This paper circulates around the core theme of Coursework Instructions Please read carefully Carefully read the module handbook together with its essential aspects. It has been reviewed and purchased by the majority of students thus, this paper is rated 4.8 out of 5 points by the students. In addition to this, the price of this paper commences from £ 99. To get this paper written from the scratch, order this assignment now. 100% confidential, 100% plagiarism-free.
Capstone Project Summer 2018 Coursework Brief Deadline for Submission: (non-RMET/RPRO resit students) 2pm, Wednesday 22 August, 2018. (resit RMET/RPRO students) 2pm, Thursday 6 September, 2018 Submit this coursework through the Student Portal with a Turn-it-in Report Word Limit: ? 8,000 (equivalent): (Plus or minus 10%) Learning outcomes assessed: At the end of this module students will be expected to be able to: 1. Demonstrate a detailed knowledge of the major discipline with areas of specialisation. (Specific learning outcomes to be set by student and supervisor). 2. Undertake critical analysis using an appropriate range of techniques – evaluate evidence to support conclusions – application to complex situations. 3. Engage in self-assessment, reflection, and analysis 4. Use creative and critical thinking skills to solve problems. 5. Work and learn both independently and collaboratively 6. Communicate ideas and the results of their work with clarity and concision as appropriate to the identified audience. This coursework is worth 100 % of the total marks for this module. GSM LONDON Page 1 of 8 Coursework Instructions Please read carefully Carefully read the module handbook, the marking criteria and the grade descriptors. Academic Misconduct You are responsible for ensuring you understand the policy and regulations about academic misconduct. You must: Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person. Make sure all sentences or passages quoted from other peoples work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page. GSM LONDON Page 2 of 8 Blank GSM LONDON Page 3 of 8 Background A Capstone Project synthesises a students learning in a single project that demonstrates their fulfilment of the programme learning outcomes. It also includes a students reflection in writing on his or her experience in relation to the material. It integrates academic knowledge with experiences beyond the classroom and combines developing knowledge, skills, and personal interests. The project is conceived, designed, and carried out independently, with support and supervision. Assignment Task To produce a research paper, article and documented action project, presentation of a body of visual / literary work, written project, dissertation or combination thereof. A 500 word reflective log and 500 word professional statement should be placed within the appendix as a formative assessment. Total Marks for Assignment: 100 Capstone Project Structure The structure to your project would have already been discussed and defined within your research proposal. If in doubt, discuss the matter with your supervisor. For assignments that produce an 8,000 word equivalent, your work may contain artefacts. For example, WBL artefacts could include: Training products Media events Strategies Policies Service developments (Cheryl Brook, Marjorie Corbridge, (2016) “Work-based learning in a business school context: Artefacts, contracts, learning and challenges”, Higher Education, Skills and Work-Based Learning, Vol. 6 Issue: 3, pp.249-260) Examples of such artefacts as a Capstone Project could include: A report on internal communications strategy Marketing Effort An event Engagement survey Feasibility study Development of a robust appraisal GSM LONDON Page 4 of 8 (Cheryl Brook, Marjorie Corbridge, (2016) “Work-based learning in a business school context: Artefacts, contracts, learning and challenges”, Higher Education, Skills and Work-Based Learning, Vol. 6 Issue: 3, pp.249-260) The structure therefore of such a report could include: Introduction Theoretical framework for the intervention Proposed intervention Description of activities and action Products, results and impacts Conclusions and recommendations Bibliography Appendix (Ruben Toledano-OFarrill, (2017) “Professional application projects: workbased learning in the curriculum”, Higher Education, Skills and Work-Based Learning, Vol. 7 Issue: 1, pp.21-34) The structure of a business report could include: Title page Executive summary Table of contents Introduction Discussion Conclusions Recommendations References Appendices (Reid, M., 2012. Report Writing. London: Palgrave). End of Assignment Brief GSM LONDON Page 1 of 8 Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 70-85 (1st) Assessment categories Knowledge & Understanding of Subject Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. Threshold level. Understanding of key aspects of field of study; coherent knowledge, at least in part informed by current research in the subject discipline. Systematic understanding of field(s) of study, as indicated by relevant QAA subject benchmark statements for the degree programme. Good understanding of the field(s) of study; coherent knowledge, in line with subject benchmark, at least in part informed by current research in the subject discipline. Excellent knowledge and understanding of the main concepts and key theories/ concepts of the discipline(s). Clear awareness of the limitations of the knowledge base. Highly detailed knowledge and understanding of the main theories/concepts of the discipline(s), and an awareness of the ambiguities and limitations of knowledge. Cognitive/ Intellectual Skills (e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence) Unsubstantiated generalizations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. Poor communication of ideas. Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalized statements made with scant evidence. Conclusions lack relevance. Threshold level. Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/ views, but evidence not consistently interpreted. Some relevant conclusions Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance. An emerging awareness of different stances and ability to use evidence to support the argument. Valid conclusions Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly. Sound, convincing conclusions. Thoroughly logical work, supported by judiciously selected and evaluated evidence. High quality analysis, developed independently or through effective collaboration.. Ability to investigate contradictory information and identify reasons for contradictions. Strong conclusions. Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions. Use of Research- informed Literature (including referencing, appropriate academic conventions and academic honesty) Little evidence of reading. Views and findings unsupported and non-authoritative. Academic conventions largely ignored. Evidence of little reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources. Academic conventions used inconsistently. Threshold level. References to a range of relevant sources. Some omissions and minor errors. Academic conventions evident and largely consistent, with minor lapses. Knowledge, analysis and evaluation of a range of research- informed literature, including sources retrieved, analysed independently. Academic skills consistently applied. Knowledge, analysis and evaluation of a range of research- informed literature, including sources retrieved, analysed independently with accuracy and assurance. Good academic skills, consistently applied. Excellent knowledge of research informed literature embedded in the work. Consistent analysis and evaluation of sources. High-level academic skills consistently applied. Outstanding knowledge of research-informed literature embedded in the work. Consistent analysis and evaluation of sources. Highlevel academic skills consistently and professionally applied. GSM LONDON Page 2 of 8 LEVEL 6 cont Graduate Skills for Life and Employment (. research- related skills; written, graphical and oral communication skills; group working; problem-solving; practical and professional skills) Little or no evidence of the required skills in any of the graduate skills identified in the programme specification at this level. Limited evidence of the graduate skills identified in the programme specification. Significant weaknesses evident, which suggest that the candidate has not gained the skills necessary for graduate-level employment. Research skills: Can competently undertake reasonably straightforward research tasks with minimum guidance, but with minor weaknesses. Can communicate in a range of formats, including orally, at a standard appropriate for graduate-level employment, and with limited weaknesses. Can generally work effectively within a team, negotiating in a professional manner and managing conflict. Is largely confident and effective in identifying and defining complex problems and applying knowledge and methods to their solution. Able to recognise own strengths and weaknesses in relation to graduate employment, with minor areas of weakness. Research skills: Can competently undertake reasonably straightforward research tasks with minimum guidance Can communicate effectively in a range of formats, including orally, at a standard appropriate for graduate-level employment, and with limited weaknesses. Can consistently work effectively within a team, negotiating in a professional manner and managing conflict. Is confident and flexible in identifying and defining complex problems and applying knowledge and methods to their solution. Able to evaluate own strengths and weaknesses in relation to graduate employment. Research skills: Can successfully complete a range of research-like tasks, including evaluation, with very limited external guidance. Can communicate well, confidently and consistently in a range of formats, including orally, at a standard appropriate for graduate-level employment. Can consistently work very well within a team, leading & negotiating in a professional manner and managing conflict. Is confident and flexible in identifying and defining a range of complex problems and applying knowledge and methods to their solution. Able to take initiative in evaluating own strengths and weaknesses in relation to graduate- level professional and practical skills, and act autonomously to develop new areas of skills as necessary. Research skills: Can very successfully complete a range of research-like tasks, including evaluation, with a significant degree of autonomy. Can communicate professionally and confidently in a range of formats, at a high standard appropriate for graduate-level employment. Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations. Is professional and flexible in autonomously identifying and defining a range of complex problems and applying knowledge and methods to their solution. Able to show insight and autonomy in evaluating own strengths and weaknesses and developing professional and practical skills needed for graduatelevel employment. Research skills: Exceptionally successful in a wide range of research-like tasks, including evaluation, with a high degree of autonomy Can communicate with an exceptionally high level of professionalism, in a range of formats, including orally, appropriate for graduate-level employment. Can work exceptionally well and professionally within a team, showing leadership skills as appropriate, managing conflict, and meeting all obligations. Is exceptionally professional and flexible in autonomously defining and solving a range of complex problems and applying knowledge and methods to their solution. Outstanding ability to evaluate own strengths and weaknesses, showing outstanding attributes for graduate-level employment. Marks for Level 6 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 () 60-69 () 70-85 (1st) 86-100 (1st) GSM LONDON Page 3 of 8
