MODULE HANDBOOK

BUSI1324 –
Managing Strategy
Level 6: 30 Credits

2022-23
Contents

Welcome message from your Module Leader ............................................................................... 2

Key contacts ................................................................................................................................... 2
Enquiry-Based Learning and Research-Led Teaching .................................................................. 5
Module details and learning outcomes .......................................................................................... 6
Employability .................................................................................................................................. 6
Key Dates ....................................................................................................................................... 7
Schedule of teaching and learning activities .................................................................................. 7
Assessment .................................................................................................................................... 8
Resit assessments ....................................................................................................................... 13
Reading recommendations .......................................................................................................... 14
Ethical Compliance for Research on Taught Courses ................................................................. 14
Changes to the module ................................................................................................................ 15
Other Details ................................................................................................................................ 16
Marking Rubrics………………………………………………………………………………………….17
Welcome message from your Module Leader

Dear Students,

This module is designed to follow a Sequential-Learning process drawing on

business theories, underlying strategic principles, and real-world case scenarios
to help you understand the vagaries of an ever-evolving corporate world and the
real-world solutions in the pursuit of sustainable competitive advantage.

Following the weekly teaching and learning, you will be introduced to key
contemporary concepts and analytical frameworks in strategy and how to apply
them in real business context. You will build your knowledge from each new
concept to the eventual development of the full strategic appraisal process
whereby you will master how to generate and evaluate strategic options and
select the most appropriate business strategy from among these.

While you are expected to apply yourself diligently and work hard on this module,
you will also be amply rewarded by the acquisition of important employability
capabilities arising from the ability to apply the main strategic concepts and tools
to the real business world.

This handbook provides essential information about this module including the
aims and learning outcomes, the schedule of teaching and learning activities,
assessment tasks, reading recommendations and, if applicable, any additional
resources that you will need. Please read it at the start of term so you are aware
of key details and important dates.

I truly hope that you enjoy this module!

Best Wishes

Dr. Anusha Pappu

Module Leader

Key contacts
The list below provides contact details of the module team.
Name and photograph

Module Leader: Dr Anusha Pappu

Location: QA 306
Email: A.Anusha@gre.ac.uk
Tel: 020 8331 8760
Office hours: Appointments available upon request. Please email

Module Tutor: Dr. Fiona Sun

Location: QA205
Email: F.Sun@gre.ac.uk
Office hours: Appointments available upon request. Please email

Module Tutor: Dr. Rob Robson

Location: QA306
Email: rr29@gre.ac.uk
Office hours: Appointments available upon request. Please email

Module Tutor: Charlie Tennant

Location: QM131
Email: c.l.tennant@gre.ac.uk
Office hours: Appointments available upon request. Please email

Module Tutor: Dr. Shuai Zhang

Location: QA206
Email: shuai.zhang@greenwich.ac.uk
Office hours: Monday 15:00-16:00 (TBC)

Module Tutor: Emma Yuan

Location: QA205
Email: N.Yuan@gre.ac.uk
Office hours: Appointments available upon request. Please email

Module Tutor: Doreen Nielsen

Location: QA306
Email: nd18@gre.ac.uk
Office hours: Appointments available upon request. Please email

Module Tutor: Dr. Qijun Zhou

Location: QA217
Email: q.zhou@greenwich.ac.uk
Office hours: Appointments available upon request. Please email

Module Tutor: Li Yi
Location: TBC
Email: yl0862v@gre.ac.uk
Office hours: Appointments available upon request. Please email

Module Tutor: Dr. Athena Piterou

Location: QA201
Email: A.Piterou@gre.ac.uk
Office hours: Monday 12-2 (TBC)

Module Tutor: Dr. Sen Wang

Location: QA219
Email: sen.wang@gre.ac.uk
Office hours: Appointments available upon request. Please email

Module Tutor: Dr. Ye Hou

Location: QA219
Email: Y.Hou@gre.ac.uk
Office hours: Appointments available upon request. Please email

Programme Administration Team

Student Helpdesk
The Student Experience Officers are situated at the Student Helpdesk and are
here to help you throughout your journey at the University. The Helpdesk
provides support with general enquiries and signposting you to the relevant
team.

The student helpdesk can be found in the Queen Mary building on the second
floor QM240.

The contact for general queries is provided below.

Student Helpdesk (General queries) businessschool@gre.ac.uk

Contact number 020 8331 9712 / 8341

The Welcome Page (linked below) contains information to get you started on
your University Journey.
https://www.gre.ac.uk/welcome/inductions/business

We encourage you to enrol on our Student Moodle Page (linked below) where
you can access information including:
• Useful Contacts
• Timetable links
• Wellbeing guidance
• Instructions on navigating the Portal
• Introduction to our Programme Administration Team

https://moodlecurrent.gre.ac.uk/

Important: To access the Moodle Page, you will need to self-enrol yourself via
the above link.

Programme Administrators
The Programme Administrators can support you with programme specific
queries (such as missing/ incorrect grades on your profile, accessing
submission links, resit enquiries).

The contact for Programme Administrative queries is provided below.

