Learning outcomes assessed:
Define and critically discuss the problem/issues to be
addressed and evaluated in a business scenario/case
study context
2. Critically identify and discuss the theory, principles,
contexts, techniques and functions of case study analysis
methodology and application and their contribution to the
development of business success
3. Understand and critically comprehend and evaluate the
relationship between case study analysis, business project
development opportunities and the formulation of
business proposals and related business decision making
4. Critically develop a business development proposal
which is based on benchmarked case study analysis and
evaluation and which is contextualised by the students’
career aspirations
TASK DESCRIPTION – Individual Case Study Analysis (100%)
TASK
Individual Case Study Analysis (100%)
Select one case study from the cases provided on your student Portal, and identify the problems,
issues and challenges faced by that firm. For your chosen case study, as an individual you need
to select the specific problems faced and complete an analysis structured as below.
Contents Word count
Executive Summary A short summary of the entire work
Background, brief statement of the problem,
aims of the analysis, approach adopted for
analysis, findings
200 words
Chapter
1
Introduction to the
case study
Statement of the problem
Research aims and objectives
Structure of the rest of the report
300 words
2 Case brief: Description
of the situation
Clearly describe the situation in the case.
300 words
3 Problem statement,
plan of analysis
Statement of the problems in the case
Proposed plan of analysis
Relevant literature review-Identify
resources/ techniques helpful for analyzing
the case study.
(Explain and evaluate the concepts,
theories, models, research relevant to the
case)
1000 words
4 Analysis & Findings An assessment of the current positions
facing your chosen company.
(Derived from applying the principles and
practices of the concepts, theories and
models referred to and discussed in chapter
3)
800 words
5 Proposed solution to
problem
Integrated assessment of the analysis –
generate ideas or alternative solutions to the
problems and issues.
Choose a “best fit” solution from the options
Recommendations
Decide on an action plan of
Limitations of the study, scope for further
research
600 words
References
Appendices This section will contain all the
documentation, data, financial reports etc.
used in the case analysis
Total 3000 words
List of References MUST be provided, and Harvard system of referencing MUST be followed.
LENGTH
REQUIRED
3000 words
FORMATTING AND
LAYOUT
Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Document format: Report
4. Ensure a clear title, course, and name or ID number is on a cover sheet and a reference
using Harvard referencing throughout is also provided.
5. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.
The use of a range of information sources is expected – academic books, peer reviewed
journal articles, professional articles, press releases and newspaper articles, reliable
statistics, company annual reports and other company information. All referencing
should be in Harvard style.
MARKING CRITERIA AND STUDENT FEEDBACK
This section details the assessment criteria. The extent to which these are demonstrated by you
determines your mark. The marks available for each criterion are shown. Lecturers use a similar
format to comment on the achievement of the task(s), including those areas in which you have
performed well and areas that would benefit from development/improvement.
Common Assessment Criteria Applied
Mark
s
avail
Mar
ks
Awa
rded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources,
application of appropriate referencing conventions.
15
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying
principles associated with the discipline.
20
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement;
analytical reflection; organisation of ideas and evidence
25
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application
of concepts; formulation of innovative and creative solutions to solve
problems.
30
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative
working; deployment of appropriate media; presentation and
organisation.
10
TOTAL 100
Assignment Mark (Assessment marks are subject to
ratification at the UoS Assessment Board. These comments
and marks are to give feedback on module work and are for
guidance only until they are confirmed. )
72 Hour Late Submission
Penalties (tick if appropriate)
%
GENERIC ASSESSMENT CRITERIA
Level 6
In accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed
knowledge and a systematic understanding of their subject area, at least some of which is informed by the latest research and/or advanced
scholarship within the discipline. They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using
their conceptual understanding to devise and sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and
limits of knowledge. They should be able to critically evaluate evidence, arguments, assumptions, abstract concepts and data (that may be
incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions. They will apply the
methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and
carry out projects. They will have the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example,
refereed research articles and/or original materials appropriate to the discipline). They will demonstrate the qualities and transferable skills
necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable
contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
Level 6
FAIL MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement
with
literature
(including reading,
referencing,
academic
conventions and
academic honesty)
Little or no
evidence of
reading and/or
reliance on
inappropriate
sources.
Views and
findings mostly
unsupported
Poor
engagement
with essential
reading. No
evidence of
wider reading.
Reliance on
inappropriate
sources, and/or
indiscriminate
use of sources.
Engagement
with a limited
range of mostly
relevant and
credible
sources. Some
omissions and
minor errors.
Referencing
conventions
Engagement
with an
appropriate
range of
researchinformed
literature,
including
sources
retrieved
independently.
Engagement
with a wide
range of
researchinformed
literature,
including
sources
retrieved
independently.
Engagement
with an
extensive range
of relevant and
credible
literature,
informed by the
latest research.
Consistently
accurate
Exceptional
engagement
with an
extensive range
of relevant and
credible
literature,
informed by the
latest research.
