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Level of study: 5 BA Business Studies assignment help
Level of study: 5 BA Business Studies Semester 2 assignment help
Level of study: 5
Number of credits: 20 credits
Course/s the module belongs to: BA Business Studies
Faculty: Faculty of Sciences, Engineering and Social Sciences, Canterbury Christ Church Business School
Semester/Trimester of delivery: Semester 2
Start date of the module: November 2025
Location of study: London School of Commerce, London Campus
Study hours for the module: (usually 200 overall for a 20-credit module) Divide into:
- 24 hours Lectures/ seminars
- 48 hours Directed learning
- 128 hours Independent learning
Module leader name: Dr. Douglas Darkwah
Module leader contact details: douglas.darkwah@lsclondon.co.uk
Who is the module for? Second year students on the BA Business Studies
Module aims:
1. To provide you with the skills, attitudes, knowledge, and techniques needed to sustain innovation in organisations.
2. To explain various models and levels of innovation and entrepreneurial achievement as well as the traditional transformational examples, students will gain insight of how entrepreneurship capabilities can be acquired and applied to many situations: new starts, small and large firms, private, public and not-for profit sectors.
3. To reflect on the contexts in which entrepreneurship and innovation arise, and on their own abilities and attributes, students will be encouraged to consider how, as managers, they might create a climate in which innovation can flourish, and how they might themselves learn how to become more innovative, self-reliant, and opportunistic.
Brief module description/summary:
This module is designed to prove you with an understanding of the techniques and skills required to achieve success in the highly-competitive entrepreneurship and small-business-management sector. Students will consider the role of entrepreneurial innovation in developing unique products and methods of service delivery. They will be exposed to key business planning skills; how managing in an SME environment is different to that of a large organisation; how to monetise a commercial idea; and how to create social value through the establishment of both commercial and social enterprises
Module learning outcomes:
1.Understand and evaluate the concept of entrepreneurship, inter-relationship between entrepreneurship and innovation in business management, and the nature of the macro-environmental context for entrepreneurial activity.
2. Assess and critically comment upon the personal factors that influence entrepreneurial activity in a range of different contexts; analyse on how entrepreneurial capacity can be developed and evaluate the role that the development of a robust creative approach to learning capability has in the successful identification and implementation of entrepreneurial strategies.
3. Evaluate different strategies that are used by entrepreneurial organisations at start up, and during periods of growth, consolidation and underperformance;
4. Critically evaluate and reflect discursively upon the thinking and analytical techniques that can be used to identify opportunities, and recognise the alternative commercial approaches to exploiting an opportunity;
Overview of learning and teaching activities on the module:
A variety of teaching approaches is used, including lectures, seminars, case analysis, teamwork and extensive use of electronic resources for guided research.
Assessments:
The module is assessed via a business plan.
Summative assessment Type
| % weighting
| Length | Deadline for submission of work and where assignment should be submitted
| Date for return of mark/grade and feedback and where they will be returned
| Minimum pass mark for assessment task(s)
|
|---|---|---|---|---|---|
| Business Plan | 100% | 4000 words | February 23rd 2026 | March 16th 2026 | 40% |
Further information about the assessment can be found at the end of this handbook, in the “assessment brief” section.
It's important that you meet your assessment deadline to help manage your workload and ensure your timely progression to your next level of study. However, we understand that in exceptional cases you may be unable to submit your work on time or do well in your exams due to unexpected events which are short-term in nature and beyond your control. Find out more about what to do in situations such as these here.
A coursework extension or a chance to re-take your exam is not an automatic right; and to ensure fairness and transparency, exceptional circumstances requests will only be approved if they meet the criteria, are submitted on time and - where relevant - include appropriate professional evidence.
Indicative schedule of delivery: one line on what will be covered in each session; do adapt depending on whether the module is delivered weekly, in blocks or other pattern of delivery. The number of weeks should correspond to the Academic Calendar your module is aligned with. Highlighting dates for ADW and PDW in this section may help, and deadlines for assessments. Do incorporate here if field trips/visits are part of the module. Do adapt the table below to suit your needs
Example:
| Session | Indicative Content |
|---|---|
| 1 | The nature & importance of entrepreneurs
|
| 2 | Creativity & the business idea |
| 3 | The Business Opportunity |
| 4 | Writing a Business Plan |
| 5 | The Marketing Plan |
| 6 | The Organisational Plan |
| 7 | The HR plan |
| 8 | The Financial Plan and sources of capital |
| 9 | Managing early growth of the new venture Ending the venture |
| 10 | Risk management |
| 11 | International entrepreneurship opportunities |
| 12 | Revision |
Guidance on how to use independent study time: Allocate dedicated time in your schedule for independent study, setting clear goals and creating a distraction-free environment. Break down the material into manageable chunks, engage actively with various resources, and regularly review and reflect on your progress to optimise your independent study sessions.
Referencing system: Harvard system of Referencing.
Learning Materials/Resources:
• Barringer, BR & Ireland, RD (2025), Entrepreneurship: Successful launching new ventures (Global Edition), 7th edn, Pearson.
• Burns, P. (2021) Entrepreneurship and Small Business: Start-up, Growth and Maturity, 5th edn. Red Globe Press
• Hisrich, RD, Peters, MP & Shepherd, DA (2023), Entrepreneurship, 12th edn, McGraw Hill.
