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Business Consultancy Project
5,000 words
Business Consultancy Project – Summative Coursework
This assessment requires students to complete a 5,000-word Business Consultancy Project designed to replicate the work of a professional consultant. The project accounts for 100% of the module assessment and requires students to investigate a clearly defined business issue, challenge or problem identified in the earlier Consultancy Project Proposal. Students must use the same client, topic and issue proposed in the previous submission unless a change has been strongly recommended through feedback or endorsed by the supervisor or tutor. The consultancy project requires deep and independent research using credible secondary sources, including recent peer-reviewed academic journals, industry reports and reputable business publications. The analysis should translate evidence into meaningful insights and actionable recommendations that create strategic value for the client organisation. The report must critically analyse the selected business problem rather than simply describe the organisation or relevant theories. The report should contain an Executive Summary, Introduction, Company/Client Overview, Problem Definition and Consultancy Focus, Stakeholder Analysis, Data Analysis and Framework Application, Recommendations and Conclusion, and a 500-word Employability Reflection. The Data Analysis and Framework Application section carries the largest indicative allocation at approximately 1,800 words and requires students to apply two or three relevant models or frameworks. Examples provided in the brief include SWOT, PESTLE, Porter’s Five Forces and the Balanced Scorecard. Students are also expected to present and interpret secondary data using appropriate tables, charts, Excel outputs or pivot tables. The Recommendations and Conclusion section should provide three actionable and prioritised recommendations supported by evidence, while considering implementation risks, barriers and anticipated benefits. The Employability Reflection should consider research, analytical, problem-solving, project management and communication skills, together with teamwork, leadership, ethical awareness, sustainability, personal development, career relevance and future professional growth. The assessment requires Harvard referencing throughout. The report should use professional formatting, third-person academic writing, numbered pages, correctly labelled tables and figures, and accurate in-text citations and references. The brief emphasises the use of recent and credible sources, with the majority of references expected to come from publications within the previous 6–12 months.
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Research Methods / Project Management / Computer and Information Sciences
3,000 words
Critical Literature Review in Research Methods and Project Management
This Research Methods and Project Management assessment develops students’ ability to search for, evaluate, critically analyse and synthesise academic literature within a computing or information-science research area. Students work within an allocated group to conduct a structured literature search and critically evaluate research papers relevant to an assigned theme, before using the combined group literature corpus to produce an individual literature review. KF7028 - Assessment 1 - Semeste… Each group member must identify and critically analyse a minimum of five academic papers using the supplied Critical Paper Summary template. These individual summaries are then combined into a single group document and shared so that all team members can use the collective body of research. The quality of this component depends on the relevance and academic quality of the selected papers and the depth of critical evaluation rather than simple description. KF7028 - Assessment 1 - Semeste… The main individual component is a 3,000-word critical literature review, worth 60% of the assessment. Students must use the literature identified and summarised through the group activity and critically discuss the research associated with their allocated topic. The review should synthesise the literature into a coherent discussion rather than presenting disconnected paper summaries, demonstrating criticality, clear structure and effective academic writing. KF7028 - Assessment 1 - Semeste… A further 20% is awarded for an individual research and meeting log, maintained through Blackboard. Students are expected to record their research progress, contribution to the group, approach to collaboration and reflections on the literature-review process. Stronger logs demonstrate detailed evidence of active participation, reflective insight and professional collaboration rather than merely listing completed tasks. KF7028 - Assessment 1 - Semeste… KF7028 - Assessment 1 - Semeste… The assessment directly evaluates the ability to apply project-management principles to a computing-related research activity and to search, evaluate and develop a critical literature review. Wider module outcomes also emphasise research techniques, data and information analysis, professional research practice, ethics, risk, legal issues, societal considerations and sustainability. KF7028 - Assessment 1 - Semeste… The marking structure allocates 20% to the combined critical paper analysis, 