1Module code: S20MBUWU4HRMLevel of study: 7Number of credits: 20Programme/s the module belongs to: MSc International Business/ MBAFaculty: Faculty of Science, Engineering and Social SciencesAcademic calendar: CSemester/Trimester of delivery: Term 2Start date of the module: February 2021Location of study: Canterbury campus and on-lineStudy hours for the module: 200h of learning timeNumber of contact hours and pattern … Continue reading “International Human Resource Management | My Assignment Tutor”
1Module code: S20MBUWU4HRMLevel of study: 7Number of credits: 20Programme/s the module belongs to: MSc International Business/ MBAFaculty: Faculty of Science, Engineering and Social SciencesAcademic calendar: CSemester/Trimester of delivery: Term 2Start date of the module: February 2021Location of study: Canterbury campus and on-lineStudy hours for the module: 200h of learning timeNumber of contact hours and pattern of delivery: 20 taught hours scheduled contacto2h/week lecture and workshop10 Hours Guided Independent Learning Number of hours when students are expected to study independently or amongst peers, withno direct academic contact:o170h independent study Module leader name: Idorenyin Etokakpan (Assoc CIPD)Module leader contact details: idorenyin.etokakpan@canterbury.ac.ukPlease e-mail before appointment.Office:Module Handbook for International Human Resource ManagementAcademic year 2020/212Other staff with contact details:Administrators – The Admin Team in Rg31 business.school@canterbury.ac.ukTel: 01227 782 889 or 282 197How to access tutorials and other module support:Please e-mail the module leader for individual appointment.Essential materials are available on Blackboard to prepare you for your sessions and support yourindependent learning. Please visit Blackboard regularly for news and updates.Who is the module for?This module is a core module for level 7 students on MBA International and MSc InternationalBusiness Programmes.Module aims:1. To enable students develop the knowledge, skills and confidence to deliver effectivemanagerial responsibility either in a broad or generalist sense.2. To contribute significantly to the development of human resource strategy and practices inorganizations operating, or wishing to operate in the international arena.By the end of the module, students should be able to:1. Demonstrate a critical awareness of current problems in the discipline of IHRM by evaluatingcurrent business and management theory and practice in the field of IHRM2. Understand and critically evaluate the ways in which IHRM strategies policies and practicescontribute to the broader objectives and strategies of international business.3. Distinguish between international approaches to managing people, economic governance,labour market regulations and industrial relations. In addition, students should be able todemonstrate why systems vary between nations.4. Identify the principal components within the role of the international manager and the keychallenges that they face. In addition communicate appropriately proposed international HRsolutions on complex issues clearly and understood by non-experts in the field of IHRM5. Explain and evaluate contemporary developments in international regulations and labourstandards and the ethical implications of international business. They will demonstrateoriginality of thinking in proposing credible, workable solutions to an IHRM problem.Overview of learning and teaching activities on the module:A range of teaching and blended learning strategies will be used, including lectures (on-line andoffline), interactive workshops; guided study; focused readings; student presentations; tutorials andillustrative case-study analyses. Students will have the opportunity to offer evidence from their ownexperiences where this is relevant and will critically examine strategic issues from otherorganisations. There will be a focus on team collaborations in reflecting and building uponcontextual compositions of student backgrounds and competencies. Independent learning will beencouraged as well as team work reflecting individual and collective cultural background.3Assessments:Summative Assessment 1:Group Presentation (40% – equivalent of 1,600 words)A group presentation discussing socio-economic impact on the HR strategies in response to theinternal and external environmental factors of a chosen international organisation.Summative Assessment 2:Case Study (60% -equivalent to 2400) that will demonstrate the students’ understanding of the keyconcepts and theories of international human resource management by diagnosing and criticallyevaluating an international case study. Summative assessmentType% weightingDeadline forsubmission of workand whereassignment should besubmittedDate for return of mark/gradeand feedback and where theywill be returned1.Group Presentation(Equivalent of 1,600 words)40%w/c 1st Marchin classImmediate verbal feedback fromtutor and the peers.2. Case Study(Equivalent to 2,400words)60%28th April 2021Submissionelectronically viaTurnitin on Blackboard19th MayFeedback on Turnitin fromsupervisor and moderator. Further information about the assessment can be found at the end of this handbook, in the“assessment brief” section. Indicative schedule of delivery: UniweekW/BTRIMESTERTEACHINGWEEKINDICATIVE CONTENT2301-Feb-212Session 1: Approaches to IHRM: Introduction & Overview.International HRM Theory and PracticeChapter 12408-Feb-213Session 2: Managing Cultural Diversity in MultinationalOrganizations (Chapter 3&4) Seminar: Case Study2515-Feb-214Session 3: International Recruitment and Selection (Chapter 8)2622-Feb-215Session 4: Expatriate Management (Chapter 14) 4 2701-Mar-216Session 5: Guest Speaker LectureGroup Presentation2808-Mar-217Session 6: Managing International Employee Performance &International Human Resource Development (Chapter 9; 11)2915-Mar-218Session 7: International Compensation (Chapter 10)3022-Mar-219Session 8: International Industrial Relations (Chapter 5)Case Study Assessment Briefing3129-Mar-2110Session 9: Integrating Global Practice in IHRM (Chapter 16;17)Seminar: Comparative cultural Context and analysis in USA, Europe,East and South East Asia and Africa3205-Apr-21Easter Holiday3312-Apr-21Easter