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COURSEWORK QUESTION PAPER:  Re Sit

Spring 2024 Semester Long

Module Code:	FE4060NI
Module Title:	Understanding and Managing Data
Module Leader:	Manoj Jaishi (Islington College)

Coursework Type:	Individual coursework 1:  Quantitative analysis and Report based on a set of tasks and business objectives.
Coursework Weight:	This coursework accounts for 100% of your total module grades.
Submission Date:	TBA
When Coursework is given out:	TBA
Submission Instructions:	There are a set of tasks that you need to complete for the coursework. Once completed, you are required to compile all the tasks and develop a 1 single file Submit the following through MST Platform before the due date:1 Final Report in PDF Format1 Excel File
Warning:	London Metropolitan University and Islington College take Plagiarism seriously. Offenders will be dealt with sternly.

Individual coursework 1: 

Quantitative analysis and Report based on a set of tasks and business objectives. (100 marks)

PLEASE READ THE FOLLOWING CAREFULLY

Section A: Learning outcomes of the assessment

Learning Outcome(s) addressed by this assessment: 

1. Appreciate the role of quantitative methods for business analysis, planning and performance measurement;
2. Use Excel facilities to transform data into information to facilitate problem-solving and business decision-making;
3. Demonstrate an understanding of basic statistics and modelling techniques and be able to interpret and communicate findings.

Section B: Introduction

The module has one summative assessment consisting of two parts. 

• The first part requires students to complete, and provide a 400-word commentary on, a set of short tasks. These tasks can cover a range of concepts, methods and models across a variety of business and management settings. 

• The second part is course-specific: the context, data set and decision problem will reflect the students’ subject area. This part requires students to select appropriate data analysis and/or modelling techniques to analyse a specific business problem. It involves the preparation of a 600-word report to interpret the findings and to communicate recommendations to decision-makers.

Both parts require the use of Microsoft Excel to summarise and analyse the data and Microsoft Word to report the findings and recommendations.

Section C: Assessment Strategy

Coursework 1 consists of 2 parts. All tasks in both parts need to be attempted

Part A:

Task 1: Ungrouped Descriptive Statistics [10 marks]

In a local baking competition, 20 participants brought their best homemade pie recipes. Each pie was judged, and the scores assigned to them represent their taste, appearance, and texture. The scores were recorded as whole numbers for simplicity.

Scores: 80 90 70 60 80 100 70 90 60 80 70 80 90 60 70 100 80 70 90 60

Required for Task 1 (Comments for task 1 should not exceed 50 words in total.)

1. Using Excel calculate, Mean, median, mode, standard deviation, Variance, range, Q1 and Q3.

2. Explain the role of Measures of central tendencies and measures of dispersions.

NB: You should not describe calculation methods.

Task 02: Grouped Descriptive Statistics [15 marks]

On the basis of provided ungrouped data, you are instructed to complete the requirements.

Required for Task 02 (Comments for task 2 should not exceed 100 words in total.)

Table 2 – Grouped Descriptive Statistics

Required for Task 2 (Comments for task 2 should not exceed 50 words in total.)

1. Using the three table templates provided in the Excel data file as a starting point, construct three tables in Excel. The first table should show the frequencies and percentage frequencies. The second table should show the ‘less than’ cumulative frequencies and cumulative percentage frequencies. Complete the third table to estimate the mean and standard deviation. You need to copy the Excel output (3 tables) into your Word document.

2. Compare the grouped data mean and standard deviation values to the ungrouped data mean and standard deviation calculated under task 1. Why are the values different and which findings being more accurate; the ungrouped or grouped statistics? Justify your answer.

Task 3: Sampling Types [15 marks]

Required for Task 3

Explain the difference between probability sampling and non-probability sampling methods used in data collection. Provide examples of each method and discuss their advantages and disadvantages in research.

(Comments for task 3 should not exceed 100 words in total.)

Use and credit one source. The citation and reference must be credited using the Harvard method. The reference is excluded from the 100-word limit.

Task 4: Networking [20 marks]

In a project management scenario, a team is tasked with completing several interconnected tasks. Each task has a specific duration in days required for completion, and some tasks are dependent on the completion of others. The table provided shows the tasks (A to J), their respective durations, and the necessary predecessors (if any) that must be finished before starting a particular task.

Table 1 – Precedence Table

Required for Task 4 (Comments for task 4 should not exceed 50 words in total.)

1. With reference to Table 1, construct a network diagram by going through the forward and backward passes. You may draw your network diagram in Excel or Word. The network diagram needs to be copied into your Word file.

2. Identify the critical path and duration of the project.

3. Comment on the distinction between critical and non-critical activities.

Task 5: Relationships [12 marks]

Below is a hypothetical time series data of the number of customer complaints (dependent variable) along with the number of customer service representatives on duty (independent variable) for a period of 12 months:

Required for Task 5 (Comments for task 5 should not exceed 150 words in total.)

