MODULE HANDBOOK

BUSI1637 M01 Discover Project Management

2023-24

1.

1
Contents

- Welcome message from your Module Leader 3

2. Key contacts (academic queries) 4
3. Enquiry-Based Learning and Research-Led Teaching 7
4. Module details and learning outcomes 8
5. Employability 9
6. Key Dates 10
7. Schedule of teaching and learning activities 10
8. Assessment 12
9. Resit assessments 19
10. Resource recommendations 20
11. Ethical Compliance for Research on Taught Courses 21
12. Additional module information 23
13. Digital Student Centre (non-academic queries) 24
14. Changes to the module 25

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- Welcome message from your Module Leader

Welcome to Discover Project Management! The aim of this module is to introduce you to the
concepts and principles of projects and how they are managed.

We will look at projects in the real world with many examples from different countries and
industries. A project is an activity that has a beginning, a middle, and an end: they also have
a unique output. Projects exist in all types of organisations and industries: new products, new
marketing, new organisation, new strategy: you will be surrounded by projects, even if you
are not managing them.

This module provides a general introduction to projects and project management, with an
emphasis on linking this to your future experiences outside of university. It provides
knowledge and skills in the basic concepts, tools and techniques, so that you can recognize
the need and clearly describe and define the parameters of a project.

We encourage you to think about your degree as your own personal project: it certainly
matches the definition! And we hope that the knowledge and skills you acquire on this
module will help you with many aspects of your studies across all modules. This includes
objective setting, time planning, teamwork, communication, and consideration of external
parties (stakeholders). This Module Handbook describes the module’s main features and
provides you with the key information you need during the module, but if you have any
queries about the running of this module, please do not hesitate to contact the teaching
team!

This handbook provides essential information about this module including the aims and
learning outcomes, the schedule of teaching and learning activities, assessment tasks,
resource recommendations and, if applicable, any additional resources that you will need.
Please read it at the start of term so you are aware of key details and important dates.

Mariana Sampaio
Email: ms1121b@gre.ac.uk

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1. Key contacts (academic queries)

The list below provides contact details of the module team.

Module Leader: Mariana Sampaio

Location: Queen Anne 308
Email: ms1121b@gre.ac.uk
Office hours: Wednesday 9:00 - 11:00

Module Tutor: Dr. Alistair Bogaars

Location: Queen Anne 307
Email: Alistair.bogaars@greenwich.ac.uk
Office hours: By appointment

Module Tutor: Dr. Yan Li

Location: TBC
Email: yan.li@greenwich.ac.uk
Office hours: By appointment

Module Tutor: Ms Jiawei Li

Location: TBC
Email: j.j.li@greenwich.ac.uk
Office hours: By appointment

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 Module Tutor: Dr. Yuemei Ma
Location: TBC
Email: y.ma@greenwich.ac.uk
Office hours: By appointment

Module Tutor: Ms Azar Mahmoumgahbadi

Location: QA208
Email: azar.mahmoumgonbadi@greenwich.ac.uk
Office hours: By appointment

Programme Administration Team

Student Helpdesk
The Student Experience Officers are situated at the Student Helpdesk and are here to help
you throughout your journey at the University. The Helpdesk provides support with general
enquiries and signposting you to the relevant team.

The student helpdesk can be found in the Queen Mary building on the second floor QM240.

The contact for general queries is provided below.

Student Helpdesk (General queries) businessschool@gre.ac.uk

Contact number 020 8331 9712 / 8341

The Welcome Page (linked below) contains information to get you started on your University
Journey.

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https://www.gre.ac.uk/welcome/inductions/business

We encourage you to enrol on our Student Moodle Page (linked below) where you can
access information including:
• Useful Contacts
• Timetable links
• Wellbeing guidance
• Instructions on navigating the Portal
• Introduction to our Programme Administration Team
https://moodlecurrent.gre.ac.uk/
Important: To access the Moodle Page, you will need to self-enrol yourself via the above link.

Programme Administrators
The Programme Administrators can support you with programme specific queries (such as
missing/ incorrect grades on your profile, accessing submission links, resit enquiries).

The contact for Programme Administrative queries is provided below.

Programme Administrators (Administrative queries) GBS-StudentSupport@gre.ac.uk

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2. Enquiry-Based Learning and Research-Led Teaching

Enquiry-Based Learning (EBL)

Defined as ‘an approach based on self-directed enquiry or investigation in which the student
is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real life
scenarios (for example, from case studies, company visits, and project work) and students
investigate topics of relevance that foster the skills of experimental design, data collection,
critical analysis and problem-solving’.

Students have to propose, initiate, design and plan their own project based on a scenario.