Holiday3419-Apr-2111Session 10: Future Developments in IHRM3526-Apr-2112INDIVIDUAL TUTORIALSSubmission of Case Study 28th April, 2021 Via Turnitin3603-May-2113Bank HolidayStudy Week3710-May-2114 Referencing system: Please use the Harvard referencing systemFor help please visit: https://www.canterbury.ac.uk/library/docs/harvard.pdfOr Cite them Right –https://www.citethemrightonline.com/ (access available through the LibrarySearch)Learning Materials/Resources:Guides and additional information that accompany this programme are available on the ResearchMethods Blackboard (i.e. dissertations available for reading, interactive online reference library andall PowerPoint slides accompanying the taught sessions on Research Methods)Core Reading TextbookBrewster, C. Houldsworth, E. Sparrow, P. Vernon, G. (2016) International Human ResourceManagement 4th Edition: Kogan Page.5Essential ReadingsReiche, B. S., Harzing, A. W., & Tenzer, H. (Eds.). (2018). International human resource management.SAGE Publications Limited.Reiche, B. S., Stahl, G. K., Mendenhall, M. E., & Oddou, G. R. (Eds.). (2016). Readings and cases ininternational human resource management. Taylor & Francis.Edwards, T. & C. Rees (2011) International Human Resource Management: Globalization, NationalSystems and Multinational Companies. Essex: Pearson Education Limited.Thomas, D., & Lazarova, M. B. (2013). Essentials of international human resource management:Managing people globally. SAGE Publications.Recommended ReadingsBrooks, I., Weatherston, J. and Wilkinson, G. (2010). The international business environment:challenges and changes. 2nd edn. Harlow: Pearson Education Limited. (Pdf available on BB)Daniels, J.D., Radebaugh, L.H., Sullivan, D.P. and Salwan, P. (2016) International business:Environments and operations. Pearson.De Anca, C. and Vega, A.V. (2016) Managing diversity in the global organization: Creating newBusiness values. SpringerHill, C.W.L. (2019) International business: competing in the global marketplace. McGraw-Hill.Hofstede, G. (1984) Culture’s consequences: international differences in work related values. BeverlyHills, CA: Sage.Morrison, J. (2011). The global business environment: meeting the challenges. 3rd edn. Basingstoke:Palgrave Macmillan.Hampden-Turner, C. and Trompenaars, F. (2011). Riding the waves of culture: Understandingdiversity in global business. Hachette UKWeedon, C. (2004). Identity and Culture. Open University Press (e-book available through e-Library)6Assessment brief/s:Students will be asked to prepare:Group Presentation-40% OF YOUR FINAL MODULE MARKA group presentation discussing socio-economic impact on the HR strategies in response to theinternal and external environmental factors of a chosen international organisation.Case Study -60% OF YOUR FINAL MODULE MARK“The increasing globalization of business is causing new pressures for HRM within MNCs. Theeffective management of human resources internationally is increasingly acknowledged as a keycompetitive advantage in international business (Edwards et al. 1996), and as a major determinantof success or failure in international business” (Stroh/Caligiuri 1998). Using a case study approach from your chosen MNC, critically analyse the abovestatements within the context of IHRM. The assessment strategy will provides students opportunity to demonstrate: Critical application of course materialsKnowledge of key HR practices and how culture and institutional arrangements vary globallyThe challenges in implementing these across different national contextsAbility to present solutions to problems and assess their suitability in a given contextEmployability (e.g. presentation, teamwork, and research skills). SubmissionOne electronic submission for each assignment is required: Failure to submit either the Template orthe Research Proposal on Turnitin by the required date will hold back your progress on theMSc/MBA.Please include a front sheet (available in Appendix 1 and on Blackboard under the Assessment Tab)with ALL your work. This should detail your name, programme and module, date, assignment numberand title and tutor name.ALL LATE SUBMISSIONS WITHOUT PRE-ARRANGED EXTENSIONS WILL BE MARKED AS “FAIL”.EXTENSIONS WILL ONLY BE PROVIDED IN EXCEPTIONAL CIRCUMSTANCES.Please visit https://cccu.canterbury.ac.uk/coronavirus/late-penalties-extenuating-circumstancesand-temporary-learning-agreements-tlas.aspx for full information relating Late Penalties,Extenuating Circumstances and Temporary Learning Agreements (TLA’s).It is the student’s responsibility to ensure they keep a proper back-up of all their work. For thisreason, students are encouraged to keep a copy of their work on the University College network.LOSS OF WORK BECAUSE OF COMPUTER OR DISC FAILURE DOES NOT CONSTITUTE EXCEPTIONALCIRCUMSTANCES. If a student reports that they are unable to submit work because they have ‘lost’7the work due to computer or disc failure and have not kept a back-up copy, they will fail on thegrounds of non-submission.Reassessment information:Some students may be required to take reassessment for the module, following a decision from aBoard of Examiner. Do check the Your Guide to Assessment and Award Processes and seek advicefrom your Personal Academic Tutor if this is the case for you. Support from the module team will beavailable in preparation for the reassessments.Should you be required to take reassessment, the nature of the reassessment will be: Original assessmentReassessment typeDeadline for submission ofreassessment, and where itshould be submittedPresentation (40%)Case Study (60%)Presentation (40%)Case Study (60%)In the reassessment period This handbook should be read in conjunction with other sources: Student Handbook: for programme academic information applying to all modulesCurrent Student Webpages: for generic student experience information Date and validity: February 2021, valid for academic year 2021/20228CHRIST CHURCH BUSINESS SCHOOL MSc International Business Suite/MBA GraduateStudent Name:Student No:Tutor’s Name:Module:Assessment No:Submission Date: Word Count: ……………………………………………… (excluding abstracts, appendices,direct quotes, bibliography, diagrams and illustrations)Students must sign here ………………………………………… to