Task/assessment brief:
WRIT2 Task The Enterprise Newspaper 50%
You will create and edit the first virtual edition of Cardiff School of Managements The Enterprise Newspaper.
Your edition of The Enterprise must have a clear theme chosen from the list below.
The production of your edition will includetwomain elements:
1.Editing:Theme, layout and development of the The Enterprise, including the style and content. You must edit and curate your edition appropriately. An editors primary role is to co-ordinate the production of articles and finalise publication of the The Enterprise.
2.Content:The Enterprise should provide in-depthcriticalconsideration of relevant areas related to entrepreneurship, strategy and culture. You are to write articles to populate your edition of The Enterprise which meet the theme you have chosen. You must conduct wide research, using a variety of resources, which you must then fully reference within your edition.
Please note the example content is not an exhaustive list you are actively encouraged to read a breadth of research and write interesting articles connected to the theme (fully referenced). You can choose from the following themes for your edition:
a)The Entrepreneur example content:
Entrepreneurial traits, competencies, and ethics, business start-up and idea generation, social capital and networks, funding avenues etc.
b)The Internal Business and Micro-Environment example content:
Facilitation of intrapreneurship, organisational culture, change agents, market-competitiveness, strategic alignment and engagement, strategic collaborations, etc.
c)The Business Macro-Environment example content:
Market-competitiveness, geo-political influences, governance, policy, strategic agility, etc.
d)The Ethical Business example content:
Sustainability, social entrepreneurship, the triple bottom line, ethical business practices, social responsibility, etc.
Your edition should demonstrate and reflect your creativity and innovation within its design. You can use a mixture of methods to present your work such as, articles, reports, vlogs, videos etc.
You must not conduct any primary research for your edition and only use secondary research to write your edition.
Your assessment will be marked out of 100 and this will contribute to 50% of your total course mark.
You may present your publication in the design of your choosing. This provides you with the opportunity to demonstrate your own creativity and innovation within the design process of your work.
Criteria:
Marks Available
Selection and curation of articles,analysisandsynthesisof information and data, using a range of academic and industry literature.
20
Critical discussionand demonstration of understanding of the theme, including challenges, issues and opportunities.
25
Clarity of ideas and independent thinking withincritical evaluationof key topics and subject areas.
25
Application of creativity and innovation to final presentation of work and appropriateuse of technology.
15
Research, background reading and preparation evident within the edition and appendix.
Referenceusing the Harvard Referencing System and the inclusion ofat least tenacademic references includingbooks and academic journalarticles.
15
Word count (or equivalent):
2000
This a reflection of the effort required for the assessment. Word counts will normally include any text, tables, calculations, figures, subtitles and citations. Reference lists and contents of appendices are excluded from the word count. Contents of appendices are not usually considered when determining your final assessment grade.
Academic or technical terms explained:
critically evaluate Consider both positive and negative aspects of the subject.
critically discussyou must put forward a balanced point of view, considering both sides of the argument, using relevant and up to date academic journal articles.
analyse consider who, what, when, why and how the issue affects the topic.
Synthesis(combine) is to combine facts or ideas to create new patterns or structures derived from the original data
Academic literature:academic textbooks and journal articles. These can be sourced from MetSearch and Google Scholar for example.
Industry literature:Sometimes referred to as grey literature, i.e. non-academic sources e.g. credible sources such as websites, government/company reports, policy/strategy documents, marketing data, financial accounts etc.
Artificial Intelligence Models Guidance for this assessment:
Artificial Intelligence (AI) models can be a powerful tool to support your learning. The University has provided some resources to support you in its appropriate usage:
Library Services AI Hub
Student Guide to AI and Assessment
Code of Conduct for Students on the use of AI
Cite Them Right resource on citing materials relating to AI (if permitted)
As per the academic regulations (Academic Handbook Ah1_08), in all cases you must submit work that is your own, acknowledging any part of it that has been informed by another source including that which is AI generated. Upon submission of work, you will be asked to confirm the following statement:
I confirm that this assignment is my own work, except where I have acknowledged the use of works from other sources, including the use of any artificial intelligence (AI) tools, in accordance with what is allowable as described in the assessment brief.
Please note the following:
AI should not be used as a substitute for your own knowledge, and you should never include any material that you do not understand and could not explain if asked.
Not being able to explain your work when asked is likely to be a key factor when considering cases of academic misconduct related to AI.
