In partnership with the University of Suffolk

BABS Assignment

Assignment Brief
Course/Programme: BABS
Level: 4
Module Title: Contemporary Business Environment
Module Leader: Ellie Semsar
Assignment titles: Evaluating internal and external business environment
Assignment number: 1
Weighting: 100%

Date given out: April 2020

Submission date: 13th July 2020
Eligible for late submission (3 Yes
working days, with penalty)?
Method of submission: X Online only Online and paper copy
Special instructions for
submission (if any):
Date for results and feedback:
Employability skills assessed: X
Learning outcomes assessed: 1. X

Referencing: In the main body of your submission you must give credit to authors on
whose research your work is based. Append to your submission a
reference list that indicates the books, articles, etc. that you have read
or quoted in order to complete this assignment (e.g. for books: surname
 of author and initials, year of publication, title of book, edition,
publisher: place of publication).
Disclosure: Please include the following statement on the title page of the submitted
assignment, followed by your name:
I declare that this assignment is all my own work and that I have
acknowledged all materials used from the published or unpublished works of
other people. All references have been duly cited.

All assignments must be submitted to Turnitin.

Note: the Turnitin version is the primary submission and acts as a receipt for the student.
Late submission of the electronic version of the assignment will result in a late penalty
mark. Penalties for late submission: Up to 72 hours late, maximum mark of 50%. Over 72
hours late, Refer.
Only the UoS Extenuating Circumstances Panel may grant an extension.
Requests for extensions must be submitted 5 days BEFORE the submission deadline

The grade awarded for this piece of work remains provisional until ratified by LSC
Exam Board.

Format: Report

Word limit: 3000

Assessment criteria: see grading criteria

Learning Outcomes tested
(from module descriptor)
1. Demonstrate an understanding on the key
elements of the internal environment of
organisations and the interaction with the
external environment.
2. Identify how a market economy functions
and the role of government within it
3. Examine the economic environment within
which businesses operate in the United
Kingdom
4. Examine the global business environment
and explain why countries benefit from
trade with each other.
5. Understand the growing impact of the
global factors on the businesses operating in
the EU environment.
Assessment Criteria To achieve each outcome
a student must demonstrate the ability to:
 This report will enable the student to appreciate the
link and relevance of a healthy external environment
on businesses and their decision-making.
 The report enables the student to demonstrate an
understanding of how the market economy works and
the principles of government that create the
framework for it.
 In this report the student is required to look at the
market situation within the United Kingdom. The UK
housing market has a direct impact on business and
consumer’s confidence and hence business operations
and likelihood of profitability.
 This report provides the student with the opportunity
to look at the macro environment and at how specified
countries are impacted by international economic
scenarios.
 In this report the student is expected to look at not just
the UK environment, but also beyond, and see how
the COVID-19 global epidemic will have an impact
on the UK Housing Market.
 TASK DESCRIPTION:

TASK

Evaluate the UK housing market over the last ten years by answering the following questions
in a report format.
 
1. How have average house prices in the UK changed over the period from 2009 - 2019?

(Approximately 500 words)

2. What are the economic determinants of the changes outlined in your answer to Question 1?

(Approximately 1000 words)

3. How has government action over the period 2009-2019 affected the UK Housing market?

(Approximately 500 words)

4. Predict what would be the impact of COVID-19 on UK Housing Market?

(Approximately 500 words)

LENGTH

3000 words

FORMATTING AND
LAYOUT

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Format: Report
4. Ensure a clear title, course, and name or ID number is on a cover sheet and a
bibliography using Harvard referencing throughout is also provided.
5. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.
6. All referencing should be in Harvard style.
MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT
(100%)
This section details the assessment criteria. The extent to which these are demonstrated by you determines your
mark.
The marks available for each criterion are shown. Lecturers will use the space provided to comment on the
achievement
of the task(s), including those areas in which you have performed well and areas that would benefit
from development/improvement.

AwardedMarks
availaMarks
Common Assessment Criteria Applied

ble
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources,
application of appropriate referencing conventions.
Providing evidence of the appropriate reading/ references that form the 10
basis of the insights in your essay.
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying
principles associated with the discipline.
Demonstrating familiarity with the selected concepts/ models used in 20
your presentation.
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement;
analytical reflection; organisation of ideas and evidence
Demonstrating conceptual insights into the potential values of the 30
selected academic concepts/ models.

