Category: Uncategorized

Earlier this week, you practiced using MANOVA models with SPSS and, ideally, used the Collaboration Lab to ask, answer, and otherwise address any questions you had. In this Assignment, you apply what you learned to answer a social research question using MANOVA

Review the datasets provided.

Construct a research question based on one of those datasets.

Pay attention to the assumptions of this test, and ask, “Does it make sense to interpret the mean of this dependent variable?”

Use SPSS to answer the research question you constructed. Write an analysis in APA format, including title page, references, and an appendix, that includes your data output and addresses each of the tasks listed below. The content should be 2–3 pages, including setup of the assignment, results, and interpretation of results. Your SPSS output should be included as an appendix.

What is the null hypothesis for your question?

What research design(s) would align with this question?

What dependent variable was used and how is it measured?

What independent variable is used and how is it measured?

If you found significance, what is the strength of the effect?

What is the answer to your research question?

What are the possible implications of social change?

Early in your Assignment, when you relate which dataset you analyzed, please include the mean of the following variables. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the General Social Survey Dataset, report the mean of Age. If you are using the HS Long Survey Dataset, report the mean of X1SES. See pages 819 through 823 in your Warner textbook for an excellent APA-compliant write-up of a 6X3 MANOVA. Table has to be in APA style similar to Multiple Regression Analysis

ASSESSMENT BRIEF 3

BUS9010 Capstone Project

Business Research Findings Report & Presentation

Assessment Description	PART A: Project report PART B: Presentation of project results.
Individual/Group	Individual
Length	PART A: 2,000 words. PART B: 10 minutes and 5 – 10 PowerPoint slides.
Subject Learning Outcomes	c, d.
Week Due	PART A: Week 12 PART B: Week 12 date negotiated
Weighting	PART A: 40% PART B: 20% = 60%
Total Marks	PART A: …/100 PART B: …/100

Overview of the assessment task

This assessment has two parts:

PART A: A written business project report – (2,000 words).

PART B: A presentation of project findings – (10 minutes and 5 – 10 PowerPoint slides).

Assessment instructions

Students are required to work through the project proposal process as outlined in Assessments 1 and 2, and as discussed with your lecturer. Once this is complete you are required to:

 

PART A: Project report – (2,000 words, 40%).

Students should develop a 2,000-word report describing the business problem they have been exploring throughout this subject. This report builds upon previous work you have done in Assessments 1 and 2.

You are required to use a template to guide your writing and to assist you to provide a complete report.

PART B: Present your business problem project findings to your fellow class members – (10 minutes, 20%).

The focus of this assessment is the results of your investigation – what did you find?

Things you might include:

• What was the identified business problem and why was it important?
• What does the literature say about the topic / problem?
• What investigative method did you use? What data did you collect?
• How did you analyse the data?
• What did you find?
• What does your analysis / consideration of the results indicate? What do you think?
• What were the limitations of your research?
• What future exploration of the business problem should be undertaken (by you or others)?

Note to Students:

PART A: YOU MUST UPLOAD YOUR REPORT ON THE DESIGNATED DATE AS INDICATED ON CANVAS.

PART B: YOU MUST UPLOAD YOUR POWERPOINT SLIDES TO CANVAS WITHIN 24 HOURS OF YOUR PRESENTATION.

Marking Criteria

Please refer to the attached rubric for marking criteria and standards of performance. Constructive feedback will be provided within a timely manner in accordance with AIHE Assessment Procedure.

This assessment is not redeemable unless otherwise specified.

Limits for Assessments

Written submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.

Time limits for in-person or video presentations that exceed the allocated time limit by more than 10% will cease to be marked from the point at which that limit is exceeded, and Lecturers may ask students to cease their presentation.

Assessment Variation and Special Consideration

Students may be eligible for a variation to assessment arrangements when unexpected or extenuating circumstances impact on their performance or their ability to complete their assessment tasks by or on the specified date. Students must complete the Application to Vary Assessment with evidence.

Students with identified, special or specific needs may apply for variations to assessment in the subject. Students are required to contact the Student Support Officer or Student Learning Advisor to discuss their specific needs

Late assignment submission penalties

An assessment task is late for submission when it is not submitted by the due date and time as indicated on Canvas, or by an agreed extension date and time as confirmed by the subject lecturer.

Late assessment tasks will be penalised at the rate of 5% of maximum possible marks, per calendar day (i.e. 24 hours or part thereof). After seven (7) calendar days, assignments will attract zero (0) marks. Assignments submitted at any stage within the first 24 hours after the deadline will be considered to be one day late and therefore subject to the associated penalty.

For further detail see: AIHE Assessment Procedure.

Academic Integrity

Academic integrity is an essential quality for higher education and is a fundamental part of learning and teaching. AIHE is committed to promoting academic integrity and ethical behaviour. The reputation of AIHE and its graduates, and the academic standing of its qualifications rests with its ability to promote academic integrity and manage academic misconduct fairly and consistently.

All students must become familiar with, and understand the meaning and consequences of plagiarism, cheating in exams and tests, unauthorised use of artificial intelligence, collusion, contract cheating and other academic offences under the AIHE Academic Integrity Policy.

Marking Rubric & Standards of Performance – PART A: Research Report

CRITERIA	High Distinction Level (HD) 85 – 100	Distinction Level (D) 75 – 84	Credit Level (C) 65 – 74	Pass Level (P) 50 – 64	Fail Level (F) 0 – 49
A project title (5 marks)	Title is provided which conveys a clear and deep understanding of the proposed project. The title is engaging and knowledgeable.	Title is provided and conveys information, sufficient to convey a deeper understanding of the proposed project.	Title is provided and conveys information, sufficient to convey a clear understanding of the proposed project.	Title is provided and conveys basic information, sufficient to convey a simple understanding of the proposed project.	Title is not provided. If provided, fails to convey sufficient / appropriate information regarding the proposed project.
Executive Summary (5 marks)	Executive Summary is succinct and clear, providing details about the proposed project within a knowledgeable evidenced context. All required elements have been provided.	Executive Summary is provided and is relevant, offering important and insightful details about the proposed project. Most required elements have been provided.	Executive Summary is provided and is relevant, offering essential details about the proposed project. Most required elements have been provided.	Executive Summary is provided and is relevant, offering basic details about the proposed project. Some required elements have been omitted.	Executive Summary is not provided or lacks relevance. It fails to offer appropriate details about the proposed project. Most required elements have been omitted.
Introduction (5 marks)	Introduction is succinct and clear, providing details about the proposed project within a knowledgeable evidenced context. All required elements have been provided.	Introduction is provided and is relevant, offering important and insightful details about the proposed project. Most required elements have been provided.	Introduction is provided and is relevant, offering essential details about the proposed project. Most required elements have been provided.	Introduction is provided and is relevant, offering basic details about the proposed project. Some required elements have been omitted.	Introduction is not provided or lacks relevance. It fails to offer appropriate details about the proposed project. Most required elements have been omitted.
Business problem, hypothesis, goals (5 marks)	Hypothesis, business problem statement or research goals are clearly articulated.	Hypothesis, business problem statement or research goals are clearly articulated.	Hypothesis, business problem statement or research goals are clearly articulated.	Hypothesis, business problem or research goals are minimally stated and/or are somewhat ambiguous.	Hypothesis, business problem or research goals are vague, unfocused or incomplete.
Literature review (10 marks)	Excellent discussion of cited works and in-depth insight and analysis; meaningful connections to proposed work are communicated effectively. Places the work within a larger context. Shows keen understanding of the significance of the research. It is clear how the proposed activities fit into the broader scholarly field.	It is clear how the proposed activities fit into the broader scholarly field. Project addresses some relevant questions in the field. Provides a meaningful summary of the literature and builds a case for the research. Knowledge of literature or previous work in the field is good. Good discussion of cited works; adequate depth of insight and analysis.	Good discussion of cited works; adequate depth of insight and analysis; relevant connections to proposed work. Cites most of the key literature. Lacks critical analysis and synthesis. A link is made between the proposed work and the broader research field. Knowledge of the literature or previous work in the field is adequate.	Cites most of the key literature. Lacks critical analysis and synthesis. A link is made between the proposed work and the broader research field. Project addresses questions in the field. Knowledge of the literature or previous work in the field is adequate.	Fails to cite important, relevant literature. Does not clearly relate the literature to research question and potential contribution. Knowledge of the literature or previous work in the field is limited. Misinterprets the literature.
Research design and methods. (15 marks)	Methods for collecting and analysing data are thoroughly discussed relative to the research objectives. Key variables and/or unit(s) of analysis relevant to the research business problem and objectives are succinctly incorporated into the research design. Sampling method, instrumentation and time frame of the research project are very clearly identified.	Methods for collecting and analysing data are adequately discussed relative to the research objectives. Key variables and/or unit(s) of analysis relevant to the research business problem and objectives are adequately incorporated into the research design. Sampling method, instrumentation and timeframe of the research project are clearly identified.	Methods for collecting and analysing data are generally discussed relative to the research objectives. Variables and/or unit(s) of analysis are incorporated into research design. Sampling method, instrumentation and time frame of the research project are identified.	Methods for collecting and analysing data are minimally discussed relative to the research objectives. Variables and/or unit(s) of analysis are somewhat incorporated into the research design. Sampling method, instrumentation and time frame of the research project are vaguely identified.	Methods for collecting and analysing data to support research objectives are not discussed. Variables and/or unit(s) of analysis are not relevant to the research business problem or objectives. Sampling method, instrumentation and time frame of the research project are poorly identified.
Project / research findings (results). (15 marks)	All pertinent data is described. Raw unprocessed data is absent. Results presented as both narrative text and in figures and tables. Data presented in a logical manner to enable the reader to draw conclusions. Important data is highlighted. No conclusions are present. All tables and figures have appropriate legends. All tables and figures are described in the narrative text.	All pertinent data is described. Raw unprocessed data is absent. All results presented as both narrative text and in figures and tables. All data presented in a logical manner to enable the reader to draw conclusions. All important data is highlighted. All tables and figures have appropriate legends. All tables and figures are described in the narrative text.	Majority of pertinent data is described. Raw unprocessed data is absent. Majority of results presented as both narrative text and in figures and tables. Majority of data presented in a logical manner. Majority of important data is highlighted. Majority of the tables and figures have appropriate legends. Majority of tables and figures are described in the narrative text.	Most pertinent data is described. Raw unprocessed data is absent. Most results presented as both narrative text and in figures and tables. Most data presented in a logical manner. Most important data is highlighted. Most of the tables and figures have appropriate legends. Most tables and figures are described in the narrative text.	Raw unprocessed data is present. Some results presented as both narrative text and in figures and tables. Data not clearly presented. Important data not highlighted. Data in tables or figures not described in narrative form.
Discussion. (15 marks)	Discussion of the results is carefully and expertly planned and constructed. It is fully supported by related literature. Findings are summarised, and interpreted to a sophisticated and expert level. Student uses the results to expertly explore the research question. The discussion places the findings in context.

