ASSIGNMENT – PURCHASING MANAGEMENT1. In class discussion of issues arising during group support sessions
2. Question & Answer session in class following each presentation
2. Verbal Feedback in class on the quality of presentation with improvement suggestions
4. Written Feedback provided directly to each group to assist members to improve their performance in comprehension, effort and presentation
5. Individual Feedback will be provided online via moodle detailing specific suggestions to help improve individual performance
Feed Forward Method
This assessment is designed using an Activity Led Learning approach for the teaching of Purchasing Management (PM). It encompasses Task-based, Case-based, Team-based, Self-directed, Research-Informed learning coupled with Peer Assessment.

It aims to help you develop your knowledge, conceptual thinking and analytical capabilities in PM by synthesizing PM theory (simple) with PM business challenges & practice (complex).

In particular, it seeks to develop your information literacy, research capabilities, literature review, critical evaluation/analysis and report writing skills which will be of particular value in undertaking your individual project.

Additionally, it seeks to develop your “transferable skills” through “learning by doing”. These skills include team working, objective setting, group process, organizing and chairing meetings, problem solving, time management, communicating, presenting, international cultural awareness and emotional intelligence.

These skills and capabilities will help underpin your confidence and ultimate success at interviews, for meeting the accreditation requirements of professional institutes such as CIPS (Chartered Institute of Procurement and Supply) and CILT (Chartered Institute of Transport and Logistics) and will help you prepare to take up real world leadership roles in your future employment.

Module Learning Outcomes Assessed LO 1 to LO 5
LO 1: Appraise the linkages between business strategy and purchasing strategy.
LO 2: Critically evaluate how purchasing management can contribute to competitive advantage.
LO 3: Apply purchasing management theory, concepts and models to the analysis of case studies of sufficient complexity to require judgment and synthesis.
LO 4: Evaluate critically current research in a specified area of purchasing management leading to a demonstration of independent learning and an advancement of individual knowledge.
LO 5: Assess and evaluate advanced concepts and future trends in purchasing management.

TASK and MARK DISTRIBUTION

1. The assessed coursework for this module comprises Assignment 1 and Assignment 2.

2. Assignment 1:
Part A: Group Presentation – 20% of module mark
The Group Presentation requires you to work in a group to prepare and present a 15 minute PowerPoint presentation of your video case study analysis to the class where YOU become the teachers. Your group also needs to prepare QUESTIONS about the case to lead the questioning of other groups.

3. Assignment 2:
Part A: Group Presentation – 20% of module mark (as above)
Part B: Individual Report – 60% of module mark
Prepare an INDIVIDUAL REPORT min1000 max2000 words documenting your own analysis of the case study based upon your learning from the work you did in your group for Part 2A.

4. To pass this module you must achieve a module mark of at least 40%.

5. Each assignment part will be assessed against the criteria for comprehension, effort and presentation given below.

ASSESSMENT CRITERIA Weighting
Comprehension:
interpretation of assignment, understanding of the subject matter, identification of issues, subject relevance, insight & originality, factual content, depth and rigour of analysis, literature review, linking theory to sources, theoretical relevance and explanation, linking theory to practice, use of models and diagrams, constructive critical evaluation and analysis, rigour of key learning points, linking of key learning points to prior analysis, recommendations for future improvement

60%
Effort:
planning, preparation and coordination, use of examples, citing of quality references, coherence, evidence of independent research and learning, questions during presentations, appropriate length
20%
Presentation:
introduction, readability, English clarity, engagement, presentation quality, logical structure, signposting, quality of content, reference list, presentation of references, timing of presentation, grammar, syntax, spelling, legibility, content sheet, page numbering
20%

FEEDFORWARD:

To help you perform to the best of your ability in this assessment, the following “feed forward” advice is given below.

For both the presentation and written report, assessment is based on the criteria of:
• Comprehension
• Effort
• Presentation

The Marking Scheme will award marks based on the quality of the work presented, not by the amount of time expended.

To pass this module you must achieve a module mark of at least 40%.

