| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | ____ | Module Title | Strategic Management for Airlines and Airports |
| Word Count | Task 1: 2000 (+/- 10%) words and Task 2: 4000 (+/- 10%) Words |
|---|---|
| Assessment Title | Task 1 and Task 2 |
| Academic Year | 2025/26 |
|
Module Title: |
Strategic Management for Airlines and Airports |
|
Assessment Title: |
Task 1 - Strategic Management Report: Individual Report Examine an existing organisation’s strategy. |
|
Individual/Group: |
Individual |
|
Weighting: |
2000 word Report 40% |
|
Submission Date: |
Report - Tuesday 25th November 2025 at 3pm |
In order to complete the individual report students will need to select an appropriate organisation (Airline or Airport or other aviation related organisation) and research and undertake a critical analysis of the study organisation’s strategy. The report will be expected to cover the following:
The strategic report should be presented as a business style report following an appropriate format within the word guide of 2000 words.
Note tables that are numeric, charts and appendices are excluded from the word limit. Students are expected to demonstrate extensive up-to-date research from high quality academic and professional sources to support the analysis at every stage.
Word guide 2000 (+/- 10%)
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Module Title: |
Strategic Management for Airlines and Airports |
|
Assessment Title: |
Task 2 - Strategic Management Report: Individual Report Propose a revised strategy for the same selected organisation from Task 001 |
|
Individual/Group: |
Individual |
|
Weighting: |
4000 word Report 60% |
|
Submission Date: |
Report - Tuesday 6th January 2026 at 3pm |
In order to complete this individual report, students will need to continue with their selected organisation (Airline or Airport or other aviation related organisation) and provide a revised and fully justified strategy based on the critical analysis of the study organisation’s strategy from Task 1 and develop this appropriately for your perception of a future reality. The report will be expected to cover the following:
The strategic report should be presented as a business style report following an appropriate format within the word guide of 4000 words.
Note tables that are numeric, charts and appendices are excluded from the word limit. Students are expected to demonstrate extensive up-to-date research from high quality academic and professional sources to support the analysis at every stage.
Word guide 4000 (+/- 10%)
You must submit your work via BOTH the Assignment Submission Point and Turnitin on the Blackboard site.
In the Assessment folder, you will find
Before the Assignment Submission
The module has several designated assessment support sessions (please check the Schedule of Study). There will be a briefing on your assessment at the beginning of the module, and this will be revisited throughout the module. There are formative opportunities to gain feedback on your airline proposal before submission of your report.
After the Assignment Submission
You can expect feedback to be provided to you within three weeks of the submission date, in keeping with university guidelines. Feedback is provided electronically via the Blackboard site on an assessment grid in which you can see your performance against each of the criteria. The feedback will also include a narrative of comments which should help you understand how and why the mark was derived.
It is important that if you use AI tools to generate an assignment that you do not submit it as if it were your own work. You must check the AI Transparency Scale (AITS) to determine what level of AI use is allowed.
Our regulations state:
Contract cheating/concerns over authorship: This form of misconduct involves another person (or artificial intelligence) creating the assignment which you then submit as your own. Examples of this sort of misconduct include: buying an assignment from an ‘essay mill’/professional writer; submitting an assignment which you have downloaded from a file-sharing site; acquiring an essay from another student or family member and submitting it as your own; attempting to pass off work created by artificial intelligence as your own. These activities show a clear intention to deceive the marker and are treated as misconduct.
AI Transparency Scale (AITS)
For this assessment, the use of Artificial Intelligence (AI) tools is permitted up to AITS 2 of the Artificial Intelligence Transparency Scale (AITS). As part of your assessment submission, you are required to include a brief AI Transparency Statement that clearly communicates how you have used Artificial Intelligence (AI) in completing this work. Use the Artificial Intelligence Transparency Scale (AITS) to select the descriptor that best describes your use of AI, from AITS 1 – No AI to AITS 2 – AI for Shaping.
Your statement should:
Please include this statement at the beginning of the report – between your cover page and table of content in your assessment. Failure to comply with this requirement may be considered a breach of academic integrity under our Academic Conduct Policy.
