BML207 Purple Goldfish and the Art of Service Experience
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Transcript of BML207 Purple Goldfish and the Art of Service Experience
BML207: Purple Goldfish and the Art of Service Experience
Module Handbook 2016
University of ChichesterBusiness SchoolDr Andrew Clegg
Purple Goldfish and the Art of Service Experience
2
Purple Goldfish and the Art of Service Experience
Within increasingly competitive tourism and business environments,
experience and service have become core elements of strategy, as
businesses seek to improve the quality and competitiveness of products,
services, and experiences they offer. Businesses have placed greater
emphasis on service differentiation, the so called ‘Purple Goldfish’, where
increasing emphasis is placed on meeting the needs of an increasingly
quality conscious consumer market by adding value in service and
experience. The aim of this module is to introduce students to the
principles and practices related to the development and management
of customer service strategies from which they can creatively deliver
high quality customer experiences.
Knowledge and Understanding:
On successful completion of this module students will be able to:
• Distinguish between the ways in which customer service, quality and experience have been defined and conceptualised
• Debate the factors influencing the emergence of experience and quality as management tools
• Practically apply the tools and techniques that can be used to critically assess customer service and to facilitate service enhancement
• Apply the key stages in developing a customer service strategy to support the customer experience for a specific business environment
• Communicate effectively in written and verbal form
• Display appropriate IT skills
Good customer service skills are an essential employability skill for anybody wanting to work in the service sector. The aim of this module is to provide you with an opportunity to not only develop an understanding of the core principles of service excellence but also to apply them to a given business environment. The Welcome Management certification is an valuable addition to your CV, and will provide an interesting talking point at a job interview.
Introduction
Learning Outcomes
Employability
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22/1/16: Week 1: Introduction: Service, Experience and Excellence
29/1/15: Week 2: Strategies for Service Excellence [1]
5/2/16: Week 3: Strategies for Service Excellence [2]
12/2/16: Week 4: Fieldtrip: Science Museum, London
19/2/16: Week 5: Reading Week
26/2/16: Week 6: Tools & Techniques for Service Excellence 1
4/3/16: Week 7: Tools & Techniques for Service Excellence 2 Customer Service Workshops
11/3/16: Week 8: Measuring and Monitoring Service 1
18/3/16: Week 9: Measuring and Monitoring Service 2
25/3/16: Week 10: Managing Staff for Service Excellence
15/4/16: Week 11: Managing Online Service Excellence
22/4/16: Week 12: Tender meeting with developer
The specific learning outcomes for each session are provided on a weekly basis, and can be accessed and downloaded via the BML207 Moodle homepage. A weekly lecture programme will introduce the key themes of the module during which particular emphasis will be placed on student-directed activities and in-class discussion. For example, students will have the opportunity to gain ‘hands-on’ experience with the different tools and techniques that can be used to improve service quality. Sessions focusing on quality circles, benchmarking, cause and effect diagrams (fish-bone diagrams) and flow charts will be inherently student-led. The discussion generated in these sessions will help students plan their fieldwork report/exercise, which will involve applying one of the tools or techniques identified to a specific tourism business.
Precise timings for any trips will be provided during the module. Students will also be asked to make a contribution to fieldwork activity, and these monies should be promptly paid to the Business School admin office.
The module is timetabled for 9am to 12pm on Friday mornings. However, can I please ask that you keep your diaries clear to 3pm on Friday afternoons as I am planning a number of guest lectures and fieldtrips that will run beyond the timetabled slot. Specific details will be provided at the start of the module.
Module Content
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Topic 1: Service, Experience and Excellence
The aim of this introductory topic is to get you to consider what are the key indicators for service quality, and the principal elements of service excellence. You will be introduced to the concept of ‘Purple Goldfish’, the importance of experience within the service sector and key factors influencing service quality as a key management and strategic tool, which is increasingly linked to business competitiveness and the attainment of competitive advantage.
Learning Outcomes:
• Todefineexperienceandserviceexcellence• Todiscusstherelationshipbetweenqualityandthenature/
characteroftheservicesector• Todiscussthefactorsinfluencingtheemergenceofqualityand
experienceasamanagementtool• Tointroducethenotionofthe‘experienceeconomy’and
‘experiencerealms’• Toidentifythekeyelementsofserviceexcellenceandexperience
Topic 2: Developing Strategies for Excellence
The aim of this topic is to encourage you to think about developing effective customer service strategies that underpin excellence. Consideration is given to the nature of strategy itself, and then the core components and processes involved in developing customer service strategies. Central to this will be consideration to the Service Excellence Model.
