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EBU401 PDME: Assignment Tasks
Programme
BSc (Hons) Business Management with FY
Module Code and Title
EBU401 Personal Development of Managers and Entrepreneurs
Module Leader
Muhammad Faisal
Academic Year
2026/2027
Moderator of Assignment Brief
Muhammad Tabassum
Moderation Date
This Week
Issue Date
This Month
Assignment Method – Essay and Group Presentation
Semester
1
Assessment Component
CW1
Assessment Type
Part 1: Essay Part 2: Group Presentation
Magnitude (time, wordcount)
Part 1: Essay (Individual)
(1500 words)
Part 2: Presentation with 250 words Reflection (Group)
(1000 words equivalent)
Weighting
60%-Part 1 & 40%-Part 2 Submission Deadline (date & time) 23 May 2025 by 12 noon Both parts to submit together as one file Mode of Submission Via VLE (Moodle)
Late Submission Date
(with marks reduction; see Assessment Policy)
This Month
Both parts to submit together as one file
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Assignment Scenario, Guidance and Task
Module Aim:
The Personal Development for Business Managers and Entrepreneurs module equips students with the essential tools and mindset for success in their university journey and beyond. Throughout the year-long module, students will engage in a dynamic learning experience that intertwines academic skill-building with personal growth.
The module begins with an exploration of the foundational academic skills required for university success, including data collection, writing, and presentation skills. Students learn how to navigate academic databases, evaluate sources, develop compelling and supported arguments, and present findings appropriately.
As the module progresses, students develop critical thinking and analytical skills, learning to recognise biases, analyse data, and apply theoretical models to real-world business scenarios. Through interactive activities and discussions, students hone their problem-solving abilities, debating skills, and develop a keen awareness of cognitive biases.
In parallel, the module emphasises personal development, encouraging students to reflect on their learning styles, strengths, and areas for improvement. Through personalised tutoring sessions and guided reflection, students create and refine their personal development plans, setting academic and personal goals tailored to their aspirations.
By the end of the module, students emerge as confident, well-rounded individuals equipped with the academic skills, critical thinking abilities, and personal development strategies necessary for success in their academic pursuits and future careers in business management.
Module Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
•
Developed Research Skills: Students will be able to conduct comprehensive research using appropriate methods and sources, critically evaluate information, and apply academic integrity principles in their work
•
Enhanced Writing and Communication Skills: Students will demonstrate the ability to effectively communicate ideas and arguments through written assignments and presentations, employing clear structure, evidence-based reasoning, and appropriate language.
•
Understand and apply proper use of technology to support business processes
•
Critical Thinking Proficiency: Students will develop critical thinking skills by analysing information, recognizing biases, applying theoretical frameworks, and solving problems within the context of business management.
•
Personal Development and Reflective Practice: Students will engage in reflective practice to identify their academic and personal development needs, set goals for improvement, and demonstrate continuous growth throughout the module.
Note: CW1 is covering most of the learning outcomes mentioned above. However, the Personal Development aspect will be covered deeply in Semester 2 via CW2.
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Assignment Task: Part 1
Scenario Part 1:
After a successful negotiation process between different groups of students and their respective tutors in this module, the consensus for the assessment of this part is that the students will be writing an essay on any one of the topics given below. The word count for the essay will be 1500 words, the weightage of essay component in the whole CW1 Assessment will be 60%.
As a student of Year 1 of a degree programme, you are expected to utilise your knowledge and practice of researching, academic writing skills, ability to build arguments, ability to structure your work accurately, apply theories and concepts using your critical thinking and ability to provide effective conclusions of a topic in debate/discussion.
So, you will be assessed on these aspects to see you building up skills that will help you progress onto your degree programme in meaningful manners.
Topics: Chose any one topic from the list given below;
1.
The impact of electric cars on the automobile industry growth in the contemporary world.
2.
Disruptive Technologies; their pros and cons on a common man’s life. How should the world deal with technology advancement in different spheres of life
3.
Effects of Russia-Ukraine war on UK Businesses. How the UK government deals with them?
4.
Business Communication strategies in small businesses; how to make it effective.
Note: Please use the essay writing structure and style and apply in-text citation and references list to make your work academically sound and reliable. The assessment will be focus on the following aspect;
Research and Analysis – depth of research, critical analysis and engagement with sources of information
Structure and Coherence – logical flow, argument development and clarity of writing
Communication and Referencing – proper use of citations and relevant references list and avoiding plagiarism, ghosting and contract cheating etc. Assignment Task: Part 2
Scenario Part 2:
The negotiation between tutors and students in various groups studying this module has reached a consensus that the part 2 of the CW1 will be a ‘Group Presentation’. The presentation will be made on MS PowerPoint by a group of 4 to 5 students to present their work in the class (face-to-face) to their tutor.