The following information provides specific guidance for this assessment about what level of AI use is appropriate for this assessment. Remember that in all cases you must submit work that is your own, acknowledging any part of it that has been provided by another source.
NO USE OF GENERATIVE AI EXPECTED
?
Your assignment should be produced using information sourced by you from your learning materials and academic sources and cited appropriately.
AI tools for checking spelling, grammar and referencing may be used.
AI ACKNOWLEDGED
You can use AI tools to learn about your topic, as part of your study, or in preparing initial guidance on assignments (e.g. headline structure, suggestions for inclusion of topics).
Any materials that you have sourced from AI should be rewritten or reconfigured and integrated into your own work and referenced appropriately. It is recommended that this is confirmed by a relevant academic source.
Any support gained from AI should be acknowledged in a statement at the end of the assignment, making clear what the support was, and how you used it and developed it for your own work. Example statements are available in theStudent Code of Conduct.
AI EMBEDDED
Use of AI is an integral and expected part of the assessment.
The explicit inclusion of AI within the assessment means that instructions on the expected use will be part of the assessment brief.
Your assessment brief will describe how you should acknowledge the way in which you used AI tools.
Submission Details
Submission Deadline:
16/01/25
Estimated Feedback
Return Date
This will normally be 20 working days after initial submission.
Submission
Time:
By 2.00pm on the deadline day.
Moodle/Turnitin:
Any assessments submitted after the deadline will not be marked and will be recorded as a non-attempt unless you have had an extension request agreed or have approved mitigating circumstances. See the School Moodle pages for more information on extensions and mitigating circumstances.
File Format:
The assessment must be submitted as apdf document (save the document as a pdf in your software) and submit through the Turnitin submission point in Moodle.
Your assessment should be titled with your:
student ID number, module code and assessment ID,
e.g. st12345678 BHL5007 WRIT1
Feedback
Feedback for the assessment will be provided electronically via Moodle. Feedback will be provided with comments on your strengths and the areas which you can improve. View theguidanceon how to access your feedback.
All marks are provisional and are subject toquality assurance processesand confirmation at the programme Examination Board.
Assessment Criteria
Learning outcomes assessed
Critically analyse entrepreneurial strategic thinking in relation to entrepreneurial learning and decision-making strategies.
Analyse the cultural environments in which entrepreneurship flourishes and relate government and organizational policy to the key principles identified.
Evaluate the challenges and limits to contemporary entrepreneurial strategies.
Other skills/attributes developed
This includes elements of the Cardiff Met EDGE (Ethical, Digital, Global and Entrepreneurial skills) and other attributes developed in students through the completion of the module and assessment. These will also be highlighted in the module guidance, which should be read by all students completing the module. Assessments are not just a way of auditing student knowledge. They are a process which provides additional learning and development through the preparation for and completion of the assessment.
Professional Development, Practice and Performance. This module will provide students with the tools, techniques and competencies to enhance both their academic learning and professional and personal development. This module is designed to enhance a wide range of transferable skills, such as critical self-awareness, and self-management. There is also the opportunity within this module to develop a wide range of soft skills, recognise the importance of diversity, and the need for empathy.
Your marking sheet will incorporate an indication of a range of entrepreneurial skills developed in the completion process of the assessment. Although this matrix is not incorporated into the marking criteria, it is designed to be useful for future employability skills identification and representation.
Example skills matrix:
Skill
Notes
Team-working
Problem-solving
Communication
Decision-making
Listening for understanding
Persuasion skills
Group facilitation
Negotiation
Creativity
Marking/Assessment Criteria
You will be assessed according to the following criteria.
Click on the embedded links for additional academic definitions and explanations.
Marking/Assessment Criteria
Level 6
80%-100% (1st Class +)
70%-79% (1st)
60%-69% (2:1)
50%-59% (2:2)
40%-49% (3rd)
30-39% (Narrow Fail)
1-29% (Clear Fail)
Selection and curation of articles,analysisandsynthesisof information and data, using a range of academic and industry literature.
Exceptional knowledge andsystematic understanding.
Subject knowledge and understanding full, detailed andsystematic
Canextend, transform and apply such knowledge
Awareness of limitations of knowledge
Confident discussion of complex topics
Subject knowledge and understanding detailed and thorough
Canextend, transform and apply such knowledge
The discussion of complex concepts is often tackled successfully
Subject knowledge and understanding sound
Ability to apply such knowledge
Tendency to reproduce information from elsewhere.
