Category: Essays

This segment will provide a brief summary offering to the readers what can be expected and what will be offered. The presentation part of this research will reference the key themes, background and the significance of this study. The dissertation is organised in five sections and all parts will start with an outline of the section and finish up with a synopsis to highlight the fundamental subjects and forecast what the following chapter will discuss about.
1.2 Thesis Structure
Chapter 1 sets out by introducing to the readers the topic and the justification of where this research falls. The importance of this study will be highlighted together with the industry background information. Subsequently, the aim and objectives of this research will be detailed, followed by the research questions. The chapter will conclude with the scope and the limitations of the study.
Chapter 2 elaborates the Literature Review, offering an evaluation of the existing literature on Prince2 project management……(sorry still thinking through this part)
Chapter 3 discusses the justifications for choosing a specific research methodology type supporting the aim and objectives of this study. The chapter describes different data collection methods used to gather necessary data to help the researcher answer the research questions. Quantitative survey strategy and qualitative open ended in-depth interviews were selected as the most reliable methods for this exploratory study. In short this chapter focuses on the research approaches and strategies building a closer connection between the purpose and the outcomes of this study.
Chapter 4 begins with explaining the adopted data analytic method. In this section the collected quantitative data from questionnaire and the qualitative responses from in-depth interviewees are thoroughly analysed and presented. In the process of the analysis, key findings are identified and a conceptual model is formed. The outcomes derived from this investigation are discussed in this chapter supporting the aim and objectives of this study.
The final chapter, chapter 5, provides an integrative summary developed from the previous chapters discussing the overall assessment of the key findings throughout this research. The relationship between the outcomes of this study and the aim and objectives first set by the researcher for this dissertation is to be defined in this chapter. Towards the end of this section, a conclusion is reached with recommendations and directions for future research are suggested.
1.3 Enquiry overview
The purpose of this research is to explore the impact of project management and change management methodologies on Specialised NHS Pathology laboratories and to investigate to which extent it can be utilised as a vital tool in establishing operation strategies to allow these laboratories to become resilient to budget cuts. This research will investigate the contribution of these methodologies in allowing the Department of Eye Pathology (DEP) to adapt operational strategies and pursuit the ultimate goal of financial independence.
Project management methodology has become an important factor in planning successful project and change management have a key role in communicating service benefits to the customer/service users. Change management is a structured approach for ensuring that changes are thoroughly and smoothly implemented, and that the lasting benefits of change are achieved. The NHS change Model will be utilised and it has been created to support the NHS to adopt a shared approach to leading change and transformation. The model (see figure 1) is composed of eight components that collectively improve knowledge and experience it provides organising framework for sustainable change and transformation. Project Management Methodology, mainly PRINCE2, will be explored as a tool for managing operation process elements of the DEP and change management will be investigated and applied on soft elements (staff and communication) of the organisation. PRINCE2 is the preferred project management methodology in Governmental/Public organisation due to its controlled stages, constant review against project plan, business cases and risk assessments, key stakeholder involvement in decision making and project progress and the flexible decision points.

Figure 1 – The eight components illustrated help better understand how to create an environment and programme(s) which can make change happened (http://www.nhsiq.nhs.uk/capacity-capability/nhs-change-model.aspx).
Many studies have been done on both the fields of project and change management, but little is known about the impact on the Specialised NHS Pathology laboratories and their experience with these methodologies on the evaluation of the laboratory operations itself. Although many discussions have been made in the area of healthcare literature influencing operational efficiency, very little attention has been paid to the laboratories within the industry. This is where the researcher finds the gap in the literature and wishes to investigate the contribution of the project and change management methodology in pursuit of operation efficiency that could potentially leads to financial independency.
This research is of both quantitative and qualitative nature and aims to provide managers and practitioners of Cellular Pathology Discipline multitudinous insight in how project and change management methodologies can be utilised in their operation strategies and practices.
1.4 Research Aim(s) and Objectives
This study aims to investigate the financial benefit realisation of operational efficiency in Specialised NHS Pathology laboratories and aims to identify the contribution of project and change management methodology elements that captivate financial independence.
The long term goal of the research is to develop a formalised strategy based on project management and change management system. The short term goal is to provide a comprehensive review of literature and industry practices in relation to project management and change management analysis and outline a conceptual framework for operation efficiency. Particularly, the study has the following sub-objectives:
⦁ To identify current quality management methods in order to continuously improve the quality of the DEP services. This will be monitored in order to identify the impact(s) of suggested operational strategy on quality standards.
⦁ To provide a complete survey of sources and qualities of limitations commonly found in pathology operation efficiency.
⦁ To review current industry practices and researches in regards to project management and change management. A literature review to identify ‘best practice’ and issues on project and change management.
⦁ To blueprint a framework system for utilisation of project management and change management for pathology financial independence. – Devise a methodology for investigating significant insights into how Prince2 is understood currently and link all relevant issues to help develop and promote the adoption of a ‘benefit driven’ pro-change approach in Cellular Pathology.
⦁ To present a business cases to fulfil Prince2 management method requirement. (Develop and propose a process suitable for implementation with the DEP – methods and techniques for defining and monitoring benefits; implementation and validation evidence aiming to assess its utility and usefulness)
⦁ Recommend further work based on the outcome of this research.
1.5 Background and Scope
The Department of Eye Pathology (DEP) is a National Specialist Ophthalmic Pathology Service (NSOP) laboratory and it benefits from a close and long-standing relationship with UK’s largest Eye hospital, Moorfields. Institute of Ophthalmology (IoO) and Moorfields Eye Hospital make up the largest single site for research and eye care in the world (UCL, 2015). DEP structural set up is slightly unorthodox in the sense that the service, although part of university college London and located within a university location (IoO), it provides services to NHS and private sector as well as support to researchers in the UK and internationally. DEP’s core functions are to understand the processes of vision and to develop new diagnostic and therapeutic strategies for the benefit of patients (IoO, 2015).
Healthcare spending plans cuts in the UK are leaving a £30 billon ‘black hole’ in its financial plan by 2020-21 and this thusly are confronting increasing pressure to reduce cost and enhance proficiency, while looking after quality (NHS England, 2014). Laboratory services are not getting away from this pressure, especially since pathology examinations cost the NHS £2.5 billion for each year (Rcpath, 2015). Carter Review, a UK Department of Health-appointed audit of pathology administrations in England, assessed that 20% of this could be spared by enhancing pathology services (Carter Review, 2015). Consequently, the norm of pathology laboratories in the UK is undergoing fundamental changes at a rapid pace. In some areas, multiple hospital laboratories are being requested to merge into a solitary regional laboratory organisation to cope with these changes caused by spending cuts (Kind’s Fund, 2014). The key drivers for NHS Pathology laboratories apart from the obvious respond to political pressure (NHS budget cuts) are as follows:
⦁ Economies of scale and cost improvements in order to reduce the variation that arises from differences in access to approved pathology testing.
⦁ Centralisation due to increase control of scarce resource and to maximise utilisation of technology and expertise for methods, validation and clinical interpretation and thus optimise emerging techniques in order to reduce costs and improve outcomes.
⦁ A single unit will allow maximisation of workforce expertise and enable the development of specialist training centres for specialist and non-specialist workforce reducing variation associated with differences in clinical practice and knowledge.
⦁ Multi-hubs enable the introduction at scale and pace of powerful new technologies to replace existing testing strategies and in turn drive improved quality through collation and sharing of data for patient benefit by standardisation of and participation in minimum agreed datasets, repertoires and testing methods and external quality assessment and benchmarking.
The Carter Review recommend that one of the ways that these investment funds can happen is by dealing with the requests of pathology tests and diminishing inappropriate requesting. As of now, numerous labs are utilising different methodologies to investigating demand management. Another road is that price competition for pathology testing has turned into an element (Kings Fund, 2014). Inside of the NHS, essential consideration trust now tender for pathology testing services and commission those pathology laboratories that offer the most competitive prices (NHS England, 2015).
In spite of these troubles, pathology laboratories have the chance to bring new testing and conveyance systems that deliver and increase the value for service users. However, these new diagnostic advancements requires capital and new scientific abilities, both of which are hard to find as the NHS attempts to shrink budget and squeeze more out of existing assets. In light of these variables, pathology testing in the UK is managing more threats and a faster change than any other time during the six decades of the NHS has been in existence.
One theme of unmistakable fascination is the ways to manage pathology spending plans and deal effectively with commissioners and tenders that could prompt reduced prices for pathology test services. In what capacity can project management systems be utilized to use the pricing opportunities while minimizing the difficulties? This research will attempt to provide a ‘framework’ to allow the Department of Eye Pathology to develop financial independence strategies based on project management methodologies and change management system. This ‘framework’ is for the sole purpose to help the DEP directors and managers deal with the new realities of healthcare and associated reforms. This research main focus is the DEP, London, but there is however impossible to exclude all of the National Specialist Ophthalmic Pathology Service (NSOP) in the UK.
1.6 Significance of the Research
From an empirical point of view, this proposal could potentially assist pathology service professionals in the NHS laboratory by formulating an appropriate framework to help expand laboratory proficiency to adapt to spending plant cuts. The consequence of this study will be valuable to the pathology managers and in addition related pathology services in developing better practice and apparatuses for dealing with budget restraints and opportunities for models that allow independence in the public sector. Additionally, it also strives to utilise change management approaches to enhance staff involvement and easy transaction of changes. As a consequence, this will assist the organisation in saving costs as well as the laboratory’s reputation. This research has the potential to help the specialised laboratories fabricate more grounded relationships with service users as well as NHS commissioner officials.
From an individual reflection this research will contribute more knowledge to my comprehension of spending plan confinement on quality of care and help me utilise my insight acquired from the Global MBA in structuring a framework for the department that can be utilised to permit the service to proceed with operation with limited or without commission.
1.7 Research Hypothesis
The research proposes that the higher the service operation efficiency and quality, the higher the possibility of financial independence. It also proposes that a strategy based on project and change management methodology is required to enable the department to become resilient to budget cuts.
Evidence-based project management and change management ‘framework’ would increase the service efficiency and quality and thus increase the department resistance to budget cuts and in time increase chance of financial independence. The relevant hypotheses relate to introducing project management and change management in the existence and mode of operation of specialised pathology services.
1.8 Research question
The following specific research questions will be addressed to fulfil the above purpose:
⦁ How successful is DEP’s cost saving methods? Is the DEP making best use of available resources, skills and knowledge? And to what extend are they to be limited in order to not have a detrimental effect on the service quality?
⦁ What the current practices and approaches related to project and change management? What are the current process for planning and delivering in Specialised NHS laboratories?
⦁ Is Prince2 project management methodology the only suitable approach to pathology services? If not, what are the proper project management approaches that should be adopted to ensure implementation?
⦁ How can the NHS change management model be used to drive long term goal of a hybrid commissioned and independent service?
⦁ How can the key factors that led to successful project management implementation, including user acceptance and satisfaction levels, effective business strategies and what practices be identified and evaluated in both the long and short terms?
⦁ What does the current Key Performance Indicators (KPIs) of the DEP service reveal? With a view to investigate factors deterring the department to strive for revenue growth? And is it possible to develop the most valid and informative measures to assist in settling these ‘fears’ of service disruptions that prevents DEP from pursuing these avenues?
The result of these enquiries will help the DEP team to assist the department to become a patient-centred, user service-driven business and a key player in the specialised pathology service industry.
1.9 Summary
This chapter 1 discussed an outline of this research study. At the beginning of this chapter, synopses of each chapter from 1 to 5 were presented in the enquiry overview section. Aim and objectives of this study were also presented followed by suitable research questions selected by the researcher. Next industry background and the rationale of this study were discussed. Towards the end of the chapter scope and limitations of this study were mentioned. The following chapter 2 provides a critical review of the existing literature related to this study. Gaps in the literature are identified and evaluations of relevant, up-to-date academic literature are demonstrated.