ASSESSMENT BRIEF

BUS9010 Capstone Project

Assessment 2: Written Project Proposal

Assessment Description	Formal written project proposal.
Individual/Group	Individual.
Length	1,000 words
Subject Learning Outcomes	a, b & d.
Week Due	Week 7
Weighting	20%
Use of Generative Artificial Intelligence (Gen AI)	Allowed

 

Overview of the Assessment Task

This assessment builds on the work you have undertaken in Assessment 1.

You are expected to take into consideration the feedback you received from Assessment 1 and then write a formal project proposal.

A project proposal at the higher education level is used to assess the quality and originality of your ideas, your understanding of the purpose of your project, and the ultimate feasibility of the project.

This assessment is worth 20% of the overall marks available for this subject.

Assessment Instructions

This assessment requires you to build on the work you have undertaken in Assessment 1.

Building on your research to date, and analysis of the identified business issues you have discovered, you are required to develop a formal project proposal.

The formal project proposal should be a 1,000-word document that addresses key questions related to the business issues identified in Assessment 1. It will typically describe something you intend to produce to address the identified issues – this might be a report, a web site, a film, a book, a computer game or an event – there are many possibilities.

While the actual elements of a project proposal differ depending on the project itself, there are several key elements of a project proposal. Building on your project proposal poster work you should, at a minimum, consider the following:

 

• Title: This is a brief heading that accurately captures the nature of the proposed work.
• Background: What problems, challenges, or opportunities exist that create a need for this project? You should provide the background context against which you will conduct your project, including a summary of what is already known about the issue or topic as well as some of the problem areas that directly relate to your proposed work. Literature / best practice should be explored in this section.
• Objectives: What are the intended outcomes of this project?
• Scope: What are the steps or stages of the project? What elements are included in this project? How will the objectives be reached through this project? This section highlights how you will contain your project to ensure it is focussed and achievable. It should also explain what is out of scope.
• Approach / Method: This section describes the methods and materials that you intend to use within your project. It will detail how you will go about acquiring the information you need and explain how the project will be managed. If a particular theory or model is to be used, this should be stated.
• Timeline: Over what period will the project be undertaken? What are the key deliverables on what dates?
• Outcomes: This section should include the expected impacts and benefits of the proposed project. It is important that these be specific and realistic.
• Conclusion:
• References: APA referencing style is to be used.

Your project proposal will be used to assess the quality and originality of your ideas, your understanding of the purpose of your project, and the ultimate feasibility of the project.

This assessment should incorporate APA 7th referencing style. For support on how to reference see the AIHE Learning Support Hub on canvas for further information.

Use of Gen AI is Allowed:

This assessment allows the responsible and ethical use of generative artificial intelligence (Gen AI) tools to assist with preparation. However, students must ensure that their final submission represents their own critical thinking, analysis, and synthesis of information. Any content generated by GenAI must be carefully evaluated for accuracy, appropriately acknowledged, and properly referenced. Students are required to declare the use of GenAI within the assignment. Any submission that includes content created by unauthorised use of artificial intelligence tools is a breach of academic integrity.

Marking Criteria

Please refer to the attached rubric for marking criteria and standards of performance. Constructive feedback will be provided within a timely manner in accordance with AIHE Assessment Procedure.

This assessment is not redeemable unless otherwise specified.

Limits for Assessments

Written submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.

 

Time limits for in-person or video presentations that exceed the allocated time limit by more than 10% will cease to be marked from the point at which that limit is exceeded, and Lecturers may ask students to cease their presentation.

 

Assessment Variation and Special Consideration

Students may be eligible for a variation to assessment arrangements when unexpected or extenuating circumstances impact on their performance or their ability to complete their assessment tasks by or on the specified date. Students must complete the Application to Vary Assessment with evidence.

 

Students with identified special or specific needs may apply for variations to assessment in the subject. Students are required to contact the Student Support Officer or Student Learning Advisor to discuss their specific needs.

 

Late Assignment Submission Penalties

An assessment task is late for submission when it is not submitted by the due date and time as indicated on Canvas, or by an agreed extension date and time as confirmed by the subject lecturer.

 

Late assessment tasks will be penalised at the rate of 5% of maximum possible marks, per calendar day (i.e. 24 hours or part thereof). After seven (7) calendar days, assignments will attract zero (0) marks. Assignments submitted at any stage within the first 24 hours after the deadline will be considered to be one day late and therefore subject to the associated penalty.

 

For further detail see: AIHE Assessment Procedure.

 

Academic Integrity

Academic integrity is an essential quality for higher education and is a fundamental part of learning and teaching. AIHE is committed to promoting academic integrity and ethical behaviour. The reputation of AIHE and its graduates, and the academic standing of its qualifications rests with its ability to promote academic integrity and manage academic misconduct fairly and consistently.

 

All students must become familiar with, and understand the meaning and consequences of plagiarism, cheating in exams and tests, unauthorised use of artificial intelligence, collusion, contract cheating and other academic offences under the AIHE Academic Integrity Policy.