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques; application of
concepts; formulation of innovative and creative solutions to solve
problems.
Applying your conceptual insights to successfully address the situations 30
faced by your chosen organisation. Making recommendations for future
plans and strategies.
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working;
deployment of appropriate media; presentation and organisation.
Quality of the presentation. 10

Potential effectiveness in terms of getting your messages across to your

intended audience.
 1. TOTAL 1
0
0

Assignment Mark (Assessment marks are subject to ratification at the Exam

Board. These comments and marks are to give feedback on module work and are for 72 Hours Late Submission Penalties (tick %
guidance only until they are confirmed. ) if appropriate)
GENERIC ASSESSMENT CRITERIA

Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have
demonstrated knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret
these within the context of that area of study. They should be able to present, evaluate and interpret qualitative and quantitative
data in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their
subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be able to
communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able
to undertake further training and develop new skills within a structured and managed environment and will havethe qualities and
transferable skills necessary for employment requiring the exercise of some personal responsibility.

Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional

with evidence of engagement with a limited with an with a wide with an engagement
literature reading and/or with essential range of appropriate range of extensive with an
(including reliance on reading. No mostly range of literature, range of extensive
reading,
referencing,
inappropriate evidence of relevant and literature, including relevant and range of
academic sources. wider reading. credible including sources credible relevant and
conventions and Views and Reliance on sources but sources retrieved literature. credible
academic findings inappropriate with some retrieved independently Consistently literature.
honesty)
mostly sources, reliance on independently . accurate High-level
unsupported and/or information . Some over- Selection of application of referencing
and non- indiscriminate gained reliance on relevant and referencing. skills
authoritative. use of through class texts rather credible consistently
Referencing sources. contact. than other sources. applied.
conventions Heavily reliant Some sources. Generally
used on omissions Referencing sound

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
incoherently information and minor may show referencing,
or largely gained errors. minor with no/very
absent. through class Referencing inaccuracies few
contact. conventions or inaccuracies
Inconsistent evident inconsistencie or
and weak use though not s. inconsistencie
of always s.
referencing. applied
accurately or
consistently.
Knowledge Major gaps in Gaps in Limited Knowledge of Competent Excellent Exceptional,
and knowledge knowledge of knowledge the basic knowledge of knowledge detailed
understandi and the basic and underlying the basic and knowledge
ng (Knowledge understandin underlying understandin concepts and underlying understandin and
of the basic g of the basic concepts and g of the basic principles is concepts and g of the basic understanding
underlying
concepts and
underlying principles, underlying accurate with principles. underlying of the basic
principles of a concepts and with flawed or concepts and a good Exhibits very concepts and underlying
subject.) principles of superficial principles understandin good principles of concepts and
the subject understandin within the g of the field understandin the subject. principles
matter. g. Some subject area. of study but g.
Inclusion of significant Some lacks depth
irrelevant inaccuracies elements may and/or
material. and/or be missing. breadth.
Substantial irrelevant
inaccuracies. material.
Cognitivean Wholly or Largely Limited Good Sound Excellent Exceptional
d almost wholly descriptive attempt at evaluation of evaluation of evaluation of evaluation of
intellectual descriptive work, with evaluation of the underlying the underlying the underlying the underlying
skills work. Little or superficial the underlying concepts and concepts and concepts and concepts and