20% to the research/meeting log and 60% to the individual literature review. Higher-performing work is expected to use high-quality and directly relevant academic sources, demonstrate strong critical analysis, synthesise evidence across the research theme, maintain a professional academic structure and apply accurate Harvard referencing throughout. KF7028 - Assessment 1 - Semeste… KF7028 - Assessment 1 - Semeste… Important for the public Reference Library: the brief states that ChatGPT or other AI tools must not be used to generate text or fill in assessment-template sections. Any AI use that supports the work or thinking must be declared, referenced and accompanied by a prompt log in an appendix. Therefore, this entry should be used only as a high-level public description of the assessment rather than as directly submissible student content. KF7028 - Assessment 1 - Semeste…
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Business Consultancy Project: Strategic Analysis, Stakeholder Evaluation and Evidence-Based Recommendations
Business Consultancy, Strategic Management, Business Analysis, Consultancy Project, Stakeholder Analysis, Mendelow Matrix, Business Strategy, Data Analysis, Secondary Research, SWOT Analysis, PESTLE Analysis, Porter’s Five Forces, Balanced Scorecard, Ethics, Sustainability, UN Sustainable Development Goals, Recommendations, Risk Analysis, Implementation Barriers, Organisational Strategy, Business Problem Solving, Employability Skills, Professional Development, Reflective Practice, Project Management, Evidence-Based Decision-Making
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3,000 words
ParkaLot Enterprise Parking Garage Management System: Software Analysis, Design and Prototype Development
This enterprise software engineering project requires students to analyse, design and prototype a centralised parking garage management system for ParkaLot Group, a UK operator of multi-storey parking facilities. The existing organisation relies heavily on manual processes, local spreadsheets and simple barrier-based vehicle counts, resulting in limited real-time occupancy information, inconsistent reservation arrangements, decentralised billing and reduced ability to optimise parking capacity and revenue. COMP1471 CW 2526 (1) The proposed system supports ParkaLot’s wider digital transformation by integrating customer registration, reservations, parking-space allocation, occupancy monitoring, contracts and billing. Customers can check availability and reserve parking through an online portal, while frequent and corporate users can establish recurring arrangements or block reservations. License-plate recognition and individual parking-space sensors enable automated access control and real-time occupancy tracking. COMP1471 CW 2526 (1) Additional functionality includes centralised electronic billing, dynamic pricing, promotional schemes and predictive decision-making for controlled overbooking. Historical usage data may be analysed to estimate no-shows, early departures and overstays, while operational dashboards support staffing, pricing and capacity-management decisions across the garage network. COMP1471 CW 2526 (1) Development is undertaken in two phases. The first uses structured analysis and design, requiring an Entity Relationship Diagram, Data Flow Diagram including a context diagram, and implementation of a prototype database. The second expands the solution using object-oriented analysis and UML, with emphasis on adaptable and reusable software design. COMP1471 CW 2526 (1) The final report covers the software-engineering **5 Ps—Problem, Process, Project, Product and People—**alongside ERD and DFD models, UML use cases, at least three sequence diagrams, a detailed class diagram and application of design patterns such as GRASP. Students must also submit prototype evidence, source code, personal reflection, peer assessment and work-contribution documentation. COMP1471 CW 2526 (1) Overall, the assessment integrates requirements engineering, structured modelling, object-oriented design, database development, design patterns, software project management, implementation and acceptance testing within a realistic enterprise-system case study. Overview word count: approximately 360 words. AI-use note: the brief permits Levels 1–4 of generative-AI use, including research and exploration at Level 4, but all final submitted text, code, diagrams and designs must be the students’ own work. Level 4 use requires disclosure, an appendix of prompts/outputs and reflective commentary. COMP1471 CW 2526 (1)
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Project Management / Professional Development / Business Strategy
5,000 words
Professional Project Portfolio and Strategic Business Presentation
