BIO0266 Business and Societal Impact Oral Assessment Brief Term 1 25/26

MLO1: Recognise the importance of an agile mindset in diverse business structures

MLO2: Understand how business models can be integrated into society, examining the impact of variousbusiness types including: Social Enterprises, Hybrid Organisations, Non Government Organisations,Micro, and Family Businesses.

MLO3: Explore inter-organisational and cross-sector collaboration, and develop strategies to overcomechallenges in social value creation across various business models.

Submission Time (if applicable)

If you have any technical issues submitting your work, please contact the Module Leader as soon as possible.

Electronically via module site in

Brightspace. Paper/hard copy submissions are not required.

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Level 1- Not Permitted

The use of AI tools is not permitted in any part of this assessment.

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Level 2 – Some use Permitted

Some use of AI tools is permitted in the research/early stages of this assignment, but you must ensure that the work you submit is your own. If you use AI tools, you should acknowledge or reference this in your work. Use the Text reference builder  to learn how to reference AI generated ideas. The sorts of questions to consider when using AI are:

• Is it accurate?
• Are the references genuine?
• Has it reproduced bias?

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Level 3 – Integrated

The use of AI tools is integrated in this assessment. Further guidance is included in this assessment brief.

Ensure any AI generated material is clearly identified and referenced both within the assignment and in the reference list, using:

Text reference builder Image reference builder

• Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list.
  
  
• Reference and cite your work in accordance with the APA 7th system – the University’s chosen referencing style. For specific advice, you can talk to your subject librarians or go to the library help desk, or you can access library guidance via the following link: APA 7th Referencing Guide
  
  
• The University has regulations relating to Academic misconduct, including plagiarism. The Academic Skills Team can advise and help you with how to avoid ‘poor scholarship’ and potential academic misconduct.
  
  
• If you have any concerns about your writing, referencing, research or presentation skills, you are welcome to consult the Academic Skills Team, you can book tutorial appointments with them via the website How to book a tutorial appointment
  
  
• Further study resources including the Academic Skills Team overview can be found here: Study resources
  
  
• Do not exceed the time limit.

Exceptional Circumstances

If you wish to make an EC claim against this module, you can access details on the

procedure for claiming ECs, on the Registry website; Consideration of Personal Circumstances - University of Huddersfield

Extensions/Late Submission

If you wish to submit an extension on this module, you can access details on the procedure for submitting extensions on the website:

Extensions for Taught Students - University of Huddersfield

Support and Guidance

General help, support and guidance information for your course and time at University can be found here or you can speak to your module leader or Personal Academic Tutor for School based support.

You are required to produce a 07-minute individual presentation in the form of an audio recording of a PowerPoint slide show (minimum of 05 slides) in respect of the assessment question below.

You should also include a List of References (minimum of 05 references) at the end of your presentation.

You also need to attach the ‘trasncript’ of the audio recording to the presentation

after the List of References

Assignment Question

Select any ONE of the business organisations which have been discussed during the lectures and seminars of the module from Weeks 1 – 4, and evaluate the business organisation’s existing commitment to social value creation, before identifying opportunities to further improve this aspect.

You should structure your individual presentation to address the following three tasks:

1. Provide an overview of the existing Business Model of the organisation, by examining the value creation, value configuration and value capture aspects of the organisation’s business model
   
   
2. Evaluate how the organisation creates ‘social value’, by applying the TOMs Framework (‘Themes, Outcomes and Measures)
   
   
3.  Identify at least three (03) opportunities for the organisation to further improve its social value.

Presentation Guidance

• Your presentation should be a maximum of 07 minutes long.
• Please note that both the presentation and the audio must be included for the assignment
• You must upload your slides together with the audio via the assessment submission link on Brightspace.
• Please record your audio presentation directly onto your PowerPoint presentation
• You need to have two final slides which contains at least (a minimum) of 05 references and the transcript of the presentation
• In terms of style, your presentation should:

• Use pictures, images, and other analytical tools to support the evaluation of the business model and its present social value creation practice; you will receive a higher mark for presenting ‘interesting’ and ‘engaging’ PPTs
• Be interesting, compelling, and clear in terms of the presentation of information and new arguments; you will receive a higher mark for providing business-specific data/analyses and for presenting new and innovative recommendations (or opportunities).