The knowledge will be built throughout this real project planning experience.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty introducing
students to their own research where it is relevant to the curriculum being taught as well as
drawing on their own knowledge of research developments in the field, introducing them to
the work of other researchers. RLT sees students as active participants in the research
process, not just as an audience. This is achieved by discussing such developments in
lectures and classes, and setting reading lists including recent research publications at the
frontier of the field. The definition of a diverse assessment regime at the programme level
(incorporating an expectation of familiarity with, and use of, such publications in
assignments) and the inclusion of projects at every level of the programme is also
fundamental to achieving these objectives.

During this module students are expected to engage with project management literature and
to contribute to class discussion. This should also inform the writing of their assessment
which should have clear links to project management theory. Contents delivered in the
session take into consideration the latest developments in project management and use of
contemporaneous examples.

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3. Module details and learning outcomes

Host faculty: Greenwich Business School

Host school: Business, Operations and Strategy
Number of credits: 15
Term(s) of delivery: Term 1
Site(s) of delivery: Greenwich

Aims:
The overall aim is to understand how project management contributes to the achievement of business
objectives, both short term and long term.

The module provides opportunities to discover the characteristics of projects and project management
by applying the method of team-based learning. It also provides a range of academic knowledge and
business awareness which enables students to understand the relationship between a project and the
parent organisation as well as how to manage it effectively.

On completion of the module, students will have the core knowledge needed to initiate, propose, and
select projects with sound business rationales. This module also lays the foundation for developing
project management knowledge on Level 5 Project Management Planning Techniques and Skills.

Learning Outcomes:
On successful completion of this course a student is able to:
1- Understand the principles and components of projects and project management.
2- Analyse the relationship between a project and the parent organisation.
3- Understand the processes and procedures to produce a sound business rationale and to initiate
a project.
4- Use Microsoft PowerPoint (PPT) to prepare a project briefing.

Glossary:
• A pre-requisite module is one that must have been completed successfully before
taking this module.
• A co-requisite module is one that must be taken alongside this module.
• A learning outcome is a subject-specific statement that defines the learning to be
achieved through completing this module.

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4. Employability

The concept of employability has been embedded into the curriculum design of this Module.
By completing your study, you should expect to gain the following skills which will enhance
your employability when presenting to your prospective employers.

a. Cognitive Skills

Opportunity for solving problems independently and to make sensible assumptions in real life
scenarios. Reflection on skills gained and the impact of the proposed solution. You will be
developing and improving on analytical and research skills.

b. Soft skills

In preparing for assessments and participating on tutorial activities you will develop skill such
as: pro-activeness, organisation skills, time management, presentation, public speaking and
teamworking skills.

c. Organisational Awareness

Opportunities for research into current trends and understanding how different sectors within
an organisation are linked and functioning together through independent research for
assessments and active engagement with tutorial activities.

Reflect on own job-readiness regarding professionalism and skills obtained based on the
real-life project performance.
You can find out more about the Greenwich Employability Passport at: Greenwich
Employability Passport for students.

Information about the Career Centre is available at: Employability and Careers | University of
Greenwich.
You can also use LinkedIn Learning to gain access to thousands of expert-led courses to
support your ongoing personal development. More information can be found at: LinkedIn
learning | IT and library services

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5. Key Dates

2023/24 Term Dates

Please note that dates may differ depending on when you start your programme of
study, and where you are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-
dates for full details, and details of University closure dates.

Welcome Week 11 September 2023 22 September 2023

Term 1 25 September 2023 15 December 2023
Examination Period 8 January 2024 12 January 2024
Term 2 15 January 2024 5 April 2024
Examination Period 29 April 2024 17 May 2024
Resit submissions 8 July 2024
Resit Examination Period 15 July 2024 26 July 2024

6. Schedule of teaching and learning activities

Week Week beginning. Activity.

number
.

1. 25th September Lecture: Introduction, definitions and project management

2023 in today’s world

Tutorial: Welcome (expectations, ground rules, ice

breaker)

2. 2nd October 2023 Lecture: Project Lifecycle, Planning Principles

Tutorial: Constraints of Project Management

3. 9th October 2023 Lecture: Introduction to assessment case scenarios

Tutorial: Preparing for the assessments

4. 16th October 2023 Lecture: Business Rationale and Project Objectives

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 Tutorial: Activity on project lifecycle

5. 23rd October 2023 Lecture: Initial Planning of your Project

Tutorial: Exercise on objectives and business rationale

6. 30th October 2023 Lecture: Stakeholder roles and responsibilities

Tutorial: Activity on timeline planning

7. 6th November Lecture: Project Leadership and Communication

2023
Tutorial: Practical exercise: ‘Degree-as-Project’

8. 13th November Lecture: Revision

2023
Tutorial: Activity on Communication Plan

9. 20th November Lecture: Organisational Strategy and Project Selection

2023 Criteria

Tutorial: Formative assessment-presentation; Menti quiz

revision

10. 27th November Lecture: Project Site Selection and Culture Consideration
2023
Tutorial: Activity on ‘Selecting a project’

11. 4th December Lecture: Assessment Requirements

2023
Tutorial: Activity on ‘Cross cultural framework’

12. 11th December Lecture: Risk Management

2023
Tutorial: Coursework tips and Q&A

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7. Assessment

Assessment schedule:

First sit Deadline or Weighting Maximum Marking Learning

assessments exam period out of length type outcomes
100%* mapped to
this
assessment.

