LEVEL/ LEFEL 4
MODULE CODE/ COD Y MODIWL: LCBB4002
COMMUNITY ENGAGEMENT
ASSESSMENT TYPE/ MATH O ASESU: ASSIGNMENT
ASSESSMENT/COMPONENT/ ASESIAD/CYDRAN: 2
COMPONENT WEIGHTING/ PWYSAU’R CYDRAN: 50 %
WORD COUNT/ NIFER Y GEIRIAU: 2000 Words
SUBMISSION DETAILS/ MANYLION CYFLWYNO:
• Make sure that Your Name , Your Student Number, Your Module Title,
Assignment Title and Your Module Lecturer’s Name are clearly shown on the front page of your assignment
• All assignments must be submitted electronically to Moodle.
• DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions.
BACHELORS DEGREE ASSIGNMENT SPECIFICATION (SOAC)
Programme:
BA Business Management
Assignment Title:

Community Engagement
Hand Out Date:
nd The 2 Week of Term
Please refer to the assessments schedule
Submission

deadline:
published on Students’ Hall in Moodle and the Assessment Board on campus
• Referencing:
In the main body of your submission you must give credit to authors on whose research your work is based.
Append
?
to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of publication).
Late submission will result in a late penalty mark, as follows:
Up to one week late, maximum mark of 40% for first attempts and 0% for resubmissions. No work will be accepted more than one week after the submission deadline (Academic Quality Handbook
2016/17 7.5 (5))
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Understand and evaluate the concept of transferable skills and the how to adapt them to the requirements of an organisational setting (Organisational analysis and Reflective evaluation).
2. Evaluate concepts of community and of personal development and ways of reviewing and extending interpersonal skills (Reflective evaluation) applying theoretical concepts and creative problem solving to real situations (Praxis - theory to practice).
TASK DESCRIPTION
Part B: Reflective Evaluation (outcome 2): 2000 words
Assessment Component 2 – 50%
The purpose of this task is to assess the ability of the student to reflect on practice, to relate theory to practice and to learn from the experience. It will require the student to reflect on the development of effective self-management, communication and interpersonal skills.
• The ability to demonstrate a clear understanding of the nature and purpose of reflective practice with reference to at least one theoretical model of reflection.
• Detailed reflection on personal experience with reference to the organisation discussed in Outcome 1 and what has been learnt throughout the activity and throughout the first term. • Reflection on the relationship between relevant theory and the experience.
Follow a report structure with an introduction, reflection and a conclusion. Maximum word count is 2000. Your report must be referenced using Harvard referencing conventions.
GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS
1. Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up to date, typically published within the last five years or so, though seminal works in the field may be older. You must provide evidence of your research/own reading throughout your work, using in-text citations in the main body of your work and a reference list that is alphabetical at the end of your work. Please use the Harvard referencing system.
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. Knowledge relates to the facts, information and skills you may have acquired through your learning. You must demonstrate your understanding by interpreting the meaning of facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc appropriate to the task set. You should be able to explain the theories, concepts, etc meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each should be complete and detailed, with comprehensive coverage.
3. Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing What!, but also justifying: Why? How? When? Who? Where? At all times, you must provide justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. There should be no new information presented within your conclusion. Where relevant, alternative solutions and recommendations may be proposed.
4. Practical Application and Deployment
You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for instance, the use of real world examples and cases, the application of a model within an organisation and/or benchmarking one organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.
5. Skills for Professional Practice
Your work must provide evidence of your attributes in the application of professional practice. This includes demonstrating that you are highly capable of individual and collaborative working. You must communicate effectively in a suitable format, which may be written and/or oral, for example, essay, management report, presentation. Work should be coherent and wellstructured in presentation and organisation.
MARKING CRITERIA AND STUDENT FEEDBACK
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
Assignment Mark (Assessment marks are subject to ratification at the Exam Late Submission Penalties (tick if appropri ate)
%
Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )
Up to ONE week late
First Attempt?
BACHELORS COMMON ASSESSMENT AND MARKING CRITERIA
OUTRIGHT
FAIL UNSATISFACTORY SATISFACTORY
GOOD
VERY GOOD EXCELLENT
EXCEPTIONAL
Assessment Criteria 0-
29% 30-39%*
40-49%
50-59%
60-69% 70-79% 80-100%
1. Researchinformed Little or no
evidence Poor evidence of
Inclusio
References to a Inclusion of a range n of a wide A comprehensive Outstanding
Literature of reading. reading and/or of
Views and limited range of of researchinformed range of range of research knowledge of
findings reliance on mostly relevant literature, including researchinformed informed literature research-informed
Extent of research unsupported
and inappropriate sources. Some sources retrieved literature, including embedded in the literature embedded
and/or own reading, non-
authoritative. sources, and/or omissions and minor independently. sources retrieved work. Excellent in the work.
selection of credible Referencing indiscriminate use
conventions errors. Referencing independently. selection of relevant Outstanding
Referencing
largely of sources. conventions mostly Selection of relevant and credible selection of relevant
sources, application of
appropriate referencing ignored. Referencing
conventions used
inconsistently. conventions evident consistently applied. and credible sources. High-level and credible
though not always sources
. Very good referencing skills, sources. High-level
applied consistently.
use of referencing consistently applied. referencing skills
conventions
conventions, consistently and
consistently applied. professionally applied.
2. Knowledge and Major gaps in Gaps in knowledge, Knowledg
Evidence of basic Knowledge is e is Excellent knowledge Highly detailed
Understanding of knowledge
and with only superficial
understanding of understanding. extensive
knowledge and accurate with a good . Exhibits and understanding knowledge and
understanding of understanding of understanding of of the main understanding of
Subject material at
this Some significant the relevant the field of study. the breadth and concepts and key the main
Extent of knowledge level.
Substantial inaccuracies. concepts and depth of established theories. Clear theories/concepts,
and understanding of inaccuracies.
underlying views. awareness of and a critical principles. challenges to awareness of the
concepts and established views ambiguities and
underlying principles and the limitations limitations of
associated with the discipline.
of the knowledge knowledge. base.
3. Analysis Unsubstantiat
ed Some evidence of
Evidence of some Evidence of some Sound, logical, Thoroughly logical Exceptional work;
Analysis, evaluation generalisatio
ns, analytical made without
logical, analytical logical, analytical analytical thinking; work, supported by judiciously selected
use of intellectual skills, thinking and some thinking and synthesis and evaluated evidence. and evaluated
and synthesis; logic, any credible but for the most attempts to synthesis. Can evaluation. Ability to High quality evidence. Very high
argument and judgement; analytical reflection;
organisation of ideas evidence.
Lack of part descriptive. logic, leading
to Ideas/findings unsupportabl
e/ sometimes illogical missing
conclusions. and contradictory. Lack of any
attempt
Generalised quality analysis, developed
independently or through effective
collaboration.
and evidence to analyse,
synthesise or statements made views, but significance of Ability to investigate
evidence not awareness of evidence. Ability to contradictory contradictory
with scant evidence.
evaluate.
Conclusions lack
different stances information and
consistently and ability to use communicate ideas identify reasons for information and
relevance.
and evidence
interpreted. Some
evidence to contradictions. identify reasons for
relevant support the accurately and Strong, persuasive, contradictions.
convincingly.
conclusions and argument. Valid conclusions, Highly persuasive
Sound, convincing
recommendations, conclusions and justifiable conclusions
conclusions /
where relevant recommendations, recommendations.
recommendations. where relevant
4. Practical Limited or no use Rudimentary
An adequate A good and A very good An advanced Outstanding levels
Application and of methods, application of materials, application of
awareness and appropriate a application of a of application and
tools methods, materials, mostly appropriate application of range of methods, range of methods, deployment skills.
Deployment and/or
techniques. tools and/or materials, application of well standard methods, tools materials, tools Assimilation and
Effective deployment of appropriate techniques but Little or no
appreciation without
of the consideration and established materials, tools and/or techniques.
Very and/or techniques. development of
methods, materials, and/or techniques. good
The context of the cutting edge
tools and/or Good appreciation consideration of the
methods, materials, context of the
competence. Flawed
application. appreciation of the application is well processes and
techniques. of the context of the context of the
Basic appreciation of application, with application, considered, with techniques.
tools and techniques;
context of the
the context of the
some use of with
perceptive use of extensive use of
extent of skill
application.
application.
examples, where relevant. examples, where relevant