No Description Page
Introduction to this handbook 3
Dissertation organisation 3
Guidelines for organisation of the dissertation 3
Arrangements of the dissertation 4
Chapters 5
Bibliography and references 8
Appendices 8
Main points to be considered for various sections 8
Research problems 8
Relevant scholarly literature 9
Research design 9
Findings 9
Conclusions and recommendations 10
Form and style 10
Other guidelines and formatting 10
Plagiarism in dissertation 11
Grading criteria 12
Responsibility 13
Candidate`s responsibility 13
Supervisor`s responsibility 14
Bibliography 14-15
POSTGRADUATE DISSERTATION GUIDELINES

1. INTRODUCTICTION TO THIS HANDBOOK
A dissertation is a necessary requirement in the successful completion of a Master’s degree. Writing a dissertation is one of the most creative challenges for any postgraduate Programmes. It offers students the opportunity to prove that they have the ability to implement the knowledge they have acquired throughout their studies in postgraduate level programme and to carry out in-depth research into a topic of their choice related to the aims of the Programme, under the guidance of a supervisor.

A successful dissertation would represent an outstanding academic achievement, which required hard work, critical thinking, personal discipline and dedication; and sometimes it is the greatest academic achievement for many students. Completing the dissertation is a challenge and will lead the student up to the cutting edge of research conducted at that time on his or her area of interest or field of research.

A dissertation is often expected to make an original contribution to knowledge, which was based on individual and independent work.

This handbook is intended to guide and assist our Postgraduate students towards successfully completing well researched, sound and professionally presented dissertations. It is hoped that both supervisors and candidates would find this handbook helpful, and furthermore it contains mandatory guidelines which at least, will satisfy the minimum requirements for acceptable dissertations and the award of the degree.

You would find this section especially helpful to:

Establish and agree on the terms of student/supervisor working relationship.
Develop a workable plan and follow through an organised sequence of work, and activities to meet deadlines set for research, writing, and analysis, consultations with supervisors, review, and presentations, and/or publications.
Organise the structure of your work, which will reflect a high level of academic orientation and professionalism.
2. DISSERTATION ORGANISATION

A dissertation must address a significant question and demonstrate that its author can interpret findings and formulate conclusions that are the result of independent thinking and sustained evaluation of source materials. These findings must be expressed in clear and grammatical language that is well-organised into cogent and coherent argument. A dissertation must have a comprehensive introduction or review of literature, discussion and bibliography.

2.1 GUIDELINES FOR ORGANISATION OF THE DISSERTATION

The following is a suggested format that may be used to lay out the material within the dissertation document:

TABLE OF CONTENTS
(Sample)
Page
Cover page
Declaration Page
Dedication Page (Optional)
Acknowledgement page (Optional)
Abstract
Table of Contents
List of tables and Figures
Operational definitions of constructs (if any)

CHAPTER 1 Introduction
CHAPTER 2 Literature review
CHAPTER 3 Methodology
CHAPTER 4 Findings
CHAPTER 5 Discussions, conclusions and direction for further research

BIBLIOGRAPHY/REFERENCES
APPENDICES

2.2 ARRANGEMENTS OF THIS DISSERTATION

Candidates must follow these rules in submitting their dissertations:

a. Front Page – Cover Page
The title page should include the following details (see appendix):
The full title of the Dissertation o The full name of the author
The award for which the degree is submitted in partial fulfilment of its requirements
The Faculty and University title including the collaborating establishment, if any
The month and year of submission

b. Second Page – Declaration

Student must declare that this is his/her original work and that the work has never been submitted and/or presented for any award in any university or institution of higher learning.

c. Third page – Dedication (optional) d. Fourth page – Acknowledgement

A statement of acknowledgement for any assistance given in carrying out the research should be mentioned here.

d. Fifth page – Abstract

The abstract is a synopsis of the research works undertaken written in approximately 500 words. This abstract should state the nature and scope of the research undertaken and the contribution made to the knowledge of the subject area. A loose copy of the abstract should be submitted with the dissertation. The loose copy will have the names of the author and supervisor, the title of the dissertation and year of submission.

e. Sixth page – Table of Contents

f. Seventh page – List of figures and tables g. CHAPTERS

The dissertation should be systematically divided into appropriate sections and subsections throughout the work. It should contain information about aspects relevant to the project which, if contained in the main text, would ensue from the argument being presented in the dissertation.

The ideas, experiences and other information gathered from the literature review should be referenced and acknowledged by using the abbreviated citations in the text which provided the key to a fuller description in the reference section

Chapter-1:
Introduction
All dissertations/thesis begin with an introduction describing the problem under investigation and its background, its relevance to the field, the assumptions and the limitations of the study, and the expected findings.
Chapter One should discuss the following points:
An introduction describing the background of the problem and the rationale for the research
The research aims and objectives
Research questions and hypotheses
The significance of the study
The operational definitions used in the study
Structure of the study

Chapter 2:
Literature Review
All dissertations, contain reviews of the literature about their topics. A literature review appears in dissertations as a separate chapter). The project will include a robust and critical literature review. The main purpose is to establish the important areas of research and enquiry such that the project objectives can be achieved. It serves an important purpose in expanding the body of knowledge that we have with which to understand current performance and as a secondary base to build better informed practices for the future. It should review both the academic literature and the empirical practices that organisations operate

A successful literature review will accomplish the following objectives:
Describe the line of research or investigations of which the dissertation is meant to form a most recent part.
Identify, describe, and evaluate the studies that support the dissertation’s or research project’s formulations of the research problem, the research question, and the significance of the study.
Describe and evaluate the studies that present the theoretical framework used to select the variables or the focus for the study and to guide the analysis and interpretation of the data

collected in the dissertation project.
Identify, describe, and evaluate the studies supporting the selection of the dissertation’s methodology and approach.
Support the appropriateness of the dissertation’s instruments, measures, and/or methods used to collect data

The main aspects of the literature review should be based on the following points:

The literature review chapter will discuss the previous research and theory in which the researcher discovered and developed the research problem.
It will show the relevance of the particular theoretical perspective or framework for identifying the issues, variables, phenomena, or key factors to investigate, including the significance of the problem.
It will synthesize and critique the literature reviewed, showing both the main foundation points for the dissertation and the opposing viewpoints, controversies in interpretation, or contrary findings relevant to the study. For example, attachment theory has many components and constructs; the literature review synthesizes them with other relevant research findings and selects those constructs that will be used to focus the present study.
Chapter-3: Research Methodology Chapter Three, you will describe the step-by-step the methods and procedures used in your study, in a way that will enable future researchers to replicate your study. The methodology should be informed by the background and rationale section. In the methodology section you should present your methodological choices on the research design, data collection method/s, sampling, data analysis, ethical issues

This chapter has at least the following elements:
Purposes of the Study: Re-introduce the purpose of the study.
Research Design: Define more fully the research design, citing its strengths and weaknesses.
Target Population and Participant Selection: Identify the population from which participants are to be selected and the method of sampling. Discuss and justify the sample size in this section.
Procedures: Describe the methods and procedures for conducting the study including ethical considerations of the study.
Instruments: Describe the data collection instruments
. Hypotheses and Research Questions: State the hypotheses or research questions in the proper form and style.
Data Collection and Data Analyses: Describe the collection and data
Chapter-4:
Findings/Results Chapter Four presents a non-evaluative reporting of the data, supported by tables, figures, and charts where applicable. Quantitative studies are typically guided by hypotheses or research questions, and

so the data are typically reported relative to each hypothesis or research question. This section is important as this is the area where you engage with new and original material that you have collected and the skills deployed here are definitive in terms of the scope final assessment grade together with the recommendations. Data must be presented systematically and structured clearly around tables, figures etc.
Chapter Four has at least the following elements:
Introduction: a brief introduction to the chapter containing three main points: a description of the chapter’s purpose, how it fits into the overall dissertation, and how the chapter is organized.
Description of the Sample: a description of the sample of participants who were in this study including significant demographic data describing the sample.
Statement of the Results: A brief point-by-point summary of the results and findings of your data analysis, typically organized around the research questions or hypotheses.
Details of the Analysis: The full detailed presentation of the data analysis and results. Again, this section typically takes each hypothesis or research question in order, describes the analysis, and presents the results for that hypothesis or question.
Summary: the findings can be recapitulated as a transition to Chapter 5

Chapter-5: Discussions, conclusions &
Recommendations In Chapter Five, authors must evaluate their own work and provide personal insight into and interpretation of their study’s results. This does not mean, of course, that informal, first-person writing is now possible. But within the constraints of scholarly writing, the learner now presents what the study means to him or her, and more widely, what he or she thinks it means to the field of practice, to the line of previous research, and to the communities interested in the topic.