Formative Week 9 0% 3–4 N/A 1-2

Assessment: minutes
Group
presentation

Summative 15th 100 % 3,000 stepped 1-4

Assessment: December, words
Individual Power 11.30pm
Point Project
Briefing

*The weighting refers to the proportion of the overall module result that each assessment
task accounts for.

Your summative assessment brief:

8.1 Guidance: Summative Assessment: Individual PowerPoint Project Briefing
(100%, compulsory)
Word Length: 3,000 (excluding reference list and appendices but including all quotes and in-
text citations)

8.1.1 – Structure
You need to write a Project Brief using a Word document with Power Point Slides to cover the following topics:

1- Business Rationale
2- Project Objectives

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3- Project Lifecycle
4- Timeline Plan
5- Stakeholders
6- Communication Plan

You are required to include both theory (what is each topic and why is it important) and application of the theory
on the project context.

Use Power Point to create your slides and then transfer them to a Word document, where you can write notes to
expand and explain each of them.

For each of the above 6 topics:

1- Explain what the topic is and the importance of it for the project (this shows you knowledge): e.g., what is
a project objective and why is it important to have them defined?
2- Apply the theory onto your chosen project scenario (this shows you can apply knowledge to a project
context): e.g., what is the project objective for your chosen scenario?
3- You may include some relevant pictures or diagrams

Each Slide (target 20 slides in total) must have narrative text (written in prose and not in first person), to explain
and amplify the short bullet points that you put on the Slide. You must submit a single Word file containing both
PowerPoint Slides and Notes.

8.1.2 – Project Options

You have an option of 4 project scenarios below. Choose one of them to base your
assessment on:

Scenario 1:
Generator Brief 1: Biggest Enterprise Challenge yet!
You have begun your placement year working at the Generator, at the University of Greenwich as an Events
Assistant. Your manager has asked you to prepare a Project Brief for the Enterprise Challenge 2024.

She says: “We are the university’s student enterprise centre, supporting students to start businesses, grow
existing businesses, and to develop entrepreneurial skills. The core programmes we offer include the Enterprise
Challenge, #GreHacks, #GreStartUp and our summer Accelerator. We also offer co-working spaces, bursaries,
workshops and more. In March (6 months’ time), we will host our biggest Enterprise Challenge finals yet, and to
do this we are looking to change venue from Cooper Powerhouse to somewhere else in Greenwich. This new

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venue needs to reflect the prestige of the competition, but also accommodate all our key stakeholders (you are
not required to find a venue, but you need to justify the change).”

Can you create a project brief that outlines how we can make this our biggest Enterprise Challenge Finals yet?

Scenario 2:
Generator Brief 2: New Entrepreneurship Generator Podcast
You have begun your placement year working at the Generator, at the University of Greenwich as a
Communications Assistant. Your manager has asked you to prepare a Project Brief for the launch of a new
podcast.

She says: “We are the university’s student enterprise centre, supporting students to start businesses, grow
existing businesses, and to develop entrepreneurial skills. The core programmes we offer include the Enterprise
Challenge, #GreHacks, #GreStartUp and our summer Accelerator. We also offer co-working spaces, bursaries,
workshops and more. During the Enterprise Challenge Finals in March (6 months’ time), we also want to launch
a podcast. The podcast needs to be on the topic of Entrepreneurship, and be of interest to predominantly
students, but also externals. We don’t currently have any plans on what we want to do with this, or what other
podcasts about entrepreneurship exist but are excited to launch our unique podcast (you do not need to research
existing podcasts, but you need to justify the creation of one for the Generator).

Can you create a project brief that outlines the work we need to do to launch our new podcast?

Scenario 3:
SAS Scenario 1: Winter Wonderland - market vendor goes big.
You are working for a German Bratwurst street vendor, usually located in the Greenwich Market every week.
The footfall is good, but during the weekdays, you cash in around 45% of a weekend day.