Programme Administrators GBS-StudentSupport@gre.ac.uk  

(Administrative queries)
Enquiry-Based Learning and Research-Led Teaching

Enquiry-Based Learning (EBL)

Defined as ‘an approach based on self-directed enquiry or investigation in

which the student is actively engaged in the process of enquiry facilitated by a
teacher. EBL uses real life scenarios (for example, from case studies,
company visits, and project work) and students investigate topics of relevance
that foster the skills of experimental design, data collection, critical analysis
and problem-solving’.

Students are engaged in enquiry-based learning as a part of the group work

which is a formative in-class activity on this course. The activities will be
discussed during the sessions. Amongst other enquiry-based tasks students
participate in real-life industry and competitor analysis and also learn about
the real companies using case studies that are applicable to different
scenarios.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty

introducing students to their own research where it is relevant to the
curriculum being taught as well as drawing on their own knowledge of
research developments in the field, introducing them to the work of other
researchers. RLT sees students as active participants in the research process,
not just as an audience. This is achieved by discussing such developments in
lectures and classes, and setting reading lists including recent research
publications at the frontier of the field. The definition of a diverse assessment
regime at the programme level (incorporating an expectation of familiarity with,
and use of, such
publications in assignments) and the inclusion of projects at every level of the
programme is also fundamental to achieving these objectives.

Research-led teaching is incorporated in the course through reference to

research done by the module leader. In addition, research done by several
members of the course team is incorporated in the course design through, for
example, the choice of case studies or examples used for teaching delivery.
Module details and learning outcomes
Host Faculty: Faculty of Business
Host School: Business, Operations and Strategy (BOS)
Number of Credits: 30
Term(s) of delivery: Term 1
Site(s) of delivery: Greenwich Maritime Campus

Aims:
The module will develop critical analytical skills relevant to strategic
management and will reflect the plurality of perspectives and approaches to
strategic management wherever it is possible and appropriate. Further, the
module will introduce students to the cognitive processes and core analytical
tools which underpin the management of strategy in organizations. The
cognitive element is complemented by a business reality component. Alongside
the teaching of tools and skills, students will be encouraged to develop a critical
appreciation of the nature and limits of business strategy and an understanding
of the organizational dynamics involved in strategy development.

Learning Outcomes:
1. Apply analytical tools needed for the evaluation and comprehension of
the extent to which firms achieve strategic success in comparison with
their strategic objectives;
2. Analyse, apply and evaluate the concepts and models of strategy
appraisal and selection of strategic directions;
3. Think critically and arguing cogently about strategy implementation;
4. Put strategy into perspective relative to other areas of organisational
activity and demonstrate their interconnectedness within the whole;
5. Critique strategy theories and frameworks with a view to developing
deep understanding of the strengths and weaknesses of strategic
management;
6. Develop an appreciation of strategic management and its contribution to
the firm's performance and competitive advantage.

Glossary:
A pre-requisite module is one that must have been completed successfully
before taking this module.
A co-requisite module is one that must be taken alongside this module.
A learning outcome is a subject-specific statement that defines the learning to be
achieved through completing this module.

Employability

Employability is an important part of the Managing Strategy course and, having

completed the course, you will be equipped to work as an employee in many
businesses and also be in a position to consider starting your own business. In
addition, the course aims to enable you to develop a number of transferable
skills which will be of use in a variety of career settings. The following skills will,
in particular, be developed as a part of the course:-
a) Cognitive skills - in your work on researching an established company you will
be evaluating examples of real-life opportunities and assessing real-life markets
b) Generic competences - The course contains in-class group work in which you
will have the opportunity to develop planning, interpersonal and leadership skills.
c) Personal competences - The course allows you to develop your
communication skills (both verbal and written) as a part of the presentations and
also in your written assessments.
d) Practical and professional elements - the Reflective Report requires you to
specifically reflect on the skills you have developed which will boost your
employability.

You can find out more about the Greenwich Employability Passport at:
Greenwich Employability Passport for students

Information about the Career Centre is available at: Employability and Careers |
University of Greenwich

Key Dates
2022/23 Term Dates

Please note that dates may differ depending on when you start your programme of study, and
where you are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-dates for full
details, and details of University closure dates.

Welcome Week 12 September 2022 23 September 2022

Term 1 26 September 2022 16 December 2022
Examination Period 9 January 2023 13 January 2023
Term 2 16 January 2023 6 April 2023
Examination Period 2 May 2023 19 May 2023
Resit Examination 17 July 2023 28 July 2023
Period

Schedule of teaching and learning activities

The table below provides an overview of the workshops. Further details of

specific case studies, preparation and any specific recommended reading are
updated in the Moodle page in weekly sessions details.
In addition to the teaching and learning activities within the module, additional
study support can be seen at: Academic Skills

