ASSIGNMENT BRIEF
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PROGRAMME TITLE |
MSci Business Management Jan 2026 |
MODULE CREDIT VALUE |
20 |
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MODULE TITLE |
Critical Thinking Skills |
MODULE LEVEL |
4 |
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MODULE CODE |
LSME410 |
ACADEMIC YEAR |
2025-26 |
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MODULE TEAM |
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LEARNING OUTCOMES |
On successful completion of this module students will be able to: 1.Demonstrate an understanding of critical thinking skills; what it is and why it is important. 2.Apply an understanding of logical reasoning to an analysis of an academic argument or proposition. 3.Be able to apply relevant critical thinking skills when evaluating sources of information and data. 4.Use critical thinking skills when writing an assignment or evaluating the writing of others. |
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SUBMISSION DEADLINES |
Assignment 1: Case Study 23/02/2026 Assignment 2: Case Study 23/03/2026 |
ISSUE DATE |
15/01/2026 |
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SIGNATURE OF ASSESSOR |
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MODULE DESCRIPTION
Critical thinking is the ability to question what we read, hear and/or see. In all academic disciplines, there are differences of opinion, conflicting evidence and uncertainty and a key skill in higher education is the ability to assess the evidence and arguments presented by others. This involves researching the topic, analysing the arguments given by different researchers in the field, and weighing up the evidence so that you can form your own understanding and conclusions about whose point of view you agree with and why.
ASSESSMENT TASKS
There are TWO assignments for this module:
Assignment 1 – (Case Study) 2000 words +/- 10%
Total Weighting: 50%
Intended Learning Outcomes: 1 and 4.
Assignment 2 – (Case Study) 2000 words +/- 10%
Total Weighting: 50%
Intended Learning Outcomes: 2 and 3.
ASSIGNMENT 01 – CASE STUDY
Read the article below and compile a Case Study Analysis Report addressing the assignment tasks that follow.
Source: United Nations (2024) Global Issues: Population Available at: https://www.un.org/en/globalissues/population (Accessed: 20 August 2025).
Global Issues: Population
1.Our growing population
The world`s population is projected to continue growing for the next 50 to 60 years, peaking at approximately 10.3 billion by the mid-2080. After reaching this peak, it is expected to gradually decline to around 10.2 billion by the century`s end. Currently, one in four people lives in a country where the population has already peaked.
Fertility rates are declining, with women bearing, on average, one child less fewer than in 1990, resulting in a global fertility rate of 2.3 live births per woman as of 2024. Life expectancy is on the rise again after the COVID-19 pandemic, reaching 73.3 years in 2024, with projections of 77.4 years by 2054. Notably, by 2080, the number of individuals aged 65 and older is expected to surpass that of children under 18, and by the mid-2030s, those aged 80 and over will outnumber infants. Countries facing demographic aging may need to leverage technology to enhance productivity and create lifelong learning opportunities, supporting multigenerational workforces and extending working lives as needed.
2.Day of Eight Billion
On 15 November 2022, the world’s population reached 8 billion people, a milestone in human development. While it took the global population 12 years to grow from 7 to 8 billion, it will take approximately 15 years— until 2037— for it to reach 9 billion, a sign that the overall growth rate of the global population is slowing. Yet levels of fertility remain high in some countries. Countries with the highest fertility levels tend to be those with the lowest income per capita. Global population growth has therefore over time become increasingly concentrated among the world’s poorest countries, most of which are in sub-Saharan Africa.
3.The World in 2100
While there is some uncertainty around the future size of the world’s population, the estimated likelihood that it will peak within the current century is 80 per cent, with the peak likely to occur sometime between the mid-2060s and 2100. The size of world’s population in 2100 is now expected to be 6 per cent smaller – or about 700 million people fewer – than anticipated a decade ago.
The peak in the projected size of the global population is due to several factors including lower- thanexpected levels of fertility observed in recent years in some of the world’s largest countries, particularly China, and slightly faster-than-anticipated fertility declines in some parts of sub-Saharan Africa. China (1.4 billion) and India (1.4 billion) remain the two most populous countries in the world.
Immigration is projected to be the main driver of population growth in 52 countries and areas through 2054 and in 62 through 2100, including Australia, Canada and the United States of America.
