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Talk to an Expert| Category | Assignment | Subject | Business |
|---|---|---|---|
| University | Henley Business School | Module Title | MMM177 Business and Management Project |
For any module of the MSc Business and Management programme and in particular summer term modules, we expect students should learn and be able to demonstrate the following upon completion:
By the end of this module, we expect students should be able to:
| Student key | Module convener | Dr. Irina Heim | |
| Module title | Applied Management Project | Date work due | |
| Module code | MMM160 | Date of submission | |
| Weighting | Extension granted | Yes / No / N/A | |
| Assessed work | CW1, Group presentation | ||
|
GRADE |
FIRST CLASS | 2:1 | 2:2 | 3RD (THRESHOLD) | FAIL | |
| ASSESSMENT CRITERIA |
80+ OUTSTANDING |
70 – 79 EXCELLENT |
60 – 69 VERY GOOD |
50 – 59 GOOD |
40 – 49 SATISFACTORY |
39 AND BELOW |
| Relevance 20% | Demonstrates outstanding relevance to the task and topic at hand. | Demonstrates excellent relevance to the task and topic at hand. | Demonstrates good relevance to the task and topic at hand. | Demonstrates some relevance to the task and topic at hand. | Demonstrates limited relevance to the task and topic at hand. | Shows no relevance to the task and topic at hand. |
| Clarity 10% | Provides an exceptionally clear and coherent Problem statement, analysis, and value proposition, seamlessly integrated and compelling. | Provides a very clear and well-structured Problem statement, analysis, and value proposition. | Provides a clear Problem statement, analysis, and value proposition, though depth or precision may be uneven. | Provides an identifiable Problem statement, analysis, and value proposition, but clarity and structure are inconsistent. | Provides an incomplete Problem statement, limited analysis, and an underdeveloped value proposition. | Provides no clear Problem statement, analysis, or value proposition. |
| Theory 10% | Demonstrates exceptional integration of relevant theory and practice, showing sophisticated and insightful group analysis. | Demonstrates strong and effective integration of relevant theory and practice throughout the analysis. | Demonstrates clear links between theory and practice, though integration may occasionally be descriptive. | Demonstrates some use of theory with basic links to practice. | Demonstrates minimal use of theory, with superficial links to practice. | Demonstrates little or no use of relevant theory or integration with practice. |
| Originality 10% | Demonstrates exceptional originality, creativity, and collective independence, making highly effective use of external data/resources. | Demonstrates strong originality and independence, with effective and appropriate use of external data/resources. | Demonstrates some originality and independent group thinking, supported by relevant external resources. | Demonstrates limited originality; ideas are largely conventional, though appropriately supported. | Demonstrates minimal originality, with heavy reliance on standard data sources or approaches. | Demonstrates no meaningful originality or independent engagement with external data/resources. |
| Groupwork 10% | Demonstrates an exemplary ability to work effectively, professionally, and collaboratively in a multicultural team, with clear evidence of shared responsibility. | Demonstrates a very strong ability to work effectively and professionally in a multicultural team. | Demonstrates a good ability to work collaboratively and professionally within the team. | Demonstrates an adequate ability to work within the team, though collaboration may be uneven. | Demonstrates limited effectiveness in teamwork, with issues in coordination or contribution. | Demonstrates very limited or ineffective participation in groupwork. |
| Reflection 10% | Provides a highly insightful and critical group reflection on module learning and team learning, demonstrating strong synthesis. | Provides a thoughtful and well-developed reflection on module and team learning. | Provides a clear reflection on learning, though insights are mainly descriptive. | Provides a basic reflection on learning with limited depth. | Provides a very limited or superficial reflection on learning. | Provides no meaningful reflection on learning. |
| Understanding of inclusive organisational activity 10% | Demonstrates a sophisticated and critical understanding of individual roles in promoting inclusive outcomes within organisational and external contexts. | Demonstrates a very strong understanding of individual roles within organisational and external contexts. | Demonstrates a clear understanding of individual roles within organisational and external contexts. | Demonstrates a partial understanding of individual roles within organisational and external contexts. | Demonstrates limited understanding of individual roles within organisational and external contexts. | Demonstrates little or no understanding of individual roles within organisational and external contexts. |
| Credible communication in the field of business and management 10% | The ommunication is highly fluent, confident, and professional; the narrative enhances the strength and originality of the group argument | The communication is fluent and confident; the narrative flows very well. | The communication is clear and coherent, with a logical narrative structure. | The communication is mostly clear; the narrative can be followed despite some weaknesses. | The communication is often unclear; the narrative is at times confusing. | The communication is poor; the narrative is very difficult to follow. |
| Engagement with business practice and social responsibility 10% | Demonstrates exceptional group knowledge and consistently high engagement with business practice and social responsibility. | Demonstrates strong knowledge and active engagement with business practice and social responsibility. | Demonstrates sound knowledge and engagement with the topic. | Demonstrates adequate but uneven knowledge and engagement. | Demonstrates limited knowledge and engagement. | Demonstrates little or no knowledge or engagement with the topic. |
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