Developing Skills for

Business and
Leadership
BMGT 7046
Level 7 10 Credits

Module Leader: Daniel Ganly

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Purpose of this handbook

The purpose of this Module Handbook is to provide you with specific information that
under-pins the design, delivery and management of this module. It is your
responsibility to familiarise yourself with the contents of this Module Handbook and
to talk to your seminar tutor if you have any questions.

This isn’t the only handbook available to you. Alongside this handbook you will also
have access to the Institutional University Handbook which will provide you with
information that is central to your studies, including policies and regulations, student
support and wellbeing and all the services available to you through Student Support.

You will also be given a Programme Handbook which will detail the design, delivery
principles and management of your programme. It will also provide you with an
overview of your key contacts for your programme of study and list all the modules
you will be / might be studying throughout the duration of your award.

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Contents
Section 1: Module Introduction 4
Module Leader 5
Seminar Leader 5
Academic Librarian 5
Changes made to this module in response to student and other feedback 6

Section 2: How Your Teaching and Learning is Organised 7

Module Aim 8
Module Learning Outcomes 8
Module Teaching and Learning Strategy 8
Module Teaching and Learning Resources 8
Moodle 8
Reading List and Other Resources 9

Module Study Plan 10

Section 3: How Your Assessment and Feedback is Organised 13

Module Assessment Strategy 14
Key Dates 14
Inclusive Support Plan (ISP) arrangements 15

Coursework Brief 1 18
Summary information 18
Assessment instructions 18
Group work 18
Presenting coursework for assessment 19
Assignment length / equivalent 19
Use of Turnitin 19
Submission instructions 20
How your work will be marked 20
Feedback 20
Assessment criteria rubric assessment 1 22

Coursework Brief 2 23
Summary information 23
Assessment instructions 23
Group work 23
Presenting coursework for assessment 24
Assignment length / equivalent 24

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Use of Turnitin 24
Submission instructions 25
How your work will be marked 25
Feedback 25
Assessment criteria rubric assessment 2 27

Examination 28
Summary information 28
Examination instructions 28
How your work will be marked 28
Feedback 29

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Module Leader
Name Contact Details
Section 1: Module Introduction
Building: Clerici

Room: 1.25

Email: dwfganly@brookes.ac.uk

Telephone: 01865 485823

Daniel Ganly
Student Office Hours

Tuesdays 8-9

Overview of Role

Your Module Leader is responsible for the student experience within this module.
They ensure that the teaching and learning approach will enable you to achieve all
of the learning outcomes for this module and that all of the learning resources are
made available to you. They also have responsibility to ensure that you
understand what is expected of you regarding the assessment package and that
there are appropriate adjustments in place if you have any specific learning support
entitlements. Your Module Leader will also ensure that the marking of your
assessments is fair, consistent and reliable.

Seminar Leader
Name Contact Details

Nigel Bassett-Jones (nbassett-

jones@brookes.ac.uk)

Joy Butcher (jbutcher@brookes.ac.uk)

Student Office Hours

Fiona Irvine (firvine@brookes.ac.uk)

Sara Kedge p0083789@brookes.ac.uk

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Overview of Role

Your Seminar Leader will work in conjunction with your Module Leader in delivering
the teaching and learning experience to you. They will also provide support and
guidance, including formative feedback, for your assessments.

Academic Librarian
Name Contact Details

businesslibrarians@brookes.ac.uk
Debbie Lenihan

Changes made to this module in response to

student and other feedback
Students are asked for feedback on their experience of every module at the mid-
point of the semester and towards the end of the module. This is your opportunity to
discuss with the module team what is working well for you and more importantly if
there are things that concern you regarding this module.

The feedback you provide at the mid-semester point is used to provide additional
guidance, support or clarification. The feedback you provide towards the end of the
module is used to inform the future development of the module.

Revalidation of module resulted in changed assessment:

Viva moved to pass/fail and has more of a coaching context.

Portfolio Assignment reduced in wordlength.

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Module Aim
A key purpose of this module is thus to encourage learners to develop a strong
sense of self-awareness and of their own strengths and weaknesses as managers

Section 2: How Your Teaching

and colleagues. In addition, it seeks to help learners to develop and improve a range
of definable skills which are pivotal to successful management practice and to

and Learning is Organised

effective leadership in particular. It seeks to develop learners’ skills of reflexivity and
to develop the confidence and ability to articulate their skills and attributes as
required for career and professional development, lifelong learning and employment.

