| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | BPP Business School | Module Title | Management Essentials |
| Word Count | 5,000 words |
|---|---|
| Assessment Type | CW3 Summative Assessment |
This module is assessed through one graded element worth 100%. You must achieve at least 50% to pass the module. For this assignment, you will produce a Business Consultancy Report based on Nestlé, written in an academic style.
By completing this assessment, you will achieve the following learning outcomes (LOS):
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Order Non-Plagiarised AssignmentActing as a Business Consultant, you are required to produce a business report for the senior management team at Nestlé, by utilising the techniques and concepts you have covered in the module.
Nestlé S.A., headquartered in Vevey, Switzerland, is the world’s largest manufacturer of packaged food and beverage products. It sells a broad range of items, including baby food, chocolates, quick-cooking noodles, frozen entrees, ice cream, breakfast cereals, and pet food. The company also produces powdered and liquid beverages, including infant formula, instant coffee, condensed milk, and bottled water, and offers other products through its large number of subsidiaries.
Nestlé’s history can be traced back to two companies founded in Switzerland at about the same time: the Anglo-Swiss Condensed Milk Company in 1866 and Farine Lactée Henri Nestlé in 1867. Farine
Lactée was founded by a German pharmacist, Henri Nestlé, who created a substitute for breast milk he called Farine Lactée. The high rate of infant mortality at that time was caused in part by the
inability of some babies to nurse. Farine Lactée was designed to provide a nutritious substitute for breast milk.
The two rival companies merged in 1905, and this development was a major milestone in establishing the combined company as a multinational powerhouse. Now known by the name of one of the founders, Nestlé had a presence in almost two hundred countries by the 2020s. It's hundreds of factories produce products for thousands of brands, some developed internally, and many others were brought into the company via strategic acquisitions. Some of its best-known brands include Kit Kat chocolate bars, Nescafé coffee, Dreyer’s ice cream, Gerber baby food, and Purina pet foods. Despite its strong profits and international brand recognition, the company has also been criticised for its business practices, environmental record, and tolerance of forced labour in its supply chains.
Advances in the science of preserving food in the early nineteenth century led to businesses that implemented new methods to create safe, convenient, and easy-to-transport foods. Condensed milk and infant formula were the first products made by the two rival companies that ultimately merged to form what is now known as Nestlé S.A. Following the merger in 1905, the company opened seven factories across Europe. When World War I broke out in 1914, however, production in Europe became more difficult. Thus, Nestlé decided to buy factories in areas of the world less affected by the war, such as the United States, Latin America, and Australia. While the Great Depression and World War II led to ups and downs for Nestlé, the company generally adapted to the times and prospered. What helped was its introduction of instant coffee, Nescafé, in the late 1930s and instant tea, Nestea, in the early 1940s. Both products were immensely popular.
Merging with and acquiring other companies has historically characterized Nestlé’s business strategy. For example, Alimentana S.A., which made Maggi soups, bouillon, and seasonings merged with Nestlé in 1947. Nestlé continued to acquire other companies in the food business. It began to diversify in 1974 when it purchased a large stake in the cosmetics company L’Oréal, and it continued the process in 1977 by purchasing pharmaceutical company Alcon Laboratories.
Throughout the 1980s and 1990s, Nestlé continued to expand and make major acquisitions. It purchased companies that manufactured milk, chocolate, coffee, frozen food, mineral water, pet food, and other products. In 1991, Nestlé entered into a partnership with the Coca-Cola Company to market Nescafé and other coffee products using Coca-Cola’s worldwide distribution network. Later in the 1990s, the company sought to focus more on food than on the cosmetics and healthcare industries, which had not grown significantly. Peter Brabeck-Letmathe became CEO of Nestlé in 1997, and he initially emphasized internal growth for the company before focusing once again on acquisitions. The company paid $600 million in 2006 to acquire Jenny Craig, Inc., the weight-loss company. The acquisition was not a success, and Nestlé sold Jenny Craig in 2013. In 2007, Nestlé acquired Gerber, the iconic US baby food brand, from Novartis for over $5 billion, further strengthening its position in the baby food market. Three years later, the company bought Kraft Foods’ North American frozen pizza business for over $3 billion.
