School of Management

Assessment
Brief
Module Code Module Title
SRI5307 Student Project

Academic Year Semester

2021/2022 II

Module Leader email

inoka@icbtcampus.edu.lk

Content
Assessment Details.....................................................2
Submission Details......................................................3
Assessment Criteria....................................................3
Further Information.....................................................5
Who can answer questions about my assessment?............5
Referencing..............................................................................5
Submission problems.............................................................5
Unfair academic practice........................................................5
How is my work graded?........................................................6
Assessment Details
Assessment title Abr. Weighting
Dragons Den Student Project PORT1 100

Pass marks are 40% for undergraduate work and 50% for postgraduate work unless stated otherwise.

Task/assessment brief:

Imagine that you just completed HD in Business management at ICBT successfully. You are now thinking
about starting your own business/ startup venture as a sole proprietorship or a partnership. After
selecting a viable business idea, prepare a portfolio of documents including key areas, which could
influence investors and decision makers. Please identify a suitable name for the business and use that
name throughout the portfolio. Components of the portfolio should include the following.

1. Introduction - The context and purpose of the portfolio - 05 marks

2. Strategic Intent - Provide a brief introduction of the business you would like to set up.
Include the business idea, problem solved by that, Mission and Vision Statement,
objectives, value proposition and competitive advantage and should only be a short
section – 10 marks
3. Strategic Assessment - Carry out an internal and external environmental scanning
considering the business idea using appropriate theoretical models. You may use
PESTEL, five forces and SWOT analysis – 15 marks
4. Strategic Choices - This section should describe your business model. In addition to the
business model canvas, you may discuss the generic strategy of the organization using
porter’s generic model – 20 marks
5. Strategic Initiatives - This section will indicate how your business will run and therefore
should consider the business structure (sole trade, partnership or limited liability) and
ethical considerations of your business – 20 marks)
6. Provide the following information: Selected management team, budgeted start-up cost,
budgeted income statement (for five years), budgeted balance sheet (for five years) and
payback/NPV calculations of the business - 20 marks
7. Performance Management System - Describe the key measures of successful business
performance in relation to your organization. You should at least identify 5 measures of
performance – 10 marks

Word count (or equivalent): 3000 words

This a reflection of the effort required for the assessment. Word counts will normally include any text,
tables, calculations, figures, subtitles and citations. Reference lists and contents of appendices are
excluded from the word count. You are given a 10% plus or minus benefit from the given word count.
Contents of appendices are not usually considered when determining your final assessment grade.

Academic or technical terms explained:

2
Staff note - To ensure consistent interpretation of the assessment brief, please use this area to explain
any acronyms, academic terminology or technical terms used in the above assessment brief.

Please explain all verbs related to Blooms Taxonomy and learning outcomes.

Submission Details
Submission This will be provided
Estimated Feedback
This will normally be 20
Deadline: on the Moodle working days after initial
submission point. Return Date submission.

Submission By 2.00pm on the

Time: deadline day.

Moodle/Turnitin: Any assessments submitted after the deadline will not be marked and will be
recorded as a non-attempt unless you have had an extension request agreed
or have approved mitigating circumstances. See the School Moodle pages for
more information on extensions and mitigating circumstances.

File Format: The assessment must be submitted as a pdf document (save the document as
a pdf in your software) and submit through the Turnitin submission point in
Moodle.

Your assessment should be titled with your:

student ID number, module code and assessment ID,

e.g. st12345678 BHL5007 WRIT1

Feedback Feedback for the assessment will be provided electronically via Moodle. Feedback will
be provided with comments on your strengths and the areas which you can improve.
View the guidance on how to access your feedback.

All marks are provisional and are subject to quality assurance processes and
confirmation at the programme Examination Board.

Assessment Criteria
Learning outcomes assessed

 Evaluate the interdependence of management functions.

 Apply a range of tools and techniques available for mangers to a given situation.

3
  Demonstrate the ability to generate authentic, creative and practical solutions to common needs
in the market.
 Work within professionally accepted ethical and legal boundaries.

Other skills/attributes developed

This includes elements of the Cardiff Met EDGE (Ethical, Digital, Global and Entrepreneurial skills) and
other attributes developed in students through the completion of the module and assessment. These will
also be highlighted in the module guidance, which should be read by all students completing the module.
Assessments are not just a way of auditing student knowledge. They are a process which provides
additional learning and development through the preparation for and completion of the assessment.