For both your presentations and your written report, you should focus on:

• synthesising relevant theory (simple) with real world practice (complex)
• the clarity of your critical evaluation, arguments and explanations
• the rigour of your analysis
• the citing of references from high quality sources to support your arguments
• evidencing your independent learning
• working as a team to share your knowledge and learning within the group
• the depth of questions asked to other groups during the presentations
• the quality of presentation – both written and verbal

We hope that you find this “activity led learning” and the associated research and transferable skills that you develop through “learning by doing” in teams (as opposed to traditional lectures and exams) to be immensely valuable throughout your course and career, and especially for undertaking your individual project.
Time invested now in learning how to best use the library research facilities should be well rewarded over the remaining period of your course – therefore you are advised to make the most of this opportunity, invest in working collaboratively with your peers to build a network of associates, and manage your time wisely!
FEEDBACK RUBRIC:

CRITERIA 0-39%
Fail 40-49%
Barely Meets Criteria 50-59% Satisfactorily Meets Criteria 60-70%
Meets Criteria Well 70-100%
Fully Meets or Exceeds Criteria
Comprehension Little or no evidence of own research, analysis, critical discussion or theoretical engagement. At the lower end, the submission lacks comprehension, or fails to answer the question, resulting in an assignment that fails to demonstrate adequate understanding of the subject and which lies below the required standard Descriptive with minimal evidence of own research and analysis. Limited critical discussion or theoretical engagement.
Weak arguments link theory to practice. Limited use of relevant quality sources and few or poorly argued recommendations for future improvement Some evidence of own research and analysis with critical discussion and linking of theory to practice. The arguments are not always convincing, and the work is descriptive in places. There is some use of relevant quality sources and recommendations for future improvement Good evidence of own research and analysis with a clear line of critical and evaluative argument. Good linking of theory to practice and a good range of relevant quality sources is used. Well argued recommendations for future improvement Demonstrates mastery of the subject with excellent conceptual and practical understanding. Presents a clear, consistent in-depth critical and evaluative argument, displaying the ability to develop original ideas from a range of sources. Evidences clear linking of theory to practice through deep engagement with theoretical and conceptual critical analysis. Supported by citations from an excellent range of high quality sources with soundly argued recommendations for future improvement
Effort Little evidence of relevant reading, research or independent learning. At the lower end, very limited use and application of high quality sources as supporting evidence. Little relevant citing and referencing or use of examples. Weak questioning of other groups. Some evidence of relevant reading, research and independent learning with a limited range of high quality sources. Some relevant citing and referencing and use of examples. Some relevant questioning of other groups. Good evidence of relevant reading, research and independent learning supported by a satisfactory range of high quality sources. Satisfactory citing and referencing and use of examples. Some good questioning of other groups. Well planned and organised with very good evidence of relevant reading, research and independent learning supported by a good range of high quality sources. Good citing and referencing and use of examples. Some deep questioning of other groups.
Excellent planning and organisation providing excellent evidence of relevant reading, research and independent learning. A wide range of appropriate supporting evidence is provided from high quality sources. Excellent citing and referencing and use of examples. Deep questioning of other groups.

Presentation Weak structure, content and presentation quality. At the lower end, there is poor grammar and/or spelling and diagrams, contents sheet, page numbering, citations and reference list are poorly presented or incomplete Overall structure lacks balance or fails to fully integrate all of the material. Grammar and/or spelling and diagrams, contents sheet, page numbering, citing and references may contain errors or show inconsistency Satisfactory structure using headings and sub-sections that show the development of logical arguments. Diagrams, tables and references are adequately titled, cited and presented, with few errors. Well structured and organised with good use of headings and sub-sections that support the development of sound logical arguments. Diagrams, tables and references are all well titled, cited and presented Excellent structure, content and presentational quality. Clearly written, demonstrating the ability to communicate ideas concisely and effectively. Diagrams, tables and references are all properly titled, cited and presented