This Level 7 assessment requires students to compile a comprehensive Portfolio of Evidence demonstrating their project contribution, reflective learning, professional skills and career development. The portfolio has a maximum length of 5,000 words and is designed to evidence both technical or disciplinary project engagement and the student’s development as a reflective professional. The assessment is organised into three main components: a Discipline Report, Project Work Logbook, and Career Development Plan. Assessment Overview The Discipline Report, worth 40% of the portfolio, provides an overview of the project and its conclusions, alongside a self-reflection on the student’s project experience. Students also complete a personal skills analysis and provide a confidential summary of their team’s delivery. This section therefore combines project understanding with critical self-evaluation, skills awareness and evaluation of collaborative performance. Assessment Overview The Project Work Logbook, worth 30%, records the student’s activities on a weekly basis. Students summarise the work completed each week and document problems or challenges encountered during the project together with the approaches used to resolve them. The marking criteria emphasise consistency, level of detail, organisation and the ability to identify and address project-related difficulties. Assessment Overview Assessment Overview The Career Development Plan, also worth 30%, requires students to define a realistic future career pathway, identify relevant jobs and organisations, and evaluate the skills and knowledge needed to progress toward those goals. Students must also complete an additional professional-development course, such as CPD or LinkedIn Learning, to demonstrate practical upskilling and continued professional development. Assessment Overview A related team presentation forms a second assessment activity. Teams of four to five students must present face to face for approximately 10–15 minutes to a small management-board audience. All team members are expected to contribute approximately equal content and speaking time, with provision for questions and answers. The presentation focuses on the team’s overall findings, analysis of the business problem, practical recommendations, proposed implementation approach and final conclusion. assessment Overview 1 Strong presentations are expected to be engaging, professionally structured and supported by relevant evidence, graphics, tables and other appropriate visual material. Higher-level work should move beyond description by applying theory critically to a real-world business problem, recognising the limitations and contextual applicability of theoretical concepts and producing recommendations that are appropriate to the organisation being analysed. assessment Overview 1 Overall, the assessment develops and evaluates project reflection, professional communication, teamwork, career planning, critical analysis, employability, problem solving and evidence-based business recommendation skills. It combines an individual reflective portfolio with a collaborative management-style presentation, allowing students to demonstrate both personal development and the ability to communicate project findings professionally.
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Business Consultancy / Digital Marketing / Social Media Marketing
3,000 words
You Keep Me Sane: Social Media Growth and Digital Product Marketing Live Business Project
his Extended Work Project is a live business consultancy assignment completed for You Keep Me Sane, a podcast and social-media brand seeking to expand its online audience and increase sales of its digital products. The organisation promotes its podcast across platforms including Instagram, Facebook, TikTok, YouTube and LinkedIn and identified a need for additional support with regular content creation, social-media scheduling and digital-product promotion. Project Brief_You Keep Me Sane … The client challenge focuses on improving the organisation's social-media presence while reducing the workload associated with producing and publishing content. The project brief specifically identifies the need to create reels, carousels and other social-media posts, potentially using Canva, and to support an existing Buffer-based scheduling process. The organisation aims to publish approximately three times per week while also promoting new digital products. The intended commercial outcomes are growth in social-media following and increased digital-product sales. Project Brief_You Keep Me Sane … The academic assessment requires students to document the project journey in chronological order, from the initial client brief and early meetings through planning, research, idea development, feedback, implementation, challenges and final outcomes. The 3,000-word report should explain the business context, methods and frameworks used, significant milestones, problems encountered, adaptations made and recommendations provided to the client. EWP 5TH MAY 2026 (1) EWP 5TH MAY 2026 (1) Professional reflection is also an important element of the project. Students are expected to evaluate team learning, skills development, project-management experience and the practical lessons gained from working on a genuine business challenge. The report should demonstrate critical thinking and reflective analysis rather than simply describing activities completed. EWP 5TH MAY 2026 (1) The accompanying 10-slide presentation mirrors the report and communicates the project overview, organisational background, initial brief, research, development process, challenges, outcomes, recommendations and learning in a concise visual format. EWP 5TH MAY 2026 (1) Overall, the project integrates live business consultancy, social-media strategy, content development, digital-product marketing, client engagement, teamwork, project management and reflective professional learning, with emphasis on demonstrating practical value created for the client organisation.