In January 2018, as the share of sales from the company's US confectionery remained stagnant or in decline in large part due to greater demand for healthier food options, Nestlé sold this part of its business to the Italian company Ferrero for $2.8 billion in favour of focusing more on aspects such as bottled water and pet products. Indeed, by April of that year, the company reported greater profits
from its pet care brands in terms of its US businesses, as American consumers seemed to be investing more money in their pets.
The company continued to adapt to changing market conditions and consumer preferences in the early 2020s. It acquired other brands, particularly those in the health food and supplements sector, including vitamin manufacturer Bountiful Company in 2021 and plant-based food producer Puravida in 2022. Meanwhile, Nestlé also shifted away from some other longstanding parts of its business. For example, in early 2021, Nestlé completed the $4.3 billion sale of its water-bottling operations, including Poland Spring and other regional bottled water brands, to a private equity firm. In 2023, Nestlé continued its strong economic performance, beating first-quarter earnings expectations, yet the company was criticised for achieving this goal through the cost inflation of its products, with prices for the company’s products increasing over 10 per cent.
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Buy Today, Contact UsBy the twenty-first century, Nestlé had become one of the most recognised food brands in the world, offering a diverse selection of products through its brand name and subsidiaries.
A key part of Nestlé’s stated mission is nutrition, health, and wellness. Although many of its products are high in sugar and fat, the company is also developing others that meet consumers’ tastes for healthier, more nutritious food. In early 2015, the company announced that it was planning to remove artificial dyes and flavours from many of its candies. Nestlé also founded its own Institute of Health Sciences, which does nutrition research. The company uses scientific innovations to create new products; an example is a lactose-free infant formula with a probiotic that helps infants with diarrhoea. In 2014, Nestlé announced the creation of Nestlé Skin Health S.A., a subsidiary specialising in scientifically tested dermatology products. Three years later, the company acquired Sweet Earth, a plant-based food manufacturer.
Despite these endeavours, Nestlé has been involved in several controversies throughout its history, including many in the twenty-first century. In the 1970s, the company was criticised for how it marketed infant formula to parents in developing countries. The formula was touted as being more beneficial to infants than breast milk. Advertisements did not stress the importance of preparing the formula with clean water. The product was comparatively expensive for many consumers, some of whom diluted the powder to make it last longer. Nestlé was accused of not educating parents on the proper use of the product, and as a consequence, many newborn babies suffered from malnutrition and the ingestion of polluted water, leading to several deaths.
Furthermore, the Indian government’s food safety agency reported in May 2015 that Nestlé’s popular Maggi noodles contained unsafe levels of lead. The product was pulled from the shelves while an investigation took place. Yet another controversy in 2017 was that Nestlé Waters North America continued bottling water sourced in California, despite the years-long drought in that region. At the time, Nestlé was accused of wasting 30 per cent of the water it drew from California. The company's production of bottled water continued to face criticism into the 2020s amid recurring droughts in parts of the US and concerns about plastic pollution, although Nestlé's sale of most of its bottled water brands in 2021 shifted some of the future responsibility away from the company.
In addition to these scandals, Nestlé's labour practices have also come under scrutiny, particularly those related to the company's cocoa production on its West African plantations. In 2005 the company faced a lawsuit related to the use of child slave labour in its cocoa supply chains, filed by the International Labor Rights Fund on behalf of three Malian children who had worked as enslaved child labourers on cocoa plantations, though Nestlé denied having any "ethical responsibility" for its suppliers' labour practices. Despite mounting criticism and legal pressure, in 2019, Nestlé revealed that it was still unable to certify that all its products were free of child slave labour, and in 2021 was included alongside many other food corporations in a class-action lawsuit from formerly enslaved child labourers in Mali. A federal judge dismissed the lawsuit in 2022. The company faced other labour controversies throughout the early twenty-first century; for example, it was accused of carrying out anti-union activities in Colombia during this time, and in 2015, the company admitted that its seafood supply chains in Thailand included forced labour.
Mahtani, S.M. (2023) ‘Nestlé’, Salem Press Encyclopedia [Preprint]. Available at:
EBSCO (Accessed: 22 November 2024).