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The presentation will be video recorded while group presents in the classroom
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Maybe attended by one of the senior academic team members to witness the effectiveness of presentations. (Newman’s Link Tutor or their representative may also attend presentations).
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The presentation will be weighting 40% of the CW1.
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Duration for a group presentation is 10 mins followed by 5 mins Q/A Session.
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•
Group presentations can take place in the classes from Week 8 of scheduled classes.
Topic: Your group can discuss, debate and finalise the choice of one the topics of presentation given below;
1.
Life of a University undergraduate student; fact, fears and the ways out.
2.
What skills an undergraduate student should develop to achieve higher grades in the course?
3.
Obesity among youngsters in the United Kingdom; facts, issues and solutions.
4.
Local Taxi Services in the UK. The future of Taxi Services?
Note: The purpose of the group presentation is to demonstrate group work, team-orientation, and skills to use and present relevant information in a systematic manner. Your presentation should focus on the following areas;
Content and understanding – depth of knowledge and clarity of concepts explained
Presentation skills – delivery, engagement, visual effectiveness and timekeeping
Team Collaboration – coordination and organisation among group members
Reflective Skills – ability to reflect on experience of working in a team
The presentation must include appropriate in-text citation and references list and YOU must avoid plagiarism, collusion, ghosting and contract cheating.
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Submission Guidelines
•
All assignments are submitted via Moodle before the deadline given in the assignment brief document.
•
Submission must be made in the format that has been described in the topic/task structure.
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Students will receive feedback on assignments via Moodle.
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All students must ensure that the work submitted is of their own and is not in any form of academic misconduct i.e. plagiarism, collusion etc. See EDA Academic Misconduct Policy for details.
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All students must ensure that they use “EBSCO resources” integrated into Moodle to produce a more reliable.
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Word count must be adhered to. However, the title page, table of contents, references and any appendix do not include in the word count. Extensions, Late Submission and Resit
1.
Submissions made after the deadline should be made using the same submission mode as stated in this assignment brief. These include late submissions, extensions, ILPs (Individual Learning Plans) and RAPs (Reasonable Adjustment Plans).
2.
If your work is submitted late without extension authorisation, 5 marks will be deducted.
3.
If your work is a resit attempt, due to previous non-submission or fail grade, your marks will be capped at 40%. There is no late submission allowed for the resit attempt.
4.
Resits and assignments submitted as agreed by the Mitigating Circumstances Board should be made using the same submission mode as stated in this assignment brief.
5.
If the mode is via Moodle, a Moodle Assignment submission link entitled ‘Resits’ will appear on the Moodle page for these submissions.
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Marking Criteria
- Research Skills (20-30%)
Focus: Ability to conduct thorough research using appropriate methods and sources, critically evaluate information, and demonstrate academic integrity.
Exemplary (70-100%): Demonstrates advanced research skills by identifying and using a wide range of credible sources and methods. Information is critically evaluated with a strong application of academic integrity principles.
Good (60-69%): Shows strong research capabilities with appropriate use of sources and methods. Some critical evaluation is present, with good adherence to academic integrity.
Satisfactory (50-59%): Demonstrates basic research skills, using suitable sources and methods. Evaluation of information is present but may be limited; academic integrity is generally maintained.
Needs Improvement (40-49%): Limited research, with inadequate or poorly chosen sources. Little critical evaluation, and issues with academic integrity may be present.
Unsatisfactory (0-39%): Inadequate research, with poor or missing sources and methods. No critical evaluation, and significant breaches of academic integrity. - Writing and Communication Skills (20-25%)
Focus: Ability to effectively communicate ideas and arguments through written or oral formats, using clear structure, evidence-based reasoning, and appropriate language.
Exemplary (70-100%): Communicates ideas with exceptional clarity and precision. Structure is logical and coherent, with strong evidence-based reasoning. Language is appropriate and engaging.
Good (60-69%): Effectively communicates ideas with a clear structure and sound reasoning. Language is appropriate, with minor issues in clarity or structure.
Satisfactory (50-59%): Communicates ideas adequately, though structure and reasoning may be basic. Language is generally appropriate but may lack precision or engagement.