• Kuratko DF, (2023), Entrepreneurship: Theory, Process, Practice, 12th edn, South-Western College Publication
• Mariotti, S. and Glackin, C. (2015) Entrepreneurship: Starting and operating a small business 4th edn. Pearson
• Westhead, P., McElwee, G. and Wright, M. (2011) Entrepreneurship: Perspectives and Cases 1st edn. Financial Times/Prentice Hall
Reassessment information:
Should you be required to take reassessment, the nature of the reassessment will be:
Original assessment
| Reassessment type
| Deadline for submission of reassessment, and where it should be submitted
|
|---|---|---|
| Business Plan | Business Plan | TBC |
This handbook should be read in conjunction with other sources:
- Student Course Handbook: for course academic information applying to all modules
- for generic student experience information
Assessment brief:
You are an entrepreneur who has decided to set up a business in the field of hospitality. As a startup entrepreneur, your responsibility is to compile a comprehensive report outlining your innovative sustainable business concept. This entails:
Elaborating on Your Business Concept:
Explain the key elements of your business concept, encompassing the concept statement's vital components such as the product or service, target market, distinctive attributes, core values, scale of the proposed business, location, and the individuals involved.
Sustainability in Your Business Idea:
Explain the key elements of sustainability in your idea.
Conducting Feasibility Assessments:
Undertake a thorough assessment of Industry, Market, Organisational, and financial feasibility to ensure a well-rounded understanding of the business landscape.
Critical Evaluation of Value Chain and Business Model Canvas:
Critically evaluate the key components of the value chain and business model canvas concerning your proposed business. This involves a meticulous examination of how these components contribute to the overall viability and success of your venture.
Identification and Discussion of Risk Management:
Utilise relevant quantitative and qualitative models and concepts to identify potential risks associated with your business. Engage in a critical discussion on how these risks could be effectively managed to safeguard the sustainability and growth of your startup.
Formatting, Citation, and Referencing:
Ensure that your report adheres to appropriate formatting standards. Employ proper citation and referencing methods to acknowledge sources and maintain academic integrity throughout your submission.
This multifaceted assessment requires a strategic and analytical approach, drawing on both qualitative and quantitative aspects to present a comprehensive understanding of your startup concept and its potential challenges and opportunities.
Structure of the assignment
1. Title Page
2. Table of Contents
3. Introduction (300 words)
4. Body (2400 words)
5. Conclusion (300 words)
List of References
Please be aware that all the word counts mentioned for the individual sections of your plan are provided as guidelines, which could vary depending on the individual plan.
LENGTH REQUIRED
4,000 words (+/- 10%)
FORMATTING AND LAYOUT
Please note the following when completing your written assignment:
2. Writing: Written in English in an appropriate business/academic style
3. Focus: Focus only on the tasks set in the assignment.
4. Document format: Report
5. Ensure a clear title, course, and name or ID number is on a cover sheet and a reference using Harvard referencing throughout is also provided.
6. Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected – academic books, peer reviewed journal articles, professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other company information. All referencing should be in Harvard style.
| CRITERION | 100-80 Excellent | 79-70 Very good | 69-60 Good | 59-50 Sound | 49-40 Satisfactory | 39-20 Fail | 19-0 Fail |
|---|---|---|---|---|---|---|---|
| A. KNOWLEDGE & UNDERSTANDING | |||||||
| 1. Knowledge and application of subject and theories | Knowledge and understanding of theory are very detailed and beyond what has been taught. Demonstrates a coherent understanding of the limits of subject specific theories throughout the work. Approach to assessment task is appropriately and theoretically informed. | Demonstrates an extensive, accurate, systematic understanding of the subject and a range of key theories. Appropriately selected theoretical knowledge is synergised into the overall assessment task. | Shows a good systematic and accurate understanding of key subject-specific theories, which are appropriately integrated within the context of the assessment task. | Sound descriptive knowledge of key theories with appropriate application; may be balanced towards the descriptive rather than the critical or analytical.
| Selection of theory is satisfactory, and terminology, facts and concepts are handled accurately, but application and/or understanding is generalised. | In this assignment some of the theories presented are not appropriate. Terminology, facts, and concepts are presented inaccurately and/or with omissions in key areas. The application and/or understanding demonstrated is limited. | In this assignment there is a lack of relevant subject-specific theory.
|
| 2. Information gathering/ processing | Uses initiative to seek out new sources of information, evaluates their validity against a range of relevant information and synthesises and evaluates their validity comprehensively. | Selects a broad range of highly relevant information. Demonstrates a developing understanding of the complexity of the information and processes it comprehensively. | Selects appropriate information and processes it thoroughly with some critical evaluation. | Selects appropriate information and evaluates and comments on it with some critical evaluation, includes some readings beyond the set range. | Selects generally appropriate research and primary sources and shows ability to comment on them adequately. | The selection of sources/data here is not appropriate to the task and there are not enough evidenced evaluations of readings and research to support the work. | The selection of sources/data here is not appropriate to the task and the evidence gathered is not evaluated systematically.
|
| 3. Evaluation of process and the quality of information / data developed | Evaluates complex information and/or data and the inquiry process perceptively using appropriate criteria that are largely original/self-determined.