It is recommended that you carry out a substantial amount of independent and individual research to strengthen your understanding of the business context and the preferred style of management practice.
You are to critically evaluate the current management practices at Nestlé and recommend changes based on your evaluation that the company must implement to improve its success in the Food and beverages sector.
Conduct a comprehensive analysis of Nestlé ’s management practices, describing its key aspects and critically assessing these management practices.
Support your arguments concerning appropriate academic literature, case study materials and your independent research.
Identify significant business challenges faced by Nestlé. Apply relevant management principles to analyse how Nestlé addressed these challenges.
Support your arguments about appropriate academic literature, case study materials and your independent research.
Critically evaluate the potential impact of Nestlé ’s managers’ behaviour on the overall organisation’s performance.
Support your arguments about appropriate academic literature, case study materials and your independent research.
Critically assess different management competencies and defend why these skills are important for current and future managers at Nestlé to improve its success in the Food and beverage industry.
Support your arguments concerning appropriate academic literature, case study materials and your independent research.
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Select any 2 management competencies from the following and critically assess the selected competencies using relevant models/ frameworks.
Propose recommendations for developing and nurturing these skills among current and future managers at Nestlé to improve its success in the Food and beverage Industry.
Provide a conclusion that summarises your recommended changes that Nestlé must implement to improve its success in the Food and beverages industry.
Your report structure should include the following sections:
Word count: 5000 words
Word count – only applies to the main body (shown in bold); i.e., cover page, table of contents, list of abbreviations, references, assessment self-evaluation, and appendix are not part of the 5000-word count.
|
Assessment Task |
Module Topic |
Marks |
Suggested Word Count |
Module LOs |
|
Task 1 - Management Practice |
Module Overview and Introduction (Topic 0) |
20 |
1000 |
LO1 – Critically assess management practice within organisations |
|
Task 2 – Analysis of Business Challenges |
Managing Yourself - Creativity (Topic 1) Managing Yourself - Decision-Making (Topic 2) |
20 |
1000 |
L02 – Apply your understanding of management principles in relation to key business challenges |
|
Task 3 - Management Behaviours on Employee Engagement and Organisational Performance |
Managing Yourself - Emotional Intelligence (Topic 3) Managing Yourself - Resilience (Topic 4) |
20 |
1000 |
L03 – Critically evaluate how management behaviours can promote organisational success |
|
Task 4 – Alignment of Qatar Airways’ Values and Management Competencies |
Managing Relationships - Stakeholders (Topic 5) Managing Relationships- Conflict and Negotiation (Topic 6) Managing Teams - Teamwork (Topic 7) |
30 |
1500 |
L04 – Defend skills required to be an effective manager in a given business context |
|
Presentation and Structure Introduction Conclusion |
See Marking Guide in Section 3 |
10 |
250 250 |
|
|
|
|
100 |
5000 |
|
The assignment is marked out of 100 and counts towards 100% of your module mark. The following table shows the tasks, marks and marking rubric:
|
Assignment tasks |
Distinction (70-100%) |
Merit (60-69%) |
Pass (50-59%) |
Low Fail (40-49%) |
Fail (0-39%) |
|
Introduction |
Guidelines · A clear overview of the purpose of the business report and what readers can expect to read in this report. · A definition of leadership and management using concepts discussed in the module or any other relevant theoretical models and concepts. · Any relevant references |
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(marked as part |
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of Presentation |
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& Structure) |
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Excellent definition of |
Good definition of |
Satisfactory definition of |
Limited definition of |
Inadequate or no |
|
leadership and |
leadership and |
leadership and |
leadership and |
definition of leadership |
|
|
management and an |
management and a good |
management and an |
management and a limited |
and management and an |
|
|
excellent overview of the |
overview of the purpose |
adequate overview of the |
overview of the purpose of |
inadequate or no overview |
|
|
purpose of the business |
of the business report and |
purpose of the business |
the business report and its |
of the purpose of the |
|
|
report and its contents. |
its contents. |
report and its contents. |
contents. |
business report and its |
|
|
|
|
|
|
contents. |
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|
Highly credible references and/or sources used to back up information provided. |
Appropriate references and/or sources used to back up information provided. |
Satisfactory references and/or sources used to back up information provided. |
Limited references and/or sources used to back up information provided. |
Inadequate or no references and / or sources used to backup information provided |
|
|
Task 1 - Management Practices (20 Marks) |
Guidelines · A discussion of organisation’s style of management, mission and values. · A critical assessment of whether the mission, values and style of management support each other Please note that this task can have several different answers, but students should justify the answers and support their statements with relevant academic references. |