Module Learning Outcomes

1. Critically evaluate and deploy a range of skills, to be more effective as a leader
and manager
K01.09C

2. Apply and adapt different models of facilitation, consulting, coaching and

mentoring in a range of different situations
3. Learn through reflection upon experience of self and others and conceptualise
this into both personal learning and personal development plans, modifying these
plans over time

Module Teaching and Learning Strategy

Teaching is delivered either on campus or as a blend of on-campus sessions and asynchronous
guided online activities, as appropriate for the learner group.

Key content is introduced in lecture-type activities and via readings and online materials. It is
applied in seminars, online tasks and skill-development sessions. The intention throughout is to
develop evidence-based, reflective and leading edge professional practice.

Assessment is based on building up a Portfolio of evidence across the period of study. An early
formative assessment will include a Viva with your Tutor in which a number of development
areas and documents would be discussed. Full guidance on all assessments will be provided
through multiple channels.

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Module Teaching and Learning Resources

Moodle
The moodle site is organised with separate sections for module information,
Meetings/Recordings, Assessments, Resits. There is then a unit for each semester.
A reading list is also provided.

Reading List and Other Resources

http://resourcelists.brookes.ac.uk/lists/1554B6DD-F881-66D8-790D-F4090D705AE6

The reading list is also accessible on the right hand of the landing page on the
moodle site.

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Module Study Plan

Week Lecture Seminar Directed Learning Activities

1.1 Introduction Workshop; Core concepts

and practices

1.2 Masterclass:
Developing personal insights and self-
awareness for leadership (MBTI
Psychometrics tool)

1.3 Masterclass Careers 1 Where am I Study Skills: How to make the most of
now? your learning opportunities at
programme level.

1.4 Masterclass: Careers 2 CV and

networking

1.5 Masterclass: Critical thinking (N.B.)

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1.6 Personal reflection on teamworking

(Belbin) and viva preparation

1.7 Online Q&A

2.1 Building Interpersonal &

Communication Skills: The Art of
saying ‘no’

2.2 Building Interpersonal &

Communication Skills; Handling
conflict and negotiation (Thomas-
Kilman)

2.3 Leadership and team working

2.4 Careers Masterclass: Interview

techniques

2.5 Leadership Sty

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2.6 Wellbeing

2.7 Preparing the Portfolio

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Module Assessment Strategy

Section 3: How Your

This module follows the principles of the University’s Assessment and feedback
policy developed in conjunction with the Student Union, to ensure good practice and

Assessment and Feedback is

transparency in assessment and feedback processes. The Assessment and
feedback policy can be found on your Programme’s Moodle site.
Please note: the Institutional University Handbook which will provide you with
Organised
information that is central to your studies, including policies and regulations, student
support and wellbeing and all the services available to you through Student Support.
The core information is also available on Moodle via the drop-down menu under
‘Student Help’.
Teaching is delivered either on campus or as a blend of on-campus sessions and
asynchronous guided online activities, as appropriate for the learner group.

Key content is introduced in lecture-type activities and via readings and online
materials. It is applied in seminars, online tasks and skill-development sessions. The
intention throughout is to develop evidence-based, reflective and leading edge
professional practice.

Assessment is based on building up a Portfolio of evidence across the period of

study. An early formative assessment will include a Viva with your Tutor in which a
number of development areas and documents would be discussed. Full guidance on
all assessments will be provided through multiple channels.
As the learning agenda is very developmental, there are lots of opportunities for
formative feedback from tutors and peers throughout the Module. There is a session
before the first assessment to support students in preparing for the Viva (Oral
Presentation). Following this, there will be further opportunities for students to utilise
tutor & peer feedback from that assessment to strengthen & produce new
documents for submission within the Final Portfolio. Peer coaching and tutor
feedback are also available throughout the module.

Key Dates
Assessment Weighting Learning Submission Feedback
Component Outcomes Date Date
Assessed
Assessment 1: Pass/Fail 1,3 18 March 20 May
viva 2024 2024

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Assessment 2: 100% 1,2,3 2 December After Exam

Portfolio board:
2024
Circa 25 Jan

2025

Please ensure you submit your assignment no later than the deadline set above
(these are fixed deadlines, but students may exceptionally secure an extension if last
minute untoward circumstances affect your ability to submit on time). Please see
your Programme Handbook for more details. Please note the use of this extension
is monitored and restrictions in place for overuse.
https://www.brookes.ac.uk/students/your-studies/exceptional-circumstances/
If there are circumstances preventing you from being able to study and meet the
ongoing requirements of this or other modules then please get in touch with your
Academic Adviser of Student Support Co-ordinator for advice.

