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AP Interenship
3,000 words
AP Internship – Reflective Individual Report and Poster Presentation
This assessment for the AP Internship module is designed to encourage students to critically reflect on their experience in an external learning environment and evaluate how their internship has influenced their knowledge, understanding and professional development. The assessment consists of two components: a Reflective Individual Report worth 80% and a Poster Presentation worth 20%. The module is assessed on a Pass/Fail basis, and students are required to achieve 50% or above to pass. The Reflective Individual Report has a suggested word limit of 3,000 words, with an additional 10% permitted. The report should provide a critical account of the student's internship experience and demonstrate how existing disciplinary knowledge was applied in an unfamiliar professional environment. Students are expected to reflect on their learning, personal development, professional skills and contributions during the placement, supported by appropriate examples and academic literature. The report is structured around four main areas. The first is Finding an Internship, which asks students to explain how they secured their internship, including the criteria considered when selecting an opportunity, the types of organisations approached, the level of proactivity demonstrated during the application process, and recommendations for improving future job applications. The second area is Professional Development Activities, where students reflect on formal training or induction provided by the organisation and additional self-development activities undertaken during the internship. This section can also address the student's role, responsibilities, relationships with colleagues and efforts to integrate positively into the workplace. The largest section is the Progress Report, which brings together the main internship activities and requires students to build a portfolio of the major tasks undertaken during their placement. Students should discuss key activities, personal contributions, skills and knowledge gained, and the development of interpersonal and intrapersonal skills through broader work-based engagement. The final section, Reflection of Learning and Development, requires critical reflection on achievements, contributions, strengths and weaknesses, continuous self-development and employability. Areas include decision making, problem solving, communication and influencing, technical skills, collaboration, innovation and proactivity, together with the relevance of internship activities to the student's programme of study and future career. The second component is a 10-minute Poster Presentation worth 20%. The poster should provide an introduction to the internship and company, showcase key internship activities, and communicate the most important or interesting findings from the internship project. The poster should maintain an appropriate balance between visuals and text and follow the template provided through Blackboard.
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Leading and Managing Change
2,000 words
Develop a Change Management Plan for a Specific Organisational Context
This assessment is an individual report for the BUSI1815 Leading and Managing Change module. The task requires students to develop a change management plan for a specific organisational context involving either a global organisation or a UK-based organisation. The proposed plan should be based on an actual organisational change initiative and demonstrate an understanding of the theories, concepts and tools covered throughout the module. The report requires students to analyse the selected organisational change initiative and develop a practical and theoretically informed change management plan. The analysis should consider the organisational context in which the change is taking place and examine the factors that may influence the success of the change strategy. Particular attention should be given to resistance to change and the managerial, organisational culture and social factors that can affect how change is introduced and managed. A central requirement of the assessment is the critical evaluation and application of relevant change management models and frameworks. Students should use appropriate theories and concepts to support their analysis and demonstrate how these can be applied to the selected organisation and its specific change initiative. The resulting change management plan should provide a detailed implementation strategy that explains how the proposed change can be managed within the chosen organisational context. The report should also address the management of resistance to change, particularly where the organisation operates in a global context. Students are expected to consider how managerial practices, organisational culture and social factors may create challenges or opportunities during the change process. The plan should therefore connect theoretical perspectives with practical organisational considerations and provide appropriate strategies for implementing and managing the change. The assessment has a total word length of 2,000 words and is weighted at 60% of the module assessment. The required structure consists of an Introduction of approximately 200–300 words, a main Change Management Plan of approximately 1,600–1,900 words, and Recommendations and Conclusion of approximately 200–300 words, followed by a reference list. The main section should present the change management plan for the chosen company and should be supported by relevant change management theories and concepts. The assessment addresses the learning outcomes relating to analysing the effects of resistance to change in a global context and critically evaluating change management models and frameworks. Students should therefore demonstrate critical understanding, appropriate application of theory, analysis of organisational and contextual factors, and the ability to develop a practical change management plan supported by academic evidence.
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Databases
1,000 words
Assessment #1 – Advanced Databases: NORTHERNTOURS Database Design and Implementation
This assessment for the Advanced Databases module (KL7011) focuses on the analysis, design and implementation of a database system based on the NORTHERNTOURS scenario, a fictitious transport company operating a fleet of luxury coaches across cities, towns and tourist locations in Northern England. The assessment requires students to demonstrate advanced database knowledge through conceptual modelling, logical database design, SQL implementation, data manipulation and the evaluation of alternative database technologies. The assessment addresses learning outcomes relating to the data life cycle, advanced data modelling and database design, as well as professional, legal, ethical, security, sustainability and risk considerations. The first part requires students to develop a conceptual database design for NORTHERNTOURS using Entity-Relationship (ER) or Enhanced Entity-Relationship (EER) modelling. The design should identify relevant entities, relationships, key attributes, primary keys and structural constraints. Students then convert the conceptual model into a logical relational schema using ER/EER-to-relational mapping, identify primary and foreign keys, ensure the relations satisfy Third Normal Form (3NF), select and justify a consistent naming convention, and produce a textual data dictionary containing relevant names, descriptions and constraints. The logical design is subsequently implemented using Oracle 11g, 12c or higher through appropriate SQL DDL statements and database constraints. The second part involves populating selected database relations with self-generated sample data and demonstrating database retrieval capabilities. Students must provide SQL DML statements, relational algebra expressions and SQL queries for specified NORTHERNTOURS business requirements. The solutions must be executed in a live Oracle environment and supported with appropriate output evidence. The third part extends the database analysis by considering object-relational and NoSQL database technologies. Students evaluate which aspects of the NORTHERNTOURS conceptual design could benefit from object-relational implementation, develop and populate a suitable object-relational subset, and demonstrate it through complex queries. They also analyse where NoSQL concepts could provide benefits and discuss design choices supported by representative NoSQL implementation code. Finally, students prepare a concise report for the NORTHERNTOURS managing director addressing sustainability, professional, legal, ethical and security issues, together with diversity, inclusion, cultural, societal and environmental considerations and commercial risk management. The report should use a critical review of relevant literature, systems, developments and standards and follow Harvard referencing conventions.
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Operating Systems and Networks
2,000 words
Security of Operating Systems and Networks
This individual assignment for the Operating Systems and Networks module focuses on the security of operating systems and computer networks within a business environment. The assessment requires students to produce a professional technical report of approximately 2,000 words, supported by appropriate images demonstrating practical steps and testing activities. The assignment assesses students' knowledge and understanding of operating system and network security threats, vulnerabilities, testing approaches and practical security solutions. It also addresses the ability to develop and write complex scripts to solve problems relating to operating systems and computer networks. The assignment is based on a business scenario involving Net-Tech, a small and medium-sized technology-services enterprise. The organisation is developing a web server to provide its website to customers and is concerned about the security of the proposed system. Key concerns include operating system attacks such as buffer overflow attacks, as well as network threats involving hackers and phishing. Students are required to investigate, design and experiment with the features and functions of a web server and assess the security landscape so that appropriate security requirements can be identified. As part of the practical work, students must create a prototype Net-Tech network test rig. This involves creating two users, including a superuser and a standard user, applying appropriate baseline security, installing relevant software and security tools, conducting security tests and writing scripts to automate repetitive tasks. Students must document assumptions and parameters used in their implementation and may also make recommendations for further security measures and database-driven website functionality. The report covers several stages of the security assessment. The introduction establishes the business scenario, assumptions, aims, objectives, deliverables, available skills and resources, constraints and project scope. The background research examines common vulnerabilities, security threats, risk models, testing approaches and attack or testing tools, together with relevant legal, organisational, ethical, social and professional considerations. The pre-engagement stage focuses on setting up a suitable Linux or Kali Linux testing environment and developing a justified test plan. The engagement stage requires practical investigation of operating-system and network security. Areas include user authentication, file and directory permissions, protection against stack overflow attacks, network weaknesses, operating-system discovery, firewall configuration, listening ports, network statistics, denial-of-service prevention and script-based automation. The final post-engagement section requires students to summarise their work, identify deductions and limitations, propose mitigation measures and recommendations, and provide a self-reflection. The assessment is aligned with learning outcomes relating to understanding network security threats and developing software or scripts to solve problems in operating systems and computer networks. Students are expected to use relevant sources, reference them appropriately and include a bibliography. Practical tools such as Wireshark are specifically identified in the assignment brief, and the work should demonstrate appropriate testing methodology and security practices.