 

Marking Rubric & Standards of Performance – FORMAL WRITTEN PROJECT PROPOSAL

 

CRITERIA	High Distinction Level (HD) 85 – 100	Distinction Level (D) 75 – 84	Credit Level (C) 65 – 74	Pass Level (P) 50 – 64	Fail Level (F) 0 – 49
An introduction to the project proposal. (10 Marks)	The project proposal introduction presents the topic of the project in context, identifies the elements of the inquiry and indicates the purpose and structure of the project.	The project proposal introduction presents the topic of the project in context, identifies the elements of the inquiry and indicates the purpose and structure of the project.	The project proposal introduction covers all requirements to an acceptable level.	The project proposal introduction covers most requirements to an acceptable level.	The project proposal has no / incomplete introduction.
Background of the project. (10 Marks)	Covers all background information, provides context for the inquiry and the key business issue to be addressed plus identifies key theoretical perspectives.	The project proposal covers all background information, provides context for the inquiry and the key business issue to be addressed.	The project proposal covers all background information to an acceptable level.	The project proposal covers most background information to an acceptable level.	The project proposal has no / incomplete background information.
Objectives of the project. (20 Marks)	The project proposal provides clear information regarding all project objectives. Objectives are aligned to the identified topic, elements of the inquiry and the purpose / structure of the project. Theoretical basis for the objectives is identified.	The project proposal provides clear information regarding all project objectives. Objectives are aligned to the identified topic, elements of the inquiry and the purpose / structure of the project.	The project proposal provides clear information regarding all project objectives.	The project proposal provides some information regarding project objectives.	The project proposal has no / incomplete information regarding project objectives.
Project scope. (20 Marks)	The project scope is identified, all the composite parts (as per the assessment brief) are evident, and they are aligned to the identified topic, elements of the inquiry and the purpose / structure of the project. Theoretical basis for the scope parameters are identified.	The project scope is identified, all the composite parts (as per the assessment brief) are evident, and they are aligned to the identified topic, elements of the inquiry and the purpose / structure of the project.	The project scope is identified, and all the composite parts (as per the assessment brief) are evident.	The project scope is identified, and the majority of the composite parts (as per the assessment brief) are evident.	The project proposal does not identify or has an incomplete project scope.
Timeline. (10 Marks)	The project proposal includes a timeline and identifies key deliverables. Information is presented in a form that is informed by project management principles, and aligned to the identified topic, elements of the inquiry and the purpose / structure of the project.	The project proposal includes a timeline and identifies key deliverables. Information is presented in a form that is informed by project management principles, and aligned to the identified topic, elements of the inquiry and the purpose / structure of the project.	The project proposal includes a timeline and identifies key deliverables. Information is presented in a form that is informed by project management principles.	The project proposal includes a timeline and identifies key deliverables.	The project proposal does not include a timeline and / or fails to identify key deliverables.
Outcomes. (10 Marks)	The project proposal proposed outcomes that are informative and achievable. Information is presented in a form that is informed by project management principles, and aligned to the identified topic, elements of the inquiry and the purpose / structure of the project.	The project proposal includes proposed outcomes that are informative and achievable. Information is presented in a form that is informed by project management principles, and aligned to the identified topic, elements of the inquiry and the purpose / structure of the project.	The project proposal includes proposed outcomes that are informative and achievable. Information is presented in a form that is informed by project management principles.	The project proposal includes some proposed outcomes.	The project proposal does not include proposed outcomes.
Conclusion. (10 Marks)	The project proposal conclusion provides an overview of the topic of the project in context, identifies the elements of the inquiry and indicates the purpose and structure of the project. Theory perspective is noted.	The project proposal conclusion provides an overview of the topic of the project in context, identifies the elements of the inquiry and indicates the purpose and structure of the project.	The project proposal conclusion covers all requirements to an acceptable level.	The project proposal conclusion covers most requirements to an acceptable level.	The project proposal has no / incomplete conclusion.
Format – is in the required format and is of the correct length. Grammar, punctuation and spelling are correct. (5 Marks)	The project proposal is in the required poster form. It is clear and accurate with few, if any, errors. Expression is engaging. The project proposal expresses thoughts with flair and attention to detail which exceeds expectations.	The project proposal is in the required poster form. It is clear and accurate with few, if any, errors. Expression is engaging.	The project proposal is in the required poster form and in the most part clear and accurate with few errors.	The project proposal is in the required poster form but contains several errors (such as writing / structure / flow of ideas) affecting communication of meaning.	The project proposal is not in the required poster form. It is difficult to understand, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
Citation of sources – intext and reference list adhere to APA conventions. (5 Marks)	The project proposal cites sources thoroughly and with complete attention to detail.	The project proposal cites sources clearly and accurately.	The project proposal cites sources clearly and accurately in the most part.	The project proposal cites sources with some accuracy.	The project proposal contains no citations, or inaccurately cites sources. Reference list is inaccurate.

 

Approval Record & Document Control

 

APPROVAL	NAME	DATE
Subject Developer	Dr Karen Grogan	08/04/2021
Original Approval (HoS/Academic Board)	HoS/Academic Board	21/04/2021
Approval (HoS)	HoS (Change to template approved through Teaching & Learning Committee)	21/10/2024
Latest Version Approval (HoS)	HoS (Change to template approved through Teaching & Learning Committee)	03/03/2025

 

VERSION #	KEY CHANGES	DATE
1.0	Original Development	08/04/2021
1.1	Update to new template	17/11/2024
1.2	Updated late submission details	7/03/2025
1.3	Updated the due date	16/07/2025
CURRENT UPDATED DOCUMENT LOCATION

ASSESSMENT BRIEF

BUS9005 Economics for International Business

Assessment 2

Assessment Description	Microeconomics Report
Individual/Group	Individual
Length	1,500 words
Subject Learning Outcomes	a, b, c, d
Week Due	Week 9
Weighting	30%
Use of Generative Artificial Intelligence (Gen AI)	Not allowed

Overview of the Assessment Task

In this individual assessment, you are required to apply microeconomic theories and concepts to analyse the market in which a selected Australian company operates. This report will assess your ability to critically evaluate how market forces, market structures, and market failures influence business strategy and public policy.

You will select one Australian company (from any industry such as retail, transport, technology, mining, finance, etc.) and examine:

• The supply and demand conditions shaping the company’s market
• The market structure and its implications for business strategy
• Any relevant market failure(s) and how public policy addresses them.

This task encourages you to link theory to real-world Australian business conditions, showcasing your ability to think critically and apply economic reasoning to practical business challenges.

 

Assessment Instructions

Choose one Australian company operating in a specific industry (e.g., retail, banking, transport, energy, technology) and prepare a 1500-word analytical report addressing the following:

Part A: Company and Market Context (Approx. 300 words)

• Describe your chosen company and its main products or services, main customers and competitors
• Provide at least one piece of evidence from your selected company (e.g., screenshot or link to annual report, product page, or media release).

Part B: Market Dynamics (Approx. 400 words)

• Select one specific product or service supplied by your chosen company.
• Identify three factors that determine demand and three factors that determine supply for this product/service.
• Discuss how changes in these factors influence demand and supply. Use demand and supply curves to illustrate the effects (hand-drawn, digital, or spreadsheet graphs are acceptable).
• Provide at least one piece of evidence from your selected company, or credible market sources. (e.g., screenshot or link to annual report, product page, or media release).

Part C: Market Structure and Strategy (Approx. 400 words)

• Identify and justify the market structure in which your company operates (perfect competition, monopolistic competition, oligopoly, or monopoly).
• Clearly provide three reasons supporting your classification (e.g., number of competitors, product differentiation, barriers to entry, pricing power).
• Explain how this market structure influences the company’s strategic decisions such as pricing, innovation, or advertising.
• Provide at least one piece of evidence from your selected company, or credible market sources. (e.g., screenshot or link to annual report, product page, or media release).

Part D: Market Failure and Policy Response (Approx. 400 words)

• Identify a relevant market failure affecting your chosen company or industry (e.g., pollution, information asymmetry, under-provision of public goods).
• Analyse how this failure impacts the company, consumers, or society.
• Evaluate an Australian government policy or regulation addressing this issue and discuss whether it effectively corrects the problem.
• Provide at least one piece of evidence to support your answer (e.g., screenshot or link to annual report, product page, or media release).

 

Assessment Stages and Mark Allocation

Stage	Description	Week Due	Marks
Checkpoint 1 Company Selection and Rationale	Select one Australian company and post your choice in the Discussion Forum. Only three students may select the same company. Provide a short justification (100–150 words) explaining why you chose this company.	Week 4	3 marks
Checkpoint 2 Draft Submission	Submit a short draft (approximately 400–500 words) showing your progress. This should include early sections (Part A and B) with some initial data or graphs. The draft should demonstrate genuine progress and understanding, not a complete report.	Week 8	2 marks
Final Report Submission	Submit your completed 1,500-word report addressing Parts A–D.	Week 9	25 marks

 

Other Instructions

• Structure of the report – Introduction, answers to part A-D, summary/conclusion, reference list.
• Reference list is not part of the word count.
• Submission format- word document. All submissions via Turnitin on Canvas.

This assessment should incorporate APA 7th referencing style. For support on how to reference see the AIHE Learning Support Hub on canvas for further information.

Use of GenAI is not allowed:

In this assessment, the use of generative artificial intelligence (GenAI) tools is not permitted. These tools include content generators, data analysis tools, and other AI-assisted technologies. Students must ensure that their work is solely their own. Any submission that includes content created by unauthorised use of artificial intelligence tools is a breach of academic integrity.

 

Marking Criteria

Please refer to the attached rubric for marking criteria and standards of performance. Constructive feedback will be provided within a timely manner in accordance with AIHE Assessment Procedure.

This assessment is not redeemable unless otherwise specified.

