Python, R Studio

Certificate in Data Science & Machine Learning.

Certificate in Python Fundamentals.

References are available upon request      

How does the changing behaviour of consumers impact the hospitality industry and what ethical factors.

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1. Why do marketers study consumer behaviour?
2. What external influences have led to changes in the way consumers behave? (PESTLE)
3. How do these influences impact the buyer decision making process?
4. How do consumers make purchasing decisions in the current day?
5. How does the changing behaviour of consumers impact the hospitality industry and what ethical factors.
need to be considered as a result?
THE ANSWERS WILL BE ASSESSED BASED ON:
a) Research & reflection on past consumer behaviour in comparison to present day consumer behaviour.
b) Consideration of external factors influencing consumer behaviour.
c) Critical analysis of ethical considerations when studying/using data on consumer behaviour.
d) Relevant and compelling argument, and examples.
e) Ability to link theory and practical application.

Your Essay should include:
 Your essay must be written as an academic essay in the third person, and contain an Introduction, Body, Conclusion and a Reference list
 You must use at least [4] in-text references to support your discussion, including your prescribed text and journal articles
 You must reference using the UniSA Harvard Referencing style

 Please format using:
o left alignment
o double space between paragraphs and;
o use at least 1.5 line spacing to increase the ease of online reading and marking

How have the steps and measures taken to improve aviation security since 9/11 contributed to the lack of success of the terrorists? Explain.

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Airport Screenings & Public Security Policy.

The purpose of this assignment is to explore the topic of aviation security as it relates to public safety policy and the issue of individual privacy. You have been directed to write a policy memo for your boss, who is a member of the U.S. House of Representatives and serves on the House Committee on Homeland Security (House Committee on Homeland Security Web site). Using the resources provided below, as well information from resources you identify through your own research efforts, your assignment is to craft a briefing memo of 900–1,200 words that focuses on the questions posed below.

Assignment Guidelines

Students must address the following in 2-3 pages:
The United States, as well as many other countries and airlines, had experienced criminal and terrorist incidents before September 11, 2001. Why had previous incidents not resulted in the dramatic increases in and focus on aviation security that the 9/11 attacks did? Explain.
How was 9/11 different from an aviation security standpoint? Explain.
While there have been further attempts to strike the United States by attacking commercial aircraft since 9/11 (e.g., the “shoe bomber” and the “underwear” bomber), none have been successful. How have the steps and measures taken to improve aviation security since 9/11 contributed to the lack of success of the terrorists? Explain.
What role did the various layers of aviation security play in preventing the attempted attacks after 9/11? Explain.
Were the effective layers tactical, policy driven, or a combination of both? Explain.
Since the regulation that requires the aircraft’s cockpit door to be bullet-proof and securely locked before the aircraft leaves the terminal took effect, it is, for all practical purposes, impossible for a terrorist passenger to gain control of an aircraft. Given this change in risk profile, are other layers of security as necessary as before? Why or why not?
Given the number of years after 9/11 without successful aviation attacks, should some security procedures be relaxed? Why or why not?
What are the vulnerabilities and risks if they were? Explain.
Do not write possible scenarios here; rather, identify points of failure and other threats or risks to the aircraft, passengers, and nation).
TSA agents have the right to physically inspect any and all material and persons who are boarding or being loaded onto an aircraft in the United States. With X-ray machines, bomb-sniffing machines, and dogs checking all luggage and passengers, are physical inspections of luggage that allow TSA agents open and look through personal bags necessary? Why or why not?
What are the laws that provide TSA with their authority? Describe them.
Are the practices undertaken by TSA too intrusive? Why or why not?
The Fourth Amendment of the Bill of Rights provides protection against unreasonable searches and seizures. How should the United States balance that right against the security needs of the flying public? Explain.
Has a balance been reached?
If not, in what direction do the scales need to be tipped and how?
Compile your responses in your final policy memo, and submit the file to your instructor.

Explain the processes or important elements of the events, and how they are connected or related.

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Watch the movie Not Business As Usual and write up a reflection paper on it. The paper should include the following:

Describe what happened.
Focus on what you were feeling, why, and how the emotions were managed.
Think about the perceptions (your own and others) and how they affected the experience.
Explain the processes or important elements of the events, and how they are connected or related.
Assess the experience and identify the criteria used for evaluation.
Considering the experience and approach, identify alternatives or contradictions as well as reflecting on what was learned about yourself in the process.