| Evaluates complex information and/or data and the inquiry process perceptively using appropriate criteria some of which may be self-determined. | Effectively and thoughtfully evaluates information and/or data and the inquiry process, including critique of the techniques used. | Effectively evaluates information and/or data and the inquiry process using prescribed guidelines. | Shows basic evaluation of the inquiry methodology and information and/or data generated. | In this submission, evaluation of process and the information and/or data is incomplete. | The work shows limited or no evaluation of either process or outcomes. |
| CRITERION | 100-80 Excellent | 79-70 Very good | 69-60 Good | 59-50 Sound | 49-40 Satisfactory | 39-20 Fail | 19-0 Fail |
|---|---|---|---|---|---|---|---|
| B. COGNITIVE SKILLS | |||||||
| 4. Quality of sources used | Significant use of primary sources, in conjunction with high quality secondary sources. Work draws upon current research and/ or advanced scholarship. | Significant use of primary sources in conjunction with high quality secondary sources. Work draws upon current research and/ or advanced scholarship. | Work uses a balanced combination of primary and high quality secondary sources. | Work makes sound use of primary sources but is generally reliant on secondary sources. | Work mostly relies on set secondary sources. Use of primary sources limited and does not extend beyond set sources. | Work draws on some set secondary sources, but also relies on inappropriate sources. Hardly any use of primary sources. | The submission is based on unreliable and/ or inappropriate sources. |
| 5. Referencing | Sources used are acknowledged in the text and reference list and used fluently to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. | Sources used are acknowledged in the text and reference list and used to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. | Sources used are acknowledged in the text and reference list and support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. | Sources used are acknowledged in the text and reference list. Referencing follows a systematic approach, appropriate to the discipline. Most elements of individual references are present. | Sources of information are acknowledged and integration between text and reference list is mainly effective. Attempts to follow systematic approach, appropriate to the discipline. Elements of individual references are generally complete. | Some sources of information acknowledged but links between text and reference list are unclear. Referencing does not follow a systematic approach. Elements of individual references are incomplete and/or absent. | Little or no acknowledgement of sources of information in text and/or reference list in this submission. |
| 6. Clarity of objectives and focus of work | This work defines appropriate objectives in detail and addresses them logically, coherently, comprehensively and with creativity, showing some sophisticated interpretation of complex ideas. | This work defines appropriate objectives in detail and addresses them logically, and coherently, interpreting complex ideas clearly. | This work defines appropriate objectives and addresses them coherently and logically throughout the work while engaging with complex ideas. | This work outlines appropriate objectives and addresses them in a logical and coherent manner which gives a focus to the work with some engagement with complex ideas. | This work uses generalised objectives to provide adequate but limited focus to the work. Overall, logical, and coherent but with limited engagement with complex ideas. | In this piece of work objectives are not appropriate and/or clearly identified – focus is not logical or coherent. | In this piece of work no objectives are identified, and the submission lacks focus and coherence. |
| 7. Selecting research methods (Relationship between method chosen and the nature of the inquiry) | Methodology selected is effective and appropriate to the aims of the task enabling successful and efficient collection and recording of complex data. The rationale for choosing this methodology from several methodologies is self-determined and convincingly explored. | Methodology selected is effective and appropriate to the aims of the task enabling effective collection of complex data. The rationale for choosing this methodology from several methodologies is convincingly explored. | Methodology chosen is appropriate to the task and attention given to the selection of a methodology from the range of prescribed ones.
| Methodology used is appropriate to the task and the rationale offered refers to established guidance.
| Methodology used is appropriate to the task and brief rationale offered refers to established guidance. | In this piece of work the choice of methodology and relationship to information and/or data being collected is confused and confusing. | In this piece of work the issue of methodology is not addressed and/or an inappropriate methodology is selected. There is little evidence of how planning was used to complete the task. |
| CRITERION | 100-80 Excellent | 79-70 Very good | 69-60 Good | 59-50 Sound | 49-40 Satisfactory | 39-20 Fail | 19-0 Fail |
| B. COGNITIVE SKILLS continued | |||||||
| 8. Analysis | Demonstrates outstanding grasp of relevant analytic techniques, and the ability to apply these to new and/or abstract information and situations. Shows an exceptional appreciation (for this level) of the limits and/or appropriate uses of analytic approaches. | Makes excellent use of a range of relevant analytic techniques and applies these to new and/or abstract information and situations. Shows well developed ability to compare critically alternative theories and/or analytic approaches (where relevant). | Makes effective use of established techniques of analysis relevant to the discipline. Shows developing ability to compare with some insight alternative theories and/or analytic approaches (where relevant). | Makes consistent, albeit conventional, use of established techniques of analysis, relevant to the discipline. | Makes satisfactory but limited use of established techniques of analysis, relevant to the discipline. | The submission includes analysis, but the analysis is ineffective and/or uninformed by key disciplinary techniques.