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Big Data and Cloud Computing
2,500 words
Big Data and Cloud Computing: FieldVision Cloud-Based Big Data Solution for AgroNova
This assessment is a 2,500-word individual report for the Big Data and Cloud Computing module within the MSc Management with Data Analytics programme at BPP University. The report is based on a fictional agricultural technology company, AgroNova, and its FieldVision project. AgroNova provides climate change and crop monitoring services to farmers in the UK and intends to expand internationally. However, its existing ageing infrastructure and manual processes present challenges to international expansion and the development of data-driven decision-making. The FieldVision project aims to use Internet of Things (IoT) technology and cloud-based big data solutions to collect, store and analyse real-time information from agricultural environments. The report requires students to act as a big data and cloud solution consultant and provide recommendations to senior management at AgroNova. The project involves IoT devices such as CropCam aerial cameras supplied by HydroSense and SmartHarvester solar-powered sensors supplied by SoilTech. These technologies collect information including crop imagery, soil moisture, temperature and humidity. The resulting data can support crop monitoring, risk assessment, early warning alerts, irrigation decisions, crop-failure claims validation and other farming-related insights. The first task focuses on Big Data Requirements and Storage Solutions. Students must identify the requirements arising from the scenario and critically evaluate a range of cloud-based big data storage solutions. The evaluation should consider factors such as capacity, functionality and costs. The second task requires students to propose one appropriate cloud-based solution architecture supported by an architecture diagram showing the essential components from data sources through to reporting. The selected architecture must be analysed in relation to AgroNova's requirements and the storage solutions considered in Task 1. The third task addresses Project Risks and Issues. Students must critically appraise the risks and issues associated with deploying the proposed cloud-based big data solution and identify appropriate mitigation approaches. These issues should be connected directly to the storage solutions and proposed architecture. The scenario highlights concerns from AgroNova's CISO, CFO and Chief Reputation Officer regarding potential data breaches, high costs and poor returns on investment, making security, financial viability and organisational risk important considerations. The report should contain an approximately 200-word introduction, an 800-word analysis of Big Data Requirements and Storage Solutions, a 500-word Proposed System Architecture section supported by relevant diagrams, an 800-word Project Risks and Issues section, and an approximately 200-word conclusion. Harvard referencing, academic research and appropriate supporting appendices are also required. The assessment addresses three learning outcomes: designing an architecture that supports complex data collection, critically evaluating data storage solutions from an enterprise systems perspective, and critically appraising issues involved in enterprise-system deployment.
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Leading Through Digital Change
1,500 words
Digital Transformation Report and Poster
This assessment requires students to act as a Senior Digital Transformation Manager and produce a Digital Transformation Report and Poster for one selected sports retail organisation. The purpose of the assessment is to evaluate the organisation's current digital environment and recommend changes that can help it maintain competitive advantage and create business value in response to continuing digital change, changing consumer expectations, e-commerce growth, sustainability requirements, digital innovation and supply chain resilience. The assessment consists of three connected sections addressing digital transformation strategy, future digital trends and digital leadership. The first section requires students to critically review and propose an appropriate digital transformation strategic framework for their selected organisation. Students must select and apply one framework from McKinsey's 4Ds, BCG's 3 Stages, Gartner's 6 Steps or Cognizant's 4 Pillars. The framework should be applied to the chosen organisation rather than simply described. The analysis should also establish digital transformation objectives that support key business functions such as operations, ICT and marketing, with relevant examples and evidence from research used to strengthen the discussion. The second section requires the design of an A4 poster evaluating two disruptive technologies or techniques that are likely to influence the smartphone industry, employment and the labour market over the next five years. Potential technologies identified in the brief include Artificial Intelligence and Machine Learning, 5G connectivity, Internet of Things, robotics, drone delivery, blockchain, augmented reality and virtual reality. The poster should communicate the expected impact of the selected technologies using academic literature and real-life examples. The third section focuses on digital leadership. Students must analyse and propose two appropriate digital leadership styles that the selected organisation should develop to effectively manage and support digital transformation. Possible approaches include hyperaware agile leadership, ethical technology leadership, people-oriented leadership, agile leadership and Goleman's leadership styles. The recommendations should be supported by relevant theories, academic literature and real organisational examples. The assessment is aligned with three learning outcomes. These address the application of management and leadership strategies during digital change, critical assessment of the impact of digital change on markets, organisations and employees, and evaluation of the leadership attributes and skills required to manage organisations and people in digitally changing environments. The final submission must include a clear introduction and conclusion, demonstrate intellectual originality and critical analysis, use appropriate academic evidence and follow Harvard referencing. The report is limited to 1,500 words, excluding the A4 poster, and students must select only one of the specified sports retail organisations for their analysis. The selected organisation should be analysed consistently across the strategic framework, future technology and digital leadership sections.
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Managing Customer Experience
2,500 words
Customer Experience Strategy: Critical Evaluation of a Global Mobile Phone Brand
This assessment requires a 2,500-word business report critically evaluating the customer experience (CX) strategy of one company operating within the global mobile phone industry. Students must select one company from Samsung, Apple, Huawei or Google and analyse its customer experience strategy within one specific country in which the company operates. The report is written from the perspective of a CX consultant and is intended for the Board of Directors of the selected company. Relevant customer experience concepts, academic literature and practical business applications should be incorporated throughout the report. The first part of the report examines the concept of customer experience and its importance to business success. The analysis should consider the role of CX, the mutual benefits created for the company and its customers, the effect of CX on business and financial performance, and specific examples of how the selected brand has used customer experience to achieve competitive advantage. The second part evaluates how the selected company delivers a seamless omnichannel customer experience. This requires consideration of customer personas and customer journey mapping and their contribution to developing an effective customer strategy. Students must create a detailed customer persona based on research and data analysis, covering the profile, goals, pain points and motivations of the selected customer. A customer journey map should then identify stages, needs, activities, feelings, pain points and opportunities for improvement. The report should evaluate the effectiveness of the company's customer journey and suggest practical improvements. The words contained within the recommended customer persona and customer journey map templates are excluded from the 2,500-word limit. The third part evaluates the effectiveness of the company's use of customer experience metrics to measure the quality of its relationship with customers. Students must discuss three CX metrics covered in the module and critically assess their benefits, limitations and relevance to the selected company. The analysis should explain why these metrics would be useful for measuring the mutually beneficial relationship between the company and its customers. The final part critically reflects on the company's ability to create a customer-centric culture in an increasingly digital environment. This includes evaluating CX leadership and CX governance, as well as one additional critical success factor such as people, CX structure, strategy and process, or innovation. The report should conclude by evaluating the overall quality of the company's relationship with its customers and proposing practical ways to improve customer experience in the era of increasing digitalisation. The assessment addresses four learning outcomes relating to the importance of customer experience, organisational CX performance metrics, seamless omnichannel customer journeys and customer experience strategies in the context of rapid digitalisation. The submission must use Harvard referencing and an academic business-report style.
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1,000 words
Organisational Strategy and Sustainability: Strategic and Sustainability Analysis of Engineers & Planners Company Ltd
This formative Organisational Strategy and Sustainability assessment requires students to act as a management consultant for BPP Consulting Group and provide a strategic and sustainability evaluation of ENGINEERS & PLANNERS COMPANY LTD for its Board of Directors. The task focuses on how internal capabilities, external market forces, sustainability pressures, ethical practices and responsible leadership shape the organisation’s strategy within an increasingly global business environment. Formative Assessment - Organisa… ENGINEERS & PLANNERS COMPANY LTD is described as a Ghanaian-owned mining and construction contracting company, established in 1997 and headquartered in Accra. Its activities include contract mining, road construction, tailings-dam construction, land reclamation and hard-rock mining, with operations in Ghana and Liberia. The company also owns Dzata Cement, a cement manufacturing facility in Tema with an annual production capacity of approximately 2.3 million metric tons. Formative Assessment - Organisa… Formative Assessment - Organisa… The formative task addresses the first two learning outcomes of the summative assessment. LO1 – Strategic Environmental Analysis requires a brief but critical evaluation of the organisation’s internal resources and capabilities together with its external environment. Students should use one internal and one external strategic framework, with examples including PESTEL or Porter’s Five Forces, identify internal competencies, opportunities and threats, and consider how the organisation might respond to dynamic market forces in regions such as the European Union, Asia or North America. Sources of competitive advantage should also be identified from the internal analysis. Formative Assessment - Organisa… Formative Assessment - Organisa… LO2 – Ethical, Sustainable and Responsible Practices requires students to assess how ENGINEERS & PLANNERS COMPANY LTD could integrate CSR, sustainability or ethical practice into its wider business strategy. The brief recommends applying one framework such as the Triple Bottom Line or Sustainable Supply Chain Management. The discussion should connect the sustainability analysis back to the strategic issues identified under LO1. Formative Assessment - Organisa… Formative Assessment - Organisa… Students are also expected to consider how leadership shapes the organisation’s sustainability response, including engagement with stakeholders such as suppliers, customers and NGOs and the influence of regulatory frameworks such as the UN Sustainable Development Goals and relevant European Union legislation. One specific sustainability initiative should be briefly considered, such as product lifecycle management, eco-design, renewable-energy integration or supply-chain transparency. Formative Assessment - Organisa… The recommended report structure consists of an introduction, LO1 Strategic Environmental Analysis, LO2 Ethical, Sustainable and Responsible Practices, and a conclusion summarising recommended strategic and sustainability improvements. Suggested allocations are approximately 50 words for the introduction, 450 words for LO1, 450 words for LO2 and 50 words for the conclusion. Formative Assessment - Organisa… The total submission limit is 1,000 words, with the main body subject to the word-count restriction. The work must use third-person academic writing, professional formatting, appropriate tables and figures, and consistent Harvard citations. Formative Assessment - Organisa… Higher-quality work is expected to go beyond descriptive use of strategic models by critically evaluating the organisation’s internal and external environment, identifying key drivers of change, considering global and local influences on strategic choices, and linking sustainability and responsible-business practices to stakeholder expectations and regulatory pressures. Formative Assessment - Organisa… Formative Assessment - Organisa…