• Pay close attention to the Assessment Criteria at the end of this document – it lists specific criteria to the requirements of this assignment. These criteria will be used by the markers to mark your presentation.

1. Presentation and Structure
2. Understanding / Skills
3. Selection of cited material

80 and above

Outstanding work Demonstrating comprehensive maof stery knowledge, understanding and extensive critical appreciation of the subject area.

1. Work is well structured and academically presented with clear attention to grammar and to the use of language, expression and style. Some degree of originality.
2. Evidence of highly significant and relevant evaluation skills and conclusions
3. Very significant evidence of reading outside the material presented in academic sessions and the directed texts. Sources used selectively and skilfully to support argument. Referencing is extensive, accurate and relevant

Excellent work demonstrating mastery of knowledge, understanding and critical appreciation of the subject area

1. Work is well structured and academically presented with clear attention to grammar and to the use of language, expression and style.
2. Evidence of highly significant and relevant evaluation skills and conclusions
3. Significant evidence of reading outside the material presented in academic sessions and the directed texts. Sources used selectively and skilfully to support argument. Referencing is extensive, accurate and relevan

Very good work 

Demonstrating very good knowledge, understanding and appreciation of the subject area

1. Work is well structured and academically presented with clear attention to grammar and to the use of language, expression and style.
2. Evidence of very good and relevant evaluation skills and conclusions
3. Evidence of reading outside the material presented in academic sessions and the directed texts. Referencing is appropriate, accurate and relevant.

Good work

Demonstrating good knowledge, understanding and appreciation of the subject area

1. Work is well structured and academically presented with clear attention to grammar and to the use of language, expression and style.
2. Evidence of good and relevant evaluation skills and conclusions
3. Evidence of some reading outside the material presented in academic sessions and the directed texts. Referencing is adequate, accurate and relevant.

Satisfactory work 
Demonstrating sufficient knowledge, understanding and appreciation of the subject area.

1. Work is structured and academically presented with clear attention to grammar and to the use of language, expression and style
2. Some evidence of good and relevant evaluation skills and conclusions
3. Evidence of some limited reading outside the material presented in academic sessions and the directed texts. Referencing is limited.

Unsatisfactory work

Demonstrating very limited knowledge or understanding of the subject area

1. Work is not structured well or academically presented with a lack of attention to grammar and to the use of language, expression and style
2. Minimal evidence of good and relevant evaluation skills and conclusions
3. Some evidence of some limited reading outside the material presented in academic sessions and the directed texts. Referencing is minimal.

Poor / very poor work 

Demonstrating inadequate, limited knowledge and fragmentary understanding of the subject area.

1. Work is not structured well or academically presented with a lack of attention to grammar and to the use of language, expression and style
2. No or very limited evidence of good and relevant evaluation skills and conclusions
3. No or very limited evidence of further reading and referencing

Fulfilment of relevant learning outcomes

Response to the question /task

Full command of assessment task; imaginative approach demonstrating flair and creativity

Clear command of assessment task; sophisticate d approach

Very good response to task; elements of sophistication in response

Well-developed response to assessment task with evident development of ideas

Secure response to assessment task but not developed sufficiently developed to achieved

higher grade

Adequate response that meets minimum threshold, but with limitations of development

Nearly a sufficient response but lacks key aspects.

Insufficient response

Little response

No response

Knowledge and understanding (F, I and H)

Knowledge requirements are different at F, I and H level. Please use the relevant level knowledge assessment criteria

AOL1.1

Critically evaluate theory, concepts, and methods within area of study (I level)

Detailed knowledge and critical understandi ng of relevant knowledge in the subject (I)

(10%)

Skilfully integrate ideas from beyond the module or disciplinary areas to provide original/ creative insights into the subject, tensions, and ambiguities in a considered individual voice. Shows an ease with contingency and ambiguity.

Skilfully integrates extended knowledge/ ideas from beyond the module, and disciplinary areas to provide excellent critical insights.

Shows a level of comfort with contingency and ambiguity.

Comprehensive ly draws on an extended knowledge to show well- developed critical insights and good knowledge integration.

No major errors or misunderstandi ngs or gaps.