Reflection papers should be 2-3 pages long and written in first person. They should be authentic and reflective.

Develop an appreciation for the views of various stakeholders involved in the process of adapting existing buildings.

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Assessment Information/Brief 2019-20.

To be used for all types of assessment and provided to students at the start of the module.

Information provided should be compatible with the detail contained in the approved module specification although may contain more information for clarity.

Module title

Building Technology
CRN 50573, 50574
Level 7
Assessment title Site Appraisal and Basement & Foundation Proposal Report
Weighting within module This assessment is worth 100% of the overall module mark.
Submission deadline date and time

 
How to submit

 

FORMAT

All submissions should have a cover sheet identifying the module, the date and the student’s name and roll number. In addition to the in-text citations, all submissions shall have a reference list of the sources used in the preparation of the report. The School has adopted the Harvard system (APA 6th) as standard and guidance is available from the link below: –

http://www.salford.ac.uk/skills-for-learning/home/using-and-referencing-information/referencing

 

SUBMISSION

This assignment MUST be submitted electronically through Turnitin®. An upload link will be available in the ‘Assignments’ tab in the module Blackboard area. If you run into problems while submitting your work, you should first contact ITS for assistance. Before final submission, you ought to use the DRAFT submission link to examine report/essay and see if it displays correctly in the Turnitin system. Please check the allowed file format and the maximum file size beforehand.

Late submissions of up to one calendar week will be capped at the pass mark. From this year there are no stepped application of late penalties and further details can be found in the Academic Regulations found by following the link below: –

http://www.salford.ac.uk/about-us/corporate-information/governance/policies-and-procedures/academic-taught

After one calendar week submissions will not be marked unless the student has approved PMC’s which allow for late submission.

PRE-SUBMISSION CHECKLIST

Before submitting your assessment; ask yourself the following questions, just to be sure you’ve met all the requirements:

v  Have I correctly referenced all the sources which I have used?

v  Have I used Turnitin to check my referencing and bibliography so that my tutor knows where I have found all my information?

v  Have I completed the assignment within the word limit and/or stated my word count?

v  Have I used a spell checker and proof read my work?

 
Assessment task details and instructions

Task

You are acting for a private developer who is considering the purchase of a Preston City centre brownfield site. The developer – your client – has asked that you prepare a report advising on a basement and foundation design for a five-storey steel framed student accommodation building. The information you give will appraise the developer of your recommendation for a suitable foundation and basement construction method that responds to both the building’s use and form of construction as well as the specific site conditions as noted below.

 

Broadly the report is to be split into the following three main parts: –

1.      Introduction – clarifying the address and location of the site and the purpose of your report.

2.      Initial Site Appraisal – clarifying the results of your desktop studies together with the information supplied by the client in this brief & how these results might impact on the choice of basement and foundation design for part 3 below.

3.      Basement & Foundation Design – Recommending a suitable basement & foundation design for the client’s proposed five storey, steel-framed student accommodation building. The basement will be a single level below ground level and there will be five further storeys above ground level.

Figure 1. Site Plan (not to scale) 2015 Source www.Mariomaps.com

Figure 2. Location Plan (not to scale) 2015 Source www.mariomaps.com

 

The Site

The site under consideration is situated in the City of Preston in the County of Lancashire, UK on Marsh Lane just off Corporation Street and to the rear of numbers 58 to 67 Friargate.

Most of the site is currently used as a private car park and although the site has had other uses in the past the client does not know exactly what these uses were.

Most of these previous buildings have been demolished but it is unknown if any parts of these former structures remain in the ground.

A site plan is given above. (NOTE: SITE ENTRY IS NOT PERMITTED. YOUR APPRAISAL SHOULD BE BASED ON RESEARCH TAKEN FROM DESKTOP STUDIES ALONE)

The Report

·         Your report is to be produced in A4 printed format (Word document) and should comprise no more than 2,500 words plus illustrations for parts 1,2 and 3 which are the introduction, initial site appraisal and the basement & foundation design respectively.