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SHU AI Transparency Scale (AITS) |
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|
AITS |
Descriptor |
Transparency Statement |
AI Contributions |
Human Contribution |
|
1 |
No AI |
Artificial Intelligence (AI) has not been used for any part of the activity. |
AI is not used for any part of the activity. |
All aspects of the activity are human generated, created, edited, and developed. |
|
2 |
AI for Shaping |
AI has been used to shape the initial and/or final parts of the activity. |
AI is used for shaping parts of the activity. This includes initial outlining, concept development, prompting thinking, and/or improving structure/quality of the final output. |
Most of the activity is human developed/generated. AI ideas and suggestions are refined and reviewed. AI outputs are used for discrete and specific goals/outcomes. |
|
3 |
AI for Developing |
AI has been directed for enhanced development of concepts and outputs. |
AI is used to undertake detailed development of many or most aspects of an activity and outputs of that activity. |
The human takes a significant role in the enhancement, refinement, and critical review of AI generated elements, combining or curating for any outputs. |
|
4 |
AI for Enhancing |
AI has been implemented for all elements of the task. |
AI is used extensively throughout the task to achieve goals and outcomes. |
The human directs the use of AI for effective outcomes within an activity. Critical thinking is evidenced for any outputs. |
|
5 |
AI for Innovating |
AI has been used for all elements of a task or piece of work, and it has been used in new, creative, and innovative ways through advanced techniques. |
AI is implemented in an advanced and innovative way throughout all aspects of the activity. |
AI is used creatively and critically by the human. The human uses AI as a co-creator with a critical thinking approach to generating novel AI activities and outputs. |
Level 6 - UG Marking Grid
|
Criteria |
1-19% Fail (Highly insufficient) |
20-39% Fail (Insufficient) |
40-49% Third (Sufficient) |
50-59% Lower Second (Good) |
60-69% Upper Second (Very Good) |
70-84% First (Excellent) |
85-100% First (Exceptional) |
|
Knowledge & Understanding
|
Highly insufficient knowledge or understanding of the subject |
Insufficient knowledge and understanding of the subject
|
Sufficient knowledge and understanding to deal with terminology, basic facts and concepts |
Good knowledge and understanding of the subject
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Very good knowledge and understanding of the subject
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Excellent knowledge and understanding of the subject The student is typically able to go beyond what has been taught |
Exceptional breadth and depth of knowledge and understanding of the subject |
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Analysis & evaluation
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Taught concepts and facts are reproduced in a disjointed or irrelevant/incorrect manner Fails to address the outcomes addressed by the brief |
Overly descriptive with minimal analysis of key topics and themes Fails to address some aspects of the brief Arguments may be weak or poorly constructed |
Sufficient but more generally descriptive Fails to make meaningful synthesis Arguments may be weak or poorly constructed |
Good analysis and evaluation, although balanced towards the descriptive rather than critical or analytical |
Very good analysis and evaluation
Student is typically able to relate facts/concepts together with some ability to apply to known/taught contexts |
Critical evaluation/ synthesis/analysis |
Exceptionally extensive and critical evaluation/synthesis/analysis throughout |
|
Reading and research
|
Highly insufficient reading and research, typically ignores important sources in development of work and data Inappropriate use of evidence |
Insufficient, some ability to select and evaluate reading/research Insufficient use of set sources to advance work |
Sufficient ability to select and evaluate reading/research General reliance on set sources to advance work |
Good evidence of appropriate selection and evaluation of reading/research, some may be beyond the prescribed range Generally reliant on set sources to advance work/direct arguments
|
Very good selection and appropriate evaluation of reading/research, some quality sources beyond the prescribed range May rely on set sources to advance work/direct arguments Evidence of independent reading/research |
Excellent, extensive and relevant selection of reading/research beyond the prescribed range to advance work/direct arguments
|
Exceptionally extensive and highly relevant selection of reading/research beyond the prescribed range, in both breadth and depth, to advance work/direct arguments |
|
Presentation, communication & referencing |
Weak technical and practical competence hampers ability to demonstrate/communicate achievement of outcomes Very poor presentation and structure Little or no attempt at referencing |
Limited clarity in communication and incoherent structure Poor presentation Lack of or gaps in referencing
|
Generally competent communication and presentation but with some weaknesses Adequate referencing
|
Good communication with clarity but structure may not always be coherent Good presentation Good referencing |
Strong communication skills with clarity and coherence Very good presentation Very good referencing |
Excellent communication and presentation Excellent referencing Performance deemed beyond expectation of the level |
Exceptionally effective communication and presentation Excellent referencing Performance deemed to be beyond expectation Work may achieve or be close to publishable or commercial standard |
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