Needs Improvement (40-49%): Communication is unclear or poorly structured, with weak reasoning. Language may be inappropriate or ineffective.
Unsatisfactory (0-39%): Fails to communicate ideas effectively, with poor structure, reasoning, and language use. - Application of Technology (10-20%)
Focus: Understanding and applying technology to support business processes effectively.
Exemplary (70-100%): Demonstrates a deep understanding of relevant technologies and applies them effectively to support business processes. Shows innovation and practical application.
Good (60-69%): Understands and applies technology effectively, with a clear connection to business processes. Some innovative application may be present.
Satisfactory (50-59%): Demonstrates basic understanding and application of technology to support business processes, with limited innovation.
Needs Improvement (40-49%): Limited understanding or application of technology, with little connection to business processes.
Unsatisfactory (0-39%): Fails to demonstrate understanding or application of technology to support business processes. - Critical Thinking and Problem-Solving (20-25%)
Focus: Ability to analyse information, recognize biases, apply theoretical frameworks, and solve problems in business management contexts.
Exemplary (70-100%): Exhibits advanced critical thinking by thoroughly analysing information, recognizing biases, and applying relevant theories. Solutions to problems are innovative and well-supported.
Good (60-69%): Shows strong critical thinking skills, with solid analysis and problem-solving. Theoretical frameworks are applied effectively, though some areas may lack depth.
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Satisfactory (50-59%): Demonstrates basic critical thinking, with clear analysis and application of theories. Problem-solving is adequate but may lack innovation.
Needs Improvement (40-49%): Limited critical thinking, with superficial analysis and weak application of theories. Problem-solving is basic or flawed.
Unsatisfactory (0-39%): Fails to demonstrate critical thinking, with poor analysis, no recognition of biases, and inadequate problem-solving. - Personal Development and Reflective Practice (10-15%)
Focus: Engagement in reflective practice to identify development needs, set goals, and demonstrate continuous growth.
Exemplary (70-100%): Engages deeply in reflective practice, clearly identifying personal and academic development needs. Goals are well-defined, and significant growth is evident.
Good (60-69%): Reflects effectively on personal and academic development, with clear goals and evidence of growth.
Satisfactory (50-59%): Demonstrates basic reflective practice, with some identification of development needs and goal-setting. Evidence of growth is present but limited.
Needs Improvement (40-49%): Limited reflection, with vague or poorly defined goals. Little evidence of personal or academic growth.
Unsatisfactory (0-39%): Fails to engage in reflective practice, with no clear goals or evidence of growth.
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Academic Misconduct
Plagiarism
Plagiarism is a form of cheating which involves presenting another person’s ideas or expressions without acknowledging the source. The penalties for this are severe. Extensive and repeated instances can result in your removal from the degree programme. It is therefore very important that you understand how to avoid being accused of plagiarism. Any work submitted for assessment must, unless collaborative work has been specifically permitted in the assignment guidelines, be your own work. Any material used, from whatever source, must be clearly acknowledged. Any words that are not your own should be shown as quotes and their author and publication details given. Where you paraphrase the words of another you should make this clear and give details of where you found this material. You should make use of the Harvard referencing guidelines and complete the online plagiarism tutorial to ensure that you are providing such details correctly. Doing so will gain you marks for showing evidence of research and ability to reference. Not doing so could lead to accusations of plagiarism. You can also use Turnitin in advance of the deadline to enable you to check for elements of plagiarism in your work and then correct these.
As is a form of dishonesty which is viewed by the University as a serious offence. The University’s Regulations contain provisions by which the Examination Board may penalise students who are found to have presented plagiarised work for assessment. The purpose of this statement is to explain what plagiarism is. Further information about the procedures which are followed where allegations of plagiarism are made, together with the penalties that may be imposed, can be found in the above Regulations.
Plagiarism consists of presenting someone else’s work as your own. Some examples of plagiarism are:
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reproducing or paraphrasing published material without acknowledgement of the source
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copying from the work of another student
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undeclared collusion with another student
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getting someone else to do your work for you
This is not an exhaustive list. There are clearly degrees of plagiarism, particularly where published work is concerned. At one extreme there may be a very short section of a coursework which is copied without being properly referenced; at the other extreme a coursework may consist almost entirely of copied work.
Students who are found to have colluded in making their work available to be copied by others will not themselves be deemed to have committed plagiarism but will be dealt with under the student disciplinary procedures described in the Programme Handbook. Similarly, disciplinary action will be taken against any student who is found to have undertaken a coursework on behalf of another.
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