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Talk to an Expert| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | University of Sunderland | Module Title | MGT2002 Food Services & Gastronomy Management |
| Academic Year | 2026 |
|---|
Coursework: Gastronomic Innovation Portfolio (100% of overall module) | 4000 Words
This assessment requires students to choose a foodservice business and evaluate its existing menu in relation to current gastronomy trends. Students will analyse how the menu aligns with industry trends and customer behaviour. Based on your evaluation, you will propose a new menu that incorporates key operational management principles such as menu engineering, concept development, cost control, sustainability, presentation and brand identity. Your portfolio should demonstrate strategic decision-making that enhances both the dining experience and operational efficiency. This assessment tests Learning Outcomes 1, 2 and 3.
Provisional marks and feedback are released within four working weeks of your submission.
It is important to adhere to the prescribed word count limit to avoid any penalties. Your word count excludes title page, table of contents, any appendices and reference list/bibliography. The word count must be stated at the bottom of your title page.
Please note that falsifying the word count is classed as academic misconduct.
Approx. 250 words
Brief introduction about the background and purpose of the report
Short introduction of the food services business of your choice
Approx. 800 words
Approx. 900 words
Discussion of the relevant gastronomy trends linked to the food service business of your choice and how these influence dining expectations and experiences.
You could also include (in the context of hospitality):
I would recommend a thematic structure (each paragraph reviewing a different theme/topic/area)
Lots and Lots and Lots Of reading and references
Submit your assignment (MS PowerPoint) by uploading the file into the assignment drop-box in your Canvas module
You MUST ensure your upload is complete before the assignment Deadline
Ensure your submission is successful (sometimes it can take a while to process on different browsers). You will receive a plagiarism score and colour once your submission has been successfully uploaded. Ideally, you want a LOW plagiarism score. A HIGH plagiarism score usually indicates poor practice
These should be interpreted according to the level at which you are working
| Grade | Relevance | Knowledge | Analysis | Argument and Structure | Critical Evaluation | Presentation | Reference to Literature |
|---|---|---|---|---|---|---|---|
| 86 – 100% | The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. | ||||||
| 76-85% | The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and some evidence of originality. | ||||||
| 70 – 75% | The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level, it is expected that the standard of the work will be high in the majority of the categories cited above, or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. | ||||||
| 60 – 69% | Directly relevant to the requirements of the assessment | A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein | Comprehensive analysis - clear and orderly presentation | Well supported, focused argument which is clear and logically structured. | Contains distinctive or independent thinking, and begins to formulate an independent position in relation to theory and/or practice. | Well written, with standard spelling and grammar, in a readable style with acceptable format | Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material. |
| 50 – 59% | Some attempt to address the requirements of the assessment, but may drift away from this in less focused passages | Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance | Significant analytical treatment that has a clear purpose | Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) | May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. | Competently written, with only minor lapses from standard grammar, and with an acceptable format | Uses a good variety of literature, which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts. Competent use of source material. |
| 40 – 49% | Some correlation with the requirements of the assessment, but there are instances of irrelevance | Basic understanding of the subject, but addressing a limited range of material | Some analytical treatment, but may be prone to description, or to narrative, which lacks a clear analytical purpose | Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical modes couched in simplistic terms | Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic | A simple, basic style, but with significant deficiencies in expression or format that may pose obstacles for the reader | Evidence of the use of appropriate literature that goes beyond that referred to by the tutor. Frequently only uses a single source to support a point. |
| 35 – 39% | Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms | A limited understanding of a narrow range of material | Largely descriptive or narrative, with little evidence of analysis | A basic argument is evident, but mainly supported by assertion, and there may be a lack of clarity and coherence | Some evidence of a view starting to be formed, but mainly derivative. | Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style | Barely adequate use of literature. Over-reliance on material provided by the tutor. |
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