. relevant examples.
Application and
demonstrated in the Evidence of some deployment extend
application of innovatio
n and beyond established
concepts to a variety
creativity.
conventions.
Innovation and
of processes and/or creativity evident
contexts; formulation of innovative and creative solutions to solve problems.
throughout.


5. Skills for Communication Media is poorly Can communicate in Can communicate Can communicate Can communicate Can communicate
media is designed and/or not
Professional Practice inappropriate suitable for the a suitable format but with some room effectively in asuitable format, but well, confidentlyand consistently in a confidently in aprofessionally and, with anexceptionally high
Demonstrates or misapplied. audience. for improvement. may have minor suitable format. Can suitable format. Can level of attributes expected in Little or no evidence Poor independent or Can work as part of errors. work very well as work professionalism. of autonomy in the collaborative
professional practice completion of tasks. initiative. a team, but with limited involvement Can work effectivelyas part of a team, part of a team, with professionallywithin a team, Can work
including: individual Work is poorly Work lacks in group activities. very good exceptionally well initiative and structured and/or structure, Work lacks with clear showing leadership
collaborative largely incoherent. organisation, and/or coherence coherence in places contribution to contribution to skills as appropriate, and professionally
working; deployment and could be better group activities. within a team,
structured.
of appropriate media group activities. Work is coherent managing conflict showing advanced
to communicate Mostly coherent and meeting
(including written and work and is in a and fluent and is obligations. Work is leadership skills.
oral); clarity and well structured and Work is
effectiveness in suitable structure. organised. coherent, veryfluent and is exceptionallycoherent, very
presentation and presented fluent and is organisation. professionally. presented
professionally.
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