Looking for Business Values & Ethics Assignment Questions to Answers

Question 1:                                                                                                                             (20 Marks)

• Write an essay of around 1500 to 2000 words covering the background of Business Values & Management Ethics incorporated and practices by different global cultures. The written article should have an Executive Summary complemented with the necessary background analysis on Business Values & Management Ethics, where primary organizational cultures are discussed.
• Discuss and provide your point of view on why businesses fail to practice the management of Ethics in the workplace due to organization culture. The essay should be ending with an overall conclusion & recommendations on how organizations can shift the operating model towards better Business Ethics.

Question 2:                                                                                                                          (20 Marks)
Write a detailed report of 1000 to 1500 words on Environmental Ethics and Corporate Social Responsibility debating on the effects of CSR on Business Ethics. The report should be case-driven, where students can select an annual report of any organization and focus on the CSR part and provide insights on how such non-financial metrics in the annual report are impacting the business model.
Question 3:                                                                                                                          (20 Marks)
Organizations need to master the fundamentals of data ethics, where ethical compliance must become a key performance indicator for every employee who has a direct or indirect connection with customer data. Prepare a short essay report on the given topic highlighting your views and arguments towards how organizations can take active steps towards incorporating proper governance and critical performance indicators to win the ethics battle.
Question 4: Corporate Responsibility – Case Study                                           (Marks 20)
Everyone is familiar with Wal-Mart. It’s one of the most successful companies in the world and operates thousands of stores across the U.S., with many international branches. Wal-Mart Corporation employs more than a million people and is considered to be the largest private employer in the United States. There is no doubt that Wal-Mart is a financial success. Their stocks had climbed steadily since 1970 when shares were offered at less than $20 each. Founded in the 1960s, Wal-Mart is one of the world’s largest retail stores today.
So, it can be said that on one level, stockholders have benefited the most by Wal-Mart’s success. On the other end of the spectrum, the consumer is rewarded due to Wal-Mart’s low pricing structures. Wal-Mart offers employment opportunities to young and old alike. Suppliers are provided with an abundant source for their goods, and the community itself benefits through a higher employment rate. On the surface, Wal-Mart seems to be a very positive influence on society in general, since its inception, has defined its values as those were “built upon the foundation of honesty, respect, fairness and integrity.”
Unfortunately, Wal-Mart also has experienced several blemishes throughout its history and is often cited for not living up to very high ethical standards. As a matter of fact, among employees, Wal-Mart is listed as one of the least-admired corporations to work for, and many have charged that Wal-Mart is deceptive and manipulative.
One of the most common criticisms of Wal-Mart is the way it treats its employees. While everyone can understand that the bottom line for any corporation is to control labour costs and to increase profit, Wal-Mart has been charged with paying its employees consistently poor wages. Wal-Mart claims that it offers health care benefits to its full-time workers, but the fact remains that Wal-Mart employees must pay quite a bit more of their health care costs than employees who work for other corporations.
Another charge that is consistently levelled against Wal-Mart is that it pressures employees to work overtime without overtime pay. In some instances, former employees claim they were asked to work “off the clock.” Such claims can be heard in just about every town where a Wal-Mart is located.
Wal-Mart has been fined for violating child labour laws and the Americans with Disabilities Act. Management in a multitude of Wal-Mart stores scattered throughout the United States has been accused of sex discrimination against women employees, who claim they have been denied equal opportunities within Wal-Mart’s management infrastructure. Instead, they have been stuck in low-paying jobs. This claim may be bolstered by the fact that more than 70 per cent of Wal-Mart employees are women, while men, hold nearly 90 per cent of store management positions.
This single claim brought about one of the most significant civil rights class-action lawsuits in the state of California. In 2004, a California federal judge ruled that a lawsuit on behalf of female employees of Wal-Mart could proceed.
Wal-Mart also has been accused of hiring illegal aliens in several states and has paid them less than minimum wage, no medical benefits and denial of overtime pay.
Question 1:
It is easily understood that, while Wal-Mart, as a whole, promotes employment and benefits for many communities, it also has a downside. This dilemma causes one to wonder, what is the proper role of business management within the community? Even further, what is the appropriate part of a business within society?
Question 2:
Business managers do have a responsibility to earn a profit for stockholders, but at the same time, they also have the ethical responsibility to customers, employees, and suppliers. Which is more critical explain?
Question 3:
So what do you think? Does Wal-Mart have a responsibility to everyone? From customers to suppliers, to employees, to stockholders: Think about how Wal-Mart personifies the importance of business and ethics practised by a single corporation. Who ultimately pays for Wal-Mart’s low prices?
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Faculty of Business and Law