This year, you want to convince the Owner that it would be good for business to join Winter Wonderland in
Hyde Park which happens in 2 months’ time and start serving traditional drinks as well as your locally awarded
Bratwursts. The Owner is familiar with project frameworks, and when you initially approached them, they
asked you to write a brief so they can discuss it with their partner.

You know that fees to open a stand at Winter Wonderland vary by the day, and that you have never sold alcohol
at your stand.

Scenario 4:
SAS Scenario 2: London Fashion Week – an expose

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You are an intern at a world-renowned fashion designer, helping them organise events for London Fashion
Week. The brand was usually focused on creating elegant couture for women, well known for their intense red
outfits. The lead designer is opening a sub-line targeting a younger audience for the fashion forward
disenfranchised. They are asking for help to launch this with a series of events during Fashion Week. The
designer is looking for a big bang moment.

He is currently waiting for people to pitch their ideas, but you know that only a well thought plan would succeed
in the 3-month timeframe: in time to produce pieces and present at the Fashion Week in Spring 2024. You have
an amazing idea, but you also happen to know how to project plan.

You decided to write a project brief for a series of events and share it with the designer and their team. You
know you have access to the in-house models and catering, but one of the events is a floating stage on the
Thames, that you have to rent.

Tips on constructing your coursework

1.Each Slide is suggested to write around 30 words with 120 words notes. A total of 150
words per slide across 20 Slides comes to 3,000 total words as required. Some individual
Slides/Notes may have more and some less, but if your total is less than 3,000 words you
are unlikely to have completed the coursework fully.

- Notes are the script that you would use if you were presenting the slides in this case, the
assessor will be reading your text, to see how much you understand the topic and how
well you can apply it into the project scenario provided.

- It is important that each Slide contains bullet points of one or two lines of simple text
each, that are easy to read and understand. These bullets summarise the main points
that you want to communicate. The Notes for each Slide is where you write narrative text,
like writing a section of an essay.

- Make sure that you have consistent depth in your answers for each Topic. Spend more
time working on the Topics that you find difficult, not less time.

5. You must include academic citations in the Notes fields and include in the end the
reference list for these citations; use the Harvard Referencing Style for citations and
reference list.

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6. Here is an example of how the Word document with the Slides and content should look
like: (do not copy this text):

8.2 Formative assessments: Formative assessment Presentation (0%)

Working in groups, you are required to deliver a 3 to 4 minutes presentation on one of the
topics covered from Teaching Weeks 3 to 6. Each group will then choose one topic to
present on. There are a total of 5 topics below:

- Business rationale for opening a new branch of Lola’s Cupcakes

- Project Objectives for creating and launching a new online clothes brand
- Project Lifecycle of a graduation ceremony
- Timeline Plan for the Paris Olympic Games 2024
- Stakeholders and communication plan for shooting a film in the University of
Greenwich

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Use of slides is up to the discretion of the group. We recommend dividing all the topics
between the groups in each tutorial.

Formative assessment is not a compulsory assessment and therefore it will NOT be marked
but feedback will be provided. Students are encouraged to present their ideas in order to
better control their leaning process and enhance the quality of the summative assessment.

The topics chosen for the formative assessment are the same topics you will have to
elaborate on your summative assessment. In both formative and summative assessments
you will have to:
- Create a power point slide
- Include theoretical concepts
- Apply the topic to a specific case scenario

8.3 Feedback for summative coursework: Feedback will be provided in the standard
Sandwich format (what you did well, what you can improve on, what you can take
forward): this will be provided in written form. There will also be written comments on
the script. Results will be released on Moodle 3 working weeks after submission.

8.4 Marking rubric: The marking rubric can be found on the module Moodle page under
section Assessment Instruction. There is also a copy of it at the end of this Module
Handbook.

Coursework is marked on the understanding that it is the student’s own work on the module
and that it has not, in whole or part, been presented elsewhere for assessment. Where
material has been used from other sources, this must be properly acknowledged in
accordance with the University’s regulations regarding Assessment Misconduct.

Marking, feedback and next steps

To pass this module, you must achieve an overall mark of 40+ for your summative
assessment.

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For coursework, the marks and feedback will normally be provided to students within fifteen
working days of the submission deadline. In exceptional circumstances, where there is a
delay in providing feedback, you will be informed by the module leader.

If you do not pass a module at the first attempt, you will likely be eligible for a resit
opportunity on the failed assessments. The Progression and Award Board (PAB) will decide
whether you will be offered an opportunity to resit. Note that marks on resit assessments are
capped at 40% unless extenuation has been applied for and granted.

For further details on resit assessments, please see section on Resit assessments below.
The assessment and feedback policy can be accessed at Assessment and Feedback Policy.