show that they have read and adhered to the Universityplagiarism regulations as stated in the student handbook.Please read these instructions carefully:If submiting a hard copy, your assignment MUST be stapled securely in the top left hand corner only, please do NOT includeany plastic covers, folders or any type of casing.Copies of any concessions documents (special requirements etc.) that you may have received from the Programme Directoror student services must be inserted after the front sheet.Appendix 1 – FRONT COVER910Assessment grading criteria: Level 7 CRITERION100-80Distinction79-70Distinction69-60Merit59-50Pass49-40Borderline Fail39-20Fail19-0FailPRESENTATION AND STYLECoherence and organisation ofassignmentExemplary organisation and coherenceclearly enhance the work, and is in aformat which may be of publishablestandard.Excellent logical organisation andcoherence enhance fulfilment of theassignment objectives, and is in a formatwhich could be of publishable standardwith some amendments.Demonstrates highly logicalorganisation and coherence.Demonstrates effective conventionalorganisation and coherence.Shows limited organisation and somelack of coherence, but is partiallyunderstandable.Poorly presented and structuredwork.Consistently disorganised and/orincoherent.Clarity of expression (incl.accuracy, spelling, grammar,punctuation)Exemplary writing control, appropriate toassignment, which enhances theargument. Grammar and spellingaccurate.Highly fluent writing style, appropriate tothe assignment. Grammar and spellingaccurate.Fluent writing style. Grammar andspelling accurate.Meaning clear, but language not alwaysfluent. Grammar and/or spelling mainlyaccurate.Generally understandable, but languagecontains some errors which detractfrom the argument.Meaning often unclear and/orfrequent errors in grammar and/orspelling.Meaning unclear. Poor spelling,grammar and punctuation.Communication and presentation(appropriate to discipline)Exemplary communication whichdemonstrates a sophisticated and fullunderstanding of the discipline, and ispotentially of publishable standardPresentation of own findings is highlysuited to specialist and/or non-specialistaudiences.Highly effective communication whichdemonstrates a very strongunderstanding of the discipline.Presentation of own findings is well suitedto specialist and/or non-specialistaudiences.Very good communication in a formatappropriate to the discipline.Presentation of own findings is suited tospecialist and/or non-specialistaudiences.Communication is effective, and in aformat appropriate to the discipline.Presentation of own findings is suited tospecialist and/or non-specialistaudiences.Communication is generally clear butcontains limited evidence of discipline’sacademic style. Presentation of ownfindings is not always suited to specialistand/or non-specialist audiences.Communication is unstructured andunfocused and/or in a formatinappropriate to the discipline.Presentation of own findings is notsuited to specialist and/or nonspecialist audiences.Communication is disorganisedand/or incoherent and/or shows nounderstanding of the discipline.Specialist and/or non-specialistaudiences have not been considered.Presentation (visual)Exemplary presentation, which showstrue creativity. Visual impact enhancesthe message in an exceptionally effectivemanner for specialist and/or nonspecialist audiences.Message is presented highly effectivelyand imaginatively for specialist and/ornon-specialist audiences, with excellentvisual impact.Presentation is very clear and has verygood visual effect. It is adapted tospecialist and/or non-specialistaudiences.Presentation has an adequate structureand some effective visual impact forspecialist and/or non-specialist visualaudiences.Visual aspect and/or structure ofpresentation is too basic and limited,and not always adapted to specialistand/or non-specialist audiences.Presented in a disorganised mannerand not adapted to specialist and/ornon-specialist audiences. Lacksappropriate support from visual tools.Presentation is disorganised,incoherent, not suitable for anyaudiences and/or medium is nonvisual.Presentation (oral)Exemplary presentation, which showstrue creativity. Audibility and pace arehighly appropriate to specialist and/ornon-specialist audiences and used withexcellent effect to enhance thepresentation.Presentation is very well structured andengaging. Audibility and pace areappropriate to specialist and/or nonspecialist audiences.Very clearly structured and addressed tospecialist and/or non-specialistaudience. Pace and audibility are verygood.Presentation has an effective structureand addressed to a specialist and/ornon-specialist audience. Pace andaudibility are of adequate standard.Pace, audibility and/or structure ofpresentation are not sufficientlyeffective to specialist and/or nonspecialist audiences.Delivery is disorganised and/or paceand audibility is poor.Presentation is not adapted tospecialist and/or non-specialistaudiences.Presentation is not understandableand/or inaudible and/or not an oralpresentation.Presentation is not suited to anyaudience.CONFORMING TO INSTRUCTIONSAttention to purposeAddresses the purpose of the assignmentcomprehensively and imaginatively.Addresses the full purpose of theassignment with creativity.Addresses the main purpose of theassignment effectively and with somecreativity.Addresses the main purpose of theassignment effectively.Only some of the work is focused on theaims and themes of the assignment.Mostly fails to address the task set.Fails to address the task set.ReferencingOutstanding use of sources to supportdiscussion and personal findings.Referencing follows the highest standardsof the discipline.Excellent use of sources to supportdiscussion and personal findings.Referencing follows highly effectively thestandards of the discipline.Very effective use of sources to supportdiscussion and personal findings.Referencing follows the standards of thediscipline very clearly.Effective use of sources to supportdiscussion and personal findings.Referencing follows the standards of thediscipline clearly.Sources of information acknowledgedbut integration between text andreference list is inconsistent. Attemptsto follow systematic