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Talk to an Expert| Category | Coursework | Subject | Management |
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| University | London South Bank University | Module Title | BAE 6 LSC Leadership, Strategy, and Change |

| Module Title: | Leadership, Strategy, and Change 25/26 | Module Code: | BAE 6 LSC | ||||||||||||
| Assignment No/Title: | Coursework 1 | Assessment Weighting: | 100% | ||||||||||||
| Submission Date: | Feedback Target Date: | 28/04/26 | |||||||||||||
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Module Lead: Tutors: |
Sergey Portyanko | Word count limit: | 4000 words (+/-10%) – MS Word or PDF document | ||||||||||||
Submission Instructions: |
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| This assignment is to be submitted electronically | |||||||||||||||
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The Assignment Tasks |
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This module is assessed entirely by Individual Coursework prepared by students independently (unsupervised). This coursework is designed to test the module learning outcomes as set out in section 3 of the Module Guide: You will write a 4,000-word (+/- 10%) analytical management report in which you use theory from the module to review organisation’s strategic change initiative in British Airways with the focus on the management and leadership practices in the company during the change project. You are expected to use theory from the module to analyse the business context in which the organisational strategic change was initiated, assess the impact of emerging trends from the macro-environment, and draw out the examples of leadership practices as factors for the success in the change initiative. If you can find and use relevant theory from sources other than the module textbooks in addition (not in replacement) to using the frameworks studied on the module, this will enhance your grade. In the report, you can demonstrate your comprehension of the intended learning outcomes (highlighted by italic font in this paragraph) by collecting and critically analysing secondary data information connected to the company’s strategic change project. You can do this by addressing one or several of the following aspects of a particular change initiative: Identify and analyse the internal and external influences on organisational objectives and strategy, and the relevance of creativity and innovation in business that triggers and enables change in the company. Additionally, you can [c]ritically evaluate the need for flexibility in strategic management and the practical limits of quantifying corporate strategy. In your reflections on the change initiative, you can [e]xplain and critically analyse the concepts of leadership and management and their application in an organisational, social, environmental and multicultural context[s]. Analysing the progress and/or results of the change initiative, you can [a]ssess the relationship and the need for compatibility between strategic management and functional management policies, using the theoretical frameworks that explain strategy as a practice phenomenon. In the discussion on the practical implementation of the contemporary theoretical frameworks, you can [d]emonstrate self-awareness of change management strategies to support the business in gaining competitive advantage. This is an academic management report, not an essay. The theory must be applied, not described or explained in this report. There are no marks for describing theories, discussing their origins or development, or critiquing them. You need to demonstrate your ability to produce a structure for your report that is relevant to the context and the analysis done in your study. The structure needs to reflect the logic and the process of your critical assessment of the strategic change in the organisation. You are expected to use theory from the module to analyse the strategic change initiative of the business you examined. You are expected to reflect on the strategic challenges that the organisation is/was facing. Make sure your assumptions on the potential challenges are clearly rooted in the previous analysis. You need to provide factual information on a strategic change initiative that is to respond to the challenge introduced by the shifts in the organisation’s strategic positioning. You may also introduce an analysis of how the business’s structure and culture were reshaped during the change. We want to know what you think – and why you think it. You are expected to produce your own structure, analysis, and draw your own conclusions. If your conclusions are extracted entirely from what you have read from secondary sources, then you cannot expect more than 30% of the available marks, however thorough and well-referenced those sources may be. You should focus on recent material from reputable sources such as newspapers, business magazines and academic journals. Use of the organisation’s official website, official corporate materials e.g. Annual Report and Accounts and publications are also recommended. The use of the University’s databases is strongly encouraged. If you do not know how to use them, then please seek guidance from the library staff. For good-quality research, you should aim to reference around 20 separate factual articles. As a general rule, you are expected to show mature judgment in choosing your data sources, just as you would if your own or your employer’s money was at stake. Your mark will be lower if you use:
