BIO0226 Real World Business Issues Assessment Answers

BIO0226 Assessment Answers

Real world business concerns is the module title for BIO0226 assessment answers, a core module. The University of Huddersfield Business School is responsible for delivering the module. There are 20 credits in all, making it an intermediate course. The guest lectures and Q&A sessions make up the majority of the learning approach, which falls under the category of graded modules. In addition, 39 hours have been set aside for tutorials, with the remaining 152 hours devoted to independent study.

BIO0226 Assignment Answers

'Different current issues' affect businesses. It's possible that they'll have a negative impact on performance. What we refer to as 'issues' include a wide range of topics from current affairs to politics to values. These problems are inherently difficult to characterize and necessitate the active involvement of managers. Several invited guests will talk on these topics during this module. Students can respond to these challenges in a variety of ways, including: actively exploring the topic, conducting research, debating and evaluating its importance, and finally presenting their findings in an open forum for criticism.

The curriculum's specifics

The material of the programme is found in the one-time guest lectures. The topics discussed in the Synopsis will be addressed in the guest lecture series. Additionally, these are likely to be difficult or unanticipated issues that are prevalent both within and outside of the sector/industry boundaries. Furthermore, they may have significance on a regional or global scale.

Guest Lecturers: During the course of the module, there is a guest lecture schedule. Students will be actively involved in lectures, Q&A sessions, and the distribution of pertinent readings and research materials by invited speakers. There will be a wide range of topics covered in these talks. Students will attend the guest lecture in small groups as the first step in their investigation of the subject matter. By challenging the speaker, students will be able to gain a better comprehension of the material at hand. Students are encouraged to adopt a sceptical attitude through the use of questioning techniques.

Tutorial one: Questioning and research: Students will go over what they learned in class and begin an analytical and secondary research process in their groups (desk-based). With the goal of emphasising multiple and possibly contradicting points of view, they will engage in open debate as a peer group Students will be taught how to effectively defend their argued viewpoints in this course. In the second step of the process, students will conduct extra study to further their understanding of the prevalent viewpoints they have identified in stage one (stage two).

Formative assessment presentation in Open Forum: Tutorial 2. Students will produce a presentation after completing research and analysis in the first tutoring session (stage three). The tutorial group will be informed of this at the second tutorial. Presenting the group's findings, proposals for value creation, worries and concerns as well as their analysis will take on a critical tone. It will also take into account the long-term ramifications for businesses. The format of the presentation will be evaluated.

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Results of Knowledge and Understanding BIO0226 Assignment Answers

Students who successfully complete this module will be able to:

1. Identify the features of new and unstructured external challenges that have an impact on the performance of the organisation.

2. Recognize the nature of change that is triggered by external factors.

3. Learn about the benefits of an outward-facing orientation for managers and the development of their associated skills and competencies.

4. Plan and execute methodical responses to new and unstructured issues.

5. Assess, research, and highlight the most important parts from a large collection of unstructured data.

6. As a teacher, it is important to encourage students to engage in critical thinking and debate in the early stages of learning.

7. To stimulate further investigation, it is important to provide material in a way that is both cohesive and professional.

Formative Evaluation

Students will benefit from a variety of tools, including in-class quizzes, blogs, formative assessment comments on summative assessments, reviews of files and folders, etc. The module tutor has the last say on what kind of assessment devices is used.

Conclusions Drawn from the Data

There will be two components to the evaluation:

i) A 2,000-word assignment that corresponds to ability outcomes 1, 2, 4, and 7. 50%. Tutor re-evaluation will take place. Assignment I will not be graded anonymously in this course.

ii) A 2,000-word research paper on a topic related to ability outcomes 3-7, worth 50% of the grade. There will be no tutor reassessment. It is expected that the second assessment will be graded anonymously. It's the final evaluation, assessment iii.

Indicators of Success

According to the criteria laid out by the University of Huddersfield Business School, candidates will be evaluated on the following aspects: A set of guidelines for testing. Criteria for evaluating coursework and tests are provided in the guidelines.

Methodology of Education

A variety of pedagogical strategies are employed to aid a wide range of students in achieving their learning goals and completing the module and course objectives. Formal academic inputs are used in seminar sessions to equip students with the theoretical and practical information they need. A variety of practical techniques to learning are used to enhance the teaching of this course. Included among these are:

1. There will be guest speakers from the business world who will speak about the current issues in industry and commerce.

2. Question and answer sessions with guest speakers.

3. Simulating organisational issues and problems through case studies.

4. Speaker program-inspired discussion groups to examine management decision-making and problem solving through a variety of methods of debate and role-playing

5. Presentation of group research/debate on guest speaker themes in response

6. Sixth, use of the University's e-mail system (Blackboard)

7. Make use of social media and ICT as a public forum for expression.

8. Students are expected to work on supporting tasks outside of class time, both individually and in seminar groups.

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