ASSESSMENT 2: INDIVIDUAL ESSAY 2500 words
Module Code: BHT4017
Module Title: Retail and Manufacturing Logistics
Assessment Type
(Initial) Individual Assignment
Academic Year 2024-25 Term 3
Assessment Task (80% of total marks)
You are required to research and prepare an essay of 2,500 words in response to the following:
Discuss the challenges facing retailers with regards to ensuring product availability in the shift to an omnichannel retail format, using examples from your chosen sector. (eg. grocery, fashion clothing, convenience products, discount stores).
Your answer may include:
An explanation of omnichannel
The chosen sector and its characteristics
Retail strategy and its impact on;
Managing customer expectations
Manufacturing and supplier relationships
Distribution networks
Inventory management
Handling promotions
Information technology
The Individual assignment is worth 80% of the module.
Level of AI-Use permitted for this Assessment
Level 1- Not Permitted. The use of AI tools is not permitted in any part of this assessment.
Level 2 – Some use Permitted. Some use of AI tools is permitted in the research/early stages of this assignment but you must ensure that the work you submit is your own. If you use AI tools, you should acknowledge or reference this in your work. Use the Text reference builder to learn how to reference AI generated ideas. The sorts of questions to consider when using AI are:
Is it accurate?
Are the references genuine? • Has it reproduced bias?
Level 3 – Integrated. The use of AI tools is integrated in this assessment. Further guidance is included in this assessment brief.
Duration: N/A Word Count 2,500 words
Task specific guidance:
– You should demonstrate an understanding of the contemporary issues facing retailers and manufacturers in HK and their logistics.
– Your answer should be supported with appropriate evidence from textbooks, journal articles, market data, or on-line materials.
– You should present a reasoned argument using both theory and practical evidence, as expected for final year study.
– The assignment should be written in essay format. Section headings may be added.
– The word count does not include the front cover and refences list at the end. – You should aim to meet the word count as closely as possible.
WORD COUNTS – The appendices and references are not included in the word count
General study guidance:
• Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list.
• Reference and cite your work in accordance with the APA 7th system – the
University’s chosen referencing style. For specific advice, you can talk to your Business librarians or go to the library help desk, or you can access library guidance via the following link:
o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/
• The University has regulations relating to academic misconduct, including plagiarism. The Academic Skills Team can advise and help you with how to avoid ‘poor scholarship’ and potential academic misconduct.
• If you have any concerns about your writing, referencing, research or presentation skills, you are welcome to consult the Academic Skills Team, you can book tutorial appointments with them via the website How to book a tutorial appointment
• Further study resources including the Academic Skills Team overview can be found here: Study resources
• Do not exceed the word limit/time/other limit.
Assessment criteria
• The Assessment Criteria are shown the end of this document. Your tutor will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work. These criteria have been designed for your level of study.
• These criteria will be used to mark your work and will be used to support the electronic feedback you receive on your marked assignment. Before submission, check that you have tried to meet the requirements of the higher-grade bands to the best of your ability. Please note that the marking process involves academic judgement and interpretation within the marking criteria.
Learning Outcomes
This section is for information only.
The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work.
On completion of this module, students will need to demonstrate:
5. Compare and contrast the relative merits of competing distribution network and system solutions from both retailer and manufacturing perspectives.
6. Understand the potential changes required within the total supply chain solutions supporting advanced international businesses.
7. Understand the impact of promotions on production schedules and stockholding policy.
8. Assess the impact of quick response and product diversification on production lot sizes.
Please note these learning outcomes are not additional questions.