approach,appropriate to the discipline, does notalways succeed.Some sources of informationacknowledged but links between textand reference list unclear.Referencing does not follow asystematic approach.Little or no acknowledgement ofsources of information in text and/orreference list.Clarity of objectives and focus ofworkDefines appropriate objectives in detailand systematically addresses themcomprehensively and imaginatively.Defines appropriate objectives in detailand addresses them comprehensively andimaginatively.Defines appropriate objectives in detailsand addresses them coherentlythroughout the work.Outlines appropriate objectives andaddresses them in a manner which givesa focus to the work.Uses generalised objectives to provideadequate but limited focus to the work.Objectives are not appropriate and/orclearly identified.No objectives are identified and worklacks focus.Addressing the question(s)Exemplary engagement with the purposeof the question(s). Response providesoriginal insights informed by the forefrontof the field of study and/or professionalpractice.Excellent engagement with the purposeof the question(s). Response providessome original insights informed by theforefront of the field of study and/orprofessional practice.Very effective engagement with thepurpose of the question(s). Responseprovides good insights informed bycurrent research in the field of studyand/or professional practice.Effective engagement with the purposeof the question(s). Response providessome insights informed by research inthe field of study and/or professionalpractice.Makes an adequate attempt ataddressing the question(s), but withsome digression and limitation in focus.Some knowledge displayed but notclearly linked to the question(s).Does not address the question(s). Appendix 211 CRITERION100-80Distinction79-70Distinction69-60Merit59-50Pass49-40Borderline Fail39-20Fail19-0FailCONTENT AND KNOWLEDGEContent and range of knowledgedisplayedDemonstrates an outstandinglycomprehensive, detailed and in-depthknowledge base, including new insights atthe forefront of the discipline. Showsoutstanding capacity to integratetheoretical and substantive knowledge,and an excellent understanding of thelimits to knowledge.Demonstrates an excellent knowledgebase, which is detailed, systematic, indepth, current and informed by insights atthe forefront of the discipline. Shows avery good appreciation of the provisionalnature of knowledge.Demonstrates a comprehensive,current, well-organised theoreticaland/or substantive knowledge base.Shows a good appreciation of the limitsof knowledge.Demonstrates an adequate factualand/or conceptual knowledge base,including some current research. Usesappropriate terminology.Evidence of general knowledge of topicand use of appropriate terminology, butwork lacks systematic awareness ofcurrent research and/or insights in thediscipline.Some relevant and/or requiredknowledge missing or confusedand/or significant misuse ofterminology.Little or no relevant knowledgeincluded.Use of literature / evidence ofreadingDemonstrates outstandingly broad and/orin-depth independent reading fromappropriate sources, including the mostcurrent ones in the field. Choice ofsources highly enhances fulfilment of theassignment objectives. Clear, accurate,systematic application of material withhighly developed and/or integratedcritical appraisal.Demonstrates very broad and/or in-depthindependent reading from appropriatesources, including the most current onesin the field. Choice of sources clearlyenhances fulfilment of the assignmentobjectives. Clear, accurate, systematicapplication of material with welldeveloped and/or integrated criticalappraisal.Demonstrates broad and/or in-depthindependent reading from appropriatesources, including the most currentones in the field. Choice of sourcesclearly enhances fulfilment of theassignment objectives. Clear, accurate,systematic application of material withdeveloped and/or integrated criticalappraisal.Evidence of independent reading from awide range of appropriate sources,including current ones. Clear, accurate,systematic application of material.Shows an ability to appraise materialcritically.Limited evidence of broad andindependent reading. Application ofliterature is too descriptive overall.Very limited evidence of independentreading and/or inappropriate sourcesused and/or engagement with theliterature very superficial.Little or no evidence of engagementwith relevant literature.Quality of sources usedOutstanding use made of primary sourcescollated independently, in conjunctionwith very high-quality secondary sources.Heavily draws upon current research and/ or advanced scholarship, at theforefront of the field of study orprofessional practice.Excellent use made of primary sourcescollated independently, in conjunctionwith high quality secondary sources.Draws upon current research and / oradvanced scholarship, at the forefront ofthe field of study or professional practice.Uses a wide range and balancedcombination of primary sources,collated independently, and high-qualitysecondary sources. Makes some use ofcurrent research and/or advancedscholarship.Uses an adequate and largely balancedcombination of primary sources,collated independently, and secondarysources, including some currentsources.Scope and breadth of sources arelimited, and not always current enough.Scope and breadth of sources are verylimited and not current.Uses unreliable and / or inappropriatesources.Knowledge and application oftheoryApplication of knowledge andunderstanding of theory is outstandingand shows mastery of the disciplineand/or professional practice.Appreciation of the limits of theorydemonstrated throughout the work.Approach to assessment task is informedby the most up-to-date theories, conceptsand practices in the discipline, and ownresearch.Demonstrates a very detailed, accurate,systematic theoretical understanding.Appropriately selected theoreticalknowledge is integrated into the overallassessment task, including up-to-datetheories, concepts and practices of thesubject area, and own research.Shows a systematic and accurateunderstanding of key theories, includingthe most up-to dates ones, which areappropriately applied, along with ownresearch, within the context