Learning Outcomes:
• Developandsustainareputationforserviceexcellencebycreatingacustomerservicestrategy
• Recognisethevalueandsignificanceofcustomerservicestrategies
• Understandthekeystagesinstrumentalwhendevelopingacustomerservicestrategy
• Understandthekeyexternalinfluences,includingthemainopportunitiesandthreats,foryourbusiness
• Assesstheinternalstrengthsandweaknessesofyourbusiness
Module Topics
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Topic 3: Tools and Techniques for Service Excellence
The aim of this topic is to consider the underpinning tools and techniques that a business can adopt to support and enhance service excellence. Consideration is given to the role of systems, and the importance of quality assurance. There is also a distinct hands-on element to this topic, and through a series of practical exercises you will be introduced to a variety of tools, such as value chain analysis, that you can use to enhance service quality. As part of this session, you will also be asked prepare and deliver a short training game that focuses on one aspect of customer service.
Learning Outcomes:
• Touseappropriatetechniquestotrackandplanforserviceexcellence/serviceenhancement
• Evaluatetheimportanceofsystemsindeliveringserviceexcellence
• Todefineandimplementstrategiestodeliverserviceexcellence/serviceenhancement
• ToapplytheServiceExcellenceToolkittoaspecificbusinessscenario
• Todesignashortexercise/activityforserviceenhancement
Topic 4: Measuring and Monitoring Customer Service
Measuring and monitoring customer service is essential for any business. The aim of this topic is to examine the various methodologies that can be developed to monitor and evaluate service quality. Reference is made to established frameworks for measuring service quality such as Servqual, while through practical exercises attention is also given to service gap analysis, and calculating a satisfaction index score. By this point, you will be expected to have completed your quality audit, and you will be able to draw on your results and gap analysis, in readiness for the submission of your report.
Learning Outcomes:
• Toexamineandcritiquerespectivequantitativeandqualitativemethodologiesformonitoringandevaluatingservicequality
• Toexaminethebasicapproachestoservicegapanalysisanddemonstratehowtocalculateasatisfactionindexscore
• DiscussandanalysethebasiccomponentsoftheServqualmodel
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Topic 5: Managing Staff for Service Excellence
No matter how good your product is, high quality customer service is completely dependent on having well-trained, motivated and customer-focused staff. The aim of this topic is to therefore consider the role and importance of staff in delivering service excellence. By making reference to industry best practice, consideration will be given to key areas such as recruitment, staff engagement, retention, and reward and recognition.
Learning Outcomes:
• Toevaluatetheroleandimportanceofstaffindeliveringserviceexcellence
• Toidentifyinherentproblemsincustomer-staffrelationsasacontextformanagingserviceexcellence
• Tolookathowrecruitmentandretention,andstafftrainingareessentialtoserviceexcellence
• Toexplorethroughspecificcasestudiespracticalapproachestomanagingstaffandtraining
Topic 6: Managing Online Customer Service
Online Christmas sales of over £5bn highlights the importance of online shopping and e-commerce to businesses. The aim of this topic to consider how customers are interacting with businesses within this virtual space, and to identify and evaluate the core elements of online customer service, with reference to analysis tools such as WebQual.
Learning Outcomes:
• ToconsiderthechangingcharacteroftheInternetenvironment,andhowcustomersarenowinteractingwiththisvirtualspaceandimplicationsforcustomerservice
• Toidentifytherelativeadvantagesanddisadvantagesofonlineserviceandevaluatetheimplicationsforcustomerservice
• Toevaluatethekeyelementsofonlinecustomerservice,makingreferencetoWebQualasananalysistool
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In addition to journals and textbooks available in the libraries, additional module resources are available online via the BML207 Moodle homepage. Reading lists, online publications, weblinks and statistics are available at www.tourisminsights.info and additional resources are also available online via Business Source Complete. You will be introduced to the resources available to you during the programme. If you run into problems please do not hesitate to ask the library staff for assistance or you could ask the Business Subject Librarian, Steve Bowman, for help.
A number of relevant text to get you started include:
BELL, C. ZENUKE, R. AND ZIELINSKI, D. (2007) Managing Knock Your Socks Off Service, ACACOM, New York.DRUMMOND, S. AND YEOMAN, I. (2001) Quality Issues in Heritage Visitor Attractions, Butterworth Heinemann, London.FORNELL, C. (2009) The Satisfied Customer, Blackwell, London.FRANCIS, N. (2010) Tourist Customer Service Satisfaction – An Encounter Approach, Routledge, London.FYALL, A. (2008) Managing Visitor Attractions, Butterworth Heinemann, London.GOODMAN, A. (2009) Strategic Customer Service, ACACOM, New York.HARRIS, E.K. (2010) Customer service: A Practical Approach, Prentice Hall, London.KANDAMPULLY, J., MOK, C. AND SPARKS, B. (2001) Service Quality Management in Hospitality, Tourism and Leisure, Haworth Clinical Practice, London.MOTWANI, G. AND SOWER, E. (2006) Benchmarking in Services, Emerald Group Publishing, London.PHELPS, S. (2012) What’s Your Purple Goldfish? How to Win Customers and Influence Word of Mouth, 9-Inch Marketing, United States.RYAN, C. (2002) The Tourist Experience, Second Edition, Continuum, New York.TISCH, J. AND WEBER, K. (2009) Chocolates on the Pillow Aren’t Enough – Reinventing the Customer Experience, Wiley, Chichester.
