ASSESSMENT: Ryanair: the low fares airline – ‘always getting better’?

by Eleanor O’Higgins
and published in Exploring Strategy book.
Module Code: BMS0072
Module Title: Strategic Management
Assessment Type Individual report (2500 words)
Academic Year 2021/2 Term 1

Assessment Task

Read the case – it is published in Exploring Strategy book

Your task is divided into three main elements:
- Using the relevant strategic theories and framework, critically analyse the extent to
which Ryanair’s strategy is sustainable during the current changes (50%)
- Using the relevant strategic theories and framework, critically analyse the
competitive position of Ryanair in the UK (40%)
- The quality of presentation, written style and structure and referencing style. In this
you should demonstrate the proper use of APA style referencing (10%)
Task specific guidance:
You may start with General Introduction about the type of industry and the importance of
this assignment in relation to strategy (up to 100 words). Divide the assignment based on
the main parts of the assignment. You may wish to write separate parts; part one (1,250
words) and part two (1,000 words), then the last part is conclusion (150 words).
Remember the assignment should be Analysed Critically – critical means that you
should be able to process information collected, evaluate it, provide reasoning and explain
the link between the theories in a creative way. The review of theories should be Fully
Referenced from journal articles not websites. The last 10% is provided for the quality of
presentation, written style and structure and referencing style (i.e. you need to reference
your work) using APA style. The structure of the assignment: Font size: 12, Font: Arial,
spacing: 1.5 / Auto – Auto – Justified and the font size for the title: 14.
Remember that this is just guidance, and you have the flexibility to write your assignment
the way you like. You are welcome to discuss anything with your tutors.

General study guidance:

 
 Cite all information used in your work which is clearly from a source. Try to ensure
that all sources in your reference list are seen as citations in your work, and all
names cited in the work appear in your reference list. 

 Reference and cite your work in accordance with the APA 7th system – the
University’s chosen referencing style.  For specific advice, you can talk to your
Business librarians or go to the library help desk, or you can access library
guidance via the following link:
o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/

 The University has regulations relating to academic misconduct, including

 plagiarism. The Learning Innovation and Development Centre can advise and
help you with how to avoid ‘poor scholarship’ and potential academic misconduct.
You can contact them at [email protected].

 If you have any concerns about your writing, referencing, research or presentation
skills, you are welcome to consult the Learning Innovation Development Centre
team [email protected]. It is possible to arrange 1:1 consultation with a
LIDC tutor once you have planned or written a section of your work, so that they
can advise you on areas to develop. 

 Do not exceed the word / time / other limit.

Assessment criteria

 The Assessment Criteria are shown the end of this document.  Your tutor will
discuss how your work will be assessed/marked and will explain how the
assessment criteria apply to this piece of work. These criteria have been designed
for your level of study.

 These criteria will be used to mark your work and will be used to support the
electronic feedback you receive on your marked assignment. Before submission,
check that you have tried to meet the requirements of the higher-grade bands to
the best of your ability. Please note that the marking process involves academic
judgement and interpretation within the marking criteria.

 The Learning Innovation Development Centre can help you to understand and use
the assessment criteria. To book an appointment, either visit them on The Street
in the Charles Sikes Building or email them on [email protected]

Learning Outcomes
This section is for information only.

The assessment task outlined above has been designed to address specific validated
learning outcomes for this module. It is useful to keep in mind that these are the things
you need to show in this piece of work.

On completion of this module, students will need to demonstrate:

1. Understand how a range of concepts and models can be applied to the analysis of
strategic issues facing an organisation.
2. Understand the strategic management processes that can be used in shaping
organisational policies.
3. Contrast different strategic approaches that can be adopted to overcome problems
that an organisation may face in its environment.
4. Develop, analyse, present and defend logical strategies and issues.
Please note these learning outcomes are not additional questions.
Submission information
Word Limit: 2,500 words
Submission Date: 11th Feb 2022
Feedback Date: 3 working weeks after the submission
Submission Time: 15.00

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 Electronically via module site in Brightspace. Paper/hard copy
Submission Method: submissions are not required. For technical support, please
contact: [email protected]

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Appendix 1 PGT Assessment Criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance
of a given criteria.

Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking
criteria.

The grades between Pass and Merit should be considered as different levels of performance within the normal bounds of the
module. The higher-level categories allow for students who, in addition to fulfilling the basic requirement, perform at a superior level
beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.

PGT Generic Assessment Criteria

Unacceptable Unsatisfactory Pass Merit Distinction
A superficial answer with only peripheral Some A coherent A coherent An exceptional answer that reflects outstanding
knowledge of core material and very little critical knowledge of and logical answer that knowledge of material and critical ability
ability core material answer which demonstrate
but limited. shows s critical
understanding evaluation
of the basic
principles
0-9 10-19 20-34 35-49 50-59 60-69 70-79 80-89 90-100
Conceptual Entirely lacking Typically, only Knowledge of Marginally A systematic Approachin Excellent. Insightful. Striking and
and critical in evidence of able to deal concepts falls insufficient. understanding g excellence Displays (for Displays (for insightful.
understanding knowledge and with short of Adequate of knowledge; in some example): example): Displays (for
of understanding terminology, prescribed knowledge of critical areas with high levels of excellent example):
contemporary basic facts range concepts within awareness of evidence of accuracy; research publishable
/ seminal and concepts Typically only prescribed current the potential evidence of potential; quality;
knowledge in able to deal range but fails problems to undertake the potential flexibility of outstanding
the subject with to adequately and/or new Research. to undertake thought; research
terminology, solve problems insights; can Well- research; the possibly of potential;
basic facts posed by evaluate developed ability to publishable originality and
and concepts assessment critically relevant analyse quality. independent
current argument, primary thought;
research and good sources ability to
can evaluate degree of critically. make
methodologies accuracy informed
and judgements.
technical
competence

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Presentation Length Length Length Length Length Good Very good Professional Highest
requirements requirements requirements requirement met requirement standard of standards of standards of professional
may not be may not be may not be and academic met and presentation presentation presentation standards of
observed; does observed; observed; conventions academic ; length presentation
not follow does not does not mostly followed. conventions requirement
academic follow follow Minor errors in mostly met, and
conventions; academic academic language followed. academic
language conventions; conventions; Possibly very conventions
errors impact language language minor errors in followed
on intelligibility errors impact errors impact language
on on
intelligibility intelligibility
Understanding Limited insight Limited Limited Some insight Practical Independent Authoritative, Authoritative, Authoritative,
into the insight into insight into into the problem understanding , critical full full full
problem or the problem the problem or topic of how evaluation understanding understanding understanding
topic or topic or topic established of of all the of all the of all the
techniques of full range of issues with issues with issues with
research and theories originality in originality in originality in
enquiry are with some analysis analysis analysis
used to create evidence of
and interpret originality
knowledge in
the discipline
Use of Some Some Some Limited sources Comprehensiv Complex Full range of Full range of Full range of
evidence and irrelevant irrelevant irrelevant e work and sources sources sources
sources to and/or out of and/or out of and/or out of understanding concepts used used used
support task date date date of techniques presented, selectively to selectively to selectively to
Sources Sources Sources applicable to key texts support support support
own research used argument argument argument
or advanced effectively
scholarship