1. Is there a significant correlation between the number of customer complaints and the number of customer service representatives on duty over the 12-month period? If so, what is the strength and direction of the correlation?
2. Create a scatter plot to visualize the relationship between the number of customer complaints and the number of service representatives on duty. Does the scatter plot show any apparent pattern or trend between these variables?
3. Provide the equation of the regression line that estimates the number of customer complaints as a function of the number of service representatives. Interpret the coefficients of the regression equation.
4. Using the regression equation, predict the number of customer complaints for a month with 10 service representatives on duty.

Task 6: Expected Values [8 marks]

A marketing manager is evaluating two advertising campaigns, Campaign A and Campaign B, both with a budget of $50,000. The net expected values and standard deviations for the two campaigns are provided below:

Campaign A: Net Expected Value = $65,000, Standard Deviation = $30,000 Campaign B: Net Expected Value = $60,000, Standard Deviation = $20,000

Required for Task 6 (Comments for task 6 should not exceed 50 words in total.)

1. Calculate the coefficients of variation for Campaign A and Campaign B.
2. Assuming the marketing manager is risk averse, which campaign should be chosen?

Task 07: Break Even Analysis (10 marks)

A small-town library wants to organize two different events: a book fair and a storytelling workshop. They have estimated the costs and potential revenues for each event as follows:

• Book Fair: Fixed Costs = $3,000, Variable Costs per attendee = $10, Ticket Price per attendee = $20.
• Storytelling Workshop: Fixed Costs = $2,500, Variable Costs per attendee = $15, Ticket Price per attendee = $25.

Required:

A) Calculate the breakeven point in terms of the number of attendees for both the book fair and the storytelling workshop.

B) Determine the total revenue generated at the breakeven point for each event.

C) If the library expects 150 attendees for the book fair and 100 attendees for the storytelling workshop, calculate the total profit or loss for each event.

Task 08: Personal Learning (10 marks)

This task requires reflection to provide insights into the process and quality of personal learning. Your reflection should focus on your actions, motivations and emotions and should analyse what changes will be made to practice in light of experiences, feedback and reflection. A good reflection will help you understand what, why and how you learn.

Note You should not comment on the theories of reflection. You should also not evaluate teaching or the module for this exercise.

Guidelines and Instructions – All Tasks

1. This individual coursework consists of two parts. Part 1 consists of seven tasks. Part 2 comprises a substantial task that involves the preparation of a 400-word report. The students must attempt and complete all tasks in part 1 and part 2. 

2. Tasks need to be clearly labelled in the students’ submission. Each task should start on a fresh page. Tables and graphs must be numbered and titled. Calculation methods should not be described:
   comment on the meaning or significance of the calculated values only.

3. For part 1, task 1, the students need to calculate the measures of central tendency values and measures of dispersion values. 

For part 1, task 2, the students need to complete three tables in Excel. The first should show the
frequencies and percentage frequencies. The second should show the ‘max in class’, cumulative
frequencies and percentage cumulative frequencies. The third should be prepared to find the
mean and standard deviation. Short comments need to be provided under points 2 and 3.

For part 1, task 3, the students need to discuss the various concepts of sampling, provide examples and justify the students’ recommendation. One reference needs to be provided for task 3. The source needs to be cited in the text and listed in a bibliography. The Harvard referencing style must be used.

Part 1, task 4 requires the construction of a network diagram to reveal the project’s critical path
and duration. The difference between critical and non-critical activities should be discussed.

For part 1, task 5, the students need to use an appropriate Excel function to create a correlation matrix to show the relationship coefficients between all relevant variables. A titled, well-labelled scatter graph, with the trend, regression equation and coefficient of determination,
is presented. The regression equation is stated in context (i.e., using variable names rather than
x and y). The relationship and the various coefficients are explained in context.

Part 1, Task 6 requires the evaluation of expected returns and relative risk. The least risky project
should be identified.

Task 7 Part 2 requires the preparation of a 400-word report to advise management on the procedure, costs, and breakeven.

4. Comment on the facts only: avoid speculations and generalisations. Comments must be
   supported by the evidence and show units of measurement, where appropriate.

5. Adopt a formal, professional language (third person, impersonal) for part 1, tasks 1 through 6 and
   for the report of part 2. This means the students should avoid the use of ‘I’, ‘the students’, ‘we’, ‘my’, etc. The personal reflection (part 1, task 7) should be written in the first-person perspective.

6. The word limit for this coursework is 1000 words in total: 600 words for part 1 and 400 words
   for part 2.

7. Interpretations should be written in the student’s own words. Work copied directly from lecture notes, or
   other sources will have marks deducted and/or will be referred (also see point 7 below).