Week Week Activity

No. beginning

1 26/09/22 Workshop 1: Introduction to the module & the nature of

strategy and strategic Decision Making
2 03/10/22 Workshop 2: Strategic purpose, organisational purpose
and Stakeholder Expectations
3 10/10/22 Workshop 3: Macro environment- Using PESTEL and
OT of SWOT
4 17/10/22 Workshop 4: Industry environment- Using Porter’s 5
forces of competition analysis and industry groups
5 24/10/22 Workshop 5: Internal environment- Value chain
analysis, dynamic capabilities, VRIO and SW of SWOT
6 31/10/22 Workshop 6: The nature and sources of competitive
advantage Porter’s Generic Strategies
7 07/11/22 Workshop 7: Business strategies and business models
Bowman’s Strategy Clock
8 14/11/22 Workshop 8: Corporate strategies using the BCG Matrix
and the Ansoff Matrix
9 21/11/22 Workshop 9: Developing and evaluating strategic
options for growth using and TOWS and SFA
10 28/11/22 Workshop 10: Strategy execution organisation systems,
structures and culture
11 05/12/22 Workshop 11: Strategy for success embracing change
and sustainability
12 12/12/22 Module revision

Assessment
First sit Deadline or Weighting Maximum Marking Learning
assessments exam period out of length type outcomes
100%* mapped to this
assessment.
Essay 25th November 30% 2,000 Stepped 3,4,6
2022, words marking
11.30pm
Strategic 09th January 70% 4,000 Stepped 1,2,5,6
Appraisal 2023, words marking
11.30pm

*The weighting refers to the proportion of the overall module result that each
assessment task accounts for.
Your assessment brief:

Assessment 1: Essay (2,000 words)

The first assignment of this module should be written and submitted individually to
the Essay submission point on the module Moodle site by 25th Nov 2022,
11.30pm. The word count for this essay is 2,000 words (excluding references).

Based on a FT (FT.com) news article, please select a company that is facing a

failure/decline and analyse possible reasons of its strategic mistakes. The task
requires demonstrating the following:
• providing an overview of a company strategy
• explaining what is meant by failure/decline
• analysing the possible reasons of failure/decline
• suggesting how this could be avoided.

Applying strategy tools is NOT required for this task. It is essential to include
relevant academic literature into discussion, inform sources with in-text citations
and provide reference list by following Harvard referencing style - please check
the guide to the Harvard referencing system provided in the link
https://www.gre.ac.uk/articles/ils/referencing.The selected FT (FT.com) news
article(s) and any cited news article(s) must be included in the reference list
as well along with other references used.

Please note, to use FT.com, you must register with it. Please see the document
titled ‘Registering for FT.com’ uploaded to the Moodle in the assignment help
folder for further help. If you have any issues in registering, please contact the
subject librarian, Rachael Hartiss at R.Hartiss@greenwich.ac.uk. An example of
essay on Wirecard is uploaded to the assignment help folder in the Moodle to
guide you with its structure and it is suggested to avoid using the same company
due to the possible similarity issues. Similarly, avoid using too old companies. If
you are not sure about the selection, please check with your tutor. Your tutor will
not select the company for you, but you can consult if your selection is applicable
or not.

The marking rubric for the essay can be found at the end of this handbook as well
as in the assessment help folder in the Moodle.
Assessment 2: Strategic Appraisal (4,000 words)

The second assignment of this module should be written and submitted

individually to the Strategic Appraisal submission point on the module Moodle site
by 9th January 2023, 11.30pm. The word count for this essay is 4,000 words
(excluding references).

The second assignment of this module is a Strategic Appraisal (to be written and
submitted individually) to be undertaken on a given real company SegaSoft
Networks Inc. (SegaSoft). Please refer to the module Moodle site to access the
link to the relevant case study. The link will be available not earlier than teaching
week 6, due to the Sequential-Learning process of teaching taken at this module.
Students are required to engage with relevant theory before starting to work on this
assignment.

Please note: If an alternative company or case is taken for Strategic Appraisal, the
submission will be given 1 mark (meaning failure) irrespective of the quality of work.

You will be expected to apply the strategy tools/theories/models you have learned
throughout the module. This will include: 1) the analysis of the external and internal
environment of the company; 2) the identification and evaluation of its main strategic
options for growth, and 3) recommendation for further development of the company.

You may include appendices (not more than 5 pages) at the end of your report to
provide supporting data/evidence of research, but all essential information should
be included in the main body of your work. Appendices should also be referred to
where relevant in the main body. Appendices are only to support your
argument/discussion in the main text and will not be considered as a replacement
to it and will not be marked separately.

Please note, evidence of additional researched material, mechanical structure, and

soundness and how well the different sections are linked and integrated within the
overall report will be greatly appreciated. A good report emphasises clear, concise
writing with focused and solid content. This is crucial since report writing skills are
essential to any strategic management exercise. The case study material provided
alone is not sufficient and required further research to understand the changes in
the company in the recent time.