In general, however, Chapter Five must accomplish two primary objectives:
It should assess whether the dissertation addresses the problems that precipitated the study (and how well); in doing so, the learner should interpret the study’s results in light of existing findings in the field.
It should recommend directions for future study.

To accomplish the first objective, Chapter Five addresses and discusses what the study means: What its implications are for the research question, the previous literature, and the wider communities of interest. Whereas Chapter Four was limited to simply presenting the results, now the researcher must show how those results do or do not answer the research question and what they mean in its light.
In your discussion section you should present your analysis clearly and logically and it should be relevant to your research aim, research
question(s), hypothesis (es) and objectives. Make sure that you relate the findings of your primary research to your Literature Review. You can do this by comparison: discussing similarities and particularly differences. If you think your findings have confirmed some literature findings, say so and say why. If you think your findings are at variance with the literature, say so and say why

The second objective is to make recommendations for future research. To do so, Chapter Five should discuss the limitations of the study. The following elements can be incorporated in chapter-5:
Introduction to the chapter
Summary of the results
Discussions of the results
Conclusions
Recommendations (if any)
Contribution of the study
Theoretical and Managerial implications
Limitations of the study
Direction for further research

h. BIBLIOGRAPHY AND REFERENCES

All published or other sources of material consulted must be acknowledged either in the Bibliography or Reference list. A list of references that you have used that should be cross-referenced with your text.

Books – Author’s surname, initials of other names, (year of publication in brackets); Title of book. Publishers and place of publication
Articles and Journals – Name of Author(s), Title of article. Name of Journal, Volume and Number, Date of publication, page number(s)
 Internet Search – Site Address needed (Please see Appendix for Harvard Referencing style guide)

i. APPENDICES

Any appendices should be included. These should be made up of relevant statistical data or material which cannot be fitted into the chapters.

2.3. MAIN POINTS TO BE CONSIDERED FOR VARIOUS SECTIONS

Dissertations should make an original contribution to knowledge, based on individual and independent work.

A. RESEARCH PROBLEM
Does the dissertation deal with a significant and meaningful problem that lends itself to a substantial research effort? Is the problem of interest to other scholars or practitioners in the field? Has a persuasive case been made as to why the problem is worth solving?
Is it clear who or what will be aided by the research findings?
Will the findings provide a basis for generalised conclusions or have practical applicability?
Are the research questions stated concisely and explicitly in question form? Are they precise, specific and focused? Do they flow logically from the problem?
Are the hypotheses, when applicable, well formulated? Do they pose a relationship between or among measurable variables that is subject to testing?
Are the limitations of the study identified with recognition of their consequences? Are discrepancies in the study dealt with positively?
Are technical terms well defined? Are the definitions clear-cut, unambiguous, and comprehensible?
Does the dissertation clearly address some aspect of social change? What aspects has been addressed?

B. RELEVANT SCHOLARLY PROFESSIONAL LITERATURE
Is the conceptual framework properly developed for this type of study? Is previous work on the topic and related subjects critically appraised with due respect for differences of opinion?
Does the dissertation reflect comprehensive knowledge of the literature in the topic of the study, including both classic and contemporary works? Is this knowledge demonstrated in the presentation of the problem?
Is the research informed by primary sources of theories, concepts, principles and models in the field and are they referred to specifically? Is there an identifiable historical and philosophical context?
Is appropriate literature cited to provide a rationale for the research design, methods of data collection and data analysis?
C. RESEARCH DESIGN

Is the research designed fully described and justified?
Does the research design derive logically from the problem statement and the research questions?
Is the rationale for the chosen methodology clearly articulated?
Are the methods of data collection appropriate to the research design and the research problems?
Are the methods of data analysis and interpretation appropriate to the research questions or, when applicable, to the hypotheses?
Is the presentation of the research design and the study’s implementation sufficiently thorough as to enable replication of the study in all its essential aspects?
D. FINDINGS

Are the processes by which the data were analysed and interpreted clearly presented?
Are the analyses and resulting findings presented logically and comprehensibly?
Do patterns and implications emerge from the data analysis? Do they yield informative findings that are meaningful in terms of the research questions?

E. CONCLUSIONS AND RECOMMENDATIONS

Do the conclusions and recommendations flow logically and consistently from the research findings?
Are the recommendations useful? Do they point to appropriate action? Does the study provide a basis for further research?
F. FORM AND STYLE

Is the dissertation well written in scholarly language that is grammatically correct?
Is the presentation in accordance with required style and format? Are citations and references correctly used?
Is the material set systematically, logically, and rationally with appropriate use of headings and sub-headings?
Is the work well organised? Does it flow smoothly and without redundancy? Does it communicate to the reader in a straightforward fashion?

2.4. OTHER GUIDELINES & FORMATING
a. Length of dissertation – 15,000-20,000 words.

More or less than 5% of the prescribed word count will be penalised. Word count will be based on the abstract to the final chapter or conclusions. This excludes references, bibliography, notes and appendices

b. Diagrams, Pictures

This segment will provide a brief summary offering to the readers what can be expected and what will be offered. The presentation part of this research will reference the key themes, background and the significance of this study. The dissertation is organised in five sections and all parts will start with an outline of the section and finish up with a synopsis to highlight the fundamental subjects and forecast what the following chapter will discuss about.
1.2 Thesis Structure
Chapter 1 sets out by introducing to the readers the topic and the justification of where this research falls. The importance of this study will be highlighted together with the industry background information. Subsequently, the aim and objectives of this research will be detailed, followed by the research questions. The chapter will conclude with the scope and the limitations of the study.
Chapter 2 elaborates the Literature Review, offering an evaluation of the existing literature on Prince2 project management……(sorry still thinking through this part)
Chapter 3 discusses the justifications for choosing a specific research methodology type supporting the aim and objectives of this study. The chapter describes different data collection methods used to gather necessary data to help the researcher answer the research questions. Quantitative survey strategy and qualitative open ended in-depth interviews were selected as the most reliable methods for this exploratory study. In short this chapter focuses on the research approaches and strategies building a closer connection between the purpose and the outcomes of this study.
Chapter 4 begins with explaining the adopted data analytic method. In this section the collected quantitative data from questionnaire and the qualitative responses from in-depth interviewees are thoroughly analysed and presented. In the process of the analysis, key findings are identified and a conceptual model is formed. The outcomes derived from this investigation are discussed in this chapter supporting the aim and objectives of this study.
The final chapter, chapter 5, provides an integrative summary developed from the previous chapters discussing the overall assessment of the key findings throughout this research. The relationship between the outcomes of this study and the aim and objectives first set by the researcher for this dissertation is to be defined in this chapter. Towards the end of this section, a conclusion is reached with recommendations and directions for future research are suggested.
1.3 Enquiry overview
The purpose of this research is to explore the impact of project management and change management methodologies on Specialised NHS Pathology laboratories and to investigate to which extent it can be utilised as a vital tool in establishing operation strategies to allow these laboratories to become resilient to budget cuts. This research will investigate the contribution of these methodologies in allowing the Department of Eye Pathology (DEP) to adapt operational strategies and pursuit the ultimate goal of financial independence.
Project management methodology has become an important factor in planning successful project and change management have a key role in communicating service benefits to the customer/service users. Change management is a structured approach for ensuring that changes are thoroughly and smoothly implemented, and that the lasting benefits of change are achieved. The NHS change Model will be utilised and it has been created to support the NHS to adopt a shared approach to leading change and transformation. The model (see figure 1) is composed of eight components that collectively improve knowledge and experience it provides organising framework for sustainable change and transformation. Project Management Methodology, mainly PRINCE2, will be explored as a tool for managing operation process elements of the DEP and change management will be investigated and applied on soft elements (staff and communication) of the organisation. PRINCE2 is the preferred project management methodology in Governmental/Public organisation due to its controlled stages, constant review against project plan, business cases and risk assessments, key stakeholder involvement in decision making and project progress and the flexible decision points.