 

Limits for Assessments

Written submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.

Time limits for in-person or video presentations that exceed the allocated time limit by more than 10% will cease to be marked from the point at which that limit is exceeded, and Lecturers may ask students to cease their presentation.

 

Assessment Variation and Special Consideration

Students may be eligible for a variation to assessment arrangements when unexpected or extenuating circumstances impact on their performance or their ability to complete their assessment tasks by or on the specified date. Students must complete the Application to Vary Assessment with evidence.

Students with identified, special or specific needs may apply for variations to assessment in the subject. Students are required to contact the Student Support Officer or Student Learning Advisor to discuss their specific needs.

 

Late Assignment Submission Penalties

An assessment task is late for submission when it is not submitted by the due date and time as indicated on Canvas, or by an agreed extension date and time as confirmed by the subject lecturer.

Late assessment tasks will be penalised at the rate of 5% of maximum possible marks, per calendar day (i.e. 24 hours or part thereof). After seven (7) calendar days, assignments will attract zero (0) marks. Assignments submitted at any stage within the first 24 hours after the deadline will be considered to be one day late and therefore subject to the associated penalty. For further detail see: AIHE Assessment Procedure.

 

Academic Integrity

Academic integrity is an essential quality for higher education and is a fundamental part of learning and teaching. AIHE is committed to promoting academic integrity and ethical behaviour. The reputation of AIHE and its graduates, and the academic standing of its qualifications rests with its ability to promote academic integrity and manage academic misconduct fairly and consistently.

All students must become familiar with, and understand the meaning and consequences of plagiarism, cheating in exams and tests, unauthorised use of artificial intelligence, collusion, contract cheating and other academic offences under the AIHE Academic Integrity Policy.

 

Marking Rubric & Standards of Performance

Individual Report (Microeconomics)

 

Criteria	High Distinction (85-100%)	Distinction (75-84%)	Credit (65-74%)	Pass (50-64%)	Fail (0-49%)
Checkpoint 1: Company Selection & Rationale (3 marks)	Company selection is unique, highly relevant, and well-justified with clear reasoning and evidence of initiative.	Company clearly justified; sound rationale provided.	Relevant company chosen with basic justification.	Company approved but weak or unclear justification.	No submission, late post, or unjustified choice.
Checkpoint 2: Draft Progress Submission (2 marks)	Clear and significant progress. Demonstrates strong understanding of theory and use of evidence.	Good progress and partial analysis shown.	Some progress is evident but uneven or limited.	Minimal progress lacks meaningful development.	No or superficial draft submitted.
Part A: Company & Market Context (5 marks)	Provides an accurate, concise, and insightful overview of the company, its main products/services, customers, and competitors. Includes at least one relevant, verified piece of evidence (e.g. screenshot or link).	Clear description of company and context; mostly accurate evidence used effectively.	Reasonable description; minor gaps or limited evidence.	Basic or partially correct overview; minimal or unclear evidence.	Inaccurate or incomplete company description; no supporting evidence.
Part B – Market Dynamics (6 marks)	Thorough and well-structured analysis of three demand and three supply factors. Clearly explains how changes influence the market using accurate, labelled graphs. Integrates credible evidence from company or market sources.	Good explanation of demand and supply factors with mostly clear diagrams and evidence.	Adequate analysis, some theory applied; graphs or evidence limited or partly inaccurate.	Basic or uneven discussion of factors; weak theoretical links or unclear graphs.	Incorrect or missing discussion; lacks theoretical understanding or evidence.
Part C – Market Structure and Strategy (7 marks)	Market structure precisely identified and convincingly justified with three strong reasons (number of competitors, differentiation, barriers, pricing power). Insightful analysis of strategic implications (pricing, innovation, advertising). Uses relevant and verified evidence.	Accurate classification and justification with good discussion of strategy; sound evidence.	Reasonable identification and partial justification; some reference to strategy and evidence.	Limited or partially correct identification; weak justification or minimal strategic link.	Incorrect or missing classification; no clear reasoning or evidence.
Part D – Market Failure and Policy Response (5 marks)	Clearly identify the relevant market failure(s). Provides critical analysis of impact on company, consumers and society; evaluates policy response with insight and credible evidence.	Good analysis of market failure and policy with relevant examples.	Adequate discussion; mainly descriptive with some evaluation.	Basic or generalised description; limited policy discussion.	Inaccurate or missing discussion; no link to evidence or policy.
Academic Writing, Referencing & Integrity (2 marks)	Excellent organisation, academic tone, and accurate referencing (APA 7); fully demonstrates originality and integrity.	Clear writing and mostly correct referencing; good evidence of authenticity.	Satisfactory writing. Some referencing or clarity issues.	Weak structure or referencing. Limited demonstration of own work.	Poorly written or referenced. Potential academic integrity concerns.

ASSESSMENT BRIEF

BUS9060

Digital Businesses for Strategic Advantage

Assessment 2 – Individual Paper

Assessment Description	An individual project where you investigate the role of a CIO in an organisation where you have a personal stake.
Individual/Group	Individual
Length	2,000 words
Subject Learning Outcomes	a – h
Week Due	Week 10
Weighting	30%
Use of Generative Artificial Intelligence (Gen AI)	Allowed

Overview of the assessment task

In your individual project you will critique the role of a CIO you are familiar with, or that of a company you are familiar with. There must exist a personal connection. The purpose of this assignment is to get you in the mindset of a CIO, and understand the multiple roles they play in an organisation. Your evaluation of a CIO allows you to understand the various roles in a context to which you can relate.

Assessment instructions

• Choose a CIO from any organisation you have worked with. There must be a personal connection.
• Get approval from instructor.
• Research and understand the milieu the CIO works within.
• Apply the concepts we learn in class.
• Critique the role, detailing how the work is done, and what else may be done to enhance the role and its performance.

Your Individual project output is assessed on your report to the instructor, evaluated based on these aspects:

1. The Context

• Is the introduction to the organisation clear and compelling?
• Are the dynamics of the context well explained?

2. Information Technology

• How is information technology important to the organisation’s operation?
• Is IT leader’s operational (information technology) role well defined?
• Is IT leader’s strategic role (w.r.t. utilization of information) well defined?
• Ideas on how I&T may improve the performance of the organisation.

3. Report Structure

• Is there original thinking? Insights clearly articulated based on analysis.
• Flow and structure of the report.
• Is referencing done well?

Your assessment for each aspect will be a letter grade, given using the following table. The overall grade will be an average of marks associated with the letter grades.

This assessment should incorporate APA 7th referencing style. For support on how to reference see the AIHE Learning Support Hub on canvas for further information.

Use of GenAI is allowed:

This assessment allows the responsible and ethical use of generative artificial intelligence (GenAI) tools to assist with preparation. However, students must ensure that their final submission represents their own critical thinking, analysis, and synthesis of information. Any content generated by GenAI must be carefully evaluated for accuracy, appropriately acknowledged, and properly referenced. Students are required to declare the use of GenAI within the assignment. Any submission that includes content created by unauthorised use of artificial intelligence tools is a breach of academic integrity.

Marking Criteria

Please refer to the attached rubric for marking criteria and standards of performance. Constructive feedback will be provided within a timely manner in accordance with AIHE Assessment Procedure.

This assessment is not redeemable unless otherwise specified.

Limits for Assessments

Written submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.

Time limits for in-person or video presentations that exceed the allocated time limit by more than 10% will cease to be marked from the point at which that limit is exceeded, and Lecturers may ask students to cease their presentation.

Assessment Variation and Special Consideration

Students may be eligible for a variation to assessment arrangements when unexpected or extenuating circumstances impact on their performance or their ability to complete their assessment tasks by or on the specified date. Students must complete the Application to Vary Assessment with evidence.

Students with identified, special or specific needs may apply for variations to assessment in the subject. Students are required to contact the Student Support Officer or Student Learning Advisor to discuss their specific needs.

Late assignment submission penalties

An assessment task is late for submission when it is not submitted by the due date and time as indicated on Canvas, or by an agreed extension date and time as confirmed by the subject lecturer.

Late assessment tasks will be penalised at the rate of 5% of maximum possible marks, per calendar day (i.e. 24 hours or part thereof). After seven (7) calendar days, assignments will attract zero (0) marks. Assignments submitted at any stage within the first 24 hours after the deadline will be considered to be one day late and therefore subject to the associated penalty. For further detail see: AIHE Assessment Procedure.

Academic Integrity

Academic integrity is an essential quality for higher education and is a fundamental part of learning and teaching. AIHE is committed to promoting academic integrity and ethical behaviour. The reputation of AIHE and its graduates, and the academic standing of its qualifications rests with its ability to promote academic integrity and manage academic misconduct fairly and consistently.

