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Problem Solving and Research Methods for Managers
1,000 words
Problem Solving and Research Methods for Managers – Summative Assignment
This module assessment develops students’ ability to apply problem-solving tools, techniques and research methods to an original business problem. The assessment consists of two summative components. Summative 1 comprises two 25-question multiple-choice questionnaires covering the key learning areas taught throughout the module. Summative 2 consists of a video presentation and an individual reflective piece. For the video presentation, students must prepare a 10-to-15-minute presentation demonstrating competent application of the problem-solving tools, techniques and research methods taught during the module. The presentation should address an original problem identified within a business where the student has previously worked or currently works. Where the student does not have relevant work experience, a business that the student is interested in working for in the future may be selected. The presentation should include an appropriate analysis of the problem, application of relevant problem-solving and research methods, conclusions and recommendations. References should be included at the end of the presentation using the Harvard referencing system. The second component is an individual reflective piece of 1,000 words. The reflection should document the student’s learning experience, the outcomes of the experience and how the learning will inform future professional practice. The assessment brief emphasises that reflective writing should go beyond simply describing events. Students are expected to explore their thoughts and emotions and develop deeper self-awareness. The use of one or more reflective or learning frameworks is recommended to structure the reflection. The assessment is designed to assess both practical application and reflective learning. The video presentation should demonstrate the ability to connect theory with a real or relevant business problem and produce appropriate conclusions and recommendations. The reflective component should demonstrate what the student has learned from the experience, how that learning has influenced their understanding and how it can be transferred to future practice. Students must use Harvard referencing. The assessment is submitted through the relevant Moodle/Turnitin or Panopto submission links. The assessment brief states that presentation references are not included in the presentation word count. Students should also ensure that their final submission follows the required file-format and deadline instructions provided on Moodle. The marking rubric places substantial emphasis on the quality of presentation design and delivery, the depth of reflection and learning demonstrated, and clarity of writing, structure, grammar, Harvard referencing and use of visuals. Strong work should therefore demonstrate a clear connection between the business problem, the selected problem-solving and research methods, the resulting analysis, conclusions and recommendations, followed by a genuinely reflective discussion of the learning experience and its implications for future practice.
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Operations and Supply Chain Management
2,000 words
Operations and Supply Chain Management – Individual Reflective Report
This assessment is an individual 2,000-word reflective report for the Operations and Supply Chain Management module at De Montfort University. The report requires students to reflect critically on their experience of completing Assessment One and to demonstrate how their learning developed throughout the project. The assessment focuses on reflective practice, application of relevant theories, critical analysis of team and project experiences, and the development of an action plan for future professional practice. The report begins with an introduction explaining why reflection on practice is important and connecting reflective practice to relevant learning theories where appropriate. Students are required to identify the particular areas they will focus on within the report and explain why these areas are important and interesting to explore. This section establishes the purpose and scope of the reflection and provides a foundation for the critical discussion that follows. The main body should use appropriate sub-headings to organise the discussion into different areas. Students should explain how the team collectively established specific approaches relating to the topics selected in Assessment One. The report should then examine how the approach changed as the project progressed and connect these changes to relevant theories. Both successful and unsuccessful aspects of the project should be critically considered, rather than simply describing what happened. Detailed examples from the situation analysis and problem-solving components of Assessment One should be used to support the arguments and demonstrate meaningful reflection. The report should demonstrate critical understanding of operations and supply chain management issues, including the ability to critically appraise and adapt to tangible, intangible and information-related aspects of the global supply chain. It should also reflect on capacity planning and process design decisions relating to the production of goods and services. The emphasis is on connecting practical project experience with relevant academic concepts and theories. The conclusion should identify the key learning points gained from the project process and the consultancy presentation. Students should reflect on how these experiences have contributed to their knowledge, skills and professional development. The final part of the report should present a clear action plan explaining how the learning gained from the project will be taken forward into the student's future career. The assessment is worth 30% of the module and has a required length of 2,000 words, with an accepted range of 1,800–2,200 words. Assessment criteria include introduction and rationale, application of theory and concepts, critical analysis and evaluation, conclusion and action plan, and academic skills including Harvard referencing, source quality and quantity, structure and presentation.