Submission information
Word Limit: 2,500
Submission Date: 30 June 2025
Feedback Date: 21 July 2025
Submission Time: 15:00 UK time
Submission Method: Electronically via module site in Brightspace. Paper/hard copy submissions are not required. For technical support, please contact:
[email protected]
Appendix 1 Assessment criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10 – 19 0 – 9
Level Exceptional (Outstandin g+) Outstanding
(Excellent +)
Excellent Very good Good Pass Unsatisfactory Unacceptabl
e Unacceptabl
e Unacceptabl
e
Fulfilment of relevant
learning outcomes Met Met Met Met Met Met Not met or partially met Not met or partially met Not met or minimal Not met or minimal
Response to the
question
/task Full
command of assessment task; imaginative approach
demonstratin g flair and creativity Clear command of assessment task; sophisticated approach Very good response to task; elements of sophisticatio n in
response Welldeveloped response to
assessment task with evident development of ideas Secure response to assessment task but not
developed sufficiently developed to achieved higher grade Adequate response that meets
minimum
threshold, but with
limitations of
development Nearly a sufficient response but lacks key aspects. Insufficient response Little
response No response
Knowledge and understanding (F, I and H)
Knowledge requirements are different at F, I and H level. Please use the relevant level knowledge assessment criteria
Conceptual and critical understandi ng of
contempora
ry
knowledge in the
subject and
its
limitations
(H) Skilfully integrates conceptual knowledge from other modules or disciplinary areas to provide original/ creative critical Excellent conceptual knowledge and critical appreciation of the key tensions, controversies disagreemen ts and disputes drawing on ideas from Draws on an extended conceptual
knowledge
Shows very
strong ability to apply/ critique ideas and a welldeveloped consideration of the Demonstrate s competent conceptual knowledge drawing on a broader knowledge base. A good attempt at
integrating and critiquing. Some solid Demonstrate s secure conceptual knowledge,
conventional
critical
understandin g of relevant knowledge. Some awareness of the Demonstrate s adequate basic conceptual knowledge,
some
formulaic critical
understandin g and awareness of limitations of knowledge. Mentions some terminology
relating to theories, concepts
Demonstrates insufficient grasp of a basic knowledge. Very limited critical understanding and awareness of the limitations of knowledge.
Many errors in understanding and omissions. Demonstrate
s little core knowledge. No critical insight or awareness of the limitations of knowledge.
Major misundersta ndings and Demonstrate
s virtually no core knowledge or
critical insight or awareness of the limitations of knowledge.
Wholly irrelevant.
The grades between Pass and Very Good should be considered as different levels of performance within the normal bounds of the module. The Exceptional and Outstanding categories allow for students who, in addition to fulfilling the Excellent requirements, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
insights into the subject and its ambiguities in a considered individual voice beyond the module bounds. Offers
original, compelling, insightful or interesting additional perspectives.
limitations of knowledge.
Performance at this level and above shows
intellectual comfort with doubt, ambiguity, controversy, uncertainly and complexity rather than seeking certainty and a single right answer. insights into the limitations of knowledge.
No major errors or misundersta nding. limitations of knowledge.
Lacks depth of integrating ideas.
Few
inaccuracies.
No
integration of ideas.
Some errors and/or gaps in coverage and relevance significant omissions. Many errors
in
understandin g and extensive omissions.
Cognitive / Intellectual skills
A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School. Module leaders should consider the following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a clear understanding of the core intellectual skills expected within the bounds of the module– corresponding with the appropriate level of study
Module leaders should be clear about the nature of information / data to be analysed, as well as the ‘tools’ of analysis expected. Analytical tools can be based on logic (comparison, connection, categorisation, evaluation, justification) and/or numerical (e.g. statistics, financial) or other.
Analysis of information / data using qualitative or quantitative
analytical methods Shows
inspired / creative insights of both
analytical method and results/ findings/ conclusions. Adapts, combines, and possibly reconfigures recognized analytical methods in a way that
leads to enhanced
insight into a problem area. Extended and accurate analysis of information / data.
Expected analytical methods used are wholly appropriately within normal boundaries.
Fully appropriate results/concl usions of analysis within the Competent
analysis with evident use of analytical methods.
Fully appropriate results / conclusions / findings.
No major errors or misundersta nding. Secure basic analysis with generally sound use of analytical methods.
Largely appropriate results with few significant errors Adequate basic analysis with largely appropriate use of analytical methods.
Partially appropriate results/ finding/concl usions with some errors Inadequate analysis with largely appropriate use of analytical methods. Partially appropriate results with some errors Barely any relevant
analytical methods of information / data. Major misundersta ndings or omissions Negligible analysis of information / data Many errors in understandin g and omissions. No relevant analysis of information / data
scope of the tool.
Application of knowledge
/ skills to practice / a solution(s) / proposal / conclusion Creative & original application of
knowledge
/skills to
produce new insights and offers a novel and
comprehensi
ve solution / proposal / conclusion which extends beyond the boundary of the brief.
Applies knowledge /
skills to
develop a
comprehensi ve solution / proposal / conclusion which extends
beyond the original boundary of the brief.
Extended insights. Applies knowledge /
skill in a sophisticated manner to develop a well conceptualis
ed and
solution / proposal / conclusion.
Alternative approaches might be considered.
Thoughtful and
developed insights/ creativity. Applies knowledge/s
kill in a
logical and developed manner to provide a
considered solution / proposal / conclusion.
Some good
insights /creativity
No logical errors. Applies knowledge/s
kill in a
logical manner to provide a more
developed solution / proposal / conclusion.
Some but
limited insights/creat ivity.