APPENDICES

APPENDIX 1 – PART A: GROUP PRESENTATION GUIDANCE

APPENDIX 2 – PART B: INDIVIDUAL REPORT GUIDANCE

APPENDIX 3 – SUBMISSION GUIDANCE

APPENDIX 4 – ACADEMIC MISCONDUCT & PLAGIARISM GUIDANCE

APPENDIX 5 – SOLAR RESULTS NOTIFICATION GUIDANCE

APPENDIX 1 – PART A: GROUP PRESENTATION GUIDANCE

1. Obtain the designated video case studies (as detailed on your timetable) from the University W drive server at: W:ECstudentModule CodeCase Studies

2. Watch your designated case study AT LEAST TWICE and make notes of the key points of the case.

3. In order to link theory with the practice contained in the case, search the literature (academic research journal articles, text books and other high quality publications) to identify relevant concepts and theories which help to understand and explain the case study.

4. Working in your group, discuss and critically evaluate the case study in the context of the concepts and theories that you have discovered in the literature. You are expected to cite references which support your arguments and critical analysis in order to demonstrate evidence of independent learning.

5. Use the MOODLE FORUM (not emails) to discuss and share files with your other group members – this enables you to keep all group communications and files in single location accessible only to group members and teachers.

6. For the Group Presentation session, YOU will become the TEACHERS for your case topic so please prepare well, be professional and dress smartly as in business!

Prepare a 15 MINUTE (maximum) group PowerPoint presentation which presents your concepts, theories, arguments and analysis clearly to the class, and includes:

(i) MESSAGE: a short summary of the overall message of the video to explain the focus of the case.

(ii) THEORIES: an overview of the key concepts and theories reinforced by the case, CITING high quality authors/sources for each (remember to CITE each author/source on your slides [not in the notes section of PowerPoint] – do NOT cite miscellaneous websites found on Google, Wikipedia or other search engines)

(iii) LINK THEORY TO PRACTICE: explain how each concept or theory specifically relates to the case study using examples and critical evaluation (this can be positive or negative or both).
Note: – this is seeking to get you to link theory and practice using critical evaluation, discussion and argument based on theory from your research and evidence from the case. Rigor is important for both your learning and a good assessment score.

(iv) PRACTICAL ISSUES: identify international “real world” practical issues and problems arising from the case and how these might be overcome – use examples from the case to help reinforce your points.

(v) FUTURE RECOMMENDATIONS: based on your analysis of the case, make recommendations for future improvements or developments beyond what was presented in the case which could lead to improved purchasing management and supply chain performance and competitive advantage, explaining the drivers for change.

(vi) KLPs: provide a short summary of the key learning points that you think the other delegates in the class should take away as having learnt from your analysis of the case.

(vii) REFERENCES: include a reference list at the end of your presentation (use the CU Harvard referencing system)

(viii) QUESTIONS: prepare QUESTIONS about the case to lead the questioning of other groups

7. Each person in your group must present at least one section of your group’s presentation – please write your full name in LARGE FONT at the top of each slide that you present to enable the class and teachers to know your name when you are presenting.

8. IMMEDIATELY FOLLOWING your presentation, EACH person in your group must “peer assess” the other group members by rating their contribution to the group effort by completing and signing the blue form entitled ‘GROUPWORK – MARK ALLOCATION SHEET’ (posted on moodle). This shows each individual person’s recommended split of the group mark to the other people in the group (see example on rear of sheet). NOTE: If your group mutually agrees that the mark should be split EQUALLY between all the members of the group, then just write “EQUAL” across the sheet and ensure that ALL members sign the sheet on the right-hand-side to signify their agreement. Then scan/photograph the completed form, and distribute the file to each member of your group for each person to include as the first slide in their PART A submission to moodle.

9. Each group will be called upon to LEAD THE QUESTIONING of another group’s presentation, so you are required to prepare some questions which will probe deep understanding and stimulate debate. The depth and quality of your questioning will form part of your groups assessment, so you are advised to prepare well!

10. Each group member should keep individual personal copies of the group’s final presentation slides, notes and completed blue “GROUPWORK – MARK ALLOCATION SHEET”.