The purpose of the assignment is to draw out the key strategic issues and
challenges encountered in running of the company; apply the relevant
models/frameworks; rationalise and justify the key decisions taken; describe and
discuss the underlying strategic principles. You would need to carry out
additional relevant research to inform your analysis and findings. Please
present your analytical frameworks in a table format in order to save enough space
for your written discussion and evaluation. Use of tables is encouraged but they
must be accompanied with relevant discussion and evaluation as tables alone will
not be sufficient.
The suggested format for this report and a possible approach to the word count allocation could be
found below

CONTENTS PAGE
The report should be clearly structured and follow logically. A contents page
should be included which should adequately set out the structure of the report in
a systematic way.
INTRODUCTION AND COMPANY BACKGROUND (150 words)
State clearly what the report is about and provide a brief overview of the company
to set the context for the case. You need to explain: the purpose of the report;
what is the core business of the company do; what industry does it operate in;
what are its geographical markets; what are the company’s mission, vision and
values?
PART I: External Analysis (900 words)
Part 1 requires an analysis of the external environment using appropriate strategic
models and frameworks, which will be discussed during the weekly workshops.
In particular, the external analysis will require two main parts and corresponding
tools:
- The Macro-Environmental Analysis through the application of the PESTEL
model (table format)
- The Industry Analysis through the application of the Porter’s Five Forces
of Competition model (table format)
Finally, deriving from the external analysis, you should then identify the main
opportunities and threats present in the company’s environment (partial SWOT
analysis, should be presented in a table format).
PART II: Internal Analysis (900 words)
Part 2 entails the internal analysis of the company under investigation using
appropriate strategic models and frameworks. In particular, the internal analysis
will require three main steps and corresponding tools:
- The Identification of the Resources & Competencies of the company
through the application of the Value Chain model (table format)
- Use Competency Framework to identify threshold/ordinary vs.
distinctive/core resources/capabilities
- The Appraisal of the Resources & Competencies through the application
of the VRIO framework (table format)
Finally, deriving from the above-mentioned three steps, you should then identify
the main strengths and weaknesses of the company (partial SWOT analysis,
should be presented in a table format).
PART III: Company’s Business Strategy and Business Model (300 words)
Description of the company’s Business Strategy in terms of Porter’s Generic
Strategies model or Bowman’s Strategy Clock model.
In this section you also need to provide a brief explanation of the company’s
Business Model in terms of value creation, value configuration and value capture.
PART IV: Issues & Challenges and Strategic Options for Growth (800)
In this section you will need to summarise the main issues and challenges faced
by the company, which should logically follow from the previous steps of your
analysis.
Based on that you need to generate a number of strategic options that the
company could pursue in response to the identified issues and challenges in order
to continue to grow. Strategic options should be generated with the use of the
 Ansoff matrix or the TOWS Matrix models (table format).
PART V: Evaluation of the Strategic Options for Growth and Implementation
(800)
In this section you should provide a specific suggestions to the company based
on evaluation of strategic options identified previously through the application of
the SFA framework (table format) and select the best one. Please explain your
choice and discuss what resources needed to implement the strategic option
chosen effectively.
CONCLUSIONS (150)
Provide a brief summary of the major findings arising out of your analyses and
leading on to YOUR final strategic recommendations for the company’s ongoing
health. What problems will the company face in order to sustain a competitive
advantage over its rivals?
REFERENCE LIST (Alphabetical order and Harvard style. It is not included in the
word count)
APPENDICES (Not included in the word count)

It is essential to include relevant academic literature into discussion,

demonstrate own research in addition to the case study provided, inform
sources with in-text citations and provide reference list by following Harvard
referencing style- please check the guide to the Harvard referencing system
provided in the link https://www.gre.ac.uk/articles/ils/referencing. Additionally, a
document on Harvard referencing is also included in the Assignment Help folder in
the Moodle.

Please note, case study provided will only help you understand about the
company to some extent. Additional research is needed and use the latest
information about the company to complete the strategic appraisal. This is also
easy for the marker to understand as the case study is relatively old and any
information provided can easily be compared. An example for the strategic
appraisal is uploaded to the Moodle in the assignment help folder. However, the
example is on a different company (McDonalds), but you are required to use the
case study mentioned above (SegaSoft) only.
Important note: Coursework is marked on the understanding that it is the student’s
own work on the module and that it has not, in whole or part, been presented
elsewhere for assessment. Where material has been used from other sources, this
must be properly acknowledged in accordance with the University’s Regulations
regarding Academic Misconduct.

The marking rubric for the strategic appraisal can be found at the end of this
handbook as well as in the assessment help folder in the Moodle.

Marking, feedback and next steps

To pass this module, you must achieve an overall mark of 40/40+ and a mark of
40/40+ for all assessments.

For coursework, the marks and feedback will normally be provided to students within
fifteen working days of the submission deadline. In exceptional circumstances,
where there is a delay in providing feedback, you will be informed by the module
leader.

If you do not pass a module at the first attempt, you may be eligible for a resit
opportunity on the failed assessments. The Exam Board will decide whether you will
have an opportunity to resit. They will consider your overall set of results and profile,
including other modules, and your engagement on the programme, for example,
whether you have attempted assessments or not. Note that marks on resit
assessments are capped at 40% unless extenuation has been applied for and
granted.

For further details on resit assessments, please see section 7 below.

The assessment and feedback policy can be accessed at Assessment and

Feedback Policy

Extenuating circumstances and student support

The University recognises there are times when serious and unexpected matters
which are beyond a student’s control (such as serious illness or injury, death in
family) impact on their academic performance and ability to complete assessments
by the deadline. Guidance on claiming extenuation can be found at: Extenuating
circumstances

External Examiner

The External Examiner for this module is:

Name: Dr. Boyi Li
Institution: London School of Economics and Political Science

Please note that the role of the External Examiner is to evaluate the overall
standard of assessments on the module. They are unable to correspond with
individual students about their work. If you need to discuss your marks or
feedback, please contact the module leader.