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Engineering and Environment Advanced Practice London Campus Research Project
3,000 words
LD7152 – AP Research Project
The LD7152 AP Research Project is a postgraduate research and reflective assessment for students studying within the MSc Computing Framework or MSc International Project Management programme. The module focuses on developing students as independent researchers and requires them to reflect critically on their research strategy, activities, learning and personal development. The assessment is designed to encourage students to recognise their achievements, identify challenges encountered during the research process and evaluate how their research experience has contributed to their academic and professional development. The assessment consists of two components: a 3,000-word Reflective Individual Report worth 80% and a 10-minute Poster Presentation worth 20%. Students are expected to work independently while receiving supervisory guidance. The reflective report requires students to demonstrate critical engagement with knowledge discovery and reflect on their educational development in relation to the challenges experienced during their research project. The report is structured around four main areas. The first section, Finding a Research Topic, is approximately 500 words and requires students to explain their chosen topic, why it was selected, the research tools and search techniques used, the Library collections explored, the research aims and objectives, and relevant discussions or recommendations from their supervisor. The second section, Professional Activities, is approximately 500 words and focuses on research development tasks, scheduling, the independent researcher role, challenges such as time management, and communication with the supervisor. The third section, Literature Review and Research Work, is approximately 1,500 words. It requires a critical review of relevant literature with appropriate citation, discussion of the research method and major research activities, and consideration of the feasibility, challenges and recommendations associated with the selected method. The fourth section, Reflection of Research Project, is approximately 500 words and focuses on achievements, contributions, strengths and weaknesses, continuous self-development and employability. Students are expected to reflect on areas including decision making, problem solving, communication and influencing, technical skills, collaboration, innovation and proactivity. The second assessment component is a 10-minute poster presentation. The poster should provide an overview of the research activities and communicate what the student learned during the research process. It should balance visual and textual information and include the research objectives and significance, a summary of the literature review and research method, key research findings, and conclusions and recommendations. The report must include a cover page, table of contents, page numbers and captions for figures and tables. The required formatting includes Times New Roman, 12-point font, numbered headings and approximately 1.2–1.3 line spacing. The assessment brief permits Harvard or APA referencing. The report is submitted electronically through Turnitin on Blackboard. The module is assessed on a Pass/Fail basis, with students required to achieve 50% or above to pass. The assessment also evaluates critical reflection, application of knowledge, independent learning, communication of complex ideas, personal development and reflection on technical leadership.
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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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Secure Design and Development
2,000 words
Secure Design and Development – PixelForge Nexus (UITS)
This assessment for Coventry University’s Secure Design and Development module requires students to design and develop a functional secure online system with the aid of a Large Language Model (LLM). The assignment is based on a practical scenario involving Creative SkillZ LLC and its proposed “PixelForge Nexus” system. The submission combines a functional prototype, an individual 2,000-word report, source code hosted in the Coventry University GitHub environment, and a video report demonstrating the completed prototype. The PixelForge Nexus prototype is intended to provide secure project management and basic asset and resource management for a game-development environment. Core functionality includes adding and removing projects, viewing active projects, assigning developers to projects, allowing developers to view their assigned projects, uploading project documents, and allowing authorised users to access documents associated with their projects. The system must implement privilege separation between Admin, Project Lead and Developer roles. Security is a central requirement of the assignment. Administrators are responsible for managing projects and user accounts, Project Leads can assign developers and upload project documents, while Developers can view assigned projects and associated documents. The system must include a robust login mechanism with secure password hashing and storage, with Multi-Factor Authentication recommended as an additional security measure. Proposed pages include Sign In/Register, a role-based User Dashboard, Account Settings and a Project Details page. The practical assessment evaluates four major areas: System Design, Security Testing and Analysis, System Development, and Formal Methods. System design requires consideration of secure design principles and their application to the development lifecycle. Security testing requires critical evaluation of security techniques, identification of issues and proposed mitigation measures. System development requires a functional prototype that follows the proposed design and considers legal and ethical requirements. Formal methods require a behavioural model and appropriate verification techniques to establish whether the system meets its specification. The individual report must document the methods and techniques used to develop the prototype and discuss the stages of the development lifecycle, including specification, design and development. It must also explain the deployment and testing approach, limitations of the prototype, possible improvements, security techniques and the formal model used. The submission must include links to the Coventry University GitHub repository and Microsoft OneDrive video, while the required appendix contains the LLM prompt history and other resources used with APA-style referencing.