Figure 1 – The eight components illustrated help better understand how to create an environment and programme(s) which can make change happened (http://www.nhsiq.nhs.uk/capacity-capability/nhs-change-model.aspx).
Many studies have been done on both the fields of project and change management, but little is known about the impact on the Specialised NHS Pathology laboratories and their experience with these methodologies on the evaluation of the laboratory operations itself. Although many discussions have been made in the area of healthcare literature influencing operational efficiency, very little attention has been paid to the laboratories within the industry. This is where the researcher finds the gap in the literature and wishes to investigate the contribution of the project and change management methodology in pursuit of operation efficiency that could potentially leads to financial independency.
This research is of both quantitative and qualitative nature and aims to provide managers and practitioners of Cellular Pathology Discipline multitudinous insight in how project and change management methodologies can be utilised in their operation strategies and practices.
1.4 Research Aim(s) and Objectives
This study aims to investigate the financial benefit realisation of operational efficiency in Specialised NHS Pathology laboratories and aims to identify the contribution of project and change management methodology elements that captivate financial independence.
The long term goal of the research is to develop a formalised strategy based on project management and change management system. The short term goal is to provide a comprehensive review of literature and industry practices in relation to project management and change management analysis and outline a conceptual framework for operation efficiency. Particularly, the study has the following sub-objectives:
⦁ To identify current quality management methods in order to continuously improve the quality of the DEP services. This will be monitored in order to identify the impact(s) of suggested operational strategy on quality standards.
⦁ To provide a complete survey of sources and qualities of limitations commonly found in pathology operation efficiency.
⦁ To review current industry practices and researches in regards to project management and change management. A literature review to identify ‘best practice’ and issues on project and change management.
⦁ To blueprint a framework system for utilisation of project management and change management for pathology financial independence. – Devise a methodology for investigating significant insights into how Prince2 is understood currently and link all relevant issues to help develop and promote the adoption of a ‘benefit driven’ pro-change approach in Cellular Pathology.
⦁ To present a business cases to fulfil Prince2 management method requirement. (Develop and propose a process suitable for implementation with the DEP – methods and techniques for defining and monitoring benefits; implementation and validation evidence aiming to assess its utility and usefulness)
⦁ Recommend further work based on the outcome of this research.
1.5 Background and Scope
The Department of Eye Pathology (DEP) is a National Specialist Ophthalmic Pathology Service (NSOP) laboratory and it benefits from a close and long-standing relationship with UK’s largest Eye hospital, Moorfields. Institute of Ophthalmology (IoO) and Moorfields Eye Hospital make up the largest single site for research and eye care in the world (UCL, 2015). DEP structural set up is slightly unorthodox in the sense that the service, although part of university college London and located within a university location (IoO), it provides services to NHS and private sector as well as support to researchers in the UK and internationally. DEP’s core functions are to understand the processes of vision and to develop new diagnostic and therapeutic strategies for the benefit of patients (IoO, 2015).
Healthcare spending plans cuts in the UK are leaving a £30 billon ‘black hole’ in its financial plan by 2020-21 and this thusly are confronting increasing pressure to reduce cost and enhance proficiency, while looking after quality (NHS England, 2014). Laboratory services are not getting away from this pressure, especially since pathology examinations cost the NHS £2.5 billion for each year (Rcpath, 2015). Carter Review, a UK Department of Health-appointed audit of pathology administrations in England, assessed that 20% of this could be spared by enhancing pathology services (Carter Review, 2015). Consequently, the norm of pathology laboratories in the UK is undergoing fundamental changes at a rapid pace. In some areas, multiple hospital laboratories are being requested to merge into a solitary regional laboratory organisation to cope with these changes caused by spending cuts (Kind’s Fund, 2014). The key drivers for NHS Pathology laboratories apart from the obvious respond to political pressure (NHS budget cuts) are as follows:
⦁ Economies of scale and cost improvements in order to reduce the variation that arises from differences in access to approved pathology testing.
⦁ Centralisation due to increase control of scarce resource and to maximise utilisation of technology and expertise for methods, validation and clinical interpretation and thus optimise emerging techniques in order to reduce costs and improve outcomes.
⦁ A single unit will allow maximisation of workforce expertise and enable the development of specialist training centres for specialist and non-specialist workforce reducing variation associated with differences in clinical practice and knowledge.
⦁ Multi-hubs enable the introduction at scale and pace of powerful new technologies to replace existing testing strategies and in turn drive improved quality through collation and sharing of data for patient benefit by standardisation of and participation in minimum agreed datasets, repertoires and testing methods and external quality assessment and benchmarking.
The Carter Review recommend that one of the ways that these investment funds can happen is by dealing with the requests of pathology tests and diminishing inappropriate requesting. As of now, numerous labs are utilising different methodologies to investigating demand management. Another road is that price competition for pathology testing has turned into an element (Kings Fund, 2014). Inside of the NHS, essential consideration trust now tender for pathology testing services and commission those pathology laboratories that offer the most competitive prices (NHS England, 2015).
In spite of these troubles, pathology laboratories have the chance to bring new testing and conveyance systems that deliver and increase the value for service users. However, these new diagnostic advancements requires capital and new scientific abilities, both of which are hard to find as the NHS attempts to shrink budget and squeeze more out of existing assets. In light of these variables, pathology testing in the UK is managing more threats and a faster change than any other time during the six decades of the NHS has been in existence.
One theme of unmistakable fascination is the ways to manage pathology spending plans and deal effectively with commissioners and tenders that could prompt reduced prices for pathology test services. In what capacity can project management systems be utilised to use the pricing opportunities while minimising the difficulties? This research will attempt to provide a ‘framework’ to allow the Department of Eye Pathology to develop financial independence strategies based on project management methodologies and change management system. This ‘framework’ is for the sole purpose to help the DEP directors and managers deal with the new realities of healthcare and associated reforms. This research main focus is the DEP, London, but there is however impossible to exclude all of the National Specialist Ophthalmic Pathology Service (NSOP) in the UK.
1.6 Significance of the Research
From an empirical point of view, this proposal could potentially assist pathology service professionals in the NHS laboratory by formulating an appropriate framework to help expand laboratory proficiency to adapt to spending plant cuts. The consequence of this study will be valuable to the pathology managers and in addition related pathology services in developing better practice and apparatuses for dealing with budget restraints and opportunities for models that allow independence in the public sector. Additionally, it also strives to utilise change management approaches to enhance staff involvement and easy transaction of changes. As a consequence, this will assist the organisation in saving costs as well as the laboratory’s reputation. This research has the potential to help the specialised laboratories fabricate more grounded relationships with service users as well as NHS commissioner officials.
From an individual reflection this research will contribute more knowledge to my comprehension of spending plan confinement on quality of care and help me utilise my insight acquired from the Global MBA in structuring a framework for the department that can be utilised to permit the service to proceed with operation with limited or without commission.
1.7 Research Hypothesis
The research proposes that the higher the service operation efficiency and quality, the higher the possibility of financial independence. It also proposes that a strategy based on project and change management methodology is required to enable the department to become resilient to budget cuts.
Evidence-based project management and change management ‘framework’ would increase the service efficiency and quality and thus increase the department resistance to budget cuts and in time increase chance of financial independence. The relevant hypotheses relate to introducing project management and change management in the existence and mode of operation of specialised pathology services.
1.8 Research question
The following specific research questions will be addressed to fulfil the above purpose:
⦁ How successful is DEP’s cost saving methods? Is the DEP making best use of available resources, skills and knowledge? And to what extend are they to be limited in order to not have a detrimental effect on the service quality?
⦁ What the current practices and approaches related to project and change management? What are the current process for planning and delivering in Specialized NHS laboratories?
⦁ Is Prince2 project management methodology the only suitable approach to pathology services? If not, what are the proper project management approaches that should be adopted to ensure implementation?
⦁ How can the NHS change management model be used to drive long term goal of a hybrid commissioned and independent service?
⦁ How can the key factors that led to successful project management implementation, including user acceptance and satisfaction levels, effective business strategies and what practices be identified and evaluated in both the long and short terms?
⦁ What does the current Key Performance Indicators (KPIs) of the DEP service reveal? With a view to investigate factors deterring the department to strive for revenue growth? And is it possible to develop the most valid and informative measures to assist in settling these ‘fears’ of service disruptions that prevents DEP from pursuing these avenues?
The result of these enquiries will help the DEP team to assist the department to become a patient-centred, user service-driven business and a key player in the specialised pathology service industry.
1.9 Summary
This chapter 1 discussed an outline of this research study. At the beginning of this chapter, synopses of each chapter from 1 to 5 were presented in the enquiry overview section. Aim and objectives of this study were also presented followed by suitable research questions selected by the researcher. Next industry background and the rationale of this study were discussed. Towards the end of the chapter scope and limitations of this study were mentioned. The following chapter 2 provides a critical review of the existing literature related to this study. Gaps in the literature are identified and evaluations of relevant, up-to-date academic literature are demonstrated.

Below is a general outline for a business plan and does not reflect all the necessary items needed that often derive from extensive research.

Executive Summary – The executive summary appears first, but should be written last.
Business Description –This high-level view of your proposed business should explain who you are, how you operate and what your goals are. The business description should feature:
The type of business, product, or service proposed and the needs you plan to satisfy.
A brief description of the assigned country, identification of existing trade barriers
The legal form of your business (corporation, sole proprietorship, etc.)
An overview of your customers and suppliers
A summary of your short-term and long-term business goals
Analysis of the International Business Situation
Economic, political and legal analysis of the trading country
Describe the country’s governmental structure and stability, how the government controls trade and private business
Describe the trading country’s economic system, economic information important to your proposed business, the level of foreign investment in that country
Describe laws and/or governmental agencies that affect your business (ie. labor laws, trade laws, etc.)
Trade area and cultural analyses
Geographic and demographic information, important customs and traditions, other pertinent cultural information, competitive advantages and disadvantages of the proposed product and/or service
Market segment analysis target market (age, income level, population estimate, orther specific demographic and economic information) customer buying behavior related to the proposed product and or service
Analysis of the potential location – importance and requirements of each trade document required by the US and the country of choice
Planned operation of the proposed business
Proposed organization
Type of ownership and rationale, advantages/disadvantages of the type of ownership selected; start-up steps to form the business; planned personnel (or functional) needs; proposed staffing to handle managerial, financial, marketing, legal, production functions; proposed organization chart, brief job descriptions.
Proposed product/service
Details of the product(s)/service(s) to be offered; include potential suppliers, manufacturing plans, inventory policies, if applicable. If the business is a service business, appropriate information about plans to provide the service, including necessary supplies
How the product/supplies will be transported to/from the home country; costs, benefits, risks of the transportation method; documents needed to transport the product/supplies
Proposed strategies
Proposed pricing policies, what currency will be used, costs, markups, markdowns, relation to competition, factors that could affect the price of the product (ie. competition, political conditions, taxes, tariffs, transportation costs)
Proposed promotional program, promotional activity, media availability, costs, one-year promotional plan outline
Planned Financing
Projected income statements for first year’s operation (sales, expenses, profit/loss)
Projected balance sheet for the end of the first year
A brief narrative description of the planned growth of the proposed business, including financial resources, needs and a brief three year plan projection
Bibliography
Appendix
An appendix is optional. Include in the appendix any exhibits appropriate to the written entry, but not important enough to include in the body; these might include sample questionnaires used, letters sent and received, general background data, etc.