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Excellent knowledge and understanding of the management practice, mission, and values with reference to the organisation. Excellent identification of the extent to which the student believes that the organisations style of management practice, mission and values are aligned evidenced with very clear examples. Student is clearly using the evidence-based theories and concepts presented in the module and is applying them to the case study. Discussion is supported by strong evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (14-20 marks) |
Good knowledge and understanding of the management practice, mission, and values with reference to the organisation. Clear identification of the extent to which the student believes that the organisations style of management practice, mission and values are aligned evidenced with clear examples. Student is using the evidence-based theories and concepts presented in the module and is applying them to the case study. Discussion is supported by good evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (12-13 marks) |
Satisfactory knowledge and understanding of the management practice, mission, and values with reference to the organisation. Some identification of the extent to which the student believes that the organisations style of management practice, mission and values are aligned evidenced with adequate examples. Student has made some attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study. Discussion is supported by some evidence from academic literature; some aspects of the case study provided on the Hub and/or an element of the student’s independent research. (10-11 marks) |
Limited understanding of the management practice, mission, and values with reference to the organisation.
Limited identification of the extent to which the student believes that organisations style of management practice, mission and value are aligned evidenced with examples. Student has made a limited attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study. Discussion is supported weakly by evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (8-9 marks) |
Weak or no knowledge and understanding of the management practice, mission, and values with reference to the organisation. Weak or no identification of the extent to which the student believes that organisations style of management practice, mission and value are aligned evidenced with examples. Student has made no attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study. Discussion is not supported by evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (0-7 marks) |
|
Task 2 – Analysis of Business Challenges (20 Marks) |
Guidelines · A discussion on the key challenges the organisation is encountering in the current environment · A discussion how the current management competencies of Creativity and Innovation would resolve the business challenges identified · A discussion of what improvements are needed in the current management competencies of Decision-Making in order to mitigate the organisations business challenges identified Please note that this task can have a number of different answers, but students should justify the answers and support their statements with relevant academic references and evidence of organisations management competencies. |
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Excellent understanding of how management is practiced at the organisation to deal with the challenges identified Excellent understanding of how the management competencies of creativity enable the managers at the organisation to deal with their business challenges. Excellent critical evaluation of what improvements are needed in the management competencies of decision-making to enable the organisation to deal with their business challenges. Student is clearly using the evidence-based theories and concepts presented in the module |
Good understanding of how management is practiced at the organisation to deal with the challenges identified. Good understanding of how the management competencies of creativity enable the managers at the organisation to deal with their business challenges. Good critical evaluation of what improvements are needed in the management competencies of decision- making to enable the organisation to deal with their business challenges. Student is using the evidence-based theories and concepts presented in the module and is applying them to the case study. Discussion is supported by evidence from |
Satisfactory understanding of how management is practiced at the organisation to deal with the challenges identified. Satisfactory understanding of how the management competencies of creativity enable the managers at the organisation to deal with their business challenges. Satisfactory critical evaluation of what improvements are needed in the management competencies of decision- making to enable the organisation to deal with their business challenges. Student has made some attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study. |
Limited understanding of how management is practiced at the organisation to deal with the challenges identified. Limited understanding of how the management competencies of creativity enable the managers at the organisation to deal with their business challenges Limited critical evaluation of what improvements are needed in the management competencies of decision- making to enable the organisation to deal with their business challenges. Student has made limited attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study. |
No understanding of how management is practiced at the organisation to deal with the challenges identified. Weak or no understanding of how the management competencies of creativity enable the managers at the organisation to deal with their business challenges. Weak or no critical evaluation of what improvements are needed in the management competencies of decision- making to enable the organisation to deal with their business challenges. Student has made no attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study. Discussion is not supported by any evidence |
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|
and is applying them to the case study. Discussion is supported by strong evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (14-20 marks) |
academic literature; aspects of the case study provided on the Hub and/or the student’s independent research.