Leicester Castle Business School

Our Mission	Our Vision	Our Values
To transform lives in our global community of students, staff and partners through outstanding education and researchTo go beyond business as usual by fostering creative, distinctive and pioneering solutions to real- world problems To promote the public good through critical analysis of the purpose of business and through active engagement in initiatives aimed at tackling business, social and community challenges	Through our unsurpassed commitment to the public good and Transformational scholarship, we will position ourselves as the definition of a 21st century global Business School	LEADERSHIP: Confidence and courage to shape a better futureINTEGRITY:                                           Taking personal pride in our work CREATIVITY:          Thinking beyond the usual and embracing ideas GLOBAL       MINDEDNESS: Finding    opportunities    in our diversity COMMUNITY:                Realising the purpose and power  of business

 

MODULE OUTLINE

1.      The teaching team

This module is led by William Murithi who has a broad knowledge of enterprise through academia and personal experience of establishing and growing businesses. Having been involved in Students in Free Enterprise Society (now Enactus) as well as run a business as a student, he is effectively placed to support and examine student business plans. His research interests are; Entrepreneurship, Strategy, strategic Entrepreneurship, Family Businesses, SMEs and Regional Development. Also students will be supervised or supported by experienced academic and professional staff within the enterprise team at the university.
 

2.      Module aims

The Entrepreneurship Project assumes that students will have a thorough understanding of business research, analysis, and financial acumen to enable the construction and delivery of a comprehensive business idea. Studies from an undergraduate and postgraduate level should be used (where appropriate) to show  a breadth of understanding to the areas required in the project, but also a depth of understanding in the entrepreneurial idea.
The Entrepreneurship Project does not require that the student already has a business or has studied a commercially based programme. Many students have strong creative ideas inspired by new opportunities, and the Entrepreneurship Project gives the student the time, and academic and commercial support, to develop and refine these ideas into a viable, structured, and comprehensive business plan.
Objectives and Learning Outcomes
By the end of this module students will:

1. Develop knowledge and practical experience of business plan creation.
2. Apply a range of management knowledge and skills to building a business.
3. Capacity for independent, self-managed work experience.
4. Presentation of the plan to mentors and academics.
5. Learn through reflection on practice and experience.

 

Skills	Introduced, Practiced, Assessed
Written communication	Introduced, Practiced, Assessed
Interpersonal communication	Introduced, Practiced, Assessed
Planning and organisation	Practiced, Assessed
Oral presentation	Introduced, Practiced, Assessed
Teamworking	Practiced
Adaptability	Introduced, Practiced, Assessed
Problem solving	Introduced, Practiced
Numeracy	Practiced, Assessed
Computer skills	Practiced, Assessed

 

6.      How it’s going to be taught

This module is primarily driven by the student in a semi-independent manner. An overview of the timeline is shown below.

Action	Date
Entrepreneurship Project Mentor and Academic Tutor allocated	Late September/October
Students submit the Entrepreneurship Project Proposal form for consideration by the Module Leader	Late September/October
Entrepreneurial Project start	September/October
Continue Mentor and Tutor meetings	September – December
Submit project to University	9th January 2020
Entrepreneurship Project formal presentation	W/C     16     (PG)     13thJanuary 2020

The Faculty is committed to providing an equal learning experience for every DMU student through the use of Universal Design for Learning (UDL). Examples of the ways in which we do this include a focus on flexible ways of learning, providing flexible study resources such as by recording lectures, and by using a variety of assessment methods.

7.      How this module relates to your programme of study

The skills and knowledge gained within previous modules should assist students in taking on the challenge of a semi-independent challenge, which is primarily driven by themselves.
 