| This submission does not contain effective analysis and does not yet engage with key disciplinary techniques. |
| 9. Conclusions | Conclusions coherent, well developed and show some originality. They form an integrated part of well-substantiated overall arguments and/or discussion, reflecting commanding grasp of a wide range of theory and/or evidence and/or literature and appropriate forms of conceptualisation. Demonstrates sophisticated critical insight and interpretation of complex matters and ideas | Conclusions are coherent, well developed, analytical, and show some sophisticated insights. They are systematic and thoroughly grounded in a wide range of theory and/or evidence and/or literature and use appropriate forms of conceptualisation, forming an integrated part of well-substantiated overall arguments and/or discussion. Demonstrates development of sophisticated critical insight and interpretation of complex matters and ideas | Conclusions show development of critical insight and relate clearly and logically to substantiated arguments based on a wide range of sources of evidence and/or theory and/or literature. A range of views and information are critically evaluated and synthesised and there is perceptive interpretation of complex matters and ideas. | Logical and evidenced conclusions are drawn from evaluation of a range of sources of evidence and/or theory and/or literature. Shows the ability to consider and evaluate a range of views and to explain complex matters and ideas clearly. | Adequate conclusions are drawn which are derived from understanding of evidence and/or theory and/or literature. Shows the ability to consider alternative views and explain complex matters and ideas. | The work demonstrates limited or inaccurate understanding of the evidence and does not draw together arguments effectively. | The work either lacks a conclusion or presents an unsubstantiated and/or invalid conclusion. |
| 10. Initiative (taking action, independence) | Shows a creative and independent approach to achieving goals in a manner appropriate to situation(s), If in a group setting, shows appreciation of the needs and views of others. | Uses imagination to assess the needs of a situation and take independent actions to achieve goals effectively. If in a group setting, takes account of the needs and views of others with some sensitivity. | Effectively assesses the needs of a situation and takes independent action necessary to consistently achieve goals. If in a group setting, shows awareness of the needs and views of others. | Assesses needs of a situation and acts towards achieving goals. If in a group setting, generally shows awareness of the needs and views of others. | Where goals and methods are defined, will undertake tasks requiring some independence. If in a group setting, shows some development of awareness of the needs and views of others. | In this assignment, limited ability has been demonstrated to undertake tasks beyond those prescribed. If in a group setting, the needs and views of others have not been meaningfully considered. | In this assignment, ability to undertake prescribed tasks has been demonstrated, but independent tasks are not attempted. If in a group setting, the needs and views of others have not been considered. |
| CRITERION | 100-80 Excellent | 79-70 Very good | 69-60 Good | 59-50 Sound | 49-40 Satisfactory | 39-20 Fail | 19-0 Fail |
|---|---|---|---|---|---|---|---|
| B. COGNITIVE SKILLS continued | |||||||
| 11. Decision making | Uses a range of appropriate information, exercising autonomy and initiative when exploring options. Makes clear decisions which give due weight to alternatives in complex or unpredictable circumstances. | Uses a range of appropriate information to evaluate options and applies clear criteria to demonstrate reasons for final decision in complex or unpredictable circumstances. | Consistently uses appropriate information to evaluate options. Selection of final outcome clearly derived from evaluation with insight in complex or unpredictable circumstances. | Uses available information to evaluate feasible options and consistently solve complex problems. Final decision is clear and linked to evaluation showing ability to make decisions in complex or unpredictable circumstances. | Recognises benefits and disadvantages of feasible options and provides limited rationale for final decision. Shows ability to make decisions in complex or unpredictable circumstances. | Here, the rationale behind the final choice is unclear or untenable. This work shows limited evidence of the student’s ability to make decisions in complex and unpredictable circumstances. | Here, the final choice is unclear or absent. In this work the student has not demonstrated ability to make decisions in complex and unpredictable circumstances. |
| C. PRACTICAL SKILLS | |||||||
| 12. Creative process | Demonstrates strikingly innovative creative imagination to create a piece of work/performance art which reaches near level 6 standards in its application of creative methods and techniques, resulting in material which is consummately well-crafted. | Creative work shows highly developed technique in the service of a lively imagination. Processes involved are handled with assurance to achieve innovative results. Personal style has developed successfully in work which builds on models with originality and style. | Creative work shows well-developed imagination and technique. Processes involved are manipulated to achieve creative results. Builds on models and moulds influences with originality and shows distinctive personal style in development. | Creative works shows imagination and technique. Processes involved have creative application and outcomes. A developing personal style is evident at times in work which shows some original application and adaptation of models. | Creative work shows a basic level of imagination and technique. Processes involved have some creative outcomes. Personal style is lacking, in favour of work which is derivative in origin. | This work contains undeveloped ideas and/or little creativity or skill/technique. Minimal personal style and little insight into effective working processes are demonstrated here. | In this piece of work skills and techniques are undeveloped. Creativity or innovation are not evidenced here. |
| CRITERION | 100-80 Excellent | 79-70 Very good | 69-60 Good | 59-50 Sound | 49-40 Satisfactory | 39-20 Fail | 19-0 Fail |
|---|---|---|---|---|---|---|---|
| C. PRACTICAL SKILLS continued | |||||||
| 13. Performance | Compelling, communicative, and precise performance demonstrating near-professional level of authority, thorough awareness of style, proficiency in technical and interpretative issues. Improvisations are imaginative, creative, and stylistically assured. Accurate, flexible, focused, well-rehearsed, convincing, and precise performance. Stage craft presentation nearly suitable for professional performance. | Highly focused, convincing performance demonstrating communication, commitment, and thorough understanding of style with careful attention to detail, displaying a high level of technical ability and interpretive skills. Improvised passages are creative, stylistically assured and considered. Performance well prepared, assured and persuasive. Stage craft presentation of a very high standard. | Focussed performance demonstrating communication, commitment and a thorough understanding of the style with careful attention to detail, displaying a high level of technical ability. Improvisation is stylistically correct and considered. Performance well- prepared and/or rehearsed, assured, and focussed. Stage craft presentation of a high standard. | Performance demonstrates communication, commitment and understanding of the genre with reasonable attention to detail, displaying a good level of technical ability. Improvised passages show a sound understanding of style. Well-rehearsed. Stage craft presentation of a good standard. | Performance that demonstrates communication, commitment and understanding of the genre. Attention to detail and technical ability are basic but competent. Improvised passages show some understanding of style. Lacks confidence and stage conduct requires further development. | Performance in which communication, commitment and style are limited by struggles with technical control. Improvised passages show poor understanding of the style and may be inappropriate. Performance is under-rehearsed and unconvincing and stage conduct is barely addressed.