Academic skills support

In addition to the teaching and learning activities within the module, additional academic
skills support, guidance, and resources are available at the following links:

Academic and Digital Skills support - https://www.gre.ac.uk/academicskills

Academic Integrity - https://libguides.gre.ac.uk/courses/integrity
Guidance on use of AI - https://docs.gre.ac.uk/rep/information-and-library-services/ai-
guidance
The IT handbook for new students - https://docs.gre.ac.uk/rep/information-and-library-
services/student-booklet

Strong academic skills will help you to act with academic integrity, honesty, and trust. These
are the values on which academic achievement at the University of Greenwich is based. As a
student, you are expected to take responsibility for the integrity of your own work, including
asking for clarification where necessary. Any improper activity or behaviour which may give
you an academic advantage in assessment is considered to be assessment misconduct.
Allegations of assessment misconduct will be considered under the University’s Assessment
Misconduct Procedure and may result in a penalty being imposed. More information about
this procedure can be found at Assessment Misconduct Procedure.

Extenuating circumstances
The University recognises there are times when matters that are unexpected and beyond a
student’s control will impact on their performance and ability to complete assessments within

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the specified timeframe. Examples include unforeseen illness, a death in the family, or injury.
Guidance on submitting an extenuation claim can be found at: Extenuating circumstances.

If you have a disability, specific learning difficulty, for example dyslexia, a long-term medical
condition or a mental health condition which might affect your studies and assessments, and
you have not already done so, then we advise that you seek support from the Student
Wellbeing Service by contacting wellbeing@gre.ac.uk in the first instance

Student Support
The University offers a range of support services including health and medical services, a
chaplaincy, disability and dyslexia support, and mental health & wellbeing support. Support
can be accessed at Student Support | Support and Wellbeing.

External Examiner
As this is a level 4 (first year) module, there is no External Examiner.

8. Resit assessments

Assessment schedule:

Resit Deadline Weighting Maximum Marking Learning

assessments out of length type outcomes
100%* mapped to
this
assessment.

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 Individual 7th July, 100 % 3,000 Stepped 1-4
PowerPoint Project 11.30pm words
Brief or exam
period

Students preparing for a re-sit will be encouraged to review all pre-recorded lectures and
slides as well as the tutorial materials available on the Moodle page.

Particular attention should be paid to the assessment instructions and the marking rubric, as
you are required to write and submit an assessment based on the same brief – please note
that DOES NOT MEAN the same assessment you originally submitted.

You will also have to include a small section (approx. 200 words) at the beginning of the
assessment with acknowledgement of feedback given on the assessment that was submitted
originally and a reflection on how that feedback was applied on the resit.

You may contact your Module Instructor if you have further questions. Alternatively, you can
also contact the Module Leader if you cannot contact your Module Instructor.

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9. Resource recommendations

The following are suggested readings for the module. Additional, more detailed reading
recommendations will be provided for the module topics.
You can check availability of the resources by using the search tool LibrarySearch at
https://librarysearch.gre.ac.uk.

Author Title Publisher ISBN

Maylor, H. Project Management, 4th edition: Pearson 9780273704324

Link to E-book

Larson, E. W. Project Management: The Managerial McGraw Hill 9781260238860

and Gray, C. F. Process, 8th edition

Additional Recommended Readings

Association for APM Body of Knowledge 6th APM 9781903494400

Project Edition
Management.
available online at
https://www.apm.org.uk/body-of-
knowledge/

Axelos Managing Successful Projects with TSO 9780113310593

PRINCE2

Project A Guide to the Project Management Body Project 9781628251845

Management of Knowledge, 6th Ed. Management
Institute Institute

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10. Ethical Compliance for Research on Taught Courses

University policy requires any research which might involve human participants to use set
procedures for informing participants, obtaining their informed consent to provide data,
collecting, and storing data. This includes the collection of data for formative or extra-
curricular activities.

Normally this requirement will impact upon approval of topics for undergraduate and
postgraduate dissertations, but may also impact upon individual assignments where a
student or group of students will undertake primary research.

Where a module includes an assessment item involving student collection of data, whether
from human participants or not, before any data is collected each student on such a module
must:
1. Undertake and pass the Epigeum Research Ethics online course available at the
Business School Research Ethics - Approval for Coursework Moodle site, if they have
not already done so;
2. Register the details of the project by completing the online form linked on the same
Moodle site;

All data collected in the course of the project must be:

 stored on the student’s University Home (G:) or OneDrive only. Data may not be stored
on other online file storage depositories such as DropBox or Google Docs, nor on
personal laptops, mobile devices or memory sticks. Where interviews are recorded on
a mobile device, the device must be password protected and the recordings transferred
to the G: or OneDrive and the earliest opportunity and the copy on the mobile device
destroyed. Hand-written notes from interviews should be scanned and stored on the G:
or OneDrive with the originals destroyed;
 destroyed following the confirmation of results at the PAB or resit PAB.