Inclusive Support Plan (ISP) arrangements

Recommendations for Reasonable Adjustments are made in accordance with the
provisions of the Equality Act 2010. These are detailed in Inclusive Support Plans
(ISPs) and need to be implemented unless there is a clear rationale for this not being
possible, in which case we are accountable as a university for this decision.
Students who have an extension because of an ISP, please contact your Module
Leader if you are unclear about your revised deadlines.
If you would like to request a review of your Inclusive Support Plan (ISP) or to have
your needs assessed for an ISP, contact the Inclusive Support Service.on
inclusivesupport@brookes.ac.uk

The Blue Marking Card adjustment is only available to students who have an
Inclusive Support Plan (ISP) specifying this adjustment. Eligible students who wish to
use this adjustment must add a blue card:
https://www.brookes.ac.uk/students/inclusive-support-service/exams-and-
assessments/blue-marking-cards
Inclusive Support Plan (ISP) extensions of up to 3 weeks are applicable for some
students on all assignments in this module. If you have an Inclusive Support Plan
you can check the full details of the adjustments, including whether you have
coursework extensions, in Student Self Service.
https://generalssb-prod.ec.brookes.ac.uk/BannerExtensibility/customPage/page/
student_ISP
Exam adjustments (such as extra time and rest breaks) agreed through Inclusive
Support Plans will be given. If this is a presentation, other adjustments may apply if
specified in your ISP.

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If you have an Inclusive Support Plan you can check the full details of the
adjustments, including whether you have an extra time allowance in
https://generalssb-prod.ec.brookes.ac.uk/BannerExtensibility/customPage/page/
student_ISP
If you have any questions about your working time, please contact your Module
Leader.

Coursework Brief 1
Summary information
Type of Viva
assessment:
Individual or group: Individual
Component Contributes 0 % of the total module grade but is marked
weighting: pass or fail and must be passed to pass the overall
assessment.
Learning outcomes e.g. 1, 3
assessed
Submission date: Monday 18 March (week 8) by 13:00.
Feedback date: 20 May 2024

Assessment instructions
The Viva, is graded as pass or fail. This requires you to reflect on your personal
and skills development and produce an Action Plan for the year. You should use the
activities from the workshops provided by this module and from other sources that
you have identified to prepare you for this task.
At a 10-15 minute individual Viva interview with your tutor: The viva is on-line.
The discussion will be based around the 3 papers you need to submit as a part of
this assessment. The viva will start by asking you questions about the first 2 papers
submitted. However, the main focus of the viva will be a coaching session in which
the tutor acts as “coach” and you take the role of “coachee”. The tutor/coach will use
an acknowledged coaching approach to help you clarify and develop your personal
action plan.
The 3 papers that need to be submitted as a part of your assessment 1 (viva) are
outlined below:
Paper 1: Personal SWOT analysis (Strengths, Weaknesses, Opportunities,
Threats). This self –appraisal must include self-evaluation arising out of reflections
on at least 3 of the following:

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1. Teamworking skills
2. Leadership skills – Influencing & Persuasion, Decision-making
3. Coaching
4. Career management skills
5. Critical thinking skills
6. Presentation Skills
7. Wellbeing

It will also be informed by reflecting on your MBTI profile. Your tutor may ask why
you to justify some of this self-analysis and so you need to be able to point to some
evidence or experience to justify why something is a strength or weakness
Paper 2; An example of a Leadership Reflection or a Critical Incident Reflection
Paper 3; Your Personal Action Plan for 2024/25 identifying your key goals and
how you will achieve them

Presenting coursework for assessment

Your assignment when submitted should not include your name – we use a system
of anonymous marking to reduce the risk of any unconscious bias. For some
authentic assessments, there may be an exception to this, so please confirm with
your Module Leader.
The authentic and essential requirements for this piece of assessed work are;
 It is the students own work. However, there are recommended templates in
the resources section of Assessment” on Moodle.

Assignment length / equivalent

Whilst we acknowledge that learners will prepare and produce assessments in
different ways and at different paces, an indication as to how much time it will take
you to prepare, produce, edit and submit this assessment is detailed below.
8 learning hours with an assessment of 15 minutes

Use of Turnitin
The new Turnitin policy effective from September 2022 can be found via this link.
You are expected to be familiar with it. It is important to know that the reference list
and quotations are included in the overall similarity report, and that these matches
are expected and not problematic.
For more information on how to interpret your similarity index report, please refer to
this link.