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Entrepreneurial Marketing
Entrepreneurial Marketing Business Idea Pitch: Market Opportunity, Value Proposition and Venture Viability
This Entrepreneurial Marketing assessment requires students to identify, research and present an entrepreneurial business idea that either addresses an identified customer need or exploits a recognised market opportunity. The idea may involve a new product or service and can be developed either as a personal start-up opportunity or as a new business proposition for an existing organisation. CW1 Business Idea Pitch Present… Students are expected to construct a concise business case around four core elements: the proposed business idea, the identified need or opportunity and resulting value proposition, an overview of the relevant market, and an appropriate entrepreneurial marketing strategy. The pitch should demonstrate how the proposed offering creates value and why the opportunity is commercially credible. CW1 Business Idea Pitch Present… The assessment provides three presentation routes. Students may deliver the pitch live to a panel, submit a five-minute narrated PowerPoint with a recorded response to the question of why the idea is strong, or submit the narrated presentation while also participating in the live Business Ideas Showcase. CW1 Business Idea Pitch Present… Students are expected to prepare approximately 6–10 PowerPoint slides, use in-text citations when external evidence is presented, and include a reference slide. The pitch should be concise, professional and supported by appropriate market research and business evidence. CW1 Business Idea Pitch Present… The marking criteria assess presentation and professionalism, verbal delivery, innovation and value proposition, market research and analysis, entrepreneurial marketing strategy, and overall business-case viability. Each of the main analytical components carries substantial weighting, with market research, marketing strategy, innovation and viability each contributing significantly to the final result. CW1 Business Idea Pitch Present… Overall, the assessment integrates opportunity recognition, value proposition development, market analysis, entrepreneurial marketing, venture viability and professional pitching skills within a practical start-up or business-development context. The brief specifies Cite Them Right Harvard referencing. CW1 Business Idea Pitch Present… 2) CW2 – Reflective Essay Field Content to enter Title Reflective Analysis of Entrepreneurial Capabilities, Product Development and Network-Based Opportunity Creation University University of Hertfordshire Subject Entrepreneurial Marketing / Entrepreneurship / Reflective Practice Module name Entrepreneurial Marketing Academic level Masters / Postgraduate Academic year 2025–2026 Assignment type MS Reflective writing Reference style Harvard Word count 1,000 words ±10% Amount (₹) Enter your internal project amount Key topics Entrepreneurial Marketing, Entrepreneurial Capabilities, Entrepreneurship, Reflective Practice, Product Development, Service Design, Opportunity Recognition, New Product Development, Teamwork, Networking, Business Start-up, Entrepreneurial Potential, Intrapreneurship, Personal Development, Business Application, Reflexive Practice, Entrepreneurial Confidence, Capability Development, Recommendations, Professional Reflection The assessment is an individual 1,000-word reflective essay worth 30% of the module. CW2 Reflective Essay (Individua… Assignment overview — ready to paste This Entrepreneurial Marketing reflective assessment requires students to critically evaluate their own entrepreneurial and intrapreneurial capabilities using learning from the module together with relevant life and work experience. The essay should use appropriate academic theories and frameworks to identify key strengths and development areas and make clear recommendations for improving future entrepreneurial potential. CW2 Reflective Essay (Individua… A major element of the reflection concerns the principles involved in designing a new product or service to meet an identified need. Students are expected to consider how entrepreneurial ideas are developed, how opportunities are recognised and how entrepreneurial capabilities influence the process of converting an idea into a viable proposition. CW2 Reflective Essay (Individua… The assessment also requires critical reflection on the importance of teams and networks in developing business-start-up opportunities and designing new services. The module learning outcomes emphasise the role of collaborative performance, networking and reflexive practice in strengthening entrepreneurial confidence and capability. CW2 Reflective Essay (Individua… Students should move beyond simple personal description and critically analyse their capabilities with reference to academic evidence. At least five academic references are required, and the work should use Cite Them Right referencing. CW2 Reflective Essay (Individua… The marking scheme allocates equal weighting to five areas: presentation, structure and reflective style; content and findings; intellectual curiosity and business application; critical analysis; and recommendations, with each area worth 20%. CW2 Reflective Essay (Individua… Overall, the assessment integrates self-reflection, entrepreneurial capability analysis, product and service design, team and network performance, academic theory and personal development planning. Its purpose is to demonstrate how reflective learning can support stronger entrepreneurial judgement, confidence and future business practice. The brief requires Cite Them Right Harvard referencing. CW2 Reflective Essay (Individua…
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International Business / Strategic Management
200 words
Individual Reflection on Tencent’s Strategic Reorganisation and International Business Strategy
This International Business Strategy assessment is an individual reflective exercise based on a case-study discussion undertaken during Weeks 5–8 of the module. Its purpose is to develop students’ ability to critically reflect on learning experiences and use that reflection to improve future academic and professional performance. Students participate in approximately 30-minute seminar discussions in which theoretical concepts from the module are applied to real-world business cases with tutors and peers. IBS-0901-2025-+Reflection2-Ref For this entry, the selected case is Tencent: “third time lucky?”. The case examines how Tencent evolved from a Chinese instant-messaging company into a major technology group spanning messaging, gaming, entertainment, investment and cloud services. It focuses particularly on three major organisational reorganisations undertaken in 2005, 2012 and 2018 as the company attempted to address increasing organisational complexity, coordination problems, changing technologies and new strategic priorities. The 2005 restructuring responded to Tencent’s growing scale by dividing the organisation into major business and platform-development groups. By 2012, further growth and the success of products such as WeChat had created new organisational complexity, leading to a structure organised around seven distinct business groups. The case highlights that this arrangement subsequently contributed to a “silo culture”, creating difficulties in sharing ideas, data, code and customers across business units. The 2018 reorganisation responded to a strategic shift toward the “industrial internet”, including greater emphasis on cloud services, business-to-business solutions and digital transformation. Tencent reorganised around six major groups, including Cloud and Smart Industries, Platforms and Content, Interactive Entertainment, Corporate Development, WeChat, and Technology and Engineering, while also establishing a technical committee intended to improve internal coordination and data sharing. The case asks students to consider both the strategic rationale for each restructuring and whether the 2018 changes adequately addressed Tencent’s organisational challenges. The reflection itself must be between 150 and 250 words. Students should explain what the week’s topic and case study were about, what they learned from the discussion, how the conversation helped them apply theory to their final report, and what key insights they gained. They should also reflect on what went well, what challenges were encountered and what they would change if repeating the session. At least one reflective framework, such as Gibbs’ Reflective Cycle or Kolb’s Experiential Learning Cycle, must be applied. IBS-0901-2025-+Reflection2-Ref The wider learning outcomes emphasise strategic management theory, internationalisation, internal and external environmental influences, critical analysis of international organisations and the use of analytical tools to evaluate strategic options. The task therefore combines strategic thinking, international business analysis and reflective professional development. IBS-0901-2025-+Reflection2-Ref The accompanying Tencent case specifically asks students to consider why each major reorganisation occurred, whether the 2018 restructuring adequately addressed Tencent’s challenges, and what additional “hard” and “soft” implementation measures might have been necessary. Case+study+7
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Statistical Programming / Data Science / Business Analytics
Statistical Programming with R: Data Analysis, Probability, Regression and Business Decision-Making
This Statistical Programming assessment evaluates students' ability to apply statistical techniques and R programming to practical data-science and business decision-making problems. The individual assessment combines descriptive statistics, data preparation, visualisation, probability, regression, correlation and sampling, requiring students to demonstrate both conceptual statistical understanding and practical implementation in RStudio. The module learning outcomes emphasise the application of statistical methods to large and real-world datasets, critical evaluation of analytical techniques and awareness of legal, cultural and ethical issues associated with data analysis and dissemination. KL7012 - Statistical Programmin… The early tasks examine fundamental statistical reasoning. Students interpret weight-loss data comparing exercise classes with gym-only workouts using sample size, mean, mode and standard deviation, and explain an appropriate method for dealing with missing data, including its advantages and disadvantages. KL7012 - Statistical Programmin… A substantial practical component uses a cystic fibrosis dataset containing variables such as age, sex, height, weight, body-mass-related measurements, forced expiratory volume, residual volume, functional residual capacity, total lung capacity and maximum expiratory pressure. Students import the data into an R data frame, generate descriptive summaries and interpret the results. They then use scatterplots to investigate relationships between variables and sex-stratified boxplots to identify possible outliers. KL7012 - Statistical Programmin… The assessment also covers major probability models. Students apply probability concepts to healthcare survival, helpdesk email arrivals and fuel-demand scenarios, while also discussing how changing assumptions or real-world conditions can affect interpretation. These exercises assess understanding of statistical distributions and their application to operational and managerial decision-making. KL7012 - Statistical Programmin… Further analytical tasks examine linear regression and correlation. Students analyse the relationship between temperature and converted sugar in a chemical process, use a regression model to estimate the expected response at a specified temperature, and interpret relevant summary statistics. They also calculate and evaluate the suitability of a correlation coefficient for examining the relationship between advertising activity and product purchases. KL7012 - Statistical Programmin… The final and most substantial task involves a real-world M1 traffic-speed investigation for a manufacturing organisation. Students must design an appropriate sampling strategy, collect data from the specified Traffic England source, conduct statistical analysis in RStudio and develop evidence-based conclusions. The statistical report for this task is limited to 1,500 words and should include sampling methodology, collected data, statistical analysis, results, conclusions and relevant background research, supported by appropriate graphs, tables and charts. Raw data and RStudio calculations must be included in an appendix. KL7012 - Statistical Programmin… Overall, the assessment integrates statistical theory with R-based practical analysis, covering descriptive statistics, probability, visualisation, missing-data treatment, regression, correlation, sampling and critical interpretation of results in healthcare, operational and business contexts.