In addition, any student collecting data from human participants must:

 not collect data that is sensitive in nature or is collected from University of
Greenwich staff, nor from vulnerable populations such as children;
 provide all participants with an offline or online participant information sheet
and consent form, using the authorised template;
 include the participant information sheet consent form template as appendices to the
submitted assignment;
 include any questionnaire or interview guide as appendices to the submitted
assignment;
 if collecting data online, utilise the University’s subscriptions to Qualtrics, JISC Online
Surveys, Mentimeter, Microsoft Forms, Microsoft Teams, Skype for Business;
 not collect data using other tools not approved by the University (e.g.,
SurveyMonkey, Google Docs, Google Chat, WeChat) which might store data outside of
EU regulations.

If – and only if - any variation from the set procedure detailed above is sought:
 an individual application must be made to the Business Faculty Research Ethics
Committee (FRECBUS) using a UREB form.

22
  The response of the committee will be emailed to the student’s University email
address. The email confirming ethics approval has been granted must be kept and
included as an appendix to the assignment submission it has been granted for.
 Where an application is not approved, the Committee will provide contact details for the
person the student should approach to negotiate the next steps.

Tutor responsibilities
The tutor must:
 ensure that students do not commence data collection without meeting the conditions
of this policy;
 check that participant information forms, consent forms and data collection instruments
comply with this policy, before they are employed;
 check that consent forms have been collected from all participants;
 advise students wishing to undertake activities in variance from the set procedure to
submit a full UREC form to the FRECBUS for approval before data collection
commences;
 Refer any student who collects data outside the conditions of this policy to an academic
offences panel.
 When marking the submitted assignment, assess the extent to which the ethical
requirements specified above have been met.

Module Leader responsibilities

The Module Leader must:
 include an ethics requirements component in relevant marking rubrics;
 include a review of ethics compliance in moderation of partner samples;
 notify FRECBUS of any students who have:
o collected data without the required approval;
o submitted assignments without any required appendices;
o otherwise not met the ethics requirements.

Failing to comply with the conditions of this policy is an academic offence.

For further details, see FREC process - June 2023 version.docx

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11. Additional module information

Activities:
There are no module specific additional activities other than the expected tutorial-related
ones.
Resources:
There are no module specific additional resources other than the recommended textbook
and tutorial-related reading.
Costs:
There are no module specific additional costs.

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12. Digital Student Centre (non-academic queries)

Our new Digital Student Centre is your space to find answers 24/7 to your questions about
student life, helping you get the support you need when you need it. AskUoG provides you
with hundreds of up-to-date articles covering topics such as student engagement, student
finance, academic and personal conduct, accommodation, visa and international student
advice, disability, mental health and wellbeing support.

You can also download important documents like bank, student status and council tax letters
by visiting My Documents on the Digital Student Centre (eligibility criteria apply).

If you can't find the right answer or need more personalised support for your query, you can
create an enquiry and our specialist teams will respond swiftly. You will be able to track your
requests and check the status of your enquiries in real time.

For academic queries, always contact the staff who work with you on your academic
programme - your programme leader, module leader or personal tutor.

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13. Changes to the module

At the University of Greenwich, we value feedback from students as well as External

Examiners and other stakeholders and we use this information to help us improve our
provision.
- Formative assessment date was changed from week 7 to 9. This was done in order to
incorporate all summative assessment-related topics in the poll of choice given for
students to present on.
- Summative assessment topic was changed from ‘a business idea of your choice’ to a
set of case scenarios developed jointly with the Generator and SAS. This was done
to improve assessment authenticity with a novel case scenario and to reduce AI
vulnerability.
- More tutorials (weeks 3 and 12) are now devoted to assessment guidance; this was an
area for improvement identified from the Evasys in the last delivery of the module.

Important note: The University of Greenwich will do all that it reasonably can to deliver the
module and support your learning as specified in our handbooks and other information
provided. However, under some circumstances, changes may have to be made. This may
include modifications to the:
 content and syllabus of modules, including in relation to placements
 timetable, location and number of classes
 content or method of delivery of your module
 timing and method of assessments.
This might be because of, for example:
 academic changes within subject areas
 the unanticipated departure or absence of members of university staff
 where the numbers expected on a module are so low that it is not possible to deliver an
appropriate quality of education for students enrolled on it
 industrial action by university staff or third parties
 the acts of any government or local authority
 acts of terrorism.

In these circumstances, the university will take all reasonable steps to minimise disruption by
making reasonable modifications. However, to the full extent that it is possible under the

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general law, the university excludes liability for any loss and/or damage suffered by any
applicant or student due to these circumstances.