8.      How this module enhances your employ-ability

This module provides students the ability to understand business from the perspective of the founding entrepreneur, rather than simply as an employee. Therefore this should enhance employ-ability factor in future job applications, going into working within family businesses, or establishing a business of their own.
DMU has great ambitions for its students and alumni and we want you to have opportunities that match your ambitions. We offer a wide range of work experiences and now we want to make these even better.
#DMUworks is our fresh new programme to fit around what students, alumni and employers need, focusing on work experience opportunities that may be short, long, based in the UK or abroad – with options to suit different circumstances and aspirations. You can find out and sign up for #DMUworks, Innovation Centre and Enactus Society opportunities on MyGateway.
You can also find out further information about our projects by visiting the following webpage:https://www.dmu.ac.uk/dmu-students/careers-and-employability/careers-and-employability.aspx

9.      Your responsibility

Students are expected to attend and participate in all timetabled activities, including lectures, seminars, workshops, and practical sessions. Students are also encouraged to fully participate in the academic and cultural life of the Faculty and University, including guest lectures, seminars, public debates and external visits.
As students, your responsibilities are:
Preparation: Complete the required readings before coming to each timetabled session on this module and to undertake the required follow-up work.
Participation: Participation in class is based on participation in class lecture/seminar, as well as group activities in class. To assist your engagement in class you should come prepared by writing down ideas, quotes, or concepts from the reading list that you find interesting as well as thought provoking. You should come prepared so that you can fully engage in class discussions and activities.
Respect: Throughout your studies it is important that you treat other students with respect as well as engaging in a respectful manner with academic staff. It is imperative that you listen to others and treat their contributions with respect, even if you disagree with them. In particular it is important that:

• You are respectful of your peers’ learning and resist talking through seminars, workshops and lectures.
• You do not answer your phone unless it is an emergency.
• If you are late, then please take the first available seat and settle yourself as quietly as possible.

The student charter  sets  out  commitments  from  the  university  to  students,  from students to the university, and from the Students’ Union to students. You can consult it at:
http://www.dmu.ac.uk/dmu-students/student-resources/student-charter/student- charter.aspx
The module teaching and assessment team will contribute to this environment by:

• Treating all students with respect.
• Welcoming diverse viewpoints, experiences, and interpretations of the class materials.
• Challenging your thinking, beliefs, and analysis of issues, concepts, and ideas in this class.

10.      Schedule

Action	Date
Introduction      Entrepreneurship     Project     Mentor     and Academic Tutor allocated	Late September/October 16th October
Entrepreneurial Project start	September/October
FaB       Networking        Session        @Innovation        Centerhttps://www.eventbrite.co.uk/e/fab-networking-with- findabiz-leicester-tickets-74087005227?aff=ebapi	29th           October     201918:00 – 20:00 GMT
Students submit the Entrepreneurship Project Proposal form for consideration by the Module LeaderAnd submit a Gantt Chart with the proposal.   Students to Submit A signed Business Proposal on Turnitin	Late September/October  8th of November 2019
Attend the Leicestershire Entrepreneurship Day 10:00 make booking           though           mygateway.dmu.ac.uk          or https://lbf2019.ticketleap.com/leicestershire-entrepreneurship-day/dates/Nov-05-2019_at_1000AM	5th November 2019
Research Ethics application form (Signed copy)	15th of November 2019
Continue Mentor and Tutor meetings (at least 3 meetings)  And at least one meeting with the Enterprise team- consult with Mr Simon Baines (sbaines@dmu.ac.uk ), Enterprise Project manager , book an appointment through mygateway Careers and Employability Appointments- self-employment, freelancing and setting up a business https://mygateway.dmu.ac.uk/s/careers-and- employability/appointments/app/ – /topic/14?siteId=7	September                   – December 2019
Submit Business Plan Project and PPT Presentation slides Via turnitin to University	9th January 2020
Entrepreneurship Project formal presentation	W/C 16 13th January 2020

 

11.      Module Resource

Key Text:

• Allen, K. R. (2016) Launching New Ventures: An Entrepreneurial Approach (7th Ed). Cengage

Additional Texts:

• Burns, P. (2014) New Venture Creation. Basingstoke:
• Stokes,     &    Wilson,    N.    (2010)    Small   Business    Management   and Entrepreneurship (6th Ed).
• Hampshire:
• Halloran, J. W. & Moorman, J. (2006) Successful Business Planning for Entrepreneurs.
• Thomson, South Western.
• Katz, J. and Green, R.P. (2013) Entrepreneurial Small Business. McGraw Hill Higher Education.
• Leach, K. C. & Melicher, J. W. (2014) Entrepreneurial Finance (5e). Thomson South Western.
• Legge, J. & Hindle, K. (2004) Entrepreneurship: Context, Vision and Planning. Palgrave MacMillan.
• Ries, Eric (2011) The Lean Start-Up: How Constant Innovation Creates Radically Successful Businesses.
• Cedar, Jonathan (2016) How One Start Up Developed a Sales Model that Works in Emerging Markets. Harvard Business Review (07 September).

Recommended texts on Business Research Methods

• Quinlan Christina, Babin Barry, Carr Jon, Griffin Mitch, Zikmund William (2019) Business Research Methods, 2nd edition, Andover: Cengage Learning, ISBN: 1473760356, 9781473760356

12.      Blackboard and module communications

Important information relating to this module can be found on Blackboard. This includes information on the module, lecture and seminar materials, all communications and announcements, as well as the procedure for submitting assignments via TurnitinUK.
You can access Blackboard by going to this link: https://vle.dmu.ac.uk
Login using the same username and password that you have for access to the University’s computer services.
Further information on Blackboard can be accessed from the Centre for Enhancing Learning through Technology (CELT): http://celt.our.dmu.ac.uk/blackboard/
If you have any difficulties logging into any computer on campus, then you should contact the Help Desk located on the 1st floor of the Kimberlin Library. In addition, you might contact the ITMS helpline ( +44 (0)116 250 6050) or send an email to itmsservicedesk@dmu.ac.uk noting your name and degree programme).

13.      Assessment Briefs

Entrepreneurship Project Structure – Assessment 1
Executive Summary – 1000 words

1. Entrepreneurship Project objectives
2. Problem / Opportunity Statement
3. Market / Industry summary
4. Competitor summary
5. Funding and Financial projection summary Main body of report – 6000 words

A full description of the entrepreneurship research activities:

1. Problem and Opportunity Landscape
2. Problem that the venture seeks to solve
3. Existing landscape of solutions
4. Stakeholder mapping

Solution
a).  Idea or technology proposed
b).  Business Model for product/service delivery
c).  Market analysis and Segment structure d. Analysis of one, three, and five year customer base e. Prospect feedback
d).  Pricing model
e).  Competitor analysis

• Direct / Indirect
• Shifts in power and position

 
f).  Portfolio (Product / Service) analysis

• IP / technology / Patents

 
g).  Marketing Strategy

1. 1. Who are your customers?
   2. What do they buy now?
   3. Why do they buy?
   4. What will make them buy from you?

 
h).  Funding

1. 1. Crowd funding
   2. Incubators/Venture capital

 
i).  Financial analysis

1. 1. Cash flow
   2. Schedule for investor returns

 
j).  Skills requirements

1. 1. Functional skills
   2. Management skills

 
Conclusions – 1500 words

1. Draw conclusions arising from the project evaluation
2. Evaluate project viability

 
Recommendations – 1500 words

1. Future actions for potential investors
2. Further research required
3. Growth scenarios; three years, and five years

 
Appendices (not included in the word count)

1. References
2. 3+ Tutor meeting record forms
3. Tables, graphs, data not used elsewhere in the report

All word counts are approximate, and are shown as a guide. This is an indicative structure which may alter depending on your topic.

Entrepreneurship Project Preparation

A well-researched business plan should demonstrate a thorough piece of quantitative or qualitative research and analysis. It shows commitment, perseverance, self-motivation, independent study, initiative and critical thinking; essential elements to establishing your competency in the future competitive world.
In preparation –

• Establish the context, background and/or importance of the topic
• Consider a problem, controversy or a commercial gap
• Establish the applicability of the entrepreneurship research
• List summary research questions
• Be able to defend the significance or value of the idea

Consideration –
Could you present your Entrepreneurship Project to a group of venture capitalists, answer detailed questions, defend the idea and expect investment?
 