| Performance in which fluency and focus are severely limited by a lack of technical control. Improvised passages do not yet show understanding of style/genre or conventions of performance here. This performance is under-rehearsed, lacking in confidence and stage conduct is inappropriate, and /or unacceptable. |
| 14. Form and content in a practical context | Demonstrates a well-developed ability to critically engage with theory and practice. Synthesises creative strategies and interrelated forms and styles more widely. Clear awareness of and some ability to experiment with conventional forms. Work shows clear evidence of intellectual rigour and/or creativity. Technically and professionally competent throughout. | Demonstrates some ability to critically engage with theory and practice. Synthesises creative strategies and interrelated forms and styles. Work shows clear evidence of intellectual rigour and/or creativity. Experiments with conventional forms. Technically and professionally competent. | Work evidences some ability in critically relating theory to practice. Demonstrates developing ability to analyse, synthesise and experiment with relationships between form and content. Good evidence of creativity. Generally, technically and professionally competent in most respects. | Work evidences some awareness of the relationship between theory and practice. Work tends to be conventional but shows ability to relate form and content. Some aspects of creativity present. Structure and content are relevant and approaching technical and professional competence throughout. | Work shows evidence of an appropriate relationship between form and content. Moderate degree of technical and professional competence. Some presence of creativity. | Work shows little or no evidence of an understanding of the relationship between form and content. Lacks creativity and is technically poor. | The work has not addressed the brief in a way that shows understanding of the relationship between form and content. |
| CRITERION | 100-80 Excellent | 79-70 Very good | 69-60 Good | 59-50 Sound | 49-40 Satisfactory | 39-20 Fail | 19-0 Fail |
|---|---|---|---|---|---|---|---|
| D. TRANSFERABLE SKILLS | |||||||
| 15. Communication and presentation (appropriate to discipline) | Exceptional communication which demonstrates a comprehensive and sophisticated understanding of the discipline. | Accomplished communication which demonstrates a particularly good understanding of the discipline. | Very good and thorough communication in a format appropriate to the discipline. | Effective communication in a format appropriate to the discipline. | Clear communication and in a format which shows awareness of the discipline’s academic style. | Here the communication is unstructured and unfocused and/or in a format not appropriate to the discipline. | Here the communication is disorganised and/or incoherent and does not show understanding of the discipline’s academic style. |
| 16. Clarity of expression (incl. accuracy, spelling, grammar, punctuation, and numeracy) | Excellent writing control, appropriate to assignment, which enhances the argument. grammar, spelling, and numeracy are flawlessly accurate. | Accomplished writing style appropriate to the assignment. grammar, spelling, and numeracy are almost always accurate. | Fluent writing style; use of language fluent, nuanced, and expressive. grammar, spelling, and numeracy mainly accurate. | Language is clear, consistent, and conveys nuances. grammar, spelling and/or numeracy is mainly accurate with some errors. | Understandable and clear writing style, but accuracy of spelling, punctuation, grammar and numeracy need to be improved. Errors which detract from the argument. | In this piece of work the meaning is often unclear with frequent errors in grammar, spelling, and or numeracy.
| In this piece of work, the meaning is unclear throughout. Errors in spelling, grammar, punctuation and/or numeracy make interpretation challenging for an assessor. |
| 17. Digital skills | Excellent use of a range of appropriate digital technologies to enhance the work, showing sophisticated digital literacy and originality/initiative of approach. | A range of digital technologies are used accurately and discerningly to enhance the work, demonstrating excellent digital literacy. | A range of appropriate digital technologies are used accurately to enhance the work, showing good digital literacy. | Appropriate digital technologies are used accurately to enhance the work, showing digital literacy. | Understandable and clear work with use of appropriate digital technologies but errors which detract from digital literacy. | Some appropriate digital technologies are used but overall digital literacy is poor. | Digital technologies are not used appropriately; digital literacy not demonstrated. |
| 18. Presentation (visual) | Exceptional presentation for level 5 with strong visual impact which enhances the message. | Message is presented sophisticatedly and creatively with visual impact. | Presentation is effective and has good visual effect with creativity. | Presentation has a sound structure and visual impact with some creativity. | Visual aspect and/or structure of presentation is adequate with limited creativity. | Presented in a disorganised manner. Lacks appropriate support from visual tools. | Presentation is disorganised and/or incoherent and/or medium is non-visual. |
| 19. Presentation (oral) | Presentation is exceptional for level 5, well structured, imaginative, and thoroughly engaging. Audibility and pace are appropriate to audience and used with excellent effect to enhance the presentation. | Presentation is very well structured, creative, and engaging. Audibility and pace are effective in engaging the audience. | Well-structured and addressed effectively to audience. Pace and audibility are excellent. | Presentation has a sound structure. Pace and audibility are effective. | Pace, audibility and/or structure of presentation are adequate. | Delivery is disorganised and/or pace and audibility is poor. | Presentation is not understandable and/or inaudible and/or not an oral presentation. |
| CRITERION | 100-80 Excellent | 79-70 Very good | 69-60 Good | 59-50 Sound | 49-40 Satisfactory | 39-20 Fail | 19-0 Fail |
| D. TRANSFERABLE SKILLS continued | |||||||
| 20. Interactive and group skills (including teamwork, negotiation, understanding group dynamics) | Demonstrates a flexible, and advanced approach to negotiation and co-operation to develop relationships which are mutually beneficial to achieving group objectives.
| Uses a range of networking skills effectively within a learning or professional group. Demonstrates leadership skills. Negotiates and handles conflict very well seeking to establish relationships which serve the group needs. | Interaction within a learning group demonstrates value, giving and receiving information and ideas and modifying responses where appropriate with some understanding of leadership roles. | Meets obligations to others (tutors and/or peers) providing constructive contributions to support shared objectives. Recognises and assesses alternative options. | Uses basic interactive skills appropriately to usefully contribute to the group aims. | In this assignment there was either a tendency to avoid working with others or contributions to this group activity were not effective or constructive.