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Leadership and Professional Development
2,500 words
Leadership Mindset – Professional Development Portfolio
This assessment is a Leadership Mindset Professional Development Portfolio designed to encourage students to think strategically about their career development, align their professional goals and demonstrate leadership potential. The assessment focuses on self-awareness, strategic planning, professional behavioural skills and the ability to develop an ongoing process of personal and professional growth. Students are required to complete a Portfolio through PebblePad, equivalent to 2,500 words. The portfolio is assessed on a Pass/Fail basis and students must complete all required sections before downloading the completed portfolio and submitting it through Turnitin. The portfolio does not require academic referencing because it is a self-reflection and professional development assessment. The portfolio consists of several key components, including a personal SWOT analysis, evidence of communication requesting feedback, a Personal Development Plan (PDP), a CV and a cover letter. The SWOT analysis requires students to identify their strengths, weaknesses, opportunities and threats in order to understand their current skills, identify development gaps and recognise opportunities for improvement. Students must also reflect on the Professional Development Pyramid or another suitable professional development model and select three behavioural skills or competencies they wish to develop. Examples include strategic thinking and leadership. Feedback must be requested from four to six people from the student's personal and professional network, such as family members, friends, peers, mentors, employers or colleagues. This feedback is then used to support the student's development priorities. The action-planning section requires students to reflect on the feedback received and identify three development priorities or goals. For each priority, at least two SMART actions must be established. The action plan should include specific steps, timelines and required resources, while also identifying potential obstacles and explaining how these obstacles may be addressed. The goals and actions should demonstrate a clear connection between the student's self-reflection, feedback and professional development objectives. The final reflection considers the value of the PebblePad portfolio process in shaping personal and professional growth. Students are expected to demonstrate an in-depth understanding of self-development and explain how their development process can be reviewed, revised and adapted for continuing professional growth. The assessment learning outcomes focus on reflection on personal strengths and areas for improvement, advanced critical thinking, problem-solving and decision-making, intercultural communication, inclusivity and sustainability, interview and presentation competencies, and the ability to articulate an adaptable self-development process. The marking criteria emphasise self-reflection, clarity of goals, strategic action planning, persuasive understanding of professional development, and clear and professional presentation.
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Computing
Independent Critical Analysis 30
Independent Critical Analysis 30 is an individual assessment that develops students' ability to critically analyse ethical, social, legal and professional issues arising from a computing-related scenario. The assessment is worth 30% of the overall module assessment and requires students to respond to three questions relating to the ethical and professional issues presented in the scenario. Students are expected to apply the specific analytical techniques or approaches identified in the assessment instructions when developing their responses. The assessment focuses on the critical examination of ethical issues and professional responsibilities within contemporary computing contexts. Students are expected to identify relevant ethical concerns and provide a reasoned justification for their analysis. The marking criteria emphasise the identification of a single ethical issue or ethical risk, followed by a structured analysis using the EHAZOP Framework. Higher-level responses are expected to provide clear justification for the ethical issue selected, examine the associated consequences, and demonstrate a systematic and critical approach to the scenario. A second component focuses on ethical risk analysis using the Ethical OS Toolkit. Students are expected to identify an ethical risk associated with the scenario and justify their selection through a structured analysis. The assessment therefore requires students to consider the potential consequences of computing-related decisions and to demonstrate an understanding of how ethical risks can be identified and evaluated. The final component addresses professional issues. Students are expected to identify relevant professional principles and apply an appropriate professional code of conduct, such as the ACM or BCS Code of Conduct, to the scenario. The analysis should explain which professional principles are relevant and provide a reasoned justification for their application. The marking criteria place emphasis on systematic analysis, appropriate justification and understanding of responsible computing practice. The assessment therefore connects ethical decision-making with professional responsibilities and standards. The assignment also assesses broader module learning outcomes relating to ethical standards, contemporary computing contexts, legal and professional issues, and the ability to critically analyse high-profile cases or case studies. Students are required to submit the provided answer sheet containing the scenario and three questions. The assessment brief states that submissions are subject to Turnitin and that students must follow the specified submission requirements.
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Operating Systems and Networks
2,000 words
Security of Operating Systems and Networks – Individual Assignment
This individual assignment focuses on the security of operating systems and computer networks. Students are required to produce a professional technical report of approximately 2,000 words demonstrating a deep and systematic understanding of operating-system security, networking functions, security threats, vulnerabilities and practical security testing. The assessment carries 50% and forms 100% of the module assessment. Students are expected to support their work with appropriate technical evidence, images showing practical steps and relevant sources. The assignment uses a business scenario involving Net-Tech, a small and medium-sized technology-services enterprise. The organisation is concerned about the security of its proposed system, including operating-system attacks such as buffer overflow and network threats such as hacking and phishing. Students are required to investigate, design and experiment with the features and functions of a web server used to serve the company's website, while assessing the security landscape and presenting findings that can support appropriate organisational security decisions. As part of the practical work, students must create a prototype Net-Tech network test rig. This includes creating two users, with one configured as a superuser and another as a standard user, applying appropriate baseline security measures, installing suitable software and identifying vulnerabilities, using appropriate tools to conduct security tests, and writing scripts to automate repetitive tasks. Students must document assumptions and parameters used within the project, including further security implementations and recommendations such as the use of a suitable database for a database-driven website. The report is structured around introduction, background research, pre-engagement, engagement and post-engagement activities. The introduction should explain the business scenario, assumptions, aims, objectives, deliverables, available skills and resources, constraints and project plan. The background research should address common vulnerabilities, threats, risk models, security-testing approaches, relevant attack and testing tools, legal and organisational requirements, and ethical, social, professional and sustainability considerations. The pre-engagement section covers the test-rig setup and testing strategy. The engagement section requires practical comparison and demonstration of operating-system and network security, including user authentication, file and directory permissions, protection against stack-overflow attacks, network weaknesses, operating-system discovery, firewalls, listening ports, network statistics, prevention of denial-of-service attacks and scripting for automation. The post-engagement section requires a summary of the work, deductions and limitations, mitigation measures and recommendations, and personal reflection. The assessment requires students to use relevant sources, provide a bibliography and demonstrate appropriate analysis, evaluation and reflection. The assignment is designed to assess learning outcomes relating to knowledge of network security threats and the development of complex software and scripts relevant to operating systems and computer networks.
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Programming for Data Science
2,500 words
Individual Coursework – Programming for Data Science
This Individual Coursework assignment for the Programming for Data Science module requires students to demonstrate practical programming skills and the ability to critically select and apply Python data science tools and libraries. The assessment is worth 20 credits and has a word count of 2,500 words plus 10%, excluding the reference list and output. Students are required to submit one clearly organised report covering two tasks and their individual subtasks. Task 1 focuses on designing, building, testing, explaining, adapting and critiquing a Python program. Students are required to implement a dice-based football match simulation for two players using at least two Python functions. The implementation should follow the logic of the physical dice game, demonstrate good Python coding style, and use functions designed with high cohesion and low coupling. The report must include the full Python code and carefully selected output from a sample match that demonstrates the progression of the game and changes in the score. Students must not implement a Python class or graphical visualisation. The second part of Task 1 requires students to explain how they designed their implementation, including assumptions, incremental development and testing. They must then modify their program to estimate at least two performance measures relevant to a football manager. The coursework asks students to investigate how these measures change when a restrictive shot clock is introduced and to model a realistic “Hail Mary” shot when the shot clock is close to expiring. Students must provide modified Python code, clearly identify the changes made, include selected output for checking the logic, and provide a robust conclusion based on comparison of the results. Task 2 focuses on critically assessing, selecting and applying Python data science libraries and algorithms. Students must describe an applied data science problem involving unstructured data such as image, audio, video or text. They must provide a specific example based on the context of a Coventry University fresher and explain how the problem could be solved manually. Students then select two Python libraries, justify their selection, compare their capabilities, apply both libraries to the chosen problem, and provide the relevant Python code and output. The final part of Task 2 requires a critical assessment of the selected Python libraries using the student's experience and additional sources. Factors may include coding difficulty, adaptability, level of control and quality of the resulting solution. Students must make a reasoned assessment of the suitability of the libraries for their chosen application and support their discussion with appropriate references. The assignment assesses three module learning outcomes: understanding essential programming concepts relevant to data science; designing, building, testing, explaining, adapting and critiquing small programs in a high-level programming language; and critically assessing, selecting and applying data science tools, libraries or algorithms for different applications and tasks. The submission must be provided as a single Microsoft Word or PDF report, organised by subtask, with each task starting on a new page. Python code, relevant output and plots must be included directly in the report. The brief requires APA referencing and states that sources should be cited in-text with a reference list for each task where relevant.