Formal Presentation – Assessment 2
After completing and submitting your written Entrepreneurship Project you are required to deliver a formal, 30 minute presentation to a group of simulated investors. This group will be a mixture of academics and business owners, and will have the commercial experience to judge, interpret, and investigate your Entrepreneurship Project proposal.
After the 30 minute presentation you are required to answer specific questions on areas of your proposal. This will require you to be fully equipped with the correct information, and familiar with the types of scrutinising questions that potential investors ask.
This process may be uncomfortable to some students but it is an absolute requirement in the commercial world, and will be a replication of the presentation and questioning that you would have both to venture capital investors and in a commercial boardroom situation.
You are therefore required to be dressed in a smart, business style, and present your information in Microsoft PowerPoint format.
The presentation date and time will be in the following two weeks after the submission date of 5th September 2019, at DMU premises. Students will receive a formal invitation to the presentation, stating the date, time and location.

14.      Our engagement with you

The feedback that we receive from you is vital to the student experience. We gather this feedback through module and course surveys as well as via meetings and engagement with student representatives. Module and programme teams reflect on the comments that students provide and take action accordingly.

15.      Guidelines for Ethical Research

Confidentiality
If you need to give an assurance of confidentiality to any respondents involved in questionnaires/interviewing you will need to provide a letter to the DMU Graduate Office confirming that the material is confidential, and we will return all your materials to you after you have been awarded your final result.
Research Ethics
Prior to undertaking any primary research in the project you must have approval from your tutor, by a signed Project Research Methods form.
Further Information
Attendance: Attendance and engagement in all learning activities is expected in all Faculty of Business and Law modules. For absences due to illness, lasting up to six consecutive calendar days, students must inform tutors, whose classes they are missing, of the reasons for their absence. For absences of seven consecutive days or more due to illness a medical certificate must be submitted to the Faculty Student Advice Centre. Student who wish the illness to be taken into account in relation to an assessment of work must follow the procedures relating to deferral.
Extensions: Extensions to relevant deadlines are only granted where there is a satisfactory explanation provided in advance. Module leaders may be able to grant a short extension of up to 14 days or they can, if appropriate or practical, make alternative arrangements for the assessment. Remember it may not always be possible to make alternative arrangements. In exceptional circumstances extensions beyond 14 days can be granted by the Associate Dean Academic or their nominee.
You may apply for an extension by completing an extension request form available from the Student Advice Centre.
Unauthorised late submission of assessments
If an assessment is submitted later than the deadline without an approved extension or deferral the mark received will be capped. If an assessment is submitted 1-14 calendar days late the mark for the work will be capped at the pass mark of 50 per cent for postgraduate modules. If an assessment is submitted beyond 14 calendar days late the work will receive a mark of zero per cent.
Deferrals
If your circumstances are such that an extension of 14 days would not be sufficient, or if you feel that, despite being granted an extension of up to 14 days, your performance in a piece of coursework has been seriously impaired, you may apply formally to your faculty panel for a deferral of assessment of coursework. You will have to fill in the appropriate form that is obtainable from the Faculty Student Advice Centre and supply supporting evidence. Forms should be submitted to the Faculty Student Advice Centre. Further information on the deferrals policy can be consulted at: http://dmu.ac.uk/dmu-students/the-student-gateway/academic- support-office/deferral-of-assessments.aspx
Style and Referencing: Students in the Faculty of Business and Law follow specific referencing guides for all written work. There are separate guidelines for Law students (https://libguides.library.dmu.ac.uk/law/referencing) and for students in the    Leicester                          Castle                          Business                 School (https://libguides.library.dmu.ac.uk/business/referencing).
Law         students          follow          the          footnote          referencing         system: https://libguides.library.dmu.ac.uk/ld.php?content_id=26780459
Leicester Castle Business School students follow the Harvard referencing system: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf
Return of submitted work: All students will be informed via a Blackboard announcement when their assessment is marked. You are strongly encouraged to discuss your written or in some cases audio feedback with your module leader if you have any questions or concerns. Modules assessed wholly or in part by examination may have generic feedback on examination performance made available via Blackboard.
All marks on assessed work are provisional marks only and they will not be confirmed until the Assessment Board meets. Marks and feedback on assessed work will be available within 20 days. The turnaround time does not include weekends, bank holidays or university closure days
The full Assessment and Feedback policy can be consulted at: http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic- quality/learning-teaching-assessment/assessment-feedback-policy.aspx
Good academic conduct and discipline: All students are expected to adhere to the University’s regulations in relation to expected standards of behaviour.
Information on student regulations can be viewed at: http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/student-regulations.aspx

