Demonstrate an awareness of the value of study at HE level in the context of their individual and career development

2024-09-18 13:36:47

Assessment Brief 2 

Title: Demonstrate an awareness of the value of study at HE level in the context of their individual and career development

Programme title:

Foundation Year in Business and Law

Module name:

Personal and Career Development

Assessment title:

Personal Reflection on Self-Identification

Module code:

U10475

Module leader:

  

Internal verifier:

  

Submission deadline:

30th September 2024, 2 pm

Assessment type:

Individual Reflective Log (Follow the answer template)

Weight:

70%/2800 words 

Module Aims:

The aim of this module is to provide and support students with the necessary skills base for engaging with Foundation Year modules, and to help students identify and develop a range of transferable skills in preparation for studying at degree level. The module aims to develop a reflective approach by helping students identify their own strengths and weaknesses, and plan for their personal, educational and career development.

Indicative Module Content

You will focus upon issues associated with commencing Higher Education with a primary focus upon personal development and employability. This module content will include establishing pre and quashing misconceptions about university life; the staff-student relationship and expectations; the importance of employability within the HE curriculum and engagement with Career Development Services and the CORE. 

Learning and Teaching Strategies

Teaching will be primarily through small group seminars, workshops, VLE/e-learning resources, and regular one-to-one tutorials with personal tutors/supervisors.

Our philosophy of learning and teaching, our understanding of teaching for Foundation years and CCCU policies and strategies have all influenced our specific approach to learning and teaching for the Foundation year. Our teaching methods have been developed with explicit attention to debates pertaining to student learning styles. As such, our teaching methods provide a framework via which students develop the capacity to manage their own learning and evolve, over the course of their studies, into independent learners, acquiring the knowledge, understanding and skills that are essential to learning in Higher Education and to lifelong learning, post-graduation.

Overview of Learning and Teaching Activities on the Module

Teaching will be primarily through small group seminars, workshops, VLE/e-learning resources, and regularone-to-one tutorials with personal tutors/supervisors.

No

Learning Outcomes

2

Demonstrate an awareness of the value of study at HE level in the context of their individual and career development

3

Understand how to communicate more effectively both in an oral and written manner

Description/Guidance 

Topic:

This will be based on personal reflection on self-identified sessions within this module. This will be discussed in more detail in the module.

Delivery method:

Reflective Writing

Type/format:

Individual Reflective Log (Follow the answer template)

Word count:

2,800 words

 

Weight:

70% Marks

Submission method:

CCCU Turnitin

Basic guidelines

Reflective Writing

Assessment grading criteria:

15% Planning, coherence, and organisation

10% Written communication (including accuracy, spelling, grammar, and punctuation)

20% Context and application of knowledge 35% Oral communication

20% Use of literature and data

Referencing System

The Business students are required to use Harvard as the standard referencing convention. The Law students can use Oscula for referencing purposes on this module.

Learning Materials/Resources:

Recommended Resources:

  • Barker, A. (2010), Improve Your Communication Skills, 2nd ed., Kogan Page.
  • Cottrell, S (2013), The Study Skills Handbook, Basingstoke: Palgrave MacMillan.
  • Cottrell, S. (2015), Skills for Success: Personal Development and Employability. 2nd ed., Palgrave.
  • Creme, P., Lea, M. (2008), Writing at University: A Guide For Students (3rd ed). Maidenhead, UK: Open University Press. [Primary]
  • Gallagher, K. (2016), Essential Study and Employment Skills for Business and Management Students, 3rd ed., OUP.
  • Lumley, M. & Wilkinson, J. (2014), Developing Employability for Business, OUP.
  • Moon, J. (1999), Reflection in Learning and Professional Development, Logan Page.
  • Moon, J. (2006), Learning Journals: A Handbook for Reflective Practice and Professional Development, Routledge 
  • Pears, R. and Shields, G. (2013), Cite them Right: The Essential Referencing Guide. 9th ed., Palgrave Publishing.
  • Stuart-Hoyle, M. and Wiles, J. (2012), Orientation to Higher  Education, 2nd  ed., Reader’ Pearson.
  • Pears, R. and Shields, G. (2013), Cite them Right: The Essential Referencing Guide. 9th ed., Palgrave Publishing.
  • Trenholm, S. & Jensen, A. (2004), Interpersonal Communication, 5th ed., OUP.
  • Trought, F. (2017), Brilliant Employability Skills: How to Stand Out From The Crowd in the Graduate Job Market. Pearson. 

All the recorded sessions including the weekly lectures can be found on the module blackboard as a recorded collaborate session.

Journals, magazines & academic articles related and relevant to the subject:

You are expected to keep abreast of current academic theory and the events and issues that involve or affect international logistics. This may be via published and academic journals, newspapers, trade magazines etc. 

Websites:

You are expected to keep abreast of news, both specific to international logistics and general news as well as other information published in websites. The following websites are examples of those which you might find helpful:

http://targetjobs.co.uk/careers-advice

http://wikijob.co.uk/CV’s

Please note that the format and order of this reading list is for illustrative purposes only. Additional sources can also be found in Library services.