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Business Intelligence / Data Analytics / Project Management
Business Intelligence and Data Analytics for Project Progress Evaluation
This assessment for the Data Analytics and Project Management for Business Intelligence module requires students to critically evaluate the progress of a live-style project through the application of business intelligence and data analytics techniques. Working as a group of Project Analysts, students select either a Convocation project or Concert project associated with Northumbria University London and prepare a professional presentation assessing its progress, stakeholders, deliverables and performance. The assessment begins with development of a clear project problem or opportunity statement, followed by identification and analysis of the key stakeholders and deliverables associated with the selected project. Students then use Business Intelligence and Data Analytics techniques to examine project progress and communicate findings through dashboards. The assessment permits the use of Microsoft Excel or other suitable software for dashboard development. A central part of the task is the creation and critical evaluation of a project dashboard. Students are expected to use realistic assumed or projected data where necessary, as the assessment is designed to test the ability to design, interpret and critically evaluate dashboards rather than the accuracy of real project data. The data should therefore be internally consistent, relevant to the selected project and capable of generating meaningful management insights. Students must also critically justify their chosen BI and analytics tools, explaining how the dashboard supports project monitoring and informed decision-making. The assessment concludes with recommendations for the successful implementation and use of a Business Intelligence or Data Analytics solution within the selected project. Academic references and relevant examples should be used to support the analysis. The marking criteria place the greatest emphasis on application of BI tools and techniques (30%), followed by stakeholders and deliverables (20%) and justification of BI tools (20%). Project and opportunity analysis, conclusion and recommendations, and presentation and referencing each contribute a further 10%. Higher-performing work is expected to demonstrate critical evaluation, meaningful dashboard insights, strong theoretical or industry justification and professionally presented recommendations. If the file you want to upload is the resubmission report instead Use the same University, Subject and Module Name, but change these fields: Title: Business Intelligence and Project Analytics: Individual Critical Analysis of Project Performance Assignment type: MS Technical and Scientific Writing Word count: 1,500–2,000 words Key topics: Business Intelligence, Data Analytics, Project Management, Stakeholder Analysis, BI Tools, Dashboard Evaluation, Project Opportunity Analysis, Project Deliverables, Critical Analysis, Project Recommendations The resubmission is an individual written report in which the student selects only one area from the original project—Project & Opportunity Analysis, Stakeholders & Deliverables, Application of BI Tools & Techniques, Justification of BI Tools, or Conclusion & Recommendations—and develops it in depth. It should use the same Convocation or Concert project context while demonstrating independent critical analysis, reflection and application of theory.
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Business Management / Business Consultancy / Supply Chain Management
5,000 words
Digital Transformation for Sustainable Supply Chain Transparency at Unilever: Blockchain, IoT and AI
This MSc Business Consultancy Project requires students to undertake an evidence-based consultancy investigation addressing a strategically significant business problem within a selected organisation. The assessment is designed to replicate professional consultancy practice by requiring students to define a focused organisational challenge, critically analyse secondary evidence, apply relevant management frameworks, evaluate stakeholder implications and develop practical recommendations that create value for the client organisation. The final submission is a 5,000-word consultancy report, including a 500-word employability reflection. The reference project examines Unilever Plc and focuses on the challenge of improving transparency and traceability across its complex global supply chain. Particular attention is given to the potential application of Blockchain, Internet of Things (IoT) and Artificial Intelligence (AI) to support real-time traceability, predictive analytics, ethical sourcing, operational efficiency and sustainability performance. The project considers how digital transformation could support Unilever's sustainability objectives while responding to growing regulatory, environmental and stakeholder pressures. The consultancy report requires a structured analysis consisting of an executive summary, introduction, company/client overview, clearly defined business problem and consultancy focus, and detailed stakeholder analysis. Students then undertake an extensive data analysis and framework application section using two or three relevant theoretical models alongside credible secondary evidence, industry reports, company data, tables, charts or Excel outputs. Findings should be interpreted critically and linked back to appropriate strategic or management frameworks while incorporating ethical and sustainability considerations. The project concludes with three prioritised, actionable and evidence-based recommendations, including consideration of implementation risks, barriers and anticipated benefits. Students must also critically reflect on the employability skills developed through the consultancy project, including research, analysis, problem-solving, project management, communication, professional behaviour, ethical awareness and future career development. All academic and professional evidence must be cited using the Harvard Referencing System, with emphasis on credible and current sources.