·         The report should be referenced in the Harvard style (APA 6th) throughout.

·         An annotated sketch is required as well as a written description for the basement and foundation design. This sketch is not intended to be sufficiently detailed so as to be used by a contractor to construct the building from. It is intended that the sketch will help the client visualise your proposals. Your sketch may be completed by hand or by using a computerized drawing programme such as AutoCAD or Sketchup. Extra marks will not be awarded for computerized sketches as it is not the intention of this assignment to test a student’s abilities to use such programmes. All sketches, however produced, should be drawn and annotated accurately and neatly.

The report may be split into the following parts containing, typically, but not limited to, the information as described below:

Part 1 – Introduction – The introduction should clarify the address and location of the site, the date the report was carried out and by whom. A brief description of the report’s purpose should also be given.

Part 2 – Initial Site Appraisal – This part must communicate to the client the following information:

·         A brief description of the site – e.g. Size, shape, location, surrounding buildings etc.

·         A brief summary of site history – e.g. past usage (buildings, purpose etc)

·         A summary of anticipated potential issues found below ground (such as sewers) or above ground (such as adjacent buildings) which might affect construction of the basement and foundations.

·         You should clearly explain how the clients proposed construction might be affected by what you have found in your investigations.

Part 3 – Foundation Design – Given the investigations you have undertaken in part 2, you are to offer your client a recommended basement and foundation design suitable for the client’s proposed five storey steel framed student accommodation building. This design must be communicated both descriptively and in the form of a sketch drawing which depict a ‘typical section’ through the foundation.

The design must respond specifically to the following factors:

  • The building will have a single storey basement to allow for a student common room and a mechanical plant room only. It will be formed under the entire footprint of the proposed building. The specific layout of the basement is up to you.
  • The specific location of the clients building within the site as outlined in red on the site plan above is up to you.
  • The shape of the building footprint is up to you, although the client will need a car park for 10 cars located outside the building.
  • Borehole analysis undertaken by the client previously, has shown the site is covered with man-made fill material consisting of brick, ash and organic waste up to 1.4 m deep. This lies on top of an organic peat layer up to 7m deep. Below the peat is solid granite bedrock. No strength tests have been done as part of the ground investigations to date.
  • A general indication of your foundation depth is to be given but not the specific diameter or spacing of any proposed piles etc.
  • The winter ground water level is 1.4 m below ground level and the summer level is 2.5 m below ground level.  Construction is proposed to begin in October 2021.
Assessed intended learning outcomes

On successful completion of this assessment, you will be able to:

Knowledge and Understanding

1.Demonstrate a comprehensive understanding of a range of different construction designs/techniques

2.Devise and apply appropriate methods of achieving constructed solutions in a range of circumstances, demonstrating an appreciation of the relationships between technological solutions, efficiency of delivery, and the economics of the process.

3.Critically evaluate the impact that forms of construction have upon functional suitability, fitness for purpose, and occupational standards.

Transferable Skills and other Attributes;

4.Develop critical awareness of applied technology.

5. Achieve a level of competence in the critical evaluation of alternative solutions to significant issues and problems.

6.Develop an appreciation for the views of various stakeholders involved in the process of adapting existing buildings.
Module Aims

1. To develop a critical awareness of the property life cycle and the expanse of existing buildings which make up the built environment.

2. To develop systematic knowledge, awareness and understanding of the design approaches, techniques, materials, and processes employed in the construction of a broad range of building types.

3.  To develop the ability to systematically and creatively make well informed decisions when dealing with complex issues.
Word count/ duration (if applicable)

Your submission should consist of no more than one report 2,500 words long.  This includes every word, excluding only any initial contents/title page, and the reference list(s) located at the very end of your submission and be comprised of respected and academic sources and set out in Harvard referencing style. Only the first 2,500 words (as defined above) will be marked.  Any words you write in excess of 2,500 (as defined above) will be ignored.
Feedback arrangements;

Provisional coursework marks and written feedback will be available within 15 working days of your submission via the Turnitin submission on Blackboard.