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Security of Emerging Connected Systems
1,500 words
CW1: Policy and Legal Aspects Report – IoT System
This 1,500-word report for the Security of Emerging Connected Systems module examines the legal and security implications of a proposed Internet of Things (IoT) system designed for consumers to monitor food intake and bodyweight. The coursework requires students to provide an initial investigation of the potential legal pitfalls associated with the proposed product and identify appropriate solutions or mitigation measures. The report is worth 5 credits and is assessed as an individual written report. The proposed IoT system consists of several connected components. A smartphone application allows users to scan barcodes of processed food to record calorie and nutritional information against their health record. A kitchen scale communicates with the phone application to record the weight of ingredients used in home-cooked meals. A bathroom scale records the user's weight and provides light and sound reminders to encourage regular measurements. A UK-based server stores the collected information and generates individual user reports. The main purpose of the report is to ensure that the company understands the UK and international laws that may apply to the proposed system. Students must identify potential legal issues and recommend appropriate mitigation through technology, organisational policy, licensing arrangements or user agreements. The system definition is deliberately broad, so students should not make unsupported assumptions about its design. Where several options have different legal implications, the report should compare the relevant alternatives and explain their implications rather than presenting only one solution. The initial product is intended for UK residents, while the company is considering future expansion into the United States. Consequently, the report should focus primarily on UK law but also include a short section discussing legal aspects that may need to be reconsidered when entering the US market. The report is intended for company executives and may subsequently be provided to the R&D department. Therefore, high-level outcomes should be communicated early, while useful links to technical information such as encryption schemes, protocols and frameworks may be provided without extensive technical explanations in the main report. The assessment places 50% of the marks on understanding and coverage of UK and US law, 40% on technical recommendations and 10% on report presentation. Strong submissions are expected to provide comprehensive coverage of relevant legislation, connect legal issues with the wider security context, analyse technical recommendations for both regions, identify differences between UK and US requirements and support arguments with appropriate citations and a wide range of sources. The assignment learning outcomes focus on critically evaluating the role of security policy in protecting information assets and proposing appropriate policies for internet-based technologies. They also require students to demonstrate an understanding of key legislation relating to information security and how legislation influences organisational security policy. The final report should therefore combine legal analysis with practical security recommendations, addressing the proposed IoT system from both UK and US perspectives while remaining suitable for both technical staff and non-technical management.
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Corporate Strategy
4,000 words
Strategic Case Study – Corporate Strategy
This Corporate Strategy assessment requires students to undertake a critical strategic analysis of a chosen organisation and develop evidence-based recommendations for its long-term growth and competitive position. The assignment is presented as a 4,000-word Strategic Case Study and focuses on analysing practical business situations through the application of corporate strategy theories, analytical tools and strategic frameworks. The assessment aims to develop students' ability to evaluate an organisation's competitive advantage, identify significant strategic challenges and opportunities, and propose practical strategies for sustainable growth. The report begins with an introduction explaining the purpose of the case study and identifying the selected company. The strategic positioning section then examines the organisation's current competitive advantage, differentiation from competitors, fundamental competencies and resources. Relevant theories and strategic frameworks should be applied to support the analysis. The external environment section requires a critical evaluation of industry attractiveness using Porter's Five Forces. Students must also examine the factors driving organisational change, compare the selected organisation with close rivals and provide strategic recommendations for addressing identified challenges. The international strategy section critically analyses the effectiveness of the company's existing international expansion strategy and requires students to propose a new expansion strategy for a geographical location in an international market. An appropriate internationalisation theory and market-entry mode should be applied to support the proposed strategy. The challenges and opportunities section examines major issues affecting the organisation, including areas such as market competition, technological disruption and regulatory change. Students must identify opportunities that could strengthen the company's competitive position and use an appropriate framework to consider the development, leadership and implementation of organisational change. The proposed leadership-driven strategy should also be reflected upon in relation to the company's strategic goals. The final main section provides two to three actionable strategic recommendations that the organisation should implement to sustain or enhance its competitive advantage. Students are also required to include an appendix of no more than 500 words containing concise explanations, models or frameworks demonstrating their understanding of theories and concepts relevant to the assessment. The appendix should support the main analysis and be clearly referenced within the report. The assessment develops several strategic management capabilities. The assessed learning outcomes include critically analysing a company's strategic position using analytical tools and theoretical frameworks; developing corporate-level strategies and considering their implementation and control; integrating innovative and sustainable practices into strategic planning; and using performance measurement instruments to assess strategic initiatives. The brief also aligns with CMI Level 7 Strategic Management and Leadership Practice units covering strategy development and strategic change. The submission is an individual written coursework assignment submitted through Turnitin. The written assignment must be submitted as a Microsoft Word document rather than PDF. Students must acknowledge and reference any AI tools used in developing the assignment and provide appropriate acknowledgement of all sources.
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Entrepreneurial Practice
3,500 words
Entrepreneurial Practice – Critical Analysis, Business Venture Proposal and Reflective Practice
This assessment for the Entrepreneurial Practice module requires students to critically analyse a real organisational issue using one of three specified employer case study videos and develop a proposal for a new business venture. The assessment is an individual 3,500-word equivalent portfolio consisting of three tasks: a 1,500-word report, a 1,000-word briefing note, a narrated two-slide PowerPoint presentation, and a 500-word reflective personal and professional account. Students must select only one of the three case studies provided: Paragon, Reliance Housing, or Ovo Biomanufacturing. The chosen case study must be used consistently across the relevant tasks. Task 1 requires a short report based on the selected employer case study. Students must critically and strategically analyse the challenges and issues facing the organisation using one or more appropriate strategic analysis tools. The report must also critically evaluate the organisation's leadership model or models and communication strategies, including their impact on employee and organisational culture and performance. Finally, students must provide three justified recommendations designed to enable and improve organisational performance. This section is 1,500 words and represents 30% of the assessment. Task 2A requires a 1,000-word briefing note based on the same case study. It involves a critical appraisal of the phases of entrepreneurial practice from the idea stage through to delivery, including the benefits and potential funding sources for the proposed new business venture. Students must also critically analyse strategies for addressing and managing risks within the proposed venture and critically appraise the entrepreneurial traits, characteristics, skills and competences required for strategically positioning the new venture within the organisation. Task 2B requires a two-slide narrated PowerPoint presentation lasting three minutes. The presentation should pitch the proposed business idea to an audience of employees, managers, senior managers and the Board of Directors within the case study organisation. It should explain what informed the new business idea, its benefits to the organisation, potential funding prospects, risks and risk-management strategies, and the entrepreneurial traits, characteristics, skills and competences required for strategic positioning. Task 3 is a 500-word reflective personal and professional account. Students must select a professional area from the CMI Code of Conduct and Practice and reflect on how it can be applied to their current or future professional career. The brief allows the use of reflective models such as Gibbs, Kolb, Rolfe or Burton, or another appropriate professional and systematic reflective model. The assessment develops skills in communication, creative thinking, integrity, adaptability and completing tasks, with particular emphasis on leadership and entrepreneurial skills. The learning outcomes include evaluating ethical and inclusive approaches to leadership, diversity and entrepreneurship; reflecting critically on entrepreneurial practice and effective leadership; understanding principles for leading and developing people; understanding leadership and development strategy; and understanding entrepreneurship and entrepreneurial practice in strategic contexts. The submission requires Task 1, the Task 2A briefing note and Task 3 to be combined into one MS Word document, while Task 2B must be submitted separately as a narrated PowerPoint with audio. The written work should include a cover sheet, page numbers, Arial 12-point font and 1.5 line spacing. References and appendices are excluded from the word count, while words in tables count towards the final word count. The assessment also carries a 10% allocation for referencing and structured presentation across the three tasks. The assignment brief places particular importance on using the selected case study as the foundation for the analysis. Wider research may be used, but the primary focus should remain on the case study interview, CMI materials, module-related models and content. Students are expected to apply relevant models, tools and methods discussed in seminars and CMI learning journeys and support their analysis with appropriate evidence and academic literature.