Resit assessments
Assessment Schedule
Resit Deadline Weighting Maximum Marking Learning
assessments out of length type outcomes
100%* mapped to
this
assessment.
Essay 10.07.2023 30% 2,000 Stepped 3,4,6
words marking
Strategic Appraisal 10.07.2023 70% 4,000 Stepped 1,2,5,6
words marking

The Progression and Award Board (PAB) will determine whether students who have
failed items of coursework or exams will be permitted to complete re-sits. These
normally take place in July/August. If your results letter advises you that you have
been given a re-sit opportunity you will need to check the portal for details of the
assessment element(s) that you will need to complete and for the timings of re-sit
examinations.

For non-exam re-sits (e.g. coursework, essay, presentation, group work

assessments), please consult the relevant Module’s Moodle page for instructions
on what is required of your re-sit assessment. The due date will be confirmed on
the module Moodle page once the results letters are issued.

You should be aware that there is no automatic right to take re-sits; this is at the
discretion of the PAB and dependent on the scale of failure and your overall profile.
If you are offered a re-sit opportunity which you do not take up, you will be recorded
as having a non-submission; you will not keep the original grade for that item if you
are told by a PAB that they want you to re-sit.

Reading recommendations

The following are suggested readings for the module. Additional, more detailed
reading recommendations will be provided for the module topics.

Author Title Publisher

Johnson et Fundamentals of Strategy, 4th ed Pearson

al. Highly recommended core textbook.
Link to e-book:
https://ebookcentral.proquest.com/lib/gre/det
ail.action?docID=5216090
Grant, R. Contemporary strategy analysis: Text and John Wiley &
cases Sons
Schilling, Strategic management of technological McGraw Hill
Melissa A innovation Education
Hambrick, Are you sure you have a strategy? Academy of
D.C. and Management
Fredrickson, Executive, 15(4)
J.W.
Porter, M. Towards a dynamic theory of strategy Strategic
Management
Journal, (12)

Ethical Compliance for Research on Taught Courses

University policy requires ANY research which might involve human participants to use set
procedures for informing participants, obtaining their informed consent to provide data,
collecting and storing data. This includes the collection of data for formative or extra-
curricula activities.
 Normally this requirement will impact upon approval of topics for undergraduate and
postgraduate dissertations BUT may also impact upon individual assignments where a
student or group of students will undertake primary research.

Where a course includes an assessment item involving student collection of data, whether
from human participants or not, before any data is collected each student on such a course
must:
• Undertake and pass the Epigium Research Ethics online course, if they have
not already done so;
• Register the details of the project on the online Ethics Approval Form on
the FBUS Research Ethics Moodle site;
All data collected in the course of the project must be:
• stored on the student’s University Home (G:) or OneDrive only1;
• destroyed following the confirmation of results at the PAB or resit PAB.
In addition, any student collecting data from human participants must:
• Not collect data that is sensitive in nature or is collected from University of
Greenwich staff, nor from vulnerable populations such as children;
• Provide all participants with an offline or online participant information sheet
and consent form, using the authorised template;
• Include the participant information sheet consent form template as
appendices to the submitted assignment;
• Include any questionnaire or interview guide as appendices to the submitted
assignment;
• If collecting data online, utilise the University’s subscriptions to JISC Online
Surveys, Office 365 Forms, SNAP, Qualtrics, Teams, Skype for Business
or AdobeConnect;
• Not collect data using public domain tools such as
SurveyMonkey, GoogleDocs, Google Hangouts (which are outside EU
regulation).

If any variation from the set procedures is sought:

i.an individual application must be made to the Business Faculty Research Ethics
Committee using a University Research Ethics Application Form available
from: https://docs.gre.ac.uk/rep/vco/urec-application-form.
ii.The response of the committee will be emailed to the student’s University email
address. The email confirming ethics approval has been granted must be kept
and included as an appendix to the assignment submission it has been granted
for.
iii.Where an application is not approved, the Committee will provide contact details
for the person the student should approach to negotiate the next steps.

Failing to comply with the conditions of this policy is an academic offence.

FREC process Nov 2019 Rev.docx

Changes to the module

At the University of Greenwich, we value feedback from students as well as External

Examiners and other stakeholders and we use this information to help us improve
our provision. For example, during the previous years, one of the coursework which
had a simulation game was not well received by students. This feedback was
considered and it is now replaced with an essay.

Important note: The University of Greenwich will do all that it reasonably can to
deliver the module and support your learning as specified in our handbooks and
other information provided. However, under some circumstances, changes may
have to be made. This may include modifications to the:

• content and syllabus of modules, including in relation to placements

• timetable, location and number of classes
• content or method of delivery of your module
• timing and method of assessments.

This might be because of, for example:

• academic changes within subject areas

• the unanticipated departure or absence of members of university staff
• where the numbers expected on a module are so low that it is not possible
to deliver an appropriate quality of education for students enrolled on it.
• industrial action by university staff or third parties
• the acts of any government or local authority
• acts of terrorism.