Module Code: MOD000917
Business Planning and Decision Making
Department: Accounting, Finance and Information Management
Module Guide
Contents ….
Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:
⦁ the Virtual Learning Environment (VLE)
2. Introduction to the Module
This module introduces students to the discipline of management accounting in an organisational context and provides the skills and knowledge necessary for them to develop frameworks and approaches to decision making, by examining theoretical models and relating them to business experience.
The nature and purpose of management accounting is considered and acts as the foundation for further study of transferable techniques in the areas of planning and decision making and various operational and strategic approaches in relation to
management of resources.
Management accountants would struggle to perform their work without a level of understanding of business mathematics and computer spreadsheets and these topics are included within the module.
Participants’ existing management expertise will be exploited and built upon to enable them to enhance their contribution to planning and decision making within their organisation.
The assessment will require students to select and outline a recent major management accounting centred decision / problem / issue tackled by their organisation and to analyse the approaches adopted by the organisation in tackling it. They will also be asked to complete an investment appraisal.
3. Intended Learning Outcomes
For this module, the intended learning outcomes are:
Examine and evaluate a range of management accounting theories in an organizational context.
Appreciate the role, potential and contribution of business planning and decision making tools and techniques
Apply appropriate planning and decision making tools and techniques to operational management issues involving organisational resources.
Apply appropriate long term, strategic decision making methodologies.
Module Guide
3.1 Employability skills delivered in this Module
It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:
SKILL Skills acquired in this module

Communication (oral)
Communication (written) X
Commercial Awareness X
Cultural sensitivity
Customer focus
Data Handling X
Decision making X
Enterprising
Flexibility X
Initiative X
Interpersonal Skills
Leadership/Management of others
Networking
Organisational adaptability X
Project Management X
Problem Solving and analytical skills X
Responsibility
Team working
Time Management
Other X

Module Guide
4. Outline Delivery
Wk Content
1 Introduction to Decision Making/Problem Solving and the role of management accounting
2 Planning and Budgeting 1: Cash, Profit and Financial Position
3 Planning and Budgeting 2: Subsidiary Budgets
4 Marginal Costing and Short-term Decisions
5 Activity-Based costing and Short-Term Decisions
6 Target and Life Cycle Costing
7 Strategic Management, Planning and Decision Making
8 Investment Appraisal 1: Introduction and Non-Discounting Techniques
9 Investment Appraisal 2: Discounting Techniques
10 Couse Summary, Review and Assignment Preparation

5. Assessment
The assessment for this module consists of two parts. Submission dates vary.
Part Type of assessment Word or time limit Submission method Submission dates
1 Assignment 3000 Turnitin®UK GradeMark NO LATER THAN:
5th Jan, 2015 by 2pm
Ensure dates match the course assessment mapping
2 Assignment 3000 equivalent Turnitin®UK GradeMark NO LATER THAN:
5th January 2015 by 2pm

Work Based Practice
Module Code: MOD000918
BA (Hons) Management
⦁ Introduction to the Module
This is the first part of a 60 credit Work-based Learning strand, to explore the relationships between the world of work and the academic discipline, and to apply the learning so far in a work based setting, through a negotiated project. This module undertakes the preparatory work for the project, with a strong emphasis on the project proposal. You will undertake the project in the second year module Work Based Project.
The work environment provides a rich setting for exploration and discovery of a range of knowledge, skills and understanding. Three strands formulate an integrated approach to work based learning:
⦁ Learning about work: relates to further developing the learners’ knowledge and understanding of the workplace as a learning environment
⦁ Learning through work: examines the acquisition of practical skills through current employment, and allows the opportunity for the learning in the previous modules to be applied in the work context.
⦁ Learning for work: the learners’ knowledge and skills are developed in a way that is directly relevant to the workplace.
You will develop employability skills, reflective practice, and problem solving, both individually and in groups. A key focus of this module is the consideration of the links between theory and practice, and your introduction to business research skills.
Working individually or in pairs, a specific project will be identified, agreed between the employer/client organisation, yourself, and the University-based project supervisor, for completion in the year 2 Work Based project module. A proposal must then be negotiated to allow you to meet the learning outcomes of the module. You will be expected to demonstrate information gathering, examination and application skills at a level appropriate to a first year foundation degree. You will also be expected to reflect on your 2 work practice, critically appraise your own performance and report on your experience of work based learning, by continuing the reflective journey from the module Understanding Work Based Learning and the Sector.
The module will be assessed by a structured reflection that critically considers your employability and career planning skills; a written project proposal; and a reflective account of the presentation of the proposal to critical peers. The reflective account will evaluate the proposal in light of this review process.
During this module you will be using three different versions of the project proposal template in order to support you with completion of the module. These are:
⦁ The initiating draft – to be used in conjunction with activities during topics 1 to 3 and submitted as an appendix to assignment 1.
⦁ The consolidating draft – to be used in conjunction with activities during topics 4 to 6 and submitted by email for formative feedback.
⦁ The final version of the project proposal – to be used in conjunction with activities during topics 7 and 8 and to be submitted as assignment 2

⦁ 2.1 Student Responsibilities
It is your responsibility to negotiate an appropriate work based project within your organisation. This project will be completed in year 2, but the preparation for this project work is undertaken in this double trimester module. It is strongly recommended that you start discussions with your employer, line manager and mentor at the earliest possible stage. This will ensure you identify a project that meets the requirements of the course, and most importantly, fits with current business priorities.
You will start this module by identifying what you hope to gain from the project and how this links with your career planning and employability, and take these ideas into the development of a project proposal. You will present this to an appropriate audience within your workplace, and critically evaluate their feedback, adjusting the proposal accordingly, ready for implementation in 5th January 2015.
2.2 Employer Responsibilities
Our previous experience of work based projects would identify that it is extremely beneficial if the employer can identify strategic business priorities for work based projects, enabling students to undertake a piece of project work that they can demonstrate to their peers has added value to their organisation, as a result of their study on this course. To help, the following are some examples that have been provided from previous employers:
⦁ Sales: product offering (breadth and depth of stocks); e-commerce offerings; competitive differentiators
⦁ Margin: Can we better link sell? What can we do with our stock to improve margin?
⦁ Customer Service: What value do our customers place on service?
⦁ Efficiency: How can we promote a continuous improvement culture in the business?
Logistics/Distribution – value of centralisation?
⦁ People – Are we ready for IiP? How can our Induction processes be improved to retain staff?
3. Intended Learning Outcomes
The University modules are taught on the basis of intended learning outcomes and that, on successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes.
On successful completion of this module the student will be expected to be able to:
⦁ Analyse the relationship between theoretical perspectives and work-based practice.
⦁ Examine employability and career planning, including professional and/or occupational standards, relating to own specific practice.
⦁ Develop appropriate research skills to inform the creation of a project proposal.
⦁ Examine their personal abilities, behaviours and professional development in a work-based context.
4. Outline Delivery
The delivery of this module will be dictated by the method in which you are studying, e.g. face to face (as part of the blended pathway) or distance learning through the VLE. Either way, you will broadly cover the following topics:
⦁  Introduction to the module
⦁  Choosing a project topic
⦁  Employability
⦁  Learning in the workplace
⦁  Reflective Practice
⦁  Individual & Team problem solving
⦁  Problem Solving using data
⦁  Practical skills in the workplace
⦁  Writing Aims and Objectives
⦁  Business Research Skills
⦁  Applying theory to the workplace
⦁  Writing a project proposal
If you are a distance learning student, you will be advised by your online tutor, what topics and e-tivities you should undertake each week in order to meet the demands of the module.
Face to face students will gain a teaching schedule from their tutor, identifying what topics they will be studying at each of their workshops.

4.1 Attendance Requirements
Weekly contribution to the VLE, reading the topic material and contributing to the group e-tivity, is the best way to succeed on this module. It is easy to be left behind with the material, if you do not self manage your study time effectively, and there are numerous components to this module assessment, that requires your careful planning.
5. Assessment
There are 3 pieces of written assessment to be submitted for this module, along with numerous dates for you to plan into your study time.
⦁ 1500 words Critical Evaluation of employability and career planning activities, which addresses learning outcomes 1,2 and 4. (Worth 20% of overall module).
Firstly, you should identify a framework of skills, knowledge and competencies you can assess yourself against, to identify which areas you plan to personally develop through this coming project implementation. This framework should explicitly identify occupational and/or national standards of performance for managers – this may take the form of an existing managerial competency framework in your organisation, or you may choose to use an example from your professional body, such as the Chartered Management Institute. A combination of employer competency frameworks and professional standards would also be a sensible consideration.
Once you have identified what managerial skills etc you wish to develop, you should identify what support you will need to achieve these, and also plan an achievable timeframe by which to access such support.
The above may be presented in the form of a table.
The majority of your 1500 words should critically discuss 2 areas; firstly, your personal learning aims and objectives for completing your project, and these should be evidenced by workplace examples, such as appraisal priorities for development, peer review, mentor discussions etc. Secondly, how the development of such personal learning will contribute to your future employability and career planning. It is expected this will take a strong reflective approach to the writing, and as such personal writing, can thus be written in the first person.
IN ADDITION, YOU MUST SUBMIT THE INITIATING DRAFT OF THE PROJECT PROPOSAL.