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Digital Marketing / Web Design and User Experience
800 words
Digital Marketing Portfolio Website: User Experience, SEO and Professional Digital Branding
This digital marketing assessment requires students to create and launch a fully functional personal portfolio website designed to showcase their professional capabilities, creativity and readiness for employment or client-facing work. The website operates as a digital business card and professional showcase, demonstrating the application of digital marketing strategy, user-centred design, storytelling, usability and digital content creation. Digital Portfolio Website The website must contain a homepage, contact page and portfolio or projects section. The homepage introduces the student and provides an engaging overview of the portfolio, while the contact page includes appropriate professional communication channels such as email or LinkedIn. The projects section must feature approximately three to five digital marketing work samples, which may include mock-ups, content or other digital artefacts. The overall site should demonstrate effective structure, aesthetics, usability and intuitive navigation. Digital Portfolio Website Students must also complete a prescribed LinkedIn Learning course on Wix or WordPress and submit the associated completion certificate. This supports the practical website-development component and demonstrates engagement with contemporary digital-design tools and platforms. Digital Portfolio Website A major component is the reflective rationale, which may be submitted as an 800-word written piece or a four-to-six-minute video commentary. It explains and justifies the design decisions made, the SEO strategies implemented and changes introduced to enhance the user experience. The rationale must be supported by credible sources and demonstrate alignment between theoretical principles and practical design choices. Digital Portfolio Website SEO is explicitly assessed through the effective use of metadata, keywords and image alt text, while design performance also considers originality, calls to action, responsive behaviour, mobile usability and effective use of Wix or WordPress features. The marking structure allocates 20% to website structure and usability, 15% to design and creativity, 15% to SEO, 40% to the reflective rationale, and 10% collectively to the LinkedIn Learning certificate and cover page. Digital Portfolio Website Digital Portfolio Website Overall, the assessment integrates digital marketing, personal branding, web design, UX, SEO, content creation and reflective professional practice. Overview word count: approximately 345 words. AI-use note: this assessment is under Category 1 – Authorised use of AI. AI may be used within platforms such as Wix or WordPress to help create the portfolio, but AI must not be used to write the reflective rationale, which must be composed entirely by the student. Digital Portfolio Website
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Data Science / Data Management / Professional Practice
4,500 words
Tesla Data Science Professional Case Study: Data Management, Leadership, Entrepreneurship and Ethics
This composite case-study assessment for The Data Science Professional module requires students to critically analyse Tesla from several interconnected professional perspectives, including data management, artificial intelligence ethics, leadership, organisational development, entrepreneurship and business risk. The coursework is designed to combine technical data-science capability with strategic, ethical and managerial decision-making. a82a1aa6a2e7a3268ad021c4f5b3d44… Part A – Database Design and Distributed Frameworks focuses on data management. Students design an Entity-Relationship model and relational schema for a Tesla-related vehicle-hire business, identifying entities, relationships, cardinalities, identifiers, primary keys and foreign keys. The accompanying guidance specifies entities relating to vehicles, employees, outlets, clients, hire agreements, insurance, faults and employment records. a82a1aa6a2e7a3268ad021c4f5b3d44… 39cdc24cc46a13ddf444b8e7af838eb… The SQL component uses an Online Music database to examine Tesla customer preferences. Students create relational tables using Oracle standard SQL and write queries involving users, music, publishers, categories and download records. Evidence of implementation and query results must be provided using Oracle Live SQL. 39cdc24cc46a13ddf444b8e7af838eb… Part A also requires a critical assessment of the security, privacy and ethical implications of Tesla’s Full Self-Driving technology, connecting technical development with responsible data and AI practice. a82a1aa6a2e7a3268ad021c4f5b3d44… Part B – Leadership and Developing People requires critical evaluation of Tesla’s leadership model, organisational culture and their effects on employees and organisational