| In this assignment there was either a lack of contributions to the group or the contributions made were unconstructive and made it harder for the group to achieve their aims. |
| 21. Self-presentation / interpersonal skills | Creative and confident self-presentation and excellent interpersonal skills allow very effective management of the situation in a manner appropriate to the setting. | Adopts a confident style of self-presentation, employing very good interpersonal skills consistent with the individual’s aims and appropriate to the setting. | Demonstrates confidence and competence in their chosen style of presentation and interpersonal skills. The approach adopted is appropriate to the setting. | Can adopt both a formal and informal style and uses basic interpersonal skills appropriately and consistently. | Demonstrates an ability to adopt both a formal and informal style using basic interpersonal skills but does not always match the needs of the situation appropriately. | Demonstrates some self-awareness and/or interpersonal skills but at several key moments the skills deployed did not match the needs of the situation. | In this work self-awareness and appropriate interpersonal skills were not matched to the needs of the situation. |
| 22. Time management / self-management | Meets deadlines. Time management and planning strategies are used effectively to enhance the quality of the work. | Meets deadlines. Plans well ahead. Sets self-determined targets and contingency plans allowing sufficient time to receive and act on guidance. | Meets deadlines. Plans and monitors progress to allow sufficient time for development of the work. | Makes plans and implements them in a satisfactory manner to meet deadlines. | Usually meets important deadlines. Exhibits limited evidence of planning. | Some deadlines met, but most deadlines missed. Extremely limited evidence of effective time management shown here. | Deadlines not or rarely met. Not yet demonstrating ability to make and implement plans. |
| 23. Independence / autonomy (including planning and managing learning) | Critically analyses feedback to identify areas of learning needing improvement. Manages own learning comprehensively using a full range of resources which go beyond those readily available. | Identifies learning needs by actively seeking out feedback from a range of sources and makes comprehensive and effective use of available resources. | Confidently identifies learning needs and acts independently to improve performance. Is generally autonomous in utilising learning resources effectively. | Shows developing ability to work independently. Accesses and uses a range of learning resources and support. | Undertakes clearly directed work independently. Uses the standard learning resources. | Demonstrates limited ability to work independently, needing significant guidance on methods and resources. | Has not yet demonstrated ability to work independently; needs significant guidance on methods and resources. |
| CRITERION | 100-80 Excellent | 79-70 Very good | 69-60 Good | 59-50 Sound | 49-40 Satisfactory | 39-20 Fail | 19-0 Fail |
|---|---|---|---|---|---|---|---|
| D. TRANSFERABLE SKILLS continued | |||||||
| 24. Reflection (including self-criticism / awareness) | Confidently evaluates actions and situations showing a sophisticated awareness of own strengths and weaknesses which are clearly articulated, used, and acted on. Interrogates received opinion, prejudices and value sets operating. | Reflects on own strengths and weaknesses and shows a sophisticated understanding of the criteria by which such judgements are made. Prepared to interrogate received opinion, prejudices and value sets operating. | Able to evaluate own strengths and weaknesses and shows understanding of criteria for judgements. Prepared to question received opinion, prejudices and value sets operating. | Demonstrates an understanding of the criteria set by others. Recognises own strengths and weaknesses. | Accurately applies but is dependent on criteria set by others. Begins to recognise own strengths and weaknesses.
| Work does not show consistently accurate application of criteria set by others. Limited recognition of own strengths and weaknesses. | Work does not apply criteria set by others or show recognition of own strengths and weaknesses. May result in quite an inaccurate view of the situation. |
| 25. Critical review (to be used in peer assessment) | Demonstrates judgement and discrimination in utilising and providing diverse sources of feedback. Offers clear strategies for improvement. | Assesses and/or evaluates the work of others using a range of criteria. Provides an rationale for judgements and offers specific, critical insights into how work could be developed. | Effectively assesses and/or studies the work of others and judges against existing criteria, indicating possibilities for improvement. | Examines work of others and consistently identifies its strengths and weaknesses using existing criteria. | Comments in general terms on the work of others. | Demonstrates limited ability to make reasoned comment on the work of others. | Has not yet demonstrated ability to make reasoned comment on the work of others. |
| CRITERION | 100-80 Excellent | 79-70 Very good | 69-60 Good | 59-50 Sound | 49-40 Satisfactory | 39-20 Fail | 19-0 Fail |
|---|---|---|---|---|---|---|---|
| E. PROFESSIONAL COMPETENCES | |||||||
| 26. Work within a framework of professional values / code of conduct | Develops specific, achievable objectives which show some creativity. Objectives are fully consistent with professional values and/or code of conduct and appropriate to the clientele. | Develops specific achievable objectives which are consistent with professional values and/or code of conduct and appropriate to the clientele. | Develops achievable objectives which are consistent with professional values and/or code of conduct and appropriate to the clientele. | Develops objectives which are consistent with professional values and/or code of conduct and generally appropriate to the clientele. | Uses objectives which are consistent with professional values and/or code of conduct but are set by the clientele. Limited consideration of appropriateness and practicability. | Inadequate attempt made here to ascertain needs of clientele and develop a workable brief. Limited use of professional values and/or code of conduct frameworks. | No attempt made here to ascertain needs of clientele and develop a workable brief. Has not worked within the prescribed professional values and/or code of conduct framework. |
| 27. Reflective practice | Consistently analyses practice by critically reflecting on personal contributions and that of others and the rationale behind these. Demonstrates imaginative thinking about potential alternatives and their implications for further practice. | Confidently analyses personal contribution and that of others to practice through reflection and considers possibilities and their consequences in a range of contexts. Develops effective action plans. | Evaluates personal contribution and that of others to practice and develops consistent plans of action. | Demonstrates ability to evaluate own practice and that of others using several frames of reference. Considers future actions | Able to interpret own practice and that of others based on specific frames of reference. Identifies some future actions. | Limited interpretation of own practice and that of others here. As a result, appropriate future action planning is extremely limited. | Incomplete or inaccurate interpretation of own practice and that of others here. As a result, not yet able to plan any appropriate future actions. |
EBD’s Template
Cover Page - (A page on its own)
Executive Summary - (A page on its own)
Table of Contents - (A page on its own)
Introduction – (About 300 words)
Explain what the report will be about.