 The module seeks to promote an appreciation of the legal, ethical, and moral responsibilities of
businesses as well as individuals as part of a team in a real world situation.  
 This module encourages students to use variety of information sources, synthesise ideas using
digital analytical tools for business decisions. The module develops the student’s understanding
and competence within the digital field through the reflective presentation.  
 The students are encouraged to see examples of similar student projects conducted in other
universities which will expose them to global context.  
 Most of the work undertaken will be within entrepreneurial domain. They are guided to be future
entrepreneurs through this module. Also, they will be assessed by potential/hypothetical investors
who may like the business ideas they develop which will encourage entrepreneurial thinking. 

Marking/Assessment Criteria

Excellent Very good Good answer Poor answer Very poor

answer answer answer
Q1 5 4 3 2 1-0
An excellent A very good A good A poor A very poor
introduction on introduction on introduction on introduction on introduction on
the context and the context and the context and the context and the context and
purpose of the purpose of the purpose of the purpose of the purpose of the
portfolio portfolio portfolio portfolio portfolio
Q2 10-9 8-7 6-5 4-3 2-0
Excellent Very Good Good explanation Poor Very Poor
explanation of explanation of of business idea, explanation of explanation of
business idea, business idea, problem solved by business idea, business idea,
problem solved problem solved that, vision and problem solved problem solved
by that, vision by that, vision mission, by that, vision by that, vision
and mission, and mission, objectives, value and mission, and mission,
objectives, objectives, proposition and objectives, objectives,
value value competitive value value
proposition and proposition and advantage. proposition and proposition and
competitive competitive competitive competitive
advantage advantage advantage. advantage.
backed by backed by
rationale. rationale.

Q3 15-12 11-8 7-5 4-2 2-0

Excellent Very good Good External Poor External Very Poor and
External and External and and Internal and Internal wrongful
Internal Internal analysis using analysis using External and
analysis using analysis using SWOT and SWOT and Internal
PESTEL/ five PESTEL/ five competitor competitor analysis using
forces and forces and analysis analysis SWOT and

4
 SWOT analysis SWOT analysis competitor
analysis
Q4 17-20 13-16 9-12 5-8 0-4
Excellent Very good Good explanation Poor Very poor
explanation of explanation of of the business explanation of explanation of
the business the business model. All items in the business the business
model. All model. All the model model. All model. Items in
items in the items in the explained using items in the the model
model model the canvas map. model explained, but
explained well explained well Some areas of explained using largely
using the using the the canvas is the canvas incorrect or
Canvas map, Canvas map, either incorrect or map. Some irrelevant.
practical, practical, inadequate. In areas of the
feasible and feasible and addition to the canvas is either
justifiable justifiable business model incorrect or
largely. In largely. Few canvas, the inadequate.
addition to the areas need student has
business improvement. discussed the
model canvas, In addition to generic strategy
the student has the business of the
discussed the model canvas, organization using
generic the student has Porter’s generic
strategy of the discussed the model, without
organization generic much
using Porter’s strategy of the justifications.
generic model. organization
using Porter’s
generic model.
Q5 17-20 13-16 9-12 5-8 0-4
An excellent A very good A good attempt Poor attempt Very poor
attempt attempt indicating how the indicating how attempt
indicating how indicating how business will run the business indicating how
the business the business considering the will run the business
will run will run business structure considering the will run
considering the considering the (sole trade, business considering the
business business partnership or structure (sole business
structure (sole structure (sole limited liability) trade, structure (sole
trade, trade, and ethical partnership or trade,
partnership or partnership or considerations. limited liability)
partnership or
limited liability) limited liability) and ethical limited liability)
and ethical and ethical considerations. and ethical
considerations. considerations. considerations.
Q6 17-20 13-16 9-12 5-8 0-4
Provided Provided Provided required A poor attempt A very poor
required required management to address attempt to
management management team, budgeted required address
team, team, start-up cost, management required
budgeted start- budgeted start- budgeted income team, budgeted management
up cost, up cost, statement (for five start-up cost, team, budgeted
budgeted budgeted years), budgeted budgeted start-up cost,
income income balance sheet (for income budgeted
statement (for statement (for five years) and statement, and income
five years), five years), payback/NPV budgeted statement, and
budgeted budgeted calculations of the balance sheet budgeted
balance sheet balance sheet business at good for three years balance sheet
(for five years) (for five years) level
and and
payback/NPV payback/NPV
calculations of calculations of
the business at the business at
5
 excellent level very good level
Q7 8-10 5-7 0-4
Very good and Good and Poor and
rational rational incomplete
presentation of presentation of presentation of
how the how the how the business
business is business is is addressing
addressing addressing triple bottom line
triple bottom triple bottom
line line

