Task: BSS037-2 Managing Business Complexity CW - CS Assignment 1 Brief | UG | AY25-26 | University of Bedfordshire
BSS037-2 Managing Business Complexity CW - CS Assignment 1 Brief | UG | AY25-26 | University of Bedfordshire
Assignment Brief | UG | AY25-26
Key assignment details | |
| Unit title & code | Managing Business Complexity/ BSS037-2 |
| Assignment number & title | 001/Report based on case study analysis |
| Assignment type | CW-CS |
| Weighting of assignment | 40% |
| Size or length of assessment | 2400 words (equivalent) |
| Use of generative AI | Not Permitted |
| Use of self-plagiarism | Not Permitted |
Understanding the assignment brief | |
Assignment brief to be discussed during an in-class session with students within the first 2 weeks of the unit. | Week 3 |
Uploaded screen/podcast explaining the assessment, the rubric and marking criteria. | TBA |
Completing your assignment
What am I required to do in this assignment?
Prepare a report reviewing the complexity that emerges through the structures and processes of a business described in the case study.
1)Identify 4 properties of complex systems as introduced in Lecture 1
2)Apply tools such as rich pictures and cause-effect diagrams to show the complexities
3)Provide recommendations supported by relevant theories.
4)In the process log please discuss your learning based on the feedback provided on checkpoint activity
Feedback on drafts:
A business consultancy scenario will be played out as a checkpoint activity in Teaching Week 6 during the scheduled session. *A checkpoint activity is a formative assessment where you will be able to receive feedback on your rich pictures/cause effect diagrams/an outline structure of report. Your will be required to discuss how the feedback is applied in Process Logs. Process logs will be marked as a part of the assessment as described in the rubric.
What do I need to do to pass? How do I achieve a good grade?
To pass you need to meet the minimum pass criteria of the assessment as follows:
- Able to explain properties of complex systems and apply to the case study
- Able to research using the sources provided in the unit
- Select and apply at least one soft-system tools useful for problem conceptualisation
- Present your work as a formal report and include references in Harvard style both within the text and in the reference list
To achieve a good grade, you need to meet the following criteria:
- Discussion on case study shows a grasp of complex systems with examples
- Clear link between the discussion on properties of complex system case study evidenced in rich picture and fishbone diagram
- Able to analyse the themes from rich picture and fishbone diagrams with clear focus on case study
- Able to show evidence for entries discussed in the process log
- Present your work as a formal report and include references in Harvard style both within the text and in the reference list
How will my assignment be marked?
Your assignment will be marked according to the threshold expectations (see the Unit Information Form uploaded on BREO) and the specific marking criteria below (marking rubric). Please read carefully as they will help you prepare and evaluate your own work before you submit. They will also help you understand the grade and feedback received once marked.
| 70%+ (1st Class) | 60-69% (2:1) | 50-59% (2:2) | 40-49% (3rd Class) Threshold Standard | 30-39% (Fail) | 0-29% (Fail) |
Discussion on sources of business complexity in the case study (20%) | Logically coherent Identification and discussion of sources business complexity discussed in the case study from the perspectives of theory
| Identification of sources business complexity discussed in the case study Application of relevant core concepts
| Identification of sources business complexity discussed in the case study Superficial mention of relevant core concepts
| Fundamental understanding of sources business complexity Limited evidence of knowledge and understanding of business complexity | Task interpreted with some limitations Weaker understanding or superficial references to the core concepts of business complexity Irrelevant sources used | Significant misinterpretation of the task. Use of irrelevant material |
Problem Conceptualisation using Systems Approaches (25%) | Very well developed rich pictures and cause effect diagrams to communicate complexity discussed in the case study | Use of rich pictures and cause-effect diagram capturing processes, people, structures, information with focus on sources of complexity and analysis |
Use of rich picture/cause-effect diagram capturing processes, people, structures, information with focus on sources of complexity |
Use of either rich picture or cause-effect diagram capturing processes, people, structures, information with limited understanding of complexity | Limited understanding of business complexity presented in the case study Missing rich pictures or cause effect diagrams | Lack of understanding of business complexity presented in the case study Missing rich pictures or cause-effect diagrams |
Analysis and Critical Thinking (25%)
| A very well developed logically coherent analysis Recommendations supported by evidence | Knowledge applied in understanding the complexity through the sources and theories used to a good standard Recommendations supported by evidence | A good understanding of sources of complexity and relevant theories evidenced through the recommendations | Sources of complexity discussed within the context of the case study Some evidence of knowledge of theoretical concepts | The report discusses the issues discussed in the case study Does not make attempt at applying theory to explain the problems
| The report re-states the issues discussed in the case study |
Ability to conduct integrated study (20%) | Presents coherent evidence of learning and assessment writing process Evidences skills improvement through attempting the assessment Application of feedback provided on the checkpoint activity Self-Assessment of Skills and knowledge required for the assessment | Evidence for areas of improvement through attempting the assessment Application of feedback provided on the checkpoint activity Self-Assessment of Skills and knowledge required for the assessment | Application of feedback provided on the checkpoint activity Self-Assessment of Skills and knowledge required for the assessment | Self-assessment of skills and knowledge required for the assessment is evident
| Connections are not made to the checkpoint task and assessment task
| Process Log is not relevant to the assessment task |
Presentation and Style (10%) | Report is presented with a logical structure Harvard Reference Style is used effectively for referencing Report is professional presentation with headings, indentation, appendices etc | Sources are cited coherently in the report Report is presented with a formal structure Appendices are used effectively | Sources are cited coherently in the text List of references and citation match Report is presented with a formal structure and format Made good use of appendices | Sources listed and cited using Harvard Referencing Style with some detail missing Report is has some formal style however, lacks a logical structure
| A list of sources provided at the end of the report Harvard referencing style is missing Report prepared without a formal presentation style
| Harvard referencing style is missing Report prepared without a formal presentation style |
Additional information
How does this assignment relate to ‘my learning in this unit and help me develop knowledge and skills that I will need for my future?
Week 1: Introduces the concepts of complexity and complexity in business. The session also introduces you to tools that are used to conceptualise business complexity
Week 2: The session explores business complexity emerges through organisational structures. This session lays the foundations for identifying organisational structure in a business
Week 3 & 4: The sessions help you identify sources of internal complexity and develop alternatives to streamline and mitigate risk due to complexity
Week 5 – 7: The sessions can help you understand sources of external pressures/shocks that add to complexity to business
Within the University of Bedfordshire, graduate competencies refer to the skills, knowledge, attributes, and abilities that individuals are expected to possess upon completing their education at the graduate level. Our graduate competencies are the fundamental building blocks in preparing you for the future world of work. They form the foundation for learning outcomes within and beyond your course. They are relevant for every subject, and you can work towards them in different ways, so that you can attain and benefit from them even if you have lots going on outside university. These competencies will be integrated across your course and units