APPENDIX 2 – PART B: INDIVIDUAL REPORT GUIDANCE

1. Submit an INDIVIDUAL report – 1000 words target, 2000 words maximum (excluding references) which documents IN YOUR OWN WORDS your critical analysis of the case study as prepared for part 2A above.

2. Your submission should support the achievement of all five intended learning outcomes.

3. You may use the learning and analysis shared in your group and in class, but you must write your report in your OWN WORDS and not use any words written by others unless quoted or cited and referenced.

4. For structure, you may use the structure as suggested in Part A, 6 (i)-(vii) of the Group Presentation Guidance above, but are encouraged to develop your own structure based upon your own prior research and analysis and on that done in your group.

5. Your assignment will be assessed on the measures of comprehension, effort and presentation, with a focus on the rigour of your analysis linking relevant theory to practice, the clarity of your critical evaluation and arguments, and the quality of questions asked to other groups during the presentations. Assessment will be based on the quality of the work, not the amount of time expended.

6. You are expected to clearly demonstrate evidence of independent learning through the citing of references from academic journal articles and other relevant high quality publications that you have researched to support your arguments.

7. You are required to list all references in a reference list at the end of your report using the CU Harvard referencing system, for which a guide is available to download from the CU website.

8. In undertaking this research led assignment, you are encouraged to make full use of the library research facilities, especially the electronic journal database search services e.g. Business Source Premier (EBSCO), Emerald, Elsevier Science Direct, Wiley Interscience etc. (for more, see list of “Useful websites for SCM/PM research” provided in moodle). Also to explore the other library research facilities such as the printed academic research journals section and the extensive audio/visual materials section.

• Referenced definitions of key terms
• The foundations which need to be in place to enable the purchasing management initiatives between customer and supplier contained in the case to take place
• The various objectives that the customer and supplier may seek to achieve from such purchasing management initiatives
• The driving forces of the company’s purchasing management initiatives
• The purchasing and supply management organisation and capabilities needed to underpin competitive advantage
• The organisational infrastructures which support excellence in purchasing management
• The role of leadership at each company in establishing and supporting such initiatives
• How commonality of purpose is achieved, and how differences and problems between customer and supplier are resolved?
• What performance measures (metrics) are used to justify the initiatives and to measure and report achievement against targets?
• How learning ( inter and intra ) is captured, applied and embedded
• What management tools and processes are used in purchasing management
• What are the risks, costs and benefits of participating in such improvement initiatives for both customer and supplier?
• What purchasing and supply improvements were achieved by the case company, and how?
• Any mistakes made or lessons learnt?
• Any future trends and areas for future improvement?
• Example(s) from the case study to reinforce your points
• Theory, research evidence and examples – suggest you compare and contrast the different theories, research evidence and examples found in the literature and critically analyse the issues identified at the case company in the context of your literature findings

APPENDIX 3 – SUBMISSION GUIDANCE

ASSIGNMENT PARTS 1A AND 2A SUBMISSIONS:

Each student to:
• Upload your GROUP’S PRESENTATION as a PowerPoint file to moodle WELL BEFORE 23.55 on the specified Sunday following each group presentation (refer to timetable).
Name your file: Group number_Seminar class day_Case study name_Module code
EXAMPLE: Group C_Mondays_assignment title_M54EKM.ppt
ASSIGNMENT PART 2B SUBMISSION:

Each student to:
• Upload your INDIVIDUAL REPORT as a WORD file to moodle WELL BEFORE 23.55 on the specified date of the second group presentation submission (refer to timetable).
Name your file: FAMILY NAME_Given name_SID_Module code
EXAMPLE: ZHANG_Geng_1234567_M54EKM.doc

1. DECLARATION
You should include the required declaration at the beginning of your assignment part 2B report per below:

I have read the Coventry University rules and regulations on the submission of academic work and in particular the sections concerning misconduct in assessment, including plagiarism and collusion. I certify that this assignment is the result of my own individual work and contains no unreferenced material from another source and does not contravene any part of the University’s rules and regulations.

