This should be submitted as a separate document and uploaded to the Project Turnitin submission link for this project via the designated relevant tab (section 1).
Your Individual New business venture proposal/Workplace business-strategic plan report
You are required to produce a 5-year business/strategic plan report.
There are three potential report scenarios from which you should select one:
In any of these three scenarios, appropriate permission of use of data should be sought. Where data is of a confidential nature, a note should be placed on the front of your title page stating the following:
Your report should be between 4,000 words and a maximum of 4,500 words. Penalties apply for exceeding the word count. No formal penalties apply for using fewer than 4,000 words but in so doing you may be penalising yourself as it is likely to be challenging to respond to the requirement in less than 4,000 words. When combined with Section 2 the total word count should not exceed 6,000 words. State an accurate word count on the title page of Section 1. Failure to do so will result in a 5 mark penalty.
In producing your report you should:
You should include graphs, tables and figures within the main body of the report where appropriate. Please refer to the Project Presentation Guide document within the Final Project section on the VLE for word count guidance for tables and graphs.
If you carry out any primary research you should include relevant extracts within the main body or an appendix as part of the evidence of carrying out that primary research and appropriate analysis.
Where you carry out secondary research you should ensure you reference appropriately.
Any appendices should not contain any materials central to the core thrust of the assignment: it should not contain information or large amounts of text which you cannot fit into the main body of your report to escape the word count limit! As such, appendices content will not be considered within the mark scheme formally but will, of course, provide the highlights of your evidence for reference purposes.
The following criteria will be assessed on a scale of up to 10 mapped to the mark ranges for this module (point 4 above):
To help you frame your thoughts around the report, here are a few points to think about:
There is no one set way to structure your report for this assessment. There is room for individuality and creativity but with a goal of providing an easy to follow, clear and wellevidenced report. Below are some areas/headings that you may wish to utilise to help structure your report or to help ensure you cover key areas. But, again, this is not set in stone and can be adapted as you see fit.
END OF SECTION 1
This should be submitted as a separate document and uploaded to the Project Turnitin submission link for this project via the designated relevant tab (section 2).
Your Individual Reflective piece
This relates to one main area: the Icarus activity.
The total word count for Section 2 is 1,000 – 1,500 words maximum.
Penalties apply for exceeding the word count. No formal penalties apply for using fewer than 1,000 words but in so doing you may be penalizing yourself as it is likely to be challenging to respond to the requirement in less than 1,000 words. When combined with Section 1 the total word count should not exceed 6,000 words.
State an accurate word count at the end of this Section or state it on the front title page.Failure to do state the word count for each Section in your submission will result in a 5 mark penalty.
Context and Requirement Context
“We do not learn so much from experience as we do from reflecting on our experience.” – John Dewey
John Dewey (1859-1952) is considered by some to be one of the most influential thinkers about the philosophy of education in the twentieth century. His writings in Dewey, J. (1933) How We Think. A restatement of the relation of reflective thinking to the educative process (Revised edn.), Boston: D.C. have inspired many of those involved in the education process – educators and students. His ideas are located in more recent, populist writings, illustratively:
Harry stared at the stone basin. The contents had returned to their original, silvery white state, swirling and rippling beneath his gaze.
“ What is it?” Harry asked shakily.
“This? It is called a Pensieve,” said Dumbledore. “ I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind.”
“Err,” said Harry who couldn’t truthfully say that he had ever felt anything of the sort.
“At these times” said Dumbledore, indicating the stone basin, “ I use the
Penseive. One simply siphons the excess thoughts from one’s mind, pours them into a basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.’
Excerpt from Harry Potter and the Goblet of Fire, by J. K. Rowling
(Rowling, J.K., (2000) Harry Potter and the goblet of fire. London, Bloomsbury Publishing.)
Reflection is important within educational experiences. A reflective statement is a statement that captures thoughts about, perceptions of, a past experience, such as that you have experienced in your study of this module. They help us to understand past events and associated experiences and to learn lessons. Having written a reflective statement, it is then possible to analyse it and draw lessons about future decisions, behaviour and actions. Such a statement can focus on the consequences of the educational experience for work-related decisions, behaviour and actions, not least in the arena of confirming or amending professional work practices.
With this in mind, look back over your Icarus rationale and minutes of meetings submissions and any other correspondence you held with your team mates over the Icarus period (between weeks 12 to 18). If you have been keeping an ‘off-line’ diary during the activity as suggested, you should also refer to this as it will certainly help you identify the experience ‘raw’ at the time in preparation for analyses.
Take time to think about what you have learnt from the various interactions, research tasks, performance analyses, and teamwork etc. that took place during each of the five rounds of play. You should have already captured some of this during the activity. Now, you should be seeking to articulate your experience, feelings and evaluation of the activity in terms of any personal and professional impact upon you. Note that if you did not participate in Icarus, then you will be unable to reflect and therefore forgo the marks available for this section.
In addressing this task you should ensure that you do not just describe each round of the Icarus activity but rather reflect upon the learning experience through evaluation, analysis, conclusions and ultimately provide your future plans for enhancing your professional practice.
Overall, the reader is seeking to be provided with a written account that captures your critical thought process of reflection. Accordingly, the marking criteria for Section 2 will consider overall cohesion but with particular emphasis on the quality of your evaluation, analysis, conclusions and action plans.
Please note that if you use an alternative reflective framework you should state what it is and cite its author. The marking criteria will still be seeking evaluation, analysis, conclusions and action plans (on a scale of up to 10).
In responding to this requirement you should, clearly, certainly refer to relevant MScPAcc materials as appropriate. You are encouraged to also draw upon other materials, as appropriate, from other sources. Ensure that your response is not just descriptive but also reflects analysis, evaluation, conclusions, and plans. There are a number of sources freely available concerning the art and science of reflection. Feel free to draw upon such sources. Alternatively you may wish to read Appendix A of this document.
To help you frame your thinking around being ‘reflective’ one particular model that may be of use is Gibbs’ Reflective Cycle or Model of Reflection (1988). This is depicted on the right and contains six categories.
You can use these six categories as a departure point as you embark on thinking and writing reflectively for each round of Icarus and indeed, for the final project when the time comes:
Do remember that your reflections on an event/experience/round can change over time as you reflect more and acquire more knowledge. Refine your reflections, perhaps by writing a longer, more descriptive account but focusing on key events/moments. Reflective writing is useful as a positive method to help identify and develop yourself and your skills. Often, we do not get a chance to do this.
Gibbs, G (1988). Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic
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