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Submission instructions
The moodle Turnitin drop box will be in the Assessment area of Moodle.

How your work will be marked

Once the submission date has past your module tutors will begin to mark your work.
There are a number of phases to this which ensure fairness is maintained across the
whole team including a pre marking calibration meeting, marking and post-marking
internal moderation of grades. Following internal moderation, a sample of work is
reviewed by the External Examiner for the programme to ensure that the standards
applied are comparable to those at other institutions. To read how your work is
moderated please go to your programme handbook for details.
The vivas are recorded for use of moderation and the External Examiner. Where
possible the viva recordings are shared back with the students.

Feedback
Feedback on your work will be provided in a range of ways at various times
throughout this module, and different feedback will serve slightly different purposes.
Feedback is designed to support your learning and help you to improve subsequent
work, so you need to engage and get the most out of the feedback provided.
Please note that feedback is provided throughout the module not just on formally
assessed tasks. It will be provided on your work and contribution in class, on the
formal assessment tasks and, in some circumstances, during student office hours.
If you would like further information about feedback, or how to use it, please talk to
your academic tutor on this module or your Academic Adviser or Programme Lead.
Assessment feedback will normally be provided within 15 working days of
submission. Please note that all marks are provisional until they are ratified by an
Examination Committee.

For the Viva feedback is provided in 2 ways. The tutor who leads the viva will
summarise your feedback at the end of the viva. This is so it is captured while fresh
in both parties minds. Additional feedback is provided via the Turnitin drop box.

Assessment criteria rubric assessment 1

Assessment
Criteria Pass Refer

Self- Is confident in addressing Is unable to meaningfully

evaluation strengths and weaknesses and can undertake the process of
(SWOT) self-criticism

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reflect on feedback from others Confusing analysis and

Reflection A comprehensive, reflective and
analytical review which shows
clear understanding and critical
evaluation of strengths and
weaknesses in relation to current
situation presented in the form of a
series arguments
Effective evaluation of experience
of tasks undertaken in module and,
where appropriate, across the
programme is used as basis for
reflection and development
Action
planning Identifies broad areas for future
development and illustrates
strategies for effectively achieving
these goals.
Good ability to set quantifiable and
realistic objectives (SMART)
Action clearly follow from reflection
and coaching experience
discussion
A descriptive and superficial
review of experience of
tasks undertaken in module
and across the programme
Little or no evidence of an
ability to reflect effectively
on tasks undertaken
Very limited ability to
identify appropriate
personal and professional
objectives
Very limited ability to set
quantifiable and realistic
objectives(SMART)
Links between evaluation
and plans not clear. No
evident benefit derived from
the coaching experience

Coursework Brief 2
Summary information
Type of assessment:
Individual or group:
Component weighting:
Learning outcomes
assessed
Submission date:
Assignment (portfolio)
Individual
Contributes 100% of the total module grade
e.g. 1, 2, 3
Monday 2 December 2024 (week 11) at
nd

13.00.

Feedback date: Circa Jan 25 2025 after Exam Board

Assessment instructions

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THE SECOND ELEMENT: The Portfolio, is graded as a percentage out of 100

and forms the grade for the module.
This is a written assignment, which is to be presented as a ”Portfolio” with
appropriate appendices

The authentic and essential requirements for this piece of assessed work are;

1. Curriculum Vitae (CV)

2. Documentation from viva including SWOT, CIL/LR and Action Plan 2024/25
3. Your 2 Leadership Reflections (LR) and 2 Critical Incident logs (CIL)
evidencing regular active reflections.
In addition to the LRs and CILs you may like to strengthen your portfolio by including
other materials as appendices such as: images, mind-maps, diagram formats as
well, if this is your preferred type of representation.
You are expected to include 2 LRs from the following themes:
1. Teamwork
2. Leadership
3. Coaching
You are expected to include 2 CILs from the following themes:
4. Wellbeing
5. Career Management
6. Critical Thinking
7. Presentation skills
8. Consultancy
3. A Reflective statement
The Reflective Statement is about your personal development. It will relate to your
original action plan and will also acknowledge feedback from others: tutors and
peers. The wordcount for the Reflective Statement is 1,000 words. The reflective
statement is a review of your learning and development and should include.
1. A very brief introduction of yourself in terms of your personal and professional
development since joining Oxford Brookes and future ambitions
2. An overview of your personal development including, where appropriate,
amendments and revisions to your goals as identified in the original Action Plan. You
will be referring in your Reflective Statement to your LRs and CILs.
It may also refer to the learning and development experiences you have as part of
your development – workshops, readings, activities, self-evaluation questionnaires
etc. In particular.

