| Category | Assignment | Subject | Science |
|---|---|---|---|
| University | Griffith University | Module Title | Level 9 - Operational Excellence and the Science of Innovation |
| Assessment Type | Assignment 1 |
|---|---|
| Assessment Title | Operational Excellence Part 1 – Research into the impact on Operational Excellence implementation over the last five years in the Life Science Industry |
| Academic Year | 2025/26 |
The learning outcomes for this module are as follows,
The life science industry has faced numerous challenges in implementing Operational Excellence strategies over the past five years. Some of these challenges include pandemics, regulatory pressures, technological integration, supply chain disruptions, talent acquisition, etc. This assignment requires learners to research the most significant challenges faced by companies in the industry over the last five years in their implementation of Operational Excellence strategies and also how new technologies helped some to address these issues. Additionally, learners will outline the new skills and competencies required at different levels of the organisation, based on these new challenges, within the industry. The assignment comprises secondary research which is summarised and presented in a graphical fashion. Learners then present their findings and the research journey in two separate videos.
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Part 1: Identifying Challenges in Implementing Operational Excellence within the Life Science Industry Research and Analysis: Conduct a comprehensive review of recent literature and industry reports to identify the most significant challenges faced by life science companies in implementing Operational Excellence strategies over the last 5 years. Support your research with cited specific examples from life science companies. Include a summary of the future skills and competencies required for employees in the life science industry to effectively implement operational excellence strategies and leverage new technologies. |
25% |
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Part 2: Addressing Challenges with New Technologies Technological Solutions: Research how emerging technologies, such as AI, blockchain, others, helped mitigate some of the challenges identified in Part 1 above over the last five years. Identify specific examples of how these technologies have been successfully implemented in the industry. |
10% |
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Part 3: Infographic Summary Research Summary: Summarise your answer for Part 1 and 2 in an infographic. Use www.easel.ly, www.canva.com or similar site to provide templates to create the infographic. Insert your name as a security watermark in the infographic to prove it is original. Present the significant findings in your infographic. |
25% |
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Part 4: Video Summary of Infographic Complete a 7-10 minute video summarising the key finding in the infographic and any individual insights and conclusions. Your video consists of you sharing your infographic on the screen, with your original voice summarising the content. Your face does not need to be visible on the video. You cannot use an AI voice on the video. |
15% |
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Part 5: Referencing Add a separate Reference Section, either as an additional page in the Infographic, or as a separate word document. AI sources must be cited if used. Citing Ai sources does not make imply they are credible. Use Griffith Harvard referencing. |
5% |
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Part 6: Referenced Articles To demonstrate that you have access and you have read the main articles in your assignment, submit full copies of eight of the key articles that you referenced in you assignment. Links to abstracts, or partial articles are not acceptable. |
5% |
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Part 7: Appendix outlining use of AI For each section of the assignment, outline the level of AI used according to the Learner AI Assessment Scale (See AI section at the back of this document) |
5% |
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Part 8: Video Summary of Assignment Journey Complete a 7-10 minute video outlining the research journey that you undertook to complete this assignment. Outline the sources that you reviewed and how these sources guided you in determining your overall response. Comment on the credibility of the sources your researched. Comment on the use and level of use of Artificial Intelligence in completing the assignment. You can use the template in Appendix 1 to outline the level of AI use. Your video consists of you sharing your completed Appendix 1 template on the screen, with your original voice summarising the content. Your face does not need to be visible on the video. You cannot use an AI voice on the video. |
15% |
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Word/Page |
1- 2 page Infographic |
Total %: |
50% of marks for OE module |
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count: |
1 page Reference |
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Bibliography |
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7 - 10 Minute Max video |
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Submit the following files: on Moodle
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Hire Assignment Helper Now!Advances in AI are transforming higher education activities and practices. Since the arrival of ChatGPT in November 2022, which brought an increased public awareness of generative AI and its capabilities, limitations, risks and challenges, the use of AI assistance or AI generated content is increasingly commonplace across higher education activities, impacting all disciplines e.g. business, computing, engineering, media and the creative arts.
When conducting research for an assignment, AI tools can be a powerful aid but should be used judiciously and not as a replacement for your own critical thinking. AI language models can quickly summarise information from multiple sources, provide background context, and even generate initial drafts of writing. However, you should always fact- check the information from an AI against authoritative and up-to-date sources. Treat the AI output as a starting point, not the final product.
Additionally, be sure to properly cite any sources the AI pulls information from to avoid plagiarism. AI is best used to augment and accelerate your research process, not to bypass it entirely. Ultimately, the analysis, writing, and final work should reflect your own original thoughts and understanding of the topic.
Clearly distinguish between your original work and AI contributions, and ensure that you are the primary author of your submissions. Regularly reflect on your learning process and the role of AI in your academic growth, striving to develop transferable skills and knowledge that extend beyond the use of specific tools.