You have an opportunity to gain formative feedback on your proposed submission via the support sessions noted below under support arrangements however, formative feedback will only be given on production of written work and this will only be given once.
Support arrangements;

You can obtain support for this assessment from the lecture sessions and tutorials and the lecture learning materials uploaded onto blackboard, tutor office hours by appointment, emails, etc (please see contact information on the first page of this brief). Your email queries will be answered within 48 hours during week days.

The University offers a range of support services for students through askUS.

Good Academic Conduct and Academic Misconduct

Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning.

Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously.  You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-for-learning.

Assessment Information

If you have any questions about assessment rules, you can find out more here.

Personal Mitigating Circumstances

If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here.

Personal Tutor/Student Progression Administrator

If you have any concerns about your studies, contact your Personal Tutor or your Student Progression Administrator.
Assessment Criteria

Marks for your assessment will be allocated based on the weightings shown below.

  1. Presentation (10%). Clarity in written and graphic communication of the chosen basement and foundation design and associated construction techniques using appropriate terminologies and adopting an appropriate report like structure for an industry client.
  2. Site Appraisal (50%). Accurate identification of key site issues below or above ground and discussion of how they may subsequently affect construction of any proposed basement and foundation design.
  3. Basement and Foundation Design (40%) Formulation of a suitable design which responds to both the stated requirements of the brief and those issues identified by the site appraisal. Designs should be safe and technically feasible.

Grade Descriptors:

This coursework constitutes 100% of the module. Performance in respect of each criterion will be graded in accordance with the university grade descriptors as below (more details:
http://www.salford.ac.uk/__data/assets/pdf_file/0010/610669/AssessmentAndFeedbackTaughtAwards.pdf):

Grade Descriptor Mark
Extremely poor 0%to 9%
Very poor 10% to 19%
Poor 20% to 29%
Inadequate 30% to 39%
Unsatisfactory 40%to 49%
Satisfactory 50% to 59%
Good 60% to 69%
Very good 70% to 79%
Excellent 80%to 89%
Outstanding 90% to 100%
In Year Retrieval Scheme

Your assessment is not eligible for in year retrieval.
Reassessment

For students with accepted personal mitigating circumstances, this will be your replacement assessment attempt.  Students should be aware that there is no late submission period at reassessment (this includes those students who have an accepted PMC request from a previous attempt).

 

Communicate a detailed account of one area of contemporary forensic or police investigation addressing scientific, forensic and legal issues.

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This is the link of the course i would like to apply. https://www.ucl.ac.uk/prospective-students/graduate/taught-degrees/project-enterprise-management-msc

What UCL would like to know:

  • Why you want to study Project and Enterprise Management at graduate level
i am interested in project management since my internship in Sanomics. Please kindly refer to my CV.
  • Why you want to study Project and Enterprise Management at UCL
the opportunity this course will provide, Will know more people from the industry, wide range of career option because the course provide many optional modules of different area. the following modules are those i particularly interested:
  • The Management of Large Projects and Programmes.
  • The Management of Innovation.
  • Marketing and Project Business Development.
  • Managing Change in Organisations.
  • what particularly attracts you to the chosen programme.
  • How your academic and professional background meets the demands of this challenging programme,
refer to the next part – learning outcome. Also my job in a startup company – sanomics.
  • Where you would like to go professionally with your degree.
  • Professional consultants.
  • Client enterprises with significant project portfolios such as pharmaceutical, biotech
(these are just examples, I don’t really have a clear vision what I want to do after graduate. Please help me enrich this part like i know what i would to do in the future.

The following part are learning outcome of my current degree:

Module name: Analysis of controlled substance.

Learning Outcomes;

Employ personal, time management, study and team-working skills and analytical and problem-solving skills, and communicate through a casework rep

Module name: Professional Development forensic enquiry and case study.

1. Evaluate current research and advanced scholarship in the discipline, in particular, a systemic understanding of knowledge, and a critical awareness of current problems and/or new insights, within contemporary forensic or police investigation.

2. Communicate a detailed account of one area of contemporary forensic or police investigation addressing scientific, forensic and legal issues.

3. Deal with complex issues (both systematically and creatively), make sound judgements in the absence of complete data, and communicate clearly to specialist and non-specialist audiences.

4. Demonstrate self-direction in tackling and solving problems, and act autonomously in planning and implementing research.

Module name: Interpretation and Presentation of Forensic Evidence for Forensic Science

Learning Outcomes.