of theassessment task.Effective application of knowledge ofkey theories and conclusions resultingfrom own research.Selection of theory is satisfactory butapplication and/or understanding islimited.Knowledge of theory inaccurateand/or incomplete. Choice of theoryinappropriate. Application and/orunderstanding very limited.Absence of relevant theoreticalcontent and/or use of theory.Originality in application ofknowledge and in problem solvingDemonstrates outstanding originality,creativity and innovation in theapplication of knowledge and/or practiceand in problem solving. Has definitepotential for publication/exhibition andability for doctoral research.Demonstrates excellent creativity andinnovation in the application ofknowledge and/or practice and inproblem solving, with potentialoriginality. Has potential forpublication/exhibition and ability fordoctoral research.Demonstrates some creativity andinnovation in the application ofknowledge and/or practice and inproblem solving.Effective application of knowledge andproblem solving, but with limitedoriginal features.Application of knowledge and problemsolving is limited in depth and scope,with no original features.Inability to apply relevant knowledgeand solve problems effectively to thetask or to show original features.No attempt at applying relevantknowledge to the task or solvingproblems.THINKING / ANALYSIS / CONCLUSIONConclusionsOutstandingly well-developed conclusionswhich show considerable originality. Theyform an integrated part of the overallargument and/or discussion, reflectingcommanding grasp of theory and/orevidence and/or literature andappropriate forms of conceptualisation.They contribute to the work being ofpublishable standard.Very well-developed conclusions, whichshow clear originality. They arethoroughly grounded in theory and/orevidence and/or literature and useappropriate forms of conceptualisation,forming an integrated part of overallargument and/or discussion. Theycontribute to the work being of potentialpublishable standard.Conclusions show very gooddevelopment and original insight, andrelate clearly and logically to evidenceand/or theory and/or literature.Conclusions are drawn which are clearlyderived from evidence and/or theoryand/or literature, with some limitedoriginality.Conclusions drawn are derived fromlimited understanding of evidenceand/or theory and/or literature.Limited or ineffective attempt to drawtogether conclusions.Lack of conclusions, orunsubstantiated and/or invalidconclusions drawn. 12 CRITERION100-80Distinction79-70Distinction69-60Merit59-50Pass49-40Borderline Fail39-20Fail19-0FailCritical analysisShows mastery of relevant analytictechniques, and the ability to apply theseto new and/or abstract information andsituations. Shows an outstandingappreciation of the limits and/orappropriate uses of particular analyticapproaches.Ready for doctoral research and potentialpublication in the discipline area.Makes excellent use of a range of relevantanalytic techniques, and applies these tonew and/or abstract information andsituations. Shows excellent ability tocompare alternative theories and/oranalytic approaches (where relevant).Makes very good use of establishedtechniques of analysis relevant to thediscipline. Shows good ability tocompare alternative theories and/oranalytic approaches (where relevant).Makes good use of establishedtechniques of analysis and gives somecritique of these techniques relevant tothe discipline.Makes satisfactory but limited use ofestablished techniques of analysis,relevant to the discipline.Attempts at analysis ineffectiveand/or uninformed by the discipline.Lacks any analysis.Critical reasoningHighly sophisticated, critical evaluation ofrecognised and current theories and/orconcepts and/or assumptions and/or datawhich informs the overall approach takento the assignment. Arguments are veryclear, coherent, tenable, and demonstrateconsiderable originality andindependence of judgement.Sophisticated, critical evaluation ofrecognised and current theories and/orconcepts and/or assumptions and/or datawhich informs the overall approach takento the assignment. Arguments are clear,coherent, tenable, and demonstrateoriginality and independence ofjudgement.Very effective critical evaluation ofvarious theories and/or concepts and/orassumptions and/or data which informsthe overall approach taken to theassignment. Arguments are clear,coherent, tenable, and demonstratesome originality and independence ofjudgement.Effective critical evaluation of theoriesand/or concepts and/or assumptionsand/or data which informs the overallapproach taken to the assignment.Arguments are generally clear,coherent, tenable, and demonstratesound judgement.Demonstrates limited critical insight andjudgement. Recognises alternativepositions.Critical thought and/or judgementvery limited and/or incoherent.No evidence of critical thought.METHODOLOGY/IESSelecting research methodologyand techniques (Relationshipbetween methodology chosen andthe nature of the enquiry)Highly convincing, self-determined choiceof methodology and research techniquesenables the successful collection andrecording of self-determined informationand/or data.The process and rationale for selection ofmethodology and research techniques isthoroughly explored, enabling theeffective collection of information and/ordata.Methodology and research techniquesselected are very effective andappropriate to the aims and objectivesof the task and a good rationale for itsselection is provided.Methodology and research techniqueschosen are appropriate to the task andattention is given to the selection of amethodology from the range ofprescribed ones.Methodology used is appropriate to thetask but limited in reach.Choice of methodology andrelationship to information and/ordata being collected is confused andunhelpful.Issue of methodology not addressedand/or inappropriate methodologyused and/ or little planning used tocomplete the task.Applying methods / use oftechniques for gathering evidenceConducts research highly effectively toconstruct original arguments which seekto answer self-identified gaps in own orothers’ knowledge.Conducts research effectively to constructoriginal arguments which seek to answergaps in own or others’ knowledge.Information and/or data is organisedusing self-selected structures andprocesses provided to constructemergent knowledge to answer givenquestion(s).Information and/or data is organisedusing effective structures and processesto answer given question(s).Information and/or data is collected andanalysed in an adequate manner, butleads to limited findings.Clear gaps in the collection ofinformation and/or data limitedanalysis.Information and/or data is poorlyorganised and is not analysed todevelop conclusion(s) or generatevalid ideas.Evaluation of process and thequality of information / datadevelopedShows mastery in the evaluation ofinformation and/or data usingappropriate criteria that are selfdetermined.Critiques established research techniquesand methodologies convincingly andproposes new hypotheses whereappropriate.Excellent evaluation of informationand/or data using appropriate criteriathat are self-determined.Critiques established research techniquesand methodologies effectively.Very effective evaluation of informationand/or data and the enquiry process,including critique of the techniquesused.Effectively evaluates information and/ordata and the inquiry process usingprescribed guidelines.Shows only a basic evaluation of theenquiry methodology and informationand/or data generated.Evaluation of process and theinformation and/or data isincomplete.Limited or no attempt to evaluateeither process or outcomes.PRACTICAL / INTERPERSONAL SKILLSWork within a framework ofprofessional values / code ofconductMastery in implementation ofprofessional values and/or code ofconduct. Develops specific, achievableobjectives which show creativity.Objectives are fully consistent withprofessional values and/or code ofconduct and appropriate to the clientele.Excellent implementation of professionalvalues and/or code of conduct. Developsspecific objectives which are achievable,consistent with professional valuesand/or code of conduct and appropriateto the clientele.Very good implementation ofprofessional values and/or code ofconduct. Develops objectives which areconsistent with professional valuesand/or code of conduct and appropriateto the clientele.Good implementation of professionalvalues and/or code of conduct.Develops objectives which areconsistent with professional valuesand/or code of conduct and generallyappropriate to the clientele.Uses objectives which are consistentwith professional values and/or code ofconduct but are set by the clientele.Limited consideration ofappropriateness and practicability.Inadequate attempt to ascertainneeds of clientele and develop aworkable brief. Limited use ofprofessional values and/or code ofconduct frameworks.No attempt to ascertain needs ofclientele and develop a workablebrief. Fails to work within theprescribed professional values and/orcode of conduct framework. 13 CRITERION100-80Distinction79-70Distinction69-60Merit59-50Pass49-40Borderline Fail39-20Fail19-0FailInformation gathering /processingOutstanding use of initiative to seek outoriginal sources of information and newinsights. Highly effective evaluation oftheir validity against existing informationto address current issues in the disciplineor area of professional practice.Excellent use of initiative to seek outoriginal sources of information and newinsights. Very effective evaluation of theirvalidity against existing information toaddress current issues in the discipline orarea of professional practice.Very good use of initiative to seek outvaried sources of information and newinsights. Very effective evaluation oftheir validity against existinginformation to address current issues inthe discipline or area of professionalpractice.Adequate use of initiative to seek outsources of information and newinsights. Effective evaluation of theirvalidity against existing information toaddress current issues in the disciplineor area of professional practice.Selects some appropriate information,and processes some of it adequately butwith limited impact overall.Random information gathering.Inappropriate use of processing tools.Fails to collect appropriate data in anysystematic way.Creative processDemonstrates strikingly innovativecreative imagination to create a piece ofwork/performance art which reachesnear professional levels in its applicationof creative methods and techniques,resulting in material which isconsummately well-crafted.High potential for exhibition/publicationand dissemination.Creative work shows highly-developedtechnique in the service of a livelyimagination. Processes involved arehandled with assurance to achieveinnovative results. Personal styleconsistently marked in work which buildson models with originality, flair and style.Potential for exhibition/publication anddissemination.Creative work shows well-developedimagination and technique. Processesinvolved are manipulated to achievecreative results.Builds on models and moulds influenceswith originality and distinctive personalstyle.Creative works shows imagination andtechnique. Processes involved havecreative application and outcomes.Personal style is evident at times inwork which shows some originalapplication and adaptation of models.Creative work shows a basic level ofimagination and technique. Processesinvolved have little creativeconsequence. Personal style is lacking infavour of work which is derivative inorigin.Undeveloped ideas and/or work withlittle creativity or technique. Minimalpersonal style or skill; little insightgained into effective workingprocesses.No evidence of progression. Skills andtechniques remain undeveloped. Noevidence of creativity or innovation.PerformanceCompelling, communicative and preciseperformance demonstrating professionallevel of authority, thorough awareness ofstyle, mastery of technical andinterpretative issues. Improvisations areimaginative, creative and stylisticallyassured. Accurate, flexible, focused, wellrehearsed, convincing and preciseperformance. Stage craft presentationsuitable for professional performance.High potential for exhibition.Highly focused, convincing performancedemonstrating communication,commitment and thorough understandingof style with careful attention to detail,displaying consistently high level oftechnical ability and interpretive