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Individual Assignment

Individual Assignment
Your individual assignment is intended to draw across your learning on and involvement in
the module. It is split into two parts. Both parts should add up to 1600 words (+/- 10%).
Part 1 – A reflection on the action in Semester 2.
This part should be approximately 600 words.
Within this assignment you should address the following questions:
• What role did you play in the different actions in semester 2?
• Do you think you played this role effectively? If no, why not? If yes, why?
• Did the action achieve the change that you hoped and/or expected? If no, why not?
If yes, why?
• What would you do differently next time?
• What have you learnt about yourself
You will be assessed on this part using the following rubric:

0-39%
Insufficient
reflection
The work fails to adequately explore the experience the student has had. It doesn’t tell the reader a
story or what has happened.
The student does not discuss emptions of personal behaviour.
The writing is hard to follow and obscures the experience that has happened.
40-49%
Descriptive
Writing
This account is descriptive and it contains little reflection. It may tell a story but from one point of
view at a time and generally one point at a time is made. Ideas tend to be linked by the sequence of
the account / story rather than by meaning. The account describes what happened, sometimes
mentioning past experiences, sometimes anticipating the future – but all in the context of an account
of the event.
There may be references to emotional reactions but they are not explored and not related to
behaviour.
The account may relate to ideas or external information, but these are not considered or questioned
and the possible impact on behaviour or the meaning of events is not mentioned.
There is little attempt to focus on particular issues. Most points are made with similar weight.
The writing could hardly be deemed to be reflective at all. It could be a reasonably written account of
an event that would serve as a basis on which reflection might start, though a good description that
precedes reflective accounts will tend to be more focused and to signal points and issues for further
reflection.
50-59%
Description
with some
reflection
This is a descriptive account that signals points for reflection while not actually showing much
reflection.
The basic account is descriptive in the manner of description above. There is little addition of ideas
from outside the event, reference to alternative viewpoints or attitudes to others, comment and so on.
However, the account is more than just a story. It is focused on the event as if there is a big question or
there are questions to be asked and answered. Points on which reflection could occur are signalled.
There is recognition of the worth of further exploring but it does not go very far. In other words,
asking the questions makes it more than a descriptive account, but the lack of attempt to respond to the
questions means that there is little actual analysis of the events.
The questioning does begin to suggest a ‘standing back from the event’ in (usually) isolated areas of
the account.
The account may mention emotional reactions, or be influenced by emotion. Any influence may be
noted, and possibly questioned.
There is a sense of recognition that this is an incident from which learning can be gained, but the
reflection does not go sufficiently deep to enable the learning to begin to occur.
60-69%
Good
Reflection
There is description but it is focused with particular aspects accentuated for reflective comment. There
may be a sense that the material is being mulled around. It is no longer a straight-forward account of
an event, but it is definitely reflective.
There is evidence of external ideas or information and where this occurs, the material is subjected to
reflection.
The account shows some analysis and there is recognition of the worth of exploring motives or reasons
for behaviour
Where relevant, there is willingness to be critical of the action of self or others. There is likely to be
some self-questioning and willingness also to recognise the overall effect of the event on self. In other
words, there is some ‘standing back’ from the event.
There is recognition of any emotional content, a questioning of its role and influence and an attempt to
consider its significance in shaping the views presented.
There may be recognition that things might look different from other perspectives that views can
change with time or the emotional state. The existence of several alternative points of view may be
acknowledged but not analysed.
In other words, in a relatively limited way the account may recognise that frames of reference affect
the manner in which we reflect at a given time but it does not deal with this in a way that links it
effectively to issues about the quality of personal judgement.
70%+
Excellent
Reflection
Description now only serves the process of reflection, covering the issues for reflection and noting
their context. There is clear evidence of standing back from an event and there is mulling over and
internal dialogue.
The account shows deep reflection, and it incorporates a recognition that the frame of reference with
which an event is viewed can change.
A metacognitive stance is taken (i.e. critical awareness of one’s own processes of mental functioning –
including reflection).
The account probably recognises that events exist in a historical or social context that may be
influential on a person’s reaction to them. In other words, multiple perspectives are noted.
Self-questioning is evident (an ‘internal dialogue’ is set up at times) deliberating between different
views of personal behaviour and that of others.
The view and motives of others are taken into account and considered against those of the writer.
There is recognition of the role of emotion in shaping the ideas and recognition of the manner in which
different emotional influences can frame the account in different ways.
There is recognition that prior experience, thoughts (own and other’s) interact with the production of
current behaviour.
There is observation that there is learning to be gained from the experience and points for learning are
noted.
There is recognition that the personal frame of reference can change according to the emotional state in
which it is written, the acquisition of new information, the review of ideas and the effect of time
passing.