High-level
referencing
Level 6
FAIL MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
and nonauthoritative.
Referencing
conventions
used
incoherently or
largely absent.
Heavily reliant
on information
gained through
class contact.
Inconsistent
and weak use of
referencing.
evident though
not always
applied
accurately or
consistently.
Some overreliance on
texts.
Referencing
may show
minor
inaccuracies or
inconsistencies.
Selection of
relevant and
credible
sources. Very
good use of
referencing,
with no/very
few
inaccuracies or
inconsistencies.
application of
referencing.
skills
consistently
and
professionally
applied.
Knowledge
and
understandin
g (Coherent and
detailed knowledge
and systematic
understanding of the
subject area, at least
some of which is
informed by the
latest research
and/or advanced
scholarship within
the discipline.)
Major gaps in
knowledge and
systematic
understanding
of the subject
matter.
Substantial
inaccuracies.
No awareness
of knowledge
of the latest
research and/or
advanced
scholarship
within the
discipline.
Gaps in
knowledge,
with only
superficial
systematic
understanding.
Some
significant
inaccuracies
and/or
irrelevant
material. No
awareness of
knowledge of
the latest
research and/or
advanced
scholarship
within the
discipline.
Limited
knowledge and
systematic
understanding
of the relevant
concepts and
principles
within the
subject area
which to some
limited extent,
is informed by
current
research and
scholarship.
Knowledge is
reasonably
detailed,
accurate with a
good
systematic
understanding
of the field of
study and to
some extent,
current
research and
scholarship.
Knowledge is
reasonably
extensive
coherent and
detailed.
Exhibits very
good
understanding
of the breadth
and depth of
established
views, and the
work is, at least
in part, wellinformed by
current
research and
scholarship.
Excellent
coherent and
detailed
knowledge and
systematic
understanding
of the
principles and
theories of
current
research and
scholarship.
Clear
awareness of
challenges to
established
views and the
limitations of
the knowledge
base.
Exceptionally
coherent and
detailed
knowledge and
systematic
understanding
of the
principles and
theories of the
subject, wellinformed by
current
research and
scholarship. A
critical,
sophisticated
and nuanced
awareness of
the ambiguities
and limitations
of knowledge.
Level 6
FAIL MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Cognitive and
intellectual
skills
(Conceptual and
critical thinking,
analysis, synthesis
and evaluation of
research,
assumptions,
abstract concepts
and data (that may
be incomplete);
logic, argument and
judgement.)
Wholly or
almost wholly
descriptive
work. Little or
no analysis,
synthesis or
evaluation.
Failure to
develop
arguments,
leading to
illogical or
invalid
judgements.
Unsubstantiate
d
generalisations,
made without
use of any
credible
evidence.
Largely
descriptive
work, with
superficial use
of critical
evaluation.
Weak
development of
arguments and
judgements.
Information
accepted
uncritically,
uses
generalised
statements
made with
scant evidence
and
unsubstantiated
opinions. Ideas
sometimes
illogical and
contradictory.
Limited
attempt at
critical
thinking,
analysis,
synthesis and
evaluation,
tending
towards
description.
Some evidence
to support
emerging
arguments and
judgements but
these may be
underdevelope
d or with a little
inconsistency /
misinterpretation.
Asserts rather
than argues a
case.
Some critical
thinking,
analysis,
synthesis and
evaluation. Can
analyse new
and/or abstract
concepts and
data without
guidance.
An emerging
awareness of
different
stances and
ability to use
evidence (that
may be
incomplete) to
support the
argument.
Mostly valid
arguments and
logical
judgements.
Some tendency
to assert/state
opinion rather
than argue on
the basis of
Sound critical
thinking,
analysis,
synthesis and
evaluation
demonstrating
critical
thinking.
Ability to
devise and
sustain
persuasive
arguments, and
to review the
reliability,
validity and
significance of
evidence (that
may be
incomplete) to
make mostly
appropriate and
valid
judgements.
Excellent
critical
thinking,
analysis,
synthesis and
evaluation.
Ability to
investigate
contradictory
or incomplete
information
and make
strong,
persuasive,
arguments and
sophisticated
judgements.
Some evidence
of independent
thought and
ability to ‘see
beyond the
question’,
suggesting a
grasp of the
broader field
and wider
concepts.
Exceptional
critical
thinking,
analysis,
synthesis and
evaluation
based on
judiciously
selected
evidence.
Ability to
investigate
contradictory
or incomplete
information
and make
strong,
persuasive,
arguments and
sophisticated,
nuanced,
judgements.
Evidence of
independent
thought and
ability to ‘see
beyond the
question’,
suggesting an
outstanding
grasp of the
broader field
Level 6
FAIL MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
reason and
evidence.
and wider
concepts.
Practical
skills
(Apply/deploy
accurately
established tools
and techniques;
initiate and carry out
projects; formulate
solutions to solve
problems in
complex and
unpredictable
contexts.)
Limited or no
use of methods,
materials, tools
and/or
techniques.