⦁ 3000 words project proposal (Assignment 2), using the headings that are set out in the appendix to this module guide, outlining the topic of the project, as agreed with the employer and university.
This addresses all the learning outcomes. This piece of assessment has the opportunity for formative feedback from both the university and the workplace. (Formative feedback – a chance for feedback on your early ideas, and you have the chance to update the proposal before final submission and marking as a result of this).
You should also convene an appropriate workplace audience to deliver your presentation proposal to, for agreement, and sign-off from the business – this presentation MUST be delivered in time to meet the proposal hand in, allowing time for you to reflect on the feedback and adjust your proposal accordingly.
The final draft of your proposal should be submitted formally 5th January 2016 by 2pm.
See the attached template for the project proposal (Appendix 1). It should be handed in fully completed with all the necessary signatures by the above deadline.

3. 1000 words of reflective evaluation (Assignment 3) that evaluates the project proposal after presentation to employer, consideration by university tutor and the receipt of critical peer feedback. Due 5th January 2016 (worth 20% of overall module mark).
This piece of writing should identify the changes that have been made to the project proposal, as a result of the review processes with the university and workplace audience. It should identify questions that have been asked and suitable responses, and demonstrate a strong commitment to achieving the project, and being ready for the 5th January 2016 implementation.
It should also reflect upon the early progress being made towards the personal learning aims and objectives identified in the first piece of assessment. This may take the form of resubmitting the framework table, with updates.
Marking Guide
Assessment 1 – 1500 words of critical evaluation of employability and career planning in relation to project topic choice
Criteria Percentage mark
Framework of skills, knowledge and competencies
⦁ Appropriate development of a framework (table) of skills, knowledge and competencies that could be developed through work place learning opportunities (project work)
⦁ Clear links with managerial skills, knowledge, and competencies development appropriate to your industry, professional body, organisational expectations
⦁ Self assessment against the framework, to identify strengths and areas for development
⦁ Evidence of own initiative to and applicability to framework development 40
Personal Learning Aims and Objectives
⦁ Evidence of what you personally hope to achieve as a result of the project
⦁ Supported by evidence from appraisal objectives, links with the above self analysis, peer review, mentor and line manager discussions
⦁ Identification of support needed to achieve this, and appropriate action plan including timescales on how this support will be accessed
⦁ Evidence of resource implications and access to key stakeholders to investigate project choice 30
Evidence of future employability and career planning
⦁ Ability to apply understanding of your personal learning needs to the project topic areas being considered
⦁ Evidence that critical thinking over the project choice has been applied
⦁ Critical discussion of how the above learning aims and objectives will enhance employability and career progression
⦁ Application to organisational/industry setting
⦁ Evidence of reflective writing skills 30
Specific assessment criteria
70% +
Framework for analysis stated extremely clearly with a comprehensive overview of the relevant skills, knowledge and competencies required. Full and insightful evaluation of, knowledge, skills and competencies, including use of external sources to identify development priorities through project work. Full and insightful review of the extent professional bodies and industry standards play in developing managerial competence. Excellent personal learning aims and objectives, with a thorough plan to achieve these including a critical discussion of the support and resource implications which is easy to follow and very persuasive. Critical discussion linking personal learning with project choice. Evidence of substantial reflection throughout the work. Extensive range of data sources/literature used with a high standard of citation and listing. Written expression is excellent resulting in a credible assignment which is well-structured and demonstrates clarity of thought.

60 – 69%
Framework for analysis stated clearly with a good overview of the relevant skills, knowledge and competencies required. Good evaluation of knowledge, skills and competencies, including use of external sources to identify development priorities through project work. Good review of the extent professional bodies and industry standards play in developing managerial competence. Very good identification of personal learning aims and objectives, with a thorough plan to achieve these including a good discussion of the support and resource implications, which is easy to follow and credible. Strong discussion linking personal learning with project choice Evidence of a good reflective approach throughout the work. Wide range of data sources/literature used with consistent citation and listing to a good standard. Written expression is good resulting in an assignment which is clear and well-structured.
50 – 59%
Framework stated clearly with a sound overview of the relevant skills, knowledge and competencies required. Sound evaluation of knowledge, skills and competencies, including competent use of external sources to identify development priorities through project work. Sound review of the extent professional bodies and industry standards play in developing managerial competence. Reasoned discussion linking personal learning with project choice Evidence of a reflective approach throughout the work. Satisfactory learning aims and objectives, with a reasonable plan for achievement. A sufficient range of data sources/literature used with citation and listing to a satisfactory standard. Written expression is satisfactory.
40 – 49%
Framework created with a satisfactory overview of the relevant skills, knowledge and competencies required. Fair evaluation of knowledge, skills and competencies, including satisfactory use of external sources to identify development priorities through project work. Fair review of the extent professional standards and industry standards can be applied to managerial competence. Satisfactory discussion linking personal learning with project choice Evidence of a reflective approach. Fair learning aims and objectives which are relatively clearly structured. A reasonably satisfactory range of data sources/literature used with acceptable citation and listing but with some minor errors. Written expression is satisfactory, but there are weaknesses in the presentation.
Fail – 39% and below
Lack of clarity regarding framework and self analysis. Limited identification of skills/knowledge/competencies required. Weak evaluation of knowledge, skills and competencies, with minimal use of external sources to identify development priorities. Weak review of the extent professional standards and industry standards can support managerial competence. Limited discussion linking personal learning with project choice Limited evidence of a reflective approach being undertaken. Ineffective plan for personal learning aims and objectives which is poorly structured. Extremely limited range of data sources/literature used with weak citation and listing. Overall the task is poorly presented and argued and does not achieve an adequate standard.

Assessment 2 – 3000 word Project Proposal (Appendix 1)
Criteria Percentage mark
Background to the project
⦁ Detailed company background for context of project
⦁ Explanation of how project has been identified
⦁ Evidence of a clear issue/problem identified to be researched for the project
⦁ Analysis of benefits to the business to be realised from the project 20
Project Aims and Objectives
⦁ Evidence of what you hope the project to achieve
⦁ A clear aim for the project is identified
⦁ The aim is broken down into manageable SMART objectives 20
Overview of solution
⦁ Complete understanding of the project approach is identified
⦁ Appropriate milestones for the project are identified
⦁ Clear timeframes are presented in a GANTT chart or equivalent 20
Research Approach
⦁ Clear identification of the data that will be collected to inform the project
⦁ Methods for data collection presented
⦁ Research of relevant theoretical concepts and models that will be used to inform the project
⦁ Bibliography list evidences a good literature scan has been started

Specific assessment criteria
70% +
Extensive knowledge and understanding of the project proposal is evident. A deep level of critical analysis of the problem and suggested solution is demonstrated. Evidence of a high level of critical thought around timeframes and project milestones. Data Collection Methods and Theory have been integrated into the proposal convincingly. An excellent bibliography is presented.
60 – 69%
Very good knowledge and understanding of the project proposal is evident. A good level of critical analysis of the problem and suggested solution is demonstrated. Evidence of a high level of thought around timeframes and project milestones. Data Collection Methods and Theory have been integrated into the proposal. A strong bibliography is presented.
50 – 59%
Sound knowledge and understanding of the project proposal is evident. The problem and suggested solution is demonstrated, with timeframes and project milestones. Data Collection Methods and Theory have been considered and an outline bibliography identifies key concepts.
40 – 49%
Some knowledge and understanding of the project proposal is evident, but there are gaps in explanation. The problem and suggested solution is demonstrated, with timeframes and project milestones, but not all the key data is included. Data Collection Methods and Theory have are satisfactory and a satisfactory bibliography is presented
Fail – 39% and below
Very limited knowledge and understanding of the project proposal is evident, there are gaps in explanation, an the proposal is unrealistic at this stage. The problem and suggested solution is demonstrated, with timeframes and project milestones, but not all the key data is included. Data Collection Methods and Theory have are satisfactory and a satisfactory bibliography is presented

Assessment 3 – 1000 word reflective evaluation of the project proposal presentation
This piece of writing should identify the changes that have been made to the project proposal, as a result of the review processes with the university and workplace audience. It should identify questions that have been asked and suitable responses, and demonstrate a strong commitment to achieving the project, and being ready for the May 2014 implementation.
It should also reflect upon the early progress being made towards the personal learning aims and objectives identified in the first piece of assessment. This may take the form of resubmitting the framework table, with updates.
Criteria Percentage mark
Analysis of the project Viability 20
The key themes from the presentation and review processes have been identified and considerable reflection is evident as to the changes that can be made and those that are being considered 20
The links with personal learning opportunities with the project choice are very clear, as is the progress made so far. 20
There is strong evidence of the commitment to the project, and it is sound and for the implementation stage. 20
Evidence of strong reflective writing throughout the work 20
Specific assessment criteria
70% +
Critical Analysis of the project viability is evident. The key themes from the presentation and review processes have been identified and considerable critical reflection is evident as to the changes that can be made and those that are being considered. Critical discussion linking personal learning with project choice, an progress made so far. There is very strong evidence of the commitment to the project, and it is clearly ready to move to implementation stage. Evidence of substantial reflection throughout the work.
60 – 69%
Strong Analysis of the project viability is evident. The key themes from the presentation and review processes have been identified and considerable reflection is evident as to the changes that can be made and those that are being considered. The links with personal learning opportunities with the project choice are very clear, as is the progress made so far. There is strong evidence of the commitment to the project, and it is sound and for the implementation stage. Evidence of strong reflective writing throughout the work.