As part of the 150 hours for each module, you will also be asked to complete short tasks that will form part of the next lecture session. While not assessed, these tasks are intended to support your own learning, and to explore specific issues covered during the module. Specific tasks will be allocated on a weekly basis. It is essential that these tasks are completed, as they designed to encourage you to start reading and exploring the resources that you have to hand.
Module Resources
Self-Directed Activities
For the latest information on developments within the attractions sector visit Attractions Management
http://www.attractionsmanagement.com
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The assessment for this module will consist of a fieldwork report, utilising tools or techniques discussed during the module (2,450 words equivalent per person; 70%) and a team Experience and Service Strategy Pitch (approx. 5-7 minutes per student; 30%) based around a synoptic exercise relating to aspects of customer service and customer service strategies.
Assessment #1: The Fieldwork Report
As part of your fieldwork report you will assume the role of an ‘experienceassessor’, and develop your own experience auditing tool/survey to provide a critical evaluation of the quality of the visitor experience for a specific tourist attraction of your own choosing. To aid you in this task you will be given access to a full suite of VAQAS resources to help you develop a suitable quality audit. Within this auditing process you will also have the opportunity to utilise the tools and techniques covered in the module. Guidelines on how to develop your audit and present your findings will be intensively covered during the course of the module.
Report Structure
In terms of the overall format and layout of the report, emphasis must be placed on providing a clear and logical structure. I will expect to see the following elements provided in the report.
(i) Introduction
Your report should start by providing a clear overview/audit of the attraction you have chosen, and the nature of the product/experience that is being provided. Give consideration to the different elements of the visitor experience, related areas such as pricing, awards, accolades, and who the main market of the attraction is. You can include any materials that may help you convey the nature of the experience on offer - this could include for example photographs and visitor information, such as site maps. You may also be able to find information on current approaches to customer service - for example do they have a current customer service strategy. This is something you might be able to enquire about during or after your visit. Some reference to the operational profile of the attraction (for example visitor numbers) could also be included, and I also expected to see some reference to the key pressures influencing the management of the visitor experience for the wider attractions sector you have chosen.
Assessment
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You will need to demonstrate engagement with the literature and industry resources to do this to the required standard. Think carefully about how this information is presented in order to establish a suitable context.
This initial discussion could also make reference to existing customer feedback that you could access via looking at visitor comments on TripAdvisor. Including one or two comments is not sufficient, and I would expect to see analysis of a number of comments with key themes identified and presented accordingly, for example using a word cloud.
The understanding of the attraction demonstrated in the introduction, and the key factors influencing the quality of the visitor experience provide the basis on which to discuss areas of enhancement or best practice in your later discussion. Some reference to the rationale for the choice of attraction should also be included.
(ii) Clear Presentation of Auditing Results and Discussion
I expect to see the results of your auditing process clearly displayed and analysed in your discussion. You should complete the auditing process thoroughly, and use these results to provide the basis of your discussion. An effort should be made to include service gap analysis for the service elements you assess (you will have covered gap analysis in the session on measuring and monitoring customer service). You must then also provide a commentary for each section highlighting what the results are showing. While this is an applied piece of work, I will expect to see some reference back to the academic literature in order to place your observations in context. Also at this point make sure you include any photos that support any aspect of your discussion. Also include make use of any additional tools, techniques and concepts covered on the module. For example when looking at the attraction website you could also score against the webqual template discussed during the module.
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(iii) Conclusions: Best Practice and Recommendations for Excellence
The final part of your report should conclude by identifying a series of recommendations for enhancement and identifying areas of best practice. At this point I would expect to see wider recognition of best practice across the attractions sector, and you making reference to best practice from other attractions. You must ultimately provide a critical commentary on the overall quality of the visitor experience and highlight areas of best practice (if applicable). The final part of your report must outline a series of recommendations for service improvement as the basis of a new customer service strategy for the attraction that you have chosen. Failure to include the final recommendations section will result in a penalty mark of 10% being applied to your report.
Please give consideration to the following:
• The overall format and layout of the report with a clear emphasis on providing a clear and logical structure. Your report should start by providing a detailed overview of the attraction you have chosen, and the nature of the product/experience that is provided.
• The results of your fieldwork and auditing will form the basis of the report and, accordingly, your results must be effectively presented using appropriate formats - for example Excel charts, tables and photos. Be creative in terms of how you present your results. You must integrate the results of your fieldwork into your discussion - they must not simply be included as standalone elements.
• Your analysis should also draw on the available literature to provide some level of contextualisation for your own results. A review of the literature will also provide you with ideas on how to present your results. You must ultimately provide a critical commentary on the overall quality of the visitor experience and highlight areas of best practice (if applicable).