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Business Intelligence / Data Analytics / Project Management
Business Intelligence and Data Analytics Dashboard for Project Progress Evaluation
This group assessment requires students to act as Project Analysts and critically evaluate the progress of a university project using business intelligence, data analytics and project management techniques. The scenario is based on Northumbria University London planning two major events: a Convocation and an associated Concert. Students must select one of these projects and assess its progress through a professionally structured presentation. The assessment requires students to begin by defining the main problem or opportunity associated with the selected project. They must then identify and analyse the project's key stakeholders and deliverables. A major component of the work involves evaluating project progress using suitable business intelligence and data analytics techniques and developing an appropriate dashboard, which may be created using Microsoft Excel or other suitable software. Students must not only present the dashboard but also critically analyse and justify its design, selected metrics, analytical methods and usefulness for project monitoring and decision-making. Because the projects are treated as already being in progress, students are permitted to create assumed or projected data to demonstrate their dashboards. The assessment does not primarily evaluate the accuracy of real project data; instead, it assesses students' ability to design, present and critically evaluate meaningful dashboards. Any assumed data should therefore remain realistic, internally consistent and relevant to the selected project. The presentation should conclude with evidence-based recommendations for the successful implementation and use of the proposed business intelligence or data analytics solution. Academic references and relevant examples must support the presentation, and a single reference list must be included. Assessment weighting places particular emphasis on application of BI tools and techniques (30%), followed by stakeholders and deliverables (20%) and justification of BI tools (20%). Project and opportunity analysis, conclusions and recommendations, and presentation/referencing are each worth 10%. The final assessment is a 15-minute group presentation followed by a 5-minute question-and-answer session. Every group member must contribute to the presentation. The PowerPoint submission is made electronically through Turnitin. Do not select Harvard automatically for this one. Unlike the previous Roehampton brief, this Northumbria brief requires academic references and a reference list but does not state a specific referencing style in the uploaded document.
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Computing / Artificial Intelligence / Digital Transformation / Management Consultancy
7,000 words
AI Readiness and Programme Adoption Strategy for the NewFutures: AI Programme at Northumbria University London
This postgraduate consultancy project focuses on developing an AI readiness, skills-development and programme-adoption strategy for students and recent alumni at Northumbria University London. The project supports the university’s participation in NewFutures: AI, a funded AI skills and career-readiness programme offering a four-week online course covering responsible AI foundations and specialist pathways in Marketing and Communications, Finance and Accounting, Business Operations and Logistics, Administration, and ICT and Technical Support. The central consultancy challenge is to understand the AI literacy, confidence, readiness and training needs of Northumbria University London students and alumni and translate that evidence into a practical implementation and outreach strategy. The client aims to reach approximately 12,000 students and recent alumni and support a target of 6,000 LMS registrations during the 2026–2027 programme period. The project requires primary and secondary research into AI readiness, demand for different AI-skilling pathways and barriers to participation such as awareness, time, perceived value and accessibility. The consultancy team is also expected to benchmark comparable initiatives and use research evidence to develop recommendations appropriate to different academic disciplines and student and alumni groups. The implementation component focuses on designing an evidence-based outreach and adoption campaign, including appropriate communication channels, messaging, timing, incentives, faculty engagement and stakeholder participation. Recommended channels may include email campaigns, newsletters, social media, student services, events, learning platforms and alumni communications. The project also requires an implementation timeline and indicative budget for the 2026–2027 programme period. The wider assessment develops professional consultancy capability through business and requirements analysis, research methodology, ethical research practice, practical implementation, testing and strategic recommendations. The project charter additionally establishes milestones for research design, data collection, analysis, report development, review and presentation, together with defined responsibilities for project management, data analysis, AI expertise and stakeholder communication. The individual component complements the consultancy work through critical reflection on personal contribution, skills development, decision-making, problem-solving, communication, collaboration, technical capability, innovation and continuous professional development.
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