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 0 Fail 1-29% Fail 30-39% Fail 40-49% 50-59% Good 60-69% Very Good 70-79% Excellent 80-100% Exceptional
Satisfactory
1. Business No attempt to A brief Very limited A fair response A good response A detailed and A very detailed and An outstanding and
rationale (Focus, discuss attempt at response to the with business to the business approach is applied to thorough approach. thorough approach.
Synthesis) business responding to business rationale. Some of rationale. A business rationale. A Highly relevant and Extremely relevant
15 marks rationale. the business rationale. Very the relevant reasonable level very good level of well-constructed and well-constructed
rationale. Only limited theories are of knowledge and knowledge and response to business response to business
an attempt of knowledge and demonstrated. A relevant theory is understating all rationale. Excellent rationale. Exceptional
showing understating of fair response to demonstrated. A relevant theories. level of knowledge is level of knowledge is
knowledge the concept. A the business good response to Well-constructed demonstrated. An demonstrated. An
and poor response to scenario. the case scenario. response to the excellent discussion outstanding discussion
understanding the business Some discussion business scenario. A on impacts, costs and on impacts, costs and
of the concept. scenario. on impacts, costs good discussion on benefits associated benefits associated
An attempt to and benefits impacts, costs and with the project. with the project.
respond to the associated with benefits associated
business the project. with the project.
scenario.

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2. Project No attempt to A brief Very limited A fair response A good response A detailed and A very detailed and An outstanding and
objectives (Focus, discuss project attempt at response to the with project to the project through approach is thorough approach. thorough approach.
Synthesis) objectives. responding to project objectives. Some objectives. A applied to project Highly relevant and Extremely relevant
15 marks the project objectives. Very of the relevant reasonable level objectives. A very well-constructed and well-constructed
objectives. limited theories are of knowledge and good level of response to project response to project
Only an knowledge and demonstrated. A relevant theory is knowledge and objectives. Excellent objectives.
attempt of understating of fair response to demonstrated. A understating all level of knowledge is Exceptional level of
showing the concept. A the business good response to relevant theories. demonstrated. Well- knowledge is
knowledge poor response to scenario. Some the case scenario. Well-constructed constructed response demonstrated.
and the business objectives related Objectives are response to the to the business Outstanding and
understanding scenario. to the business, related to the business scenario. scenario. Objectives detailed response to
of the concept. not to the project. project or are Objectives are related are related to the the business scenario.
An attempt to SMART. to the project and project and SMART. Objectives are related
respond to the SMART. to the project and
business SMART.
scenario.

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3. Project lifecycle No attempt to A brief Very limited A fair response A good response A detailed and A very detailed and An outstanding and
(Focus, Synthesis) discuss project attempt at response to the with project to the project through approach is thorough approach. thorough approach.
15 marks lifecycle. responding to project lifecycle. lifecycle. Some of lifecycle. A applied to project Highly relevant and Extremely relevant
the project Very limited the relevant reasonable level lifecycle. A very well-constructed and well-constructed
lifecycle. Only knowledge and theories are of knowledge and good level of response to project response to project
an attempt of understating of demonstrated. A relevant theory is knowledge and lifecycle. Excellent lifecycle. Exceptional
showing the concept. A fair response to demonstrated. A understating all level of knowledge is level of knowledge is
knowledge poor response to the business good response to relevant theories. demonstrated. Well- demonstrated.
and the business scenario. At least the case scenario. Well-constructed constructed and Outstanding and
understanding scenario. 3 phases of the All 4 phases of response to the detailed response to detailed response to
of the concept. project lifecycle the project business scenario. the business scenario. the business scenario.
An attempt to are present. lifecycle are Very good, detailed Discussion of Discussion of lifecycle
respond to the present and well- discussion on the lifecycle links with links with other
business discussed. lifecycle and there other sections of the sections of the
scenario. are some links with assessment. assessment.
other sections of the
assessment.

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4. Timeline plan No attempt to A brief Very limited A fair response A good response A detailed and A very detailed and An outstanding and
(Focus, Synthesis) discuss attempt at response to the with timeline to the timeline through approach is thorough approach. thorough approach.
15 marks timeline plan. responding to timeline plan. plan. Some of the plan. A applied to timeline Well-constructed Extremely well-
the timeline Very limited relevant theories reasonable level plan. A very good response to timeline constructed response
plan. Only an knowledge and are demonstrated. of knowledge and level of knowledge plan. Excellent level to timeline plan.
attempt of understating of A fair response to relevant theory is and understating all of knowledge is Exceptional level of
showing the concept. A the business demonstrated. A relevant theories. demonstrated. Well- knowledge.
knowledge poor response to scenario. There is good response to Well-constructed constructed response Outstanding and
and the business an image, table or the case scenario. response to the to the business detailed response to
understanding scenario. graph with a There is an image, business scenario. scenario. There is an the business scenario.
of the concept. visual table or graph There is an image, image, table or graph There is an image,
An attempt to representation of with a visual table or graph with a with a visual table or graph with a
respond to the the timeline. representation of visual representation representation of the visual representation
business the timeline, and of the timeline, and it timeline, and it of the timeline, and it
scenario. it covers all covers all months in covers all months in covers all months in
months. detail. detail. detail.