Accurately demonstrates extended knowledge showing good critical insights and some knowledge integration.

No major errors or misunderstandi ngs or gaps.

Accurately demonstrates most basic knowledge offers a basic critical understanding

.

Lacks depth of integrating ideas.

Few errors and/or gaps in coverage and relevance.

Adequately demonstrates relevant basic knowledge and some, but limited, critical understanding

No integration of ideas.

Some errors and/or gaps in coverage and relevance

Mentions some terminology relating to theories, concepts

Little critical understanding of relevant well- established area(s) of knowledge with a many of errors, misunderstand ings, and omissions

Very poor knowledge or critical understanding of relevant well- established theories / principles.

Major misunderstand ings or omissions.

Negligible coverage of knowledge or critical understanding of well- established / major theories

/ principles

Wholly irrelevant.

Cognitive / Intellectual skills

A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School. Module leaders should consider the following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a clear understanding of the core intellectual skills expected within the bounds of the module– corresponding with the appropriate level of study

Module leaders should be clear about the nature of information / data to be analysed, as well as the ‘tools’ of analysis expected. Analytical tools can be based on logic (comparison, connection, categorisation, evaluation, justification) and/or numerical (e.g. statistics, financial) or other.

Analysis of information / data using qualitative or quantitative analytical methods

Shows inspired

/ creative insights of both analytical method and results/ findings/ conclusions.

Adapts, combines, and possibly reconfigures recognized analytical methods in a way that

leads to enhanced

Extended and accurate analysis of information / data.

Expected analytical methods used

are wholly

Competent analysis with evident use of analytical methods.

Fully appropriate results /

Secure basic analysis with generally sound use of analytical methods.

Largely appropriate

results with

Adequate basic analysis with largely appropriate use of analytical methods.

Partially appropriate

results/

Inadequate analysis with largely appropriate use of analytical methods.

Partially appropriate

Barely any relevant analytical methods of information / data. Major misunderstand ings or omissions

Negligible analysis of information / data Many errors in understanding and omissions.

No relevant analysis of information / data

(10%)

insight into a problem area.

appropriately within normal boundaries.

Fully appropriate results/conclusi ons of analysis within the scope of the tool.

conclusions / findings.

No major errors or misunderstandi ng.

few significant errors

finding/conclusio ns with some errors

results with some errors

Application of knowledge / skills to practice / a solution(s) / proposal / conclusion

(10%)

Creative & original application of knowledge

/skills to produce new insights and offers a novel and comprehensive solution / proposal / conclusion which extends beyond the boundary of the brief.

Applies knowledge / skills to develop a comprehens ive solution / proposal / conclusion which extends beyond the original boundary of the brief.

Extended insights.

Applies knowledge / skill in a sophisticated manner to develop a well conceptualised and solution / proposal / conclusion.

Alternative approaches might be considered.

Thoughtful and developed

insights/ creativity.

Applies knowledge/skill in a logical and developed manner to provide a considered solution / proposal / conclusion.

Some good insights

/creativity

No logical errors.

Applies knowledge/skil l in a logical manner to provide a more developed solution / proposal / conclusion.

Some but limited insights/creati vity.

Few logical errors

Applies knowledge/skills in a basic manner to develop a simple but limited solution/ proposal/conclus ion.

No insights / creativity Logical errors evident.

Use of some knowledge to provide a solution / proposal / conclusion, but limited solution/ proposal / conclusion

Some use of knowledge, but mostly insufficient.

Weak use of knowledge / skills evident. Very limited solution / proposal / conclusion.

No evidence of attempt to analyse or interpret information or provide a solution/propo sal/ conclusion.

Use of referenced* evidence and sources to support task

*Normally APA 7^th

Systematic and rigorous use of evidence/ sources beyond the normal bounds of the module to robustly support

purpose of the work. Evidence

Comprehens ive use of high-quality evidence and sources beyond the normal bounds of the module

and shows evidence of

Task is very well supported by very extensive use of evidence / sources.

All points fully substantiated.

Task is well supported by more developed use of sources/evidenc e

Most points are substantiated and no major

Task is supported by several sources

/evidence.

Some points are unsubstantiate d.

Task supported by basic evidence and sources but is over-reliant on very few sources.

