Dissertation Writers: 6BE003 Strategic Management-brain psychology

Dissertation Writers: 6BE003 Strategic Management-brain psychology

brain psychology

Faculty of Social Sciences – Assessment Brief 2 – 2017 / 2018

Module code and title 6BE003 Strategic Management
Module leader
Diet First attempt
Assessment type Individual Report
Submission date

Submission method Upload on Canvas
Assessment limits No more than: 3,000 words, excluding appendices
Assessment weighting 50%
Assessment brief (if appropriate, please refer to module assessment briefing document)
The detailed requirements for this task are as follows:

Overview: Your informal report should be for the company that you worked on for Assignment 1.

Use relevant strategic management tools and techniques to evaluate the current strategy of the organisation based on what you know of their strengths, weaknesses, opportunities and threats, derived from your analysis in assignment 1.

Firstly, you need to provide some ‘performance’ data on how the strategy is working, trends in sales, profits, market share etc. How the organisation competes (e.g. Differentiation/ Cost/ Focus).

Evaluate how the strategic direction of the organisation (Ansoff) relates to growth, innovation or international expansion. Analyse why this strategy might be suitable, acceptable and feasible given what you know about the SWOT for the organisation.

Given the nature of this analysis there must be a contemporary and inventive flavour to much of the relevant data. Is the recent change in government likely to impact on their strategy? Examine Brexit and the slow growth on the UK economy. Briefly identify and justify a potential improvement in strategic direction for the organisation.

There will be a formative assignment workshop an opportunity to discuss your progress with your tutor in sessions 10 or 11.

An effective structure might present key trend data on how the organisation has been performing as the starting point for evaluating the strategy. Re-evaluating how the organisation tries to compete, its competitive advantage. The directions the organisations strategy is taking it in and how this matches what you discovered in terms of its SWOT from assignment 1 and what this means in terms of its growth, innovation or movement into international markets.

An evaluation of the strategy through SAF or another suitable model and a suggestion of how the strategy could be developed or augmented.

Proposed Report Structure:

Front Page (Name & Logo of chosen company, Student Number, Tutor Name)

1.0 Introduction (Trend data & performance of organisation)

2.0 Competitive Advantage

3.0 Porter’s Generic Strategies

4.0 Bowman’s Strategy Clock

5.0 Ansoff Matrix

6.0 Consistency with SWOT

7.0 Strategic Analysis – SAF (Use lecture slides – Week 16)

· Suitability – Does the strategy align with Strengths & Opportunities?

· Accessibility – Is the strategy delivering against objectives & goals?

· Feasibility – Can the strategy be implemented?

8.0 Recommendations

9.0 Conclusion

10.0 References

11.0 10.0 Appendices

12.0 Use research sources throughout to back up ALL points made.

To provide evidence of wider research and reading, with appropriate Harvard style referencing

Assessment Criteria (The actual assessment components for this assignment) Weighting (If applicable)
· Strategic options: development and evaluation of strategic options, appropriateness and use of relevant strategic theory and models, tools & techniques to achieve this.
· Strategy recommendation: Consistency with strategic analysis (assignment 1) and strategic options developed. Clear rationale of strategic recommendations.
Pass mark Undergraduate 40%
Performance descriptors in use;

· University of Wolverhampton

Return of assessments

(Instructions for return / collection of assessments )

Available on Canvas within 4 weeks of the submission date
This assessment is testing Module Learning outcomes Tick if tested here
LO2 Synthesize the strategic analysis of an organisation to craft appropriate strategic recommendations.
LO4 Determine creativity and enterprise skills in communicating strategic issues

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;

· The required referencing style for your assignment.*

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.

· Submission of your work

· Marking, feedback and moderation in accordance with the University of Wolverhampton Assessment Handbook

· Extensions on submission dates *

· Additional support *

· Academic conduct with regards to cheating, collusion or plagiarism *

· Links to appropriate sources of relevant information *

* Further information regarding these and other policies can be accessed 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 submission is your own work

· Any material you have used has been acknowledged and appropriately referenced

· You have not allowed another student to have access to your work

· The work has not been submitted previously.

The following information is important when:

· Preparing for your assignment

· Checking your work before you submit it

· Interpreting feedback on your work after marking.

Module Learning Outcomes

Module Learning Outcomes are specific to this module, and are set when the module was validated.

Assessment Criteria

The module Learning Outcomes tested by this 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 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.

· Refer to the VLE topic for contact details of your module leader / tutor, tutorial inputs, recommended reading and other sources, etc. Resit details will also appear on the VLE module topic.

· The University’s Learning Information Services offer support and guidance to help you with your studies and develop your academic skills http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

Performance descriptors

Performance descriptors indicate how marks will be arrived at against each of the above criteria. The descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated

Level 6 Criteria

90-100% Outstanding Exceptional level of analysis, showing deep critical engagement with a comprehensive range of contextual material. Demonstration of independent thought resulting in highly original or creative responses to the assignment. Provision of clear evidence of understanding of current scholarship and research based on an extensive range of relevant sources. Extreme clarity of structure demonstrating complete focus of argument.

No obvious errors in referencing or grammar or syntax as appropriate.

80-89% Excellent Excellent links between relevant ideas, theories and practice. Evidence of clearly independent scholarship and the ability to engage critically and analytically with a wide range of contextually relevant resource material.

Demonstration of original insights, supported by extremely well structured overall argument.

Very few errors in referencing or grammar or syntax as appropriate.

70-79% Very good Very good links between a range of different ideas and theories. Places issues in a wider context. Evidence of clear understanding of a range of relevant theories and application of these appropriately. Independent ideas, well-argued and supported.

Few errors in referencing or grammar or syntax as appropriate.

60-69% Good Clear links between theory and practice. Good coverage of assignment issues. Full understanding of core issues.

Evidenced level of understanding of appropriate theory and concepts.

Some small repeated errors in referencing or grammar or syntax as appropriate

50-59% Identifies main issues and relevant theory. Coverage of most of assignment issues. Competent application of relevant theory and states obvious links to practice.

Some repeated errors in referencing or grammar or syntax as appropriate.


40% Pass mark

Demonstration that the learning outcomes have been met. Makes few links between theory and practice. Answers question in a very basic way. Describes relevant theory accurately, and some relevant ideas offered.

Limited coherence of structure.


Compensatable Fail

Some learning outcomes and / or assessment criteria not met.

Inadequate content with issues not addressed; insufficient evidence of understanding of relevant theory and concepts and only partial understanding shown. Very limited application of theory. Use of extensive quoted passages is evident.

Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.



No learning outcomes fully met. No demonstration of adequate knowledge or understanding of key concepts or theories. There is no recognition of the complexity of the subject. Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice.

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