4.Africa: fastest growing continent
Countries in sub-Saharan Africa are expected to see a significant population increase, with projections showing a 79% rise to 2.2 billion by 2054. By the end of the century, the population could reach 3.3 billion, accounting for more than one-fifth of the global increase. Nine countries, including Angola, the Democratic Republic of Congo, and Niger, are likely to double in size between 2024 and 2054. As a result, the rankings of the most populous countries may shift, with Nigeria, and the Democratic Republic of Congo eventually surpassing the USA, and the United Republic of Tanzania potentially entering the top ten largest countries by the century`s end.
5.Shrinking population in Europe and China
Fertility in all European countries is now below the level required for full replacement of the population in the long run (around 2.1 children per woman), and in the majority of cases, fertility has been below the replacement level for several decades.
It is anticipated that China, the country currently with the world’s second-largest population, will likely experience the largest absolute population loss between 2024 and 2054 (204 million), followed by Japan and the Russian Federation (21 and 10 million, respectively). Due to its large size and sustained low level of fertility, China is also likely to record the largest population decline of any country through the end of the century (786 million people). By 2100, China is projected to have lost more than half of its current population and to have returned to a population size comparable to that recorded in the late 1950s.
6.Factors influencing the population growth
•Fertility rates
Future population growth is highly dependent on the path that future fertility will take. According to the World Population Prospects (2024 Revision), the global fertility rate stands at 2.25 live births per woman, one child fewer than a generation ago. By the late 2040s, the global fertility rate is projected to decline to 2.1.
•Increasing longevity
Globally, life expectancy at birth is expected to rise from 72.8 years in 2019 to 77.2 years in 2050. In 2021, life expectancy at birth in the least developed countries lags 7 years behind the global average.
Global life expectancy at birth reached 73.3 years in 2024, an increase of 8.4 years since 1995. Further reductions in mortality are projected to result in an average longevity of around 77.4 years globally in 2054.
•International migration
International migration has a limited effect on population change in most countries. However, it is expected to mitigate population decline due to low fertility and aging in some areas. By 2054, immigration will be the main driver of population growth in 52 countries, including Australia, Canada, Qatar, Saudi Arabia and the United States of America. While emigration usually has less impact on population size, it may further reduce numbers in 14 countries with ultra-low fertility.
7.United Nations role in population issues
The United Nations system has long been involved in addressing these complex and interrelated issues – notably, through the work of the UN Population Fund (UNFPA) and the UN Population Division of the Department of Economic and Social Affairs.
•UN Population Division
The UN Population Division of the Department of Economic and Social Affairs pulls together information on such issues as international migration and development, urbanization, world population prospects and policies, and marriage and fertility statistics. It supports UN bodies such as the Commission on Population and Development, and supports implementation of the Programme of Action adopted by the 1994 International Conference on Population and Development (IPCD).
The Population Division prepares the official United Nations demographic estimates and projections for all countries and areas of the world, helps States build capacity to formulate population policies, and enhances coordination of related UN system activities through its participation in the Committee for the Coordination of Statistical Activities.
•UN Population Fund
The UN Population Fund (UNFPA) started operations in 1969 to assume a leading role within the UN system in promoting population programmes, based on the human right of individuals and couples to freely determine the size of their families. At the International Conference on Population andDevelopment (Cairo, 1994), its mandate was fleshed out in greater detail, to give more emphasis to the gender and human rights dimensions of population issues, and UNFPA was given the lead role in helping countries carry out the Conference’sProgramme of Action. UNFPA now works in the areas of sexual and reproductive health, human rights and gender equality, population and development and has programmes for youth.
On the issue of population, the United Nations has held three conferences, two special sessions of the General Assembly and a summit in 2019.
World Population Dayis observed annually on 11 July. It marks the date, in 1987, when the world’s population hit the 5 billion mark.