Significant number of

One or two apparent references to concepts introduced in the assessment task

Very few points are

Little or no evidence

Significant errors and omissions in citation and application of referencing

Unsupported

Very little attempt to cite or reference

No evidence No citations

(10%)

of independent reading and research.

Referencing fully competent and accurate

independent reading and research.

Referencing fully competent and accurate

No unsubstantiated points.

Referencing fully competent and accurate

unsubstantiated points

Referencing largely competent and accurate. Some minor errors in citations or

references.

Referenced appropriately

Referencing largely competent and accurate but may include errors

points are unsubstantiated. Some effort to reference, but frequent errors and omissions

substantiated using evidence

/ sources.

Significant errors and omissions in referencing

AOL 2.1

Demonstrat e effective and professiona l communicat ion

(20%)

Demonstrates exceptional communication skills in a range of complex contexts, and ability to write at publishable standard

Demonstrat es very high level communicati on skills in a range of complex contexts, and ability to write at

publishable standard

Demonstrates very high level communication skills in a range of complex contexts, and ability to write at publishable standard

Demonstrates very effective communication in a range of complex and specialised contexts

Demonstrates capabilities to support effective communicatio n in a range of complex and specialised contexts

Demonstrates generally effective communication skills, including communication and problem- solving, but with some problematic

areas of weakness

Significant weaknesses evident in communicatio n skills

Significant weaknesses evident in communicatio n skills

Significant weaknesses evident in communicatio n skills

Significant weaknesses evident in communicatio n skills

Oral Presentation Criteria

Oral presentation

-

preparation, organisation (including of use of

audio-visual or other media as appropriate)

(20%)

Original and creative, exceptionally persuasive, superbly tailored to assessment task context;

Creative and extremely persuasive, very effectively tailored to assessment task context

Very well organised and very persuasive, effectively tailored to assessment task context. Wholly relevant.

Well organised and clear, well- tailored to assessment task context. No significant irrelevance.

Acceptably organised, generally clear, adequate tailoring to assessment task context. Some irrelevance

Some discernible organisation, but some lack of clarity. Minimal tailoring to assessment task context.

Significant irrelevance.

Poorly organised, significant unclarity, inconsistent, very poor connection to context.

Limited relevance to assessment task context.

Inadequate, significant unclarity, inconsistent, minimal connection to assessment task context

Inadequate in every respect, indifferent to assessment task context

Barely comprehensibl e, no connection to assessment task context,

Skills in the presentation

: audibility, pace, timing, eye contact (including

use in

Original and compelling performance commanding full attention.

Extremely persuasive.

Good use of presentation al devices and variety

of pace to

Lively, articulate performance. Varied in pace and delivery to command attention.

Articulate performance with some devices to command sustained attention.

Adequate but some flaws in expression, some systematic errors of expression.

Adequate basic performance.

Significant inadequacies in securing engagement,

Inadequate, , inconsistent, poor expression and organisation

Inadequate, shoddy

Very poor capacity to hold attention

Inadequate in every respect

Virtually no capacity to hold attention

Barely comprehensibl e

No capacity to hold attention

practice of audio-visual or other media as appropriate)

(10%)

Skilful use of rhetorical devices.

Innovative and creative use of media.

sustain engagement

.

Excellent integration of media.

Uses presentational techniques to communicate purpose.

Media complements performance

well.

Appropriate use of media to support performance.

Media not well integrated with performance.

weak expression.

Over-reliance on reading from pre-prepared material.

AOL 3.1

Demonstrat e social and global awareness pertaining to subject area or area of professiona l practice

(10%)

Full consideration of implications for responsible practice with full range of solutions discussed in detail.

Full consideratio n of implications for responsible practice with extensive range of solutions discussed in detail.

Full consideration of implications for responsible practice with range of solutions discussed in detail.

Wide consideration relevant solutions identified and appropriate detail relevant to responsible practice.

Considered with relevant solutions identified and adequate detail relevant to responsible practice.

Considered with relevant solutions identified but little detail relevant to responsible practice.

Considered with relevant solutions identified but no detail relevant to responsible practice.

Consideration at a superficial level with minimal relevance shown to responsible practice.

Consideration at a superficial level with minimal relevance shown to responsible practice.

Not considered or no relevance