6
Further Information
Who can answer questions about my
assessment?
Questions about the assessment should be
directed to the staff member who has set the
task/assessment brief. This will usually be the
Module Leader. They will be happy to answer
any queries you have.
Staff members can often provide feedback on
an assignment plan but cannot review any
drafts of your work prior to submission. The
only exception to this rule is for Dissertation
Supervisors to provide feedback on a draft of
your dissertation.
Referencing and independent learning
Please ensure you reference a range of
credible sources, with due attention to the
academic literature in the area. The time
spent on research and reading from good
quality sources will be reflected in the quality
of your submitted work.
Remember that what you get out of university
depends on what you put in. Your teaching
sessions typically represent between 10%
and 30% of the time you are expected to
study for your degree. A 20-credit module
represents 200 hours of study time. The rest
of your time should be taken up by self-
directed study.
Unless stated otherwise you must use the
HARVARD referencing system. Further
guidance on referencing can be found in the
Study Smart area on Moodle and at
www.citethemrightonline.com (use your
university login details to access the site).
Correct referencing is an easy way to
improve your marks and essential in
achieving higher grades on most
assessments.
7
Technical submission problems
It is strongly advised that you submit your
work at least 24 hours before the deadline to
allow time to resolve any last-minute
problems you might have. If you are having
issues with IT or Turnitin you should contact
the IT Helpdesk on (+44) 2920 417000. You
may require evidence of the Helpdesk call if
you are trying to demonstrate that a fault with
Moodle or Turnitin was the cause of a late
submission.
Extensions and mitigating circumstances
Short extensions on assessment deadlines
can be requested in specific circumstances. If
you are encountering particular hardship
which has been affecting your studies, then
you may be able to apply for mitigating
circumstances. This can give the teachers on
your programme more scope to adapt the
assessment requirements to support your
needs. Extensions and mitigating
circumstances policies and procedures are
regularly updated. You should refer to your
degree programme or school Moodle pages
for information on extensions and mitigating
circumstances.
Unfair academic practice
Cardiff Met takes issues of unfair practice
extremely seriously. The University has
procedures and penalties for dealing with
unfair academic practice. These are
explained in full in the University's Unfair
Practice regulations and procedures under
Volume 1, Section 8 of the Academic
Handbook. The Module Leader reserves the
right to interview students regarding any
aspect of their work submitted for
assessment.
Types of Unfair Practice, include:
Plagiarism, which can be defined as using
without acknowledgement another person’s
words or ideas and submitting them for
assessment as though it were one’s own
work, for instance by copying, translating
from one language to another or
unacknowledged paraphrasing. Further
examples include:
 Use of any quotation(s) from the
published or unpublished work of other
persons, whether published in textbooks,
articles, the Web, or in any other format,
where quotations have not been clearly
identified as such by being placed in
quotation marks and acknowledged.
 Use of another person’s words or ideas
that have been slightly changed or
paraphrased to make it look different from
the original.
 Summarising another person’s ideas,
judgments, diagrams, figures, or
computer programmes without reference
to that person in the text and the source
in a bibliography/reference list.
 Use of assessment writing services,
essay banks and/or any other similar
agencies (NB. Students are commonly
being blackmailed after using essay
mills).
 Use of unacknowledged material
downloaded from the Internet.
 Re-use of one’s own material except as
authorised by your degree programme.
Collusion, which can be defined as when
work that that has been undertaken with
others is submitted and passed off as solely
the work of one person. Modules will clearly
identify where joint preparation and joint
submission are permitted, in all other cases
they are not.
Fabrication of data, making false claims to
have carried out experiments, observations,
interviews or other forms of data collection
and analysis, or acting dishonestly in any
other way.
How is my work graded?
Assessment grading is subject to thorough
quality control processes. You can view a
summary of these processes on the
Assessment Explained Infographic.
Grading of work at each level of Cardiff Met
degree courses is benchmarked against a set
of general requirements set out in Volume 1,
Section 4.3 of our Academic Handbook. A
simplified version of these Grade Band
Descriptors (GBDs) with short videos
explaining some of the academic terminology
used can be accessed via the Facilitation of
Learning resource page.
We would strongly recommend looking at the
Study Smart area of Moodle to find out more
about assessments and key academic skills
which can have a significant impact on your
grades. Always check your work thoroughly
before submission.