Sources:
- UN Population Fund (UNFPA)
- UN Population Division
- World Development Prospects 2024
- World Population Day
- UN population conferences
- World Population Dashboard
Assignment Task:
Undertake and present a relevant Case Study Analysis Report covering the following tasks:
- In your introduction, demonstrate an understanding of Critical Thinking Skills by explaining what it is and the purpose of its application to the above article and other academic literature. [20 Marks]
- Use your understanding of Critical thinking skills to examine the claims made in the above article backed by additional research and your understanding of the topic. [40 Marks]
- Using your acquired Critical Thinking Skills and understanding of the topic backed by additional research, evaluate the ideas expressed in the above article. [40 Marks]
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ASSIGNMENT 01– INDICATIVE MARKING CRITERIA |
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Grade |
Criteria |
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A* 80%+ High First |
An excellent answer will have the following attributes: •An excellent explanation of the purpose of applying critical thinking •An excellent examination of claims demonstrating a depth of engagement with the subject matter •An excellent evaluation of ideas presenting coherent and persuasive arguments •Excellent reading comprehension and academic writing •Excellent reading of primary and secondary sources •Excellent structure and presentation of the report •Excellent use of the Harvard style of referencing |
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A 70 – 79% First Class |
All components will have been submitted, and the remaining criteria will be as per the 80%+ marking band. However, in one or two areas, the submission will be open to minor criticism. |
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B 60 – 69 % Upper Second |
The answer in this band of marks will have the following attributes: •A very good explanation of the purpose of applying critical thinking •A very good examination of claims demonstrating a depth of engagement with the subject matter •A very good evaluation of ideas presenting coherent and persuasive arguments •Very good reading comprehension and academic writing •Very good reading of primary and secondary sources •Very good structure and presentation of the report •Very good use of Harvard style of referencing •Full references accurately in the Harvard style of referencing with some minor errors. |
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C 50 – 59% Lower Second |
All components will have been submitted, and the remaining criteria will be as per the 6069% marking band. However, there will be some gaps in knowledge and analysis. |
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D 40 – 49% Third Class |
The answer in this band of marks will have the following attributes: •A limited explanation of the purpose of applying critical thinking •A limited examination of claims demonstrating some engagement with the subject matter •A limited evaluation of ideas presenting coherent and persuasive arguments •Limited reading comprehension and academic writing •Limited reading of primary and secondary sources •Limited structure and presentation of the report •Limited use of the Harvard style of referencing |
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F 30 – 39% Fail |
The answer in this band of marks will have the following attributes: •A poor explanation of the purpose of applying critical thinking •A poor examination of claims demonstrating poor engagement with the subject matter •A poor evaluation of ideas presenting coherent and persuasive arguments •Poor reading comprehension and academic writing •Poor reading of primary and secondary sources •Poor structure and presentation of the report •Poor use of the Harvard style of referencing |
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F 0 – 29% Poor Fail |
•The answer in this band of marks will have the following attributes: •Largely inaccurate or irrelevant material. Little or no evidence of critical thinking. No or little evidence of correctly interpreting or evaluating the case •Structure very weak or lacking •Many mistakes in grammar or sentence construction •Citations and bibliography are incorrect or missing •The work may be incomplete or too brief |
ASSIGNMENT 02 – CASE STUDY
Read the article below and compile a Case Study Analysis Report addressing the assignment tasks that follow.
Source: United Nations (2024) Global Issues: Ending Poverty. Available at: Ending Poverty | United Nations (Accessed: 20 August 2025).
Global Issues: Ending Poverty
Can you imagine how challenging daily life would be if you had to survive on less than $2.15 a day? For nearly 700 million people living in extreme poverty worldwide, this is a harsh reality. Most of them—two- thirds of the global population—reside in Sub-Saharan Africa. When considering all fragile and conflict- affected countries, that figure rises to three-quarters of those living in extreme poverty.
A pause in economic progress amidst low growth, the setbacks of COVID-19, and a heightened sense of fragility all contribute to this current situation.
1.What is Poverty?
Poverty entails more than the lack of income and productive resources to ensure sustainable livelihoods. Its manifestations include hunger and malnutrition, limited access to education and other basic services, social discrimination and exclusion, as well as the lack of participation in decision-making. In 2015, more than 736 million people lived below the international poverty line. Around 10 per cent of the world population (pre-pandemic) was living in extreme poverty and struggling to fulfil the most basic needs like health, education, and access to water and sanitation, to name a few. There were 122 women aged 25 to 34 living in poverty for every 100 men of the same age group, and more than 160 million children were at risk of continuing to live in extreme poverty by 2030.