8. This is an individual assignment. Where Academic Misconduct, such as collusion, plagiarism or
   cheating is suspected, the student’s coursework mark will be reduced proportionately to the extent of the
   misconduct identified, however, more severe penalties are possible. Cases are referred to the
   Casework Office and substantiated Academic Misconduct will be recorded on the student’s
   record. To avoid misunderstanding, please familiarise the with Section 15 of the Academic Regulations covering Academic Misconduct Regulations and Procedure.

9. All output must be saved as a single Word file and should be uploaded via MST Platform. A single PDF can be accepted as an alternative. The students’ first submission to MST is final. Instructions on how to submit work will be provided closer to the submission deadline date. The submitted coursework should include a cover page with the student’s student numbers. The students are advised to keep a copy of all work submitted.

Section C: Assessment submission

• The coursework will be due at the date disclosed by the RTE department.

• The submission must contain 1 file in total
  • 1 PDF Report for all three parts, combined
    • Report must include the provided cover page and a table of contents

• Report Requirements
  • Font: Arial, Size 12 (work must be typed)
  • Line spacing: 1.5
  • Paragraphs must be justified 
  • Table and graph references with proper title must be developed 
  • References & Bibliography
    • You must reference sources that you use in the body of your answer
    • You must include a full bibliography at the end of the written work
    • You must use at least 4 valid resources
    • You must use the Harvard method

Section D: Marking Criteria: How you will be evaluated?

For all tasks, you are required to correctly calculate relevant statistics, analyse the data and provide
/ demonstrate:

• Clear interpretations of all statistical analyses (do not just state the values but comment on what
  the values imply without speculating, where required);
• Graphs and tables with informative titles, appropriate labelling and units stated;
• Accurate calculations where required (equations are stated in the context of the data);
• Comments are written in the context of the meaning of the data or analysis;
• Appropriate use of Excel functions, as evidenced by the output.

NB: Unless instructed otherwise, do not describe or explain calculation methods when asked to
interpret or comment on the values.

Coursework marks can range from 0 to 100.

Section E: Recommended Table of contents

Cover page

Table of content

All tasks in the sequence 

References

Appendix

Section F: Recommended Reading for references

• Oakshott, L. (2020) Essential Quantitative Methods for Business, Management and Finance. 7th edition. Red Globe Press
• Evans, J.R. (2016) Business Analytics, Global Edition.  2nd edition. Pearson
• Wisniewski, M. and Shafti, F. (2019) Quantitative Analysis for Decision Makers. 7th edition, Blackwells
• HBR (2018) Guide to Data Analytics Basics for Managers. HBR Guide Series. Harvard Business Review Press 
• Curwin, J. et al (2013) Quantitative Methods for Business Decisions. 7th edition. Cengage