• Remember not to write in the first person. The report should be objective and written in the third person.
• Subheadings are allowed and are recommended to help structure your report accordingly. Ensure that the subheadings are numbered accordingly and consistently throughout. A contents page should be included at the start.
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• I do expect to see quite a visual and innovative report structure - this is necessary to help articulate the nature of the visitor experience the attraction offers. Look at each section and consider carefully what information can be included. For example when looking at the attraction’s website I would expect to see a screenshot included in your discussion.
• All photos and any illustrations should be clearly labelled and referenced in the text. If you use an image make reference to it do not put it in as simple window-dressing. Photos should be not text-wrapped.
• I do expect to see a level of referencing to the academic text, particularly when discussing your observations and making reference to best practice and areas for enhancement from across the attractions sector. Evidence of benchmarking of good practice from comparable attractions should be included.
• Please ensure that your student number(s) are clearly included on the front page of your report.
• In terms of the overall style of presentation I will leave that to you. However there is an opportunity here to present the information in a slightly different manner. You are encouraged to look beyond a standard black and white document, and even think about changing the page orientation. Be creative but make sure you present the information in a structured and accessible way. Quite simply make sure the information is self-explanatory and suitably informed by your own investigation, background reading, and reference to sector best practice.
The specific assessment criteria for the fieldwork report are:
• Clear and logical structure making reference to the key auditing sections and thematics outlined in the assessment brief
• Appropriate use and application of tools and techniques used to measure and improve service quality
• Ability to convey results of fieldwork accurately and succinctly using appropriate formats
• Evidence of engagement with the academic literature and use of accurate referencing conventions
The auditing process can be completed in small groups but you should aim to produce a joint report. The presentation and report will both be peer assessed at the end of the module.
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The report must be submitted to the admin office 1pm on Wednesday 4th May. An electronic copy must also be submitted online via Turnitin by 1pm.
Assessment #2: Experience and Service Strategy Pitch
The team presentation will be based around a synoptic exercise involving the development of an action plan relating to the implementation of a customer service strategy for a new visitor attraction in Bognor Regis. Groups will be restricted to a maximum of 4 people.
Context
As part of regeneration proposals in Bognor Regis a large commercial space has been identified for development on the Alexandra Theatre site. As part of this process you have been asked by developers to create a new attraction concept for the site, and provide an experience and service excellence strategy. Within your tender you are asked to focus on four key areas that will be central to enhancing business competitiveness and ensuring the overall quality of the visitor experience.
Tender Element 1: The Experience
You must outline the overall attraction concept that you would develop on the site. Any proposal must be based on an understanding of the attractions sector, and an awareness of the potential audience. Development suggestions must draw on best practice from across the attractions/service sector.
Tender Element 2: Strategy and Management
The developers expect to see clear reference to core elements of an experience and service excellence strategy to support and enhance customer service and the overall visitor experience.
Tender Element 3: Staffing and Recruitment
Developers want to see how you would facilitate the involvement and empowerment of staff in the delivery of service excellence and visitor experience. Indicative areas for consideration include: staff motivation, levels of staff retention and communication between management and staff, induction and training.
Tender Element 4 : Monitoring and Evaluation
Developers also want to see how you would develop effective methods of monitoring and evaluating the quality of the visitor experience.
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Presentation Delivery
The presentation must provide a coherent and structured vision of your development proposal, and must refer to the four key areas outlined above. A number of consultancy companies have been asked to tender for this work, and the developers will select the proposal based on the extent to which they meet the following assessment criteria:
(i) Structure, content and succinctness of the pitch
Ensure there is a logical progression in terms of the overall structure of your presentation and a clear linkage between the different sections. Make sure you follow the tender guidelines clearly, and make reference to the different sections for consideration clearly. Developers will expect to see clear aims at the start, and a clear focus on your concept.
(ii) Appropriate application and relevance of customer service and experience management principles in relation to the assessment brief
Your recommendations must be based on a clear understanding of the customer service principles (covered during the module). Think about the underpinning approach to service experience and excellence that will underpin your concept. I would expect to see the service excellence model woven creatively into your presentation.
(iii) Evidence of best practice case studies (accurate referencing to the academic literature using appropriate conventions)
The developers are expecting to see reference to industry best practice and so this should be evidenced throughout. I will expect to see evidence of background reading, but included to reflect the nature of your audience and the purpose of the pitch.
(iv) The use and quality of visual aids to support the pitch
A high quality presentation is essential which above all is delivered as a tender pitch - you need to demonstrate that you have understood your audience and delivered what the developers have asked for. A high quality and professional presentation will be required. Given the length of the presentation the use of Prezzi is not allowed.