2.The long shadow of poverty cast by COVID-19
The COVID-19 pandemic has caused an increase in the number of people living in extreme poverty, for the first time in a generation. Progress in important areas, such as childhood vaccination and income equality between countries has been reversed, which has not happened in the past three decades. If the current trend continues, it is projected that by 2030, a shocking 622 million people will still be living in extreme poverty, and 84 million children will not be able to attend school. It is estimated that it will take almost 300 years to eliminate discriminatory laws, end child marriage and close gender gaps in legal protection. In 2020, with 71 million more people living in extreme poverty than the year before, the COVID19 crisis caused the biggest setback in global poverty reduction in decades.
In 2020, with 71 million more people living in extreme poverty than the year before, the COVID-19 crisis caused the biggest setback in global poverty reduction in decades. In April 2020, the United Nations issued a framework for theimmediate socio-economicresponse to COVID-19 and created the Secretary- General`s UNCOVID-19 Response and Recovery Fund.
From 1990 to 2014, the world made remarkable progress in reducing extreme poverty, with over one billion people moving out of that condition. The global poverty rate decreased by an average of 1.1 percentage points each year, from 37.8 percent to 11.2 percent in 2014. However, between 2014 and 2019, the pace
of poverty reduction slowed to 0.6 percentage points per year, which is the slowest rate seen in the past three decades. Within the 24-year period, most of the poverty reduction was observed in East Asia and the Pacific, as well as South Asia.
3.Poverty facts and figures
- According to the most recent estimates, in 2024 almost 700 million people around the world were subsisting on less than $2.15 per day.
- The share of the world’s workers living in extreme poverty fell by half over the last decade: from
14.3 per cent in 2010 to 7.1 per cent in 2019. However, in 2020 it rose for the first time in two decades after the COVID-19 pandemic.
- It is projected that the global goal of ending extreme poverty by 2030 will not be achieved, with more than 600 million people still living in extreme poverty.
- One out of six children lives in extreme poverty. Between 2013 and 2022, the number of children living on less than US$2.15 a day decreased from 383 million to 333 million, but the economic impact of COVID-19 led to three lost years of progress.
- In 2024, for the first time, more than half the world`s population (52.4 percent) has some form of social protection, but 3.8 billion people are still not protected at all, and many more are not adequately protected.
4.Poverty and the Sustainable Development Goals
Ending poverty in all its forms is the first of the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development.
The SDGs’ main reference to combatting poverty is made in target 1.A: “Ensure significant mobilization of resources from a variety of sources, including through enhanced development cooperation, in order to provide adequate and predictable means for developing countries, in particular least developed countries, to implement programmes and policies to end poverty in all its dimensions.”
The SDGs also aim to create sound policy frameworks at national and regional levels, based on pro-poor and gender-sensitive development strategies to ensure that by 2030 all men and women have equal rights to economic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology and financial services, including microfinance.
5.Global Action
The 2030 Agenda for Sustainable Development promises to leave no one behind and to reach those furthest behind first. Meeting this ambitious development agenda requires visionary policies for sustainable, inclusive, sustained and equitable economic growth, supported by full employment and decent work for all, social integration, declining inequality, rising productivity and a favorable environment. In the
2030 Agenda, Goal 1 recognizes that ending poverty in all its forms everywhere is the greatest global challenge facing the world today and an indispensable requirement for sustainable development.
While progress in eradicating extreme poverty has been incremental and widespread, the persistence of poverty, including extreme poverty remains a major concern in Africa, the least developed countries, small island developing States, in some middle-income countries, and countries in situations of conflict and postconflict countries. In light of these concerns, the General Assembly, at its seventy-second session, decided to proclaim the Third United Nations Decade for the Eradication of Poverty (2018–2027). The objective of the Third Decade is to maintain the momentum generated by the implementation of the Second United Nations Decade for the Eradication of Poverty (2008-2017) towards poverty eradication. Further, the 3rd Decade is also expected to support, in an efficient and coordinated manner, the internationally agreed development goals related to poverty eradication, including the Sustainable Development Goals.
6.Department of Economic and Social Affairs (DESA)
In 1995, the World Summit for Social Development held in Copenhagen, identified three core issues: poverty eradication, employment generation and social integration, in contributing to the creation of an international community that enables the building of secure, just, free and harmonious societies offering opportunities and higher standards of living for all.