All students must become familiar with, and understand the meaning and consequences of plagiarism, cheating in exams and tests, unauthorised use of artificial intelligence, collusion, contract cheating and other academic offences under the AIHE Academic Integrity Policy.

Rubric Table

Criteria	F	P+	C+	D+	HD
Context	Very poor performance, unacceptable	Poor performance – barely acceptable. Many aspects of topic under-achieved. Topic goal was only just reached.	Good performance. Topic work, presentation and report satisfactory. Although topic goals reached many aspects of final output below par.	Good performance. Topic work, presentation report satisfactory. High quality work, but more should reasonably be expected at this level.	Good, solid performance. All bases covered in terms of topic work, presentation and report. To some degree exceeded expectation.
Content – Information Technology	Very poor performance, unacceptable	Poor performance – barely acceptable. Many aspects of topic under-achieved. Topic goal was only just reached.	Good performance. Topic work, presentation and report satisfactory. Although topic goals reached many aspects of final output below par.	Good performance. Topic work, presentation report satisfactory. High quality work, but more should reasonably be expected at this level.	Good, solid performance. All bases covered in terms of topic work, presentation and report. To some degree exceeded expectation.
Report structure	Very poor performance, unacceptable	Poor performance – barely acceptable. Many aspects of topic under-achieved. Topic goal was only just reached.	Good performance. Topic work, presentation and report satisfactory. Although topic goals reached many aspects of final output below par.	Good performance. Topic work, presentation report satisfactory. High quality work, but more should reasonably be expected at this level.	Good, solid performance. All bases covered in terms of topic work, presentation and report. To some degree exceeded expectation.

Approval Record & Document Control

Approval	Name	Date
Subject Developer	Riaz Esmailzadeh	June 2024
Original Approval (HoS/Academic Board)	Head of School	June 2024
Current Approval	MBA Coordinator – Nayomi Wijesinghe	TBC

Version #	Key Changes	Date
1.0	Original Development	June 2024
2.0	Changed from Assessment 1B to Assessment 2 (Assessment 2 now Assessment 3). Changed learning outcomes – a-h (no i or j in subject). Updated to new template. Rubric simplified and changed to high to low. Add referencing details.	07/07/2025

Current Updated Document Location	Courses/Master of Business Admin/BUS9060/

MBA640 Onlin…
Portfolio Paper/Service Learning Project
Each student will spend 8 hours doing volunteer work for a non-profit organization, and report on the organizational behavioral principles they observed, three recommendations for improvement, and applications of the Christian worldview. In a report due in Unit 7, you are expected to critically and thoroughly analyze and evaluate the situation, then make recommendations for an appropriate process and solutions. Students must receive an official letter from the organization verifying their volunteer hours, and the letter should be submitted with the final report in Unit 7.
Guidelines for MBA640 Service Learning Project
Duration: The Service Learning Project will last the duration of the course.
Summary: The learner is expected to spend eight (8) hours at the not-for-profit organization performing volunteer service as well as learning about the organizational behavior aspects of the organization. The learner’s experience will culminate in a written report summarizing the learner’s experience as well as addressing several organizational behavior concepts encountered during the experience.
Note: Students in the military can write about military related services; students who live in geographic areas, where there isn’t access to a non-profit, can use any service related organizations including churches.
Contents of Final Paper: The final paper summarizing the service learning experience will be uploaded into Canvas and will contain the following elements:
Identification
Identification of the agency or organization for which service was performed.
o Description of the purpose or mission of the agency or organization.
Description of the work done by the learner.
Description of the area or department of the organization observed by the learner.
Organizational Behavior Concepts
In this section, the learner will address organizational behavior aspects of the organization. The learner will select two organizational behavior topics from those we study in this course and apply the concepts and principles of those two (2) topics to the organization. Suggested areas for observation and evaluation may include, but are not limited to:
Systems theory as applied to
the organization
Organizational culture
How the culture is being sustained or changed
Socialization of members
The role of personality
Perceptions
Motivational theories
Psychological contract
Job design
Use of evaluation, feedback and rewards
Misbehavior
Individual or organizational stress
Group development
Group behavior(s)
Use of teams
Management of conflict
Power and politics
Communication
Decision making
Organizational structure
Organizational leadership
Organizational change
Details: The following points should guide the learner in the completion of this project.
The paper will contain 3,500 words of content. The cover sheet, abstract (not required but may be used), table of contents (if used), and references do not count toward the length of the paper.
The paper, including citations, references, and general format will be APA
compliant.
In addition to the text and the Bible, the paper will contain at least five additional references, two of which must be from peer-reviewed sources. References should be from high-quality sources such as peer-reviewed sources, trade journals and business journals. While sources such as Wikipedia, e-How, blogs, or similar sites may occasionally be used, they will not count toward the minimum number of references.
The learner will obtain a letter from an officer or manager in the organization verifying that at least 8 hours of service were performed for the organization. The letter will state where the service was performed and the nature of the service. The letter will also contain the name and contact information of the organization’s contact providing the letter. This letter will be submitted with the project This
8
Daffardaar Dashboard
Calendar
To-do
Notifications
000
000
Inbox

Purpose and Competency Alignment

The purpose of this assignment is to develop your practical understanding of budget development and resource management — two of the most essential and interconnected competencies in public health practice. While budgeting is the primary tool through which organizations plan and track their financial resources, it does not exist in isolation. Every budget reflects decisions about people, time, physical assets, and community relationships — and every effective public health professional understands that managing resources well means thinking comprehensively about all of the assets an organization depends on to fulfill its mission.

In this assignment, you will develop a budget and resource management handbook that documents both the financial planning process and the broader resource management principles and tools that give that process its meaning and context. Your handbook should be written clearly and professionally and should be genuinely useful to someone who is new to organizational budgeting and resource management. It should demonstrate your understanding of both budget principles and the broader tools of resource management while being grounded in the specific context of your selected organization.

This assignment is designed to assess your ability to:

Explain basic principles and tools of budget and resource management — You will demonstrate this competency by developing a comprehensive budget and resource management handbook that addresses not only the technical components of a budget but also the broader principles and tools of resource management — including human resources, physical assets, time, and community partnerships — and that connects all of these resource categories to the mission, priorities, and operational realities of a public health organization.

Your Organization and Program

For this assignment, you will develop your budget and resource management handbook for the following organization and program. Read this description carefully!

Organization: Ray of Sunshine

Ray of Sunshine is a community-based organization dedicated to addressing the most pressing needs within its community. The organization’s primary focus is on restoring families, which it recognizes as crucial to its mission of serving populations with the greatest need. Ray of Sunshine has made a deliberate organizational commitment to prioritizing services for individuals and families affected by substance abuse, recognizing that these populations often face the most significant barriers to health, stability, and well-being.

Program: Project Connect

Project Connect is a secondary child abuse prevention program operated by Ray of Sunshine. The program is designed specifically for mothers who are in stable recovery from substance abuse and their children. Project Connect aims to cultivate safe, resilient families by fostering the development and maintenance of protective factors that reduce the risk of child abuse and neglect. Through its focus on protective factors — such as parental resilience, social connections, knowledge of parenting and child development, concrete support in times of need, and social and emotional competence of children — Project Connect works to strengthen the parent-child relationship and build the family’s capacity to thrive in recovery.

As you develop your handbook, keep the mission, population, and program goals of Ray of Sunshine and Project Connect at the center of every section. Your budget decisions, resource management strategies, and monitoring processes should all be explicitly connected to the organization’s commitment to restoring families and serving mothers in recovery and their children.

Required Preparation

Before beginning this assignment, download and review the Project Connect document provided in the course, found in Canvas Modules. You will use this program as the foundation for your budget development work. Familiarize yourself with its structure and components before you begin writing your handbook. You should also review any course readings, lecture materials, or resources related to organizational management, resource allocation, and child abuse prevention that have been provided in the course or that you locate through independent research.

Instructions

Using the budget program provided in the course as your foundation, develop a comprehensive Budget and Resource Management Handbook for Ray of Sunshine’s Project Connect program. Your handbook must include each of the following sections. Read through all instructions carefully before you begin. This is a graduate-level assignment — your responses should be substantive, well-developed, specific, and professionally written throughout. Generic or superficial responses will not meet the standard expected at this level.