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
(Evaluate no evaluation evaluation of concepts and principles. principles. principles. principles
underlying
concepts and
of the the underlying principles, Can interpret Can interpret Can interpret based
principles of a underlying concepts and tending qualitative qualitative qualitative evidence.
subject and concepts and principles. towards and and and Outstanding
interpret
qualitative and
principles. Weak description. quantitative quantitative quantitative interpretation
quantitative data Failure to interpretation Can interpret data, with data data of qualitative
in order to develop of data, qualitative minor errors. accurately. accurately and
develop lines of
argument and arguments, flawed and An emerging Ability to and with quantitative
make sound leading to development quantitative ability to use devise some insight. data.
judgements.) illogical or of arguments data but with evidence to arguments Excellent Exceptional
invalid and some errors. support the using ability to ability to
judgements. judgements. Some argument. evidence to devise devise
Minimal or no Information evidence to Mostly valid make mostly arguments arguments
use of accepted support arguments appropriate using using
evidence to uncritically, emerging and logical and valid evidence and evidence and
back up uses arguments judgements. judgements. make make wholly
views. generalised and appropriate appropriate
statements judgements and valid and valid
made with but these may judgements. judgements.
scant be
evidence and underdevelop
unsubstantiat ed or with a
ed opinions. little
Ideas inconsistency
sometimes / mis-
illogical and interpretation.
contradictory.
Practical Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
skills use of taught, application of awareness appropriate application of application of levels of
(Different basic taught, basic and mostly application of a range of a range of application

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
approaches to methods, methods, appropriate basic basic taught, basic and
solving problems
in particular
materials, materials, application of methods, methods, methods, deployment
contexts.) tools and/or tools and/or basic materials, materials, materials, skills in
techniques. techniques methods, tools and/or tools and/or tools and/or particular
Little or no but without materials, techniques. techniques. techniques. practical
appreciation consideration tools and/or Clear Very good The context contexts.
of the context and techniques. appreciation consideration of the Outstanding
of the competence. Basic of the context of the context application is identification
application. Flawed appreciation of the of the well of problems in
Very weak appreciation of the context application. application. considered, particular
evidence of of the context of the Good Very good and insightful. contexts and
different of the application. evidence of evidence of Excellent formulation of
approaches application. Can identify different different evidence of wholly
to problem- Weak problems in approaches approaches different appropriate,
solving in evidence of particular to problem- to problem- approaches thoughtful
particular different contexts and solving in solving in to problem- solutions /
contexts. approaches propose basic particular particular solving in different
to problem- alternative contexts and contexts and particular approaches.
solving in approaches proposes proposes contexts and
particular or solutions mostly appropriate proposes
contexts. though there appropriate solutions. appropriate
may be solutions. solutions.
errors.
Transferable Work is Work is Mostly Mostly Work is Work is Work is
skills for life poorly poorly ordered coherent, accurate, coherent, accurate,
and structured, presented in presentation organised coherent, very fluent exceptionally
professional disorganised, a disjointed and structure and accurate fluent, well- and is coherent, very
practice inaccurate manner. It is in which work, in a structured presented fluent and
(Communicate and/or loosely, and relevant ideas suitable and professionally presented
the results of their confusingly at times / concepts are structure and organised. . Can work well. Can

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
study/work expressed. incoherently, reasonably is for the most Can work effectively work
accurately and
reliably, and with
Very weak structured, expressed. part clearly effectively independently effectively
structured and use of with Work may expressed. independently and/or as part independently
coherent language information lack Can work and/or as part of a team, and/or as part
arguments; the
qualities needed
and/or very and ideas coherence effectively of a team, with an of a team,
for employment inappropriate often poorly and/or independently with very excellent with an
requiring the style. Failure expressed. accuracy in and/or as part good contribution to exceptional
exercise of some
personal to work Weak use of places. Can of a team, contribution to group contribution to
responsibility effectively language work as part with clear group activities. group
within a structured individual or and/or of a group, contribution to activities. Demonstrates activities.
and managed
environment.) as part of a inappropriate meeting most group Demonstrates excellent Demonstrates
group. Little style. Flawed obligations to activities. very good skills for exceptional
or no approach to others but Demonstrates skills for employment skills for
evidence of individual or perhaps with the skills for employment requiring the employment
the skills for group work, limited employment requiring the exercise of requiring the
employment meeting only involvement requiring the exercise of some exercise of
requiring the partial in group exercise of some personal some
exercise of obligations to activities. some personal responsibility personal
some others. Demonstrates personal responsibility, with an responsibility
personal Limited the basic responsibility, with just appetite for with an
responsibility. evidence of skills for with some occasional further appetite for
the skills for employment areas of minor development. further
employment requiring the strength and weakness. development.
requiring the exercise of some of
exercise of some minor
some personal weakness.
personal responsibility,
responsibility. with some
areas of
minor

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
weakness.

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