Within the United Nations system, the Division for Social Policy and Development (DSPD) of the Departmentof Economic and Social Affairs (DESA) acts as Focal Point for the United Nations Decade for the Eradicationof Poverty and undertakes activities that assist and facilitate governments in more effective implementation of the commitments and policies adopted in the Copenhagen Declaration onSocial Development and the further initiatives on Social Development adopted at the 24th Special session of the General Assembly.
7.A potential game-changer in accelerating SDG progress
At the 2023 SDG Summit held at the UN’s headquarters in New York, the General Assembly adopted a political declaration to accelerate action to achieve the 17 Sustainable Development Goals (SDG). The document aims to drive economic prosperity and well-being for all people while protecting the environment. In addition, it includes a commitment to financing for developing countries and supports the proposal of an SDG Stimulus of at least $500 billion annually, as well as an effective debt-relief mechanism.
8.International Day for the Eradication of Poverty
Through resolution 47/196 adopted on 22 December 1992, the General Assembly declared 17 October as the International Day for the Eradication of Poverty.
The observance of the International Day for the Eradication of Poverty can be traced back to 17 October 1987. On that day, over a hundred thousand people gathered at the Trocadéro in Paris, where the Universal Declaration of Human Rights was signed in 1948, to honour the victims of extreme poverty, violence and hunger. They proclaimed that poverty is a violation of human rights and affirmed the need to come together to ensure that these rights are respected. These convictions are inscribed on a commemorative stone unveiled that day. Since then, people of all backgrounds, beliefs and social origins have gathered every year on October 17th to renew their commitment and show their solidarity with the poor
Sources:
- UN Famine Preventionand Response Coordinator
- What We Do: Promote Sustainable Development
- Sustainable Development Goal 1: No Poverty
- Department of Economic and Social Affairs
- The 2024 Global Multidimensional Poverty Index (MPI)
- World Bank: Understanding Poverty
- International Movement ATD Fourth World
- International Day for the Eradication of Poverty
- Special Rapporteur on extreme poverty and human rights
Assignment Task:
Perform the Case Study evaluation by providing a correct response to the following:
- Apply an understanding of logical reasoning to analyse the arguments presented in the above article. [40 Marks]
- Apply your acquired critical evaluation skills to evaluate the sources of information (refer to the hyperlinks provided under ‘Sources’) at the end of the above article. [40 Marks]
- In your conclusion, comment on evidence of a systematic and rigorous process adopted by the author in producing the above article. [20 Marks]
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Essay |
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A: 80%+ High First |
An excellent answer will have the following attributes: •An excellent application of logical reasoning with an excellent analysis of key arguments •An excellent evaluation of the sources of information used in the article •An excellent commentary on a systematic and rigorous process carried out when developing the article •Excellent reading comprehension and academic writing •Excellent reading of primary and secondary sources •Excellent structure and presentation of the report •Excellent use of the Harvard style of referencing |
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A 70 – 79% First Class 80%+ |
All components will have been submitted, and the remaining criteria will be as per the marking band. However, in one or two areas student may not have demonstrated the skills as noted in band 80%+ |
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B 60 – 69 % Upper Second |
The answer in this band of marks will have the following attributes: •A very good application of logical reasoning with a very good analysis of key arguments •A very good evaluation of the sources of information used in the article •A very good commentary on a systematic and rigorous process carried out when developing the article •Very good reading comprehension and academic writing •Very good reading of primary and secondary sources •Very good structure and presentation of the report •Very good use of the Harvard style of referencing |
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C 50 – 59% Lower Second |
All components will have been submitted, and the remaining criteria will be as per the 6069% marking band. However, there will be some gaps in knowledge and analysis. |
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D 40 – 49% Third Class |
The answer in this band of marks will have the following attributes: •A limited application of logical reasoning with a fair analysis of key arguments •A limited evaluation of the sources of information used in the article •A limited commentary on a systematic and rigorous process carried out when developing the article •Limited reading comprehension and academic writing •Limited reading of primary and secondary sources •Limited structure and presentation of the report •Limited use of the Harvard style of referencing |
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F 30 – 39% Fail |
The answer in this band of marks will have the following attributes: • A poor application of logical reasoning with an excellent analysis of key arguments • A poor evaluation of data or information used in the article • A poor commentary on a systematic and rigorous process carried out when developing the article • Poor reading comprehension and academic writing • Poor reading of primary and secondary sources • Poor structure and presentation of the report • Poor use of Harvard style of referencing |
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F 0 – 29% Poor Fail |
The answer in this band of marks will have the following attributes: • Largely inaccurate or irrelevant material. • Little or no evidence of logical reasoning. • No or little evidence of correctly interpreting or evaluating the case. • Structure very weak or lacking. • Many mistakes in grammar or sentence construction. • Citations and bibliography are incorrect or missing. • The work may be incomplete or too brief. |
COMPLETING THE TASKS
In order to complete Assignments 1 and 2, you will need to research different information sources such as textbooks, journals, articles and the internet. You are also required to develop skills in the analysis of information. Analysis requires you to critically examine different aspects of a topic and identify relevant issues. Discussions with your peers and friends will also help you to understand the relevant data analysis and presentation techniques that can be applied to different perspectives of the collated data provided.
