Category | Assignment | Subject | Computer Science |
---|---|---|---|
University | Arden University | Module Title | COM5027 Digital Business |
Word Count | 4000 Words |
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Assessment Title | Coursework |
Academic Year | 2025-26 |
As part of the formal assessment for the programme, you are required to submit a Digital Business assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.
After completing the module, you should be able to:
1. Critically examine key concepts and techniques for e-business, e.g., CRM, procurement, e-commerce.
2. Propose e-business strategies for the delivery of products and services.
3. Evaluate legal, ethical, social, and global issues in the context of e-business
Responsible Global Citizenship: Understand global issues and their place in a globalised economy, ethical decision-making, and accountability. Adopt self-awareness, openness, and sensitivity to diversity in culture.
All learning outcomes must be met to pass the module.
Brew Star is a UK-based small business that specialises in filter coffee. Established since 2019, Brew star currently runs 43 shops in various locations across the UK but the head office is located in central London, London Bridge: which is comprised of 10 full time staff and all are permanent: the owner, the operations manager, two store managers, 2 retail assistants and four staff who run the small warehouse where imported coffee powders are stored ready for packaging and distribution.
The owner has established relationships with single estate coffee estates in various countries, including Africa, India & Sri Lanka. All 43 coffee shops comprise a team made up of a branch manager, a few permanent full-time and part-time staff, and a handful of contractors who deliver fresh filter coffee powder/ coffees along with sandwiches and scones to their clients in nearby villages for an extra charge and a percentage of earnings, which is given to the coffee shop in return.
Brew Star’s coffee powders are transported to the UK to the warehouse located in Milton Keynes. The warehouse is attached to the retail shop (this location was chosen because of the opportunity to rent a building with combined retail and storage space). The warehouse is where the imported coffee from the various countries is packaged into Brewstar-branded sealed packs to be sold in the retail stores.
Relationships with suppliers were established through visits to coffee estate owners in various countries. The owner’s strong ethical stance meant that she was keen to work with small growers rather than big firms as a way of helping small firms to create sustainable businesses that employ local people. These small coffee estates are not technology-intensive: orders and invoices are processed via email.
Orders currently tend to be infrequent, depending on sales via the stores. Numerous factors have impacted the supply of raw coffee powder. The COVID pandemic impacted the company in terms of the supply chain, which meant new relationships had to be established with coffee estates in various locations in order to maintain stock. Global warming has also impacted the company, where growers have been affected by floods, droughts, and heatwaves that have destroyed or limited coffee stocks, which then impacts supply and price.
The company has been selling coffee in its various store locations and sells directly to the public. The stores are doing well, and sales are rising. The filter coffee products tend to be more expensive than supermarket equivalents, and this premium is accepted by their client base, who are driven by quality and taste rather than price. The owner has been in talks with major retailers (supermarkets) and is looking at supplying her coffee products to supermarkets in other new locations, though this will necessitate a ramping up of imports and storage, as well as new internal systems to manage orders with these new clients. At the moment, internal systems for tracking and managing are small-scale, based on common productivity tools in the Microsoft Office suite (database, spreadsheet, etc). They do not employ IT (Information Technology) staff, relying on limited internal expertise.
Marketing is limited to in-store marketing in the retail stores, and the company has limited experience with online marketing and social media, though they do have a Facebook page. They have a website, but this is not e-commerce enabled. The owner is keen to understand how they can further extend their customer base whilst maintaining the premium brand.
The overall strategy for the business is decided by the owner. The owner is not technically literate over and above use of basic IT packages. She is keen to establish an e-commerce presence in order to expand the reach of the business, initially in the UK but also abroad. The owner recognises that when the agreements with the supermarket chains are signed, she will need to invest in additional staff and systems to manage demand, and she has set a timescale of 3 to 6 months for this to happen. She is also keen to establish cafes in more locations and create an ‘experience’ for customers, e.g., coffee drinking taster evenings, food that complements the coffee, and host friendly games to get the reviews on the coffee powder to assess its quality time to time.