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Network Security
1,500 words
The Case Study – Network Security Planning and Upgrade
This individual assessment for the Network Security module requires students to work as network consultants and carry out network and security planning and an upgrade for an imaginary company. The assignment is titled “The Case study” and requires students to produce a written report presenting solutions to the problems identified within the case study. The assessment is worth 15 credits and requires approximately 1,500 words, with a permitted variation of ±10%. The coursework focuses on applying network security concepts and protocols to contemporary Internet and mobile-based solutions and technologies. Students are expected to analyse the requirements of the imaginary organisation, identify relevant network and security issues and propose appropriate planning and upgrade solutions. The report should demonstrate an understanding of network security technologies while considering the organisation's information assets and operational requirements. A significant part of the assessment concerns network performance. Students must provide recommendations and suggestions for addressing network performance issues identified in the case study. Where the proposed solution changes the existing network design, an appropriate network diagram should be included. The brief allows students to use tools such as Packet Tracer or other suitable applications to represent the proposed network design. The assignment also requires students to consider security policy and network protection. The existing security policy should be reviewed and recommendations should be made for improving it. Students are specifically instructed not to create a completely new security policy because the organisation already has one. In addition, the report should discuss how appropriate security measures could be implemented across the network. Detailed device configurations are not required, although relevant examples or configuration snippets are encouraged. Because the information provided in the case study is incomplete, students must identify and document their assumptions and requirements. This includes defining unspecified parameters such as network speeds, device features and existing policy details. The assumptions and requirements section is therefore an important part of the investigation and contributes to the assessment mark. The final report should summarise the key findings of the investigation and may recommend how any remaining IT support budget could be used. References must be included and used effectively to support the discussion. The marking criteria allocate 10% to the introduction, 10% to assumptions and requirements, 20% to improving performance, 20% to policy amendments, 20% to securing the network, 10% to the conclusion/summary and 10% to references. The assessed learning outcomes cover the application of network security concepts and protocols, critical evaluation and design of security policies, understanding of IT governance and its influence on organisational security policy, and critical review of current research and technological advances in network security. The brief also permits AI assistance, but any AI tools used must be referenced and their use summarised at the end of the report before the reference list.
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Security of Emerging Connected Systems
2,000 words
Security Evaluation – Secure Design, Security Audit and IoT Security Recommendations
This individual coursework for the Security of Emerging Connected Systems module requires students to prepare a 2,000-word technical report evaluating secure design, security auditing and security recommendations for an organisation developing Internet of Things (IoT) devices and systems for home and workplace environments. The assessment is worth 10 credits and requires students to provide practical and evidence-based guidance to the client’s software development team. The report is assessed across secure design and development methodology, security audit methodology, security recommendations and overall report structure. The first major section addresses Secure Design and Development Methodology. The client wants to incorporate secure design principles into its software development workflow and therefore requires an overview of possible secure design processes relevant to IoT. Students must evaluate the strengths and weaknesses of different approaches and provide a justified recommendation for a process that would be appropriate for the client. The emphasis is on integrating security into the design and development of systems rather than treating security as a separate activity after development. The second section focuses on Security Audit Methodology. The client wants to complement its secure design process with a security audit of the final developed system. Students must provide a practical guide explaining how a security audit could be performed, including the overall testing methodology and the purpose of each stage. The brief identifies methodologies such as PTES and OWASP as examples. Students are also expected to discuss different approaches and evaluate their respective strengths and weaknesses. The third section concerns Security Recommendations and requires students to demonstrate the implications of strong secure design and auditing through an IoT security case study. Students must research a security vulnerability affecting an IoT device, explain the vulnerability and identify where the security flaw was introduced. The report must then examine which parts of the secure design and audit processes were not implemented correctly and evaluate the resulting impact on the security of the product. The report is intended for a technical audience, specifically the client's software development team. Students are expected to use an appropriate technical structure and language, support their arguments and analysis with references, and use APA referencing. The assessment also encourages appropriate diagrams to support the written content. The report structure component accounts for 10% of the assessment, while Secure Design and Development Methodology, Security Audit Methodology and Security Recommendations each account for 30%. The coursework assesses learning outcomes relating to defence-in-depth solutions for technical internet security vulnerabilities, secure private networks for IoT and BYOD, and current research and technological advances in network security. These outcomes connect the assignment to practical IoT security engineering, secure development, security auditing and emerging network-security practices.
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Machine Learning and Big Data
2,000 words
Machine Learning for Big Data
This assignment for the Machine Learning and Big Data module requires students to produce a 2,000-word individual report demonstrating their understanding and practical application of machine learning techniques to big data. The assessment is worth 15 credits and is structured around five interconnected areas: data in big data, machine learning architecture, model deployment, model evaluation, and the machine learning lifecycle. The first part focuses on identifying and evaluating suitable datasets for a selected big data topic and determining whether the datasets are appropriate for the intended machine learning application. Students are expected to examine the characteristics of their data and apply appropriate pre-processing approaches, including consideration of attribute selection and data preparation. The second part addresses machine learning modelling architecture. Students must develop an appropriate architecture for their big data application and may compare alternative architectural approaches. The report should explain the selected machine learning techniques and demonstrate how they operate as part of the proposed system. Practical considerations such as performance, scalability, fault tolerance, technology usage and reliability should also be considered. The third part requires students to implement and deploy the proposed data and machine learning model. This includes testing, visualising and evaluating the resulting outcomes. The fourth part requires critical evaluation of the dataset selection, modelling design, implementation and application, including assessment of whether the selected machine learning techniques are appropriate for the intended purpose. The final part focuses on the complete project lifecycle. Students are expected to critically reflect on the work undertaken, identify what they have learned, evaluate the development process and explain how the machine learning application could be improved in a future implementation. The assessment develops five learning outcomes covering big data sources and applications, machine learning techniques, practical application of machine learning tools, critical evaluation of techniques and tools, and the ability to follow a complete big data analysis lifecycle. The marking criteria allocate 20% to each of these five areas. The assignment is submitted as an individual written report. The brief states that Microsoft Word should be used rather than PDF and requires students to acknowledge sources and any AI tools used in accordance with the stated AI policy.
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Programming for Data Science
4,000 words
Programming for Data Science – Individual Portfolio
This individual portfolio assessment for the Programming for Data Science module at Coventry University consists of four tasks designed to assess programming, debugging, data science, data visualisation, data protection and data ethics skills. The assessment carries 20 credits and has a total value of 4,000 words equivalent, excluding the reference list and output. Students are required to submit one clearly organised report containing all four tasks, with each task beginning on a new page. Python code, outputs and relevant plots must be included directly within the report. Task 1 focuses on analysing, critiquing and debugging Python code. Students are required to identify syntax errors, logical errors, style and readability issues in a supplied program, determine what the program is intended to calculate, and make appropriate corrections. Students must test the program using varying values, explain the changes made, and improve its overall readability and annotation so that an unfamiliar user can understand it. The task also requires students to investigate computational efficiency by measuring execution time for different input limits and identifying more efficient coding or logical approaches. Task 2 requires students to design, build and test a simple Python implementation of the Blackjack card game. The program should simulate a single-player game against a computer-controlled dealer, allow the player to choose between hitting and standing, automatically simulate the dealer's turn, and offer the option to play additional rounds. Complex rules such as splitting and betting are excluded, and students must not implement a Python class or graphical visualisation. The submission must include the Python code and the output from five games, with sufficient storytelling in the output to allow the code to be tested from the results shown. Task 3 assesses the student's ability to critically assess, select and apply data science tools. Students work with animal lifespan information from the AnAge database and use Python, including pandas and appropriate graphical libraries, to explore and communicate insights. The task involves summarising the number of animal species represented within each animal Class and producing plots of maximum longevity against adult weight for the four Classes with the most represented species. Students must discuss whether smaller or larger animals live longer, identify extreme outliers, compare trends between animal groups and consider implications for ageing research. Task 4 examines data protection and data ethics using the Cancer Genome Atlas (TCGA) as a case study. Students must explain how a potential data breach could occur, identify the personal and sensitive information that could be compromised, and discuss consequences for patient confidentiality, institutional reputation, participation in future research and possible legal or public relations responses. A second part considers a hypothetical UK database and requires discussion of GDPR and the UK Government Data Ethics Framework, including informed consent, anonymisation, transparency, ethical governance, privacy and public trust in biomedical research. The assessment assesses two module learning outcomes. MLO2 focuses on designing, building, testing, adapting and critiquing small programs in a high-level programming language and is assessed through Tasks 1 and 2. MLO3 focuses on critically assessing, selecting and applying data science tools, libraries or algorithms throughout the data science project lifecycle and is assessed through Tasks 3 and 4. The assignment requires APA referencing and asks students to provide in-text citations and reference lists where relevant. The brief also classifies the assessment as “Amber” for Generative AI: AI tools may be used for inspiration but not to generate answers or analyse datasets. Any permitted use must be clearly acknowledged, documented and cited using APA style.