50 – 59%
Some analysis of the project viability is evident. The key themes from the presentation and review processes have been identified and reflected upon. The changes that can be made, and those that are being considered, are starting to emerge in the discussion. The links with personal learning opportunities 11
with the project choice are clear, as is the progress made so far. There is some evidence of the commitment to the project. Evidence of reflective writing throughout the work.
40 – 49%
Satisfactory analysis of the project viability is evident. Fair themes from the presentation and review processes have been identified but not necessarily reflected upon. The changes that can be made, and those that are being considered, are starting to emerge in the discussion, but more work is needed. The links with personal learning opportunities with the project choice are fair, as is the progress made so far. There is satisfactory evidence of the commitment to the project. The depth of reflective writing is satisfactory.
Fail – 39% and below
A lack of analysis of the project viability is evident. Weak themes from the presentation and review processes have been identified, or maybe not at all. The changes that can be made, and those that are being considered, are not clear in the discussion. The links with personal learning opportunities with the project choice are limited, as is the progress made so far. There is little evidence of the commitment to the project. The depth of reflective writing is poor.
All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.
All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet or online via Turnitin, for distance learners. Academic staff CANNOT accept work directly from you.
If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised.
Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question.
You are requested to keep a copy of your work.
5.1 Submitting a Turnitin®UK Originality Report
For this module you are required to submit your TurnitinUK Digital Receipt with your assignment at the iCentre.
The Originality Report will not be used to make assessment decisions unless concerns about poor academic practice, plagiarism or collusion arise out of the usual anonymous marking arrangements. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations).
Feedback
You are entitled to feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued.

⦁ Introduction to the Module
This is the first part of a 60 credit Work-based Learning strand, to explore the relationships between the world of work and the academic discipline, and to apply the learning so far in a work based setting, through a negotiated project. This module undertakes the preparatory work for the project, with a strong emphasis on the project proposal. You will undertake the project in the second year module Work Based Project.
The work environment provides a rich setting for exploration and discovery of a range of knowledge, skills and understanding. Three strands formulate an integrated approach to work based learning:
⦁ Learning about work: relates to further developing the learners’ knowledge and understanding of the workplace as a learning environment
⦁ Learning through work: examines the acquisition of practical skills through current employment, and allows the opportunity for the learning in the previous modules to be applied in the work context.
⦁ Learning for work: the learners’ knowledge and skills are developed in a way that is directly relevant to the workplace.
You will develop employability skills, reflective practice, and problem solving, both individually and in groups. A key focus of this module is the consideration of the links between theory and practice, and your introduction to business research skills.
Working individually or in pairs, a specific project will be identified, agreed between the employer/client organisation, yourself, and the University-based project supervisor, for completion in the year 2 Work Based project module. A proposal must then be negotiated to allow you to meet the learning outcomes of the module. You will be expected to demonstrate information gathering, examination and application skills at a level appropriate to a first year foundation degree. You will also be expected to reflect on your 2 work practice, critically appraise your own performance and report on your experience of work based learning, by continuing the reflective journey from the module Understanding Work Based Learning and the Sector.
The module will be assessed by a structured reflection that critically considers your employability and career planning skills; a written project proposal; and a reflective account of the presentation of the proposal to critical peers. The reflective account will evaluate the proposal in light of this review process.
During this module you will be using three different versions of the project proposal template in order to support you with completion of the module. These are:
⦁ The initiating draft – to be used in conjunction with activities during topics 1 to 3 and submitted as an appendix to assignment 1.
⦁ The consolidating draft – to be used in conjunction with activities during topics 4 to 6 and submitted by email for formative feedback.
⦁ The final version of the project proposal – to be used in conjunction with activities during topics 7 and 8 and to be submitted as assignment 2

⦁ 2.1 Student Responsibilities
It is your responsibility to negotiate an appropriate work based project within your organisation. This project will be completed in year 2, but the preparation for this project work is undertaken in this double trimester module. It is strongly recommended that you start discussions with your employer, line manager and mentor at the earliest possible stage. This will ensure you identify a project that meets the requirements of the course, and most importantly, fits with current business priorities.
You will start this module by identifying what you hope to gain from the project and how this links with your career planning and employability, and take these ideas into the development of a project proposal. You will present this to an appropriate audience within your workplace, and critically evaluate their feedback, adjusting the proposal accordingly, ready for implementation in 5th January 2015.
2.2 Employer Responsibilities
Our previous experience of work based projects would identify that it is extremely beneficial if the employer can identify strategic business priorities for work based projects, enabling students to undertake a piece of project work that they can demonstrate to their peers has added value to their organisation, as a result of their study on this course. To help, the following are some examples that have been provided from previous employers:
⦁ Sales: product offering (breadth and depth of stocks); e-commerce offerings; competitive differentiators
⦁ Margin: Can we better link sell? What can we do with our stock to improve margin?
⦁ Customer Service: What value do our customers place on service?
⦁ Efficiency: How can we promote a continuous improvement culture in the business?
Logistics/Distribution – value of centralisation?
⦁ People – Are we ready for IiP? How can our Induction processes be improved to retain staff?
3. Intended Learning Outcomes
The University modules are taught on the basis of intended learning outcomes and that, on successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes.
On successful completion of this module the student will be expected to be able to:
⦁ Analyse the relationship between theoretical perspectives and work-based practice.
⦁ Examine employability and career planning, including professional and/or occupational standards, relating to own specific practice.
⦁ Develop appropriate research skills to inform the creation of a project proposal.
⦁ Examine their personal abilities, behaviours and professional development in a work-based context.
4. Outline Delivery
The delivery of this module will be dictated by the method in which you are studying, e.g. face to face (as part of the blended pathway) or distance learning through the VLE. Either way, you will broadly cover the following topics:
⦁  Introduction to the module
⦁  Choosing a project topic
⦁  Employability
⦁  Learning in the workplace
⦁  Reflective Practice
⦁  Individual & Team problem solving
⦁  Problem Solving using data
⦁  Practical skills in the workplace
⦁  Writing Aims and Objectives
⦁  Business Research Skills
⦁  Applying theory to the workplace
⦁  Writing a project proposal
If you are a distance learning student, you will be advised by your online tutor, what topics and e-tivities you should undertake each week in order to meet the demands of the module.
Face to face students will gain a teaching schedule from their tutor, identifying what topics they will be studying at each of their workshops.

4.1 Attendance Requirements
Weekly contribution to the VLE, reading the topic material and contributing to the group e-tivity, is the best way to succeed on this module. It is easy to be left behind with the material, if you do not self manage your study time effectively, and there are numerous components to this module assessment, that requires your careful planning.
5. Assessment
There are 3 pieces of written assessment to be submitted for this module, along with numerous dates for you to plan into your study time.
⦁ 1500 words Critical Evaluation of employability and career planning activities, which addresses learning outcomes 1,2 and 4. (Worth 20% of overall module).
Firstly, you should identify a framework of skills, knowledge and competencies you can assess yourself against, to identify which areas you plan to personally develop through this coming project implementation. This framework should explicitly identify occupational and/or national standards of performance for managers – this may take the form of an existing managerial competency framework in your organisation, or you may choose to use an example from your professional body, such as the Chartered Management Institute. A combination of employer competency frameworks and professional standards would also be a sensible consideration.
Once you have identified what managerial skills etc you wish to develop, you should identify what support you will need to achieve these, and also plan an achievable timeframe by which to access such support.
The above may be presented in the form of a table.
The majority of your 1500 words should critically discuss 2 areas; firstly, your personal learning aims and objectives for completing your project, and these should be evidenced by workplace examples, such as appraisal priorities for development, peer review, mentor discussions etc. Secondly, how the development of such personal learning will contribute to your future employability and career planning. It is expected this will take a strong reflective approach to the writing, and as such personal writing, can thus be written in the first person.
IN ADDITION, YOU MUST SUBMIT THE INITIATING DRAFT OF THE PROJECT PROPOSAL.

⦁ 3000 words project proposal (Assignment 2), using the headings that are set out in the appendix to this module guide, outlining the topic of the project, as agreed with the employer and university.
This addresses all the learning outcomes. This piece of assessment has the opportunity for formative feedback from both the university and the workplace. (Formative feedback – a chance for feedback on your early ideas, and you have the chance to update the proposal before final submission and marking as a result of this).
You should also convene an appropriate workplace audience to deliver your presentation proposal to, for agreement, and sign-off from the business – this presentation MUST be delivered in time to meet the proposal hand in, allowing time for you to reflect on the feedback and adjust your proposal accordingly.
The final draft of your proposal should be submitted formally 5th January 2016 by 2pm.
See the attached template for the project proposal (Appendix 1). It should be handed in fully completed with all the necessary signatures by the above deadline.

3. 1000 words of reflective evaluation (Assignment 3) that evaluates the project proposal after presentation to employer, consideration by university tutor and the receipt of critical peer feedback. Due 5th January 2016 (worth 20% of overall module mark).
This piece of writing should identify the changes that have been made to the project proposal, as a result of the review processes with the university and workplace audience. It should identify questions that have been asked and suitable responses, and demonstrate a strong commitment to achieving the project, and being ready for the 5th January 2016 implementation.
It should also reflect upon the early progress being made towards the personal learning aims and objectives identified in the first piece of assessment. This may take the form of resubmitting the framework table, with updates.
Marking Guide
Assessment 1 – 1500 words of critical evaluation of employability and career planning in relation to project topic choice
Criteria Percentage mark
Framework of skills, knowledge and competencies
⦁ Appropriate development of a framework (table) of skills, knowledge and competencies that could be developed through work place learning opportunities (project work)
⦁ Clear links with managerial skills, knowledge, and competencies development appropriate to your industry, professional body, organisational expectations
⦁ Self assessment against the framework, to identify strengths and areas for development
⦁ Evidence of own initiative to and applicability to framework development 40
Personal Learning Aims and Objectives
⦁ Evidence of what you personally hope to achieve as a result of the project
⦁ Supported by evidence from appraisal objectives, links with the above self analysis, peer review, mentor and line manager discussions
⦁ Identification of support needed to achieve this, and appropriate action plan including timescales on how this support will be accessed
⦁ Evidence of resource implications and access to key stakeholders to investigate project choice 30
Evidence of future employability and career planning
⦁ Ability to apply understanding of your personal learning needs to the project topic areas being considered
⦁ Evidence that critical thinking over the project choice has been applied
⦁ Critical discussion of how the above learning aims and objectives will enhance employability and career progression
⦁ Application to organisational/industry setting
⦁ Evidence of reflective writing skills 30
Specific assessment criteria
70% +
Framework for analysis stated extremely clearly with a comprehensive overview of the relevant skills, knowledge and competencies required. Full and insightful evaluation of, knowledge, skills and competencies, including use of external sources to identify development priorities through project work. Full and insightful review of the extent professional bodies and industry standards play in developing managerial competence. Excellent personal learning aims and objectives, with a thorough plan to achieve these including a critical discussion of the support and resource implications which is easy to follow and very persuasive. Critical discussion linking personal learning with project choice. Evidence of substantial reflection throughout the work. Extensive range of data sources/literature used with a high standard of citation and listing. Written expression is excellent resulting in a credible assignment which is well-structured and demonstrates clarity of thought.