Section 1: Introduction (10 points)

Begin your handbook with a clear and engaging introduction that establishes the context and purpose of the document. Address the following:

• Organization and program description:
  • Introduce Ray of Sunshine — its mission, its commitment to restoring families, and its focus on serving populations affected by substance abuse
  • Introduce Project Connect — describe the program’s target population, its primary goals, and the protective factors framework that guides its work
  • Describe the population Project Connect serves — mothers in stable recovery and their children — and explain the unique needs, strengths, and vulnerabilities of this population as they relate to program planning and resource management
  • Explain the relationship between Ray of Sunshine’s organizational mission and the specific work of Project Connect
• The importance of budgeting and resource management for Project Connect:
  • Why is budgeting particularly important for a program like Project Connect — which serves a vulnerable population and depends on the trust and stability that consistent, well-resourced services provide?
  • Why is resource management — understood broadly to include not just financial resources but also human, physical, time, and community resources — essential to Project Connect’s ability to achieve its goals and serve its families?
  • What principles should guide Ray of Sunshine’s approach to resource management for this program — such as equity, trauma-informed practice, transparency, cultural responsiveness, sustainability, and accountability to the families served?
• Purpose and audience of the handbook:
  • Who is this handbook written for — program staff, organizational leadership, funders, board members, or some combination?
  • How should the reader use this handbook?
  • What will the reader be able to understand and do after reading it?
• Overview of the handbook:
  • Briefly describe each section of the handbook so the reader knows what to expect and how the sections connect to one another

Section 2: Budget Basics (10 points)

This section establishes a clear and accessible foundation of budgeting knowledge for the reader in the context of Project Connect. Address the following:

• Key terms and concepts: Define each of the following terms clearly and in your own words, providing a brief example of how each applies specifically to Project Connect or Ray of Sunshine:
  • Revenue and expenditures
  • Line items and budget categories
  • Fixed versus variable costs
  • Direct versus indirect costs
  • Budget narrative
  • Fiscal year
  • Budget variance
  • Cost efficiency
  • In-kind contributions
• The budgeting process for Project Connect: Describe the full budgeting process from start to finish as it applies to Project Connect, addressing each of the following stages:
  • Planning and needs assessment — how does Ray of Sunshine identify the resource needs of Project Connect for the coming fiscal year, and what information is used to inform that planning?
  • Budget development — who within Ray of Sunshine is involved in drafting the Project Connect budget and what tools and information do they use?
  • Review and approval — how is the budget reviewed, revised, and formally approved within the organization?
  • Implementation — how is the approved budget communicated to Project Connect staff and put into operation?
  • Monitoring — how does Ray of Sunshine track Project Connect’s spending against the budget throughout the fiscal year?
  • Evaluation and adjustment — how does the organization assess budget performance at year-end and use those findings to improve future budget planning for Project Connect?
• Key budget tools: Identify and briefly describe the primary tools used in budget development and management for a program like Project Connect — such as spreadsheets, accounting software, budget templates, financial reports, and variance analysis tools — and explain how each would be used in the program’s budgeting process

Section 3: Budget Components (15 points)

In this section, break down the Project Connect budget into its major components and explain what each component includes in the specific context of this program and population. Address the following:

• Budget categories: Identify and describe each major budget category relevant to Project Connect. For each category:
  • Explain what types of expenses fall within it
  • Provide specific and realistic examples of line items relevant to Project Connect — think carefully about what a secondary child abuse prevention program serving mothers in recovery and their children would actually need
  • Explain how expenses in this category are typically estimated or calculated
  • Identify whether the costs in this category are primarily fixed or variable and explain what that means for budget planning

Your budget categories must include at minimum the following, plus any additional categories relevant to Project Connect:

• • Personnel — salaries, wages, and fringe benefits for all Project Connect staff positions such as program coordinator, case managers, parent educators, and support staff
  • Supplies and materials — including parenting education materials, children’s supplies, and program resources
  • Equipment and technology — including any tools needed for program delivery, data management, or communication
  • Program and operational costs — including costs associated with group sessions, home visits, family activities, and other program services
  • Travel — including staff travel for home visits and community outreach
  • Training and professional development — including trauma-informed care training, substance abuse education, and child development training for staff
  • Indirect or overhead costs — the organization’s administrative and operational costs allocated to Project Connect
• Budget priorities for Project Connect:
  • Discuss how the relative size of each budget component reflects Project Connect’s programmatic priorities and the specific needs of the population it serves
  • How does the budget reflect Ray of Sunshine’s commitment to providing trauma-informed, family-centered, and recovery-supportive services?
  • Are there areas where resources are particularly constrained? Are there areas where Ray of Sunshine has chosen to invest more heavily and why?

Section 4: Budget Narrative (15 points)

The budget narrative is one of the most important components of any organizational budget — it explains the reasoning behind budget decisions and justifies the allocation of resources to funders, board members, and other stakeholders. For a program like Project Connect, which may depend on grant funding and other external support, a compelling and specific budget narrative is essential. Address the following:

• What is a budget narrative and why does it matter for Project Connect:
  • Explain what a budget narrative is and how it differs from the budget itself
  • Explain why a well-written budget narrative is particularly important for Project Connect — both for maintaining internal accountability and for communicating with external stakeholders such as government funders, foundations, and community partners
  • Describe the characteristics of a strong budget narrative — specificity, transparency, connection to program goals, and realistic cost estimation
• Narrative justification for each budget category: For each major budget category identified in Section 3, provide a detailed narrative explanation that:
  • Justifies why the funds allocated to this category are necessary for Project Connect to fulfill its mission and deliver its services to mothers in recovery and their children
  • Explains specifically how the amounts were calculated or estimated — show your work and be as specific as possible
  • Connects the expenditure directly to a specific Project Connect program goal, service activity, or protective factor outcome
  • Addresses any assumptions made in developing the budget estimates and explains why those assumptions are reasonable given the program’s population and service model
• Overall budget alignment with Project Connect’s mission:
  • Discuss how the Project Connect budget as a whole reflects Ray of Sunshine’s priorities and resource management decisions
  • Explain how the budget tells the story of what Ray of Sunshine values and what Project Connect is committed to accomplishing for the families it serves
• Appendix: Include your completed budget and budget narrative from the provided budget program as a required appendix to this section

Section 5: Resource Management Beyond the Budget (25 points)

This section is the most important and substantive section of the handbook. A budget captures the financial dimension of resource management — but Ray of Sunshine and Project Connect depend on far more than financial resources to serve mothers in recovery and their children effectively. In this section, you will address the key principles and tools of resource management across four resource categories and demonstrate how each category connects to and complements the Project Connect budget.

Address each of the following resource categories thoroughly and specifically in the context of Project Connect:

Human Resources

• Who are the people — staff, volunteers, and contractors — that Project Connect depends on to deliver its services to families?
• What specific roles and competencies are essential for a program serving mothers in stable recovery and their children — such as trauma-informed care expertise, knowledge of substance abuse and recovery, child development skills, and cultural competency?
• How does Ray of Sunshine plan for its Project Connect workforce needs — including hiring, onboarding, training, retention, and managing the emotional demands of working with vulnerable families?
• How is staff time allocated across Project Connect’s program activities — such as home visits, group sessions, case management, and data collection — and what tools are used to track and manage that allocation?
• What principles guide Ray of Sunshine’s approach to human resource management for Project Connect — such as equity in hiring and compensation, investment in trauma-informed staff development, and supporting staff wellness and preventing burnout?
• How does the Project Connect budget reflect the organization’s human resource decisions — and what are the greatest human resource management challenges this program faces?

Physical Resources

• What facilities, equipment, supplies, and technology does Project Connect depend on to deliver its services — such as meeting spaces for group sessions, home visiting supplies, children’s materials, and data management systems?
• How does Ray of Sunshine track, maintain, and manage these physical assets?
• What procurement processes does Ray of Sunshine use to acquire supplies and equipment for Project Connect — and how are those processes guided by principles of cost efficiency and accountability to funders?
• How does the organization ensure that physical resources are available, appropriate, and welcoming for the population Project Connect serves — including mothers in recovery who may face stigma and children who need developmentally appropriate materials and spaces?
• How are physical resource needs reflected in the Project Connect budget?

Time as a Resource

• How does Ray of Sunshine think about time as a resource for Project Connect — including the time required to build trust with mothers in recovery, the timelines of recovery itself, grant cycles, reporting deadlines, and program evaluation timelines?
• What tools does the organization use to plan and manage time for Project Connect — such as program calendars, home visit schedules, grant management timelines, and data reporting schedules?
• How does effective time management contribute to the consistency and reliability that are essential for building trust with mothers in recovery and their children?
• How are time-related resource decisions reflected in the Project Connect budget — for example, in the timing of expenditures or the sequencing of program activities across the fiscal year?
• What are the consequences of poor time management for a program like Project Connect — and how does Ray of Sunshine guard against them?