Little or no
appreciation of
the context of
the application.
Limited
understanding
of the
application of
theory to
practice or
making
appropriate
links between
the two.
Very weak
problemsolving skills in
complex and
unpredictable
contexts.
Rudimentary
application of
methods,
materials, tools
and/or
techniques but
without
consideration
and
competence.
Flawed
appreciation of
the context of
the application.
Weak
understanding
of the
application of
theory to
practice, with
only occasional
evidence of
making
appropriate
links between
the two. Weak
problemsolving skills in
complex and
An adequate
awareness and
mostly
appropriate
application of
wellestablished
methods,
materials, tools
and/or
techniques.
Basic
appreciation of
the context of
the application.
Theoretical
knowledge and
understanding
applied in
practice, but
not always
making logical
links between
the two.
Can identify
problems and
propose basic
solutions in
A good and
appropriate
application of
standard
methods,
materials, tools
and/or
techniques.
Clear
appreciation of
the context of
the application.
Mainly
consistent,
accurate and
logical
application of
theory to
practice,
making
appropriate
links between
the two
Can identify
problems and
propose mostly
appropriate
solutions in
A very good
application of a
range of
methods,
materials, tools
and/or
techniques.
Very good
consideration
of the context
of the
application,
with perceptive
insights. Can
identify
problems and
propose
appropriate
solutions in
complex and
unpredictable
contexts.
Evidence of
some
innovation and
creativity.
An advanced
application of a
range of
methods,
materials, tools
and/or
techniques.
The context of
the application
is well
considered, and
insightful.
Application
and
deployment
extend beyond
established
conventions.
Can identify
complex
problems and
propose
excellent
solutions.
Innovation and
creativity
evident.
Exceptional
levels of
application and
deployment
skills in
unpredictable,
practical
contexts,
drawing
skilfully on the
latest research
within the
discipline. Can
identify
complex
problems and
propose
sophisticated
solutions.
Assimilation
and
development of
cutting edge
processes and
techniques.
Level 6
FAIL MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
unpredictable
contexts.
complex and
unpredictable
contexts
without fully
appreciating
the complexity.
complex and
unpredictable
contexts.
Transferable
skills for life
and
professional
practice
(Exercise of
initiative and
personal
responsibility;
professional
development;
initiate and
complete tasks and
procedures:
individually and/or
collaboratively; use
appropriate media
to communicate
effectively; fluency
of expression;
clarity and
effectiveness in
presentation and
organisation.)
Communicatio
n medium is
inappropriate
or misapplied.
Work is poorly
structured,
disorganised
and/or
confusingly
expressed.
Very weak use
of language
and/or very
inappropriate
style. Little or
no evidence of
autonomy (or
collaboration,
where relevant)
in the
completion of
tasks. Little or
no evidence of
the skills
required in
Communicatio
n medium is
poorly
designed and/or
not suitable for
the audience.
Work is poorly
presented in a
disjointed
manner. It is
loosely, and at
times
incoherently,
structured, with
information
and ideas often
poorly
expressed.
Weak use of
language
and/or
inappropriate
style. Weak
independent
initiative (or
Can
communicate
in a suitable
medium but
with some
room for
improvement.
Mostly ordered
presentation
and structure in
which relevant
ideas / concepts
are reasonably
expressed.
Work may lack
coherence in
places. Can
work as part of
a team, but with
limited
involvement in
group
activities.
Can
communicate
effectively in a
suitable format,
but may have
minor errors.
Mostly
coherent,
organised
work, in a
suitable
structure and is
for the most
part clearly
expressed. Can
work
effectively
independently
and/or as part
of a team, with
clear
contribution to
group
activities.
Can
communicate
well,
confidently and
consistently in
a suitable
format.
Work is
coherent,
fluent, wellstructured and
organised. Can
work very well
autonomously
and/or as part
of a team, with
very good
contribution to
group
activities.
Demonstrates
very good
graduate
employment
Can
communicate
professionally
confidently and
consistently in
a suitable
format.
Work is
coherent, very
fluent and is
presented
professionally.
Can work
autonomously
with initiative.
Where relevant
can work
professionally
within a team,
showing
leadership
skills as
appropriate,
managing
conflict and
Can
communicate
with an
exceptionally
high level of
professionalism
.
Work is
exceptionally
coherent, very
fluent and is
presented
professionally.
Can work
exceptionally
well and
professionally
within a team,
showing
advanced
leadership
skills.
Demonstrates
exceptional
graduate
Level 6
FAIL MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
graduate
employment.
collaboration, if
relevant).
Limited
evidence of the
skills required
in graduate
employment.
Demonstrates
the basic skills
required in
graduate
employment,
with some areas
of minor
weakness.
Demonstrates
the skills
required in
graduate
employment,
with some areas
of strength and
some of minor
weakness.
skills, with just
occasional
minor
weakness.
meeting
obligations.
Demonstrates
excellent
graduate
employment
skills and an
appetite for
further
development.
employment
skills and an
appetite for
further
development.