The Venture
The Business Concept: - (About 400 words)
(Explain the key elements of your business concept, encompassing the concept statement's vital components such as the product or service)
Target market - (About 400 words)
(How does your venture segment the market and who are the targeted segments).
Distinctive Attributes - (About 300 words)
(What is are the unique selling points of your business).
Values and Scale of the Venture - (About 400 words)
(Explain the core values, scale of the proposed business, location, and the individuals involved).
Sustainability Elements(About 200 words)
(Discuss the elements in the business idea that makes it sustainable)
Feasibility Assessments:
Industry and Market Feasibility - (About 400 words)
(Undertake a thorough assessment of Industry and Market feasibility. You can use Porter’s Five Forces)
Organisational and Financial Feasibility - (About 400 words)
(Conduct organisational, and financial feasibility to ensure a well-rounded understanding of the business landscape.)
Critical Evaluation of Value Chain and Business Model Canvas - (About 500 words)
(Critically evaluate the key components of the value chain and business model canvas concerning your proposed business. This involves a meticulous examination of how these components contribute to the overall viability and success of your venture)
Identification and Discussion of Risk Management - (About 400 words)
(Utilise relevant quantitative and qualitative models and concepts to identify potential risks associated with your business. Engage in a critical discussion on how these risks could be effectively managed to safeguard the sustainability and growth of your startup)
Conclusion - (About 300 words)
(Highlights the key points in the report).
References.
(Provide about 15 references)
Note: This report is provided as a sample for reference purposes only. For further guidance, detailed solutions, or personalized assignment support, please contact us directly.
SAMPLE BUSINESS PLAN
Sustainable Hospitality Venture
GreenStay Boutique Hotel
Level 5 BA Business Studies
Entrepreneurship and Innovation Module
Semester 2
London School of Commerce
February 2026
EXECUTIVE SUMMARY
This business plan presents GreenStay Boutique Hotel, a sustainable hospitality venture targeting environmentally conscious travelers in London. The hotel will combine luxury accommodation with comprehensive sustainability practices, addressing the growing demand for eco-friendly travel options.
GreenStay will operate as a 25-room boutique hotel in Shoreditch, London, featuring carbon-neutral operations, locally sourced organic dining, and community engagement programs. The venture differentiates itself through authentic sustainability credentials, transparent environmental reporting, and partnerships with local social enterprises.
Market analysis indicates strong demand, with 73% of UK travelers willing to pay premium rates for sustainable accommodation. Industry feasibility assessment reveals favorable conditions with government support for green businesses and growing investor interest in sustainable tourism.
Financial projections demonstrate viability with break-even expected in year two and projected ROI of 18% by year five. Risk management strategies address operational, financial, and reputational challenges through diversified revenue streams, comprehensive insurance, and robust stakeholder engagement.
GreenStay Boutique Hotel represents a commercially viable opportunity to meet market demand while contributing positively to environmental and social outcomes.
TABLE OF CONTENTS
1. Introduction
2. The Venture
2.1 The Business Concept
2.2 Target Market
2.3 Distinctive Attributes
2.4 Values and Scale of the Venture
2.5 Sustainability Elements
3. Feasibility Assessments
3.1 Industry and Market Feasibility
3.2 Organisational and Financial Feasibility
4. Critical Evaluation of Value Chain and Business Model Canvas
5. Identification and Discussion of Risk Management
6. Conclusion
7. References
1. INTRODUCTION
The global hospitality industry faces increasing pressure to adopt sustainable practices as environmental concerns intensify and consumer preferences shift toward responsible consumption. This business plan presents GreenStay Boutique Hotel, an entrepreneurial venture designed to address the growing demand for sustainable luxury accommodation in London's competitive hospitality market.
The purpose of this report is to outline a comprehensive business concept that integrates environmental sustainability, social responsibility, and economic viability. This plan demonstrates how innovative approaches to hospitality can create competitive advantage while contributing to broader sustainability goals aligned with the United Nations Sustainable Development Goals, particularly responsible consumption and production (SDG 12) and climate action (SDG 13).
This document examines the key elements of the business concept, including product offering, target market identification, and unique value proposition. It conducts thorough feasibility assessments across industry, market, organisational, and financial dimensions to evaluate venture viability. Furthermore, it critically analyses the value chain and business model canvas to demonstrate how operational components interconnect to deliver customer value and generate sustainable revenue.
The report also identifies potential risks associated with launching and operating a sustainable hospitality venture and proposes evidence-based risk management strategies. Through systematic analysis grounded in entrepreneurship theory and market research, this plan demonstrates that GreenStay Boutique Hotel represents both a commercially sound investment opportunity and a meaningful contribution to sustainable tourism development.