Griffith College has developed a range of policies, procedures, guidelines and support resources to guide programme teams in their understanding, use and below, informed by the Generative AI Guidelines for Educators developed by NAIN Academic teaching teams may find the identification of non-original learner submissions challenging.
Listed on the next page are the various categories of AI use available that may be chosen by a lecturer in advance to give learners clarity on what constitutes acceptable AI use in an assignment. Lecturers will indicate which category/categories on offer that apply to each assignment. Lecturers must chose or exclude each of the various categories without assuming use of the remaining categories. This allows for more flexibility in assessment design.
Using the scale above, the following use of AI for this assignment is outlined below.
| Level of AI Use | |
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No Use of AI (N/A) |
You are permitted to use AI in some parts of this assignment, outlined below. |
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AI for Planning (Allowed) |
AI tools can be used at the planning stage of this assignment. Acceptable use in this assignment is defined as using AI to generate suggestions on specific topics that could be included in their assessment. The learner would then have to research and create the assignment content without AI assistance. Structure: Asking AI to give an overview or to plan how to discuss the topic of the assignment (e.g. a short bullet point list). The learner would be required to take that list and expand it into a full assignment without further assistance from the AI. Research: Asking AI for references to appropriate sources that discuss the topic. Learners would then be required to evaluate |
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those references. If any of the references are relevant to the assignment it should then be cited in the assignment work. You will also submit the full article as part of your submission. AI summaries of any source are not permitted. All AI use must be declared. You cannot upload your assignment to an AI tool as ask for guidance on how to approach the assignment. |
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AI for Editing (Allowed) |
AI tools may be used to improve the written quality of original work that you created. You cannot use AI tools to create the work in the first place. A learner who uses AI in this way would be required to cite how and where AI editing was use. Acceptable use in this level is defined as: Synonyms to words and phrases: Using AI for alternative suggestions for a word or phrase. A learner could also ask an AI if a word or phrase exists for a concept they are trying to communicate. Grammar checking: Asking AI to perform grammar checking on sentences or short paragraphs (< 200 words) and provide suggestions on how to update or change the content to better communicate the idea in said sentences or paragraphs. All AI use must be declared. |
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AI for Support Task (Allowed) |
AI tools may be used to perform certain tasks in the assignment. The tasks that AI tools may be used for in this level may be considered menial, mechanical, or tedious, and not a direct contribution to a learning outcome. Learners are expected to clearly declare which tasks of their assignment have been AI generated. Examples of such tasks would be (but not limited to, as it varies from discipline to discipline): Sample dataset generation: Datasets for a given assignment may not exist, or exist in low sample count and/or poor quality versions. AI can be used to create sample datasets. If such a dataset is created it is clearly declared in the assignment. Basic data analysis: summaries and basic statistics of data for further analysis by the learner. Template creation: AI generates a visual organisation of how information would be presented. Image annotation: AI generates alternative text and captions to describe what images and visuals are depicting. In this assignment, you can use sites like Canva that provide templates to create your Infographic. You cannot use sites that automatically generate the Infographic. All AI use must be declared. |
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AI For Collaboration (Not Allowed) |
AI is used to complete certain elements of the task (to express part of the learning outcomes), with learners providing discussion, analysis or commentary on the AI-generated content. This level requires critical engagement with AI generated content and evaluating its output. You will use AI to complete specified tasks in your assessment. This level of AI use is not permitted in this assignment. All work must be original. All analysis and discussion must be original. |
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Full use of AI (Not Allowed) |
AI can be used for any and all parts of the assessment without restrictions and without critical analysis. There is no example of assessment where this is allowed as it would not meet any learning outcomes. This level of AI use is not permitted in this assignment. All work must be original. All analysis and discussion must be original. |
| Grading band | Detail |
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0–39 Unsatisfactory |
Superficial/generic; few/no life-science examples; largely uncited/out-of- date claims; minimal/absent future-skills discussion. |
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40–50 Satisfactory |
Several challenges with some sector relevance; limited depth; uneven recency; basic mention of future skills. |
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51–60 Good |
Clear, sector-specific challenges; some current sources/examples; emerging analysis of skill needs. |
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61–69 Very Good |
Well-structured synthesis of recent literature; multiple credible life-science examples; thoughtful mapping of competencies by org levels. |
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70–79 Excellent |
Comprehensive, current, and critically compared sources; clear causal links to OE outcomes; nuanced skills matrix tied to challenges. |
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80–100 Outstanding |
Insightful, original synthesis with strong sector specificity; triangulates high- quality evidence; compelling, well-scoped skills framework linked to strategy and ops. |
| Grading band Detail |
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0–39 Tech listed without linkage or with inaccuracies; no examples; no critique. Unsatisfactory |
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40–50 Basic matches between tech and issues; limited examples; minimal Satisfactory limitations noted. |
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51–60 Good Generally correct mappings with ≥1 credible example per tech; some criticality. |