This is a professional presentation and all consultancy groups are asked to prepare their presentations to the highest standard. The groups are asked to dress professionally for their final presentations. Please note the final presentations will be filmed for dissemination and analysis by the staff team.
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The provisional dates for the presentations are Tuesday 11th and Wednesday 12th May.
Resubmission
In the unlikely event that you fail this module, the resit will consist of an extended research report (3,500 word). If you have any problems regarding your work you should talk to your module tutor. Details relating to mitigation can be found in the student handbook which can be accessed via the BML207 Moodle homepage.
I can be found on the top of floor of the Dome (Room 2.14) on the Bognor Regis campus. If you have any problems please do not hesitate to come and see me. While I am usually around, consultancy work does take me off campus from time to time. Therefore while you are welcome to pop in informally, please email me to make an appointment ([email protected]/Tel: 01243 812017) to guarantee that I am in to see you. You are also strongly advised to check your emails regularly regarding module updates and also the BML207 homepage.
At the end of the module, you will have the opportunity to complete a module evaluation form to comment on the overall structure, content and quality of the programme. If you have any immediate concerns about the quality of the module then please do not hesitate to come and talk to me directly or talk to your student representative. The module evaluation form will be available online via the BML207 Moodle homepage. A copy of last year’s module evaluation and the module tutor’s response is available online.
The University’s Commitment Charter (Section C) sets out the codes of behaviour that staff and students can expect from one another. Every member of the University community is expected to uphold the Charter commitments and to help to maintain a respectful and constructive learning environment for themselves and for others.
In contact (class) time, and outside of it, the University expects you to show consideration towards other students and the staff of the University. In lectures, seminars and workshops it is your responsibility to avoid behaviour which distracts the learning process for yourself and others. Behaviours which may seem insignificant to you, such as whispering to friends, or texting during a seminar, are almost always noticed! They can have an accumulative, negative impact on the group and the tutor. Such behaviours signal lack of respect for others - even if this was not your intention.
Code of Conduct
Staff Support
Evaluation
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To help illustrate these points, here are some behaviours that students and tutors have found distracting:
• Talking or whispering in lectures, outside times set aside for group discussion
• Talking amongst each other when a guest speaker has been invited in to the session
• Talking or whispering while other students are making points• Interrupting other students or the tutor while they are talking • Habitually arriving late or leaving early (without forewarning the tutor)• Sending and receiving texts • Mobile phones ringing (mobile phones should be turned off at the
start of the session)• Using MP3 players or equivalent• Playing electronic games• Surfing the net in class
Students whose behaviour disrupts a class persistently may be asked to leave the session. However we are sure that as adult learners you’ll use common sense and be willing to help create the best possible learning environment for everyone.
Students are reminded that attendance at all modules is compulsory. If you miss a session, for what ever reason, you should complete and submit a student absence form to the Business School admin office. This should be completed as soon as possible from the date of absence. You are reminded that persistent absence can potentially result in your de-registration from the module. The full University regulations regarding attendance can be found in your student handbook and can also be accessed via the BML207 Moodle homepage. You are also asked to arrive punctually for your lectures.
Attendance
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k is
des
crip
tive
and
ane
cdot
al. M
inim
al o
r no
ar
gum
ent.
May
be
entir
ely
relia
nt o
n th
e w
ork
of
othe
rs, w
ith n
o p
ract
ical
and
/or
aca
dem
ic a
pp
licat
ion
to d
emon
stra
te u
nder
stan
din
g of
the
mat
eria
l.
Des
crip
tive
or a
necd
otal
wor
k w
ith s
cant
y or
no
argu
men
t. R
elia
nt o
n th
e w
ork
of o
ther
s an
d d
oes
not
use
this
to
dev
elop
ow
n ar
gum
ents
. No
criti
cal
dis
cuss
ion
or t
heor
etic
al e
ngag
emen
t. L
ittle
pra
ctic
al
and
inte
llect
ual a
pp
licat
ion.
Des
crip
tive
or a
necd
otal
with
litt
le o
r no
crit
ical
d
iscu
ssio
n an
d t
heor
etic
al e
ngag
emen
t. U
ncon
vinc
ing
or m
inim
al li
ne o
f arg
umen
t. M
ostly
rel
iant
on
the
wor
k of
oth
ers,
dis
pla
ying
litt
le u
nder
stan
din
g or
ab
ility
to
app
ly t
he m
ater
ial.
Wor
k is
des
crip
tive
with
min
imal
crit
ical
dis
cuss
ion
and
lim
ited
the
oret
ical
eng
agem
ent.
Too
muc
h re
lianc
e on
the
wor
k of
oth
ers
rath
er t
han
dev
elop
ing
own
und
erst
and
ing
and
ap
plic
atio
n of
the
mat
eria
l
Som
e lim
ited
crit
ical
dis
cuss
ion,
but
arg
umen
t is
un
conv
inci
ng, p
artic
ular
ly a
t th
e lo
wer
end
whe
re t
he
wor
k is
mor
e d
escr
iptiv
e. M
ore
relia
nce
on w
ork
of
othe
rs r
athe
r th
an d
evel
opin
g ow
n ar
gum
ents
. Lim
ited
th
eore
tical
and
con
cep
tual
ana
lysi
s.
