ASSESSMENT GRADING MATRIX FOR ESSAYS/REPORTS BAND Select and deploy relevant knowledge showing understanding of relevant literature/resources. Analyse and evaluate information, arguments and explanations, and apply theory to practice. Construct arguments and explanations a range of available evidence and communicate these in a clear, structured manner, making use of appropriate vocabulary, citation and referencing. (85-100%) Outstanding .. in addition to criteria in the band the student demonstrates comprehensive understanding of information extracted from recent / current thinking in the subject area suggests original interpretations or applications of theory evaluates, analyses and interprets information, arguments and explanations with outstanding clarity and skill reasons effectively towards a comprehensive and original conclusion distils and critically evaluates evidence and communicate this concisely (70-84%) Excellent a thorough, accurate knowledge with a clear and detailed understanding that meets module specific learning outcomes and assessment criteria coverage of a wide range of relevant literature/resources a high level of skill in interpretation, analysis and evaluation rigorous and consistent application of relevant theory to practice correctly distinguish relevant and important factors integrate factors into a balanced, well-focused and convincing argument/explanation reason effectively towards an individual and informed conclusion contain detailed citation and referencing correctly use grammar, punctuation and spelling (60-69%) Very Good a very good, accurate knowledge and understanding that meets module specific learning outcomes and assessment criteria a very good awareness of a range of relevant literature/resources a very good of skill in interpretation, analysis and evaluation consistent application of relevant theory to practice identify the most important factors present a relevant argument/explanation clearly if, at times, lacking incisiveness contain accurate citation and referencing may contain occasional errors of grammar, punctuation and spelling (50-59%) Good a good knowledge and confident understanding that meets module specific learning outcomes and assessment criteria a good level of skill in interpretation, analysis and evaluation application of some theory to practice identify some important factors present a logical argument/explanation contain correct citation and referencing may contain some errors of grammar, punctuation and spelling
a good awareness of relevant literature/resources (40-49%) Adequate an adequate knowledge and understanding that meets module specific learning outcomes and assessment criteria a limited awareness of relevant literature/resources an adequate level of skill in interpretation, analysis and evaluation adequate application of theory to practice make an adequate attempt to distinguish relevant material assemble it into a limited argument/explanation contain adequate citation and referencing that is generally accurate may contain some errors of grammar, punctuation and spelling (25-39%) Unsatisfactory poor and generalised knowledge and understanding that does not meet module specific learning outcomes and assessment criteria little or no awareness of relevant literature/resources a poor of skill in interpretation, analysis and evaluation inappropriate or inadequate application of theory to practice make an inadequate attempt to shape an argument/explanation at a basic level lack logical structure and/or be unselective be uncited/unreferenced or display frequent errors in citation/referencing may contain intrusive errors of grammar, punctuation and spelling (0-25%) Inadequate at HE level.. X No attempt to use relevant literature Little or no relevant factual content Has little apparent understanding of the concepts relevant to this area of study Little or no interpretation or analysis of information Little or no idea of relevant theoretical background or its application No conventional structure to report Spelling / grammatical errors make report incomprehensible Explanations illogical or non-existent
• Make use of knowledge and skills gained in specialist contexts to investigate and resolve issues in rural businesses • An understanding of the issues of sustainability and environmental impact and an awareness of the risks of exploitation Consultancy Case studies Report writing UPC Intranet/internet resources PU student portal TCCC Intranet/internet resources 1,3 3 1,2,3 4,5 RBM301, CORD312, CORD311 CORD312, CORD311 Students will have demonstrated an ability to apply knowledge and understanding skills developed within level 6 of the course to a wide variety of industry related scenarios and will be required to complete a range of assessments in order to demonstrate these skills. Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied. • Demonstrate familiarity with a wide range of subject-specific facts and principles as well as an awareness of the current limits of theory and applied knowledge. • Understand the provisional nature of information and all for competing and alternative explanations Class exercises Intranet/internet exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays etc) 1 1,2 1,2,3 1,2,4 Essays/projects dissertations Examinations Coursework/group work on practical application questions Assessed presentations RBM301 RBM301
specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. • Evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work • communicate the results of their study/work accurately and reliably, and with structured and coherent arguments • Literary and information processing • Self-management • Communication (oral, written, CIT) • Numeracy/quantitative skills (reflection, statistics etc) • An ability to work effectively in a group. • An ability to plan and manage learning. • An ability to self-appraise and reflect on learning Library and other research exercises work awareness and practice Computer-based learning and assessment Class and seminar interactions and feedback 1,2,4 2,5 1,2,3,4,5 1,2,3,4,5 Coursework of all types Examination preparations and completion Group presentation ALL Modules
The Rural Business Management discipline depends on a blend of academic and practical skills, both equally important. It is crucial that students of Rural Business Management commence the development of key transferable skills as soon as possible within the programme of study. Students will be able to demonstrate an ability to apply subject principles in an employment context; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. • Convey the factorial nature of Rural Business Management to a wide ranging rural businesses audience • Implement appropriate translation of key academic principles/ findings in a variety of rural business contexts • Demonstrate interpersonal and team work skills • Organise a team effectively and contribute effectively to team work through the identification of individual and collective goals Project oral presentation Coursework reports Reflective log Discussions with visiting speakers and 1,2,3,4,5 1,2,3,4,5 Individual discussion/(Continuous) Professional Development ‘plan’ will be met throughout the programme when engaging in CPD reflection and activity with
PS14. Work Related Learning WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all: FHEQ Level: 6 WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s) Marketing; Strategic Management Issues; Environmental Management; Funding and Developing Rural Projects; Business on the Golf Course (As part of the assessments of the modules. Students approach relevant business and employers and meet the outcomes of the modules learning outcomes) As stipulated in individual assignment briefs To develop a thorough understanding of the management of rural businesses. To apply the theories of business management to a range of rural business types and enterprises. To the issues surrounding the rural environment into a national and international context. To develop a thorough understanding of the impact of economic policy, enterprise, finance and technology on the rural sector. Demonstrate knowledge of the underlying concepts and principles associated with Business Management, and an ability to evaluate and interpret these. Critically evaluate the integration of theory, experiment, investigation and fieldwork and development of principles into practice Investigate and resolve issues in rural businesses, using knowledge and skill gained. Demonstrate an understanding of the issues of sustainability and environmental impact and an awareness of the of exploitation Present, evaluate, and interpret qualitative and Strategic Consultancy Project; Critical reviews Environmental audits; Portfolio: Submit a bid application in liaison with a local organisation; Event Management CORD311; CORD312; RBM305; RBM306; RBM315
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and of new module code. MODULE CODE: RBM301 MODULE TITLE: Honours Project CREDITS: 40 FHEQ Level: 6 JACS CODE: X210 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N SHORT MODULE DESCRIPTOR: (max 425 characters) This module allows students to explore in detail an academic subject of their choice. The module comprises a substantial research study element, which includes a literature review, experimental design, the collection, analysis and interpretation of data and report writing. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail E2 (Clinical Examination) % A1 (Generic Assessment) % T1 (Test) % SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy Stoke Professional body minimum pass mark requirement: N/A MODULE AIMS: •To provide the student with an opportunity to carry out self-directed study of current issues and concepts relevant to their degree programme •To provide knowledge and understanding of the research process. •To develop competence in the design and execution of a research and an ability to communicate their findings by means of written and oral reports ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Critically evaluate relevant literature and identify the need for further research investigation Propose suitable research question for investigation, have that proposal agreed with the project co-ordinator and manage that project to an appropriate academic level Plan and execute a project in an ethical and safe manner according to University level requirements Design and execute the collection of data via any combination of laboratory work, work, questionnaire and reference to scientific literature Analyse, interpret and critically evaluate data Organise their study in the context of the related scientific literature Communicate their findings in an appropriate scientific manner DATE OF APPROVAL: 01 June 2007 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 September 2007 SCHOOL/PARTNER: Duchy College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year Additional notes (for office use only): SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