Community and Partnership Resources

• What community assets, partnerships, and relationships does Project Connect depend on or actively leverage to extend its capacity and connect families to the full range of support they need?
• Consider partnerships with substance abuse treatment providers, child welfare agencies, pediatric health services, housing programs, legal aid organizations, peer recovery support networks, faith communities, and other relevant community resources
• What in-kind contributions — such as donated meeting space, supplies, volunteer services, or professional expertise — does Project Connect receive or actively pursue?
• How does Ray of Sunshine cultivate and maintain its community partnerships as a deliberate resource management strategy — and how do these partnerships support Project Connect’s protective factors framework?
• How are community and partnership resources tracked, valued, and incorporated into Project Connect’s overall resource management planning?
• What principles guide Ray of Sunshine’s approach to community partnership in the context of serving mothers in recovery — such as non-stigmatizing engagement, trauma-informed collaboration, and shared accountability to families?

Integrated Resource Management for Project Connect After addressing each resource category, provide a substantive integrative discussion that addresses the following:

• How do Project Connect’s financial, human, physical, time, and community resources work together to support the program’s mission of cultivating safe, resilient families?
• How does a change in one resource category — such as a reduction in grant funding, the loss of a key staff member, or the end of a community partnership — affect the other categories and the program’s overall capacity to serve families?
• What does comprehensive resource management look like in practice for a program like Project Connect — what processes, tools, and principles would guide it?
• How does the budget serve as a tool within this broader resource management framework for Project Connect — and what are its limitations as a standalone instrument for managing all of the resources the program depends on?

Section 6: Budget Monitoring, Adjustments, and Accountability (15 points)

Effective budgeting and resource management for Project Connect do not end when the budget is approved — they require ongoing monitoring, transparent communication, and the ability to respond thoughtfully to changing conditions in a way that protects the program’s ability to continue serving families. Address the following:

• Budget monitoring tools and processes:
  • How will Ray of Sunshine track and monitor Project Connect’s actual expenditures against the approved budget throughout the fiscal year?
  • What specific tools, reports, or processes will be used — such as monthly financial reports, variance analyses, budget tracking spreadsheets, or accounting software dashboards?
  • How frequently will budget performance be reviewed — and by whom within the organization?
• Variance analysis:
  • What is a budget variance and why does it matter for a program like Project Connect?
  • How will Ray of Sunshine identify, investigate, and respond to significant budget variances for Project Connect?
  • What criteria will the organization use to determine when a variance requires corrective action — and how will it ensure that corrective actions do not disrupt services to vulnerable families?
• Budget adjustments:
  • What is the process for requesting and approving budget adjustments for Project Connect when needed?
  • Who is involved in adjustment decisions and what documentation is required?
  • How does the organization ensure that budget adjustments are made transparently and in alignment with organizational priorities, program goals, and funder requirements?
• Resource management monitoring:
  • How does budget monitoring connect to broader resource management monitoring for Project Connect?
  • How does Ray of Sunshine track the utilization and performance of its human, physical, and community resources for Project Connect alongside its financial resources?
  • What early warning signs might indicate that resource management is breaking down for Project Connect — and how does the organization monitor for them?
• Transparency and accountability:
  • How will Ray of Sunshine communicate Project Connect’s budget and resource management performance to internal stakeholders such as program staff and board members?
  • How will it communicate with external stakeholders such as funders, community partners, and the families served by the program?
  • What role does financial and resource management transparency play in building trust with the mothers in recovery and their children who depend on Project Connect — and with the broader community that Ray of Sunshine serves?

Section 7: Appendices (10 points)

Your handbook must include the following appendices:

• Required: Your completed budget and budget narrative from the provided budget program — this appendix is mandatory and will be evaluated as part of your grade
• Optional but strongly encouraged: Any additional supporting materials that enhance the handbook, such as:
  • A budget summary chart or pie graph illustrating how Project Connect’s resources are allocated across major categories
  • A sample budget monitoring or variance tracking template adapted for Project Connect
  • A summary table of key community partnerships and in-kind contributions relevant to Project Connect
  • A sample work plan or program calendar illustrating time resource management for Project Connect’s service activities
  • A staffing chart or organizational structure diagram for Project Connect
  • A glossary of key budget and resource management terms for quick reference by program staff

Formatting and Submission Requirements

• Length: There is no strict page requirement — your handbook should be as long as it needs to be to fully and substantively address every section in the context of Ray of Sunshine and Project Connect. Brevity at the expense of depth and substance will be reflected in your grade
• Font and spacing: 12-point professional font such as Arial or Times New Roman, with consistent and professional formatting throughout
• Headers: Use clear, bold section headers and subheaders to organize your handbook and make it easy to navigate
• Visuals: Include at least one chart, graph, or table — such as a budget summary chart, a resource allocation table, or a budget monitoring template. All visuals should be clearly labeled and referenced in the text
• Tone: Professional, clear, and practical — write as if you are producing a document that Ray of Sunshine staff, board members, and funders would actually use
• Citations: Cite all sources used in APA format — including the budget program, course readings, and any additional resources consulted
• Submission format: Submit as a well-organized PDF or Word document that includes all sections and appendices in a single file

Evaluation Criteria

Section	Points
Section 1 — Introduction	10
Section 2 — Budget Basics	10
Section 3 — Budget Components	15
Section 4 — Budget Narrative	15
Section 5 — Resource Management Beyond the Budget	25
Section 6 — Budget Monitoring, Adjustments, and Accountability	15
Section 7 — Appendices	10
Total	100

Strong Submission Characteristics

A strong submission for this assignment will demonstrate the following:

• A well-organized, clearly written, and professionally formatted handbook that reads as a genuinely useful reference document for Ray of Sunshine staff, leadership, and stakeholders — not simply a list of answers to assignment prompts
• A deep and consistent understanding of Ray of Sunshine’s mission and Project Connect’s program model, population, and goals reflected throughout every section of the handbook
• A budget that is realistic, specific, and well-justified, with a narrative that clearly connects every major expenditure to Project Connect’s program activities and protective factors outcomes
• A Resource Management Beyond the Budget section that is the most substantive section of the handbook — addressing all four resource categories with depth, specificity, and genuine integration with the financial content, and with explicit attention to the unique resource management considerations of serving mothers in recovery and their children
• An integrative discussion that demonstrates sophisticated and connected thinking about how all of Project Connect’s resource categories work together to support the program’s mission of cultivating safe, resilient families
• A budget monitoring and accountability section that reflects a mature understanding of how effective resource management for a vulnerable-population program requires ongoing attention, transparency, and responsiveness to changing conditions
• Effective use of at least one visual aid that enhances the handbook’s clarity and usefulness
• A complete set of appendices including the required completed budget from the provided program
• Well-organized, clearly written, professionally toned prose throughout that is free of significant errors and appropriate in style for a public health organizational and program management context
• A complete, correctly formatted APA reference list

Guidelines for Peer Review

Exchange your Health Care Research Paper in the Individual Forum with a peer as assigned by the instructor. The purpose of the assignment is for you to analyze the scholarly content of a peer’s Health Care Research Paper. In this assignment, make extensive comments directly on the peer-review draft paper (from title page to reference page). Evaluate scholarly discourse, including theme development, appropriateness of content, transitions, clarity, and grammar, according to the assignment criteria. Comments should be presented in an encouraging and professional manner.

*USE COMMENT SECTION ON CLASSMATE PAPER TO PEER REVIEW

* CLASSMATE PAPER IS ATTACHED SEPARATEDLY!

* DON’T USE AI PLEASE

Use these questions as a guide when making comments on the assigned peer’s paper critique.

1.     Does the writer make the barrier or issue clear in the introduction?

2.     Does the writer’s course of action for addressing the barrier or issue follow the logic model?

3.     Does the writer meet the criteria for each section as presented in the assignment?

4.     Does the writer use professional health care terminology appropriately and correctly?

5.     Does the paper flow smoothly? Does the paper follow a clear organizational pattern? Do the body paragraphs occur in a logical order? If not, suggest which paragraphs should be moved, where they should be placed, and why.

6.     Do you notice any errors in grammar, mechanics, punctuation, or APA formatting?

7.     What advice can you give this writer for each section of the paper and to improve the draft overall (suggestions for improvement, outside resources/sources)?

Your feedback will help your fellow student identify possible strengths, weaknesses, and basic errors. Be thorough, keeping in mind that the suggestions you provide will help your classmate make the changes necessary to complete a more successful paper.