Gen
eral
ly c
lear
line
of c
ritic
al a
nd e
valu
ativ
e ar
gum
ent,
with
ab
ility
to
dev
elop
ow
n id
eas
from
the
w
ork
of o
ther
s. A
bili
ty t
o en
gage
in t
heor
etic
al a
nd
conc
eptu
al a
naly
sis.
A c
lear
and
con
sist
ent
line
of c
ritic
al a
nd e
valu
ativ
e ar
gum
ent,
dis
pla
ying
the
ab
ility
to
dev
elop
one
‟s o
wn
insi
ghtf
ul id
eas
from
the
wor
k of
oth
ers.
Exc
elle
nt
enga
gem
ent
in t
heor
etic
al a
nd c
once
ptu
al a
naly
sis.
A c
lear
and
con
sist
ent
line
of h
ighl
y cr
itica
l and
ev
alua
tive
argu
men
t, d
isp
layi
ng t
he a
bili
ty t
o d
evel
op
one‟
s in
nova
tive
idea
s fr
om t
he w
ork
of o
ther
s.
Cre
ativ
e fla
ir in
the
oret
ical
and
con
cep
tual
ana
lysi
s.
Con
sist
ent
line
of p
rofo
und
crit
ical
and
eva
luat
ive
argu
men
t, d
isp
layi
ng t
he a
bili
ty t
o d
evel
op o
rigin
al
idea
s fr
om a
n in
nova
tive
synt
hesi
s of
the
wor
k of
ot
hers
. Cre
ativ
e fla
ir in
ad
vanc
ed t
heor
etic
al a
nd
conc
eptu
alan
alys
is.
Evi
den
ce
Bas
ed o
n lit
tle o
r no
evi
den
ce. L
acks
aca
dem
ic a
nd
inte
llect
ual i
nteg
rity
and
qua
lity.
Use
of n
on-a
cad
emic
so
urce
s lim
its in
telle
ctua
l und
erst
and
ing.
Irre
leva
nt o
r m
inim
al u
se o
f rec
omm
end
ed s
ourc
es,
resu
lting
in a
lack
of u
nder
stan
din
g an
d in
adeq
uate
su
pp
ortin
g ev
iden
ce. N
on-a
cad
emic
sou
rces
tha
t la
ck
inte
llect
ual i
nteg
rity
are
relie
d u
pon
.
Min
imal
and
inad
equa
te k
now
led
ge o
f rel
evan
t an
d
reco
mm
end
ed s
ourc
es. T
heir
use
as s
upp
ortin
g ev
iden
ce m
ay b
e in
accu
rate
, ina
pp
rop
riate
or
negl
igib
le. R
elia
nce
on d
ated
, unr
elia
ble
or
non-
acad
emic
sou
rces
.
Very
lim
ited
ran
ge, u
se a
nd a
pp
licat
ion
of r
elev
ant
and
re
com
men
ded
sou
rces
. Dem
onst
rate
s la
ck o
f rea
l un
der
stan
din
g. T
oo m
uch
relia
nce
may
be
pla
ced
on
dat
ed, u
nrel
iab
le o
r no
n-ac
adem
ic s
ourc
es.
Lim
ited
ran
ge o
f rel
evan
t an
d r
ecom
men
ded
sou
rces
ar
e us
ed, b
ut w
ith s
ome
inad
equa
cies
in t
heir
use
and
em
plo
ymen
t as
sup
por
ting
evid
ence
. The
re m
ay b
e so
me
relia
nce
on d
ated
or
unre
liab
le s
ourc
es.
Ran
ge o
f rel
evan
t an
d r
ecom
men
ded
sou
rces
are
us
ed, b
ut t
his
may
be
in a
n un
imag
inat
ive
or li
tera
l m
anne
r, p
artic
ular
ly a
t th
e lo
wer
end
of
the
rang
e. L
imite
d u
se o
f sou
rces
bey
ond
the
st
and
ard
rec
omm
end
ed m
ater
ials
.
Goo
d r
ange
of r
elev
ant
and
rec
omm
end
ed s
ourc
es
used
in a
n im
agin
ativ
e an
d la
rgel
y co
nsis
tent
way
as
sup
por
tinge
vid
ence
. Use
of s
ome
sour
ces
bey
ond
rec
omm
end
ed t
exts
incl
udin
g m
ore
com
ple
x m
ater
ials
.
Wid
e ra
nge
of r
elev
ant
and
rec
omm
end
ed s
ourc
es
used
in a
n in
sigh
tful
and
con
sist
ent
way
as
sup
por
ting
evid
ence
. Som
e in
dep
th u
se o
f sou
rces
bey
ond
re
com
men
ded
tex
ts, t
o d
emon
stra
te in
dep
end
ent
rese
arch
.