In these circumstances, the University will take all reasonable steps to minimise
disruption by making reasonable modifications. However, to the full extent that it is
possible under the general law, the University excludes liability for any loss and/or
damage suffered by any applicant or student due to these circumstances.

Other Details
The majority of information relevant to you while you study at the University has been brought
together into your programme handbook/Programme Moodle page. Please refer to your
programme handbook/Moodle page for any further information you might require including:

• Deadlines and extenuating circumstances,

• Plagiarism and referencing,

• Who to go to for advice or if you are concerned,

• How to provide us with feedback,

• Key administrative procedures.

 First summative assignment: Essay
Marking Rubric

Criteria for 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%

Assessment Fail Fail Satisfactory Good Very Good Excellent Exceptional

D1 Knowledge (30%) Confusion about the Confusion about the Demonstrate a Good systematic Very good systematic Excellent systematic Exceptional
subject itself. subject itself and key satisfactory level of understanding of the understanding of the understanding of systematic
Understanding of the Unacceptable lack of steps in its development. understanding of the subject. Detailed subject. Coherent and strategy content, understanding of
key factors evidence of any analysis. Little evidence of analysis subject but it is less knowledge of main detailed knowledge of context and the key strategy content,
influencing strategy Key concepts are omitted is provided. systematic and provides elements of the subject strategy tools which are elements of the context and the key
formulation, the or presented in a There is insufficient a description rather than which are presented at presented at a very strategy formulation elements of the
content and context descriptive manner. There evidence of engagement an analysis. There is fairly good level and an good level and a strong process. Excellent strategy formulation
of strategy, and is no evidence of criticality with each key concept. limited evidence of ability to draw ability to draw acquisition of coherent process. Exceptional
applying theoretical needed at level 6. There is a clear lack of engagement with the implications is implications is and detailed acquisition of
knowledge to a criticality needed at level key concepts. Overall, a demonstrated. There is demonstrated. There is knowledge through coherent and
practical example 6. satisfactory attempt to also good evidence of also very good evidence which the strategic detailed knowledge
apply knowledge of engagement with all key of engagement with the position of an through which
strategy tools and draw concepts, with some key concepts. organisation is strategic position of
implications. omissions in detail. critically analysed. an organisation is
There is excellent critically analysed.
evidence of There is exceptional
engagement with the evidence of
key concepts. engagement with the
key concepts
(strategy, strategic
purpose, strategic
positioning,
competitive
advantage)
D2 Research (30%) There is not enough
evidence of research.
Using academic and The arguments are not
relevant non- supported and sources for
academic sources in conducting the analysis
order to make critical are not clear. Any
judgements and to commentary is descriptive
develop a persuasive and does not demonstrate
argument level 6 criticality.
D3 Evaluation (30%) There is almost no
evidence of analysis of
Conducting critical strategy failure and/or
analysis and relevant background
evaluation of an reading. More time
organisation’s researching and engaging
strategy, identifying with module materials to
strategic mistakes develop an understanding
into the subject is strongly
required.
There is some attempt to
use literature for
developing an argument.
There is very little (if any)
commentary presented
and research is described
rather than evaluated.
Insufficient attempt to
investigate the reasons of
strategy failure and
conduct the analysis. Poor
or no evidence of
background reading.
A satisfactory ability to
present some elements
of an argument. There is
good attempt to provide
a commentary in places,
although it is too
descriptive.
Satisfactory reference is
made to the reasons of
strategy failure and
some strategic mistakes,
but it is limited in nature
and draws on a
restricted number of
authors and/or draws on
unreliable sources.
Insufficient attempt to
support the discussion.
A good ability to build a A very good ability to Excellent Exceptional
mostly clear argument. build a clear argument. interpretation of the interpretation of the
There is some good There is enough academic literature, as academic literature,
evidence of critical evidence of critically well as other reliable as well as other
commentary in places, evaluate much of the sources, for reliable sources, for
although it can be research undertaken. supporting the supporting the
descriptive. Good use of Very good use of articles analysis. An excellent analysis. An
articles from FT.com. from FT.com. ability to build a exceptional ability to