Please Note: Make use of information and guidance provided by your lecturer(s) as well as learning and teaching materials and additional resources uploaded on Canvas.
HELPFUL INFORMATION
Core Texts
Coterell, S. (2023) Critical Thinking Skills: Effective Analysis, Argument and Reflection. 4th edn. London: Bloomsbury Publishing.
Butterworth, J., Thwaites, G. (2013) Thinking Skills: Critical Thinking and Problem-Solving. Cambridge: CUP.
Chatfield, T. (2017) Critical Thinking: Your Guide to Effective Argument, Successful Analysis and Independent Study. London: Sage Publications.
Fisher, A. (2011) Critical Thinking: An Introduction. Cambridge: CUP. Thompson, A. (2008) Critical Reasoning. Oxford: Routledge.
Additional Texts
Fahim, M., Teimourtash, M. A. (2012) ‘Critical look at the notion of critical thinking from a new personality trait perspective: Midtrovert’. Advances in Digital Multimedia, 1 (3), pp. 149-152.
Lau, J. F. (2011) An introduction to critical thinking and creativity: Think more, think better. New Jersey: Willy.
Hosseini, E., Sarfallah, S., and Dolatabadi, H. (2012) ‘Exploring the relationship between critical thinking, reading comprehension and reading strategies of English university students’, World Applied Sciences Journal, 17 (10), pp.156-158. Available at: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=fb5fd2b32ac2d933505566227d 72d5d22541bc1b (Accessed: 15 August 2023).
Wallace, M. and Wray, A. (2016) Critical reading and writing for postgraduates. 03rd edn. London: SAGE.
REFERENCING YOUR WORK
References to relevant academic theory and research findings should be provided and cited appropriately using the Harvard system of referencing. Examples of this referencing style is as follows:
Book:
Pears, R. and Shields, G. (2016) Cite them right: the essential referencing guide. Palgrave study skills. 10th edn. Basingstoke, Palgrave Macmillan.
Journal:
Petit, C. and Sieffermann, J. (2007) `Testing consumer preferences for iced-coffee: Does the drinking environment have any influence?`, Food Quality and Preference, 18(1), pp.161-172
Note: Do not use Wikipedia, tutor2U or non-academic website as a source of reference.
ACADEMIC MALPRACTICE
You are required to work independently when preparing this assignment, and you are reminded of the need to avoid the risk (intentionally or unintentionally) of committing academic malpractice. In particular, presenting another learner’s work as yours or taking information from any sources without acknowledging the source correctly can constitute academic malpractice. You are expected to submit your work using Canvas platform that is provided by the school.
Please note that your work may be subject to penalties and/or cancellation if academic malpractice has taken place. The similarity report will be generated on Turnitin which will be visible on Canvas, can highlight where academic sources have not been referenced appropriately/effectively and this could result in a concern being highlighted around possible plagiarism (one form of academic malpractice where sources have been used without proper acknowledgement). Make sure you read over your work carefully and ensure that all sources of information have been acknowledged to avoid any untoward investigations that would result in a delay in your achievement of the module. Further information on academic malpractice (including plagiarism) and potential consequences are available in your student handbooks.