2. VIRUS CHECK & BACK UP
Virus check your files prior to uploading to Moodle and keep personal back up copies of all files in a separate and safe location in case of loss or theft.

3. STRUCTURE & LAYOUT
Your Part 2B individual written report should have a logical structure, be page numbered, contain a contents page (indexed to page numbers), a conclusion and a reference list. It should be checked for accurate English grammar, syntax, spelling and punctuation.

4. WORD COUNT
Include a word count of your part 2B report at the bottom of your contents page.

5. REFERENCES
All material used in your report should be fully cited in your text and be fully listed in your reference list. If you read an original work by one author (primary reference e.g. Smith 2005) in another work (secondary reference e.g. Jones 2009), then both sources must be cited and acknowledged in your reference – for example: a. Smith (Jones 2009) states .……..OR b. Smith’s study in 2005 (cited in Jones 2009) states .…….…..OR c. Jones (2009), in reporting Smith’s 2005 study, states .…..……

6. HARVARD REFERENCING
Your reference list should be correctly presented using the CU Harvard (alphabetical) system of referencing. Accurate presentation of references is important – see the CU Harvard Referencing Guide available at:
http://www.coventry.ac.uk/study-at-coventry/student-support/academic-support/centre-for-academic-writing/support-for-students/academic-writing-resources/cu-harvard-reference-style-guide/

7. ASSIGNMENT ASSISTANCE
If you have questions or need assignment assistance, please ask your teacher in class. If this is not possible, please follow the instructions given at the top of the Moodle module web – namely email your teacher from your CU email address, and always include your: NAME, SID, COURSE, GROUP No, CLASS DAY/TIME, DETAIL OF QUERY & MOBILE TEL so that s/he can contact you if needed.

8. TURNITIN
Include the summary TurnItIn similarity report for your part 2B individual report as the first page of your submission. CU are very strict on academic misconduct and plagiarism, so you are advised to submit a DRAFT copy of your submission to TURNITIN in order to check and avoid submitting any sections which may contain “plagiarism” or “poor academic practice” or “collusion” (please refer to the next appendix “Academic misconduct and plagiarism guidance” below). TurnItIn is set to allow you to see originality reports and over write any draft submissions up to the submission date, but not after final submission.

9. IF MOODLE IS NOT WORKING
If Moodle is not working or you have difficulties uploading your files, please try again later as Moodle should become operational again within 24 hours. DO NOT email the teachers if you experience Moodle problems – just upload your files to Moodle in the normal way when it becomes operational again.

10. MOODLE TECHNICAL SUPPORT
For Moodle technical support, please contact the e-learning Flying Squad support team at
[email protected] , tel 02476 887673, located in room FLG41A in the library. If genuine Moodle problems cause you to be late uploading your assignment, you will not be unfairly penalised because it likely affects all other students. Therefore DO NOT email the teachers to advise about such Moodle problems, as we will already be aware and will take account of this.

11. FILES SENT BY EMAIL WILL NOT BE ACCEPTED
Emailed assignment files will NOT be accepted and are automatically deleted without email correspondence or acknowledgement. THEREFORE DO NOT EMAIL ANY ASSIGNMENT FILES TO THE TEACHERS – THEY MUST BE UPLOADED ON TO MOODLE ONLY.

12. LATE SUBMISSIONS
Moodle will accept late submissions, so please upload your assignment to Moodle regardless of whether you submit on time or late.
DO NOT email the teachers if submitting late – just upload your files to Moodle in the normal way.
Late submissions receive a zero mark.

13. NON-SUBMISSIONS or ABSENCE FROM ASSESSMENTS (IMPORTANT)
Non-submissions to Moodle or absence from assessed class sessions or tests or examinations will be deemed absent (AB) and will NOT receive a mark.
You are therefore strongly advised to attend ALL assessed class sessions, tests and examinations and to upload a submission for EACH AND EVERY ASSIGNMENT regardless of the quantity or quality of your work and regardless of lateness.

NOTE: resit second attempt marks are capped at 40%.