60 – 69%
Framework for analysis stated clearly with a good overview of the relevant skills, knowledge and competencies required. Good evaluation of knowledge, skills and competencies, including use of external sources to identify development priorities through project work. Good review of the extent professional bodies and industry standards play in developing managerial competence. Very good identification of personal learning aims and objectives, with a thorough plan to achieve these including a good discussion of the support and resource implications, which is easy to follow and credible. Strong discussion linking personal learning with project choice Evidence of a good reflective approach throughout the work. Wide range of data sources/literature used with consistent citation and listing to a good standard. Written expression is good resulting in an assignment which is clear and well-structured.
50 – 59%
Framework stated clearly with a sound overview of the relevant skills, knowledge and competencies required. Sound evaluation of knowledge, skills and competencies, including competent use of external sources to identify development priorities through project work. Sound review of the extent professional bodies and industry standards play in developing managerial competence. Reasoned discussion linking personal learning with project choice Evidence of a reflective approach throughout the work. Satisfactory learning aims and objectives, with a reasonable plan for achievement. A sufficient range of data sources/literature used with citation and listing to a satisfactory standard. Written expression is satisfactory.
40 – 49%
Framework created with a satisfactory overview of the relevant skills, knowledge and competencies required. Fair evaluation of knowledge, skills and competencies, including satisfactory use of external sources to identify development priorities through project work. Fair review of the extent professional standards and industry standards can be applied to managerial competence. Satisfactory discussion linking personal learning with project choice Evidence of a reflective approach. Fair learning aims and objectives which are relatively clearly structured. A reasonably satisfactory range of data sources/literature used with acceptable citation and listing but with some minor errors. Written expression is satisfactory, but there are weaknesses in the presentation.
Fail – 39% and below
Lack of clarity regarding framework and self analysis. Limited identification of skills/knowledge/competencies required. Weak evaluation of knowledge, skills and competencies, with minimal use of external sources to identify development priorities. Weak review of the extent professional standards and industry standards can support managerial competence. Limited discussion linking personal learning with project choice Limited evidence of a reflective approach being undertaken. Ineffective plan for personal learning aims and objectives which is poorly structured. Extremely limited range of data sources/literature used with weak citation and listing. Overall the task is poorly presented and argued and does not achieve an adequate standard.

Assessment 2 – 3000 word Project Proposal (Appendix 1)
Criteria Percentage mark
Background to the project
⦁ Detailed company background for context of project
⦁ Explanation of how project has been identified
⦁ Evidence of a clear issue/problem identified to be researched for the project
⦁ Analysis of benefits to the business to be realised from the project 20
Project Aims and Objectives
⦁ Evidence of what you hope the project to achieve
⦁ A clear aim for the project is identified
⦁ The aim is broken down into manageable SMART objectives 20
Overview of solution
⦁ Complete understanding of the project approach is identified
⦁ Appropriate milestones for the project are identified
⦁ Clear timeframes are presented in a GANTT chart or equivalent 20
Research Approach
⦁ Clear identification of the data that will be collected to inform the project
⦁ Methods for data collection presented
⦁ Research of relevant theoretical concepts and models that will be used to inform the project
⦁ Bibliography list evidences a good literature scan has been started

Specific assessment criteria
70% +
Extensive knowledge and understanding of the project proposal is evident. A deep level of critical analysis of the problem and suggested solution is demonstrated. Evidence of a high level of critical thought around timeframes and project milestones. Data Collection Methods and Theory have been integrated into the proposal convincingly. An excellent bibliography is presented.
60 – 69%
Very good knowledge and understanding of the project proposal is evident. A good level of critical analysis of the problem and suggested solution is demonstrated. Evidence of a high level of thought around timeframes and project milestones. Data Collection Methods and Theory have been integrated into the proposal. A strong bibliography is presented.
50 – 59%
Sound knowledge and understanding of the project proposal is evident. The problem and suggested solution is demonstrated, with timeframes and project milestones. Data Collection Methods and Theory have been considered and an outline bibliography identifies key concepts.
40 – 49%
Some knowledge and understanding of the project proposal is evident, but there are gaps in explanation. The problem and suggested solution is demonstrated, with timeframes and project milestones, but not all the key data is included. Data Collection Methods and Theory have are satisfactory and a satisfactory bibliography is presented
Fail – 39% and below
Very limited knowledge and understanding of the project proposal is evident, there are gaps in explanation, an the proposal is unrealistic at this stage. The problem and suggested solution is demonstrated, with timeframes and project milestones, but not all the key data is included. Data Collection Methods and Theory have are satisfactory and a satisfactory bibliography is presented

Minor Project 2
.

Universal Rental Car Pricing Simulation

Minor Project 2 draws on the content knowledge gained from Periods 1-3.

Assignment

Write a report of no more than 2,000 words (not including tables and other appendixes) explaining your strategy, results, and observations from the special scenario of Universal Rental Car Pricing Simulation assigned for Minor Project 2. Design and format of the report are your choice. When quoting from or crediting references, use the Harvard style. This means that there will not be footnotes, and that citations/references are “worked into” the regular text. Please see a copy of the Harvard Business Review in the Regent Library databases for examples.

Content

The report should start with an overview of your strategy (its goals and any changes during the scenario), your results (did they meet expectations?), and an explanation of how your strategy, market conditions, and competitor behavior led to those results. The body of the report should answer/discuss the following questions and topics:
•Weekday vs. weekend demand. How did they differ? What are they a proxy for? How did their price responsiveness differ and why? How did you use this information in your pricing decisions?
•Cost structure. Describe the economics of this business. In what ways did you use the breakeven calculator? How did the cost structure affect your pricing decisions?
•Competitive price moves. What did you think the competition was doing? What kind of competitor were you up against? How intelligent was the competitor? On what do you base that assessment?
•General market conditions. Did you observe any patterns in overall market demand over the duration of the game? Explain. How would you characterize elasticity of demand in this market overall? Was it a good year or a bad year to be managing this business? Why?

Note that this project is graded using the Major Project Rubric (Not QEP). Note that we are using the Major Project Rubric for both Minor and Major Projects. Please click on the underlined ‘Minor Project 2’ heading above and then look at the rubric so that you know how the project will be evaluated.

Write a 1500 to 2000 word essay on a medical topic of your choice from chapters 7-13. You may write about multiple medical topics as long as the essay makes sense. For example, you could write about a pregnant woman who is also diabetic and asthmatic. Use at least 40-50 medical terminology words , abbreviations and/or acronyms in your essay.This is NOT a group project and plagairism is not acceptable. You may write your essay in any form you choose such as a case study or a story for example. If discussing an actual patient, use an alias… remember HIPPA guidelines.You may use a condition you or a family member has had. If you are at a loss as to a subject, I would recommend watching “House” and writing your paper about the show’s topic or issue. Proper grammar and spelling are a must and will constitute 50% of your grade. The other 50% of your grade will be the accuracy of your medical information and organization of your thoughts. Submit your work in a double spaced, 12 Font , Word document. In the subject line, put your name and the word essay.

I have attached my rubric so that you can see what criteria must be followed to get an A!

it needs to be chapters in this book.

McGraw hill medical term
Medical Terminology HSC-1531-19613
chapter 7-13

I would not be able to provide this information.

” Please provide me with the rubric if there is any. Please also let me know chapter 7-13 indicated in the instruction are found in which book. Looking forward to your prompt response ”

You should have it.

Thanks!

In his 2015 Papal Encyclical, Laudato Si’, in which he addresses climate change and our collective responsibility to care for our “common home,” Pope Francis , S.J., observes that, “Climate change is a global problem with grave implications: environmental, social, economic, political, and for the distribution of goods.”

Prompt 1 question:

Much has been written about the environmental implications of climate change, but less about the distribution of goods or the social, economic, and political implications. Which one of these less studied aspects of climate change seems to you most worrisome for our “common home,” and why?

Prompt 2

Speaking about education, Dr. Martin Luther King once said, “The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education.’’

Prompt 2 question:

Critical thinking is a central goal of Jesuit education, and at LMU you’ll be asked to think critically and intensively in every class. Dr. King suggests that critical thinking results in our ability to inform intelligence with character, and strengthen character with intelligence. Please talk about a situation that demanded critical thinking from you, and how your choices or decisions integrated intelligence and character.

Prompt 3

A motto often associated with Jesuit and Marymount schools is ‘‘Educating men and women for others.’’ Fr. Pedro Arrupe, the former head of the Jesuits, once said that ‘‘our prime educational objective must be to form men and women for others, who believe that a love of self or of God which does not issue forth in justice for the least of their neighbors is a farce.’’

Prompt 3 question:

What do you think Fr. Arrupe meant when he said this? Please give an example of someone you know, other than your teachers and parents, who works for justice for the least of their neighbors.

you need to choes one of the promits and write 700-800 words about it

only one promp