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Ethical Hacking
2,500 words
Ethical Hacking – Professional Penetration Testing Report
This resit coursework for the Ethical Hacking module at Coventry University requires students to conduct a professional penetration testing examination of a small office environment represented by a number of virtual machines. The purpose of the assessment is to evaluate the security of the target environment, identify vulnerabilities, demonstrate appropriate exploitation techniques within the authorised assessment environment, and produce professional recommendations for improving the security of the systems. The assignment carries 15 credits and requires a report of approximately 2,000 words, with a permitted variation of ±10%. The report should follow a structured penetration-testing approach. The first section covers reconnaissance and target analysis, requiring students to investigate the target environment and identify its structure, services and potential attack surfaces. The marking criteria emphasise the use of appropriate tools to identify network structure and services and the identification of vulnerabilities during the scanning process. Students are expected to analyse the results rather than simply reproduce the output of scanning tools. The second section focuses on exploitation. Students must describe in detail the steps taken and the tools used to exploit relevant vulnerabilities identified during the assessment. The marking criteria distinguish between compromising the desktop and gaining access to the server, with higher achievement involving multiple relevant vulnerabilities and successful access through more than one vulnerability. The report should provide appropriate screenshots and sample sessions to support the findings. The third section addresses post-exploitation activities. Students are required to document and analyse activities carried out after gaining access to the target systems. Examples identified in the marking criteria include dumping password hashes and creating a persistent backdoor. For server assessment, the criteria also consider activities such as obtaining root access or establishing a persistent connection. The report should explain the significance of the activities rather than merely listing technical actions. The fourth section provides recommendations for securing the target machines. Recommendations must address all vulnerabilities identified during the assessment, not only vulnerabilities that were successfully exploited. Security issues should be discussed using an established risk-rating approach such as OWASP, and proposed countermeasures should be relevant to the specific vulnerabilities discovered. The report should also analyse how vulnerabilities relate to one another and fit within the wider security context. The final section presents the conclusions, including an evaluation of the penetration-testing work and alternative approaches that could have been taken. The overall learning outcomes require students to critically discuss the legal, technical and ethical scope of ethical hacking, evaluate penetration-testing methodologies and security assessment tools, analyse vulnerabilities, and professionally report penetration-test outcomes with suitable countermeasures.
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Cryptography
2,500 words
Cryptography – Secure Contract Exchange Protocol
This 2,500-word Cryptography assignment for Coventry University examines the design of a secure communication protocol for the digital exchange and signing of property contracts. The scenario is based on Lauren Order & Cashgrab LLP (LO&C), a UK and overseas property law firm seeking to establish a comprehensive document handling, exchange and signing system that supports remote property transactions while remaining consistent with legal requirements and enforceable under UK law. The assignment requires students to consider the exchange of contracts using the extended CIA model and to devise a secure communication protocol involving three parties: LO&C, the buyer's solicitor Hackit & Run (H&R), and the seller. The scenario specifies that LO&C communicates with the buyer through H&R, that LO&C and the seller collaborate on initial contract drafts, and that LO&C prepares and sends the final contract to the seller for approval and digital signing before forwarding the signed contract to H&R for the buyer's signature. LO&C and H&R have an existing secure communication relationship. A central requirement is the identification and justification of suitable encryption algorithms for the different stages of the contract exchange protocol. Students may select algorithms covered in lectures or undertake additional research to identify alternative algorithms. The report must explain why particular algorithms are appropriate at different stages of the protocol and demonstrate how the selected cryptographic techniques address the practical security requirements of the scenario. The protocol must be clearly illustrated using suitable graphics and pseudocode, with functioning code being an optional higher-level approach. Students are required to identify the strengths and limitations of their proposed protocol and discuss their findings. The assignment therefore combines theoretical knowledge of modern cryptography with practical protocol design and evaluation. Generative AI may be used to create suitable code where permitted, but students must demonstrate their understanding of the code. The assessed learning outcomes cover modern cryptographic concepts and techniques, including symmetric-key cryptography, key exchange, asymmetric cryptography, digital signatures, digital certificates and authentication. Students are also expected to model, test and assess the suitability of cryptographic protocols and algorithms for practical requirements and critically evaluate current research and technological developments in cryptography and its applications.
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Software Development Project
Software Development Project – Group Presentation, Demo Video and Peer Assessment
This group-based assessment for the Software Development Project module at Coventry University requires a team of five students to design, develop and demonstrate a full-stack software product of their choice. The project must use technologies or platforms agreed by the team and requires students to contribute to different aspects of the software development process, including design, implementation and testing. The assessment is worth 20 credits and is submitted as a 15-minute MP4 presentation and demonstration video, with a permitted variation of plus or minus 10%. The main component is a group presentation and demo video. Students must evaluate the key Agile techniques applied during development and project management, supported by evidence of using appropriate software tools. The presentation should demonstrate how Agile practices were applied to the group project and should address techniques such as user stories with story-point estimation, story mapping, sprint planning, task boards, work breakdown and burndown charts. The assessment also requires evaluation of project risks and the social, professional, legal and ethical issues associated with the software project. A second major component is the live demonstration of the software features developed by the group. Students must demonstrate the most significant or innovative features implemented using their selected technologies and platforms. The demonstration should show how the software meets business requirements and provide a clear rationale for the development decisions. The marking criteria assess the quality, complexity and creativity of the software, including front-end, computation and back-end development, live data inputs and, where applicable, Create, Read, Update and Delete (CRUD) operations. The assessment also includes an individual peer-assessment component. Each student must rate every other team member's contribution using a whole-number score from 0 to 10, with 10 representing the highest contribution. The peer assessment accounts for 10% of the overall assessment, while the group presentation accounts for 60% and the software features demonstration accounts for 30%. The module learning outcomes focus on evaluating and applying appropriate software development approaches such as Agile, applying current technologies and platforms to meet business requirements, evaluating software solutions against quality metrics, and evaluating commercial risks alongside professional, social, legal and ethical considerations. The brief also places the assessment in the Amber AI category, meaning AI may be used to assist, but any AI tools used during the research process must be acknowledged and relevant AI-generated information must be cited and referenced using Coventry University APA style.
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Leadership and Change
3,000 words
Leadership and Change – Reflective Learning Portfolio
This 3,000-word coursework is a reflective learning portfolio focused on leadership, organisational change and reflective practice. The assessment is worth 100% of the module mark and is structured into four individual components. It is designed to assess leadership capabilities such as strategic thinking, emotional intelligence, communication, adaptability, team building, ethical decision-making and change management, while encouraging students to connect leadership theories and self-assessment tools with their own development. Component 1 focuses on individual leadership style and requires students to provide the results of the Fastest MBTI Test and critically reflect on what the outcome means in relation to their preferred leadership style. Students are expected to connect their MBTI results with leadership approaches covered in the module, including the Situated Leadership model. This component represents 20% of the assessment and has a suggested length of 600 words. Component 2 examines team roles. Students must present evidence from their Team Roles Test, identify their preferred team role and explain why it suits them. They must then identify two other Belbin team roles that would be important when building a team and explain their relevance. Connections can also be made between the Team Roles Test, Belbin’s framework and the results of the Conflict Management questionnaire. This component contributes 20% and has a suggested length of 600 words. Component 3 requires students to develop an individual organisational change plan in response to a fictional case study in which ARU is considering the adoption of AI to mark student coursework assignments and examinations. The plan evaluates change enablers and barriers, stakeholder involvement, ethical considerations and resource constraints. Students then develop an implementation strategy using a suitable change-management framework such as Lewin’s Change Model or Kotter’s 8-Step Model, including stakeholder engagement, communication, resistance management and strategies for sustaining change. This component represents 30% and has a suggested length of 900 words. Component 4 is a 900-word reflective account of what students learned about leadership while working as part of a team to design the organisational change plan. The reflection considers how leadership emerged, team collaboration, missing or required roles, conflict management and personal development. Students may structure the reflection using Kolb’s Reflective Learning Cycle or Gibbs’ Reflective Cycle and support their discussion with theories such as transformational, situational and distributed leadership, as well as Belbin’s team-role framework. Overall, the learning outcomes require students to critically reflect on their leadership style, evaluate classical and contemporary leadership theories, understand organisational change processes and develop evidence-based change strategies. The assessment also emphasises reflective practice and personal leadership development through experiential learning in a group setting.
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Principles of Management
1,000 words
Management Practices and Value Creation at Tesco
This 1,000-word formative assessment for the MSc Management programme at BPP University examines the management functions, theories and practices of Tesco. The assignment requires a business consultant perspective, with the report addressed to Tesco’s senior management team. It focuses on two learning outcomes: applying key management theories, concepts and practices to contemporary organisations, and evaluating the dynamics of the global business environment and the role of effective management as a value-adding activity at global, national and local levels. The case study provides background on Tesco, including its position in the UK grocery market, employment scale, store network and historical development. Tesco was founded by Jack Cohen in 1919, opened its first store in 1929, introduced self-service stores in 1948 and expanded rapidly through acquisitions and diversification. Its activities developed beyond grocery retailing into areas including non-food products, fuel retailing, financial services through Tesco Bank, and mobile and home entertainment. Task 1 focuses on key management theories, concepts and practices. The assignment requires discussion of how Tesco’s management practices contribute to organisational success and create value. Students must consider the four philosophies of the Competing Values Framework and identify one additional relevant management theory that supports Tesco’s management approach. Suggested theories include Scientific Management Theory, Bureaucratic Theory, Administrative Theory, Contingency Theory and Total Quality Management, although the brief states that the list is not exhaustive. Task 2 examines management as a value-adding universal activity. Students are required to evaluate the global business environment and discuss how Tesco’s management has adapted its strategies and methods at global, national and local levels. The brief suggests using the LoNG-PEST framework or Porter’s Five Forces, identifying one global factor that can create an opportunity and one that can pose a threat to Tesco, and explaining where management can add value to the organisation. The report structure includes a BPP University administration cover sheet, table of contents, optional list of abbreviations, an optional 100-word introduction, Task 1 of approximately 500 words, Task 2 of approximately 500 words, references and optional appendices. The main body is limited to 1,000 words, excluding the cover page, contents, abbreviations, references and appendices. Harvard referencing is required throughout the report.
