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LO3: Identify the key macroeconomic variables, comprehend how they are measured and be aware of their possible impacts on business activity
BAM4018T2 Economics for Business
Module Code and Title
BAM4018T2 Economics for Business
Trimester/Academic Year
2/23-24
Level
HE4
Assessment Number
002
Assessment Type (and
weighting)
Individual Presentation (50%)
Assessment Name
The potential impact of AI on productivity and
employment in the UK
Assessment Submission Date
See the assessment schedule lodged in the Assessment
tile on the VLE.
Time Limit
5 minutes
Regulations concerning mitigation are contained in the module guide. This can be found in the Module Information tile on the VLE.
This is an individual oral examination.
You are not permitted to use a script. You may use a small card for notes. Reading directly from a script will negatively affect your overall grade.
Learning Outcomes Assessed:
LO3: Identify the key macroeconomic variables, comprehend how they are measured and be aware of their possible impacts on business activity;
LO4: Identify the key macroeconomic variables, comprehend how they are measured and be aware of their possible impacts on business activity;
LO5: Present and apply business principles to actual business situations in the context of real-world case study examples.
Assessment Brief
This is a practical assessment and must be completed individually. You will have 5 minutes to present your analysis of the potential impact of Artificial Intelligence (AI) on productivity and (un)employment in the UK. Your presentation may focus on the following:
Artificial intelligence (AI)
What is meant by artificial intelligence (AI)
Discuss how the potential use of AI would positively and/or negatively impact on employment in the UK economy
Productivity
What is meant by productivity
Discuss how AI would influence productivity in the UK
The role of the UK Government
How can AI be used in the public sector organisations
Discuss how AI can pose a threat to the UK economy
Recommendations
Based on your analysis, discuss at least Three recommendations how AI can impact on productivity and (un)employment in the UK.
You have to deliver your presentation with confidence using no more than five PowerPoint slides .
It is important to ensure that
a) your slides are well structured and designed
b) you provide at least one real/relevant example from practice
c) you include relevant and credible sources in your slides
d) you speak with confidence and clarity Total 100 Marks
Points to consider:
Any additional slides will not be considered for final marking.
You need to include a cover page with the title, student name and ID, module name and number
You must be present on the day of the presentation and deliver your presentation.
Once you have completed your presentation, you may be asked further questions, if necessary, for clarification.
You must not read verbatim from a script. You may, however, bring brief notes with you on paper or card, but you must be able to present with confidence, maintaining good eye- contact throughout.
Show a high standard of presentation and communication skills
Appear credible and professional.
It is important to follow the University of Bolton Harvard Referencing style.
Level HE4 - It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include one refereed academic journal and three academic books
Specific Assessment Criteria:
First class (70% and above):
Student provides an excellent/outstanding presentation and demonstrates exceptional level of deep knowledge and ability to analyse the potential impact of Artificial Intelligence (AI) on productivity and (un)employment in the UK in a sophisticated manner. Examples of practice and reference to the sources are made throughout. Student is confident, credible, and engaging in the oral presentation. Slides are branded and highly professional in the design.
Upper Second Class 2(1) (60-69%):
Student provides a very good presentation and demonstrates a very good level knowledge and ability to analyse the potential impact of Artificial Intelligence (AI) on productivity and (un)employment in the UK. Examples of practice and references to the sources are made throughout. Student delivers the presentation confidently and demonstrates a professional approach. Slides are professional and easy to follow.
Lower Second Class 2(2) (50-59%):
Student provides a good presentation and demonstrates a good level of knowledge and ability to analyse the potential impact of Artificial Intelligence (AI) on productivity and (un)employment in the UK. Examples of practice and references to the sources are made in some places. Student delivers the presentation reasonably well. Slides are designed in a good manner.
Third class (40-49%):
Student provides a satisfactory presentation and demonstrates the minimum level of knowledge and ability to analyse the potential impact of Artificial Intelligence (AI) on productivity and (un)employment in the UK. Examples of practice and references to their sources are made occasionally. Delivery of the presentation is satisfactory. Design of the slides is of a basic standard.
Fail (39% and below):
Student who do not meet the requirements of a third-class grade will not successfully complete the assessment activity
General Assessment Criteria for Written Assessments (Specific Assessment Criteria have been adapted from this)
GENERAL ASSESSMENT GUIDELINES – LEVEL HE4
Relevance
Learning outcomes
must be met for an overall pass
Knowledge and Understanding
Analysis, Creativity and Problem-Solving
Self-awareness and Reflection
Research/ Referencing
Written English
Presentation and Structure
Class I (Exceptional Quality)
85% - 100%
Work is directly relevant and expertly addresses the requirements of the brief.
Learning outcomes are met.
Demonstrates breadth of knowledge and understanding of theory and practice beyond the threshold expectation for the level.
Demonstrates excellent understanding of key concepts in different contexts.
Presents an excellent and cohesive appraisal of findings through the critical analysis of information.
Draws clear, justified and thoughtful conclusions. Demonstrates creative flair, originality and initiative.
Demonstrates a critical understanding of problem-solving approaches and applies strong problem-solving skills.
Provides insightful reflection and self- awareness in relation to the outcomes of own work and personal responsibility.
A wide range of contemporary and relevant reference sources selected and drawn upon.
Sources cited accurately in both the body of text and in the Reference List/ Bibliography.
Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.
A wide range of appropriate vocabulary is used.
The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured.
Where relevant, there is effective placement of, and reference to, figures, tables and images.
Class I (Excellent Quality)
70% - 84%
Work is relevant and comprehensively addresses the requirements of the brief.
Learning outcomes are met.
Demonstrates an excellent breadth of knowledge and understanding of theory and practice for this level.
Demonstrates in-depth understanding of key concepts.
Presents an excellent and cohesive discussion of findings through the interpretation and evaluation of information sources.
Draws clear, justified and thoughtful conclusions. Demonstrates clearly creativity and initiative.
Applies excellent problem-solving skills.
Provides excellent reflection and self- awareness in relation to the outcomes of own work and personal responsibility.
A range of contemporary and relevant reference sources selected and drawn upon.
Sources cited accurately in both the body of text and in the Reference List/Bibliography.
Writing style is clear and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.
A wide range of appropriate
vocabulary is used.
The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured.
Where relevant, there is effective placement of and reference to, figures, tables and images.
Class II/i (Very Good Quality)
60% - 69%
Work is relevant and addresses most of the requirements of the brief well.
Learning outcomes are met.
Demonstrates a thorough breadth of knowledge and understanding of theory and practice for this level.
Demonstrates very good understanding of key concepts.
Presents a perceptive and cohesive discussion of findings through the interpretation and evaluation of information sources.
Draws clear and justified conclusions.
Demonstrates creativity and initiative.
Applies strong problem-solving skills.
Provides justified reflection and self- awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.
A range of appropriate reference sources selected and drawn upon.
Sources cited accurately in the main in the text and in the Reference List/ Bibliography.
Writing style is clear and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.
A range of appropriate vocabulary is
used.
The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured in the main.
Where relevant, there is effective placement of figures, tables and images.
Relevance Learning outcomes must be met for an overall pass
Knowledge and Understanding
Analysis, Creativity and Problem-Solving
Self-awareness and Reflection
Research/ Referencing
Written English
Presentation and Structure
Class II/ii (Good Quality) 50% - 59%
Work addresses key requirements of the brief. Some irrelevant content.
Learning outcomes are met.
Demonstrates a sound breadth of knowledge and understanding of theory and practice for this level.
Demonstrates sound understanding of key concepts.
Presents a logical discussion of findings through the interpretation and evaluation of information sources.
Draws clear and justified conclusions.
Demonstrates some creativity and initiative.
Applies sound problem-solving skills.
Provides valid reflection and self- awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.
Relevant reference sources selected and drawn upon.
Some sources accurately cited in both the body of text and in the Reference List/Bibliography.
Writing style is mostly appropriate to the requirements of the assessment Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete. A range of appropriate vocabulary is used.
The presentational style and layout are largely correct for the type of assignment.
Logically structured in the most part.
Where relevant, effective placement of some figures, tables and images.
Class III (Satisfactory Quality)
40% - 49%
Work addresses the requirements of the brief, although superficially in places. Some irrelevant content.
Learning outcomes are met.
Demonstrates a sufficient breadth of knowledge and understanding of theory and practice for this level.
Demonstrates a sufficient understanding of key concepts.
Presents a valid discussion of findings through the interpretation and evaluation of information sources.
Draws justified conclusions. Demonstrates creativity and initiative in places.
Applies sufficient problem-solving skills.
Provides some reflection and self- awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.
Some relevant reference sources selected and drawn upon.
Some weaknesses in referencing technique.
Writing style is occasionally not appropriate for the assessment. Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting.
Some appropriate vocabulary is used
The presentational style and layout are largely correct for the type of assignment.
Adequately structured.
Inclusion of some figures, tables and images but not always relevant and/or clear.
Borderline Fail
35% - 39%
Work addresses only some of the requirements of the brief. Irrelevant and superficial content.
One or more learning outcomes have not been met.
Demonstrates limited knowledge and understanding of theory and practice for this level.
Demonstrates a lack of understanding of key concepts.
Presents a limited discussion of findings through the interpretation of information sources.
Draws some irrelevant conclusions. Creativity and initiative are lacking. Problem-solving skills are lacking.
Provides limited reflection and self- awareness in relation to the outcomes of own work and personal responsibility, when required.
Sources selected are limited and lack relevance.
Poor referencing technique employed.
Writing style is unclear and does not match the requirements of the assessment in question.
Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places.
Paragraphs are poorly structured.
For the type of assignment the presentational style, layout and/or structure are lacking.
Figures, tables and images included when required but these lack clarity and relevance.
Fail
<34%
Work does not address the requirements of the brief. Irrelevant and superficial content.
One or more learning outcomes have not
been met.
Demonstrates inadequate knowledge and understanding of theory and practice for this level.
Demonstrates insufficient understanding of key
concepts.
Presents a limited discussion of findings with little consideration of the quality of information drawn upon.
Draws irrelevant conclusions. Creativity, initiative and problem-
solving skills are absent.
Provides inadequate reflection and self- awareness in relation to the outcomes of own work and personal responsibility, when
required.
There is an absence of relevant sources.
Poor referencing technique employed.
Writing style is unclear and does not match the requirements of the assessment in question.
Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs.
For the type of assignment the presentational style, layout and/or structure are lacking.
Figures, tables and images are absent when required or lack relevance/clarity.
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