Wid
e ra
nge
of r
ecom
men
ded
and
rel
evan
t so
urce
s us
ed in
an
inno
vativ
e an
d c
onsi
sten
t w
ay t
o su
pp
ort
argu
men
ts. I
n d
epth
use
of s
ourc
es b
eyon
d
reco
mm
end
ed t
exts
, dem
onst
rate
s cr
eativ
e fla
ir in
ind
epen
den
t re
sear
ch.
Wid
e ra
nge
of r
elev
ant
and
rec
omm
end
ed s
ourc
es
used
in a
pro
foun
d a
nd c
onsi
sten
t w
ay a
s su
pp
ortin
g ev
iden
ce. U
se o
f cut
ting-
edge
sou
rces
bey
ond
th
e re
com
men
ded
tex
ts, i
nclu
din
g in
-dep
th u
se
of c
omp
lex
mat
eria
l dem
onst
ratin
g ad
vanc
ed
ind
epen
den
t re
sear
ch.
Str
uctu
re a
nd P
rese
ntat
ion
Pre
sent
atio
n is
inap
pro
pria
te, u
ncle
ar a
nd in
acce
ssib
le. W
ork
is n
ot c
oher
ent
or s
ucci
nct.
Ser
ious
er
rors
of v
ocab
ular
y, s
ynta
x, s
pel
ling
and
pun
ctua
tion
obsc
ure
the
over
all m
eani
ng. N
o lo
gica
l d
evel
opm
ent
or o
rgan
isat
ion
of t
he m
ater
ials
with
few
link
s b
etw
een
stat
emen
ts a
nd s
ectio
ns.
Ref
eren
ces
are
abse
nt, i
ncor
rect
or
inac
cura
te.
Pre
sent
atio
n is
inap
pro
pria
te, u
ncle
ar a
nd in
acce
ssib
le. P
oint
s ar
e no
t m
ade
cohe
rent
ly o
r su
ccin
ctly
. Com
pou
nd e
rror
s of
voc
abul
ary,
syn
tax,
sp
ellin
g an
d p
unct
uatio
n se
rious
ly d
etra
ct
from
the
ove
rall
mea
ning
. Mat
eria
ls la
ck lo
gica
l dev
elop
men
t. R
elat
ions
hip
bet
wee
n st
atem
ents
an
d s
ectio
ns a
re h
ard
to
reco
gnis
e. R
efer
ence
s m
ay b
e ab
sent
or
inco
rrec
t.
Poo
r vi
sual
and
writ
ten
pre
sent
atio
n. T
he s
tyle
may
be
inap
pro
pria
te, u
ncle
ar a
nd in
acce
ssib
le.
Poi
nts
may
not
be
mad
e co
here
ntly
or
succ
inct
ly. E
rror
s of
voc
abul
ary,
syn
tax,
spel
ling
and
p
unct
uatio
n m
ay s
erio
usly
det
ract
from
the
ove
rall
mea
ning
. The
mat
eria
ls m
ay la
ck lo
gica
l d
evel
opm
ent
and
org
anis
atio
n. R
elat
ions
hip
bet
wee
n st
atem
ents
and
sec
tions
may
be
diffi
cult
to
reco
gnis
e. R
efer
ence
s m
ay b
e ab
sent
, ina
ccur
ate
or in
corr
ect.
Wea
k p
rese
ntat
ion.
Som
e as
pec
ts o
f the
sty
le m
ay b
e in
app
rop
riate
, unc
lear
and
inac
cess
ible
. S
ome
poi
nts
will
not
be
mad
e co
here
ntly
or
succ
inct
ly. E
rror
s of
voc
abul
ary,
syn
tax,
sp
ellin
g an
d p
unct
uatio
n m
ay s
erio
usly
det
ract
from
the
ove
rall
mea
ning
. The
mat
eria
ls m
ay la
ck lo
gica
l d
evel
opm
ent
and
org
anis
atio
n. T
he r
elat
ions
hip
bet
wee
n so
me
stat
emen
ts a
nd s
ectio
ns m
ay b
e d
ifficu
lt to
rec
ogni
se. L
imite
d u
se o
f ref
eren
ces
and
som
e m
ay b
e in
accu
rate
.
Acc
epta
ble
pre
sent
atio
n. S
ome
asp
ects
of t
he s
tyle
may
be
uncl
ear.
Poi
nts
may
not
be
mad
e co
here
ntly
or
succ
inct
ly. S
ome
erro
rs o
f voc
abul
ary,
syn
tax,
sp
ellin
g an
d p
unct
uatio
n b
ut t
hese
ar
e no
t se
rious
dis
trac
tions
from
the
ove
rall
mea
ning
. Som
e la
ck o
f log
ical
dev
elop
men
t an
d
orga
nisa
tion
of t
he m
ater
ials
. The
rel
atio
nshi
p b
etw
een
som
e st
atem
ents
and
sec
tions
may
be
hard
to
follo
w. W
ork
is r
efer
ence
d a
ccur
atel
y w
ith s
ome
erro
rs.