Plagiarism and bad academic practice

De Montfort University’s Academic Regulations describe plagiarism as:
“the significant use of other people’s work and the submission of it as though it were one’s own in assessed coursework (such as dissertations, essays, experiments etc)”.
This includes:

• Copying from another student’s work
• Copying text    from    sources    such    as    books     or    journals    without acknowledgement
• Downloading information and/or text from the Internet and using it without acknowledgement
• Submitting work which you claim to be your own when it has been produced by a group
• Submitting group work without acknowledging all contributors.

De Montfort University describes bad academic practice as:
Low level duplication without citation for example errors made through carelessness or misunderstanding or
Passing off ideas, data or other information as if originally discovered by the student.
Information on academic offences can be found at: http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/academic-offences.aspx
Further     advice     on     academic    offences     can    be     obtained     by     emailing acasupportoffice@dmu.ac.uk Full details can be found in the University regulations http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/student-regulations.aspx
Students are reminded that module assessment results are provisional until ratified by the programme management boards and that results released to students can be revised or redacted if there are concerns regarding academic practices.

Proofreading:

If you do use a third party to proof read your work or a professional proof reading service you must discuss this with your tutor and declare this in a written statement accompanying your work when you submit it for assessment.

Faculty of Business and Law Grade Descriptors

This is a guide to the criteria used by staff in the Faculty of Business and Law assigning a mark to a piece of postgraduate work. The final mark awarded to a piece of work will be informed by its predominant correspondence to these descriptors. The University generic descriptors as well as advice for students can be accessed at: http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic- quality/learning-teaching-assessment/mark-descriptors.aspx
Modules are marked on a range of 0-100%. Mark descriptors are given in the table below. A mark below 50% indicates a Fail grade (the shaded boxes).

Mark Range	Criteria
90-100% Distinction	Demonstrates an exceptional ability and insight, indicating the highest level of technical competence.The work has the potential to influence the forefront of the subject, and may be of publishable/exhibitable quality. Relevant generic skills are demonstrated at the highest possible standard.
80-89% Distinction	Demonstrates an outstanding ability and insight based on authoritative subject knowledge and a very high level of technical competence.The work is considered to be close to the forefront of the subject, and may be close to publishable/exhibitable quality. Relevant generic skills are demonstrated at a very high level.
70-79% Distinction	Demonstrates an authoritative, current subject knowledge and a high level of technical competence.The work is accurate and extensively supported by appropriate evidence. It may show some originality. Clear evidence of capacity to reflect critically and deal with ambiguity in the data. Relevant generic skills are demonstrated at a high level.
60-69% Merit	Demonstrates a sound, current subject knowledge. No significant errors in the application of concepts or appropriate techniques. May contain some minor flaws.The work is well developed and coherent; may show some originality. Clear evidence of capacity to reflect critically. Relevant generic skills are demonstrated at a good level.
50 – 59% Pass	Demonstrates satisfactory subject knowledge. Some evident weaknesses; possibly shown by conceptual gaps, or limited use of appropriate techniques.The work is generally sound but tends toward the factual or derivative. Limited evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level.

45 -49% Marginal Fail	Demonstrates satisfactory subject knowledge to some degree. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques.The work is generally sound but tends toward the factual or derivative. Little evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level.
40-44%	Demonstrates limited core subject knowledge. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques.The work lacks sound development. Little evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task.
30-39%	Demonstrates inadequate subject knowledge.The work lacks coherence and evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task.
20-29%	Demonstrates seriously inadequate knowledge of the subject.The work contains minimal evidence of awareness of relevant issues or theory. The quality of the relevant generic skills do not meet the requirements of the task.
10-19%	The work is almost entirely lacking in evidence of knowledge of the subject. No evidence of awareness of relevant issues or theory.The quality of the relevant generic skills do not meet the requirements of the task.
0-9%	The work presents information that is irrelevant and unconnected to the task.No evident awareness of appropriate principles, theories, evidence and techniques.

