BA40101E Analysis of Real World Issues Summative Assessment 2026-27 | UWL
You can see the solution of this brief: BA40101E Assessment 2 Case Study Example
BA40101E Analysis of Real World Issues Summative Assessment
Module Overview
Welcome to Analysis of Real World Issues.
This module aims to enable students to critically evaluate the challenges faced by organisations in today’s perplexing business environment nationally and internationally. Furthermore, this module shall enable students to critically examine the type, nature and gravity of those challenges and create an organisation that is flexible and fluid to adapt to those challenges. This enables engagement with core business theory.
Indicative Content
- Economic Outlook of Business Environment
- National and International Business Undertakings
- Challenges of Global expansion and marketing
- Economics and Political Factors in Business
- Everyday Business Analysis
Intended Learning Outcomes:
- LO1 Review non-traditional environmental factors at the national and international level, which can potentially pose threats to an organisation.
- LO2 Identify and examine comparable business performances and develop an in-depth understanding of the elements that impact an organisation’s business performance.
- LO3 List a range of factors that lead organisations to make difficult decisions in a complex business environment.
- LO4 Review the organisational issues arising from and in relation to globalisation.
- LO5: Define the challenges and pre-empt the potential future issues and their impact on the organisation.
Please also refer to your Course Handbook for a detailed outline of how this module forms part of your course
Expectations
Specific expectations students can have of tutors:
Guidance and support – Your tutor will provide you with academic guidance and will join you in reflecting on your learning journey so that you get the most out of your studies. Your tutor and student support team will also provide advice in the broader network of specialist student support services at the University to help you have the best possible experience during your studies.
Confidentiality – Some information may be sensitive. Although it may be necessary to consult colleagues, University staff will treat such information as confidential and limit disclosures to the minimum.
Assessment marks and summative feedback – Assessment marks and summative feedback will be given within 15 working days from the assessment submission deadline.
Specific expectations tutors will have of students:
Full Attendance & Engagement – Learning is an active, engaged process. Therefore, you are expected to participate actively and engage in in-class activities. You will get the most out of your learning journey by working sincerely and collaboratively with your peers, your tutors and the student support team. You are expected to attend lectures and seminars and be punctual. Latecomers to the seminars are responsible for minimising their disruption to ongoing activities. Students who need to miss a class must email Student Attendance. Mobile phones are not to be used during seminars.
Professional conduct – You are expected to approach your learning professionally both in classes and elsewhere. Positivity should be the total of your impact on other students’ learning. You are expected to read any preparation material/attempt any practice questions before class as per the instructions given. You are also expected to communicate openly and professionally with your tutors and peer and student support team to make sure your educational needs are met as fully as possible.
Attempt all assessments – You are expected to attempt all assessments by the submission deadline unless there are extenuating circumstances (in which case, please get in touch with the mitigation team before the assessment deadline). Using AI as a
tool: Only use AI as a tool to facilitate ideas generation and concept clarification in line with amber use of AI as defined the university’s Centre for the Enhancement of Learning and Teaching (CELT).
Preparing for your Assessment
A key part of your learning will be preparation for your summative assessment. You will be provided feedback on your formative assessments, and this will help you to better understand what is required of you when you submit your summative assessment. Please see below guidance on your formative assessment and how to access your feedback.
This module requires students to support their in-class learning through written reflections based on independent study, sustained reading and constructive dialogue. Weekly sessions will include collaborative exercises that facilitate peer feedback and prompt tutor support. Students will benefit from early and ongoing feedback on their reflective entries that will lead to a stronger grasp of key concepts. This will help students with preparation and demonstration of learning in formally graded (summative) assessments. See below for further details.
Assessment Support – Formative Learning Activities
| Assessment | Teaching Weeks in which Assessment Support Takes Place | Outline of Type and Form of Assessment Support to be Provided | Student Preparation Required Prior to or After the Support Session | How will the Support Session to be Delivered |
|---|---|---|---|---|
| A1: Written Assessment (Individual Coursework- Worksheet – Part 1) | Weekly via seminar | General Revision for Assessment1- Objectives of Course Work and relevant concepts to cover. | Reading, Independent Study and template completion | During the weekly seminar |
| Week 7 | Formative Feedback to be provided on draft | Assessment 1 draft for review and revision | During seminar for peer & tutor review via verbal comments. | |
| A2: Written Assessment (Individual Coursework- Worksheet – Part 2) | Weekly via seminar | General Revision on the relevant learning outcomes and format for the report | Reading, Independent Study and template completion | During the weekly seminar |
| Week 12 | Formative Feedback to be provided on draft | Assessment 2 draft for review and revision | During seminar for peer & tutor review via verbal comments. |
Summative Assessments
Summative Assessment 1
| Assessment title | Individual Coursework – Worksheet – Part 1 |
|---|---|
| Submission date and time | Week 8 – Monday, 6th April, 2026 at noon |
| Word Count (or equivalent) | 1000 +/- 10% |
| Where to submit | via Turnitin |
| Feedback date | Written feedback in 15 working days |
| Assessment Weighting | 40% |
Submitting feedback & grades online using Blackboard
Main objectives of the Assessment
This assessment requires students to demonstrate conceptual understanding of the PESTLE Framework for helping businesses analyse and navigate real-world issues. Students will complete Part 1 of the Assessment Worksheet provided on Blackboard. Part 1 relates to themes covered in Weeks 3, 4 & 5). Instructions are provided on the Worksheet. Students should use formative feedback from in-class study sessions to support their completion of this assessment (See above for formative feedback schedule). Completion of this assessment is important for the completion of Assessment 2.