comprehensive devise and sustain a
argument. Excellent comprehensive and
use of articles from convincing argument.
FT.com and other Exceptional use of
resources. articles from FT.com
and other resources.
Overall good analysis of Very good analysis of Deep analysis of the Profound analysis
the main reasons of the main reasons of reasons of strategy and evaluation of the
strategy failure and strategy failure and failure and mistakes in reasons of strategy
major mistakes in the major mistakes in the the process of its failure and mistakes
process of its process of its development A wide in the process of its
development. There is development. A very range of current and development. A wide
some evidence of good range of appropriate range of current and
employing diverse appropriate literature is literature is presented appropriate
sources to support the used. There is also to support strong literature is
discussion. evidence of integrating arguments. Excellent presented to support
diverse sources to ability to synthesise strong arguments.
support the discussion. diverse sources Exceptional ability to
including academic synthesise diverse
and relevant non- sources including
academic ones and academic and
integrate those into relevant non-
the discussion. academic sources.
D4 Communication No structure presented
(5%) and the assessment
includes a significant
Essay is written in number of errors in
coherent Standard Standard English. It lacks
English, is well academic style, and this
structured and well impedes flow. Further
presented in an proofreading clearly
appropriate needed and additional
academic style. support for academic
writing.
D5 Referencing (5%) The assignment lacks a
reference list, or it is
Essay referencing incorrectly laid out.
and sourcing is Referencing system within
correct the essay (i.e., Harvard)
has not been followed and
further support with this is
strongly recommended.
Little structure and the
essay are hampered by
errors in Standard English.
It lacks academic style
and does not flow well.
Further proofreading
clearly needed and
additional support for
academic writing.
The student should refer
themselves to student
services for additional
support in their writing.
The reference list has
many errors in its layout.
Many references in the
main text are incomplete
or incorrect and may be
missing from the list of
references. Overall
referencing and citation
skills require significant
improvement.
The structure is A good structure for the A very good structure – Excellent structure This essay is
satisfactory overall but most part. The essay with clear presentation and very well exceptionally well
does need improvement. observes many and organisation of organised ideas. The structured and
Many errors appear in academic conventions in ideas. The essay written English is of a organised. The
the use of Standard style and content and is observes almost all very high standard written English is of
English (possibly due to mostly presented in academic conventions in and the work observes an extremely high
poor proof reading). Standard English, with style, content and is all academic standard and
Paragraphs are not some errors and presented well, mostly conventions in style observes all
structured well and/or omissions. Some using Standard English and content. Excellent academic
organisation needs to be sentence and/or throughout. Most of this flow, style, and format. conventions in style
structured better. The paragraph structure also work uses a style which and content. The
work does not flow well needs revision, and this flows well. essay flows
in several places, and can affect the flow of the exceptionally well
this affects clarity. work in places. and is a pleasure to
read.
The essay includes Sources is not always Sources used are Sources employed are Sources employed
citations within the main correctly referenced almost all acknowledged all acknowledged in are, without
body and has a within the text and/or in the text and the the text and the exception,
reference list. However, reference list. Almost all reference list, mostly reference list, using acknowledged in the
this referencing is often texts are included in the using correct citation – correct citation – text and the
inaccurate and/or there reference list including including most online including online reference list, using
are several omissions. the article from FT.com sources and the article sources and the article correct citation –
The work uses a limited and a good number of from FT.com. A very from FT.com. Follows including online
number of sources sources is used. good approach to an excellent, sources and the
and/or over relies on e- academic practice. The professional approach article from FT.com.
sources. reference list is very to academic practice. Follows an
good in its breadth and The reference list is exceptionally
depth and most sources also excellent in its strongly professional
are primary sources. breadth and depth and approach to
all sources are academic practice.
primary sources. The reference list is
also exceptional in its
breadth and depth
and all sources are
primary sources.