Following a meeting in the company, you have been employed as a consultant to advise on the best approach for the business to take in terms of digital transformation. You have been tasked with writing a report that analyses the environment (internal and external) that which the company operates and proposes a strategy for implementing e-commerce and undertaking digital transformation, considering the issues highlighted in the scenario. You should support your report with relevant and appropriate literature, e.g., case studies, market analysis, peer peer-reviewed literature. (4000 words) (100 marks) (LOs: 1, 2, 3 & 4)
Level 5 reflects the continuing development in knowledge, understanding and skills from Level 4. At Level 5, students are not expected to be fully autonomous but are able to take responsibility for their own learning with appropriate guidance and direction. Students are expected to further develop their theoretical knowledge within a more intellectual context and to demonstrate this through more complex forms of expression which move beyond the descriptive or imitative domain. Students are expected to demonstrate skills of analysis in both problem-solving and resolution. |
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Grade |
Mark Bands |
Generic Assessment Criteria |
First (1) |
80%+ |
An outstanding information base exploring and analysing the discipline, its theory and any associated ethical considerations. There is sophisticated use and management of learning resources, and a high degree of autonomy is demonstrated. Writing is outstandingly well structured and accurately referenced throughout. Where appropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could considered for internal publication. |
|
70-79% |
An excellent knowledge base within which the discipline is explored and analysed. There is a degree of originality in the approach. The work demonstrates confidence and autonomy and extends to consider ethical issues. Learning resources have been managed confidently. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, an excellent level of professional skills is demonstrated, and the work demonstrates a high level of intellectual and academic skills. |
Upper second (2:1) |
60-69% |
A very good knowledge base which explores and analyses the discipline, its theory, and any associated ethical issues. There is evidence of some originality and independence of thought. A very good range of learning resources underpin the work and there is evidence of growing confidence and self-direction. The work demonstrates the ability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are very good, expression is accurate overall, and the work is consistently referenced throughout. |
Lower second (2:2) |
50-59% |
A good understanding of the discipline which begins to analyse the subject and apply some underpinning theory. There may be reference to some of the ethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall, and the work is planned and structured with some though. Professional skills are good (where appropriate). The work lacks original thought, but academic and intellectual skills are moving into the critical domain. The work is referenced throughout. |
Third (3) |
40-49% |
Satisfactory level of performance in which there are some omissions in understanding the subject, its underpinning theory, and ethical considerations. There is little evidence of independent thought, and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work. |
Marginal Fail |
30-39% |
A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory, and ethical considerations. The work shows a limited use of sources and materials. Academic and professional skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative. |
Clear fail |
29% and Below |
A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative. |
Note: All sub-tasks are considered to be equally weighted. Where grades are awarded across multiple sub-tasks, the marker will allocate grades appropriately. e.g., If the task contains parts a) and b), they are considered together (as each relates to different aspects of the learning outcomes). A response to the second part that gets a lower mark would reduce the overall grade awarded, even if the response to the first part is of a high standard.