Few logical errors Applies knowledge/s
kills in a basic manner to develop a simple but limited
solution/ proposal/con clusion. No insights / creativity Logical errors evident. Use of some knowledge to provide a solution / proposal / conclusion, but limited solution/ proposal / conclusion Some use of knowledge, but mostly insufficient. Weak use of knowledge / skills evident. Very limited solution / proposal / conclusion. No evidence of attempt to analyse or interpret information or provide a solution/prop osal/ conclusion.
Argument, reasoning Intellectually coherent and comprehensi
ve argument that articulates authentic, considered stance in own voice Compelling argument that shows intellectual agility and captures ambiguity. Wholly relevant. Sharply focused and complex argument.
All points wholly relevant
Convincing and coherent reasoning. Clearly articulated
argument with consideration of different perspectives.
Mostly relevant points.
Logically coherent reasoning. Satisfactory argument but limited in complexity.
Broadly relevant points.
Some
limitations in terms of reasoning Adequate
basic level of argument provided. Some
relevant points but also a number of irrelevant points Errors in reasoning. Weak argument with substantial errors in reasoning. Descriptive or largely incoherent Largely incoherent No argument
is offered
Use of referenced* evidence and sources to
support task
*Normally
APA 7th or
OSCOLA Systematic and rigorous use of evidence/ sources beyond the normal bounds of the module Comprehensi ve use of high-quality evidence and sources beyond the normal bounds of the module Task is very well supported by very extensive use of evidence / sources.
Task is well supported by more developed use of sources/evid ence
Task is supported by several sources /evidence.
Some points are Task supported by basic evidence and sources but is overreliant on very few sources. One or two apparent references to concepts introduced in the assessment task
Very few points are substantiated using evidence / sources.
Little or no
evidence
Significant errors and omissions in citation and application of referencing Unsupported
Very little attempt to cite or reference No evidence No citations
to robustly support purpose of the work. Evidence of independent reading and research.
Referencing
fully
competent and accurate and shows evidence of independent reading and research.
Referencing
fully
competent and accurate All points fully
substantiated
.
No unsubstantiat ed points.
Referencing
fully
competent and accurate Most points are substantiated and no major unsubstantiat ed points
Referencing largely competent and accurate.
Some minor errors in citations or references. unsubstantiat ed.
Referenced
appropriately
Referencing largely competent and accurate but may include errors
Significant number of points are unsubstantiat ed.
Some effort to reference, but frequent errors and omissions Significant errors and omissions in referencing
Structure and, style in supporting the development of ideas (criteria relevant for essay-style work) Elegant flow and structure is integral to the argument. An exceptional demonstratio n of
academic writing which effectively guides the reader. Elegance of flow that
skilfully
through the work and excellently supports key message.
Well-ordered logical flow of material in a fluid style which contributes well to the development
of the key
messages and guides the reader through the writer’s thinking.
Clear logical and structured flow of material that guides the reader and supports the development of key messages. Basic logical flow of material with elements of signposting for the reader which supports key messages to some extent, but which can lapse in places.
Some logical flow of
material with some observable elements of signposting for the reader but elements of disorganisati on
May contain repetition or irrelevant material which obscures the key messages. Some attempt at structure, but disorganized and ineffectual in reflecting argument or analysis.
No evident intent of structure.
Disorganised
, irrelevant or repetitive content. None Insufficient evidence
Language and style Lucid, fluent, elegant, and compelling, using a
distinctive
and individual voice Clear and fluent with a breadth of vocabulary. Discernible author voice. Clear functional writing with a discernible author voice. Clear and straightforwa rd use language.
Largely error
free Basic use of vocabulary, grammar and syntax. Limited flaws.
Basic use of vocabulary,
grammar and syntax that conveys the meaning of the text.
Many vocabulary, grammar and syntax errors that obscure meaning Extensive flaws in vocabulary,
grammar and syntax that prevent the text from being understanda ble. Unacceptabl e Insufficient evidence
Formatting of work (font, pagination, labelling) Impeccable formatting entirely consonant
with assessment Excellent formatting.
Polished and consonant
with the assessment Formatting consonant with
assessment
brief expectations. Formatting very largely free from major presentation al problems Formatting broadly consonant
with
assessment
brief but Acceptable formatting, but some breaches of guidance.
Some Formatting not sufficiently consonant with assessment brief. Multiple formatting issues. Formatting not consonant
with assessment
brief. Very No
discernible attempt format work. No formatting
brief expectations brief expectations. No formatting issues. and consonant with assessment brief. some breaches of guidance. unprofession al aspects poor with multiple formatting issues