Section G: Assessment Grade Description

GSBL UNDERGRADUATEGENERAL GRADE DESCRIPTORS

	Level 3/4	Level 5	Level 6
General	Acquisition of broad knowledgeEvaluate informationUse information to plan, develop and problem solve	Generate ideas through analysing conceptsDemonstrate a command of specialised skillsFormulate responses to well defined and abstractAnalyse and evaluate information	Critically review, consolidate and extend a body of knowledge using specialised skillsCritically evaluate concepts and evidence from a range of sourcesTransfer and apply skills and exercise significant judgement in a range of situations
70-100 (A)	Very goodDemonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluation and critical appraisalUse of a wide variety of appropriate sourcesTransformation of knowledgeIndependent thinking and development of ideasAbility to communication very clearly and effectivelyVery good evidence of preparationVery good organisation, structure and presentation of work – minimal errorsGood references, appropriate sources (quality and quantity). No errors in reference list or citations.	ExcellentAdvanced scholarshipGoes beyond the material providedExcellent link to researchExcellent analysis, synthesis, evaluation and critical appraisalExcellent evidence of preparationComprehensive and critical understanding of the topicExcellent ability to communicate clearly and effectivelyExcellent organisation, structure and presentation of workGood references, appropriate sources (quality and quantity). No errors in reference list or citations.	Excellent – Outstanding (for use at far end of range)Outstanding understanding, exploration and insightStrong evidence of originality and development of own ideasDevelop a highly complex argumentOutstanding ability to communicate topics clearly and conciselyAdvanced organisation, structure and presentation of workGood references, appropriate sources (quality and quantity). No errors in reference list or citations.References well utilised and critiqued
60-69 (B)	Very goodDemonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluationUse of a wide variety of appropriate sourcesTransformation of knowledgeIndependent thinking and development of ideasAbility to communication clearly and effectivelyVery good evidence of preparationVery good organisation, structure and presentation of work – minimal errorsGood references, appropriate sources (quality and quantity). Minimal or no errors in reference list or citations.	Very goodDemonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluationUse of a wide variety of appropriate sourcesTransformation of knowledgeIndependent thinking and development of ideasAbility to communication clearly and effectivelyVery good evidence of preparationVery good organisation, structure and presentation of work – minimal errorsGood references, appropriate sources (quality and quantity). Minimal or no errors in reference list or citations.	Very GoodAdvanced scholarshipGoes beyond the material providedVery good link to researchVery good analysis, synthesis, evaluation and critical appraisalVery good evidence of preparationComprehensive and critical understanding of the topicVery good ability to communicate clearly and effectivelyVery good organisation, structure and presentation of workGood references, appropriate sources (quality and quantity). No errors in reference list or citations.
50-59 (C)	Adequate – SatisfactorySome analysis but limitedSome insight and exploration of ideasSound conclusionsNo significant inaccuracies or omissionsSome analysis, evaluation or synthesis of informationLacking clarity at timesSome evidence of preparationReferencing is sound. Mostly appropriate sources. Numerous errors or inconsistencies	Adequate – SatisfactorySome evidence of thinking independently to develop own ideasEvaluation of relevant theories or literatureReasonable ability to communicate clearly and effectivelyReport information in a structured wayUse of an appropriate formatQuite comprehensive knowledgeSatisfactory evidence of preparationSatisfactory referencing, appropriate sources.Numerous but minor errors in references	Adequate- SatisfactoryEvidence of thinking independently to develop own ideasEvaluation of relevant theories or literatureAbility to communicate clearly and effectivelyReport information in a structured wayUse of an appropriate formatReasonably Accurate, quite comprehensive knowledgeSatisfactory evidence of preparationCoherent and well presented – minor errorsSatisfactory referencing, appropriate sources.Minor errors in references
40-49 (D)	All learning outcomes metCompetent (practical)May be incomplete in knowledge (some errors or omissions)Insufficient analysis, evaluation or synthesisLimited application of theories/knowledgeAn awareness of appropriate principles/theories/techniquesIrrelevance to the task at timesDisorganised work with weak standard of presentationNumerous aberrations from the requirements of the taskReferencing is attempted although may be inconsistent, many errors, weak sources	All learning outcomes metCompetent (practical)May be incomplete in knowledge (some errors or omissions)Weak or no analysis, evaluation or synthesisSome application of theories/knowledgeAn awareness of appropriate principles/theories/techniquesIrrelevance to the task at timesDisorganised work with weak standard of presentationAberrations from the requirements of the taskReferencing is attempted although may be inconsistent, many errors, weak sources	All learning outcomes metCompetent (practical)May be incomplete in knowledge (some errors or omissions)Weak or no analysis, evaluation or synthesisSome application of theories/knowledgeAn awareness of appropriate principles/theories/techniquesIrrelevance to the task at timesDisorganised work with weak standard of presentationAberrations from the requirements of the taskReferencing is attempted although may be inconsistent, many errors, weak sources
Condoned Pass 30-39 (R2/F1)	Learning outcomes not metLittle relevant knowledgeLacking structureNumerous errors in structure and formLimited understanding of concepts/theoriesNo appropriate analysis, evaluation or synthesisSignificant inaccuracies/omissionsNot competentLittle or no attempt to use references and if so very weak with errors	Learning outcomes not metLittle relevant knowledgeLacking structureNumerous errors in structure and formLimited understanding of concepts/theoriesNo appropriate analysis, evaluation or synthesisSignificant inaccuracies/omissionsNot competentLittle or no attempt to use references and if so very weak with errors	Learning outcomes not metLittle relevant knowledgeLacking structureNumerous errors in structure and formLimited understanding of concepts/theoriesNo appropriate analysis, evaluation or synthesisSignificant inaccuracies/omissionsNot competentLittle or no attempt to use references and if so very weak with errors
Under 30 (R2/F2)	Little engagement with the taskNo basic understanding of the subject matterPoor communication (written or verbal)Lacking or no structureSignificant errors in structure and formMany significant inaccuracies/omissions – very little correctLittle or no attempt to use references and if so very weak with many significant errors	Little engagement with the taskNo basic understanding of the subject matterPoor communication (written or verbal)Lacking or no structureSignificant errors in structure and formMany significant inaccuracies/omissions – very little correctLittle or no attempt to use references and if so very weak with many significant errors	Little engagement with the taskNo basic understanding of the subject matterPoor communication (written or verbal)Lacking or no structureSignificant errors in structure and formMany significant inaccuracies/omissions – very little correctLittle or no attempt to use references and if so very weak with many significant errors
(0%)	No submissionNothing of relevance in the work submitted	No submissionNothing of relevance in the work submitted	No submissionNothing of relevance in the work submitted

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