performance. Students must propose a leadership and people-development strategy capable of supporting the organisation as it expands. a82a1aa6a2e7a3268ad021c4f5b3d44… Part C – Entrepreneurial Practice and Managing Risk examines a proposed Tesla spin-out venture developing innovative low-cost green hydrogen production systems. Students critically assess management support for the venture, propose an evidence-based approach to entrepreneurial risk, develop an entrepreneurial leadership role descriptor, and evaluate how GDPR and AI/data ethics may support or constrain entrepreneurial practice. a82a1aa6a2e7a3268ad021c4f5b3d44… Overall, the assessment integrates technical database design, SQL, data ethics, organisational leadership, entrepreneurship, sustainability and professional decision-making within a single Tesla-focused case study. Overview word count: approximately 360 words. Important: the assessment brief itself explicitly states that it must not be passed to third parties or posted on any website. So for a public Reference Library, use the metadata and your own finished work where permitted, but do not upload the assessment brief/guidance PDFs themselves publicly. a82a1aa6a2e7a3268ad021c4f5b3d44… The AI status is Amber: generative AI may be used for limited inspiring/planning purposes, but usage must be acknowledged with the tool, prompts and relevant evidence; the brief also specifically prohibits using LLMs to generate the Part A(3) essay. a82a1aa6a2e7a3268ad021c4f5b3d44… a82a1aa6a2e7a3268ad021c4f5b3d44…
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Digital Forensics / Cyber Security
3,000 words
Digital Forensics Investigation of a USB Device: Evidence Acquisition, Analysis and Reporting
This Digital Forensics assessment requires students to undertake a simulated professional investigation of a USB storage device while acting as a digital forensic trainee for a fictional forensic-services organisation. The nature of the suspected wrongdoing is initially unknown, requiring the investigator to apply appropriate forensic methodologies, tools and analytical techniques to identify suspicious activity, recover relevant artefacts and determine whether evidence of malicious or unauthorised behaviour exists. 7070SCN_Assessment Brief_2526MA… The investigation begins with authorisation, evidence handling and chain of custody. Students must demonstrate secure receipt and management of the USB device, operate within the authorised scope of the investigation and maintain records covering each stage of the evidence lifecycle. Forensic acquisition requires use and validation of a software write blocker, creation of bit-for-bit forensic images and cryptographic hashing to demonstrate that working and evidential copies maintain integrity. 7070SCN_Assessment Brief_2526MA… The analytical stage involves examination of the working forensic image using appropriate digital-forensic tools. Students investigate file-signature mismatches, password-protected files, registry artefacts, USB history, user activity, metadata and timeline relationships. Where suspicious executable files are discovered, static and/or dynamic malware analysis may be undertaken. The investigation can therefore span documents, images, applications, executables and registry hives. 7070SCN_Assessment Brief_2526MA… Students must maintain objective and chronological forensic case notes documenting evidence acquisition, preservation, analysis and interpretation. These records should support reproducibility and potential evidential admissibility. The final forensic report summarises findings, explains and justifies the tools and methodologies used, records integrity-verification results, discusses relevant legal, ethical and professional principles and provides appropriate recommendations for further action. 7070SCN_Assessment Brief_2526MA… The assessment also encourages advanced forensic analysis where relevant, including OSINT, password recovery or decryption, data carving, regular-expression searching, advanced registry analysis and static or dynamic malware investigation. Professional practice is assessed through adherence to recognised forensic methodologies, industry best practice, legal and ethical obligations, chain-of-custody records and evidence-handling procedures. 7070SCN_Assessment Brief_2526MA… Overall, the coursework integrates forensic acquisition, evidence preservation, artefact analysis, advanced investigation techniques, professional documentation and legally defensible reporting within a realistic digital-forensics case-study environment. Important for your public Reference Library: this brief explicitly states that it is for Coventry University Group students' own use and must not be passed to third parties or posted on any website. 7070SCN_Assessment Brief_2526MA… So use the metadata and an original high-level overview like the one above, but do not upload or publicly reproduce the assessment brief itself.