Part 2 – An analysis of how change occurs
This part should be approximately 1,000 words.
Over the course of this semester, you have heard about how civil society can make change
can be made in a number of different settings. We would like you to think about the variety
of topics you were introduced to this semester and compare and contrast the different
approaches used. You should answer the following question.
Drawing explicitly on examples from this semester, explore the reasons for success
and/or failure in promoting change in business’ behaviour/practices
The assessment criteria for this part of the assignment will be the same as for the group
assignment.

Criterion100-80
Excellent
79-70
Very good
69-60
Good
59-50
Sound
49-40
Satisfactory
39-20
Fail
19-0
Fail
Critical
reasoning
Well-developed,
critical
evaluation of
theories and/or
concepts and/or
assumptions
and/or data
which informs
the overall
approach taken
to the
assignment.
Arguments are
clear, coherent,
tenable, and
demonstrate
some originality.
Developed,
theoretically
and/or
conceptually
informed
critical
thinking is
integrated
into the
work.
Arguments
demonstrate
the ability to
evaluate
theories
and/or
concepts
and/or
assumptions
and/or data.
Demonstrate
s good
critical
insight and
ability to
contrast
alternative
positions
through the
use of
theory.
Demonstrate
s
conventional
critical
insight and
ability to
contrast
alternative
positions.
Demonstrate
s limited
critical
insight.
Recognises
alternative
positions.
Critical
thought and/or
analysis very
limited and/or
incoherent.
No evidence
of critical
thought.
Use of
literature /
evidence of
reading
Demonstrates
broad and/or in
depth
independent
reading from
appropriate
sources. Choice
of sources
enhances
fulfilment of the
assignment
objectives.
Clear, accurate,
systematic
application of
material with
developed
and/or
integrated
critical
appraisal.
Evidence of
broad and/or
in-depth
independent
reading from
appropriate
sources.
Rationale for
choice of
sources clear.
Clear,
accurate,
coherent
application
of material,
with
developing
critical
appraisal.
Evidence of
independent
reading from
a wide range
of
appropriate
sources.
Clear,
accurate
application
of material.
Shows some
ability to
appraise
material
critically.
Evidence of
independent
reading from
an
appropriate
range of
sources.
Sound
application
of literature.
Limited
evidence of
independent
reading.
Literature is
presented in
a descriptive
way.
Very limited
evidence of
independent
reading and/or
inappropriate
sources used
and/or
engagement
with the
literature very
superficial.
Little or no
evidence of
engagement
with relevant
literature.
Attention to
purpose
Addresses the
purpose of the
assignment
comprehensivel
Addresses
the full
purpose of
the
Addresses
the main
purpose of
the
Addresses
the main
purpose of
the
assignment
Some of the
work is
focused on
the aims and
Mostly fails to
address the
task set.
Fails to
address the
task set.
y and with some
creativity
assignment
effectively.
assignment
effectively.
themes of the
assignment.
Coherence
and
organisatio
n of
assignment
Strong
organisation and
coherence
clearly enhances
the work.
Demonstrate
s logical
organisation
and
coherence
which
enhances
fulfilment of
the
assignment
objectives.
Demonstrate
s logical
organisation
and
coherence.
Demonstrate
s sound,
conventional
organisation.
Shows
limited
organisation.
Poorly
presented and
structured but
partially
understandable
.
Disorganise
d and/or
incoherent.

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