1. Describe differences between statistical (Bayesian and classical) and non-statistical forensic evidence for a variety of common forensic evidence types.

2. Write comprehensive, comprehensible, rational and impartial reports.

3. Use communication skills in presenting and defending expert testimony under challenging conditions whilst giving Evidence-in-Chief and in Cross-Examination.

 

Identify potential new opportunities for commercial exploitation, emerging from new trends in strategy and innovation.

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Method of Submission:
Any submitted after 16:00 on the deadline date will be subject to the standard University late penalties (see below), unless an extension has been granted, in writing by the Senior Tutor, in advance of the deadline.

This assessment relates to the following module learning outcomes:
A. Knowledge and Understanding
A1. A selection of the latest developments and emerging trends in strategy;
A2. A selection of the latest developments and emerging trends in innovation management.
B. Subject Specific Intellectual and Research Skills
B1. Understand and apply appropriate theoretical concepts, models, tools and techniques of strategy and innovation management;
B2. Evaluate alternative approaches to strategy and innovation management;
B3. Identify potential new opportunities for commercial exploitation, emerging from new trends in strategy and innovation;
B4. Understand the latest trends in strategy and innovation management;
B5. Evaluate the intellectual value and practical relevance of the latest trends in strategy and innovation management;
B6. Apply insights from the latest research on strategy and innovation management to specific management situations;
B7. Appreciate the nature, format and limitations of latest research in strategy and innovation management.
C. Transferable and Generic Skills
C1. Recognize that in many situations there is a range of alternatives which should be evaluated;
C2. Self-manage the development of learning and study skills;
C3. Apply the research skills to synthesise, analyse, interpret and critically evaluate information from a range of sources.