All assessments will be peer-assessed in class in Week 7. Students will have an opportunity to revise their submissions before uploading them onto Turnitin by the first day of week 8 (Monday noon)
|
No. |
Learning Outcome |
Marking Criteria |
|
|
LO1. LO2 LO3, LO4, LO5 |
See below |
Marking Criteria:
| Worksheet Content | Allocated Mark |
|---|---|
|
Knowledge:
|
40% |
|
Critical Analysis
|
60% |
Marking scheme
| % | Descriptor |
|---|---|
| 86 – 100 | The standard achieved is exceptional, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an exceptional standard. |
| 76 – 85 | The standard achieved is outstanding, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an outstanding standard. |
| 70 – 75 | The standard achieved is excellent, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an excellent standard. |
| 65 – 69 | The standard achieved is very good, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a very good standard |
| 60 – 64 | The standard achieved is good, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a good standard |
| 55 – 59 | The standard achieved is satisfactory, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a satisfactory standard |
| 50 – 54 | The standard achieved is acceptable, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard |
| 45 – 49 | The standard achieved is acceptable, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved, though quite a few are only achieved at a basic standard |
| 40 – 44 | The standard achieved is basic, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard |
| 35 – 39 | The standard achieved is weak, and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved |
| 30 – 34 | The standard achieved is very weak, and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none are achieved, but there is evidence that many of the learning outcomes may be almost achieved. |
Summative Assessment 2
| Assessment title | Individual Coursework – Worksheet – Part 2 |
|---|---|
| Submission date and time | Week 13 – Monday, 11th May, 2026 at noon |
| Word Count (or equivalent) | 1500 +/- 10% |
| Where to submit | via Turnitin |
| Feedback date | Written feedback within 15 working days |
| Assessment Weighting | 60% |
Submitting feedback & grades online using Blackboard
Main objectives of the Assessment
This assessment requires students to build on learning from Assessment 1 to further demonstrate critical understanding of the usefulness of the PESTLE Framework for helping businesses analyse and navigate real-world issues. Students will complete Part 2 of the Assessment Worksheet provided on Blackboard. Part 2 relates to themes covered in the second half of the module (weeks 6, 8 & 9). Students are also required to devise evaluative questions for business in Part 2.
Instructions are provided on the Worksheet. Students should use formative feedback from in-class study sessions to support their completion of this assessment (See above for formative feedback schedule).
All assessments will be peer reviewed in class in Week 12. This means students should bring a completed printed draft of their submission to class. Students will have an opportunity to revise their submissions before uploading them onto Turnitin by noon on the first day of week 13 (Monday).
|
No. |
Learning Outcome |
Marking Criteria |
|
|
LO1. LO2 LO3, LO4, LO5 |
See below |
Marking Criteria:
| Worksheet Content | Allocated Mark |
|---|---|
|
Knowledge:
|
40% |
|
Critical Analysis:
|
60% |
Marking Scheme
| % | Descriptor |
|---|---|
| 86 – 100 | The standard achieved is exceptional and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an exceptional standard. |
| 76 – 85 | The standard achieved is outstanding and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to thelevel of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an outstanding standard. |
| 70 – 75 | The standard achieved is excellent and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the levelof study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an excellent standard. |
| 65 – 69 | The standard achieved is very good and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to thelevel of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a very good standard |
| 60 – 64 | The standard achieved is good and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level ofstudy. There is evidence showing that all the learning outcomes appropriateto that level are achieved with many at a good standard |
| 55 – 59 | The standard achieved is satisfactory and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the levelof study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a satisfactory standard |
| 50 – 54 | The standard achieved is acceptable and the work provides evidence that theknowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard |
| 45 – 49 | The standard achieved is acceptable and the work provides evidence that theknowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved though quite a few are only achieved at a basic standard |
| 40 – 44 | The standard achieved is basic and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard |
| 35 – 39 | The standard achieved is weak and the work provides evidence of insufficientknowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved |
| 30 – 34 | The standard achieved is very weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none is achieved but there is evidence thatmany of the learning outcomes may be almost achieved. |
Employability Skills
This assessment covers the following employability skills, which you could demonstrate on your CV and at job interviews if you successfully pass the assessment:
Communication
- Writing
- Speaking
- Listening
- Presenting
- Non-Verbal
Problem solving
Take initiative and self-motivating
Critical thinking
Team working
Ability to learn and adapt
Industry/commercial aware
Reflective lifelong learners
Intellectual curiosity
Global/cultural awareness
Integrity and accountability
Learning materials
You can find the reading list for this module:
- On Blackboard in the module area.
- Online at UWLReadingLists by searching for the module code or title.
Remember to log into Blackboard daily to receive all the latest news and support available at your module information sites!
Subject guides are also available to help you find relevant information for assignments, with contact details of the Subject Librarian for your School.
Maintaining Academic Honesty and Integrity
Academic Integrity means avoiding plagiarism and cheating and owning your own work, the unauthorised use of essay mills and AI content is also considered academic misconduct. This is when you submit a piece of work which is not completely your own, but which you are presenting as your own without acknowledging the author or properly referencing the original source. All your work must demonstrate Academic Integrity; it must be an honest and fair submission, complying with all the requirements of the assessment. Failure to meet these standards of behaviour and practice is academic misconduct, which can result in penalties being applied under the Academic Offences Regulations.