How we support you

Sometimes things happen that are beyond your control, for example, illness or personal problems. If things start to affect your studies, you need to let someone know. There are processes and people to help you.
Your personal tutor is an important starting point for help. He or she will be able to advise you about the various University procedures. Many things can be dealt with by your Programme Leader. Academic matters within the Faculty are led by the Associate Dean Academic in conjunction with Associate Professor Student Experience. The staff in the Student Advice Centre are there to provide support and guidance.
There are in addition a number of sources of help that are listed in the Useful Links and Contacts section below, such as the Student Gateway.
USEFUL LINKS AND CONTACTS
Careers Service
Website:    http://www.dmu.ac.uk/dmu-students/careers-and-employability/careers- and-employability.aspx
Counselling and Wellbeing
http://www.dmu.ac.uk/dmu-students/the-student-gateway/counselling-mental- health-and-wellbeing/counselling/counselling.aspx
Disability Advice and Support
Website:          http://www.dmu.ac.uk/dmu-students/the-student-gateway/disability- advice-and-support/disability-advice-and-support.aspx
The Student Gateway
http://www.dmu.ac.uk/dmu-students/the-student-gateway/student-and-academic- services.aspx
Student Finance and Welfare
Website:           http://www.dmu.ac.uk/dmu-students/the-student-gateway/student- finance-and-welfare/student-finance-and-welfare.aspx
Student support
Website:         http://dmu.ac.uk/study/postgraduate-study/student-support/student- support.aspx
Students’ Union
Website: http://www.dmu.ac.uk/dmu-students/welcome-to-de-montfort-students- union/welcome-to-de-montfort-students-union.aspx
Student Advice Center
Website:       http://www.dmu.ac.uk/about-dmu/schools-and-departments/leicester- business-school/contact-us.aspx
Support for Mature Students
Website:    http://www.dmu.ac.uk/dmu-students/the-student-gateway/adjusting-to- student-life/mature-students.aspx
Other Services and Links
Academic Appeals
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/academic-appeals.aspx
Change in student circumstance (e.g. suspension of studies) – http://www.dmu.ac.uk/dmu-students/the-student-gateway/student-finance-and- welfare/changes-affecting-finances/taking-a-break.aspx
Complaints Procedure
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support-office/student-complaints/student-complaints-procedure.aspx
Information Technology and Media Services (ITMS)
http://www.dmu.ac.uk/about-dmu/professional-services/information-technology- and-media-services/service-desk.aspx
Nightline
http://www.dmu.ac.uk/dmu-students/student-resources/it-and-media/24-hour- support.aspx
Student Code of Conduct
https://www.dmu.ac.uk/Documents/DMU-students/Academic-Support- Office/Student-Code-of-Conduct.pdf

Appendix 1 – Entrepreneurship Project proposal Form

Entrepreneurship Project Student
Last Name:	First Name:
DMU Email address:	Student no.

 

The Entrepreneurship Project

Title and Description:

 
Entrepreneurship Project Objectives:
 
Objective 1-
 
Tasks –
 
Objective 2 –
 
Tasks –
 
Objective 3 –
 
Tasks
 
Objective 4 –
 
Tasks
 
Appendix 2 – Entrepreneurship Project Meeting Record Form

Entrepreneurship Project Student
Last Name:	First Name:
Meeting date:	Meeting location:

 

Entrepreneurship Project Discussion and Agreement

Discussion topic 1- Tasks –  Discussion topic 2 – Tasks –   Discussion topic 3 – Tasks –   Discussion topic 4 – Tasks –

 
Appendix 3 – Ethics forms
These forms are regularly updated, please click on the link below to find the most up to date forms.
https://www.dmu.ac.uk/research/ethics-and-governance/faculty-specific- procedures/bal.aspx

 

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