(12-13 marks) |
Discussion is supported by some evidence from academic literature; some aspects of the case study provided on the Hub and/or an element of the student’s independent research. (10-11 marks) |
Discussion is supported by limited evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (8-9 marks) |
from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (0-7 marks) |
|
Task 3 - Management Behaviours of Emotional Intelligence and Resilience on Employee Engagement and Organisational Performance (20 Marks) |
Guidelines · A critical evaluation of the organisation’s management approach to emotional intelligence · A critical evaluation of the organisation’s management approach to resilience · A discussion of how the organisation’s management approaches to the competencies of emotional intelligence and resilience has a potential impact in promoting high levels of employee engagement and organisational performance
Please note that this task can have several different answers, but students should justify the answers and support their statements with relevant academic references and evidence of organisation management competencies. |
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|
Excellent critical evaluation of the organisation’s management approach to emotional intelligence Excellent critical evaluation of the organisation’s management approach to resilience Excellent recognition of the potential positive impact of emotional intelligence and resilience on management practice as well as the potential negative impact of a lack of emotional intelligence and resilience in promoting high level of employee engagement and organisation performance. Student is clearly using the evidence-based theories and concepts presented in the module |
Good critical evaluation of the organisation’s management approach to emotional intelligence Good critical evaluation of the organisation’s management approach to resilience Good recognition of the potential positive impact of emotional intelligence and resilience on management practice as well as the potential negative impact of a lack of emotional intelligence and resilience in promoting high level of employee engagement and organisation performance. Student is using the evidence-based theories and concepts presented in the module and is applying them to the case study. |
Satisfactory critical evaluation of the organisation’s management approach to emotional intelligence Satisfactory critical evaluation of the organisation’s management approach to resilience Satisfactory recognition of the potential positive impact of emotional intelligence and resilience on management practice as well as the potential negative impact of a lack of emotional intelligence and resilience in promoting high level of employee engagement and organisation performance. Student has made some attempt to use the evidence-based theories and concepts presented |
Limited critical evaluation of the organisation’s management approach to emotional intelligence Limited critical evaluation of the organisation’s management approach to resilience Limited recognition of the potential positive impact of emotional intelligence and resilience on management practice as well as the potential negative impact of a lack of emotional intelligence and resilience in promoting high level of employee engagement and organisation performance. Student has made little attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study. |
Weak or no critical evaluation of the organisation’s management approach to emotional intelligence Weak or no critical evaluation of the organisation’s management approach to resilience Weak or no recognition of the potential positive impact of emotional intelligence and resilience on management practice as well as the potential negative impact of a lack of emotional intelligence and resilience in promoting high level of employee engagement and organisation performance. Student has made no attempt to use the evidence-based theories and concepts presented in |
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and is applying them to the case study. Discussion is supported by strong evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (14-20 marks) |
Discussion is supported by good evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (12-13 marks) |
in the module and apply them to the case study. Discussion is supported by some evidence from academic literature; some aspects of the case study provided on the Hub and/or an element of the student’s independent research. (10-11 marks) |
Discussion is supported by limited evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research. (8-9 marks) |
the module and apply them to the case study. Discussion is not supported by evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research.
(0-7 marks) |
|
Task 4 - Alignment of Values with Management Practices (30 marks) |
Guidelines · A review of the organisation’s values. · A critical evaluation of which organisation’s values are aligned to the following management competencies: o Stakeholder Relationships o Conflict and Negotiation o Managing Teams Please note that this task can have several different answers, but students should justify the answers and support their statements with relevant academic references and evidence of organisations management competencies. |
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Excellent critical assessment of which organisation’s values are aligned to the following management competencies: · Stakeholder Relationships · Conflict and Negotiation · Managing Teams Student is clearly using the evidence-based theories and concepts presented in the module and is applying them to the case study.
Discussion is supported by strong evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research.