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You MUST include reflections/sections on at least 2 from:

1. Teamwork
2. Leadership
3. Coaching
And at least 2 from:
4. Wellbeing
5. Career Management
6. Critical Thinking
7. Presentation skills
8. Consultancy
3. A future –orientated action plan that includes three objectives for further self-
development and/or career management also needs to be included as an appendix
following your 1,000 word REFLECTIVE STATEMENT.
N.B. Any discussion around the execution of the action plan is included within
the 1,000 word count. The action plan template itself should be 1-2 pages and
is NOT included in the word count.
Your statement needs to be critically self-evaluative in analysing your self-
development during your programme of study. Your self-analysis will also be
strengthened by reflecting on & applying a select number of academic/ self-
development / leadership theories to your development experience.

Assignment length / equivalent

Whilst we acknowledge that learners will prepare and produce assessments in
different ways and at different paces, an indication as to how much time it will take
you to prepare, produce, edit and submit this assessment is detailed below.
1000 word assignment plus appendices 60 learning hours.

Presenting coursework for assessment

Your assignment when submitted should not include your name – we use a system
of anonymous marking to reduce the risk of any unconscious bias. For some
authentic assessments, there may be an exception to this, so please confirm with
your Module Leader.

Use of Turnitin
The new Turnitin policy effective from September 2022 can be found via this link.
You are expected to be familiar with it. It is important to know that the reference list

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and quotations are included in the overall similarity report, and that these matches
are expected and not problematic.
For more information on how to interpret your similarity index report, please refer to
this link.

Submission instructions
The Turnitin Dropbox will be in the “Assessment” area in moodle.

How your work will be marked

Once the submission date has past your module tutors will begin to mark your work.
There are a number of phases to this which ensure fairness is maintained across the
whole team including a pre marking calibration meeting, marking and post-marking
internal moderation of grades. Following internal moderation, a sample of work is
reviewed by the External Examiner for the programme to ensure that the standards
applied are comparable to those at other institutions. To read how your work is
moderated please go to your programme handbook for details.

Feedback
Feedback on your work will be provided in a range of ways at various times
throughout this module, and different feedback will serve slightly different purposes.
Feedback is designed to support your learning and help you to improve subsequent
work, so you need to engage and get the most out of the feedback provided.
Please note that feedback is provided throughout the module not just on formally
assessed tasks. It will be provided on your work and contribution in class, on the
formal assessment tasks and, in some circumstances, during student office hours.
If you would like further information about feedback, or how to use it, please talk to
your academic tutor on this module or your Academic Adviser or Programme Lead.
Assessment feedback will normally be provided within 15 working days of
submission. Please note that all marks are provisional until they are ratified by an
Examination Committee.

Resit
If students are granted a resit opportunity, the Resit task(s) will be published on
Moodle along with supporting documentation and an on-line Tutor session & support.
The assessment criteria will remain the same.

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Assessment criteria rubric assessment 2

Assessment Outstanding Excellent Very Good Threshold Marginal Refer
Criteria
Pass Refer

85-100% 70-84% 60-69% 50-59% 40-49% 0-39%

Reflection Excellent Good evidence Sound evidence Basic evidence Little critical No critical
30% evidence of of critical of critical of critical reflection on reflection on
critical reflection reflection on reflection on reflection on personal and personal and
on personal and personal and personal and personal and professional professional
professional professional professional professional development. development
development development development development but Reflection does Reflection does
including critical including critical with some limited attempt at not move beyond not move beyond
analysis of how analysis of how attempt at critical applying the description of the description of the
the experience the experience analysis but learning learning learning
contributed to contributed to analysis lacks experience to experience(s). experience(s)
understanding of understanding of depth understanding of Very little No attempt to
self, others, self, others, Demonstrates self, others, attempt to demonstrate
and/or course and/or course connections and/or demonstrate connections to
concepts. concepts. between the programme connections to previous learning
Demonstrates Demonstrates experience and concepts previous learning or experience
very clear connections material from There is little or experience. Very limited
connections between the other courses; attempt to Limited level of reflection in
between the experience and past experience; demonstrate reflection in determining
experience and material from and/or personal connections determining development and
material from other courses; between the development and

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other courses; past experience; goals learning career plan career plan
past experience; and/or personal Sound reflection experience and Marginal
Fails to draw on
and/or personal goals. in determining other personal
Draws on a very any reading and
goals. Good evidence development and and/or learning
basic range of theory to support
Excellent of depth of career plan experiences.
reading and reflection
evidence of reflection in Basic level of
Draws on a theory to support
depth of determining reflection in Draws on a very
range of reading reflection.
reflection in development and determining basic range of
and theory to
determining career plan development and reading and
support
development and career plan theory to
Draws on a wide reflection.
career plan. support
range of reading Draws on a
reflection.
Draws on a very and theory to limited range of
wide range of support reading and
reading and reflection. theory to support
theory to support reflection.
reflection.