Students are requested to submit a single alphabetical order bibliography list containing all sources used for each piece of work submitted.

For guidelines on the required Harvard referencing style please refer to: http://canterbury.ac.uk/library/docs/harvard.pdf

Other Information 

This handbook should be read in conjunction with other sources:

  • Student Handbook: for programme academic information applying to all modules
  • Current Student Webpages: for generic student experience information
  • Advice for Students Blackboard for Business School information. 

Date and Validity of Module Handbook 

Valid for academic year 2023/24 and 2024/25 

CCCU Assessment grading criteria: Foundation Year/Level 0

 

Criteria

100-70%

69-60%

59-50%

49-40%

39-20%

20-0%

Planning, coherence, and organisation of work

Detailed self-directed planning evident in coherent and well- organised work which meets timescales.

Logical, well-planned, and coherent work which meets timescales.

Evidence of effective planning. Work demonstrates some coherence and is organised

and meets timescales.

Evidence of some planning and work has basic coherence and organisation and meets

timescales.

Poor organisation and little coherence.

Inefficient planning and tasks incomplete.

Disorganised and incoherent. Little evidence of planning.

Context and application of knowledge

Comprehensive knowledge and understanding of subject context demonstrated and used

effectively.

Good knowledge and understanding of defined subject context shown and

used appropriately.

Sound knowledge and understanding of defined subject context shown and

used.

Basic knowledge and understanding of defined subject context

demonstrated.

Limited knowledge and understanding of subject shown.

Very limited or no understanding of subject shown.

Presentation

Confident selection, organisation and communication of ideas using appropriate and resources and with clear focus on intended

audience.

Confident selection, organisation, and communication of ideas appropriate to the intended

audience.

Competent communication of ideas with clarity and an appropriate structure.

Competent and appropriate communication of ideas although some lack of

clarity evident.

Ineffective communication and presentation of ideas and lack of clarity in

structure.

No coherent communication of ideas.

Written Communication, (including accuracy, spelling, grammar,

punctuation)

Fluent and accurate writing style which utilises appropriate conventions and is appropriate to the assignment. Mostly

correct grammar and spelling.

Fluent writing style appropriate to the assignment. Academic conventions are used, and grammar and

spelling are generally accurate.

Writing style serviceable and appropriate with awareness of academic discipline.

Basic writing style using appropriate format but containing some errors in expression.

Ineffective writing style with little attention to academic or grammatical

conventions.

Inappropriate and incoherent.

Communication.

Communication (oral)

Engaging and confident presentation of well- structured ideas. Pace is appropriate for subject matter and audience,

Clearly communicated ideas which are well structured, and pace is appropriate. Attempts are made to engage the audience,

Sound structure and pace is evident in appropriate communication of ideas.

Some effective audience engagement,

Basic structure and competent communication evident although limited appropriateness or engagement with

audience.

Presentation of ideas lacks coherence and fluency. Very little attempt to engage with audience at an

appropriate level.

Ineffective communication and presentation of ideas, lacking clarity in structure. Minimal engagement with audience.

Evaluation and Reflection

Excellent use of evaluation and reflection throughout.

Confidently reflects on own strengths and weaknesses and translates this to effective action

planning.

Consistent and appropriate use of reflection, evaluation, and action planning.

Adequate use of reflection, evaluation, and action planning with evidence of reasoned decision making.

Limited use of reflection, evaluation, and action planning.

Insufficient evidence of reflection or evaluation informing very limited action planning.

No evidence of reflection or evaluation.

Analysis and criticality

Makes very good use of analysis by comparing and contrasting alternate positions using critical insight.

Makes effective use of established techniques of analysis and shows awareness of alternate theories and

analytic approaches.

Makes conventional use of analysis, including some criticality. Is aware of current debates.

Makes basic use of analysis and there is evidence of some critical insight and reference to

debates.

Little analysis of or justification for ideas.

No evidence of analysis or criticality in presentation of ideas.

 

Referencing and Academic protocols

Sources used are acknowledged and referenced accurately using a systematic and appropriate approach.

Sources used are acknowledged in a systematic and appropriate approach.

References are generally

accurate.

Attempts to follow a systematic approach using accepted protocols.

References are generally

accurate.

Some attempts to cite sources but contains inaccuracies, errors, or omissions.

Limited acknowledgement of sources, which are inaccurate or

incomplete.

Little or no acknowledgement of sources of information.

Use of literature and data

Evidence of broad and in-depth consultation of source material, which is well-chosen, appraised, synthesised, and used effectively.

Evidence of independent research and consultation of appropriate sources which are used with critical insight, synthesised, and have

relevance.

Sufficient relevant information is consulted, documented, and used in a critical way.

Evidence of reading and research from appropriate sources but this may be presented uncritically or descriptively.

Very limited or inappropriate sources consulted with little critical insight.

Ineffective or irrelevant consultation of sources presented descriptively.

 

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