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5.Stakeholders No attempt to A brief Very limited A fair response A good response A detailed and A very detailed and An outstanding and
(Focus, Synthesis) discuss attempt at response to the with stakeholders. to the through approach is thorough approach. thorough approach.
15 marks stakeholders. responding to stakeholders. Some of the stakeholders. A applied to Highly relevant and Extremely relevant
the Very limited relevant theories reasonable level stakeholders. A very well-constructed and well-constructed
stakeholders. knowledge and are demonstrated. of knowledge and good level of response to response to
Only an understating of A fair response to relevant theory is knowledge and stakeholders. stakeholders.
attempt of the concept. A the business demonstrated. A understating all Excellent level of Exceptional level of
showing poor response to scenario. There is good response to relevant theories. knowledge is knowledge is
knowledge the business identification of at the case scenario. Well-constructed demonstrated. Well- demonstrated.
and scenario. least 4 different Stakeholders have response to the constructed response Outstanding and
understanding stakeholders. been identified as business scenario. to the business detailed response to
of the concept. internal/external Stakeholders have scenario. the business scenario.
An attempt to and there are at been identified as Stakeholders have Stakeholders have
respond to the least 5 identified. internal/external and been identified as been identified as
business there are at least 5 internal/external and internal/external and
scenario. identified. There is there are at least 5 there are at least 5
some discussion on identified. There is identified. There is a
levels of interest or some discussion on good discussion on
impact on the project. levels of interest and levels of interest or
impact on the project. impact on the project.

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6.Communication No attempt to A brief Very limited A fair response A good response A detailed and A very detailed and An outstanding and
Plan (Focus, discuss attempt at response to the with to the through approach is thorough approach. thorough approach.
Synthesis) communication responding to communication communication communication applied to Highly relevant and Extremely relevant
15 marks plan. the plan. Very plan. Some of the plan. A communication plan. well-constructed and well-constructed
communicatio limited relevant theories reasonable level A very good level of response to response to
n plan. Only knowledge and are demonstrated. of knowledge and knowledge and communication plan. communication plan.
an attempt of understating of A fair response to relevant theory is understating all Excellent level of Exceptional level of
showing the concept. A the business demonstrated. A relevant theories. knowledge is knowledge is
knowledge poor response to scenario. good response to Well-constructed demonstrated. Well- demonstrated.
and the business the case scenario. response to the constructed response Extremely well-
understanding scenario. Related to business scenario. to the business constructed and
of the concept. stakeholders Related to scenario. Related to detailed response to
An attempt to identified and stakeholders stakeholders the business scenario.
respond to the there is some identified and there is identified and there Related to
business identification of a good identification isa very good stakeholders identified
scenario. how, when and of how/when/what identification of and there is an
what will be will be how/when/what will excellent identification
communicated. communicated. be communicated. of how/when/what
will be communicated.

7.Presentation Very Very poorly Poor writing in Weak Good presentation Very good Excellent Outstanding
(Mechanical disorganised managed general with presentation in in general with presentation with presentation with presentation with
Soundness, Clarity presentation. presentation many grammar general with some only a few providing good logic providing good logic providing good logic
of Structure) Exceed the and confusing and spelling grammar, spelling grammar and in all the sections. in all the sections. in all the sections.
5 marks word limit by at times. mistakes. mistakes. Exceed spelling mistakes. Apply the word limit Apply the word limit Apply the word limit
Exceed the Disorganised the word limit by Apply the word with a margin of with a margin of with a margin of

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 over + -10%. word limit by structure. over + -10%. limit with a plus/minus 10%. plus/minus 10%. plus/minus 10%.
over + -10%. Exceed the margin of
word limit by plus/minus 10%.
over + -10%.
8.Referencing No references Very poorly Poor or Limited use of in- Reasonable use of Sufficient use of both Sufficient use of Excellent use of high-
(Mechanical managed minimal text reference but both in-text in-text reference and high-quality quality references,
Soundness, Clarity references. referencing. has a reference reference and reference list. references, including including both the in-
of Structure) list. reference list. both the in-text text reference and
5 marks reference and reference list.
reference list.

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