(21-30 marks) |
Good critical assessment of which organisation’s values are aligned to the following management competencies: · Stakeholder Relationships · Conflict and Negotiation · Managing Teams
Student is using the evidence-based theories and concepts presented in the module and is applying them to the case study.
Discussion is supported by evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research.
(18-20 marks) |
Satisfactory critical assessment of which organisation’s values are aligned to the following management competencies: · Stakeholder Relationships · Conflict and Negotiation · Managing Teams Student has made some attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study.
Discussion is supported by some evidence from academic literature; some aspects of the case study provided on the Hub and/or an element of the student’s independent research. (15-17 marks) |
Limited critical assessment of which organisation’s values are aligned to the following management competencies: · Stakeholder Relationships · Conflict and Negotiation · Managing Teams
Student has made little attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study.
Discussion is supported by limited evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research.
(12-14 marks) |
Weak or no critical assessment of which organisation’s values are aligned to the following management competencies: · Stakeholder Relationships · Conflict and Negotiation · Managing Teams Student has made no attempt to use the evidence-based theories and concepts presented in the module and apply them to the case study.
Discussion is not supported by evidence from academic literature; aspects of the case study provided on the Hub and/or the student’s independent research.
(0-11 marks) |
|
Conclusion (marked as part of Presentation & Structure) |
Guidelines · A summarisation of the recommended changes from the student’s critical evaluation in the report that the organisation needs to implement in order to maintain its success as the best airline in the aviation industry. |
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Excellent conclusion of the student’s summation of recommended changes that the organisation needs to implement in order to maintain its success as the best airline in the aviation industry. |
Good conclusion of the student’s summation of recommended changes that the organisation needs to implement in order to maintain its success as the best airline in the aviation industry. |
Satisfactory conclusion of the student’s summation of recommended changes that the organisation needs to implement in order to maintain its success as the best airline in the aviation industry. |
Limited conclusion of the student’s summation of recommended changes that the organisation needs to implement in order to maintain its success as the best airline in the aviation industry. |
No conclusion of the student’s summation of recommended changes that the organisation needs to implement in order to maintain its success as the best airline in the aviation industry. |
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Presentation and Referencing (10 marks) *This includes Introduction and Conclusion. |
Guidelines: · Structure is in line with the given structure · Give a professional appearance with consistent formatting · Spelling and grammar are correct · Each page has page number in the Footer · Any tables or figures are correctly labelled · Tables and figures do not cross boundaries, unless necessary · Sources are cited in the text and in the list of references · Harvard style for referencing and in-body citations has been used |
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Presentation: The overall presentation of the report is highly professional and has outstanding structured layout. It adopts a consistent approach to headings, tables and graphs. Referencing: All sources are cited correctly alongside an extensive set of references presented in accordance with Harvard Reference System in alphabetical order. There is very clear evidence of extensive independent reading and research.
(7-10 marks) |
Presentation: The overall presentation of the report is professional and has a good, structured layout. It adopts a reasonably consistent approach to headings, tables and graphs. Referencing: Most of the sources are cited correctly alongside a complete set of references presented in accordance with Harvard Reference System in alphabetical order. There is clear evidence of a broad range of independent reading and research.
(6 marks) |
Presentation: The overall presentation of the report is satisfactory and has an adequate structured layout. It adopts an adequate approach to heading, tables and graphs. Referencing: Some of the sources are cited correctly alongside an adequate set of references presented in accordance with Harvard Reference System in alphabetical order. There is some evidence of independent reading and research.
(5 marks) |
Presentation: The overall presentation and structure of the report is inadequate. There are some inconsistencies in the approach to headings, tables and graphs. Referencing: Limited sources are cited correctly alongside appropriate references. Many are irrelevant; incorrectly formatted of given the appearance that there has been limited evidence of independent reading and research.
(4 marks) |
Presentation: The overall presentation of the report is weak. There are many inconsistencies or none in the approach to headings, tables and graphs Referencing: No sources are cited correctly alongside appropriate references. All are irrelevant; incorrectly formatted of given the appearance that they have simply been copied from another source without having been accessed by the student. (0-3 marks) |
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