Unreliable sources (e.g. collections of generic templates and essays on particular disciplines) can undermine the credibility of your document. Avoid these unreliable sources of information or inspiration. All factual sources should be properly referenced using the Harvard referencing system. The references for theory taught on the module or for theory drawn from textbooks on the module reading list are also invited, but cannot replace the references to the secondary data sources. Please ensure that the sources you cite actually say what you claim that they say. We check, and we shall disregard any factual material for which the cited source is not accurate – even if the facts are correct! The upper word count limit for this assessment is 4,400 words. The following are excluded when computing the number of words:
Anything after the 4,400th word will be ignored when assessing your mark. General marking criteria: In marking your work, we shall be looking for:
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| Assessment Criteria and Weighting: | |||||||||||||||
| LSBU marking criteria have been developed to help tutors give you clear and helpful feedback on your work. They will be applied to your work to help you understand what you have accomplished, how any mark given was arrived at, and how you can improve your work in future. | |||||||||||||||
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Criteria | Feedforward comments | ||||||
| 100-80% | 79-70% | 69-60% | 59-50% | 49-40% |
39-30% |
29-0% |
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| 25% |
1. Research Systematic identification and use of academic and relevant resources |
Extensive independent relevant research evidenced by quality and quantity used. Ability to draw on own research and that of others. | Extensive independent relevant research evidenced by quality and quantity used. Some autonomous research. | Wide range of relevant sources identified and used. Very little guidance needed. | A range of sources identified and used. Limited guidance needed. | Limited research identified and used. Some guidance needed to complete research tasks. | Some evidence of research but insufficient amount. Needs support to develop research skills. | Little or no research presented. Needs significant support to develop research skills. |
| 25% |
2. Subject Knowledge Understanding and application of subject knowledge. Contributing to subject debate. |
Shows sustained breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Awareness of ambiguities and limitations of knowledge. | Shows breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Some awareness of ambiguities and limitations of knowledge. | Accurate and extensive understanding of key aspects of subject. Evidence of coherent knowledge. | Accurate understanding of key aspects of subject. Evidence of coherent knowledge. | Understanding of key aspects of subject. Some evidence of coherent knowledge. | Some evidence of superficial understanding of subject. Inaccuracies. | Little or no evidence of understanding of subject. Inaccuracies. |
| 30% |
3. Critical Analysis Analysis and interpretation of sources, literature and/or results. Structuring of issues/debates. |
Very high-quality analysis developed independently. Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications. |
Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications. | Evaluation and synthesis of resources. Use of evidence-based arguments. Identifies trends, inconsistency, congruence, and states the implications. | Evaluation and synthesis of resources. Use of evidence-based arguments. | Some attempt at evaluation and synthesis of resources. Some use of evidence-based arguments. | Limited evaluation of resources. Limited use of evidence-based arguments | Little or no evaluation of resources. Very little use of evidence-based arguments. |
| 10% |
4. Communication and Presentation Clear intention in communication. Audience needs are predicted and met. Presentation format is used skilfully. Work is well structured. |
Communication is entirely clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience. | Communication is clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience. | Communication is clear, mostly persuasive and compelling with skilful use of the presentation format. Presentation addresses the needs of the audience. | Communication is clear, with skilful use of the presentation format. Presentation takes into account the needs of the audience. | Communication is mostly clear and presentation format is adequate. Presentation may sometimes not take into account the needs of the audience. | Communication is unclear because presentation format is not used adequately and/or the needs of the audience are not taken into account. | Communication is very unclear because presentation format is not used adequately, and the needs of the audience are not taken into account. |
| 10% |
5. Academic Integrity[1] Acknowledges and gives credit to the work of others follows the conventions and practices of the discipline including appropriate use of referencing standards for discipline. |
Consistent, error free application of relevant referencing conventions with great attention to detail. | Consistent, error free application of relevant referencing conventions. | Consistent application of relevant referencing conventions with few errors. | Application of relevant referencing conventions, with some errors and / or inconsistencies. | Generally correct application of relevant referencing conventions, with some errors and / or inconsistencies. | Limited application of referencing conventions and / or errors. | Very limited or no application of referencing conventions, and/or multiple errors. |
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