skills.Improvised passages are creative,stylistically assured and considered.Performance well prepared, assured andthoroughly persuasive. Stage craftpresentation of a very high standard.Potential for exhibition.Focussed performance demonstratingcommunication, commitment and athorough understanding of the stylewith careful attention to detail,displaying consistently high level oftechnical ability. Improvisation isstylistically correct and considered.Performance well- prepared and/orrehearsed, assured and focussed. Stagecraft presentation of a high standard.Performance demonstratescommunication, commitment andunderstanding of the genre withreasonable attention to detail,displaying a good level of technicalability. Improvised passages show asound understanding of style. Wellrehearsed. Stage craft presentation of agood standard.Performance that reasonablydemonstrates communication,commitment and understanding of thegenre but with little attention to detailand displaying a low level of technicalability. Improvised passages show littleunderstanding of style. Lacks confidenceand little attention given topresentation.Performance in which communicationand commitment are lacking and littleconsideration paid to style. Technicalability weak. Improvised passagesshow poor understanding andappropriateness. Performance isunconvincing, displaying littleevidence of preparation. Stageconduct barely addressed,inappropriate, and /or unacceptable.Performance in which fluency andfocus is prevented by lack of technicalcontrol. No evidence of understandingof style or conventions ofperformance within it. Underrehearsed and lacks confidence whichdetracts. Presentation has not beenaddressed.Form and content in a practicalcontextDemonstrates an outstanding ability tocritically engage with theory and practice.Synthesises creative strategies andinterrelated forms and styles morewidely. Clear awareness of and ability toexperiment with conventional forms.Work shows compelling evidence ofintellectual rigour and/or creativity.Technical and professional excellencethroughout.Demonstrates an excellent ability tocritically engage with theory and practice.Synthesises creative strategies andinterrelated forms and styles. Work showsclear evidence of intellectual rigourand/or creativity. Experiments withconventional forms. Technically andprofessionally competent throughout.Clear evidence of critically relatingtheory to practice. Demonstrates verywell-developed ability to analyse,synthesise and experiment withrelationships between form andcontent. Good evidence of creativity.Technically and professionallycompetent in most respects.Some evidence of critically relatingtheory and practice. Work tends to beconventional but shows good ability torelate form and content. Some aspectsof creativity present. Structure andcontent are displaying robust technicaland professional competence.Evidence of an appropriate relationshipbetween form and content. Moderatedegree of technical and professionalcompetence. Limited presence ofcreativity.Little or no evidence of anunderstanding of the relationshipbetween form and content. Lackscreativity and is technically poor.Neglects to address the brief in anyacceptable way.Reflection (including self-criticism/ awareness)Exemplary reflection on ownperformance, strengths and weaknesses,leading to highly effective decisionmaking in complex situations.Successfully challenges received opinion,prejudices and value sets operating.Excellent reflection on own performance,strengths and weaknesses, leading toeffective decision-making in complexsituations. Effectively challenges receivedopinion, prejudices and value setsoperating.Very good reflection on ownperformance, strengths andweaknesses, leading to appropriatedecision-making in complex situations.Shows understanding of criteria forjudgements. Often challenges receivedopinion, prejudices and value setsoperating.Some self-direction in reflection, butstill dependent on criteria set by otherswhen making decisions on complexsituations. Recognises own strengthsand weaknesses.Is largely dependent on criteria set byothers, though can recognise ownstrengths and weaknesses.Limited self-awareness leading topoor judgement.Distorted self-criticism leading toinaccurate view of the situation. 14 CRITERION100-80Distinction79-70Distinction69-60Merit59-50Pass49-40Borderline Fail39-20Fail19-0FailReflective practiceConsistently analyses practice by criticallyreflecting on personal contributions andthat of others and the rationale behindthese, including in complex andunpredictable contexts. Demonstratessystematic reflexive awareness,articulating imaginative thinking aboutpotential alternatives and theirimplications for further practice.Analyses personal contribution and thatof others to practice through systematicreflection, including in complex andunpredictable contexts. Considerspossibilities and their consequences in arange of contexts. Develops effectiveaction plans.Evaluates personal contribution andthat of others to practice, including incomplex and unpredictable contexts.Develops plans of action for futurepractice.Able to evaluate own practice and thatof others using a number of frames ofreference, including in complex andunpredictable contexts. Considersactions for future practice.Able to interpret own practice and thatof others, but only based on specificframes of reference.Limited interpretation of own practiceand that of others restricting furtheraction.Incomplete interpretation of practiceleading to insufficient action.Independence / autonomy(including planning and managinglearning)Demonstrates the attitudes andindependent learning ability needed toplan own academic and professionaldevelopment and develop skills to ahigher level.Within unfamiliar tasks, critically analysesfeedback to identify areas of learningneeding improvement. Manages ownlearning using a full range of resourceswhich go beyond those readily available.Identifies learning needs by activelyseeking out feedback from a range ofsources and makes effective use ofavailable resources.Identifies learning needs and actsindependently to improve performance.Is autonomous in utilising learningresources.Undertakes directed workindependently but unable to identifyown