MODULE AIMS: •To review consumer and organisational markets •To analyse and assess the role marketing plays in influencing the innovative effects of businesses and organisations •To evaluate the opportunities for integration of the marketing mix and managing marketing change in a business or organisation ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Appraise the influence that marketing communication plays in the internal and external environment of a rural business Critically assess the methods of influencing consumer markets and behaviour particularly in a rural locations Analyse the effectiveness of different distribution channels and their relationship to marketing strategy Evaluate the development of marketing planning and competitive strategy, appropriate to a particular business or situation DATE OF APPROVAL: 01 April 2013 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 Sept 2013 SCHOOL/PARTNER: Duchy College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year Additional (for office use only): SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 133 MODULE LEADER: Mr Paul Ward OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT •Market segmentation, market research, target markets, pricing decisions •Marketing in its managerial context; •Marketing plans & their link with the corporate purpose. •Analysis of market opportunities; •Target markets and positioning; •Implementing and controlling marketing plan SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 55 Classroom Delivery Guided Independent Study 145 200 (NB: 1 credit = 10 or learning; 10 credits = 100 hours, etc)
SUMMARY of MODULE CONTENT Significance of rural development for 21st Century, Technical changes, Green Revolution, Basic needs, meanings and interpretations. Integrated Rural Development as a concept. New Land settlement and colonisation. Rural Health and Nutrition SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lectures, 30 Seminars 15 Guided Independent Study 155 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ % = 100% Coursework C1 Coursework 100% Total = 100% To cover all ALOs Practical P_ % Total = 100% Updated by: Jurie Intachat Date: 26/08/16 Approved by: Mathew Tonkin (HE Operations) Date: 26/08/16 Recommended Texts and Sources: Moseley(2003) ‘Rural Development Principles and Practice’ London: sage Davis and Ryner(forthcoming) ‘ Poverty and the Production of World Politics’ Palgrave Molden,D., Amarasinghe, U., & Hussain I. 2001. Water for rural development. IWMI Working Paper 32 Columbo:IWMI. Timmer, C. Peter. 1988 the agricultural transformation. In (Chenery and Srinivasan (eds) Handbook of Development Economics. Vol.1. Amsterdam: Elsevier Science Publishers B.V. JOURNALS Journal of Rural Development Journal of Rural and Community Development OJS Rural Sociology RSS The Rural Sociologist RSS INTERNET BASED RESOURCES
Physical measures of animal performance. Physiological mechanisms, anatomic and morphological constraints. Intrinsic factors – nutritional, reproduction, health, welfare. Extrinsic factors – husbandry, management, economic and legislative. Species-specific performance data base information. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 20 Providing background knowledge and understanding Seminar 20 discussions / Healthy Livestock seminars Practical Classes and Workshops 15 Monitored focus farm/group workshops Guided Independent study 145 Autonomous work (with industry and / tutor where applicable) Total 200 (NB: 1 credit = 10 or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E1 Exam 100% Total = 100% ALO 2 and 3 T_ % Total = 100% Coursework C1 Essay 100% Total = 100% Managing Animal Performance - ALO 1 and 4 Practical P_ % Total = 100% Updated by: Paul Ward Date: 26/08/16 Approved by: Jurie Intachat Date: 26/08/16 Recommended Texts and Sources: Brambell, F. R. W. (1965) Report of the technical committee to enquire into the welfare of animals kept under intensive livestock husbandry systems. Command Paper: 2386. Crettenand, J., Moll, J. Mosconi, C. and Wegmann, S. (2002) Performance Recording of Animals: State of the Art 20the Art 2002. EAAP Publication No. 107. Proceedings of the 33rd Biennial session of ICAR, Interlaken, Switzeland May 26 – 31, 2002. The Animal Welfare Act. Available at: www.defra.gov.uk/animalh/welfare/ Frandson, R. D. (1982) Anatomy and physiology of farm animals. Lipincott, Williams and Wilkins Piliner, S. and Davies, Z. (1996) Equine science, health and performance. Oxford: Blackwell Ltd. Robinson, D. (1997) Animal physiology: animal performance. Milton Keynes; Open University Worldwide. Business School (2012) Farm business management digest – south west England. Callington. Rural Business School, Duchy College. JOURNALS
Seminars 15 Guided Independent 155 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E1 % Total = 100% T_ % Total = 100% Coursework C1 C2 Assignment 1 Assignment 2 25% 75% Total = 100% Report Investigation Portfolio and Critical review Practical P_ % Total = 100% Updated by: Alex Lindsay Date: 26/08/16 Approved by: HE Operations Date: 26/08/16 Recommended and Sources: Boddy, D. (2002) ‘Management: an Introduction’ New Jersey. Prentice Hall M. (2003) ‘Relationship Marketing’ New Jersey. Prentice Hall Chaston, I (1990) ‘Managing for Marketing Excellence’ London. McGraw Hill Cole, G (1998) ‘Management Theory & Practice’ London. Continuum Farrally, M, R and Cochran, A, J. (1998). Science and Golf III – Proceedings of the World Scientific Congress of Golf. Human Kinetics; Leeds. C. (1999) ‘Understanding Organisations’ London. Penguin C (1989) ‘The Age of unreason’ Arrow Books Kotler, P (2000) ‘Marketing Management’ Millennium Edition, New Jersey. Prentice Hall McDonald, M. (2005) ‘Marketing Plans. London. Heinemann Mercer, D. (1996) ‘marketing’ Oxford. Blackwell. Proctor, T (1996) ‘Marketing Management’ London. International Thompson Business WEBSITES