Coursework Brief:
The coursework will be carried out on an individual basis.
You are asked to write an individual research report (3000 words max) on a topic of your choice. The starting point of the report should be based on a newspaper or specialized magazine article (e.g. Financial Times, Wall Street Journal, Wired, The Economist, Forbes, Harvard Business Review and the like) that addresses a new trend in strategy and innovation management. The article may report a new study or may discuss issues of interest in or around the topics of interest.
A definition of ‘Current Trend’ as used in this brief is: keyword (or theme) related to Business Strategy and/ or Innovation, which returns at least 1,000 hits from a title-only search (of the keyword) in Google (not necessarily Scholar), for articles written within the past 24 months. To check your keyword, you may follow the steps set out at the end of this section.
Your task is to research the topic more fully, and to write a report that contains a valid argument relating to the new trend. Your report must review the selected article in the light of current trends in strategy and innovation management you know, or captured in this module. Take a clear stance regarding the argument
SEMESTER 2 2019/20
of the article. You may agree or disagree, establishing your position with theories and academic references. For example you may decide to disagree with the interpretation of a study presented in a newspaper (e.g. it may state that holacracy is detrimental to innovation, but you disagree. You may also agree, thus arguing further than the article did, you must support your argument with evidence).
It is important for the report to have a scientific structure. Your report must have a main thesis (a central argument it pursues (which you can summarize in one sentence)) and you should be able to defend it appropriately. You would do that by supporting your thesis building up valid arguments that add up, supporting each with evidence or information you have been able to collect while researching for your report.
You must start with the original study that the article refers to, indicate where it is located, then review and critically evaluate it. You must then state your position/ arguments in relation to it. You will then use the rest of your report to establish your position/ argument, supporting your argument with data/ evidence from other studies on the topic.
You may agree with what the article says, if you do you must build it further, using theories and further evidence from research studies to support why this may be true and then establish your new (enhanced) position on the subject. You may also oppose the article, and again you must use theories and further evidence from research studies to support why your position is valid.
You have a great deal of freedom in how you prepare the report and in what you write about, but there must be an obvious structure and ‘story line’. The report will have to include among other references, a minimum of five peer-reviewed journal articles (3* and 4* in the ABS ranking which will be made available on Blackboard). It is also important that these five are validly used to support clear arguments (rather than being merely mentioned).
To check if your area of research qualifies as a ‘current trend’, you may follow the following steps:
1. In Google search bar, type “allintitle: (your title).
(Eg. allintitle: sustainable city).
2. Hit enter.
3. Click on ‘tools’, pull-down on ‘Anytime’ and select custom range.
4. In the ‘from’ date range enter a date that is 24 months from your date of search, leave ‘to’ date range blank.
5. Select ‘go’ or hit ‘enter’ (to search)
6. Click on tools again
This should display the number of hits. Hits of 1,000 and above qualifies.
SEMESTER 2 2019/20
Nature of Assessment: This is a SUMMATIVE ASSESSMENT. See ‘Weighting’ section above for the percentage that this assignment counts towards your final module mark.
Word Limit: +/-10% either side of the word count (see above) is deemed to be acceptable. Any text that exceeds an additional 10% will not attract any marks. The relevant word count includes items such as cover page, executive summary, title page, table of contents, tables, figures, in-text citations and section headings, if used. The relevant word count excludes your list of references and any appendices at the end of your coursework submission.
You should always include the word count (from Microsoft Word, not Turnitin), at the end of your coursework submission, before your list of references.
Title/Cover Page: You must include a title/ cover page that includes: your Student ID, Module Code, Assignment Title, Word Count. This assignment will be marked anonymously, please ensure that your name does not appear on any part of your assignment.
References: You should use the Harvard style to reference your assignment. The library provide guidance on how to reference in the Harvard style and this is available from: http://library.soton.ac.uk/sash/referencing
Submission Deadline:
Submission deadline for Southampton Business School is for ALL assessments.
Turnitin Submission: The assignment MUST be submitted electronically via Turnitin, which is accessed via the individual module on Blackboard. Further guidance on submitting assignments is available on the Blackboard support pages.
It is important that you allow enough time prior to the submission deadline to ensure your submission is processed on time as all late submissions are subject to a late penalty. We would recommend you allow 30 minutes to upload your work and check the submission has been processed and is correct. Please make sure you submit to the correct assignment link.
You will know that your submission has completed successfully when you see a message stating ‘Congratulations – your submission is complete…’. It is vital that you make a note of your Submission ID (Digital Receipt Number). This is a unique receipt number for your submission, and is proof of successful submission. You may be required to provide this number at a later date. We recommend that you take a screenshot of this page, or note the number down on a piece of paper. You should also receive an email receipt containing this number, and the number can be found after submitting by following this guide. This method of checking your submission is particularly useful in the event that you don’t receive an email receipt.
You are allowed to test submit your assignment via Turnitin before the due date. You can use Turnitin to check your assignment for plagiarism before you submit your final version. See “Viewing Your Originality Report” for guidance. Please see the Module Leader/lecturer on your module if you would like advice on the Turnitin Originality report.
The last submission prior to the deadline will be treated as the final submission and will be the copy that is assessed by the marker.
It is your responsibility to ensure that the version received by the deadline is the final version, resubmissions after the
deadline will not be accepted in any circumstances.
Late Penalties:
Further information on penalties for work submitted after the deadline can be found here.
Special Considerations:
If you believe that illness or other circumstances have adversely affected your academic
performance, information regarding the regulations governing Special Considerations can be accessed via the Calendar: http://www.calendar.soton.ac.uk/sectionIV/special-considerations.html
SEMESTER 2 2019/20
Extension Requests: : Extension requests along with supporting evidence should be submitted to the Student Office as soon as possible before the submission date. Information regarding the regulations governing extension requests can be accessed via the Calendar: http://www.calendar.soton.ac.uk/sectionIV/special-considerations.html
Academic Integrity Policy: Please note that you can access Academic Integrity Guidance for Students via the Quality Handbook: http://www.southampton.ac.uk/quality/assessment/academic_integrity.page?. Please note any suspected cases of Academic Integrity will be notified to the Academic Integrity Officer for investigation.
Feedback: Southampton Business School is committed to providing feedback within 4 weeks (University working days). Once the marks are released and you have received your feedback, you can meet with your Module Leader / Module Lecturer / Personal Academic Tutor to discuss the feedback within 4 weeks from the release of marks date. Any additional arrangements for feedback are listed in the Module Profile.
Student Support: Study skills and language support for Southampton Business School students is available at: http://www.sbsaob.soton.ac.uk/study-skills-and-language-support/.