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61–69 Very Multiple relevant use-cases; balanced benefits/risks; feasibility/adoption Good factors addressed. |
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70–79 Excellent Strong alignment to Part 1; compares alternatives; implementation pathways (people/process/data) articulated. |
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80–100 Sophisticated techno-strategic reasoning; integrates regulatory/quality Outstanding realities; shows measurable impact pathways. |
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Grading band |
Detail |
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0–39 Unsatisfactory |
Disorganised or watermark/citations. |
inaccurate; |
overly |
text-heavy; |
missing |
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Grading band |
Detail |
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40–50 Communicates basics but cluttered or with gaps; some sources cited. Satisfactory |
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51–60 Good Clear visual structure; key points correct; readable; cites main claims. |
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61–69 Very Good Concise, audience-friendly; good data-ink balance; consistent iconography; fully cited. |
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70–79 Excellent Polished narrative flow; strong visual hierarchy; design supports interpretation; clear originality markers. |
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80–100 Executive-grade storytelling; crisp insights; impeccable attribution; highly Outstanding reusable. |
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Grading band |
Detail |
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0–39 Unsatisfactory |
Unstructured; reads slides; off-time; unclear audio/visuals. |
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40–50 Satisfactory |
Basic tour; limited reflection; minor timing/clarity issues. |
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51–60 Good |
Coherent walkthrough; explains choices; broadly within time. |
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61–69 Very Good |
Engaging, well-paced; connects evidence to conclusions; anticipates questions. |
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70–79 Excellent |
Confident delivery; adds succinct insights/limitations; strong signposting. |
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80–100 Outstanding |
Persuasive narrative; crisp executive summary; high production clarity; excellent time discipline. |
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Grading band |
Detail |
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0–39 Unsatisfactory |
Missing/incorrect style; major omissions; AI not declared (if used). |
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40–50 Satisfactory |
Mostly correct but inconsistent; some missing details. |
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51–60 Good |
Generally accurate and complete; minor lapses. |
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61–69 Very Good |
Consistent, precise formatting; all key items present. |
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70–79 Excellent |
Meticulous; includes DOIs/URLs where appropriate; transparent AI citations. |
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80–100 Outstanding |
Impeccable; cross-checked in-text vs list; exemplary transparency. |
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Grading band |
Detail |
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0 39 Unsatisfactory |
Fewer than eight; abstracts/links only; low relevance. |
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40–50 Satisfactory |
Eight provided with variable relevance/quality. |
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51–60 Good |
Eight credible, mostly relevant, recent sources. |
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61–69 Very Good |
Strong alignment to arguments; authoritative journals/industry reports. |
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70–79 Excellent |
Diverse, high-impact sources; clear linkage to key points. |
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80 100 Outstanding |
Curated mix of seminal and current; evident depth of engagement. |
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Grading band |
Detail |
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0–39 Unsatisfactory |
Omitted or vague; non-permitted uses evident. |
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40–50 Satisfactory |
Basic declaration; gaps in detail. |
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51–60 Good |
Clear section-by-section notes; aligns with planning/editing/support uses. |
permitted |
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61–69 Very Good |
Specific tools, prompts, and outputs disclosed; acceptance/rejection. |
rationale for |
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70–79 Excellent |
Reflective commentary on verification and limitations. |
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80–100 Model appendix others could emulate; rigorous transparency aligned to Outstanding policy. |
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Grading band |
Detail |
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0–39 Unsatisfactory |
No clear process; weak/absent credibility criteria. |
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40–50 Satisfactory |
Basic recounting of steps; limited evaluation depth. |
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51–60 Good |
Coherent process; discusses search strategies and relevance. |
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61–69 Very Good |
Clear criteria (authority, recency, bias, triangulation); reflective learning. |
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70–79 Excellent |
Critical appraisal of conflicting evidence; limitations/future work noted. |
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80–100 Outstanding |
Sophisticated, replicable workflow; exemplary critical literacy. |
Use the template below to outline the use of AI in the permitted areas
| Level of AI Use | |
| No Use of AI (N/A) | |
| AI for Planning (Allowed) | Describe the use of AI used in completing this section of the assignment…….. |
| AI for Editing (Allowed) | Describe the use of AI used in completing this section of the assignment…….. |
| AI for Support Task (Allowed) | Describe the use of AI used in completing this section of the assignment…….. |
| AI For Collaboration (Not Allowed) | This level of AI use is not permitted in this assignment. All work must be original. All analysis and discussion must be original. |
| Full use of AI (Not Allowed) | This level of AI use is not permitted in this assignment. All work must be original. All analysis and discussion must be original. |
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