 

ASSIGNMENT: For this project, you will learn how to effectively plan, design, develop, and test an original program of your choosing. This program is your choice and it can be as complex as you wish. The goal is to start with an idea for your program and then step through the process of most phases of the development lifecycle to turn your idea into an actual program. This includes planning out the algorithm using pseudocode, coding your program using everything you learned from Units 1-3, and finally testing and debugging your program to make sure it fulfills your intended purpose. Being able to create your own program can be beneficial in any career field. Anything that can be programmed or automated in any industry could make your work a lot easier. Even as a hobby, it can give you a reference point to have a better understanding of how to deal with common issues. Using basic Python to automate menial tasks can save you time and money! Whether you were in this class to learn programming at a professional level or if it’s just for fun, you will benefit from learning coding as a foundation of your technical skills.

For this Touchstone, you will fill out a journal (template link below) which has five sections that correspond to the five steps you will complete for your final project. Use this template to write your journal responses for each section of the project. When you have finished, you will submit this journal as a Word .doc/docx. The example Python Journal Submission will be helpful to you as you work on this assignment and shows acceptable submissions for each entry.

A. Directions Step 1: Download and review the Python Journal Template.

Step 2: Review section C (Requirements) to get acquainted with the requirements for this Touchstone before you begin writing your journal entries.

Step 3: Follow the directions for each part of the journal template. Make sure to include in your response all the elements listed under the Requirements section. Prompts in the Inspiration section are not required; however, they may help you to fully think through your response.

Follow the journal creation process that is presented in your Unit 4 lessons to ensure you write a thorough journal entry. There is also an example of a successful journal entry for each submission in Example Python Journal Submission. Review section B (Rubric) to make sure you have an understanding of how each journal entry will be graded. Step 4: Once your journal is complete, including the code link, submit your journal for grading.

There is a help video on “How to submit your Touchstone” in the first lesson of Unit 4 (Python Touchstone Overview) C. Requirements The following requirements must be met for your submission:

Use a readable 11- or 12-point font. All writing must be appropriate for an academic context. Follow academic writing conventions (correct grammar, spelling, punctuation, and formatting). Journal entries must be original and written for this assignment; plagiarism of any kind is strictly prohibited. Submission must include your name and the date (included in the template). Include all of the journal parts in a single file. Acceptable file formats include .doc and .docx. Include your IDE Share link at the appropriate location in the journal template

Mi Familia: How it all Started” (Family-of-Origin Paper) (35% of final grade) We are all products of our families. To learn how to work with individuals and their families it is useful to examine the family you know best: your own family of origin, whether adopted or biological. A good place to start this investigative process is to complete a three-generation genogram. Following that, you will do a complete case study on your family as if you were a counselor conducting an initial assessment. The final section will involve those interventions that would be most useful in working with the family you describe. If this assignment poses a special problem for you and you wish to use a substitute family, please see me ASAP. Be sure to use language consistent with what you have learned this semester throughout the paper to describe your family.
This paper will include (but is not limited to) the following:

1. A genogram of your family of origin, to include an exploration of the Five Rules (details below);
2. A complete case study. This will include an overview of your family life cycle, ethnic influences, celebrations and rituals, rules, values, stories, and philosophy of life (details below);
3. An intervention section: As a family therapist, what interventions would you recommend to treat or strengthen your family-of-origin? (details below)
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   Each of the above sections should appear as different headers in your paper, using appropriate sub-headers as needed (APA style). Be sure to include
   an introduction and conclusion. This assignment will be due on May 5, 2025 by midnight, and will be graded based on originality and insight. The final product should be no less than 8 pages, typed, doubled-spaced.
   More information on Part A – Emotional Relationships – Don’t just create a “family tree”! (see also Gladding pp 232-234, & 240).
   In the first part of your paper, you will complete and analyze a three-generation genogram beginning with you and your siblings as the first generation. If you are, or have been, in a significant relationship (married or other arrangement), include this information and indicate children if present. Part A will have two parts: the actual genogram itself (with all the accompanying information, as well as a “key” that describes the symbols that you used) and the discussion (where you will analyze the patterns found in the genogram).
   The genogram
   Include immediate and extended family members on your genogram. This will include your parents, siblings (and their partners if applicable), nieces/nephews, aunt/ uncles, cousins (1st cousins only), and grandparents. If you are married/life- partnered, include your partner but not his/her family of origin. If you have children, include them below you.
   You should include important identifying information for each individual on the genogram (i.e. written/printed next to each individual). This information will include his/her name, age, relation to you (e.g., mother, grandfather, etc.), and relationship status (e.g., married, divorced, single, separated, etc.).
   Off to the side of each individual’s name, include his/her (a) primary occupation and•
   —
   (b) the presence of any known psychological and/or physical distress (addictions, mental illnesses, etc.). These may be hand-written.
   Emotional Relationships – Don’t just create a “family tree”! Using the symbols in the “Genograms” link #4 describe the emotional relationships of your family. Discussion/Exploration of the genogram – Explore and discuss the significance of the “Five Clues” that can be determined through your genogram:
   Significant dates – identify all important dates (e.g., historical, familial, and relationship dates), discuss what information exists about these events, and what this information adds to your understanding of the patterns in your genogram. Gender beliefs and values – discuss how these beliefs/values have thread through your genogram (or not) and what impact this may have had on your development. Secrets – identify where secrets exist in the make-up of the genogram. If there are no clear secrets, identify where (if anywhere) unknown or unspoken facets of people’s lives exist. Discuss what impact these secrets (or lack thereof) have had on the boundaries and communication patterns in your genogram. Losses – discuss how the experience(s) of loss (remember how broad that term can be) has impacted the relationship patterns in your genogram. Explore how these events may have been perceived differently by different individuals. Themes – identify the themes that run through your genogram that answer the questions “Who are we?” and “How do we behave?” What do these themes reveal about your family’s belief structure and how have they guided the family in making decisions about their current and future behaviors?
   Free software is available from http://www.smartdraw.com/specials/ ecomap.htm or http://www.genopro.com/genogram that you can use to create and print your genogram. Be aware that these are time-limited downloads (i.e. you should create your genogram soon after downloading and not wait until a month has passed to begin your work).
   More information on Part B
   In this section, you will complete a case study where you thoroughly explore some of this course’s main concepts as they apply to your Family of Origin.
   Family life cycle: Compare and contrast your current life cycle stage with how your parents (or grandparents) experienced it. What issues are pertinent to you that were/were not pertinent to your parents? How do you account for these differences? Ethnic influences: What is your ethnic identity? (Define what you mean by “ethnic”). What is the nature of your current family relationships, habits, attitudes, values, and life style that are a reflection of your ethnic background? How are these the same or different than when you were growing up in your family of origin? How did your family of origin interact with other ethnic/racial groups? How does this differ in your current family situation? How do you account for the changes?
   African American
   Relationship with dad’s family is different. Don’t spend much time with them but everything is normal if I make the effort to come around.
   Mom’s side of the family is great, however I feel everyone hasn’t grieved the correct way—
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   from the family deaths.
   Celebrations & rituals: How are special occasions (e.g., birthdays, anniversaries, and holidays) celebrated in your family? What daily/weekly rituals are important to your family? How do your current traditions compare with those of your family of origin? How do you account for the changes?
   birthday were not really a big deal in my family. I celebrate birthdays and take them very seriously now.
   Holiday are always spent with mom’s side. Christmas is our favorite holiday
   Rules & values: What were some of the common rules found in your family? Which of these rules have you incorporated into your current family situation? Which rules have you discarded? What overt and covert values were played out within your family system? Which of these values have you incorporated/discarded?
   “what happens in my house, stay in my house” not allowed to discuss our household with outsiders. (Discarded)
   No such thing as a mental health day or sick day from school (discarded)
   The adult is not always right (open communication but in a respectful way) (incorporated) “It’s not what you say, it’s how you say it” (incorporated)
   Stories: What are some of your family’s stories that are told? What are the underlying messages? What influence do these stories have?
   Philosophy of life: How did your family “make meaning” of the world in which it lived? How have you implemented/discarded this philosophy as it applies to your current situation?
   More information on Part C
   In this last section, you will explore those interventions that would be most useful in working with a family like the one you’ve described. These interventions can be directed at treating any deficits noted and/or to strengthen positive attributes. Be sure to answer such things as:
   What are some of the needs of this family?
   What are the strengths of this family?
   Which theory or blend of theories would be most beneficial to this family (and why)? What goals would you set if you were to work with this family?
   What would success “look like” if the goals are reached?
   Dads side of the family: formally close knit with them, things changed when I moved away for college in 2021)
   Grandparents:
   Grandfather Freddie (deceased 2020, diabetic)
   Grandmother: Delois (back complications)
   Children:
   Uncle: Jeffery