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Organisational Strategy and Sustainability
2,473 words
Strategic Evaluation of Hindustan Unilever Limited (HUL): Organisational Strategy and Sustainability
This 2,473-word MSc Management coursework for BPP University’s Organisational Strategy and Sustainability module examines the strategic, sustainability and leadership dimensions of Hindustan Unilever Limited (HUL). The report applies the module’s learning outcomes through four main areas: strategic environmental analysis, ethical and sustainable practice, evaluation of strategic options, and personal leadership and sustainability reflection. The assignment is structured around PESTEL and VRIO for strategic analysis, the Triple Bottom Line for sustainability evaluation, the Ansoff Matrix for strategic options, and Emotional Intelligence and Transformational Leadership for personal reflection. The first section evaluates HUL’s external and internal environment. PESTEL analysis considers political and legal requirements, economic pressures, social changes, technological developments and environmental risks. The report highlights issues including packaging regulation, extended producer responsibility, data privacy, commodity and energy volatility, rural–urban differences, AI-enabled operations, digital traceability, climate risk, water stress and packaging circularity. VRIO analysis then evaluates HUL’s purposeful brands and portfolio breadth, rural route-to-market, digital operations and analytics, and supplier development and sustainability governance as sources of competitive advantage. The second section assesses HUL’s ethical, sustainable and responsible practices through the Triple Bottom Line framework of People, Planet and Profit. The analysis considers workforce and community priorities, customer responsibility, renewable energy, emissions, water stewardship, waste and packaging, as well as productivity, efficiency, risk mitigation and sustainable growth. A specific packaging circularity transition is proposed, including design-for-recycling, post-consumer recycled content, lightweighting, refill and reuse pilots, collection partnerships and consumer education. The third section evaluates four strategic options using the Ansoff Matrix: urban refill and concentrate formats, rural assisted commerce through “Shakti 2.0”, an ingredient traceability platform, and precision revenue-growth management in quick-commerce. Each option is considered in relation to strategic fit, VRIO capabilities, risks, implementation actions, ownership and KPIs. The final section provides a first-person reflection on leadership and sustainability. It uses Goleman’s Emotional Intelligence and Transformational Leadership to examine learning from the strategic and sustainability analysis, including self-awareness, self-regulation, empathy, collaboration and evidence-based decision-making. It also presents a 90-day leadership development plan focused on decision briefs, stakeholder pre-mortems and a personal Triple Bottom Line checklist.
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Managing Customer Experience
1,000 words
Customer Experience Strategy Report
This formative assessment for the Managing Customer Experience module requires students to prepare a 1,000-word business report analysing the customer experience (CX) strategy of one selected company in one specific country where the company operates. The report is written from the perspective of a customer experience consultant and is intended for the Board of Directors of the chosen organisation. Students must apply relevant customer experience concepts, academic literature and practical examples to evaluate how the organisation creates value for its customers and supports business success. Students must select one company from the organisations provided in the assessment brief: H&M, Chen One, or M&S. The selected company and the specific country being analysed must be clearly identified in the report. The first part of the report requires an explanation of the concept of customer experience and an evaluation of its importance to the success of the chosen brand. This includes considering the role of CX, mutual benefits for the organisation and customers, the impact of CX on business and financial performance, and examples of how the brand has used customer experience to achieve competitive advantage. The second part focuses on how the selected brand delivers a seamless omnichannel customer experience. Students must discuss the organisation's strategy for creating a seamless customer journey, including the role of customer personas and customer journey maps. A detailed customer persona should be developed based on research and data analysis, covering the profile, goals, pain-points and motivations of the selected customer. Students must also create a customer journey map covering stages, needs, activities, feelings, pain-points and opportunities for improvement. The report should critically evaluate how effectively the chosen organisation creates a seamless customer journey and identify potential areas for improvement. The assessment is aligned with learning outcomes concerning the importance of customer experience to business success and the evaluation of seamless omnichannel customer journeys. The report should use an academic style, avoid first-person writing, and appropriately reference figures, diagrams and independent research using the Harvard Referencing System.
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Machine Learning / Artificial Intelligence and Data Science
1,000 words
End-to-End Machine Learning Model Development, Tuning and Evaluation
This Level 7 Machine Learning and Intelligent Agents assessment requires students to develop and document an end-to-end machine-learning solution, covering the complete workflow from data preparation through model training, tuning, testing and evaluation. Students select an appropriate dataset or scenario, formulate a research question and determine whether the problem is most appropriately addressed through supervised learning, unsupervised learning or reinforcement learning. Suitable machine-learning techniques must then be implemented to create a model that can be systematically trained and tested. The assignment requires students to follow a structured machine-learning development process and document the complete development journey. The report should explain the selected scenario, data collection or dataset, Exploratory Data Analysis (EDA), rationale for selecting particular machine-learning methods, model training, fine-tuning and evaluation. Model performance must be assessed using appropriate established metrics, with relevant published research used to justify methodological decisions and support the interpretation of results. The technical implementation should demonstrate the ability to identify the performance of machine-learning algorithms, implement machine-learning approaches using one or more object-oriented programming languages, and determine which algorithms are most appropriate for a particular analytical brief. These requirements directly correspond to the module learning outcomes relating to machine-learning performance, implementation and algorithm selection. Students are advised to document their work within a Jupyter Notebook, combining Markdown explanations with executable code. The notebook may be submitted directly or converted to PDF. Alternatively, students may prepare the 1,000-word report in Microsoft Word, provided that the Python code is included within the submitted document. Assessment is divided into three principal areas: Introduction (20 marks), Machine Learning Process (40 marks), and Evaluation of Model Performance (40 marks). Higher-level work is expected to demonstrate strong understanding of machine-learning concepts, a functioning and thoroughly tested implementation, appropriate selection of algorithms and critical evaluation of the developed solution. Overall, the assessment integrates research-question formulation, data exploration, algorithm selection, programming, model optimisation and evidence-based evaluation within a reproducible machine-learning workflow. All academic sources must be presented using Harvard referencing.
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Marketing
4,000 words
Strategic Recovery Marketing Report — Diagnosing Underperformance and Building a Sustainable Turnaround Plan
This is a case-based marketing assessment in which the student selects a real business that is currently underperforming or failing, diagnoses the causes, and builds a full marketing recovery strategy for it. The company choice is the student's own but requires module team approval, so the selection itself carries risk: a firm with thin public disclosure will starve the analysis, while an over-documented household name invites description rather than diagnosis. The deliverable is a formal report of around four thousand words, excluding references and appendices, referenced in APA 7. Appendices can carry supporting data, models and supplementary analysis, but not core content — a common way marks are lost is pushing substantive argument into an appendix to stay within the word limit. The report has two linked halves that students often treat as separate. The first is diagnostic: why is this business underperforming? This demands explicit application of marketing theory rather than a narrative of the company's troubles assembled from press coverage. The second is prescriptive: a recovery strategy that follows from the diagnosis. Recommendations that could have been written without the analysis — refresh the brand, invest in digital, improve customer experience — score poorly regardless of how well they are expressed. Where this module differs from a generic strategic marketing assessment is the sustainability and ethics dimension. The learning outcomes centre on sustainable marketing, social responsibility, and the intersection of marketing technology with sustainable practice. The marking criteria reward conclusions that show awareness of ethical and sustainability dimensions at every band above a pass. A recovery plan built purely on cost and revenue logic will therefore underperform against the rubric even if it is commercially sensible. The strongest submissions treat sustainability as part of the recovery mechanism rather than a section appended at the end. Assessments of this type increasingly sit within a tiered AI policy. Where a permissive tier applies, students may use AI tools for idea generation, structuring, source discovery, summarising notes, and proofreading or feedback — but not for producing the analysis itself — and must declare which tools were used and how, usually in a table placed before the reference list. Students are also expected to retain evidence of how their thinking developed, such as version histories or drafts, which can be requested if misconduct is suspected. Our support on assessments of this type is guidance-based. Typical areas of help include: advising on company selection and data availability, explaining how a diagnostic framework should structure an argument, showing the difference between descriptive and evaluative use of theory, clarifying how sustainability criteria are actually assessed in a marking rubric, checking APA 7 consistency, and reviewing a completed draft against the published criteria.
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