Criteria for 0-29%
Assessment Fail
D1 Knowledge (30%) Confusion about the
subject itself, main
Understanding of the frameworks, and tools with
subject of strategy, many omissions.
relevant concepts Unacceptable lack of
and main tools for evidence of any analysis.
conducting a Key concepts are omitted
strategic appraisal of or discussed too briefly.
an organisation There is no evidence of
criticality needed at level
6.
Second summative assignment: Strategic Appraisal
30-39%
Fail
Confusion about the
subject itself, main
frameworks and tools
and/or some omissions.
Little evidence of analysis
is provided.
There is insufficient
evidence of engagement
with each key concept.
There is a clear lack of
criticality needed at level
6.
Marking Rubric
40-49% 50-59% 60-69% 70-79% 80-100%
Satisfactory Good Very Good Excellent Exceptional
Demonstrate a Good systematic Very good systematic Excellent systematic Exceptional
satisfactory level of understanding of the understanding of the understanding of systematic
understanding the subject. Detailed subject. Coherent and strategy tools. understanding of
subject but it is less knowledge of most detailed knowledge of Excellent acquisition strategy tools.
systematic and provides strategy tools which are strategy tools which are of coherent and Exceptional
a description rather than presented at fairly good presented at a very detailed knowledge acquisition of
an analysis. There is level and an ability to good level and a strong through which the coherent and
limited evidence of draw implications is ability to draw strategic position of an detailed knowledge
engagement with the demonstrated. There is implications is organisation and through which
key concepts. Overall a also good evidence of demonstrated. There is sources of its strategic position of
satisfactory attempt to engagement with all key also very good evidence competitiveness are an organisation and
apply strategy tools and elements, with some of engagement with the critically analysed. sources of its
draw implications. omissions in detail. key concepts. Most tools There is excellent competitiveness are
and frameworks are evidence of critically analysed.
used with some engagement with the There is exceptional
omission. key concepts. Most evidence of
tools and frameworks engagement with the
are used with minor key concepts
omissions. (strategy, strategic
purpose, competitive
advantage). All tools
and frameworks are
used with no
omissions.
D2 Research (30%) There is almost no There is a failure to Satisfactory reference is Overall good Very good Deep understanding Profound
evidence of engagement engage with the case made to the case study understanding of the understanding of the of the case study and understanding of the
Appropriate use of with the case study and/or study and/or enough and background case study and using its case study and an ability a strong ability to case study and an
the case study and relevant background relevant literature. You reading, but it is limited elements for conducting to use it for conducting integrate it into the exceptional ability to
relevant literature reading. You need to need to pay closer in nature and draws on a the analysis. There is the analysis. A very analysis. A wide range integrate it into the
spend time researching attention to the case study restricted number of some evidence of good range of of current and analysis. A wide
and engaging with module text and read much more authors and/or draws on employing diverse appropriate literature is appropriate range of current and
materials to develop an widely about a researched unreliable sources. sources to support the used. There is also literature is presented appropriate
understanding into the organisation, as well as Insufficient attempt to discussion. Additional evidence of integrating to support strong literature is
subject. the subject of strategy. support the discussion. research on the diverse sources to arguments. Excellent presented to support
company in addition to support the discussion. ability to synthesise strong arguments.
case study is seen to Additional research on diverse sources Exceptional ability to
some extent. the company in addition including academic synthesise diverse
to case study is seen to and relevant non- sources including
a great extent academic ones and academic and
integrate those into relevant non-
the discussion. academic sources.
Additional research on Additional research
the company in on the company in
addition to case study addition to case
is seen in great detail study is seen at an
and to support exceptional level and
discussions. well-integrated to the
discussion/analysis.
D3 Evaluation (30%) There is not enough There is some attempt to A satisfactory ability to A good ability to build a A very good ability to Excellent Exceptional
evidence of research. use the case data and/or present some elements mostly clear argument build a clear argument. interpretation of the interpretation of the
Using the case study The arguments are not other sources for of an argument using using your Very good case study and a case study and a
and other relevant supported and sources for developing a discussion. the understanding of the understanding of the understanding of some strong ability to strong ability to
sources in order to conducting the analysis There is very little (if any) case study. There is knowledge gained from information provided in employ its data, as employ its data, as
make critical are not clear. Any critical commentary good attempt to provide the case study and other the case study. There is well as other reliable well as other reliable
judgements and commentary is descriptive presented and research is a critical commentary in sources. There is some enough evidence of sources, for sources, for
interpretations, and and does not demonstrate described rather than places, although it is too good evidence of critical critically evaluate much conducting the conducting the
to provide a level 6 criticality. evaluated. descriptive. commentary in places, of the research analysis. An excellent analysis. An
persuasive argument although it can be undertaken. ability to build a exceptional ability to
which demonstrates descriptive. comprehensive devise and sustain a
intellectual clarity argument. comprehensive and
convincing argument.
D4 Communication No structure presented
(5%) and the assessment
includes a significant
Report is written in number of errors in
coherent Standard Standard English. It lacks
English, is well academic style and this
structured and well impedes flow. Further
presented in an proof reading clearly
appropriate needed and additional
academic style. support for academic
writing.
The student should refer
themselves to student
services for additional
support in their writing.
D5 Referencing (5%) The assignment lacks a
reference list or it is
Report referencing incorrectly laid out.
and sourcing is Referencing system within
correct the report (i.e. Harvard)
has not been followed and
further support with this is
strongly recommended.
Little structure and the
work is hampered by
errors in Standard English.
It lacks academic style
and does not flow well.
Further proof reading
clearly needed and
additional support for
academic writing.
The student should refer
themselves to student
services for additional
support in their writing.
The reference list has
many errors in its layout.
Many references in the
main text are incomplete
or incorrect, and may be
missing from the list of
references. Overall
referencing and citation
skills require significant
improvement.
The structure is A good structure for the A very good structure – Excellent structure This report is
satisfactory overall but most part. The work with clear presentation and very well exceptionally well
does need improvement. observes many and organisation of organised ideas. The structured and
Many errors appear in academic conventions in ideas. The work written English is of a organised. The
the use of Standard style and content and is observes almost all very high standard written English is of
English (possibly due to mostly presented in academic conventions in and the work observes an extremely high
poor proof reading). Standard English, with style, content and is all academic standard and
Paragraphs are not some errors and presented well, mostly conventions in style observes all
structured well and/or omissions. Some using Standard English and content. Excellent academic
organisation needs to be sentence and/or throughout. The majority flow, style and format. conventions in style
structured better. The paragraph structure also of this work uses a style and content. The
work does not flow well needs revision and this which flows well. report flows
in several places and can affect the flow of the exceptionally well
this affects clarity. work in places. and is a pleasure to
read.
The report includes Sources is not always Sources used are Sources employed are Sources employed
citations within the main correctly referenced almost all acknowledged all acknowledged in are, without
body and has a within the text and/or in the text and the the text and the exception,
reference list. However reference list. Almost all reference list, mostly reference list, using acknowledged in the
this referencing is often texts are included in the using correct citation – correct citation – text and the
inaccurate and/or there reference list and a good including most online including online reference list, using
are several omissions. number of sources is sources. A very good sources. Follows an correct citation –
The work uses a limited used. approach to academic excellent, professional including online
number of sources practice. The reference approach to academic sources. Follows an
and/or over relies on e- list is very good in its practice. The exceptionally
sources breadth and depth and reference list is also strongly professional
most sources are excellent in its breadth approach to
primary sources. It and depth and all academic practice.
includes the case study sources are primary The reference list is
used. sources. It includes also exceptional in its
the case study used breadth and depth
and additional and all sources are
resources. primary sources. It
includes the case
study used and
additional resources.