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Computing and Digital Technologies
3,000 words
Contemporary Computing and Digital Technologies: AI Agents Hackathon Reflective Report
This postgraduate reflective assessment forms part of the Contemporary Computing and Digital Technologies module and is based on experiential learning undertaken through an AI-focused hackathon. The hackathon theme, “AI Agents Unleashed – Building the Future of Automation,” requires MSc students from computing-related disciplines to collaborate on intelligent agent-based solutions capable of automating complex tasks, solving real-world problems and supporting human decision-making. The hackathon encourages students to investigate agent-based system design, intelligent automation and responsible AI development. Potential applications include autonomous cybersecurity monitoring, multi-agent systems for information gathering and decision support, automated data pipelines, intelligent software-development assistants, and conversational systems such as virtual tutors or career coaches. Students may use code-based approaches or platforms such as Flowise, Microsoft Power Automate and Make.com, while more advanced implementations can use technologies including LangChain, AutoGen, Python-based agent SDKs, APIs and large language models. The 3,000-word Individual Reflective Report, worth 70% of the module assessment, evaluates the student's learning and professional development arising from these experiential activities. The first component is a 2,000-word Portfolio of Evidence, requiring evidence-based reflection on participation in the hackathon. Students should evaluate their leadership and teamwork competencies using concrete evidence such as screenshots, code commits and feedback while identifying key lessons for personal and professional development. They must also consider how the experience applies to future research, career development or professional practice. The remaining 1,000 words comprise a Critical Self-Reflection examining the student's personal contribution and achievement of learning-contract goals. Students are expected to critically consider challenges encountered, how those challenges were addressed, lessons learned and their development as effective collaborative team members. Overall, the assessment integrates technical experimentation, reflective practice, teamwork, leadership, professional development and responsible use of emerging AI technologies, supported by a structured portfolio of evidence
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People Practice / Human Resource Management
2,000 words
Core Behaviours for People Professionals: Ethics, Professional Values and CPD
This CIPD Level 3 assessment focuses on the core behaviours expected of people professionals, with particular emphasis on ethical practice, professional values, inclusive behaviour and continuing professional development. The unit considers behaviours that people professionals should apply consistently, including when working in unfamiliar or challenging situations, to support ethical, inclusive and professionally responsible workplaces. The assessment is structured around a job-application scenario for an HR/L&D Assistant position at Nuvascare Ltd, a home-based care organisation employing more than 200 care professionals. Nuvascare emphasises honesty, kindness, openness, teamwork, learning and ethical professional behaviour, and candidates are therefore required to demonstrate how their own experience aligns with these expectations. Learners respond to five areas of assessment. They must explain ethical principles and professional values and provide an example demonstrating how a personal or professional value has influenced behaviour. They must also provide examples of complying with relevant regulation and law in a professional or educational context. The assessment additionally examines behaviours associated with effective teamwork, including contributing views, clarifying problems and working collaboratively with others. Learners then explain how they keep their professional knowledge current and identify methods used to follow developments within the people profession. The final component requires evidence of active continuing professional development (CPD). Learners provide a CPD record containing at least two recent development activities and reflect on how these activities affected their knowledge, capability or professional practice. Written responses to Questions 1–4 should total approximately 2,000 words ±10%. The CPD record is submitted as additional evidence and is excluded from the word count.
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Engineering and Professional Practice
3,000 words
Internship Reflective Report and Poster Presentation — Professional Practice in an Industry Placement
An internship module assessment asks students to convert a period of workplace experience into evidenced academic reflection. It is not a report on what the host organisation does; it is an account of what changed in the student's own understanding of their discipline as a result of working outside the taught programme. The written component typically runs to around three thousand words and is built in weighted sections. An opening section covers how the placement was secured — the reasoning behind the choice, the search and application process, and what that process itself taught the student. The bulk of the marks then sit on the reflection proper: what the student actually did, how existing disciplinary knowledge held up when applied in an unfamiliar setting, and where gaps appeared. A final section addresses personal and professional development, supported by specific examples rather than general claims of having "grown in confidence." The second component is a short poster presentation summarising the placement and its learning, delivered live. Posters are assessed on professional presentation, clarity, correct referencing and balance — students commonly over-fill them with text that a viewer cannot read at presentation distance. Formatting requirements on this type of assessment are unusually prescriptive and carry marks: a cover page with name, student ID, tutor name and declared word count; a table of contents; page numbers; captions on every figure and table; specified font, size and line spacing; numbered headings; and a strict file-naming convention. Marks are lost here for no reason other than inattention. Note also that in-text citations and quotations usually count toward the word limit even when tables and references do not, and markers may simply stop reading once the limit is exceeded by more than the allowed margin. The defining challenge of reflective assessment at this level is criticality. Rubrics consistently distinguish description from evaluation: recounting tasks performed scores at the lower bands, while analysing why something was difficult, what it revealed about a gap in preparation, and what will be done differently scores at the top. Reflective frameworks give this structure, but they must organise genuine experience rather than substitute for it. This assessment is inherently personal — the content derives entirely from the student's own placement. Our support is therefore confined to guidance: explaining what distinguishes descriptive from critical reflection with worked examples, showing how a reflective framework structures a section, advising on poster layout and information density, checking formatting and referencing against the specification, and reviewing a student's own completed draft against the published rubric.
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