Development Argument not Argument not Argument not Argument not The argument Argument Coherent and Coherent and Coherent and
of ideas developed and developed developed fully is developed concise and compelling compelling compelling
may be and may be and may be developed and but may lack explicit argument well argument well argument well
confused and confused and confused and may lack fluency presented presented presented
incoherent incoherent incoherent structure
Depth of Response Response Response Response Response Response In-depth In-depth In-depth
Reflection demonstrates a demonstrates demonstrates demonstrates a demonstrates demonstrate reflection on, reflection on, reflection on,
lack of a lack of a lack of minimal reflection on, s a general and and and
reflection on, or reflection on, reflection on, reflection on, and reflection personalizatio personalizatio personalizatio
personalization or or and personalizatio on, and n of, the n of, the n of, the
of, the theories, personalizatio personalizatio personalization n of, the personalizat theories, theories, theories,
concepts, n of, the n of, the of, the theories, theories, ion of, the concepts, concepts, concepts,
and/or theories, theories, concepts, concepts, theories, and/or and/or and/or
strategies concepts, concepts, and/or and/or concepts, strategies strategies strategies
presented in and/or and/or strategies strategies and/or
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 the course strategies strategies presented in the presented in strategies presented. presented. presented.
materials to presented in presented in course the course presented in Extensive Extensive Extensive
date. the course the course materials to materials to the course evidence of evidence of evidence of
Viewpoints and materials to materials to date. date. materials to analysis analysis analysis
interpretations date. date. Viewpoints and Viewpoints date. through through through
are missing, Viewpoints Viewpoints interpretations and Viewpoints questioning questioning questioning
inappropriate, and and are unsupported interpretations and and and and
and/or interpretations interpretations or supported are generally interpretatio challenging of challenging of challenging of
unsupported. are missing, are missing, with flawed supported. ns are assumptions assumptions assumptions
Examples, inappropriate, inappropriate, arguments. Some relevant supported. leading to leading to leading to
when and/or and/or Examples, examples, Appropriate transformatio transformatio transformatio
applicable, are unsupported. unsupported. when when examples n of personal n of personal n of personal
not provided. Examples, Examples, applicable, are applicable, are are insight. Some insight. insight.
when when not provided or provided. provided, as evidence of Evidence of Substantial
applicable, applicable, are irrelevant to applicable reflexivity and reflexivity and evidence of
are not are not the assignment. self- self- reflexivity and
provided. provided. development. development. self-
Well Well development.
supported by supported by Well
clear, detailed clear, detailed supported by
examples as examples as clear, detailed
applicable. applicable. examples as
applicable.
Innovation Lacking Lacking Lacking Minimal Evidence of Evidence of Evidence of Extensive Extensive
evidence of evidence of evidence of Evidence of the the provision the the provision evidence of evidence of
having the provision the provision provision of of innovative provision of of innovative the provision the provision
addressed the of any of any innovative solutions innovative solutions of imaginative of imaginative
issue of innovative feasible solutions solutions which innovative innovative
innovative solutions innovative which demonstrate solutions solutions
solutions solutions demonstrate assessment which which
assessment of situation demonstrate demonstrate
of situation and assessment full
and effectiveness of situation assessment
effectivenes of solutions and critical of situation
s of evaluation of and critical
solutions effectiveness evaluation of
of solutions effectiveness
of solutions

Personal No evidence of Attempts to Attempts to Personal Personal Personal Personal Personal Personal
perspective any attempt or express a express a perspective is perspective perspective perspective perspective perspective
consideration personal personal expressed and expressed is expressed expressed is expressed is expressed is
of a personal perspective perspective has some clearly is clearly clearly clearly clearly
perspective. lack any are only relevance. relevant and relevant and relevant and relevant and relevant and
relevance. loosely some justified with justified with justified with justified with
relevant justification is critical critical critical critical