Critical Self – Is very confident Is confident in Able to evaluate Basic attempt at Basic attempt at Is unable to
evaluation in addressing addressing strengths and self-criticism, but self-criticism, but meaningfully
30% strengths and strengths and weaknesses; can barely manages fails to undertake the
weaknesses and weaknesses and acknowledge to demonstrate a demonstrate a process of self-
can reflect on can reflect on feedback from new awareness new awareness criticism
feedback from feedback from others of personal of personal
Fails to draw on
others others Begins to biases, etc. biases, etc.
any reading and
Is able to Is able to question their
theory to support
question own question own own biases, Draws on a very

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biases, biases, stereotypes, Draws on a basic range of evaluation.

stereotypes, stereotypes, preconceptions limited range of reading and
preconceptions, preconceptions, reading and theory to support
Draws on a
and/or and/or theory to support evaluation
range of reading
assumptions and assumptions and evaluation.
and theory to
define new define new
support
modes of modes of
evaluation.
thinking as a thinking as a
result result

Draws on a very Draws on a wide

wide range of range of reading
reading and and theory to
theory to support support
evaluation. evaluation.

Evidence of Excellent Good evidence Sound ability to Basic ability to Little or very No ability to
actions taken evidence of the of the ability to effectively effectively limited ability to effectively
in supporting ability to effectively manage self and manage self and effectively manage self and
Personal & effectively manage self and maximise maximise manage self and maximise
Professional manage self and maximise opportunities opportunities maximise opportunities
development maximise opportunities encountered encountered opportunities encountered
20% opportunities encountered during during encountered during
encountered during programme programme during programme
during programme programme
programme

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Presentation The language is The language is Minor, infrequent Frequent lapses In places Language is
of Portfolio very clear and clear and lapses in clarity in clarity and language is unclear and
including expressive. expressive. and accuracy. accuracy. Some unclear and confusing
Reflective Abstract Abstract Evidence of a evidence of confusing. throughout.
Statement , concepts are concepts are wide range of reading around Concepts are Concepts are
key explained with a explained reading from the the topics either not either not
documents high level of accurately. expected discussed. discussed or are discussed or are
with accuracy. The reflective materials. Consistent and presented presented
references to The reflective essay is Consistent and accurate inaccurately. inaccurately.
theory essay is very presented in the accurate referencing Very poor Unacceptable
20% well presented in form of a clear referencing A limited attempt standard of standard of
the form of a line of argument A reasonable to present a line referencing and referencing with
clear line of that contains attempt to of argument but very little little or no
argument that critique, present a clear synthesis and evidence of evidence of
contains critique, synthesis and line of argument evaluation is reading. reading..
synthesis and evaluation. with evidence of week and ill- Little evidence of No evidence of
evaluation. Evidence of some synthesis considered. an ability to an ability to
Evidence of wider reading. and evaluation Few assets are present an present an
significant wider Consistent and Most assets are related to the argument argument
reading beyond accurate related to the purpose of the e- regarding regarding
the reading list. referencing purpose of the e- portfolio. Some personal personal
Consistent and All assets are portfolio. use of creativity development development
accurate clearly and Creativity and or original ideas Very few assets Hardly any
referencing. directly related to original ideas is evident that are unrelated to assets are
All assets are the purpose of enhance the enhances the the purpose of related to the
clearly and the e-portfolio. content of the e- content of the e- the e-portfolio. purpose of the e-

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directly related to Creativity and portfolio. portfolio Very little use of portfolio. No use
the purpose of original ideas creativity or of creativity or
the e-portfolio. enhance the original ideas is original ideas is
Creativity and content of the e- evident that evident that
original ideas portfolio in an enhances the enhances the
enhance the innovative way. content of the content of the
content of the e- portfolio portfolio
portfolio in a very
innovative way.

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Postgraduate Module Handbook 2023-24