Gen
eral
ly s
ound
pre
sent
atio
n. S
tyle
is la
rgel
y cl
ear
and
acc
essi
ble
. The
re m
ay b
e m
inor
err
ors
of v
ocab
ular
y, s
ynta
x, s
pel
ling
and
pun
ctua
tion
but
the
se s
houl
d n
ot d
etra
ct fr
om t
he o
vera
ll m
eani
ng. T
here
may
be
inco
nsis
tenc
ies
in t
he o
rgan
isat
ion
and
dev
elop
men
t of
mat
eria
ls. T
he
rela
tions
hip
bet
wee
n so
me
stat
emen
ts a
nd s
ectio
ns m
ay n
ot b
e ea
sy t
o fo
llow
. Som
e p
oint
s m
ay
not
be
mad
e co
here
ntly
or
succ
inct
ly. W
ork
is r
efer
ence
d a
ccur
atel
y w
ith fe
w e
rror
s.
Goo
d v
isua
l and
writ
ten
pre
sent
atio
n. C
lear
and
acc
essi
ble
sty
le. G
ener
ally
goo
d s
tand
ard
s of
vo
cab
ular
y, s
ynta
x, s
pel
ling
and
pun
ctua
tion.
Log
ical
org
anis
atio
n an
d d
evel
opm
ent
of m
ater
ials
. C
oher
ent.
Rel
atio
nshi
p b
etw
een
stat
emen
ts a
nd s
ectio
ns a
re e
asy
to fo
llow
. Ref
eren
cing
is
accu
rate
and
ap
pro
pria
te.
Exc
elle
nt v
isua
l and
writ
ten
pre
sent
atio
n. V
ery
clea
r an
d a
cces
sib
le s
tyle
. Goo
d s
tand
ard
s of
vo
cab
ular
y, s
ynta
x, s
pel
ling
and
pun
ctua
tion.
Log
ical
and
flue
nt o
rgan
isat
ion
and
dev
elop
men
t of
m
ater
ials
. Coh
eren
t an
d s
ucci
nct.
Rel
atio
nshi
p b
etw
een
stat
emen
ts a
nd s
ectio
ns a
re v
ery
clea
r. R
efer
enci
ng is
acc
urat
e, a
pp
rop
riate
and
ext
ensi
ve.
Out
stan
din
g vi
sual
and
writ
ten
pre
sent
atio
n. S
ophi
stic
ated
yet
cle
ar a
nd a
cces
sib
le s
tyle
. Ver
y go
od s
tand
ard
s of
voc
abul
ary,
syn
tax,
sp
ellin
g an
d p
unct
uatio
n. P
ossi
bly
Pos
sib
ly in
nova
tive
yet
logi
cal a
nd fl
uent
org
anis
atio
n an
d d
evel
opm
ent
of m
ater
ials
. Art
icul
ate,
coh
eren
t an
d s
ucci
nct.
R
elat
ions
hip
s b
etw
een
stat
emen
ts a
nd s
ectio
ns a
re c
lear
and
pre
cise
. Ref
eren
cing
is a
ccur
ate
and
, ap
pro
pria
te.
Dis
tingu
ishe
d v
isua
l and
writ
ten
pre
sent
atio
n. H
ighl
y so
phi
stic
ated
yet
cle
ar a
nd a
cces
sib
le s
tyle
. E
xtre
mel
y go
od s
tand
ard
s of
voc
abul
ary,
syn
tax,
sp
ellin
g an
d p
unct
uatio
n. In
nova
tive
yet
logi
cal
and
flue
nt o
rgan
isat
ion
and
dev
elop
men
t of
mat
eria
ls. H
ighl
y ar
ticul
ate,
coh
eren
t an
d s
ucci
nct.
R
elat
ions
hip
s b
etw
een
stat
emen
t an
d s
ectio
ns a
re p
reci
sely
mad
e w
ith g
reat
cla
rity.
Ref
eren
cing
is
acc
urat
e an
d a
pp
rop
riate
. inn
ovat
ive
yet
logi
cal a
nd fl
uent
org
anis
atio
n an
d d
evel
opm
ent
of
mat
eria
ls. A
rtic
ulat
e, c
oher
ent
and
suc
cinc
t. R
elat
ions
hip
s b
etw
een
stat
emen
ts a
nd s
ectio
ns a
re
clea
r an
d p
reci
se. R
efer
enci
ng is
acc
urat
e an
d, a
pp
rop
riate
.
Und
erg
rad
uate
Ass
essm
ent
Cri
teri
a