Basic subject knowledge and understanding
Frequently reproduces information received from elsewhere.
Limited subject knowledge and understanding
Factual inaccuracies, errors and misconceptions in important areas
Irrelevant content.
Little subject knowledge and understanding
Factual inaccuracies, errors and misconceptions outweigh the degree of knowledge and understanding.
Serious/numerous errors/misunderstandings.
Critical discussionand demonstration of understanding of the theme, including challenges, issues and opportunities.
Independent inquiry and appropriate application of techniques/methods
Detailed analysis andcriticalenquiry
Very good use of techniques
Highly successful in presenting,synthesisingand commenting on research outcomes
Insight on the relationship between theory and practiceand awareness of uncertainty, assumptions and the limits of their knowledge on findings.
Some detailed analysis andcriticalenquiry
Considerable success in presenting and commenting onresearch processand outcomes
Some linkage between theory and practice and awareness of uncertainty, assumptions and the limits of their knowledge.
Some analysis and enquiry
Some success in presenting and commenting onresearch processand outcomes
Awareness of uncertainty, assumptions and the limits of their knowledge.
Limited analysis and enquiry
Intermittent success in presenting and commenting on outcomes
Awareness of uncertainty, assumptions and the limits of their knowledge.
Attempted enquiry/analysis and outcomes may be nave, simplistic and/or unconvincing.
Little evidence of being able to undertake enquiry/ analysis
Outcomes may be inappropriate, or absent.
Clarity of ideas and independent thinking withincritical evaluationof key topics and subject areas.
May challenge the boundaries of knowledge
Innovative and/or creative thinking
New insights informed throughcriticalevaluation.
Criticalevaluation and informed judgements
Recognition of the complexities of academic debate
Arguments are well developed, sustained and substantiated
Appropriate and innovative judgements.
Criticalevaluation and reflection
Arguments are clearly considered and substantiated
Appropriate judgements.
Ability tocriticallyevaluate and reflect
Arguments substantiated
Descriptive and factual presentation favoured.
Limited ability tocriticallyevaluate and reflect
Arguments substantiated but under-developed
Descriptive and factual presentation favoured.
Little evidence ofcriticalevaluation and reflection
Arguments rarely substantiated
Largely descriptive.
Some ability to describe and report but very little evidence is available to indicate an ability to engage incriticalevaluation and reflection.
Application of creativity and innovation to final presentation of work and appropriateuse of technology.
Professional standards.
Coherent and succinct
Presentation standard high
Logically organised.
Arguments are well-defined and clearlyarticulated.
Highly creative and innovative.
Clear and succinct
Well-presented
Appropriately organised.
Well-articulated.Creative and innovative.
Satisfactory communication
Appropriately organised
Some faults, but clear expression overall. Creative in parts.
Adequate communication
Reporting factual information rather than communicating complex ideas.
Generally appropriately structured. Limited creativity.
Simple concepts and/or factual information communicated
Unclear
Confused and clumsily presented. Lacks creativity.
Little ability to communicate
Unclear, clumsy and inappropriate. No evidence of creativity in presentation.
Research, background reading and preparation evident within the edition and appendix.
Referenceusing the Harvard Referencing System and the inclusion ofat least tenacademic references includingbooks and academic journalarticles.
Substantial range of reference citations, beyond expectations
Detailed, thorough knowledge andsystematic understandingof current research/advanced scholarship
Referencing accurate and reading/investigation beyond sources provided.
Ability to determine, refine, adapt and use research.
Thorough knowledge and understanding of current research/ scholarship
Referencing almost always accurate and reading/investigation beyond sources provided
Ability to determine, refine, adapt and use research.
Sound knowledge and understanding of current research/ scholarship.
Individual reading and investigation
Occasional errors in referencing
Can apply research knowledge.
Some knowledge and understanding of current research/ scholarship.
Over-reliance on programme materials.
Errors in referencing
Application of research knowledge/skills is less secure.
Limited or sporadic knowledge of research/ scholarship
Over-reliance on programme materials, little reading.
Frequent errors in the referencing.
Application of research knowledge/skills is largely unsuccessful.
Little knowledge and understanding research/ scholarship. Failure to apply this knowledge
Reading and investigation negligible.
Frequent errors in the referencing
Failure to apply research knowledge/skills