2. THE VENTURE
2.1 The Business Concept
GreenStay Boutique Hotel is a 25-room sustainable luxury accommodation located in Shoreditch, London, offering environmentally conscious travelers a carbon-neutral hospitality experience without compromising comfort or service quality. The business concept centres on delivering premium accommodation that achieves genuine sustainability credentials through comprehensive environmental management, circular economy principles, and authentic community engagement.
The core product offering encompasses individually designed guest rooms featuring natural, non-toxic materials, energy-efficient climate control systems, and water-saving technologies. Each room incorporates biophilic design principles, integrating natural elements to enhance guest wellbeing while minimizing environmental impact. Accommodation rates will range from £180-£350 per night, positioning the hotel in the premium boutique segment.
2.2 Target Market
Market segmentation for GreenStay identifies three primary customer segments based on psychographic and behavioural characteristics. The dominant segment comprises "Conscious Affluents" – professionals aged 28-45 with household incomes exceeding £75,000 who actively seek brands aligned with their environmental values. This segment demonstrates willingness to pay 15-30% premium for verified sustainable options and comprises approximately 40% of projected occupancy.
2.3 Distinctive Attributes
GreenStay's competitive differentiation emerges through verified sustainability credentials distinguishing it from greenwashing competitors. The hotel will achieve B Corporation certification, BREEAM Outstanding rating, and Green Tourism Business Scheme Partner-level certification.
2.4 Values and Scale of the Venture
GreenStay's core values include environmental stewardship, social responsibility, and transparency. The venture operates as a 25-room boutique property requiring £3.2 million capital investment. The founding team brings complementary expertise in hospitality management, sustainability, and entrepreneurial leadership.
2.5 Sustainability Elements
Sustainability integration operates across environmental, social, and economic dimensions. Environmental elements include 100% renewable energy, water conservation systems, and circular economy waste management. Social elements encompass living wage employment and community partnerships. Economic sustainability ensures commercial viability supporting continued environmental investment.
3. FEASIBILITY ASSESSMENTS
3.1 Industry and Market Feasibility
Industry analysis using Porter's Five Forces reveals moderately attractive conditions. While competitive rivalry is intense in London's accommodation market, sustainable positioning within the boutique segment provides differentiation. Capital requirements and brand-building time create meaningful entry barriers. Market research indicates 73% of travelers intend to stay in sustainable accommodation, with 2.8 million annual London visitors actively seeking green options.
3.2 Organisational and Financial Feasibility
The founding team possesses hospitality operations, sustainability management, and entrepreneurial expertise. Financial modeling projects £3.2 million capital requirements funded through founder equity (£400,000), impact investment (£1.5 million), bank loan (£1.0 million), and grants (£300,000). Year-one revenue of £1.67 million against £1.42 million expenses projects 15% EBITDA margin, improving to 22% by year three. Break-even occurs at 52% occupancy, providing margin of safety.
4. CRITICAL EVALUATION OF VALUE CHAIN AND BUSINESS MODEL CANVAS
Value chain analysis reveals how GreenStay creates customer value through interconnected activities. Inbound logistics involve sustainable procurement creating 18% cost premium justified by differentiation value. Operations transform routine activities into marketing touchpoints through visible sustainability practices. Marketing leverages digital channels and content showcasing authentic sustainability narratives.
Business Model Canvas analysis provides holistic perspective on value creation. Key partners include sustainable suppliers, social enterprises, impact investors, and certification bodies. Key activities encompass accommodation operations, sustainable building management, and transparent impact reporting. The value proposition combines premium accommodation with verified credentials and community connection.
Revenue streams derive from accommodation (80%), food and beverage (15%), and education/partnerships (5%). Cost structure reflects sustainability commitments through higher input costs offset by operational efficiencies. Customer relationships emphasize personalized service and community building supported by direct booking channels reducing dependency on travel agencies.
5. IDENTIFICATION AND DISCUSSION OF RISK MANAGEMENT
Risk identification reveals operational, financial, market, and reputational threats. Operational risks include system failures and supply disruptions, mitigated through redundancy and diversified suppliers. Financial risks encompass cost overruns and occupancy shortfalls, addressed through contingency budgets and conservative forecasting.
Market risks involve changing preferences and economic downturns, managed through adaptive strategy and value proposition diversification. Reputational risks from greenwashing accusations require absolute transparency commitment, third-party certification, and rapid response protocols.
Risk matrices prioritize reputational and operational quality risks as high probability, high impact threats requiring immediate attention. Management strategies employ avoidance, reduction, transfer, and acceptance approaches with regular reviews enabling early threat identification and timely response.
6. CONCLUSION
This business plan demonstrates that GreenStay Boutique Hotel represents a commercially viable entrepreneurial opportunity addressing market demand for authentic sustainable hospitality. The venture combines environmental responsibility, social impact, and economic sustainability through comprehensive integration distinguishing it within London's accommodation market.
Feasibility analysis confirms favorable conditions, substantial market, organizational capability, and financial viability with two-year break-even and attractive investor returns. Value chain and business model evaluation reveals how components interconnect to create value while maintaining sustainability integrity. Risk management strategies enhance venture resilience.
The concept demonstrates that premium hospitality and environmental sustainability are mutually reinforcing. Critical success factors include authentic commitment, exceptional service, community relationships, and transparent communication. GreenStay exemplifies how entrepreneurial innovation addresses environmental challenges while creating economic value, demonstrating pathways toward responsible, regenerative economic models.
IMPORTANT NOTE
This is a sample business plan provided for reference and educational purposes only. Students should develop their own original business concepts and conduct independent research. This document demonstrates the structure, analytical depth, and academic writing standards expected for the assignment but should not be submitted as original work.
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