Criteria and weighting |
80% and above |
70% - 79% |
60% - 69% |
50% - 59% |
40% - 49% |
30-39% |
29% and below |
Content (80%) |
Demonstrates an |
Demonstrates an |
Demonstrates a very |
Demonstrates a good |
A basic level of |
An insufficient |
A mostly absent |
|
exceptional and |
excellent level of |
good level of |
level of understanding |
understanding of |
level of |
understanding of |
|
professional |
understanding of the |
understanding of the |
of the scenario, though |
the scenario, with |
understanding of |
the scenario and |
|
comprehension of |
scenario. Knowledge |
scenario, though with |
with scope for further |
scope for much |
the scenario, with |
major errors or |
|
the scenario. |
and understanding of |
scope for further depth |
depth and detail in a |
more depth and |
scope for much |
omissions of |
|
Knowledge and |
relevant theory and |
and detail is some |
number of areas. |
detail in a number |
more depth and |
content. There is |
|
understanding of |
application of analytic |
areas. Knowledge and |
Knowledge and |
of areas. |
with errors or |
little to no |
|
relevant theory |
techniques is highly |
understanding of |
understanding of |
Knowledge and |
omissions in |
evidence of |
|
and application of |
detailed. Strategies |
relevant theory and |
relevant theory and |
understanding of |
content. |
understanding of |
|
analytic |
are highly developed |
application of analytic |
application of analytic |
relevant theory |
Knowledge and |
relevant theory |
|
techniques is |
and show |
techniques is detailed, |
techniques is good, |
and application of |
understanding of |
and application |
|
exceptionally |
considerable originality |
though some aspects |
though there are a |
analytic |
relevant theory |
and little to no |
|
detailed and |
of thought |
need further |
number of aspects that |
techniques is basic |
and application of |
evidence of |
|
sophisticated. |
|
development. |
need further |
with some lack of |
analytic |
strategy. There is |
|
Strategies are |
|
Strategies are well |
development. |
understanding in |
techniques is |
little evidence of |
|
exceptionally well |
|
developed and show |
Strategies are |
evidence. |
insufficient. |
|
|
developed and show exceptional originality of thought. |
|
very good levels of originality of thought. |
somewhat developed and there is a good level of originality of thought but further work is required. |
Strategies are basic and lacking in detail. There is a basic level of originality of thought. |
Strategies are missing or incomplete. There is insufficient evidence of originality of thought. |
originality of thought. |
Structure and |
Exceptionally |
Exceptional |
Very good |
Good presentation, |
Basic presentation |
Limited |
Mostly inaccessible |
presentation (10%) |
presented with no |
presentation with no |
presentation, though |
although there are |
with major issues |
presentation with |
in terms of |
|
spelling or |
spelling or |
there are some minor |
some issues with the |
in terms of errors |
significant issues |
structure and |
|
grammatical errors |
grammatical errors |
spelling or |
content in terms of |
clarity, depth |
in terms of errors, |
presentation that is |
|
and in a fluent, |
and in a fluent, logical |
grammatical errors or |
errors, clarity, depth |
and/or relevance it |
clarity, depth |
well below the |
|
logical and |
and engaging style |
minor issues with |
and/or relevance, it |
demonstrates a |
and/or relevance |
standard for a |
|
engaging style that |
that demonstrates an |
clarity, the report is |
demonstrates the use |
limited use of |
that bring it below |
pass. |
|
employs a highly |
excellent use of the |
mostly written in a |
of appropriate |
appropriate |
a pass standard, it |
|
|
sophisticated use |
appropriate |
style that |
terminology. |
terminology. |
demonstrates an |
|
|
of the appropriate |
terminology. |
demonstrates the use |
|
|
insufficient use of |
|
|
terminology |
|
of appropriate |
|
|
appropriate |
|
|
related to ethics. |
|
terminology related to |
|
|
terminology. |
|
|
|
|
ethics. |
|
|
|
|
Use of references |
Exemplary |
An excellent |
A very good |
A good understanding |
A basic |
A limited |
A lack of |
(10%) |
referencing and |
understanding of |
understanding of |
of referencing and use |
understanding of |
understanding of |
understanding of |
|
use of a knowledge |
referencing and use of |
referencing and use of |
of an appropriate and |
the Harvard |
the Harvard |
the Harvard |
|
base that is highly |
a knowledge base that |
an appropriate and |
relevant knowledge |
referencing |
referencing |
referencing system |
|
appropriate and |
is appropriate and |
relevant knowledge |
base. |
systems and a |
systems and a |
and a lack of |
|
relevant. |
relevant. |
base, though there are |
|
limited use of |
limited use of |
evidence of the use |
|
|
|
some issues with use |
|
relevant and |
relevant and |
of relevant and |
|
|
|
of references and the |
|
appropriate |
appropriate |
appropriate |
|
|
|
Harvard system. |
|
sources. |
sources, which fall |
references. |
|
|
|
|
|
|
below the |
|
|
|
|
|
|
|
threshold of a |
|
|
|
|
|
|
|
pass. |
|
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