learning needs. Uses the standardlearning resources.Demonstrates limited ability to workindependently, needing significantguidance on methods and resources.Unable to work independently,needing significant guidance onmethods and resources.Self-presentation / interpersonalskillsCreative and confident self-presentationand sophisticated interpersonal skillsallow highly effective management of thesituation(s).Adopts a very confident style of selfpresentation, employing a wide range ofinterpersonal skills consistent with theindividual’s aims and appropriate to thesetting(s).Demonstrates flexibility in the style ofpresentation and interpersonal skillsadopted which are highly appropriate tothe setting(s).Adopts both a formal and informal style,depending on the context, and usesgood interpersonal skills appropriately.Demonstrates an ability to adopt both aformal and informal style. Uses basicinterpersonal skills but not alwaysmatching the needs of the situation.Limited self-awareness and/orinterpersonal skills.No obvious self-awareness and/orinterpersonal skills.Time management / selfmanagementMeets deadlines. Time management andplanning strategies are used highlyeffectively to enhance the quality of thework.Meets deadlines. Plans well ahead. Setsself determined targets and contingencyplans allowing sufficient time to receiveand act on guidance.Meets deadlines. Plans and monitorsprogress to allow sufficient time fordevelopment of the work.Makes plans and implements them in asatisfactory manner to meet deadlines.No systematic attention to deadlines.Exhibits limited evidence of planning.Little evidence of attention todeadlines and time management.Rarely meets deadlines. Appearsunable to make and implement plans.Interactive and group skills(including teamwork, negotiation,understanding group dynamicsand empathy)Demonstrates a highly flexible andadvanced approach to negotiation and cooperation to develop relationships whichare mutually beneficial to achieving groupobjectives.Uses a wide range of networking skillseffectively within a learning orprofessional group. Negotiates andhandles conflict well, seeking to establishrelationships which serve the groupneeds.Interacts effectively within a learninggroup, giving and receiving informationand ideas and modifying responseswhere appropriate.Meets obligations to others (tutorsand/or peers) providing contributions tosupport shared objectives. Recognisesand assesses alternative options.Uses basic interactive skillsappropriately to contribute to the groupaims.Avoids working with others or doesnot contribute effectively to thegroup.Does not contribute or disrupts thegroup.Critical review (to be used in peerassessment)Demonstrates judgement anddiscrimination in utilising and providingdifferent sources of feedback. Offers clearstrategies for improvement.Assesses and/or evaluates the work ofothers using a range of criteria. Providesrationale for judgements and offersspecific insights into how work could bedeveloped.Assesses and/or studies the work ofothers and judges against existingcriteria, indicating possibilities forimprovement.Examines work of others and identifiesits strengths and weaknesses usingexisting criteria.Comments in general terms on the workof others.Demonstrates limited ability to makereasoned comment on the work ofothers.Appears unable to make reasonedcomment on the work of others.Initiative (taking action, takingrisks in relation to approachand/or theme of research,independence)Shows a highly creative, proactive andindependent approach to achieving goalsin a manner appropriate to complex andunpredictable situation(s).If in a group setting, shows asophisticated appreciation of the needsand views of others.Real willingness to take considerate risksand successful outcomes.Systematically uses imagination and selfdirection to assess the needs of complexand unpredictable situations and takeindependent actions to achieve goals.If in a group setting, takes account of theneeds and views of others.Willingness to take considerate risks andsome successful outcomes.Effectively assesses the needs ofcomplex and unpredictable situationsand takes independent action necessaryto achieve goals. If in a group setting,recognises the needs and views ofothers.Some risk taking with mixed outcomes.Assesses needs of complex andunpredictable situations and takesaction towards achieving goals.If in a group setting, shows someawareness of the needs and views ofothers.Tendency to play safe or risk-takingwhich has limited impact.Where goals and methods are defined,will undertake tasks requiring someindependence, but have limitedautonomy in more self-directedsituations.If in a group setting, shows limitedawareness of the needs and views ofothers.Work is largely routine or derivative, orill-judged risk-taking.Demonstrates limited ability toundertake tasks beyond thoseprescribed.If in a group setting, fails to takeaccount of the needs and views ofothers.Work is routine or derivative, or veryill-judged risk-taking.Appears unable to undertake tasksbeyond those prescribed.If in a group setting, fails to takeaccount of the needs and views ofothers.Work does not contain any personalinitiative. 15 CRITERION100-80Distinction79-70Distinction69-60Merit59-50Pass49-40Borderline Fail39-20Fail19-0FailDecision makingUses a range of appropriate information,exercising autonomy and initiative whenexploring options in complex andunpredictable situations. Makes cleardecisions which give due weight toalternatives.Uses a range of appropriate informationto evaluate options in complex andunpredictable situations. Applies clearcriteria to demonstrate reasons for finaldecision and/or choice and/or outcome.Uses appropriate information toevaluate options in complex andunpredictable situations. Selection offinal outcome clearly derived fromevaluation.Uses available information to evaluatepossible options in complex andunpredictable situations. Final decisionis clear and linked to the evaluation.Recognises benefits and disadvantagesof some possible options but provideslimited clarity on rationale for finaldecision in complex and unpredictablesituations.Rationale behind the final outcome orchoice is unclear or untenable.Final outcome or choice is unclear orabsent.