Although it is not inappropriate to generate ideas for assignments, presenting an assignment generated solely by Artificial Intelligence (AI) is similar to contract cheating because the work submitted will not be your original work and the academic malpractice policy will apply.
Make sure you read over your work carefully and ensure that all sources of information have been acknowledged to avoid any untoward investigations that would result in a delay in your achievement of the module. Further information on academic malpractice (including plagiarism and the use of AI) and potential consequences are available in your student handbooks and UoC guidance on AI.
As for Artificial Intelligence (AI), you must acknowledge using AI by naming the tool and how it was used within your references. You should use one of the following options:
- No content generated by AI technologies has been presented as my own work.
- I acknowledge the use of [insert AI system(s) and link] to generate materials for background research and self-study in the drafting of this assessment.
- I acknowledge the use of [insert AI system(s) and link] to generate materials that were included within my final assessment in modified form.
Please ensure that you include one of the statements above in the final version of your work that you submit.
We suggest that this statement is included within your References or Bibliography section towards the end of your work.
Referencing your use of Gen AI
You must describe how the information or material was generated (including the prompts you used), what the output was and how the output was changed by you. You should use the following format of wording, depending on the nature of use:
- The following prompts were input into [AI system]: [List prompt(s)]
- The output obtained was: [Paste the output generated by the AI system]
- The output was changed by me in the following ways: [explain the actions taken]
You also need to reference the use of AI in-text. Here is an example of how you should write this: (OpenAI, 2022). Here is an example of how to include the use of AI within your references:
OpenAI. (2022). ChatGPT: Optimizing Language Models for Dialogue. Available at https://openai.com/blog/chatgpt/. (Accessed: 30 June 2023).
Link to Academic Malpractice Policy: https://lsme.ac.uk/wp-content/uploads/college-policies/LSME- PolicyAcademic-Misconduct-Policy-and-Procedure.pdf
PRESENTATION
Present a document with a word count of 2000 words (+/- 10%) (Assignment 1) and 2000 words (+/- 10%) (Assignment 2) excluding references, images, diagrams, tables and appendices. The word count should be stated in the assignment cover sheet and please note you will be penalised for exceeding the word limit. Work must be presented in a suitable format of 12-point font, Arial, 1.5-line spacing and pages numbered.
SUBMISSION
When submitting your assignment, you must include:
– An Assignment Submission Sheet/Assignment Front Cover.
– Other documents required by your lecturer as evidence of achievement.
– All assignments should be handed in via Canvas.
Submission deadlines must be strictly observed as you would in your workplace. Therefore, disciplined time management is very important when producing this assignment. Failure to meet deadlines will be considered a failure by non-submission. You will only have the opportunity for one resubmission of a different assignment. Refer to the Student Handbook for more information.
– Late submission
Students who fail to submit coursework by the deadline without any tangible reason will be deemed to have made the first attempt and have failed through non-submission. At the discretion of the Board of Examiners from the University of Chichester, a student may exceptionally be permitted to re-take a module if it is core to the programme. Coursework may on rare occasions be accepted after the deadline, but 5 marks will be deducted from the mark for work submitted within 24 hours after the submission deadline and 10 marks for coursework submitted up to one week after the due date. A student making a late submission with the above penalty applied would still be required to provide a tangible reason for nonsubmission. The student would also be required to provide evidence of the progress made on the coursework to date. Student who fail to submit their assignment after one week of the due date, will not be considered as a late submission. Rather it will be considered as a non-submission and the student will have to retake the module.
– Deadline extension
Sometimes there are personal circumstances that mean that you are unable to meet a set deadline for an assignment. If these circumstances occur, you should first approach your course lecturer to obtain an application for an extension. If approved, you will be required to fill out an Assignment Submission Deadline Extension Form which will be provided by the administration department. If an extension is allowed, a revised date for the submission of the piece of coursework will be confirmed and will not be more than two weeks after the original deadline. Students who are unable to meet the extension deadlines due to persistent mitigations are allowed to apply for consideration via the University of Chichester’s mitigation process as detailed above or in the appendix of this document. Extensions may not be granted for reassessment unless this is deemed to be the first attempt because of valid mitigating circumstances.