APPENDIX 4 – ACADEMIC MISCONDUCT & PLAGIARISM GUIDANCE

The University takes academic misconduct and plagiarism VERY SERIOUSLY.
General Regulations Appendix 1 Section 3 covers all aspects of assessment and is particularly important for policies on academic misconduct and plagiarism. DO NOT copy or modify another students work or plagiarise from the internet or from assignment sharing sites or purchase ghost written work from commissioning sites or from any other source. If you do, you will be committing academic misconduct or plagiarism and will be reported even if TurnItIn does not detect it. This could lead to failure of the module, failure of your master’s degree and possible expulsion from Coventry University.

In order to avoid submitting any sections which may contain “plagiarism” or “poor academic practice” or “collusion” it is important that students should adopt the following referencing practice:

CITATIONS: Include an in-text citation (author and year of publication) and give the correct reference at the end of the work for any sources used or referred to or paraphrased in the work but not directly quoted.

QUOTATIONS: Mark up any directly quoted text using “quotation marks” (this enables TurnItIn to identify “quoted” sections), add an in-text reference (author, year of publication and page number) and include the correctly formatted reference at the end of the work.

Examples of “plagiarism” or “poor academic practice” or “collusion”:

a. Excessive and inappropriate use of quotations.

E.G. Where the assessment learning objectives require a student to explain an argument but the student simply copies an explanation from another source, correctly annotating the work as a quotation.

b. Quoted sections that are not correctly annotated as quotations, but where there is an attempt to cite and reference the source.

E.G. If a student includes separate paragraphs in the format “In 2015 Smith found evidence that…” and then copies the rest of the paragraph directly from the cited source.

c. Copying material from another source without indicating it is a quotation.

d. Omitting from the reference list and/or bibliography at the end of a submission any sources that a student has used to help formulate their own answer, even if the actual submission is written in the student’s own words.

e. The use of substantial sections of text that have been previously written by others, but with no clear indication that the text is not the student’s own work.

f. Copied sections of text from elsewhere without the source and extent of the copied section being clearly indicated in the text of the assignment.

E.g. Directly copied sections, such as several complete paragraphs, without in-text acknowledgement of the sources used.

h. Collusion e.g. two or more students with similar or identical work, or with large sections of work that are similar or identical in their individual submissions. This can apply to submissions from students studying at the same or different institutions and is regardless of the dates of submission.
APPENDIX 5 – SOLAR RESULTS NOTIFICATION GUIDANCE

The examination boards which decide your final results and graduation award are known as Programme Assessment Boards (PABs).

These PABs sit in February, June and September of each year during the semester following delivery of your module.

PABs determine and confirm student results and awards ahead of the graduation ceremonies which are held in April, July and November of each year.

Within 2 weeks after each PAB, you will be notified of your officially confirmed results via SOLAR.

WHEN YOU ARE NOTIFIED OF YOUR RESULTS ON SOLAR, PLEASE CHECK YOUR MODULE MARKS FOR ANY ERRORS.
IF YOU BELIEVE A MARK IS MISSING OR WRONG, YOU SHOULD IMMEDIATELY ADVISE BY EMAIL THE EEC STUDENT SUPPORT OFFICE (LOCATED IN EECG-22 BEHIND EEC RECEPTION DESK) AND YOUR PROGRAMME MANAGER AND THE MODULE LEADER.

You have 10 DAYS IN WHICH TO APPEAL A MARK/AWARD following notification on SOLAR (please refer to CU guidance about appealing on the EEC faculty student web).

ENSURE YOU CAREFULLY READ AND FOLLOW ALL INSTRUCTIONS GIVEN TO YOU ON SOLAR WHEN YOU ARE NOTIFIED OF YOUR RESULTS.

SOLAR instructions are often missed or overlooked by students, but these contain VERY IMPORTANT RESIT DATES and OTHER INSTRUCTIONS with DEADLINES FOR YOU TO RESPOND BY.

It is YOUR RESPONSIBILITY to READ and ACT on these instructions.