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 provided. reasoning. reasoning reasoning reasoning.
which which
provides clear provides clear
assumptions assumptions
and strength and strength
of position in of position in
relation to relation to
others. others.
Self- No evidence of Self- Self- Evidence of Evidence of Self- Self- Innovative Innovative
development self- development development self- self- developmen development self- self-
planning development mentioned but mentioned development development t planning programme development development
being no evidence and some planning and planning and and developed programme programme
considered of any evidence of enacting enacting with enacting and enacted developed developed
planning planning support. with critical with critical and enacted and enacted
support. support. with critical enacting with
support. detailed
critical
support.
Autonomy No evidence of Evidence of Evidence of Evidence of Demonstrates Demonstrat Demonstrates Demonstrates Demonstrates
any autonomous autonomous some relevant ability to es ability to ability to use ability to use ability
autonomous action action autonomous implement implement initiative, initiative, independently
action considered uncritically or action tasks tasks implement develop innovate, to
considered or but not superficially autonomously autonomous tasks creative use initiative,
taken implemented implemented ly autonomously solutions, develop
and sustain implement creative
actions to a tasks solutions,
conclusion. autonomously implement
and sustain tasks
actions to a autonomously
conclusion. and sustain
actions to a
conclusion.
Oral Barely Completely Barely Poorly Acceptably Well Very well Extremely Original and
Communicatio comprehensibl inadequate, organised, organised, organised, organised organised and well creative.
n (monologue) e, Significant Significant lacking some generally and very organised, Exceptionally
Inc no connection lack of clarity, lack of clarity, clarity, little clear, some clear, persuasive, extremely well
organisation, to context. inconsistent, inconsistent, tailoring to tailoring to appropriatel effectively persuasive, organised,
supporting indifferent to minimal context. Some context. Some y tailored to very highly
material and context connection to significant flaws in tailored to context. effectively persuasive,
delivery context inadequacies, expression, context. Lively, tailored sophisticated,
weak some Fluent articulate, to context. superbly
expression with systematic expression persuasive Very lively, tailored to
some errors of with delivery. eloquent, context.
systematic expression. articulate Engages extremely Exceptionally
errors Generally delivery. audience persuasive lively and
. engages Generally throughout. delivery. persuasive,
audience. engages Engages highly
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 audience. audience eloquent
throughout. . Engages
audience
throughout.
Teamwork and No evidence of Minimal Marginal Little teamwork Worked Cohesive Excellent Exceptionally Original and
Oral teamwork or teamwork, teamwork, or together much team, all cohesion, cohesive creative.
communicatio engagement conflicts conflicts effort to of the time, members all members team, all Exceptionally
n with evident, unaddressed, collaborate engagement active most active, high members cohesive, all
(dialogue) views or negative little effectively, less than of the time, levels of active, high members
learning of engagement engagement symptoms optimal, exercising mutual levels of consistently
others. with with of lack of mutual some mutual respect and mutual active
difference difference respect. unresolved respect and evidence of respect and mutually
conflict but evidence of effective evidence of respectful and
mostly effective dialogue most effective evidence of
respectful with dialogue of the time. dialogue effective
evidence of most of the Any conflict throughout. dialogue
listening. time. Any resolved Any conflict throughout.
conflict early. resolved Any conflict
resolved. early. resolved
early.
Ethics, Not considered Consideration Considered Considered with Considered Wide Full Full Full
sustainability or no relevance at a with relevant relevant with relevant consideratio consideration consideration consideration
& superficial solutions solutions solutions n relevant of implications of implications of implications
Responsibility level with identified but identified but identified and solutions for subject for subject for subject
(subject area) minimal no detail little detail adequate identified with range of with extensive with full range
relevance to relevant to the relevant to the detail relevant and solutions range of of solutions
subject. subject. subject. to the subject. appropriate discussed in solutions discussed in
detail detail. discussed in detail.
relevant to detail.
the subject.
Ethics, Not considered Consideration Considered Considered with Considered Wide Full Full Full
sustainability or no relevance at a with relevant relevant with relevant consideratio consideration consideration consideration
& superficial solutions solutions solutions n relevant of implications of implications of implications
Responsibility level with identified but identified but identified and solutions for for for
(professional minimal no detail little detail adequate identified professional professional professional
practice) relevance relevant to relevant to detail relevant and practice with practice with practice with
shown to professional professional to professional appropriate range of extensive full range of
professional practice. practice. practice. detail solutions range of solutions
practice. relevant to discussed in solutions discussed in
professional detail. discussed in detail.
practice. detail.